Download or read book Rethinking Education for Sustainable Development written by Radhika Iyengar and published by Bloomsbury Publishing. This book was released on 2022-10-20 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. “Education” is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinking about ESD. The book includes a foreword by Jeffrey Sachs, Director of the Center for Sustainable Development at Columbia University, USA.

Download or read book Comparative Analysis on Universal Primary Education Policy and Practice in Sub Saharan Africa written by and published by BRILL. This book was released on 2015-01-01 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda.

Download or read book Rethinking School Health written by and published by World Bank Publications. This book was released on 2011 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development. --Book Jacket.

Download or read book Rethinking Teacher Education written by Joe Lugalla and published by African Books Collective. This book was released on 2022-09-12 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rethinking Teacher Education: Improvement, Innovation and Change is the result of the conference organised by The Aga Khan University - Institute for Educational Development, East Africa (AKU-IED, EA) on education, in Uganda in 2017. The Conference, gathered participants from nine countries, to deliberate on a cross section of factors regarding teacher education in the region and landscaping the same on global perspectives. The choice of the conference theme was inspired by a need to consider new systems, policies, structures and reforms to help drive sustainable education for the development of nations in the East African region. A variety contributors participated from across the education landscape, and included researchers working in higher education, practitioners such as teachers in schools, tutors, instructors in colleges, and lecturers and professors at universities. Also contributing were non-governmental organisations with interests in education and student learning outcomes, civil society organisations whose interests navigate the role education plays in social and national development, policy makers and curriculum developers, librarians, publishers, booksellers and teacher trainees, all of who shared their rich experiences and perspectives on teacher education in the 21st century in East Africa and globally.

Download or read book Rethinking Food Systems written by Nadia C.S. Lambek and published by Springer Science & Business Media. This book was released on 2014-01-10 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Taking as a starting point that hunger results from social exclusion and distributional inequities and that lasting, sustainable and just solutions are to be found in changing the structures that underlie our food systems, this book examines how law shapes global food systems and their ongoing transformations. Using detailed case studies, historical mapping and legal analysis, the contributors show how various actors (farmers, civil society groups, government officials, international bodies) use or could use different legal tools (legislative, jurisprudential, norm-setting) on various scales (local, national, regional, global) to achieve structural changes in food systems. Section 1, Institutionalizing New Approaches, explores the possibility of institutionalizing social change through two alternative visions for change – the right to food and food sovereignty. Individual chapters discuss Vía Campesina’s struggle to implement food sovereignty principles into international trade law, and present case studies on adopting food sovereignty legislation in Nicaragua and right to food legislation in Uganda. The chapters in Section 2, Regulating for Change, explore the extent to which the regulation of actors can or cannot change incentives and produce transformative results in food systems. They look at the role of the state in regulating its own actions as well as the actions of third parties and analyze various means of regulating land grabs. The final section, Governing for Better Food Systems, discusses the fragmentation of international law and the impacts of this fragmentation on the realization of human rights. These chapters trace the underpinnings of the current global food system, explore the challenges of competing regimes of intellectual property, farmers rights and human rights, and suggest new modes of governance for global and local food systems. The stakes for building better food systems are high. Our current path leaves many behind, destroying the environment and entrenching inequality and systemic poverty. While it is commonly understood that legal structures are at the heart of food systems, the legal academy has yet to make a significant contribution to recent discussions on improving food systems - this book aims to fill that gap.

Download or read book Rethinking School Feeding written by and published by World Bank Publications. This book was released on 2009 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This review was prepared jointly by the World Bank Group and the World Food Programme (WFP), building on the comparative advantages of both organizations. It examines the evidence base for school feeding programs with the objective of better understanding how to develop and implement effective school feeding programs in two contexts: a productive safety net, as part of the response to the social shocks of the global food, fuel and financial crises, and a fiscally sustainable investment in human capital, as part of long-term global efforts to achieve Education for All and provide social protect.

Download or read book Continuing Professional Teacher Development in Sub Saharan Africa written by Yusuf Sayed and published by Bloomsbury Publishing. This book was released on 2018-03-22 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Continuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent's children. By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts - contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals. Drawing together a wealth of experience, the volume identifies the policy and research implications for the future of CPD across the continent, providing important lessons that can be integrated into a post-2015 development agenda for Africa.

Download or read book Rethinking Disability and Human Rights written by Inger Marie Lid and published by Taylor & Francis. This book was released on 2023-06-16 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the role of disability in the right to political and social participation, an act of citizenship that many disabled people do not enjoy. The disability rights movement does not accept the use of disability to create limits on citizenship, which poses challenges for contemporary societies that will become ever greater as the science and technology of enhancing human abilities evolves. Comprised of eight chapters, three interludes, and a postscript written by leading scholars and disability rights activists, the book explores citizenship for people with disabilities from an interdisciplinary perspective using the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as a point of departure and the concept of universal design as a strategy for actualizing full citizenship for all. Situating disability in its historical and cultural contexts, the authors offer directions for rethinking citizenship, including implications for access to the built environment, information and communication systems, education, work, community life and politics. This book will be of interest to all scholars and students working in disability studies, planning, architecture, public health, rehabilitation, social work, and education.

Download or read book International Handbook on Globalisation Education and Policy Research written by Joseph Zajda and published by Springer Science & Business Media. This book was released on 2005-12-05 with total page 853 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139) - UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus; offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.

Download or read book Rethinking Democracy and Governance written by Donavon Johnson and published by Taylor & Francis. This book was released on 2023-09-15 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: Democracy can be understood as a concept as well as a system of government associated with certain values, including transparency, accountability, the protection of rights, and non-oppressive government. This cutting edge new book explores the current contours of democracy and asks important questions such as: Does contemporary democracy mean the same thing that it did centuries ago? Are the longstanding assumptions about democracy and good governance sustainable in the face of digital transformation, paradigm shifts, and the liberalization of knowledge? Is democracy still applicable in the way that it has been traditionally envisioned? Gathering together insights from academics and practitioners with expertise on democracy and governance in the Caribbean context, this book is designed to spark a conversation about the ways in which appetites for democracy may be shifting in the Caribbean and beyond, exploring the conditions that brings these shifts to bear. Section one focuses on conceptual pieces that investigate democracy and good governance, their definition, and comparative analysis of how the conceptualization of democracy can shape outcomes in different governmental contexts. Section two explores the ways in which events, trends, and technologies have impacted democratic or undemocratic values and attitudes. Section three examines shifts in democratic inclination in the 21st century. Together the chapters represent an overdue study of the foundational governmental system of our time in a region that has historically been overlooked. Rethinking Democracy and Governance: Perspectives from the Caribbean is required reading for students of governance, public administration, and public policy.

Download or read book Rethinking Internal Displacement written by Frederick Laker and published by Berghahn Books. This book was released on 2021-11-01 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Internal displacement has become one of the most pressing geo-political concerns of the twenty-first century. There are currently over 45 million internally displaced people worldwide due to conflict, state collapse and natural disaster in such high profile cases as Syria, Yemen and Iraq. To tackle such vast human suffering, in the last twenty years a global United Nations regime has emerged that seeks to replicate the long-established order of refugee protection by applying international law and humanitarian assistance to citizens within their own borders. This book looks at the origins, structure and impact of this new UN regime and whether it is fit for purpose.

Download or read book Rethinking Urban Risk and Resettlement in the Global South written by Cassidy Johnson and published by UCL Press. This book was released on 2021-06-10 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Environmental changes have significant impacts on people’s lives and livelihoods, particularly the urban poor and those living in informal settlements. In an effort to reduce urban residents’ exposure to climate change and hazards such as natural disasters, resettlement programmes are becoming widespread across the Global South. While resettlement may reduce a region’s future climate-related disaster risk, it often increases poverty and vulnerability, and can be used as a reason to evict people from areas undergoing redevelopment. A collaboration between the Bartlett Development Planning Unit at UCL, the Indian Institute for Human Settlements and the Latin American Social Science Faculty, Rethinking Urban Risk and Resettlement in the Global South collates the findings from 'Reducing Relocation Risks', a research project that studied urban areas across India, Uganda, Peru, Colombia and Mexico. The findings are augmented with chapters by researchers with many years of insight into resettlement, property rights and evictions, who offer cases from Monserrat, Cambodia, Philippines and elsewhere. The contributors collectively argue that the processes for making and implementing decisions play a large part in determining whether outcomes are socially just, and examine various value systems and strategies adopted by individuals versus authorities. Considering perceptions of risk, the volume offers a unique way to think about economic assessments in the context of resettlement and draws parallels between different country contexts to compare fully urbanised areas with those experiencing urban growth. It also provides an opportunity to re-think how disaster risk management can better address the accumulation of urban risks through urban planning.

Download or read book Rethinking National Action Plans on Women Peace and Security written by S. Aroussi and published by IOS Press. This book was released on 2017-05-30 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the time of its adoption in October 2000, United Nations Security Council resolution 1325 on Women, Peace and Security (WPS) was hailed as a turning point for women involved in conflicts, peacemaking, peacekeeping and post-conflict reconstruction. Resolution 1325 required all efforts aimed at resolving conflicts and building peace to be inclusive, gender-sensitive and transformative for women. In recent years, National Action Plans (NAPs) on WPS have become one of the most commonly used tools by states to channel, assess and monitor the implementation of resolution 1325 and other UN WPS resolutions. This book presents an edited version of the proceedings of the NATO Advanced Research Workshop (ARW) on ‘National Action Plans on Women, Peace and Security’, held in Dublin, Ireland, in May 2016. The workshop brought together representatives from various states, as well as academics, and members of civil society and international organizations, to discuss their experiences with NAPs and to critically reflect on the role of NAPs in supporting the implementation by states of the WPS framework. The aim of this book is to disseminate the key arguments, findings, and recommendations which emerged from the discussions held at the ARW. It includes a summary report which sets out key arguments and recommendations and offers a number of key papers from the ARW, with the intention of contributing to academic and policy debates concerning gender and armed conflict and, more particularly, the WPS framework.

Download or read book Human Rights and Public Finance written by Aoife Nolan and published by Bloomsbury Publishing. This book was released on 2014-10-01 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection addresses some of the most important challenges in contemporary human rights law and practice. Its central theme is the linkage between public finance, particularly budget decisions, and the realisation (or not) of economic and social rights. While much academic and political debate on economic and social rights implementation has focused on the role of the courts, this work places the spotlight squarely on those organs of government that have the primary responsibility and the greatest capacity for giving effect to such rights: namely, the elected branches of government. The major actors considered in this book are politicians, public servants and civil society, with their role in realising economic and social rights the work's key focus. The book thus makes a crucial contribution to remedying the current imbalance in attention paid by economic and social rights scholars to the legislature and executive vis-a-vis the judiciary. Featuring pioneering work by leading experts in the field of human rights and public finance, this multidisciplinary collection will be of great interest to academics, practitioners, public servants and students working in the areas of law, human rights, economics, development and political science.

Download or read book Inclusive Education in African Contexts written by Nareadi Phasha and published by Springer. This book was released on 2017-04-13 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts? This book insists that inclusive education cannot be taken for granted. Inclusion is neither a natural nor a given educational practice. It must be struggled for. Bringing a critical perspective to inclusive schooling and education is imperative. This book adds to current educational debates with an African lens. It engages inclusive education from multiple lenses of curriculum content, classroom pedagogy and instruction, representation, culture, environment and the socio-organization life of schools, the pursuit of equity and social justice and the search for educational relevance. It is opined that Africa cannot be left behind in rethinking educational inclusion in ways that evoke critical questions of power, equity and social difference. The question of leaner’s identity in terms of class, gender, sexuality, (dis)ability, language, ethnicity and race are equally consequential for African schooling and education. When inclusion is understood as wholeness of education, then how schooling and education engage the complete learner – her/his body, mind, soul and spirit, as well as the use of local community and Indigenous knowledges in teaching and learning become relevant. Inclusion stands the risk of liberal educational agendas that simply tinker or toy with schooling and education and hardly embrace the challenge of educational change. What we need is a fundamental structural change that ensures schooling and education embraces difference while grappling with the teaching of Indigeneity, decolonization and resistance.

Download or read book Education for Rural Development written by Food and Agriculture Organization of the United Nations and published by UNESCO/FAO. This book was released on 2003 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).

Download or read book Research on the Influences of Educational Policy on Teaching and Learning written by Cynthia S Sunal and published by IAP. This book was released on 2013-07-01 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 14 chapters in this book address education policy as it is being implemented in three world regions, Africa, the Caribbean, and the Middle East. The diverse authors utilize original local data, interpreting it to describe policy development and implementation across a range of nations who share commonalities but also differences. The chapters begin with the premise that policy must respond to the needs of the citizenry and to the challenges faced by each society internally as well as globally. Meeting the challenge of frequently competing existing needs while addressing educational development to prepare for future needs, is an ongoing task for policymakers. The researchers authoring the book’s chapters are aware of competing challenges and of the need for frequent revision of educational policy as well as continuing support for its implementation. They base their conclusions and the implications offered on the data while taking into account the culture within which successful and appropriate policy must be implemented. The implications have relevance for any society in the world as diversity exists everywhere so all societies are experiencing challenges generated by our interdependence with each other.