Journal articles: 'Environmental education – Zambia – Case studies'

1

Chibuye, Miniva. "Interrogating urban poverty lines – the case of Zambia." Environment and Urbanization 26, no. 1 (February 24, 2014): 236–56. http://dx.doi.org/10.1177/0956247813519047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Offord-Woolley, S., P. Bamford, and R. Desforges. "Developing an environmental-education programme using Black rhinocerosDiceros bicornisin Zambia as a case study." International Zoo Yearbook 50, no. 1 (January 2016): 84–95. http://dx.doi.org/10.1111/izy.12117.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Thomas, Ian G. "Evaluating Environmental Education Programs Using Case Studies." Journal of Environmental Education 21, no. 2 (January 1990): 3–8. http://dx.doi.org/10.1080/00958964.1990.9941925.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Nduna, Mwenya, and Wanga Chakanika. "An Investigation into the Challenges Encountered by the University of Zambia in the Implementation of Extension Education: A Case of North Western Province." Journal of Law and Social Sciences 2, no. 1 (January 26, 2021): 86–106. http://dx.doi.org/10.53974/unza.jlss.2.1.435.

Full text

Abstract:

The Extra Mural Studies Department (now known as Extension Studies Section) was established in order to maintain the university links with the community as well as serve as a conduit through which university knowledge and university ways of thought can be transmitted to people in their locality. This research therefore, was an undertaking to identify challenges encountered in the implementation of University Extension Education. It was guided by the following objectives; identify the challenges encountered in the implementation of Extension Education, find out whether or not the University of Zambia Extension Education programs are in tandem with the educational needs of the local society in North Western Province, and assess whether or not the University of Zambia Extension Studies in North Western Province conducted other outreach programs apart from evening classes. In terms the research design, the study employed a case study design as it allowed the researcher to bring out a case and study it in its natural setting. Questionnaire and interview guide were the instruments used to collect data from the respondents comprising 97 students and 1 officer administering the office of the Resident Lecturer. It emerged from the findings that there were many challenges that the University of Zambia encountered in the implementation of extension education, central of all was the lack of qualified part time tutors in addressing the educational needs of the community in which it operated. The study also established that most of the courses offered by the University Extension Studies in North Western Province did not answer to the educational needs of the people in the Province. In view of the findings the study recommended that the University of Zambia should ensure that the provincial office is adequately and appropriately staffed with qualified personnel and also make a deliberate effort to create a policy to involve the local community.

APA, Harvard, Vancouver, ISO, and other styles

5

Cheng, Vincent K. W. "An Environmental Chemistry Curriculum Using Case Studies." Journal of Chemical Education 72, no. 6 (June 1995): 525. http://dx.doi.org/10.1021/ed072p525.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Singletary, Ted J. "Case Studies of Selected High School Environmental Education Classes." Journal of Environmental Education 23, no. 4 (July 1992): 35–40. http://dx.doi.org/10.1080/00958964.1992.9942806.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mohammad, Noor. "Environmental studies in higher education in Bangladesh: a case study." International Journal of Academic Research 6, no. 2 (March 30, 2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Chompolola, Abson, and Oliver Kaonga. "Adoption of Conservation Agriculture in Zambia – The Case of Chongwe District." Journal of Sustainable Development 9, no. 3 (May 30, 2016): 77. http://dx.doi.org/10.5539/jsd.v9n3p77.

Full text

Abstract:

<p>The Zambian government and its cooperating partners have been trying to promote the use of conservation agriculture for improved food security and promotion of environmental sustainability. The methods used to promote conservation agriculture however are not adequately informed because no Zambia-specific studies have been done to explain adoption behaviour. This study aimed at explaining the factors that affect the adoption of conservation agriculture in Zambia using a case study.</p><p>A cross section survey of 200 randomly selected small scale farmers in Chongwe district was conducted using a structured questionnaire. Information collected included demographic characteristics of participating households, economic, as well as social characteristics. Respondents also provided information on the farming practices they are currently using vis a vis conservation agriculture.</p>A decision model was estimated using logistic regression and the results indicate that the adoption of conservation agriculture in the survey area is basically influenced by ownership of draft power, availability of labour, and the frequency of contact with the farmer support extension system. Potential to increase the adoption rate is plenty, but can only be tapped into if strategies and policies take into account the behavioural aspects of the adoption of the technology.

APA, Harvard, Vancouver, ISO, and other styles

9

Imasiku, Katundu, Valerie M. Thomas, and Etienne Ntagwirumugara. "Unpacking Ecological Stress from Economic Activities for Sustainability and Resource Optimization in Sub-Saharan Africa." Sustainability 12, no. 9 (April 26, 2020): 3538. http://dx.doi.org/10.3390/su12093538.

Full text

Abstract:

Most sub-Saharan African (SSA) nations are governed by traditional economic models of using varied varieties of capital (including human), technological and natural approaches to supply goods and services. This has undoubtedly led to annual economic growth of about 3.2% in several African nations and higher per capita income as some of the major benefits, which have improved the standards of living and social wellbeing but conjointly have led to environmental degradation. In response to the environmental degradation problem, while benchmarking against international policies, this article evaluates approaches to economic development, environmental management, and energy production in the context of climate change. Case studies consider the mine-dependent nations of Zambia and the Democratic Republic of Congo (DRC) and the agriculture-dependent nation of Rwanda. In Zambia and DRC, energy efficiency in the mining and metals industries could increase the electrification rate in Zambia and DRC by up to 50%. Additional industrial utilization of solar or wind energy is key to a stable energy supply, economic development and environmental protection. In Rwanda, population growth and land constraints point to economic growth and agricultural improvements as the key to sustainability and sustainable development. These case studies emphasize resource optimization, energy efficiency, renewable energy deployment, strategies to reduce biodiversity loss and environmental degradation, and the improvement of social wellbeing for both present and future generations to achieve an ecologically enhanced sub-Saharan Africa.

APA, Harvard, Vancouver, ISO, and other styles

10

Bhandari, Alok, and Larry E. Erickson. "Case Studies Can Fill a Critical Need in Environmental Engineering Education." Journal of Environmental Engineering 131, no. 8 (August 2005): 1121. http://dx.doi.org/10.1061/(asce)0733-9372(2005)131:8(1121).

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Саакян, Сергей Арменович. "APPLICATION OF CASE STUDIES IN ENVIRONMENTAL EDUCATION OF PRIMARY SCHOOL CHILDREN." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(54) (March 31, 2021): 125–32. http://dx.doi.org/10.26456/vtpsyped/2021.1.125.

Full text

Abstract:

Рассматриваются теоретические и методические особенности использования кейс-технологии в начальной школе. Даются методические рекомендации по применению кейсов при изучении тем экологического содержания в курсе «Окружающий мир». Приводятся результаты анкетирования педагогов начальной школы по вопросам использования кейс-технологии. The article describes the theoretical and application approach of the use of case studies in elementary school education. Application approaches are shown through the different cases in the study of environmental topics found in the elementary school course «The World Around». Survey results of elementary school teachers on the use of case studies are also presented.

APA, Harvard, Vancouver, ISO, and other styles

12

Vovk Korže, Ana. "INNOVATIVE APPROACH TO EDUCATION ON CURRENT ENVIRONMENTAL PROBLEMS: SOME CASE STUDIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 35–40. http://dx.doi.org/10.48127/gu-nse/13.10.35.

Full text

Abstract:

For effective education on current environmental problems in Slovenia two educa-tional polygons were established with the help of the Ministry of Education. The mission of the first educational polygon for ecoremediation is to educate the youth about the adapta-tion to climate change. The focus is on green technologies and natural systems. The polygon for self-learning is intended for teaching practically all generations, not just schoolchildren, how to raise the awareness of their own self-sufficient supply. The emphasis is on protection of soil and organic matter in sustaining life in the soil. Key words: adaptation to climate change, ecoremediation, environmental problems, learn-ing by doing, self-sufficient supply.

APA, Harvard, Vancouver, ISO, and other styles

13

Van Petegem, Peter, An Blieck, and Jelle Boeve-De Pauw. "Evaluating the Implementation Process of Environmental Education in Preservice Teacher Education: Two Case Studies." Journal of Environmental Education 38, no. 2 (January 2007): 47–54. http://dx.doi.org/10.3200/joee.38.1.47-54.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Mpembamoto, Kelvin, Wilma Nchito, Gilbert Siame, and Emma Wragg. "Impact of sector-based upgrading on home-based enterprises: a case study of Chaisa Settlement." Environment and Urbanization 29, no. 2 (April 25, 2017): 597–614. http://dx.doi.org/10.1177/0956247817701087.

Full text

Abstract:

While upgrading approaches have evolved over the years, and often include a focus on improving the livelihoods of people living in informal settlements, there remains little attention or understanding in the literature of how upgrading can influence the livelihoods of residents in informal settlements. This paper examines the extent to which upgrading can contribute to improvement in economic activities, looking specifically at the case of the Chaisa settlement in Zambia, where various upgrading projects were conducted in recent years. It investigates the extent to which this upgrading has contributed to the establishment and expansion of such home-based enterprises as shops, kiosks, saloons and barbershops, as well as its impact on room renting and on livelihoods generally, and discusses the dynamics underlying these improvements.

APA, Harvard, Vancouver, ISO, and other styles

15

Gould, Rachelle K., Nicole M. Ardoin, Jennifer M. Thomsen, and Noelle Wyman Roth. "Exploring connections between environmental learning and behavior through four everyday-life case studies." Environmental Education Research 25, no. 3 (November 14, 2018): 314–40. http://dx.doi.org/10.1080/13504622.2018.1510903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Simooya, Steriah Monica. "The Role of the Zambian Media in Public Environmental Awareness and Education." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 43–52. http://dx.doi.org/10.53974/unza.jlss.1.1.364.

Full text

Abstract:

Successful environmental communication is achieved through a well informed public as it will be better equipped and positioned to tackle environmental challenges of the 21st Century. A well informed public is partly a result of the role the media plays in disseminating information. Hence the media play a strategic role in raising public environmental awareness, dissemination of environmental information and inspiring environmental action. This study looked at the role of the Zambian media in public environmental awareness and education. The study aimed at finding out the role of the Zambian media in public environmental awareness and education. The study had three objectives: 1. to find out how many environmental journalists there were in selected media organisations; 2. to determine the content of environmental information published by the selected media; and 3. to find out the contribution of environmental journalism to the lives of ordinary people in the selected Zambian urban, peri-urban, and rural areas. The study used qualitative and quantitative research designs and also a survey research technique. The research analysed environmental contents of three prominent daily newspapers in Zambia namely The Post, Zambia Daily Mail and Times of Zambia. The study also captured views and experiences of respondents from which qualitative and quantitative data was obtained. Purposive and random sampling were used to select respondents from the three dailies and from a cross section of the Zambian society. Statistical Package for Social Sciences (SPSS) and Microsoft Excel were used to process field data. To collect primary data, daily publications in three selected months of May, June and July 2010 by the three newspaper companies were analysed to determine the topics and frequency of environmental news coverage. Questionnaires were administered to editors and journalists from the three daily newspapers and also a cross section of the Zambian society. The findings of the research indicated that the people tasked with the collection and publication of environmental information were not trained in environmental matters hence their inability to successfully communicate environmental information in an interesting and educative manner. More space was dedicated to the printing of political and sports news compared to environmental information which was deemed unsellable and bad for business. The study further found out that much of the space allocated to environmental coverage was dedicated to pollution. Further, most of the environmental events covered were based in urban areas and were noticed when accompanied by a prominent person in society or the government of the day. The study also found out that the public lacked sensitisation in environmental matters resulting in the inability of the people to be environmentally responsible either individually or at community level. The study recommended the following: 1. In-service media personnel need to be trained through refresher courses in environmental matters. 2. Environmental programmes to be designed in all institutions of higher learning that will train journalists who will tackle and cover environmental issues ably, as is the case in developed countries; and recommends that 3. The media needs to place value on environmental coverage by carrying out indepth analyses and research on the issues and events they publish.

APA, Harvard, Vancouver, ISO, and other styles

17

Maxwell, Tom, and Peter Metcalfe. "Analysing Environmental Education Curricula: The Case of the IBO's Environmental Systems." Australian Journal of Environmental Education 15 (1999): 77–84. http://dx.doi.org/10.1017/s0814062600002639.

Full text

Abstract:

AbstractThis paper uses a two part analysis of a new syllabus document developed by the International Baccalaureate Organisation (IBO) for its Diploma in the area of environmental studies. The environmental analysis Is based on the need for concepts to support sustainability. Key ideas in this model are natural systems of flows of energy, cycles of materials and webs of life and human impact on these natural systems. This analysis suggests that some concepts for sustainability, such as soil and water as basic resources, are not covered adequately and that the identification of the syllabus as a science precludes essential economic and social sciences considerations and the dominance of the methodology of manipulation. Using the Habermasian technical, practical and emancipatory interests as analytical categories, serious difficulties are identified. These include the likely lack of congruence of the syllabus with the advertised philosophy of the Diploma and the fundamental technical interest of control expressed in the syllabus. Taken together, It is probable that in many teachers' hands students may inadvertently learn about exploitation rather than sustainability of the environment. Modifications to the syllabus are proposed.

APA, Harvard, Vancouver, ISO, and other styles

18

Wei, Cynthia A., Minna Brown, and Meghan Wagner. "Pursuing the Promise of Case Studies for Sustainability and Environmental Education: Converging Initiatives." Case Studies in the Environment 2, no. 1 (2018): 1–8. http://dx.doi.org/10.1525/cse.2018.001065.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Wheeler, Keith A., and Lisa Bryce Lewis. "School-community links for environmental health: case studies from GREEN." Health Education Research 12, no. 4 (1997): 469–72. http://dx.doi.org/10.1093/her/12.4.469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.

Full text

Abstract:

This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.

APA, Harvard, Vancouver, ISO, and other styles

21

Leach, Matthew, Chris Mullen, Jacquetta Lee, Bartosz Soltowski, Neal Wade, Stuart Galloway, William Coley, Shafiqa Keddar, Nigel Scott, and Simon Batchelor. "Modelling the Costs and Benefits of Modern Energy Cooking Services—Methods and Case Studies." Energies 14, no. 12 (June 8, 2021): 3371. http://dx.doi.org/10.3390/en14123371.

Full text

Abstract:

Globally, 2.8 billion people still cook with biomass, resulting in health, environmental, and social challenges; electric cooking is a key option for a transition to modern energy cooking services. However, electric cooking is assumed to be too expensive, grids can be unreliable and the connection capacity of mini-grids and solar home systems is widely assumed to be insufficient. Developments in higher performance and lower cost batteries and solar photovoltaics can help, but they raise questions of affordability and environmental impacts. The range of issues is wide, and existing studies do not capture them coherently. A new suite of models is outlined that represents the technical, economic, human, and environmental benefits and impacts of delivering electric cooking services, with a life-cycle perspective. This paper represents the first time this diverse range of approaches has been brought together. The paper illustrates their use through combined application to case studies for transitions of households from traditional fuels to electric cooking: for urban grid-connected households in Zambia; for mini-grid connected households in Tanzania; and for off-grid households in Kenya. The results show that electric cooking can be cost-effective, and they demonstrate overall reductions in human and ecological impacts but point out potential impact ‘hotspots’. The network analysis shows that electric cooking can be accommodated to a significant extent on existing grids, due partly to diversity effects in the nature and timing of cooking practices.

APA, Harvard, Vancouver, ISO, and other styles

22

Kajihara, Masahiro, Martin Simuunza, Ngonda Saasa, George Dautu, Akina Mori-Kajihara, Yongjin Qiu, Ryo Nakao, et al. "Serologic and molecular evidence for circulation of Crimean-Congo hemorrhagic fever virus in ticks and cattle in Zambia." PLOS Neglected Tropical Diseases 15, no. 6 (June 1, 2021): e0009452. http://dx.doi.org/10.1371/journal.pntd.0009452.

Full text

Abstract:

Crimean-Congo hemorrhagic fever (CCHF) is a tick-borne zoonosis with a high case fatality rate in humans. Although the disease is widely found in Africa, Europe, and Asia, the distribution and genetic diversity of CCHF virus (CCHFV) are poorly understood in African countries. To assess the risks of CCHF in Zambia, where CCHF has never been reported, epidemiologic studies in cattle and ticks were conducted. Through an indirect immunofluorescence assay, CCHFV nucleoprotein-specific serum IgG was detected in 8.4% (88/1,047) of cattle. Among 290 Hyalomma ticks, the principal vector of CCHFV, the viral genome was detected in 11 ticks. Phylogenetic analyses of the CCHFV S and M genome segments revealed that one of the detected viruses was a genetic reassortant between African and Asian strains. This study provides compelling evidence for the presence of CCHFV in Zambia and its transmission to vertebrate hosts.

APA, Harvard, Vancouver, ISO, and other styles

23

Cai, Peiyan. "Thinking skills development in mobile learning: The case of elementary school students studying environmental studies." Thinking Skills and Creativity 42 (December 2021): 100922. http://dx.doi.org/10.1016/j.tsc.2021.100922.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Davies, Daniel, and Elaine Lam. "The Role of First-hand Experience in the Development Education of University Students." International Journal of Development Education and Global Learning 2, no. 2 (May 1, 2009): 35–52. http://dx.doi.org/10.18546/ijdegl.02.2.04.

Full text

Abstract:

This paper reports on a study visit to rural Zambia undertaken by groups of undergraduates studying education at a small university in the UK. The research conducted around the visit sought to answer the question: 'does first-hand experience of a developing country's education system challenge British students' preconceptions of 'the South' and help them to understand development issues?' In order to answer this question we employed a case-study methodology. Selected participants' written reflections upon the Zambian visit were analysed, comparing the insights gained with the group's preconceptions at the beginning of the module. These case-study students were also interviewed to probe issues arising from their written accounts. Initial findings suggest that the first-hand experience of education in a sub-Saharan African country had substantially augmented their learning from the taught module, deepening understanding and expanding the affective and skills dimensions. Each of the case study students had brought different preconceptions to the experience and these were challenged or – in some cases – reinforced. This paper reports findings from the case studies and discusses implications for the design of similar study visits.

APA, Harvard, Vancouver, ISO, and other styles

25

Gilkey, Melissa B., Jo Anne L. Earp, and Elizabeth A. French. "Applying Health Education Theory to Patient Safety Programs: Three Case Studies." Health Promotion Practice 9, no. 2 (April 2008): 123–29. http://dx.doi.org/10.1177/1524839907312703.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Sichone, Joseph, Martin C. Simuunza, Bernard M. Hang’ombe, and Mervis Kikonko. "Estimating the basic reproduction number for the 2015 bubonic plague outbreak in Nyimba district of Eastern Zambia." PLOS Neglected Tropical Diseases 14, no. 11 (November 9, 2020): e0008811. http://dx.doi.org/10.1371/journal.pntd.0008811.

Full text

Abstract:

Background Plague is a re-emerging flea-borne infectious disease of global importance and in recent years, Zambia has periodically experienced increased incidence of outbreaks of this disease. However, there are currently no studies in the country that provide a quantitative assessment of the ability of the disease to spread during these outbreaks. This limits our understanding of the epidemiology of the disease especially for planning and implementing quantifiable and cost-effective control measures. To fill this gap, the basic reproduction number, R0, for bubonic plague was estimated in this study, using data from the 2015 Nyimba district outbreak, in the Eastern province of Zambia. R0 is the average number of secondary infections arising from a single infectious individual during their infectious period in an entirely susceptible population. Methodology/Principal findings Secondary epidemic data for the most recent 2015 Nyimba district bubonic plague outbreak in Zambia was analyzed. R0 was estimated as a function of the average epidemic doubling time based on the initial exponential growth rate of the outbreak and the average infectious period for bubonic plague. R0 was estimated to range between 1.5599 [95% CI: 1.382–1.7378] and 1.9332 [95% CI: 1.6366–2.2297], with average of 1.7465 [95% CI: 1.5093–1.9838]. Further, an SIR deterministic mathematical model was derived for this infection and this estimated R0 to be between 1.4 to 1.5, which was within the range estimated above. Conclusions/Significance This estimated R0 for bubonic plague is an indication that each bubonic plague case can typically give rise to almost two new cases during these outbreaks. This R0 estimate can now be used to quantitatively analyze and plan measurable interventions against future plague outbreaks in Zambia.

APA, Harvard, Vancouver, ISO, and other styles

27

Mwamba, Jonathan Simbeya. "Analysing the Sustainability Challenges of Informal Urban Settlements: The Case of Chibolya in Lusaka Zambia." Journal of Sustainable Development 13, no. 6 (October 18, 2020): 55. http://dx.doi.org/10.5539/jsd.v13n6p55.

Full text

Abstract:

Presently, informal settlements exist as part of the urban fabric and a major constituent of the residential geographies of most Cities in Sub-Saharan Africa. The growth of informal settlements in cities of the global south has been widely discussed in existing literature as a critical concern. Urban development literature in Zambia in particular has focused on the rapid urbanization and poverty growth, but barely explains how this affects settlement sustainability. Studies have focused on measures put in place by government and supporting organisations to help find solutions to the problem. But this has been done without providing specifics as relates to interventions for settlement sustainability and user perceptions of their living environments. The article provides a conceptual analysis of the local dynamics influencing informal settlement development and sustainability. The historical perspective and modern day realities of informal urban settlement settings in Lusaka in Zambia are also reviewed. The case study findings indicate a need to refocus development interventions in informal settlements by considering informal dwellers concerns and requirements when formulating settlements development strategies. The article offers an insight into sustainability challenges that the settlement population faces despite a variety of development interventions by the State and private agencies. The article shows the potential success and sustainability of interventions when informal settlement residents are empowered and take responsibility of their own development agenda. The paper points out the need for collaborative approach to informal settlement improvement where all stakeholders including the local residents, participate in all stages of settlement development.

APA, Harvard, Vancouver, ISO, and other styles

28

IMASIKU, EUNICE N. S., CLIFFORD O. ODIMEGWU, SUNDAY A. ADEDINI, and DOROTHY N. ONONOKPONO. "VARIATIONS IN UNMET NEED FOR CONTRACEPTION IN ZAMBIA: DOES ETHNICITY PLAY A ROLE?" Journal of Biosocial Science 46, no. 3 (July 19, 2013): 294–315. http://dx.doi.org/10.1017/s0021932013000357.

Full text

Abstract:

SummaryEthnicity has been found to be a significant indicator of social position, and many studies have also established that ethnicity is a significant determinant of contraceptive use. This study aims to examine whether ethnicity is an important predictor of unmet need for contraception. Analysis was based on data for 4343 ever-married women drawn from the 2007 Zambia Demographic and Health Survey. Descriptive analysis indicates that in all ethnic groups except the Barotse and Tonga, women aged 15–49 years were married at an average age below 18. The highest mean number of children among the ethnic groups was 6.7, among the Bemba; the lowest was 5.9, among the Barotse. The highest proportion of women with an unmet need for contraception resided in the Eastern region. Multivariate logistic analyses reveal that children ever-born and region of residence were the most important predictors of unmet need for spacing, whereas for unmet need for limiting predictors were age at first marriage and partner's desire for children. Moreover, unmet need for spacing and limiting among women with secondary or higher education was significantly lower (47% and 50%, respectively) compared with those with no education. Ethnicity was not a significant predictor of unmet need for contraception. The findings stress the need for programmes aimed at enhancing the socioeconomic status of women.

APA, Harvard, Vancouver, ISO, and other styles

29

Carm, Ellen. "Inclusion of Indigenous Knowledge System (IKS) – A Precondition for Sustainable Development and an Integral Part of Environmental Studies." Journal of Education and Research 4, no. 1 (July 6, 2014): 58–76. http://dx.doi.org/10.3126/jer.v4i1.10726.

Full text

Abstract:

UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development? That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76

APA, Harvard, Vancouver, ISO, and other styles

30

Liddle, Elisabeth S., Sarah M. Mager, and Etienne Nel. "Water quality awareness and barriers to safe water provisioning in informal communities: A case study from Ndola, Zambia." Bulletin of Geography. Socio-economic Series 26, no. 26 (December 1, 2014): 167–81. http://dx.doi.org/10.2478/bog-2014-0052.

Full text

Abstract:

Abstract Local water providers in developing nations typically view shallow hand-dug wells as traditional and backward sources of water supply. It has long been assumed that the urban poor do not have the ability to develop these in a way that allows them to be classified as ‘improved’ in terms of the Millennium Development Goal for water, believing that users do not understand the factors that constitute safe water and the threats to these sources. Our assessment of the level of environmental knowledge held by local water-users in Ndola in Zambia demonstrates a coherent understanding of the safety of their water sources, the quality of these, the threats to them, and the fundamentals of how their local hydrology works, all of which is contrary to the perspective of key informants who are involved in water supply. Despite their environmental awareness, the majority of users did not generally protect their wells from contamination nor treat their water. The apparent paradox between awareness of risks to water and implementing protection of that water source is a function of the complex suite of socially manifested attitudes, habits and behaviours when it comes to water protection and treatment, which is exacerbated by vulnerable community and family structures and entrenched poverty. For meaningful outcomes in improved access to safe water to be realised providers need to increase their engagement with the informal communities, moving deeper into community-based participatory planning and recognise the societal and cultural factors that are entrained into these communities water supply practices. A key part of this involves the need for providers to move away from simple knowledge-based education to the more holistic form of skill-based health education.

APA, Harvard, Vancouver, ISO, and other styles

31

Gosselin, David, Rod Parnell, Nicholas J. Smith-Sebasto, and Shirley Vincent. "Integration of sustainability in higher education: three case studies of curricular implementation." Journal of Environmental Studies and Sciences 3, no. 3 (June 8, 2013): 316–30. http://dx.doi.org/10.1007/s13412-013-0130-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Escrivão, Giovana, and Marcelo Seido Nagano. "Linking Knowledge Creation and Environmental Education." Journal of Information & Knowledge Management 15, no. 02 (May 20, 2016): 1650017. http://dx.doi.org/10.1142/s0219649216500179.

Full text

Abstract:

Although the importance of knowledge management, little is known concerning the creation process of new knowledge. This process can be applied into several contexts in order to create new knowledge and use it better; one is environmental education (EE), which regards the increasing environmental degradation. This paper analyses the knowledge creation (KC) process in EE programmes conducted by two of the largest and most prestigious universities in Brazil. This research is qualitative with a descriptive characteristic and was conducted through case studies. The data collection and analysis methods were qualitative, including interviews and content analysis. The main contribution of this paper concerns suggestions to improve the environmental programmes at universities, providing green practices around the campuses with more efficient and systematic knowledge production and dissemination related to the topic. Additionally, some evidences of the case studied motivated the authors to ask some questions about the KC theory of Nonaka.

APA, Harvard, Vancouver, ISO, and other styles

33

Corney, Graham. "Case Studies in Student Geography Teachers' Conceptions of Teaching Environmental Issues." International Research in Geographical and Environmental Education 9, no. 4 (August 2000): 305–26. http://dx.doi.org/10.1080/10382040008667663.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Trebilcock, Maureen. "A Model for Integrating Environmental Sustainability into Architectural Education." Journal of Green Building 6, no. 1 (February 1, 2011): 73–82. http://dx.doi.org/10.3992/jgb.6.1.73.

Full text

Abstract:

This article proposes a model for integrating environmental sustainability into architectural education that derives from the analysis of sustainable architectural design in practice. The research methodology is based on nine case studies of architectural practices that are pioneers in environmentally sustainable design. The design process of a building from each practice was mapped using information gathered by interviews with the members of the design team, plans, diagrams and sketches. The case studies highlight the skills and knowledge that the architect needs to acquire to integrate sustainability into the design process. This reveals that architectural education might focus on developing attitudes, explicit knowledge, tacit knowledge and skills that interweave intuitive, analytical and social dimensions in a holistic manner.

APA, Harvard, Vancouver, ISO, and other styles

35

Thapa, Jwala D. "Spreading Environmental Awareness Through Environmental Education in Schools: The Case Study of a Sikkimese Green School." Asian Journal of Legal Education 8, no. 2 (July 2021): 234–46. http://dx.doi.org/10.1177/2322005820985574.

Full text

Abstract:

The subject of environmental education (EE) in India, also known as environment studies (EVS), was introduced through the intervention of the Supreme Court of India (SC). At that time, there was also global recognition towards the creation of ‘environmental citizens’ through inculcating environmental awareness in school-going children, with the motto of ‘catch them young’. Since then, EE in India has seen an evolution in itself through enveloping the studies of various topics related to the natural environment. However, one of the concerns has been that it is taught in a theoretical manner and that since it is not treated as a graded subject, schools have not given it the importance it deserves. However, the study of a green school of the Himalayan state of Sikkim shows that active participation of state machinery, coupled with a practical interpretation of its principles, can lead to positive results. It also shows that the creation of environmental citizens needs a holistic approach, through both amalgamation of theory with practice and syllabus with stringent state intervention and results-oriented action. This article, which uses doctrinal, as well as field research, techniques of interview and observation, looks into these aspects through studying a school in a mountain village of West Sikkim in India.

APA, Harvard, Vancouver, ISO, and other styles

36

Gal, Adiv, and Dafna Gan. "Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship Among Professional Studies Learners." Journal of Transformative Education 18, no. 4 (June 16, 2020): 271–92. http://dx.doi.org/10.1177/1541344620932310.

Full text

Abstract:

Transformative sustainability education (TSE) is an uncommon pedagogical practice in higher education, even though it has a positive impact on student learning and behavioral change. This qualitative case study explored 20 Israeli graduate students' understanding of the social-ecological systems through the analysis of reflections, interviews, and observations. The findings reported that these graduate students displayed a deep understanding of the social-ecological systems when TSE was applied in a higher education course. As such, TSE contributed to these graduate students' knowledge construction along with encouraging their pro-environmental action. We concluded that teacher professional training, especially in higher education, should emphasize knowledge construction as a key for action, as part of TSE, in creating relational change at ontological and epistemological levels

APA, Harvard, Vancouver, ISO, and other styles

37

So, Winnie Wing Mui, and Stephen Cheuk Fai Chow. "Environmental education in primary schools: a case study with plastic resources and recycling." Education 3-13 47, no. 6 (September 3, 2018): 652–63. http://dx.doi.org/10.1080/03004279.2018.1518336.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Mullen, Patricia Dolan. "Generating Grounded Theory: Two Case Studies." International Quarterly of Community Health Education 6, no. 3 (October 1985): 177–203. http://dx.doi.org/10.2190/ty8u-dh83-v8mk-b62h.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Mullen, Patricia Dolan. "Generating Grounded Theory: Two Case Studies." International Quarterly of Community Health Education 25, no. 1 (April 2005): 79–114. http://dx.doi.org/10.2190/e305-147l-15g5-2048.

Full text

Abstract:

An inductive research method known as grounded theory is described as a means of building conceptual bridges between real-life situations and formal theory. The procedures are detailed and illustrated via two case studies. The first is a study of the social-psychological problem of cutting losses among heart patients through three stages of recovery. The process of extending the theory generated with the heart patients to other invisible physical impairments and across both visible and invisible chronic conditions is outlined. The second case study offers an example of a structurally-oriented theory, developed from participant observations of the processes of managing patients, staff, and neighbors for an “antipsychiatric” treatment facility for juvenile schizophrenics.

APA, Harvard, Vancouver, ISO, and other styles

40

Dunlop, Lynda, Lucy Atkinson, and Maria Turkenburg-van Diepen. "The environment and politics in science education: the case of teaching fracking." Cultural Studies of Science Education 16, no. 2 (February 11, 2021): 557–79. http://dx.doi.org/10.1007/s11422-021-10017-z.

Full text

Abstract:

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

APA, Harvard, Vancouver, ISO, and other styles

41

Agol, Dorice, Peter Harvey, and Javier Maíllo. "Sanitation and water supply in schools and girls' educational progression in Zambia." Journal of Water, Sanitation and Hygiene for Development 8, no. 1 (November 21, 2017): 53–61. http://dx.doi.org/10.2166/washdev.2017.032.

Full text

Abstract:

Abstract There is much anecdotal evidence related to the importance of Water, Sanitation and Hygiene (WASH) in schools for girls' educational progression, yet a lack of comprehensive quantitative studies on linkages between WASH and educational indicators disaggregated by gender and grade. This paper aims to fill that gap by testing the hypothesis that the presence of water and sanitation facilities in schools can increase female-to-male enrolment ratios and reduce repetition and drop-out-ratios for girls, especially at ages when they menstruate. Quantitative analyses were undertaken of Education Management Information System (EMIS) data collected from over 10,000 schools in Zambia, to explore relationships between WASH facility provision in schools and enrolment, repetition and drop-out ratios disaggregated by gender and grade. Results indicated that improved sanitation provision in schools was correlated with high female-to-male enrolment ratios, and reduced repetition and drop-out ratios, especially for girls. A t-test revealed significant gender differences in grades 5–8 when many girls start to experience their menstrual cycle. Improved water supply in schools, however, did not reveal the same relationship. The findings confirm possible linkages between adequate toilets in schools and educational progression of girls.

APA, Harvard, Vancouver, ISO, and other styles

42

Liu, Kuang Sheng, Sung-Lin Hsueh, and Han-Yi Chen. "Relationships Between Environmental Education, Environmental Attitudes, and Behavioral Intentions Toward Ecolodging." Open House International 43, no. 2 (June 1, 2018): 5–12. http://dx.doi.org/10.1108/ohi-02-2018-b0002.

Full text

Abstract:

Rapid economic growth has enriched the lives of individuals and yielded rising material and living standards. However, various types of public pollution problems have successively emerged, and environmental problems have worsened in recent years. Furthermore, the prevalence of leisure and the rapid development of regional tourism industries and bed and breakfast lodging have exacerbated environmental destruction and pollution in various locales. The inclusion of ecotourism into ecological education and the provision of ecolodge are beneficial for the design of student learning outcomes; moreover, community residents and tourists can grasp the importance of environmental protection and education through ecolodging experiences. This measure would improve public awareness of environmental protection, facilitate the cultivation of social responsibility, and achieve the objective of environmental protection advocacy. Therefore, this study explored the relationship between ecological education and the environment by using Kenting National Park, a tourist attraction in Taiwan, as the case study. Tourists visiting the location were the research subjects, and convenience sampling was conducted by distributing 505 questionnaires, with 372 valid responses recovered—a return rate of 74%. The research revealed the following results: (a) Environmental education is positively correlated with environmental attitude. (b) Environmental attitude is positively correlated with environmental behavior. (c) Environmental education is positively correlated with environmental behavior. Finally, this paper proposes recommendations based on the research results with the aim of facilitating environmental literacy, correct environmental attitudes, concern for ecosystems, and the realization of environmental behavior.

APA, Harvard, Vancouver, ISO, and other styles

43

Fedorowicz-Kruszewska, Małgorzata. "Environmental education in libraries – theoretical foundations and practical implementation." Library Management 41, no. 4/5 (April 14, 2020): 279–93. http://dx.doi.org/10.1108/lm-12-2019-0087.

Full text

Abstract:

PurposeThe purpose of this paper is to explain the concepts related to environmental education in the context of sustainable development, to indicate the links between them as well as to identify and organize elements of library activities that have the potential to implement environmental education.Design/methodology/approachThe method of analysis and criticism of scientific and professional literature and research reports was used. The multiple case study method was also used.FindingsAn analysis of literature and multiple case studies confirms the assumption that sustainable development is now a new paradigm of librarianship. Among the goals of sustainable development are environmental goals, which in libraries can be achieved through environmental education. A broad approach to environmental education has been proposed, which is implemented not only by using library services but also by building green collections, contacts with environmentally involved librarians, using ecological library infrastructure, observing sustainable management methods in libraries, cooperation between the library and the external environment in terms of the natural environment.Research limitations/implicationsAn analysis of 20 case studies was carried out regarding the implementation of pro-environmental measures in libraries. Examination of a larger number of case studies would probably give a more complete picture of this area of activity in libraries. The next stage of research should be the development of standards/guidelines in the field of environmental education in libraries, and then the development of methods and techniques for assessing the quality of library activities in this area and methods for assessing the impact of libraries on society and the environment in the field of environmental education.Practical implicationsThe paper indicates – based on case study analyses – those library elements that have potential in the field of environmental education. They were ordered in categories that were assigned to the three main components of a library: people, artefacts and processes.Social implicationsSustainable development is a new library paradigm. The paper focuses on the environmental area, specifically environmental education. It has been recognized that libraries have considerable potential for environmental education and should be seen as socially responsible organizations that take responsibility for the impact of their decisions and actions on society and the environment.Originality/valueThe paper explains the basic concepts of environmental education and the relationships between them. It defines the area of environmental education in libraries in terms of library activity elements that can be used to organize them according to the three main components of a library, which are people, artefacts and processes. The paper also indicates that sustainable development should be treated as a new paradigm of librarianship, and environmental education as a new research field of library and information science.

APA, Harvard, Vancouver, ISO, and other styles

44

Patel, Archana A., Leah Wibecan, Owen Tembo, Prisca Kalyelye, Manoj Mathews, and Ornella Ciccone. "Improving paediatric epilepsy management at the first level of care: a pilot education intervention for clinical officers in Zambia." BMJ Open 9, no. 7 (July 2019): e029322. http://dx.doi.org/10.1136/bmjopen-2019-029322.

Full text

Abstract:

ObjectiveEpilepsy affects approximately 50 million people globally, with approximately 80% living in low/middle-income countries (LMIC), where access to specialist care is limited. In LMIC, primary health workers provide the majority of epilepsy care, despite limited training in this field. Recognising this knowledge gap among these providers is an essential component for closing the epilepsy treatment gap in these regions.SettingIn Zambia, the vast majority of healthcare is provided by clinical officers (COs), primary health providers with 3 years post-secondary general medical education, who predominantly work in first-level health centres around the country.ParticipantsWith cooperation from the Ministry of Health, a total of 10 COs from 4 surrounding first-level health centres around the capital city of Lusaka participated, with 9 completing the entire course.InterventionCOs were trained in a 3-week structured course on paediatric seizures and epilepsy, based on adapted evidence-based guidelines.ResultsPreassessment and postassessment were conducted to assess the intervention. Following the course, there was improved overall knowledge about epilepsy (69% vs 81%, p<0.05), specifically knowledge regarding medication management and recognition of focal seizures (p<0.05), improved seizure history taking and appropriate medication titration (p<0.05). However, knowledge regarding provoked seizures, use of diagnostic studies and general aetiologies of epilepsy remained limited.ConclusionsThis pilot project demonstrated that a focused paediatric epilepsy training programme for COs can improve knowledge and confidence in management, and as such is a promising step for improving the large epilepsy treatment gap in children in Zambia. With feasibility demonstrated, future projects are needed to expand to more rural regions for more diverse and larger sample of primary health provider participants and encompass more case-based training and repetition of key concepts as well as methods to improve and assess long-term knowledge retention.

APA, Harvard, Vancouver, ISO, and other styles

45

Putra, Purniadi, Akbar Yuli Setianto, Abdul Hafiz, Mutmainnah ., and Aslan . "Etnopedagogic Studies In Character Education In The Millinneal Era: Case Study MIN 1 Sambas." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 2 (April 30, 2021): 237–52. http://dx.doi.org/10.14421/al-bidayah.v12i2.547.

Full text

Abstract:

The vulnerability of the moral crisis that occurs in millennial children has led to numerous irregularities such as rape, taurine, extortion, bullying and other negative forms of violence. These changes occur due to globalization and the increasing development of technology, thereby leading to deviant behaviours amongst children. Therefore, character education based on Ethno pedagogy in Islamic basic education institutions is important due to its ability to reduce the impact of negative behaviours on primary-age children. The purpose of this research is to describe the meaning of Ethno pedagogy of MIN 1 Sambas in applying local cultural values. This research uses a naturalistic phenomenology approach through participant observation, interview, and documentation techniques with primary data obtained from students, teachers, parents, and community leaders. The results showed the importance of integrating the self-development program of students based on Ethno pedagogy of Melayu Sambas, familiar with fostering character education in creating local cultures such as the Sambas Malay language. Furthermore, ethnology tends to foster a religious character in the millennial generation, namely religious character, such as the attitudes and behaviour of priests and taqwa applied in everyday life.

APA, Harvard, Vancouver, ISO, and other styles

46

Wyner, Yael, and Rob DeSalle. "An Investigation of How Environmental Science Textbooks Link Human Environmental Impact to Ecology and Daily Life." CBE—Life Sciences Education 19, no. 4 (December 2020): ar54. http://dx.doi.org/10.1187/cbe.20-01-0004.

Full text

Abstract:

Pre-college and college-level environmental science textbook case studies were analyzed for how they portray the human-environment connection. It was found that daily life connections were frequently absent from human impact discussions and that almost all case studies described human impacts without linking them to their ecological underpinnings.

APA, Harvard, Vancouver, ISO, and other styles

47

Coetzee, Stephanus, and Karen Puren. "Towards safe campus environments through environmental design: two universities as case studies." Challenges of Modern Technology 7, no. 4 (December 30, 2016): 28–46. http://dx.doi.org/10.5604/01.3001.0010.8799.

Full text

Abstract:

Universities are often considered to be safe sanctuaries. However, many higher education institutions have increasingly been confronted with crime and unrest. Violence and other crimes on campuses are currently an international concern. This paper reports on a study that investigated student’s perceptions of safety on two campuses namely Lahti University of Applied Sciences in Finland and the North-West University in Potchefstroom, South Africa. Theories from Environmental Psychology and Urban Planning are combined in this study in order to incorporate aspects of the individual, social setting and spatial environment. Increasing people’s safety help to optimise their experience of their environment and can in turn create an enabling context for people to flourish and improve their quality of life. The research followed a qualitative research approach. In this study, 21 participants from a Finnish university and 16 participants from a South African university were selected through purposive sampling. Data were generated through semi-structured interviews supported by visual data of the spatial environment. All data were transcribed verbatim and analysed through qualitative content analysis. The literature and findings of the research both support that the spatial and social environment influences safety. It is therefore recommended that safe campus environments require a multi-disciplinary and integrated approach to proactively develop a Comprehensive Safe Environment Plan (CSEP). From a planning perspective, students’ perceptions of campus environments’ safety may include the creation of compact dedicated campus areas, land uses, building placing and orientation, territoriality, landscaping, visibility, control over fear-inducing activities, maintenance, security measures and pedestrian orientated areas.

APA, Harvard, Vancouver, ISO, and other styles

48

Hill, Faith. "Looking for good practice - case-studies of approaches to HIV and Aids education for 16-19-year-olds in further education." Health Education Journal 52, no. 1 (March 1993): 28–33. http://dx.doi.org/10.1177/001789699305200106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Murray, Helene, and Lorna Michael Butler. "Whole farm case studies and focus groups: Participatory strategies for agricultural research and education programs." American Journal of Alternative Agriculture 9, no. 1-2 (June 1994): 38–44. http://dx.doi.org/10.1017/s0889189300005543.

Full text

Abstract:

AbstractResearch and extension personnel are beginning to look for new strategies to involve more farmers and the non-farm public in their programs. Two approaches we have used are wholefarm case studies (WFCS) and focus groups. WFCS in Oregon and Washington led to several research and educational programming ideas that are currently being pursued in both states. A focus group to study water quality, nitrate leaching and farming practices in Skagit County, Washington is one outcome of the WFCS process. It is made up of 16 people, including farmers, university personnel, members of environmental groups, and government representatives.We review these two complementary participatory strategies for systems-oriented sustainable agriculture research and education programs. Both have been very useful for building problem-solving partnerships between the land-grant universities and agricultural and environmental constituents in our area. Noteworthy outcomes include: complementary applied on-farm and experiment station research; farming systems analysis; public education; new linkages with environmental and agricultural interest groups; additional grant funds to address identified priority issues; and interdisciplinary teams that cut across the biological and social sciences and include diverse citizen representation.

APA, Harvard, Vancouver, ISO, and other styles

50

Ashley, Martin. "Behaviour Change and Environmental Citizenship: A case for spiritual development?" International Journal of Children's Spirituality 5, no. 2 (December 2000): 131–45. http://dx.doi.org/10.1080/713670914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Environmental education – Zambia – Case studies'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles