Wilding educational policy: The case of Botswana

2021 ◽  
pp. 147821032098635
Author(s):  
Mphemelang Joseph Ketlhoilwe ◽  
Kgosietsile Velempini
Keyword(s):  
Educational Policy ◽  
Teaching And Learning ◽  
Social Economic ◽  
Lessons Learned ◽  
Transformative Change ◽  
Environmental Challenges ◽  
Policy Interventions ◽  
Number Of Factors ◽  
In The Wild ◽  
Wild Pedagogies

Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical policy interventions. In Botswana, educational policy seeks to promote learner-centred approaches to education. However, in practice, there are limited opportunities for a wilding of pedagogies. Most schools are constrained by a number of factors when trying to facilitate wildness in teaching and learning, yet the natural environment provides seemingly unlimited opportunities for active teaching and authentic learning. Though not explicitly stated, it is taken for granted that learning institutions are limited in their abilities to practise wild pedagogies due to budgetary constraints and a congested curriculum. This paper suggests that educational policy interventions can be implemented to enable transformative change that also promotes students’ engagement, discovery and autonomy while also learning in outdoor settings that support the aims of wild pedagogies.

scholarly journals New Integrated Approaches to Climate Emergency Landscape Strategies: The Case of Pan-European SATURN Project

2020 ◽  
Vol 12 (20) ◽  
pp. 8419
Author(s):  
Anastasia Nikologianni ◽  
Alessandro Betta ◽  
Angelica Pianegonda ◽  
Sara Favargiotti ◽  
Kathryn Moore ◽  
...  
Keyword(s):  
Blind Spot ◽  
Lessons Learned ◽  
Ecosystem Research ◽  
Environmental Challenges ◽  
Rural Landscapes ◽  
Nation States ◽  
Regulatory Frameworks ◽  
Regional Strategies ◽  
Innovation And Technology ◽  
Development Goals

The landscape has been described as a ‘blind spot’ when examined in light of regional strategies. The immense potential of peri-urban and rural hinterlands to counter the climate emergency is therefore also overlooked. The European Institute of Innovation and Technology (EIT)Climate-KIC’s (Knowledge and Innovation Community) System and sustainable Approach to virTuous interaction of Urban and Rural LaNdscapes (SATURN) aims to address this short-sightedness. The reason why we do not see or value the landscape is complex, but part of the problem relates to its multiple ownership, numerous types and scales of conflicting designations, governance structures, policy requirements, and regulatory frameworks. This leads to an approach that is fragmented and sectoral and, therefore, fails to see the bigger picture or recognise the value that the territory has in order to deal with current environmental challenges. With partners from across Europe, the pan-European Orchestrated Ecosystem research project co-funded by EIT Climate-KIC, SATURN aims to develop new integrated strategies which will increase awareness of the capacity of the landscape, which is seen is seen as a vital way to address the deepening climate emergency. SATURN anticipates that the outputs will build capacity across Europe to help nation-states meet the 2030 UN Sustainable Development Goals (UNSDGs) and respond to the environmental challenges. This paper, reporting on interim findings, sets out the next phase of the project and concludes with lessons learned so far, including an initial identification of processes that can be applied in regions across Europe and an evaluation of the significance of exchanging knowledge between different countries.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Confronting Banking Crises: Lessons from the Field

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Marc Dobler ◽  
Marina Moretti ◽  
Alvaro Piris
Keyword(s):  
Financial Crisis ◽  
Online Publication ◽  
Financial Crises ◽  
Global Financial Crisis ◽  
Banking Crises ◽  
Lessons Learned ◽  
Annual Review ◽  
Publication Date ◽  
Policy Interventions ◽  
Comprehensive Framework

Financial crises are a recurring feature of modern economies. This article summarizes the lessons learned from policy interventions and tools used to resolve banking crises from a practical, operational perspective and in light of the experiences and challenges faced during and since the 2008 global financial crisis. Managing a systemic banking crisis is a complex, multiyear process and requires a comprehensive framework for addressing systemic banking problems while minimizing taxpayers’ costs. Expected final online publication date for the Annual Review of Financial Economics, Volume 13 is March 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

scholarly journals TEACHERS’ AWARENESS OF NIGERIA’S EDUCATIONAL POLICY ON ICT AND ITS EFFECT ON THE USE OF ICTS IN OYO STATE SECONDARY SCHOOLS

2012 ◽  
Vol 4 (1) ◽  
pp. 28-39
Author(s):  
Dare Naomi Olufunke
Keyword(s):  
Educational Policy ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Study Data ◽  
Considerable Proportion ◽  
Validated Questionnaire ◽  
Ict Training ◽  
High Level ◽  
Previous Training ◽  
Primary And Secondary School

This study is designed to examine the level of awareness of primary and secondary school teachers invited for a capacity building workshop on ICT of Nigeria’s educational policy on ICT as well as its possible influence on the use of ICT for classroom teaching and learning. Two hundred volunteers (out of the 250 participants invited from all the Local Government Areas of the state) at an ICT training workshop organized for Oyo state (Nigeria) teachers participated in this study. Data was collected using a self-constructed and validated questionnaire titled “Teachers awareness of Nigeria’s educational policy on ICT” and the data were analyzed using simple percentage, t-test and ANOVA. The study found that only a small percentage of the respondents possess a high level of awareness of the country’s educational policy on ICT, in fact, a considerable proportion of the respondents (35.1%) of the respondents were either completely ignorant of the policy or possess poor levels of its awareness. Previous training in which some of these respondents attended had no significant influence on their awareness of the country’s educational policy on ICT. The study also presented some implications of this to ICTs use for teaching and learning purposes in the schools. Key words: awareness, educational policy, ICT, schools, students, teachers.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

A Retrospective and a Look Forward: Lessons Learned From Researching Emotions In-the-Wild

2021 ◽  
pp. 1-9
Author(s):  
Benjamin Tag ◽  
Jorge Goncalves ◽  
Sarah Webber ◽  
Peter Koval ◽  
Vassilis Kostakos
Keyword(s):  
Lessons Learned ◽  
In The Wild

Hydrology and Best Practices for Managing Water Resources in Arid and Semi-Arid Lands

2017 ◽  
pp. 164-184
Author(s):  
Samwel N. Marigi
Keyword(s):  
Water Resources ◽  
Water Shortage ◽  
Population Pressure ◽  
Economic Activities ◽  
Analysis And Evaluation ◽  
Policy Interventions ◽  
Number Of Factors ◽  
Current Resource ◽  
Development And Management ◽  
Water Issues

This chapter provides a critical analysis and evaluation of the water issues relevant to Kenya's ASALs. This has particularly been centred on the current resource development and management, future resource demand as well as extent of its vulnerability to climate variability and change. The water development policy interventions have also been evaluated. The analysis has revealed that water resources are being utilized to satisfy a myriad of demands and that in-fact a water shortage already exists in these ASALs. A number of factors including population pressure, poor resource use and management and other socio-economic activities have been noted to increase the vulnerability of the available water to the impacts of climate change. A raft of recommendations for purposes of ensuring the sustainable utilization of this vital resource has therefore, been proposed.

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