Skills and Knowledge Transfer for Transitioning into the Green Economy

This chapter aimed at identifying skills required for transitioning into green economy in the transport sector, preferred careers and institutions, challenges that could hinder transition to green economy in transport sector in addition to suggesting policy recommendations in case study carried out Limpopo Province. Case studies are required to provide insight into the nature of the current situation with respect to transition to green economy in the transport sector and providing knowledge and evidence on skills required transition to green transport. The study followed a qualitative and exploratory methodology involving administering questionnaire to purposively selected participants and stakeholder workshop aimed at discussing and debating on required knowledge and skills for transition to green economy in Limpopo Province, identifying challenges and policy recommendations. A total of twenty questionnaires were completed while 56 delegates from different departments and organisations participated in the workshop. A wide range of specific skills needs within technical, management skills and knowledge on techniques and skills on innovation and management for change categories, in the transport sector and their value chains were identified. Many of the skills required in the transport sector correspond to those required for the general green economy indicating that the transport sector will also benefit through implementation of the green economy in all sectors in the province. Most people chose environmental science as the most suitable career to follow in ensuring green economy. The respondents recognized the importance of mainstreaming the green economy at all levels of study. Challenges that could hinder transition to green economy include inadequate training and awareness programs, lack of existing skills directly related to the green economy at work places and inadequate funding for skills development in the green economy. Some of the policy recommendations include green growth capacity building for public administrators and policy makers, knowledge and skills transfer to be identified following the value chain based on the jobs required for each mode of green transport, development of methodology to mainstream green economy in all work places, mainstreaming green economy at all education levels, government to fund policy and legislation, and research and innovation related to green transport.

The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>

The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>

Vertical Studio

Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

Evaluation of Reverse Logistics in Challenges within the Manufacturing Pharmaceutical Companies

The link between reverse logistics and logistics is being increasingly noted by logistics experts and researchers globally, especially in manufacturing pharmaceutical companies. This has led to the examination of reverse logistics challenges in manufacturing pharmaceutical companies. The main objective was to examine reverse logistics challenges in manufacturing pharmaceutical companies in the City of Tshwane (South Africa). The study aimed to find approaches to deal with the challenges of reverse logistics such as gatekeeping, managerial implications, technology, waste elimination, transportation, and product recalls within the industry. The study was empirical, and a quantitative approach was used. Furthermore, data analysis was conducted by using the Stata V13 statistical software where a descriptive analysis was employed. Questionnaires were posted via SurveyMonkey to the staff at fifty pharmaceutical companies. This resulted in a total of 127 respondents, which provided a response rate of 51%. The findings indicated that manufacturing pharmaceutical companies face a variety of challenges; such as lack of skills and skills transfer, transport, and gatekeeping (amongst others), when dealing with reverse logistics. It is thus recommended that processes and strategies involved in reverse logistics should be known and taken into consideration because of the importance of reverse logistics in manufacturing pharmaceutical companies. Doi: 10.28991/esj-2021-01291 Full Text: PDF

THE STATE OF THE ART IN PROVIDING AUTOMATED FEEDBACK TO OPEN-ENDED STUDENT WORK

This article provides a review of the state of the art of technologies in providing automated feedback toopen-ended student work on complex problems. It includes a description of the nature of complex problems and elements of effective feedback in the context of engineering education. Existing technologies based on traditional machine learning methods and deep learning methods are compared in light of the cognitive skills, transfer skills and student performance expected in a complex problemsolving setting. Areas of interest for future research are identified.

China–Africa Economic Zones as Catalysts for Industrialisation

Chinese-sponsored Economic and Trade Cooperation Zones offer African countries opportunities for new sources of investment, employment, skills transfer and technology transfer that promote industrialisation. For more than 15 years, these economic zones have provided a window into the complexities of transforming African aspirations for industrialisation into realities. Through policy frameworks and incentives, Chinese firms have been encouraged to link with local economies. Despite varied outcomes, African support for industrial parks remains strong. To be sustainable, African Special Economic Zones need constructive partnerships and strong African governance, backed by high-quality data to inform both Chinese and African government decisions.

Piloting an adaptive skills virtual reality intervention for adults with autism: findings from user-centered formative design and evaluation

Purpose The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders. Design/methodology/approach A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism. Findings This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed. Research limitations/implications The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population. Originality/value This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.