Menyoal Praktik Kebijakan Reforma Agraria di Kawasan Hutan

The Agrarian Reform (RA) policy, especially land redistribution from the release forest areas, is considered slow. This was caused by several problems in the field, namely: leadership, institutions, regulations, and RA subjects-objects. Effective strategies to implement RA at central and regional levels has not been found, particularly on leadership and coordination between sectors at site level. This study is presented in the form of a policy forum by closely reviewing findings and solutions to RA practices in forest areas. Analysis, reduction, and interpretation of qualitative data were carried out to draw conclusions on real practices of RA at site level in the last three years. At macro level, the authors' findings confirm that the practice of RA experiences a fairly systematic problem due to the weakness of key actors controlling the implementation of RA, the ineffectiveness of the established institutions, and different interpretations of regulations impacted on the differences in understanding RA objects in the field. These findings emphasized that, resoundingly, strategic program of RA has not yet become a common agenda to be implemented in the framework of creating justice and welfare for the entitled people. Keyword: Agrarian reform policy, PPTKH, GTRA, TORA, release of forest area Abstrak: Kebijakan Reforma Agraria (RA) khususnya redistribusi tanah dari objek pelepasan kawasan hutan dianggap lambat. Pelambatan tersebut disebabkan karena beberapa problem di lapangan, yakni: kepemimpinan, kelembagaan, regulasi, dan objek-subjek RA. Sampai saat ini, belum ditemukan cara yang efektif untuk menjalankan tata kelola RA di level pusat dan daerah, khususnya kepemimpinan dan koordinasi antarsektor di level tapak. Kajian ini dimaksudkan untuk memetakan problem dan menawarkan solusi dengan basis observasi dan studi di lapangan selama tiga tahun terakhir (2018-2020). Studi ini disajikan dalam bentuk policy forum dengan me-review secara padat temuan-temuan dan solusi atas praktik RA di kawasan hutan. Analisis, reduksi, dan tafsir atas data-data kualitatif dilakukan untuk menarik kesimpulan, bagaimana sesungguhnya praktik RA di level tapak dalam tiga tahun terakhir. Secara makro, temuan penulis mengkonfirmasi bahwa praktik RA mengalami problem yang cukup sistematis akibat lemahnya aktor-aktor kunci pemegang kendali RA, tidak efektifnya kelembagaan yang dibentuk, dan perbedaan tafsir atas regulasi yang berdampak pada perbedaan pemahaman atas objek RA di lapangan. Berbekal temuan tersebut, secara meyakinkan program strategis RA belum menjadi agenda bersama untuk dijalankan dalam kerangka menciptakan keadilan dan kesejahteraan untuk masyarakat yang berhak. Kata Kunci: Kebijakan RA, PPTKH, GTRA, TORA, Pelepasan Kawasan Hutan

Developing a Shared Language to Describe the Age-Friendly Ecosystem

While multiple sectors—cities and communities, education, employment, health, and public health—have identified and implemented strategies to promote age-friendly systems, their efforts have mainly advanced in siloes. Each sector has met goals specific to its constituents, however, the major transformations required to realize systemic inclusivity and well-being among diverse groups of older adults remains indefinable. To begin to address this gap, we have engaged age-friendly sectors in a process of coordinated planning to define and operationalize an age-friendly ecosystem (AFE) that advances cross-sector and age-friendly solutions to meet the needs of all older adults. Our process borrows from Kania and Kramer (2011) who describe conditions to achieve substantial collective impact when coordinating efforts across sectors: a common agenda, shared measurement systems, mutually reinforcing activities, and continuous communication. In this presentation, we describe our stepwise process to set a common agenda, by engaging older adults and working with experts across sectors, to agree on a series of characteristics that define an AFE. Specifically, we surveyed older adults about their perceptions of an age-friendly ecosystem as well as conducted a review and analysis of relevant activities (i.e., policies, programs, and practices) associated with five age-friendly sectors. Next, activities were organized by common and defining characteristics. We then convened more than 40 international experts representing diverse age-friendly sectors to review and revise the AFE characteristics. Through structured and facilitated group processes, we worked with experts to identify and define six critical AFE characteristics as well as examples of corresponding activities.

El software como apoyo didáctico en la enseñanza de la electrónica digital en la educación superior en México [Software as a didactic support in the teaching of digital electronics in higher education in Mexico]

La educación actual ha sufrido diversas modificaciones, sobre todo con la aparición del COVID-19 en el mundo. Entre las herramientas tecnológicas que apoyan la actividad didáctica, están los softwares educativos; éstos permiten la simulación de prácticas en laboratorios virtuales que complementan el aprendizaje y permiten demostrar principios teóricos. En el presente artículo se llevó a cabo un análisis documental sobre el uso del software en la electrónica digital, se elaboró un temario común de la materia electrónica digital de las licenciaturas que oferta el Tecnológico Nacional de México. Finalmente se llevó a cabo un análisis del uso del software determinado hacia la materia en cuestión y se estableció una relación que indica el nivel de adecuación de este. Current education has undergone various modifications, especially with the appearance of COVID-19 in the world. Among the technological tools that support the didactic activity is simulation software; These allow to carry out virtual laboratory practices that complement the learning and allow demonstrating theoretical principles. In this article, a documentary analysis was carried out on the use of software in digital electronics, a common agenda of digital electronic matter of the degrees offered by the Tecnológico Nacional de México was elaborated. Finally, an analysis of the use of the software determined towards the subject in question was carried out and a relationship was established that indicates the level of adequacy. Learning styles were identified in the group of surveyed students, and their relationship with the level of satisfaction and achievement of the software.

The Potential of Geographical Indications (GI) to Enhance Sustainable Development Goals (SDGs) in Japan: Overview and Insights from Japan GI Mishima Potato

Geographical indications (GIs) have recently become an important tool for Japanese agricultural policy, particularly after the adoption of a “sui generis” certification system in 2015. In the same year, the United Nations proposed a common agenda with 17 Sustainable Development Goals (SDGs). The present paper addresses the potential of GIs to enhance SDGs in Japan. First, we examine existing knowledge on GI inception, which consists in both government reports and research surveys. We show that these studies mostly focus on SDGs related to economic growth, and on social issues raised by the registration process. Then, as an exploration of potential impacts of GIs on the full set of SDGs, we study the case of Mishima Bareisho Potato GI, on the basis of interviews and participatory observation. From local stakeholders’ point of view, Mishima Potato GI can contribute to at least nine SDGs at all the production, transformation and commercialization stages. The SDG framework is useful to reveal some contributions seldomly considered in GI studies but which matter for local people, for example, the employment of disabled people or nutritional education. Finally, we discuss how these new insights can contribute to the debate on the potential role and limits of GIs for sustainable development in Japan.

Building Effective Working Relationships among Academics through Participation in Communities of Practice

This chapter addresses the significance and importance of communities of practice in the professional development of academics as university teachers. Its documents the role of communities of practice in enabling and enhancing the development of a professional knowledge base, the acquisition of skills, and competencies for effective teaching practice, as well as the dissemination of practical knowledge needed within a community of teaching practitioners. It provides details of how a community of practice comes into being, and how working relations within a community of practice are fostered. There is an elaboration on how members of a community of practice come to perceive their substantive issues the same way, and how a common agenda is formed around those issues. It also discusses peculiar ways of dealing with the identified issues, and the manner in which expertise, resources, resourcefulness and experiences are exchanged and shared with improvement, change and further development of academics’ teaching practices in sight.

9.K. Workshop: Public health monitoring and reporting – Examples of how to fill the gaps of health inequalities

There is a need for cross national border exchange of experience by sharing best practices for monitoring and reporting on public health with a sustained driving force, to ensure that evidence-based approaches are continuously improving and informing best practices for reducing inequality and inequity gaps. By doing this, the emerging field of evidence based public health programming, covering different aspects of inequalities and unequal distribution of determinants of health, is improved. The workshop intends to introduce a global and intercontinental collaborative approach to jointly identify necessary tools and understand the mechanisms of monitoring and reporting on public health, to combat health inequalities. The workshop will encourage the building of practical culture and community of public health professionals to share lessons, evidence and best practices. It will also enable the support of ongoing assessment, communication of gaps in health that are emerging and caused by barriers at different levels of societies. There is need for an increased understanding of the emerging public health threats in contexts, such as increasing inequalities in health and social determinants of health, climate change disasters, disease outbreaks, influx of migration and political popularism threatening evidence informed decision making and policies. Despite being high-income countries with universal health coverage Australia, Canada and Sweden share similar public health challenges. The interactive workshop intends to contribute to an exchange of experiences from countries that are geographically located far from each other with differently organized health systems but united with a common agenda to act on health inequalities. The exchange of shared knowledge and experiences between the participating countries will shed light and focus on functionality of public health monitoring and reporting mechanisms and tools used in the above-mentioned countries. This will be a way of identifying areas of improvement in addressing inequality gaps. Evidence based interventions in public health depend on solid monitoring, analysis and reporting frameworks. With continuous changes in the public health environment, improvements on what and how public health is analysed is needed to identify existing gaps. To further address equity, with a focus on vulnerable groups for improved public health, solid public health monitoring and reporting mechanisms are vital to supporting credible advocacy and policy actions. Key messages Monitoring and reporting health and social determinants of health are imperative ingredients of decision-making. A joint approach to use monitoring tools to improve global public health is needed. Countries geographically located far from each other, with differently organized health systems but similar public health challenges are united with a common agenda to act on health inequalities.

Shadow Elite of Teacher Education Reforms: Intermediary Organizations’ Construction of Accountability Regimes

In the 2010s, teacher education witnessed the rise of accountability regimes. Studies examining efforts to introduce teacher preparation accountability focused predominantly on federal or state actors, leaving the involvement of intermediary organizations in the construction of these regimes largely underexplored. To address this gap, I analyze nonprofit and for-profit actors’ advocacy for teacher preparation accountability. Using the tools of anthropology of policy and social network analysis, I demonstrate that these actors’ success rests on their ability to work together as a flex net, or a collective that pursues a shared vision and pools together resources to accomplish a common agenda.