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Relevant bibliographies by topics / Mainstreaming in education

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Academic literature on the topic 'Mainstreaming in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Mainstreaming in education"

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Enkiwe-Abayao, Leah. "Mainstreaming Intercultural Education." Higher Education Policy 18, no. 4 (December 2005): 409–11. http://dx.doi.org/10.1057/palgrave.hep.8300101.

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Salim, Arhanuddin. "Mainstreaming Interfaith Education." EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 20, no. 3 (December 24, 2022): 252–61. http://dx.doi.org/10.32729/edukasi.v20i3.1156.

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Abstract This paper evaluates interfaith education in Indonesia through a case study of Interfidei's school program in Yogyakarta. Interfaith education is one of Indonesia's most common ways of addressing interfaith tensions. This qualitative research uses a comparative descriptive method with data collection techniques using in-depth interview techniques, observation, and documentation. The research location is in Yogyakarta, observing the implementation of the Interfaith School at the Interfidei Foundation, Yogyakarta. Interfidei school is an excellent interfaith school in Indonesia. The form of interfaith education developed by Interfidei focuses on interfaith community activities and is booming with the interpersonal approach to reduce prejudice between participants. However, interreligious education focusing on interpersonal relations fails to bring about significant inter-religious understanding because it avoids discussing fundamental theological issues and differences. The results showed that theological and philosophical approaches are needed to bring about a profound change in interfaith knowledge in Indonesia rather than the current focus on interpersonal relations. Abstrak Tulisan ini mengevaluasi pendidikan lintas agama di Indonesia melalui studi kasus program sekolah Interfidei di Yogyakarta. Pendidikan lintas agama adalah salah satu cara paling umum di Indonesia untuk mengatasi ketegangan antar agama. Penelitian kualitatif ini menggunakan metode deskriptif komparatif dengan teknik pengumpulan data menggunakan teknik wawancara mendalam, observasi, dan dokumentasi. Penelitian dilakukan di Yogyakarta, pada Sekolah Lintas Agama di Yayasan Interfidei. Sekolah Interfidei adalah sekolah unggulan antar-agama di Indonesia. Bentuk pendidikan lintas agama yang dikembangkan oleh Interfidei menitikberatkan pada kegiatan komunitas lintas agama dengan pendekatan interpersonal untuk mengurangi prasangka antar peserta. Namun, pendidikan antar-agama yang menitikberatkan pada relasi interpersonal menghasilkan pemahaman antar-agama yang signifikan karena menghindari pembahasan persoalan dan perbedaan teologis yang mendasar. Hasil penelitian menunjukkan bahwa pendekatan teologis dan filosofis diperlukan untuk membawa perubahan mendalam dalam pengetahuan lintas agama di Indonesia daripada fokus hubungan interpersonal saat ini.

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Schloss, Patrick J. "Mainstreaming Revisited." Elementary School Journal 92, no. 3 (January 1992): 233–44. http://dx.doi.org/10.1086/461690.

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Balalaieva, O. Yu. "Mainstreaming of Gender Perspective in Journalism Education." Mìžnarodnij fìlologìčnij časopis 11, no. 2 (May 22, 2020): 105–9. http://dx.doi.org/10.31548/philolog2020.02.105.

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Morna, C. L., and P. Shilongo. "Mainstreaming gender into media education." Ecquid Novi: African Journalism Studies 25, no. 1 (January 1, 2004): 133–37. http://dx.doi.org/10.3368/ajs.25.1.133.

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Hill, Brian V. "Mainstreaming Values Issues in Education." Journal of Christian Education os-39, no. 1 (April 1996): 7–16. http://dx.doi.org/10.1177/002196579603900103.

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Schack, Fred K., Phyllis Cranfield, and Michael Marsallo. "Physical Education, Mainstreaming, and You!" Strategies 4, no. 3 (January 1991): 14–18. http://dx.doi.org/10.1080/08924562.1991.10591775.

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Lowe Morna, Colleen, and Pauliina Shilongo. "Mainstreaming gender into media education." Ecquid Novi: African Journalism Studies 25, no. 1 (January 2004): 133–37. http://dx.doi.org/10.1080/02560054.2004.9653285.

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Lewis, Marjorie. "Mainstreaming Gender in Theological Education." Ecumenical Review 71, no. 4 (September 29, 2019): 545–51. http://dx.doi.org/10.1111/erev.12459.

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Broadhead, Geoffrey D. "Placement of Mildly Handicapped Children in Mainstream Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 307–13. http://dx.doi.org/10.1123/apaq.2.4.307.

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This paper describes some issues which should be considered when placing mildly handicapped children with their nonhandicapped peers for physical education, and contrasts two approaches which seek to produce effective mainstreaming. In some parts of the country, having decided that mainstreaming large numbers of mildly handicapped children was appropriate, state education administrators have issued regulations and guidelines aimed at ensuring delivery of services. However, it is suggested that mainstreaming policies and procedures which do not take account of conditions in widely disparate local school settings may be unlikely to match the unique needs of each handicapped child. An alternate way to ensure effective mainstreaming is discussed.

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Dissertations / Theses on the topic "Mainstreaming in education"

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Duquette, Cheryll A. "Teacher attitudes toward mainstreaming related to teacher perceptions of mainstreaming and teacher observations of principal behaviours." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/21354.

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McDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.

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According to critical disability studies scholars, disablism may be the fundamental system of unearned advantaging and disadvantaging upon which all other notions of difference-as-deviance are constructed. If so, a deeply critical and intersectional investigation of enabled privilege/disablism prepares a grounding from which seeds of novel and effective approaches to social and educational justice may be cultivated. Whether or not disablism holds this pivotal position, the costs to us all in terms of personal, ethical, professional, and financial losses are too steep, have always been too steep. In this disquisition I begin by arguing for the prioritizing and centering of a radical emancipatory discourse--across and within all education venues--regarding disability. In Chapter 2, I explore models of disability and notice where awareness of enabled privilege has been absent in my own experience as an educator and call for all educators to consider what might it mean if awareness of enabled privilege and the harms of disablism were at the center of our daily personal, social, and institutional lives. Chapter 3 investigates the perceptions of post-compulsory education professionals regarding what constitutes disability allyship and identifies three unique viewpoints. Chapter 4 blends conceptualizations of allyship developed within various social justice literatures with those identified viewpoints of disability allyship to yield a model professional development approach focused on an intersectional analysis for social justice through disability justice. The dissertation concludes in Chapter 5 with a discussion of core assertions and findings and points to future research priorities.
NDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)

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Geck, Carol W. "Teacher attitudes toward mainstreaming and resource programs." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/167.

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Fuchs, Wendy H. Weber. "General education teachers' beliefs and attitudes about current mainstreaming practices /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559856161&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.

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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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Younis, Forssman Joulin, and Emma Jacobsson. "Gender Mainstreaming in Kisumu County High Schools : A Study of Gender Mainstreaming Policy Implementation on the Local Level in Kenya." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61311.

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Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.

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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.

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Elsie, Nicole M. "Effective practices currently used by classroom teachers to facilitate mainstreaming /." View online, 1990. http://repository.eiu.edu/theses/docs/32211998880314.pdf.

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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Books on the topic "Mainstreaming in education"

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Williams, Trevor. Initial research on mainstreaming in physical education. [Sunderland: Sunderland Polytechnic], 1988.

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Watts, Tim J. Education for the handicapped: Mainstreaming and discrimination. Monticello, Ill., USA: Vance Bibliographies, 1987.

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Martin, Kaufman. Mainstreaming: Learners and their environment. Cambridge, MA: Brookline Books, 1985.

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Internationale Tagung "Geschlechtergerechtigkeit als Querschnittaufgabe" (2003 Universität Dortmund). Hochschulreform und Gender Mainstreaming: Geschlechtergerechtigkeit als Querschnittaufgabe. Bielefeld: Kleine, 2003.

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Wood, Judy W. Mainstreaming: A practical approach for teachers. 2nd ed. New York: Merrill, 1993.

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Tanguay, Suzanne I. Mainstreaming: Some issues for school boards. Toronto, Ont: Canadian Education Association, 1985.

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Wood, Judy W. Mainstreaming: A practical approach for teachers. Columbus, (Ohio): Merrill, 1989.

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Schulz, Jane B. Mainstreaming exceptionalstudents: A guide for classroom teachers. 3rd ed. Boston: Allyn and Bacon, 1991.

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1918-, Allen K. Eileen, ed. The exceptional child: Mainstreaming in early childhood education. 2nd ed. Albany, N.Y: Delmar Publishers, 1992.

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Smith, Barbara Jeanne. Administrator's policy handbook for preschool mainstreaming. Cambridge, Mass: Brookline Books, 1993.

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Book chapters on the topic "Mainstreaming in education"

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Horie, Miki. "Mainstreaming international education." In Mestenhauser and the Possibilities of International Education, 120–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003159810-15.

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Horie, Miki. "Mainstreaming international education." In Mestenhauser and the Possibilities of International Education, 120–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003159810-15.

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Biswal, Ramakrishna, and Pratiksha Satpathy. "Inclusive education for children with developmental disabilities." In Mainstreaming the Marginalised, 13–35. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003000983-3.

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Dhal, Saroj Kumar. "Mainstreaming Scheduled Tribes through Education." In Education of Socio-Economic Disadvantaged Groups, 58–69. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003370222-7.

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Khasakhala, Anne A. "Mainstreaming HIV Interventions into Education Systems." In Vulnerabilities, Impacts, and Responses to HIV/AIDS in Sub-Saharan Africa, 196–211. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137009951_10.

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Vithal, Renuka, and Murad Jurdak. "Mainstreaming of the Sociopolitical in Mathematics Education." In Sociopolitical Dimensions of Mathematics Education, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72610-6_1.

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Bauer, Quirin J., and Susanne Gruber. "Balancing and Optimising Gender Mainstreaming at German Universities." In Gender Equality Programmes in Higher Education, 119–35. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91218-9_9.

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Chandan, Shradha, Bansari Sharma, Satish Pipralia, Nand Kumar, and Ashwani Kumar. "Mainstreaming Community Engagement and Participation in Urban Planning Education." In Community Engagement in Higher Education, 241–58. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003285670-21.

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Lim, Donna, Willy A. Renandya, and Kiren Kaur. "Mainstreaming Metacognitive Practices in Primary English Teacher Education Programmes." In Innovative Practices in Early English Language Education, 285–304. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12922-3_14.

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Kwabena, Donkor Felix, Mearns Kevin, Ojong-Baa Enokenwa, Henry Bikwibili Tantoh, Ebhuoma Eromose, Abubakar Hadisu, Mavuso Sibusisiwe, Mbewe Philip, Mabeza Christopher, and Leclerc Arianne. "Mainstreaming Education Into Disaster Management to Facilitate Disaster Resilience." In Handbook of Disaster Risk Reduction for Resilience, 223–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61278-8_10.

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Conference papers on the topic "Mainstreaming in education"

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Campion, Jennifer. "Mainstreaming Climate Change in Legal Education." In Te Puna Aurei LearnFest 2022. Cardiff University Press, 2024. http://dx.doi.org/10.18573/conf2.m.

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Climate change is a cross-sectoral, global phenomenon. For educators, it is a topic that crosses a range of academic disciplines, and spans highly technical, complex scientific considerations as well as wider ethical and equitable concerns. In 2022, the University of Waikato introduced the Bachelor of Climate Change degree (BCC). This specialist programme gives students cross disciplinary expertise, including in legal aspects of climate change. Consequently, the law curriculum was refreshed to support BCC students as well as students enrolling in established law programmes. This chapter will discuss this curriculum refresh and share some of the learnings from Te Piringa’s experiences.

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Hoffman, Allen H. "Mainstreaming usability in lower level undergraduate design courses." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757626.

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Pailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.

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To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.

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Madathil Warriem, Jayakrishnan. "NPTEL Local Chapters: Facilitating Mainstreaming of MOOCs in Higher Education." In 2018 IEEE Ninth International Conference on Technology for Education (T4E). IEEE, 2018. http://dx.doi.org/10.1109/t4e.2018.00025.

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Burr, Barbara, Peter Gohner, Wolfram Ressel, Wolfgang Schlicht, and Sabina Jeschke. "Spirit: University of Stuttgart's life-cycle-based gender-mainstreaming-concept." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492489.

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Mas de les Valls, Elisabet, Montserrat Alsina, Mireia Ventura, and Amaia Lusa. "GENDER MAINSTREAMING IN TEACHING: ANALYSIS OF STEM STUDENTS’ PERCEPTION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2095.

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Moum, G. E. "Mainstreaming the computer technology needs of disabled persons in higher education." In the 17th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/73760.73770.

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Maldonado Reynoso, Norma Patricia. "CHALLENGES TO INTEGRATING GENDER MAINSTREAMING INTO THE CURRICULUM OF POSTGRADUATE PROGRAMMES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1596.

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Were, Pamella, Frances Ferreira, and Betty Ogange. "Mainstreaming Gender and Inclusion in Distance Learning Resources: A Case Study." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1556.

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Studies have shown that gender imbalances and biased gender representations are common in materials used in educational systems throughout the world. Learning resources for Open and Distance Learning programmes are, potentially, a powerful tool for reinforcing gender stereotypes, thereby perpetuating gender inequalities through education. This paper reports the methodology and results of a gender analysis of Environmental Education resources offered as part of a distance learning programme by a COL partner institution in Nigeria. A review of the written curriculum was conducted to determine the level of gender responsiveness of the programme, with a view to determining conformity to minimum standards stipulated in international best practice and promoting gender equality as a fundamental dimension of inclusivity for sustainable development. An analytical framework using both quantitative and qualitative instruments was applied to the resources to determine both subtle and more obvious expressions of gender disparities and biases, as well as to determine examples of good practice that promote gender equality and empowerment. The paper reports the results of the analysis and proposes ways to integrate gender responsive pedagogical methods in distance learning resources, for inclusion and sustainable development. Results indicate program has great potential for gender mainstreaming.

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Paramane, Suhasini. "Mainstreaming Mentally Retarded Children Through Inclusive Education Under SSA – A Case Study." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-1814_eel15.6.

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Reports on the topic "Mainstreaming in education"

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Karlsson, Jenni, and Jenni Karlsson. Memories, machinery and manifestation : mainstreaming gender in a South African provincial education department. University of Kwazulu-Natal, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii061.

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Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa, and J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.

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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming

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Muhoza, Cassilde, Wikman Anna, and Rocio Diaz-Chavez. Mainstreaming gender in urban public transport: lessons from Nairobi, Kampala and Dar es Salaam. Stockholm Environment Institute, May 2021. http://dx.doi.org/10.51414/sei2021.006.

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The urban population of Africa, the fastest urbanizing continent, has increased from 19% to 39% in the past 50 years, and the number of urban dwellers is projected to reach 770 million by 2030. However, while rapid urbanization has increased mobility and created a subsequent growth in demand for public transport in cities, this has not been met by the provision of adequate and sustainable infrastructure and services. The majority of low-income residents and the urban poor still lack access to adequate transport services and rely on non-motorized and public transport, which is often informal and characterized by poor service delivery. Lack of access to transport services limits access to opportunities that aren’t in the proximity of residential areas, such as education, healthcare, and employment. The urban public transport sector not only faces the challenge of poor service provision, but also of gender inequality. Research shows that, in the existing urban transport systems, there are significant differences in the travel patterns of and modes of transport used by women and men, and that these differences are associated with their roles and responsibilities in society. Moreover, the differences in travel patterns are characterized by unequal access to transport facilities and services. Women are generally underrepresented in the sector, in both its operation and decision-making. Women’s mobility needs and patterns are rarely integrated into transport infrastructure design and services and female users are often victims of harassment and assault. As cities rapidly expand, meeting the transport needs of their growing populations while paying attention to gender-differentiated mobility patterns is a prerequisite to achieving sustainability, livability and inclusivity. Gender mainstreaming in urban public transport is therefore a critical issue, but one which is under-researched in East Africa. This research explores gender issues in public transport in East Africa, focusing in particular on women’s inclusion in both public transport systems and transport policy decision-making processes and using case studies from three cities: Nairobi, Kampala and Dar es Salaam.

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Macura, Biljana, Sarah Dickin, Hugh Sharma Waddington, Carla Liera, Adriana Soto, Arianna Orlando, Ella Foggit, et al. Gender and social outcomes of WASH interventions: synthesis of research evidence. Centre for Excellence and Development Impact and Learning (CEDIL), March 2023. http://dx.doi.org/10.51744/cswp7.

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Safely managed water, sanitation, and hygiene (WASH) are fundamental for human health and wellbeing and are thought to contribute to a range of positive outcomes related to education, livelihoods, dignity, safety, and gender equality. However, gender and other social categories (e.g. age, ethnicity, caste, disability, marital status) can mediate who benefits from WASH services and in which ways. As progress in gaining access to safe WASH services has not occurred equally, there has been a focus on mainstreaming gender equality and social inclusion (GESI) in interventions. Despite awareness in the sector of the importance of promoting gender and socially inclusive WASH services, evaluations of interventions focus largely on technical or health outcomes, while social outcomes are not included. This systematic evidence synthesis aimed to collate evidence on the impact of WASH interventions on GESI outcomes in low- and middle-income countries (LMICs). It also aimed to synthesise evidence on violence-related outcomes, and to advance understanding of barriers to, and facilitators of, change in violence-related outcomes in the context of WASH interventions.

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Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Foundation and Cornell University) and the Climate Smart School initiative, which has been implemented in 15 schools (both private and government run). We seek to: a) explore the knowledge produced and the pedagogical approaches that have been enabled; b) examine the impact of field learning in terms of capacity; and c) reflect on our efforts at mainstreaming these pedagogies through government schools. Additionally, we collaborated with alumni from the field learning programmes to conduct a survey to assess the status of education among children belonging to indigenous communities in the Nilgiris.

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Taela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse, and Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.020.

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In Mozambique, development programmes have traditionally drawn on music as a means to promote social transformation by educating citizens on key social development issues. Shifting the focus from music as a teaching medium to music as a rich source of information can provide vital insights into public opinion and political ideas, and significantly impact the development of citizen engagement projects. Maximum gains for development and civil society agencies can be achieved by mainstreaming gender into mutual learning activities between singers, audiences, and academics.

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Sett, Dominic, Florian Waldschmidt, Alvaro Rojas-Ferreira, Saut Sagala, Teresa Arce Mojica, Preeti Koirala, Patrick Sanady, et al. Climate and disaster risk analytics tool for adaptive social protection. United Nations University - Institute for Environment and Human Security, March 2022. http://dx.doi.org/10.53324/wnsg2302.

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Adaptive Social Protection (ASP) as discussed in this report is an approach to enhance the well-being of communities at risk. As an integrated approach, ASP builds on the interface of Disaster Risk Management (DRM), Climate Change Adaptation (CCA) and Social Protection (SP) to address interconnected risks by building resilience, thereby overcoming the shortcomings of traditionally sectoral approaches. The design of meaningful ASP measures needs to be informed by specific information on risk, risk drivers and impacts on communities at risk. In contrast, a limited understanding of risk and its drivers can potentially lead to maladaptation practices. Therefore, multidimensional risk assessments are vital for the successful implementation of ASP. Although many sectoral tools to assess risks exist, available integrated risk assessment methods across sectors are still inadequate in the context of ASP, presenting an important research and implementation gap. ASP is now gaining international momentum, making the timely development of a comprehensive risk analytics tool even more important, including in Indonesia, where nationwide implementation of ASP is currently under way. OBJECTIVE: To address this gap, this study explores the feasibility of a climate and disaster risk analytics tool for ASP (CADRAT-ASP), combining sectoral risk assessment in the context of ASP with a more comprehensive risk analytics approach. Risk analytics improve the understanding of risks by locating and quantifying the potential impacts of disasters. For example, the Economics of Climate Adaptation (ECA) framework quantifies probable current and expected future impacts of extreme events and determines the monetary cost and benefits of specific risk management and adaptation measures. Using the ECA framework, this report examines the viability and practicality of applying a quantitative risk analytics approach for non-financial and non-tangible assets that were identified as central to ASP. This quantitative approach helps to identify cost-effective interventions to support risk-informed decision making for ASP. Therefore, we used Nusa Tenggara, Indonesia, as a case study, to identify potential entry points and examples for the further development and application of such an approach. METHODS & RESULTS: The report presents an analysis of central risks and related impacts on communities in the context of ASP. In addition, central social protection dimensions (SPD) necessary for the successful implementation of ASP and respective data needs from a theoretical perspective are identified. The application of the quantitative ECA framework is tested for tropical storms in the context of ASP, providing an operational perspective on technical feasibility. Finally, recommendations on further research for the potential application of a suitable ASP risk analytics tool in Indonesia are proposed. Results show that the ECA framework and its quantitative modelling platform CLIMADA successfully quantified the impact of tropical storms on four SPDs. These SPDs (income, access to health, access to education and mobility) were selected based on the results from the Hazard, Exposure and Vulnerability Assessment (HEVA) conducted to support the development of an ASP roadmap for the Republic of Indonesia (UNU-EHS 2022, forthcoming). The SPDs were modelled using remote sensing, gridded data and available global indices. The results illustrate the value of the outcome to inform decision making and a better allocation of resources to deliver ASP to the case study area. RECOMMENDATIONS: This report highlights strong potential for the application of the ECA framework in the ASP context. The impact of extreme weather events on four social protection dimensions, ranging from access to health care and income to education and mobility, were successfully quantified. In addition, further developments of CADRAT-ASP can be envisaged to improve modelling results and uptake of this tool in ASP implementation. Recommendations are provided for four central themes: mainstreaming the CADRAT approach into ASP, data and information needs for the application of CADRAT-ASP, methodological advancements of the ECA framework to support ASP and use of CADRAT-ASP for improved resilience-building. Specific recommendations are given, including the integration of additional hazards, such as flood, drought or heatwaves, for a more comprehensive outlook on potential risks. This would provide a broader overview and allow for multi-hazard risk planning. In addition, high-resolution local data and stakeholder involvement can increase both ownership and the relevance of SPDs. Further recommendations include the development of a database and the inclusion of climate and socioeconomic scenarios in analyses.

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