Classroom collaborations: enabling sustainability education via student-community co-learning

open access articlePurpose: This case study explores co-learning classes, a novel approach to leveraging universities’ capacity to contribute to the local sustainable development agenda whilst enhancing students’ learning. These participatory classes were piloted on a UK university Masters module focussed on action for sustainability. The classes sought to combine knowledge exchange, reflection and social network development, by bringing together students and community stakeholders. Design/methodology/approach: The classes were run as a series of five free events, each focussed on sustainability issues relevant for local practitioners. These were either regular timetabled sessions opened up to the public or additional on-campus public events. Attendance was either face-to-face or online. Evaluation was based upon participation data, written feedback and module leader’s post-event reflections. Findings: The classes successfully secured participation from diverse community members, including local government staff, voluntary sector workers, and interested individuals. Both students and community stakeholders valued the participatory format, linkages of theoretical and practical knowledge and diversity of attendees. Research limits/implications: Findings are based upon a small-scale pilot study. Further research using a wider range of contexts is required to enhance understanding of the co-learning approach. Practical implications: This paper highlights some key practical issues to consider if employing co-learning approaches in other contexts, including using inclusive language, aligning with students’ motivations and choosing appropriate focal event topics. Originality/value: Opening up participatory university classes for the public to attend as co-learners is a rarely used approach and has little coverage in academic literature. This small-scale study therefore has value by highlighting some of the potential impacts, strengths and limitations of this approach.https://www.emerald.com/insight/content/doi/10.1108/IJSHE-11-2018-0220/full/html#sec01

Workshop report : Earth and Environmental Science for Sustainable Development (Nairobi, March 2017)

This report describes the outcomes of a two-day interactive workshop in Nairobi (Kenya), conducted in March 2017. We gathered 32 delegates from 22 organisations in Kenya to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, geography, hydrology, ecology) and sectors (e.g., academia, commercial, civil society, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included the food-water-energy nexus, clean water, and natural resources (minerals). Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions Small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (Eastern Africa) based on summing of small groups votes: 1. Clean Water and Sanitation (SDG 6) 2. No Poverty (SDG 1) 3. Zero Hunger (SDG 2) 4. Good Health and Wellbeing (SDG 3) 5. Quality Education (SDG 4) Role for Earth and environmental science rankings: 1. Clean Water and Sanitation (SDG 6) 2. Climate Action (SDG 13) 3. Life on Land (SDG 15) 4. Affordable and Clean Energy (SDG 7) 5. Zero Hunger (SDG 2) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that ending poverty (SDG 1), ending hunger (SDG 2) and ensuring access to clean water and sanitation (SDG 6) would underpin progress in many of the other SDGs. We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Food-water-energy nexus. This group identified geographic areas of interest, and considered crosscutting issues (data, cultural and political barriers, partnerships, lessons learned, and capacity building). Clean water and sanitation. This group discussed water availability mapping, enhanced water policy/governance/management, improved catchment management, data gaps, and applied research and training activities. Natural resources (minerals). This group identified activities relating to a Mombasa to Kisumu resource corridor, and artisanal and small-scale mining activities. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to Kenyan participants were (i) sharing of project outputs, (ii) sharing of data, (iii) being treated as equals by other members of the partnership, and (iv) access to training and capacity building

STI Roadmaps for SDGs: Smart Specialisation for Territorial and Industrial Development in Rwanda

The International Workshop on Science, Technology and Innovation Roadmaps for Sustainable Development Goals (SDGs) took place in Kigali, January 9th-10th 2020. It was the first Workshop organised by the European Commission Joint Research Centre (JRC) that addressed Smart Specialisation for Territorial and Industrial Development in Rwanda. In line with the EU Green Deal and the objectives of the Government of Rwanda, the workshop emphasised the sharing of best practices between various countries and taking an evidence-based approach, with localisation of actions and prioritisation of efforts. Follow-up Smart Specialisation cooperation with Rwanda is now taking place in the framework of the JRC Exploratory Research activity on “Smart Specialisation in Innovative and Informal African Economies”.JRC.B.3-Territorial Developmen

Measurement and reporting of climate-smart agriculture: technical guidance for a countrycentric process

Given the extent of climate-smart agriculture (CSA) initiatives at project, national, regional and global levels, there is increasing interest in tracking progress in implementing CSA at national level. CSA is also expected to contribute to higher-level goals (e.g., the Paris Agreement, Africa Union’s Vision 25x25, and the Sustainable Development Goals [SDGs], etc.). Measurement and reporting of climate-smart agriculture (MR of CSA) provides intelligence on necessary the status, effectiveness, efficiency and impacts of interventions, which is critical for meeting stakeholders’ diverse management and reporting needs. In this paper, we build the case for a stakeholder-driven, country-centric framework for MR of CSA, which aims to increase coordination and coherence across stakeholders’ MR activities, while also aligning national reporting with reporting on international commitments. We present practical guidance on how to develop an integrated MR framework, drawing on findings from a multi-country assessment of needs, opportunities and capacities for national MR of CSA. The content of a unified MR framework is determined by stakeholders’ activities (how they promote CSA), needs (why MR is useful to them) and current capacities to conduct periodic monitoring, evaluation and reporting (how ready are institutions, staff and finances). Our analysis found that explicit demand for integration of data systems and active engagement of stakeholders throughout the entire process are key ingredients for building a MR system that is relevant, useful and acted upon. Based on these lessons, we identify a seven-step framework for stakeholders to develop a comprehensive information system for MR of progress in implementing CSA

A Tertiary Review on Blockchain and Sustainability With Focus on Sustainable Development Goals

Sustainable development is crucial to securing the future of humanity. Blockchain as a disruptive technology and a driver for social change has exhibited great potential to promote sustainable practices and help organizations and governments achieve the United Nations’ Sustainable Development Goals (SDGs). Existing literature reviews on blockchain and sustainability often focus only on topics related to a few SDGs. There is a need to consolidate existing results in terms of SDGs and provide a comprehensive overview of the impacts that blockchain technology may have on each SDG. This paper intends to bridge this gap, presenting a tertiary review based on 42 literature reviews, to investigate the relationship between blockchain and sustainability in light of SDGs. The method used is a consensus-based expert elicitation with thematic analysis. The findings include a novel and comprehensive mapping of impact-based interlinkage of blockchain and SDGs and a systematic overview of drivers and barriers to adopting blockchain for sustainability. The findings reveal that blockchain can have a positive impact on all 17 SDGs though some negative effects can occur and impede the achievement of certain objectives. 76 positive and 10 negative linkages between blockchain adoption and the 17 SDGs as well as 45 factors that drive or hinder blockchain adoption for the achievement of SDGs have been identified. Research gaps to overcome the barriers and enhance blockchain’s positive impacts have also been identified. The findings may help managers in evaluating the applicability and tradeoffs, and policymakers in making supportive measures to facilitate sustainability using blockchain.publishedVersio

Entering an ecosystem: The hybrid OSS landscape from a developer perspective

Hybrid Open Source Software projects are virtual organizations that express characteristics of both static and dynamic behavior. They are choreographed through complex organizational structures that mix centralized governance with distributed community drivenness. While many communities use standard software tools to support their development processes, each community has its own ways of working and invisible power structures that influence how contributions are submitted, how they are verified and how decisions about the long-term direction of the software product are made. Navigating this environment is especially challenging for new developers who need to prove their abilities to gain rights to make contributions. This paper provides a viewpoint on the factors that influence a new developer's perception of the hybrid OSS developer community landscape. We apply an established developmental theory to build an initial model for the developer's context and discuss the model's validation, providing its practical and theoretical implications for building and managing on-line developer communities.Peer reviewe

Workshop Report: Earth and Environmental Science for Sustainable Development (Dar es Salaam, September 2017)

This report describes the outcomes of a two-day interactive workshop in Dar es Salaam (Tanzania), conducted in September 2017. We gathered 17 delegates from 12 organisations in Tanzania to determine sustainable development priorities and consider the role of Earth and environmental science in addressing these. Delegates came from diverse disciplines (e.g., geology, agriculture, forestry, water management) and sectors (e.g., academia, civil society, commercial, government). Using the UN Sustainable Development Goals (SDGs) as a reference tool, participants identified primary development challenges and their research and data needs to help address these. Key themes included (i) sustainable land and water management, (ii) clean water and sanitation, and (iii) climate-smart agriculture, food security and nutrition. Participants co-designed a set of draft science-for-development projects relating to these themes. BGS are using this information, together with the results of additional workshop activities, to inform the development of collaborative science-for-development activities in eastern Africa as part of our commitment to Official Development Assistance (ODA) in the region. We will further develop specific project ideas, using information gathered at this workshop, with appropriate regional and international partners. Information from this workshop provides supporting evidence of expressed development need and stakeholder expertise in eastern Africa. This information will guide future project applications to the Global Challenges Research Fund, and other appropriate research and innovation funding sources. Key Results and Conclusions During the workshop, small group discussions and group voting generated a collective ranking of SDG priorities. Participants also reflected on where they believe Earth and environmental science can make the greatest contribution to development impact. These rankings were: Overall SDG ranking (eastern Africa) based on summing of small groups votes: 1. Quality Education (SDG 4) 2. Life on Land (SDG 15) 3. Industry/Innovation/Infrastructure (SDG 9) Role for Earth and environmental science rankings: 1. Clean Water and Sanitation (SDG 6) 2. Life on Land (SDG 15) 3. Climate Action (SDG 13) 4. Industry/Innovation/Infrastructure (SDG 9) Group discussions suggested that interconnectedness of SDGs and basic (immediate) development needs were likely to influence the prioritisation process. For example, participants noted that good health (SDG 3) was necessary to having decent work and economic growth (SDG 8). We used these rankings to establish three thematic working groups, with each tasked to identify specific challenges, research priorities, information needs and potential projects. Groups were: Sustainable land and water management. This group developed ideas relating to reducing land degradation, implementing and strengthening strategic environmental assessments, ensuring more integrated policy, and enhancing geo-ICT capacity. Clean water and sanitation. This group identified ideas around water pollution and the re-use and safe treatment of water, natural water quality, and data awareness and availability. Climate-smart agriculture, food security and nutrition. This group explored ways to improve post-harvest management of agricultural products, and improve land resource quality. Developing these activities will require effective science-for-development partnerships. Partnership characteristics of greatest importance to participants attending this Dar es Salaam workshop were (i) being treated as an equal by other members of the partnership, (ii) respectful dialogue between members of the partnership, (iii) access to training and capacity building, (iv) sharing of project outputs, and (v) access to funding/financial resources

2nd AtlantOS progress report plus International Scientific and Technical Advisory Board minutes and AtlantOS Legacy document

Prior to the 3rd annual meeting in month 32 a project progress report for the external project boards will be prepared to enable them to as good as possible prepared for the meeting and to ensure consequently that AtlantOS receives as constructive as possible recommendations from the board. The report together with the external summary board meeting report will be part of D11.

Trends of ESD Oriented RADEC Learning Model in Elementary Education: Review and Bibliometric Analysis

The purpose of the study was to provide a thorough bibliometric assessment of the literature on the RADEC (Read, Answer, Discuss, Explain, and Create) learning model for primary schools that are oriented toward education for sustainable development. articles discovered using the Google Scholar database and the Publish or Perish software (PoP). From 2015 to 2022, 200 papers were located in the Google Scholar database. Utilizing the reference manager Zotero, the chosen articles were then managed. The researcher organized the database, and then used VOS-viewer software to categorize and visualize it. The results are based on research, it is necessary to implement ESD that develops sustainability consciousness competencies, namely abilities that include knowledge about sustainable development, attitudes, and behaviors that contribute to achieving the Sustainable Development Goals (SDGs). It is necessary to apply a model that has adequate steps to develop the competence of sustainable consciousness. One of the solutions carried out by researchers is implementing ESD through the ESD-oriented RADEC learning model. Through the development of the ESD-oriented RADEC learning model, it is hoped that it will be able to provide knowledge and skills in environmentally friendly practices and even stick to sustainable attitudes and behavior in each student. The implementation of the ESD-oriented RADEC model can be applied to all disciplines, not only environmental education