Résumé à destination des enseignants

Traductio

Zusammenfassung für Lehrerinnen und Lehrer

Übersetzun

Outcome of a workshop

International audience; In tackling agricultural challenges, policy-makers in sub-Saharan Africa (SSA) have increasingly considered genetically modified (GM) crops as a potential tool to increase productivity and to improve product quality. Yet, as elsewhere in the world, the adoption of GM crops in SSA has been marked by controversy, encompassing not only the potential risks to animal and human health, and to the environment, but also other concerns such as ethical issues, public participation in decision-making, socio-economic factors and intellectual property rights. With these non-scientific factors complicating an already controversial situation, disseminating credible information to the public as well as facilitating stakeholder input into decision-making is essential. In SSA, there are various and innovative risk communication approaches and strategies being developed, yet a comprehensive analysis of such data is missing. This gap is addressed by giving an overview of current strategies, identifying similarities and differences between various country and institutional approaches and promoting a way forward, building on a recent workshop with risk communicators working in SSA

Education for sustainable development: Connecting the dots for sustainability

Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper innovatively proposes a Sustainable Development-compliant National Qualifications and Credit Framework (SD-NQCF) as the instrument to finally connect isolated ESD ‘dots’ and scaffold their sustainability.Informed by a systems approach, this framework encourages repositioning educational activities within the UN Agenda 21 to ensure the suffusion of SD principles. ESD becomes the backbone of NQCFs, while critical pedagogy provides the adequate instrument to foster 21st Century sustainability competencies that are embedded into curricula as learning outcomes. The SD-compliant framework resolves tensions between formal, non-formal and informal education. It provides connecting bridges and pathways to sustainably suffusing socio-economic fabrics with SD principles that will shift paradigms

Resumen para profesores

Traducció

Experiences in sub-Saharan Africa with GM crop risk communication

International audience; In tackling agricultural challenges, policy-makers in sub-Saharan Africa (SSA) have increasingly considered genetically modified (GM) crops as a potential tool to increase productivity and to improve product quality. Yet, as elsewhere in the world, the adoption of GM crops in SSA has been marked by controversy, encompassing not only the potential risks to animal and human health, and to the environment, but also other concerns such as ethical issues, public participation in decision-making, socio-economic factors and intellectual property rights. With these non-scientific factors complicating an already controversial situation, disseminating credible information to the public as well as facilitating stakeholder input into decision-making is essential. In SSA, there are various and innovative risk communication approaches and strategies being developed, yet a comprehensive analysis of such data is missing. This gap is addressed by giving an overview of current strategies, identifying similarities and differences between various country and institutional approaches and promoting a way forward, building on a recent workshop with risk communicators working in SSA