Nonformal education for sustainable development: A Bangladeshi perspective

Sustainable development means ‘development that meets the needs of the present without compromising the ability of future generations to meet their needs’ (WCED, 1987:43). Meanwhile, any education worth the name is a life-long process for the betterment of human well-being. The social purposes of education are located in the long term, and it is right therefore that education should be oriented towards the construction and maintenance of a sustainable future. However, many children in developing countries get very little education. They have little chance to attend even low-quality primary schools, and dropout and failure rates are alarming; many leave semi-literate, soon to relapse into illiteracy, with disastrous consequences for their participation as individuals in the creation of a sustainable world. Moreover, the majority of those who are at school experience a traditional, formal education paradigm, aimed primarily at selecting and building human capital for economic growth. This paradigm is seen to be increasingly at odds with the concept of education for sustainability. Since the 1960s, nonformal education has comprised a wide spectrum of educational and training activities organised outside the formal school system. Innovative learning methods are aimed at the development of practical skills, including matters of health, sanitation, literacy, to be applied in real life situations. As an alternative approach to basic education, the nonformal sector as a whole thus increases pressure for change in the wider education system. Drawing on a three-year empirical study of young people at the point of transition between the nonformal and formal sectors of schooling in Bangladesh, this paper will develop a framework for analysing how the nonformal education paradigm could usefully and realistically increase practice for sustainability in the formal system

The relevance of formal and nonformal primary education in relation to health, wellbeing and environmental awareness:Bangladeshi pupils’ perspectives in the rural contexts

Purpose: This article reports part of a study focusing on young people’s transition from the nonformal to the formal education sector, and explores how the experiences of children and young people in remote formal and nonformal schools affect their awareness of issues of health, well-being and the environment. One of the main objectives of Bangladeshi extensive nonformal primary education, run by nongovernmental organizations (NGOs) in parallel with the formal system, is to prepare children outside schools to enter or re-enter the formal education sector. The study addresses the issue of educational relevance from pupils’ perspectives and looking at the implications for pupil transition between these two sectors. Method: Interviews and observations of students and their classes were conducted in two contrasting rural high schools in different areas of Bangladesh, and their feeder primary schools. Results: Where formal primary graduates focus more in high school on learning from their textbooks, nonformal primary graduates aim to put their knowledge into practice in their day-to-day life on a range of critical issues. Conclusion: The results suggest an important contrast between nonformal and formal education sectors regarding students’ agency and knowledge of health and well-being, hygiene and environmental awareness in rural Bangladesh

Comparison of Measured and FAO-56 Modeled Evaporation from Bare Soil

This paper evaluates how well the FAO-56 style soil water evaporation model simulates measurements of evaporation (E) from bare soil. Seven data sets were identified from the literature and in all but one case, the individuals who took the measurements were contacted and they provided the writers with specific weather and soils data for model input. Missing weather and soils data were obtained from online sources or from the National Climatic Data Center. Simulations for three possible variations of soil data were completed and compared. The measured and the FAO-56 simulated E/ETo and cumulative evaporation trends and values were similar. Specifically, the average evaporation weighted percent difference between the measured and the simulated cumulative evaporation was between –7.5 and –0.5%. This evaluation suggests model accuracy of about ±15% with the use of sound weather data and a fairly generalized understanding of soil properties in the location being evaluated

Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools

In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others') of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in this article draw on experience in Lao People's Democratic Republic (PDR) and Bangladesh, critically exploring teachers' roles, position and agency in practice. Similarities and differences rooted in cultural, political and institutional contexts highlight in a productive way the significance and potential dangers of policy assumptions about teachers within the process of development. From Bangladesh, a success story is presented: the case of a group of primary and junior high schools with formal and non-formal characteristics facilitate the inclusion of young people who were previously outside the education system. In these schools, the institutional context for learning appears to sustain teachers' commitment and motivation. These data suggest the importance of the institutional context to teachers' practices, and raise questions about approaches to teacher development which omit consideration of that context by, for example, focusing inadvertently on features of individual teachers. We then consider teachers' responses to the movement for inclusive education in a primary school in the Lao PDR since 2004. Inclusion here was understood to require a significant shift in teacher identity and a movement away from authoritative pedagogy towards the facilitation of a pedagogy which aimed to encourage the active participation of all students. Through a longitudinal study of teachers in one school, the conditions for such change were identified and again cast doubt on some of the assumptions behind large-scale attempts at teacher development. Reflecting on these experiences and the evidence they provide, we suggest that teacher development programmes are more likely to be effective where teachers are considered not as individuals subject to training but as agents located in an influential institutional context. © 2011 British Association for International and Comparative Education

A trait-based assessment of southern African arid-zone birds' vulnerability to climate change

DATA AVAILABILITY : Data used in the research are available on request.Trait-based assessments allow rapid evaluation of species’ vulnerability to climate change, but often overlook subtle yet consequential interspecific variation in behavioural and physiological traits. We assessed 241 southern African arid-zone bird species’ vulnerability to increasing air temperature associated with climate change. Species’ sensitivity was scored using organismal traits (three morphological, 25 ecological, four behavioural, three physiological). We assessed sensitivity under different trait weightings and data availability scenarios to account for data gaps and uncertainty in traits’ relative importance. Relative vulnerability was assigned by combining sensitivity and exposure scores. Between 7 % and 17 % of species assessed are highly vulnerable. Passeriformes emerged as the most vulnerable order, relative to other orders assessed, on account of modest heat tolerance limits and reliance on panting, a relatively inefficient avenue of evaporative heat dissipation. Bucerotiformes, Charadriiformes, Accipitriformes and Falconiformes are also highly vulnerable. Caprimulgiformes, Columbiformes, and Strigiformes are least vulnerable, on account of pronounced evaporative cooling capacities and high heat tolerance limits. Vulnerability of Galliformes, Apodiformes and Otidiformes was inconsistent, varying substantially with trait weightings and scenarios, making them priority taxa for research and conservation. Whereas the method tends to inflate sensitivity scores for species with little available data and despite weighting uncertainty, we were able to identify taxa that consistently scored as highly vulnerable and require close attention, based on current knowledge of determinants of climate change sensitivity. Similar trait-based assessments may prove critical for ensuring population declines in unexpectedly vulnerable, or typically overlooked, species do not go unnoticed and appropriate conservation efforts are initiated.The National Research Foundation of South Africa.http://www.elsevier.com/locate/bioconam2024Zoology and EntomologySDG-15:Life on lan

Effects of hyperlinks on navigation in virtual environments

Hyperlinks introduce discontinuities of movement to 3-D virtual environments (VEs). Nine independent attributes of hyperlinks are defined and their likely effects on navigation in VEs are discussed. Four experiments are described in which participants repeatedly navigated VEs that were either conventional (i.e. obeyed the laws of Euclidean space), or contained hyperlinks. Participants learned spatial knowledge slowly in both types of environment, echoing the findings of previous studies that used conventional VEs. The detrimental effects on participants' spatial knowledge of using hyperlinks for movement were reduced when a time-delay was introduced, but participants still developed less accurate knowledge than they did in the conventional VEs. Visual continuity had a greater influence on participants' rate of learning than continuity of movement, and participants were able to exploit hyperlinks that connected together disparate regions of a VE to reduce travel time

A multinuclear solid state NMR, density functional theory and X-Ray diffraction study of hydrogen bonding in Group I hydrogen dibenzoates

An NMR crystallographic approach incorporating multinuclear solid state NMR (SSNMR), X-ray structure determinations and density functional theory (DFT) are used to characterise the H bonding arrangements in benzoic acid (BZA) and the corresponding Group I alkali metal hydrogen dibenzoates (HD) systems. Since the XRD data often cannot precisely confirm the proton position within the hydrogen bond, the relationship between the experimental SSNMR parameters and the ability of gauge included plane augmented wave (GIPAW) DFT to predict them becomes a powerful constraint that can assist with further structure refinement. Both the 1H and 13C MAS NMR methods provide primary descriptions of the H bonding via accurate measurements of the 1H and 13C isotropic chemical shifts, and the individual 13C chemical shift tensor elements; these are unequivocally corroborated by DFT calculations, which together accurately describe the trend of the H bonding strength as the size of the monovalent cation changes. In addition, 17O MAS and DOR NMR form a powerful combination to characterise the O environments, with the DOR technique providing highly resolved 17O NMR data which helps verify unequivocally the number of inequivalent O positions for the conventional 17O MAS NMR to process. Further multinuclear MAS and static NMR studies involving the quadrupolar 7Li, 39K, 87Rb and 133Cs nuclei, and the associated DFT calculations, provide trends and a corroboration of the H bond geometry which assist in the understanding of these arrangements. Even though the crystallographic H positions in each H bonding arrangement reported from the single crystal X-ray studies are prone to uncertainty, the good corroboration between the measured and DFT calculated chemical shift and quadrupole tensor parameters for the Group I alkali species suggest that these reported H positions are reliable

Plasmodium vivax transmission in Africa

Malaria in sub-Saharan Africa has historically been almost exclusively attributed to Plasmodium falciparum (Pf). Current diagnostic and surveillance systems in much of sub-Saharan Africa are not designed to identify or report non-Pf human malaria infections accurately, resulting in a dearth of routine epidemiological data about their significance. The high prevalence of Duffy negativity provided a rationale for excluding the possibility of Plasmodium vivax (Pv) transmission. However, review of varied evidence sources including traveller infections, community prevalence surveys, local clinical case reports, entomological and serological studies contradicts this viewpoint. Here, these data reports are weighted in a unified framework to reflect the strength of evidence of indigenous Pv transmission in terms of diagnostic specificity, size of individual reports and corroboration between evidence sources. Direct evidence was reported from 21 of the 47 malaria-endemic countries studied, while 42 countries were attributed with infections of visiting travellers. Overall, moderate to conclusive evidence of transmission was available from 18 countries, distributed across all parts of the continent. Approximately 86.6 million Duffy positive hosts were at risk of infection in Africa in 2015. Analysis of the mechanisms sustaining Pv transmission across this continent of low frequency of susceptible hosts found that reports of Pv prevalence were consistent with transmission being potentially limited to Duffy positive populations. Finally, reports of apparent Duffy-independent transmission are discussed. While Pv is evidently not a major malaria parasite across most of sub-Saharan Africa, the evidence presented here highlights its widespread low-level endemicity. An increased awareness of Pv as a potential malaria parasite, coupled with policy shifts towards species-specific diagnostics and reporting, will allow a robust assessment of the public health significance of Pv, as well as the other neglected non-Pf parasites, which are currently invisible to most public health authorities in Africa, but which can cause severe clinical illness and require specific control intervention