An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Chitsiga, Christina, Schudel, Ingrid J
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
- Full Text:
- Date Issued: 2021
Barriers to Implementing Information Communication Technology (ICT) in Managing Small to Medium Tourism Enterprises (SMTEs): the Case of Hogsback, Eastern Cape, South Africa
- Authors: Mxunyelwa,Siyabonga
- Date: 2021
- Subjects: Hogsback, South Africa Small and medium-sized enterprises Small Business Information Communication Technology (ICT) Computer File
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/6031 , vital:45083 , https://www.ijicc.net/images/Vol_15/Iss_10/151057_Mxunyelwa_2021_E_R.pdf
- Description: Information Communication Technology is recognised worldwide for its contribution towardsSMTEs development and the economy. However, the level of ICT implementation as a management tool, its contribution and the extent of benefits on SMTEs is a debateable phenomenon. The purpose of this study was to investigate the barriers to the implementation of ICT within the context of small and medium tourism enterprises in Hogsback. Both quantitative and qualitative research methods were applied in this study. Questionnaire interviews were conducted with owner/managers in Hogsback. The stratified sampling methodwas utilised to collect data. The study indicates that (46.2%) of the business respondents wereoperating the accommodation establishments. The findings of the study underscores that (25.6%) of the business owners identified the barriers of ICT appears to be high costs. Further(23.1%) stated that accessing technology was also an impediment. Moreover, the study elucidates that (94.9%) of the SMTE concur that implementation ICT as a management tool helps to meet objectives of the business for the daily operations of the business. It is therefore recommended that ICT be implemented as a management tool for small and medium tourism enterprises. Furthermore, the study recommends that the managers/owners should invest in technology to ensure the success of the SMTEs in all aspects. Furthermore, the study serves asthe basis for future studies in the area of ICT within the SMTE sector
- Full Text:
- Date Issued: 2021
- Authors: Mxunyelwa,Siyabonga
- Date: 2021
- Subjects: Hogsback, South Africa Small and medium-sized enterprises Small Business Information Communication Technology (ICT) Computer File
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/11260/6031 , vital:45083 , https://www.ijicc.net/images/Vol_15/Iss_10/151057_Mxunyelwa_2021_E_R.pdf
- Description: Information Communication Technology is recognised worldwide for its contribution towardsSMTEs development and the economy. However, the level of ICT implementation as a management tool, its contribution and the extent of benefits on SMTEs is a debateable phenomenon. The purpose of this study was to investigate the barriers to the implementation of ICT within the context of small and medium tourism enterprises in Hogsback. Both quantitative and qualitative research methods were applied in this study. Questionnaire interviews were conducted with owner/managers in Hogsback. The stratified sampling methodwas utilised to collect data. The study indicates that (46.2%) of the business respondents wereoperating the accommodation establishments. The findings of the study underscores that (25.6%) of the business owners identified the barriers of ICT appears to be high costs. Further(23.1%) stated that accessing technology was also an impediment. Moreover, the study elucidates that (94.9%) of the SMTE concur that implementation ICT as a management tool helps to meet objectives of the business for the daily operations of the business. It is therefore recommended that ICT be implemented as a management tool for small and medium tourism enterprises. Furthermore, the study recommends that the managers/owners should invest in technology to ensure the success of the SMTEs in all aspects. Furthermore, the study serves asthe basis for future studies in the area of ICT within the SMTE sector
- Full Text:
- Date Issued: 2021
Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and Textbooks
- Mmekwa, Makwena, Schudel, Ingrid J
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
- Full Text:
- Date Issued: 2021
Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- O’Donoghue, R, Misser, Shanu, Snow-Macleod, Janet
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Date Issued: 2021
Teacher Professional Development in Environment and Sustainability Education
- Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
- Full Text:
- Date Issued: 2021
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
- Full Text:
- Date Issued: 2021
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