Suchergebnisse

Postgraduate quality management can be carried out from two approaches: the first, (competitive) is based on compliance with academic, scientific and administrative standards, and the positioning of universities in world lists of best institutions; the second (humanist-social) in the commitment of the universities with the solution of the problems of sustainable development. The objective of this article is to review the recent information backing the competitive and social-humanist approaches to quality in postgraduate studies, and on this basis support what should be the meeting point between both approaches in Latin American universities. For this purpose, articles published predominantly in Latin America, and also from Asia and Africa, were analyzed. From the points of view expressed in the reviewed documents, reflections on quality management in postgraduate studies were formulated from the Latin American perspective. It was found that the competitive approach predominates in postgraduate quality management worldwide, and that the social responsibility of universities, and of postgraduate studies in particular, implies a commitment to solving local, regional and national problems, only achievable with a solid social-humanist approach. Latin American universities must combine compliance with competitive standards with postgraduate social responsibility objectives, and assign greater weight to the latter in accreditation systems.

The aim of this dissertation is to analyse women's political representation in the Swedish parliament 1970-2002, a period during which the share of women parliamentarians increased from 14 to 45 percent, and to assess changes in party rules and party norms in terms of regulative and discursive continuity and change. Inspired by Carol Lee Bacchi's "What's the Problem? Approach," with its focus on the construction of political problems rather than "the problem" as such, this dissertation studies how Swedish political parties have formulated the problem of women's exclusion from parliamentary politics, what causes of women's under representation they have identified and what solutions they have proposed. The dissertation also studies how party rules to increase the number of women have been implemented in the 2002 nomination process. The dissertation is based on party documents from the period 1970-2002, a national survey to all nomination committees in the parliamentary election in 2002 and 70 interviews with nomination committee members for three political parties in two electoral constituencies. The analysis shows how both party rules and party norms regarding women's political representation have changed over time. The analysis also shows that the framing of women's representation changed over time: from an optimistic view of historical development, gender equality as 'equal opportunity' and harmony between the sexes to a critical view on historical development and gender equality as 'equality of results'. The analysis of the nomination process shows that gender is still a key issue in the composition of party lists but that the number of women on party lists in some parties is dependent on women gatekeepers on the nomination committees. It also shows that the ordering of the list is highly dependent on the candidate list from the previous election and that this order of succession also covers non-winnable seats.

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

En tredjedel av all mat som produceras försvinner på vägen. Det innebär att en stor del av den negativa miljöpåverkan som livsmedelsproduktionen står för, har skett alldeles i onödan. I EU:s livsmedelsstrategi är matsvinn en av nyckelfrågorna.

The aim of introducing agroforestry and community-based forestry is to secure and improve livelihoods, maintain and restore ecosystem services, and contribute to climate change mitigation and adaptation. However, the adoption and scaling up of these systems among food insecure communities have proved to be difficult. To better understand why, I identified barriers and bridges at different adoption stages and levels of governance. These were analysed using policy narratives and the sustainable livelihood approach in the light of sustainable development, sustainability and resilience of landscapes. The first stage was the negotiation process between the Swedish NGO Vi-Skogen and the Swedish International Development Agency (Sida) about funding. Three explanatory approaches were used: organizational, power and context. Vi-Skogen and Sida were caught in policy incompatibility dilemmas that slowed down the NGO policy process, and delayed critical changes that could have improved project outcomes. The second was Vi-Skogen's agroforestry project in Tanzania's Mara Region. A random sample of 21 households was drawn from each of 89 project villages. The proportion of households with surviving agroforestry trees varied from 10-90 % among villages. Field training and visits to farmers with good practices were important for households to start planting trees. Local collaboration, perceived ownership of trees and benefits of trees for crop production were additional factors important for households' decision to continue with agroforestry practices. The third was eleven community-based forest producer and user groups (CBFGs) in eastern and southern Africa. Development of many groups had stagnated and few had managed to develop large scale value-added production. I identified eight barriers and four bridges that influenced the scaling up process of agroforestry and community based forestry among food insecure households. All resulted from interactions among social, political, and economic structures and processes at multiple ...