Suchergebnisse

Skills for just transitions to sustainability: An orientation /Eureta Rosenberg and Presha Ramsarup --Green economy transitions & skills: Global and South African perspectives /Najma Mohamed --Mining: A laminated, dialectic methodology for identifying not-yet-obvious green skills demand /Eureta Rosenberg --Green skills for agriculture: A method for focussing demand analysis and prioritization /Eureta Rosenberg --Surface coatings: Occupational analysis and green skills /Presha Ramsarup --Learning pathways into environmental specialisations: A boundaryless careers perspective /Presha Ramsarup --Transitioning into work: A transitioning process perspective /Presha Ramsarup and Heila Lotz-Sisikta --Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies /Heila Lotz-Sisitka --Framing sustainability policy Learning Needs Assessments /Eureta Rosenberg --Green skills supply: Research from providers' vantage point(s) /Heila Lotz-Sisitka --Formative interventionist research generating iterative mediation processes in a vocational education and training learning network /Heila Lotz-Sisitka, with Tichaona Pesanayii --Greening occupations and green skills analysis /Presha Ramsarup --Synthesis and elaboration of critical research methodology for green skills research /Eureta Rosenberg --Green skills research: Implications for systems, policy, work and learning /Heila Lotz-Sisitka and Presha Ramsarup.

AbstractEducation has contributed to a society-wide awareness of environmental issues, and we areincreasingly confronted with the need for new ways to generate energy, save water andreduce pollution. Thus new forms of work are emerging and government, employers andeducators need to know what 'green' skills South Africa needs and has. This creates a newdemand for 'green skills' research. We propose that this new knowledge field – like someother educational fields – requires a transformative approach to research methodology. Inconducting reviews of existing research, we found that a transformative approach requires areframing of key concepts commonly used in researching work and learning; multi-layered,mixed method studies; researching within and across diverse knowledge fields includingnon-traditional fields; and both newly configured national platforms and new conceptualframeworks to help us integrate coherently across these. Critical realism is presented as ahelpful underpinning for such conceptual frameworks, and implications for howuniversities prepare educational researchers are flagged.

Education has contributed to a society-wide awareness of environmental issues, and we are increasingly confronted with the need for new ways to generate energy, save water and reduce pollution. Thus new forms of work are emerging and government, employers and educators need to know what 'green' skills South Africa needs and has. This creates a new demand for 'green skills' research. We propose that this new knowledge field – like some other educational fields – requires a transformative approach to research methodology. In conducting reviews of existing research, we found that a transformative approach requires a reframing of key concepts commonly used in researching work and learning; multi-layered, mixed method studies; researching within and across diverse knowledge fields including non-traditional fields; and both newly configured national platforms and new conceptual frameworks to help us integrate coherently across these. Critical realism is presented as a helpful underpinning for such conceptual frameworks, and implications for how universities prepare educational researchers are flagged.

AbstractThe theory and practice of adaptive management and adaptive governance have been widely studied in the complex social contexts that mediate how humans interact with ecosystems. Adaptive governance is thought to enable adaptive management in such contexts. In this study, we examine four often-used principles of adaptive governance (polycentric institutions, collaboration, social learning and complexity thinking) to develop a framework for reflecting on adaptive governance of a social-ecological system—the Knysna Estuary in South Africa. This estuary is a priority for biodiversity conservation, as well as a common-pool resource central to livelihoods. We used the framework to structure dialogue on the extent to which the four principles of adaptive governance were being applied in the management of the Knysna Estuary. The dialogue included diverse stakeholders, from those who have the power to influence adaptive management to those most dependent on the resource for their livelihoods. Based on a combination of theory and current reality we then identified eight indicators that could be used to guide a transition towards improved adaptive governance of the estuary. These indicators were assessed and supported by most stakeholders. The main contributions of our research are (a) a process for combining theory and stakeholder dialogue to reflect on adaptive governance of a social-ecological system; (b) a set of indicators or conditions that emerged from our participatory process that can be used for reflexive monitoring and adaptation of adaptive governance of Knysna Estuary; and (c) a real-world example of seeking complementary links between adaptive governance and adaptive management to promote effective management of complex social-ecological systems.