Beneficiaries are actors too.pdf - Southern Institute of Peace ...

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2. Nearly 120 million children of primary school age remain out of school; these children are working children, children affected by HIV/AIDS, children whose lives are affected by conflict and disability, children of the poor or minorities, and rural children. 3. At least one third of the 190 million working children aged 10 to 14 in developing countries have no access to basic education or health care. Uncounted millions in the same age group are receiving an education of poor quality. 4. Adult literacy, however measured, is also critically important. Recent assessments suggest that there has been modest progress towards the goal of adult literacy, with slight decline in illiteracy rates throughout the world. 5. While global economic production has tripled since 1980, the gap between the average incomes of the wealthiest 20% and the poorest 20% has more than doubled and continues to widen. 6. More than 1.2 billion people in the world lack safe drinking water and nearly 3 billion do not have access to adequate sanitation. These two conditions alone pose serious consequences for development and contribute to an estimated 25000 people per day dying from diseases caused by contaminated water or food. 7. HIV and AIDS pose an enormous danger to the achievement of the world's goals for education. In the worst affected areas, the demand for education is on the wane because families and communities are increasingly poor, dispirited, and devastated. Education is an essential need both for both combating HIV and AIDS and responding to the needs of children, families and communities affected by the pandemic. These human conditions can be viewed from socio-cultural, political and economic perspectives, and may be framed in the context of science-technology-society (STS) issues. When society fails to care for the environment that sustains it, when its population increases beyond the capacity of the land and water to provide adequate food for all, when the disparity between the haves and have-nots widens into a gulf of social injustice, the 87
esult may be disastrous. The HIV and AIDS challenge is one very interesting issue where the locally available knowledge systems that had previously been down trodden (circumcision, consumption of pure unprocessed traditional food among others) are now being resuscitated and utilised in mitigating the effects of the epidemic. Flavin (2002) notes that forging a harmonious global community will only be possible if it is based on universal principles of respecting human rights, meeting basic human needs, and preserving the natural environment as well as the indigenous scientific knowledge for Africa's posterity. In that endeavour, governments, international organisations, private companies, and citizens all have important roles to play. Science Education and Sustainable Community Development The major questions this paper sought to address was: In what ways science education ought to be connected to issues of sustainable development? Much of the socio-political rhetoric of st the 21 century is centred on socio-scientific issues and sustainable development. The need for citizens who use knowledge of scientific concepts to participate in social conversations and make decisions about socio-scientific issues is epitomized in the science education community's calls for scientific literacy (American Association for the Advancement of Science, 1993; Bybee, 1997). Socio-scientific issues are complex social dilemmas that (a) impact economic, civic and cultural affairs, (b) lack clear-cut solutions, and (c) have conceptual or technological ties to science (Sadler, 2004). Some examples of socio-scientific issues include genetic screening, diet, medical treatment, and biological and chemical weapons. Dani (2011) views scientific literacy as entailing decision-making that leads to sustainable development. Sustainable development results from practices, processes, activities, or regions that meet the needs of the present without compromising future generations' ability to meet their needs (Dani, 2011). For sustainable decision-making to occur, the principles, values, and concepts of sustainable development must be integrated into all aspects of education and learning (Bybee, 2008; United Nations Educational Scientific and Cultural Organization [UNESCO], 88
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Sustainable peace and development a
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Sustainable peace and development a
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Contents Introduction: The primacy
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its work on community, with special
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in Africa. The paper highlights the
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1 Women's access to microfinance an
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all household members, especially i
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family well-being are often higher
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“[b]y plugging the gap left by th
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As at 30 July 2011 the country's ba
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analysis will also be as much infor
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not about bemoaning the limited acc
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approach the MFIs, is that “it wi
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d) Indicators of the social and eco
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Illiteracy creates a situation of d
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Disabilities: Lessons from Zambia a
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Abbreviations and acronyms CBNRM Co
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(Murindagomo, 1990). Its main appro
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percentages to the gross domestic p
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some trees were not supposed to be
Page 41 and 42: formulation will ensure their total
Page 43 and 44: the commons'. The concept of commun
Page 45 and 46: esources in these government estate
Page 47 and 48: management in Botswana and Namibia:
Page 49 and 50: Introduction This article seeks to
Page 51 and 52: esearchers come to study with backg
Page 53 and 54: the land US$750.00. Mudzi laid the
Page 55 and 56: case the chief's court sought the t
Page 57 and 58: The chief's personality This influe
Page 59 and 60: process of reporting a case is too
Page 61 and 62: and implies that offenders should r
Page 63 and 64: Cases reported to Chief Chounda bet
Page 65 and 66: 4 The role of Indigenous Knowledge
Page 67 and 68: enlarging the range of their choice
Page 69 and 70: this also served to promote food se
Page 71 and 72: development strategies in Africa sh
Page 73 and 74: countries seriously questioned why
Page 75 and 76: especting their realities and prior
Page 77 and 78: competing knowledge systems, charac
Page 79 and 80: impressive in transforming poor peo
Page 81 and 82: must be recognised if it is to be i
Page 83 and 84: implications for sustainable conser
Page 85 and 86: Pretty, J. N. (1994) Alternative sy
Page 87 and 88: Introduction The United Nations Edu
Page 89 and 90: Science educators have failed in th
Page 91: education in this historical era th
Page 95 and 96: affairs and ultimately the adoption
Page 97 and 98: esources, increasing green house ef
Page 99 and 100: years, and yet it is less than 100
Page 101 and 102: Fuchs, S. (2000) A social theory of
Page 103 and 104: 6 Re-examining the role of NGOs in
Page 105 and 106: that NGOs are involved in when tryi
Page 107 and 108: to see the causes of conflict as go
Page 109 and 110: which the oil is located are disgru
Page 111 and 112: communities putting into question t
Page 113 and 114: The controversies surrounding NGOs'
Page 115 and 116: conflict ridden African states, whe
Page 117 and 118: in resolving conflict and peace bui
Page 119 and 120: Recommendations To work effectively
Page 121 and 122: Juma, M.K. (2008) Conflict Preventi
Page 123 and 124: Introduction The Zimbabwean land re
Page 125 and 126: Government or private agencies. Thi
Page 127 and 128: credit facilities, new farmers in Z
Page 129 and 130: control 49 percent in any business
Page 131 and 132: implementation of investment progra
Page 133 and 134: the ice-berg. Disadvantaged areas m
Page 135 and 136: eventual agreement on the implement
Page 137 and 138: they are simply recipients of polic
Page 139 and 140: the government embarks on a nationw
Page 141 and 142: farm ownership in the country. The
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8 Community-driven conflict resolut
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approximately 800,000 Rwandans and
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their mediation skills.” The cell
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well as centre-periphery thesis whi
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justice In the post-genocide era, t
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marginalized and disenfranchised fr
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summarized and simplified versions
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In Rwanda for example, citizens cou
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Although the use of carrot and stic
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abunzi and the formal system beckon
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Kauzya, John-Mary. (2007) Political
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Conclusion All through the papers,
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About the editor Samuel Maruta is t
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