A Case for Formal Education in the Technical, Vocational Education and Training (TVET) Sector for Climate Change Adaptation and Disaster Risk Reduction in the Pacific Islands Region

Hemstock, Sarah L.; Combes, Hélène; Martin, Tess; Vaike, Linda; Maitava, K.; Buliruarua, L-A.; Satiki, V.; Kua, Nixon; Marawa, T.

doi:10.1007/978-3-319-50094-2_19

Cited by 10 publications

(11 citation statements)

References 1 publication

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“…By merging these two theories, the students having the intention and determination to learn something deeply would be really assisted since they were given detailed in- Figure 1 tells that The SETS thematic learning integrated with local wisdom belonged to a volcano eruption mitigation effort. The disaster mitigation itself means a series of efforts to reduce disaster risks in the form of physical development, awareness development, and coping capacity improvement (Hemstock et al, 2017). Disaster mitigation consisted of two kinds of structural mitigation including development and disaster management on the physical aspect and non-structural disaster mitigation in the form of awareness and knowledge to improve people's co-ping capacity.…”

Section: Resultsmentioning

confidence: 99%

The Reconstruction of Disaster Knowledge through Thematic Learning of Science, Environment, Technology, and Society Integrated with Local Wisdom

Atmojo

Rusilowati

Dwiningrum

et al. 2018

JPII

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This study aimed to improve the mastery of knowledge, attitudes, and skills of students in disaster mitigation in prone areas of volcanic eruptions. The subjects of this research were fifth (V) graders in three elementary schools situated in prone areas of Merapi volcano eruption in Srumbung subdistrict, Magelang regency, Central Java. The data collected in this study consisted of disaster knowledge, attitude, and mitigation practice. The data of disaster knowledge were obtained through a test and analyzed using t-test and N-gain. The attitude data were collected using questionnaire with an improvement analysis using N-gain. The mitigation practice data were collected through observation and analyzed by descriptive percentage for attitudes and skills. The research results showed that the implementation of thematic learning of Science, Environment, Technology, and Society (SETS) integrated with local wisdom was able to reconstruct and increase the disaster management knowledge. This can be seen from the N-gain score obtained by each elementary school which the highest Gain Score was 0.46 and included in the medium category. There was an enhancement attitude toward disaster having the highest Gain Score was 0.77. All disaster mitigation indicators were successfully mastered by more than 70 percent of the students, who were in the good category (70≥X≤85) in all three elementary schools implementing the thematic learning of SETS integrated with local wisdom.

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Section: Resultsmentioning

confidence: 99%

The Reconstruction of Disaster Knowledge through Thematic Learning of Science, Environment, Technology, and Society Integrated with Local Wisdom

Atmojo

Rusilowati

Dwiningrum

et al. 2018

JPII

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“…Energy and Climate Change Adaptation project (EU PacTVET) has developed regional qualifications in "Sustainable Energy" and "Resilience -Climate Change Adaptation and Disaster Risk Management" (Hemstock et al, 2017). The inclusion of traditional/ local Editors: Leal Filho, Walter, Lackner, Bettina, McGhie, Henry (Eds.).…”

Section: The Current European Union Pacific Vocational Education and mentioning

confidence: 99%

“…The inclusion of traditional/ local Editors: Leal Filho, Walter, Lackner, Bettina, McGhie, Henry (Eds.). Springer Nature (2018) ISBN 978-3-319-98294-6 [Type here] knowledge in the learning outcomes of these courses as well as the development and use of novel teaching and learning resources to ensure qualifications were fully accessible to Pacific communities (including those with low levels of literacy and educational participation), was highlighted by stakeholders (Hemstock et al, 2017). Building on the observed connection between people's 'experience' of climate change and their subsequent beliefs, behavioral responses and future risk perceptions (Akerlof et al, 2013;Demski et al, 2017;Myers et al, 2013;Spence et al, 2011), the EU PacTVET project in partnership with the Coping with Climate Change in the Pacific Islands Region Project (CCCPIR) project have selected and developed a series of teaching resources which reference visual arts in a Pacific community context.…”

Section: The Current European Union Pacific Vocational Education and mentioning

confidence: 99%

Communicating Climate Change: Reactions to Adapt and Survive Exhibition and Visitors’ Thoughts About Climate Change in the Pacific Islands Region

Hemstock

Capstick

2018

Climate Change Management

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This paper examines the content and responses to an art installation addressing climate change in the Pacific, collected at the Adapt and Survive exhibition held at the University of the South Pacific Oceania Centre Gallery in 2014. The artist statement on the exhibition emphasised that it sought to explore the causes and effects of climate change, and to raise awareness of its wider impacts for cultural loss and societal change. As well as conducting a series of interviews with the artist, visitors to the exhibition were invited to complete a short survey concerning their thoughts about climate change and reactions to the exhibition, both before and after they viewed the artworks. The artist's perspectives emphasised the significance of climate change for the region, in the context of traditional responses to environmental problems. The audience survey results suggest that there were high levels of agreement among visitors that the place where they live is being affected by climate change. While emphasising both negative and positive emotional reactions to the artworks, people for the most part expressed confidence and hope that climate change can be effectively addressed, although there was uncertainty on whether or not Pacific islands had the resources to do so. Our study is limited by the small sample size available, but points to directions for future research in this underdeveloped field.

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“…Higher education (HE), such as engineering, provides opportunities to develop skills and obtain latest knowledge for improving employability. It can be classified as certificate, diploma, undergraduate, postgraduate, MPhil, and Ph.D. [15,34]. Nonformal education is different from formal education, as it is flexible in terms of curriculum, duration, and methodology with a properly organized plan.…”

Section: Introductionmentioning

confidence: 99%

Knowledge mapping of computer applications in education using CiteSpace

Rawat

Sood

2021

Comp Applic In Engineering

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The education field plays a vital role in the growth and progress of society. In recent years, with the evolution of technology, a significant development has been observed in the publication of this field. Henceforth, a scientific review is required to explore computer applications in education using internet communication and technology (ICT) technologies. This paper analyzes the scientometric features of documents published from 2011 to 2020 in the education field using ICT. The research literature is retrieved from Scopus and CiteSpace is used to visualize network analysis of country collaboration, co‐citation, and keyword co‐occurrence. Here, the field of higher education is identified as an important area with increasing research trends. Higher education, such as engineering education with the application of ICT, has experienced the latest research trend, and it involves designing of frameworks for improving student performance and the teaching–learning process. The outcome of this paper is the identification of the research frontiers, hotspots, and the latest areas in the field of education, which will help to understand the overall development and future research directions.

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A Case for Formal Education in the Technical, Vocational Education and Training (TVET) Sector for Climate Change Adaptation and Disaster Risk Reduction in the Pacific Islands Region

Cited by 10 publications

References 1 publication

The Reconstruction of Disaster Knowledge through Thematic Learning of Science, Environment, Technology, and Society Integrated with Local Wisdom

The Reconstruction of Disaster Knowledge through Thematic Learning of Science, Environment, Technology, and Society Integrated with Local Wisdom

Communicating Climate Change: Reactions to Adapt and Survive Exhibition and Visitors’ Thoughts About Climate Change in the Pacific Islands Region

Knowledge mapping of computer applications in education using CiteSpace

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