Assessment of outcomes based on the use of PIM-supported foresight modeling work, 2012-2018

Lowder, Sarah K.; Regmi, Anita

doi:10.2499/p15738coll2.133608

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…The study findings also allow drawing policy implications of different impact pathways, drivers and interventions to enhance aquatic food systems' contributions to sustainable development goals in Africa. As documented in a previous report [103], these results could be the practical usage by a wide range of stakeholders from international organizations, academic and national government. Notwithstanding these contributions, our study has several limitations due to data gaps.…”

Section: Plos Onesupporting

confidence: 64%

The future of fish in Africa: Employment and investment opportunities

et al. 2021

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One of the most pressing challenges facing food systems in Africa is ensuring availability of a healthy and sustainable diet to 2.4 billion people by 2050. The continent has struggled with development challenges, particularly chronic food insecurity and pervasive poverty. In Africa’s food systems, fish and other aquatic foods play a multifaceted role in generating income, and providing a critical source of essential micronutrients. To date, there are no estimates of investment and potential returns for domestic fish production in Africa. To contribute to policy debates about the future of fish in Africa, we applied the International Model for Policy Analysis of Agriculture Commodities and Trade (IMPACT) to explore two Pan-African scenarios for fish sector growth: a business-as-usual (BAU) scenario and a high-growth scenario for capture fisheries and aquaculture with accompanying strong gross domestic product growth (HIGH). Post-model analysis was used to estimate employment and aquaculture investment requirements for the sector in Africa. Africa’s fish sector is estimated to support 20.7 million jobs in 2030, and 21.6 million by 2050 under the BAU. Approximately 2.6 people will be employed indirectly along fisheries and aquaculture value chains for every person directly employed in the fish production stage. Under the HIGH scenario, total employment in Africa’s fish food system will reach 58.0 million jobs, representing 2.4% of total projected population in Africa by 2050. Aquaculture production value is estimated to achieve US$ 3.3 billion and US$ 20.4 billion per year under the BAU and HIGH scenarios by 2050, respectively. Farm-gate investment costs for the three key inputs (fish feeds, farm labor, and fish seed) to achieve the aquaculture volumes projected by 2050 are estimated at US$ 1.8 billion per year under the BAU and US$ 11.6 billion per year under the HIGH scenario. Sustained investments are critical to sustain capture fisheries and support aquaculture growth for food system transformation towards healthier diets.

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Section: Plos Onesupporting

confidence: 64%

The future of fish in Africa: Employment and investment opportunities

et al. 2021

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“…Information Communication Technology (ICT) infrastructure can play a central role in transforming teaching, learning and assessment practices for teachers and students, in a high-quality 21st century education system (Tondeur, Van Keer, Van Braak, & Valcke, 2008) Globally it is recognized that teachers and schools are constantly engaged in enhancing how they teach, how their students learn and how learning is assessed. It is essential to embed ICT infrastructure in the education system all levels (Lowder & Regmi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Status of ICT Infrastructure Used in Teaching and Learning in Secondary Schools in Meru County, Kenya

Ntorukiri

2020

European Journal of Interactive Multimedia and Education

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ICT increases access, enhances efficiency and improves quality in education. Kenya recommended the use of the ICT infrastructure in teaching and learning in secondary schools. However, studies show that adoption rate has been very low in comparison to global demands... The study sought to investigate the state of ICT infrastructure in teaching and learning in Kenyan secondary schools. The study adopted a descriptive survey research design. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Descriptive statistics in form of frequencies and percentages were used to analyze data. The study established that most schools have low investment in ICT infrastructure due to high costs of computer hardware, software and related accessories. The use of ICT infrastructure has necessitated the need for development of new skills and competencies among teachers, school heads and learners. Therefore, there is need for all stakeholders to address all the challenges that hinder use of ICT in teaching and learning so as the schools cannot lag behind since the process is in its initial stages.

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“…Furthermore, according to Lowder (2012), "black women in South Africa are likely to be both primary caregivers and primary breadwinners in our families", which could suggest that female students may have the added chore of organizing food availability as part of their normal household duties and, for example, may be more likely to write shopping lists than male students.…”

Section: Testing For Associations With the Independent Groups In The mentioning

confidence: 99%

First year students' boredom in applied communiction skills classroom at a South African university of technology

Erasmus

Hall

2019

SAJHE

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Researchers worldwide have reported on student boredom in schools as well as in higher education contexts. However, little attention has been paid to this aspect of student response in South Africa's classrooms. This quantitative study aimed to determine the boredom levels of a group of first-year students at a South African university of technology in the early stages of a compulsory year-long first-year Applied Communication Skills programme conducted in English, and to investigate possible factors associated with boredom. A closed-ended questionnaire was administered to a random sample of 182 students. Unexpectedly, the results revealed lower levels of boredom in class than had been found in earlier international studies. The male students reported less boredom than the female students, and all the students reported significantly less boredom at tertiary level than they had experienced in secondary school. There was no statistically significant correlation between the students' boredom levels and their home language, or between their boredom levels and their self-reported levels of proficiency in English. Although our study focused just on one subject in a single institution, it suggests that student boredom in South Africa may be less prevalent at tertiary level than previously assumed. Future research could usefully investigate levels of student boredom, and associated factors, across a wider range of classes and higher education institutions.

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Assessment of outcomes based on the use of PIM-supported foresight modeling work, 2012-2018

Cited by 6 publications

References 7 publications

The future of fish in Africa: Employment and investment opportunities

The future of fish in Africa: Employment and investment opportunities

Status of ICT Infrastructure Used in Teaching and Learning in Secondary Schools in Meru County, Kenya

First year students' boredom in applied communiction skills classroom at a South African university of technology

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