Mainstreaming the Sustainable Development Goals in developing countries

Dickens, Chris; Nhlengethwa, Sibusiso; Ndhlovu, Brown

doi:10.5337/2019.212

Cited by 4 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to literature (Mkodzongi & Lawrence, 2019;Musavengane, 2018) political and economic turmoil in the 2000s, notably due to the land reform program, led to a decline in tourism. In response, the government introduced the National Tourism Policy in 2012, envisioning sustainable growth (Dickens et al, 2019). Despite setbacks, subsequent policies like Zimbabwe Agenda for Sustainable Socio-Economic Transformation and the recent National Tourism Recovery and Growth Strategy (2021)(2022)(2023)(2024)(2025) emphasize the government's commitment to revitalizing the sector after the pandemic (Dube, 2021;Nhapi, 2022).…”

Section: Introductionmentioning

confidence: 99%

The extrication of complex dynamics and the impact of government policies on tourism supply chain behavior for sustainable tourism in Zimbabwe

Chiwaridzo

2023

Sustainable Development

View full text Add to dashboard Cite

In the global pursuit of balancing economic growth with environmental and social sustainability within the tourism sector, sustainable tourism has garnered paramount attention. This research delves into the complex interplay among government policies, tourism supply chain behavior, and sustainability dimensions within the context of Zimbabwean tourism. A quantitative approach was employed, collecting data from 721 Zimbabwean tourism supply chain representatives using stratified random sampling and the Krejcie and Morgan table a method of determining the sample size. Questionnaires were distributed via Google Forms, and structural equation modeling (SEM) was utilized for data analysis. The results provide strong empirical evidence that government policies have a significant positive effect on sustainability dimensions related to the tourism industry. The data indicates robust positive relationships between government policies and economic, environmental, and social sustainability. Furthermore, tourism supply chain behavior is shown to be a meaningful mediator between government policies and multiple sustainability outcomes. This emphasizes the significance of collaborative efforts, responsible practices, and harmonized actions within the tourism supply chain in achieving sustainable tourism. The study illuminates avenues for improving tourism sustainability, enhances policy makers and readers understanding on how policy‐driven efforts and tourism supply chain dynamics jointly impact tourism sustainability, there by emphasizing the need for coordinated actions.

show abstract

Section: Introductionmentioning

confidence: 99%

The extrication of complex dynamics and the impact of government policies on tourism supply chain behavior for sustainable tourism in Zimbabwe

Chiwaridzo

2023

Sustainable Development

View full text Add to dashboard Cite

show abstract

“…Dickens, Nhlengethwa and Ndhlovu (2019) maintain that the Sustainable Development Goals (SDGs), particularly through SDG 4, seek to ensure that inclusive and equitable quality education and training in all TVET learning institutions is the norm, not the exception. Specifically, SDG 5 seeks to achieve gender equality and the empowerment of all women and girls as it does for all men and boys (Dickens, Nhlengethwa & Ndhlovu, 2019).…”

Section: Introduction and Background To The Studymentioning

confidence: 99%

Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

Papier¹

2021

JOVACET

View full text Add to dashboard Cite

Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular 'curriculum moment' has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

show abstract

“…The drive to provide gender-sensitive curricula and instructional practices for TVET courses as possible solutions to this problem is a growing concern in both the global south and the global north. Dickens, Nhlengethwa and Ndhlovu (2019) maintain that the Sustainable Development Goals (SDGs), particularly through SDG 4, seek to ensure that inclusive and equitable quality education and training in all TVET learning institutions is the norm, not the exception. Specifically, SDG 5 seeks to achieve gender equality and the empowerment of all women and girls as it does for all men and boys (Dickens, Nhlengethwa & Ndhlovu, 2019).…”

Section: Introduction and Background To The Studymentioning

confidence: 99%

Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college

Mutambisi¹,

Madondo²,

Mavesera³

et al. 2021

JOVACET

View full text Add to dashboard Cite

Gender equality in education and training can be achieved only if curricula at every level of the system become gender-sensitive. The present study examines the extent to which the milieu at one agricultural training college in Zimbabwe promotes the implementation of gender-sensitive training. The main investigative question posed was as follows: To what extent is the agricultural education and training curriculum used at the college gender-sensitive? By responding to this question, the study provided some response to the performance, challenges and prospects for gender mainstreaming in the college’s agricultural education curriculum. Data for this study were generated by document analysis of policy, curricular and instructional documents, interviews with 12 college lecturers, four college administrators and selected final year students, and by lesson observations. The study revealed that while government, and to a lesser extent college policies, articulate the need for gender equality, little attention is paid to these invocations in practice. Likewise, agricultural education and training curricula, training techniques, learning-support materials and out-of-class activities reflect minimal attention to issues of gender equality. The article concludes by discussing possible interventions that correspond to these findings.

show abstract

Mainstreaming the Sustainable Development Goals in developing countries

Cited by 4 publications

References 1 publication

The extrication of complex dynamics and the impact of government policies on tourism supply chain behavior for sustainable tourism in Zimbabwe

The extrication of complex dynamics and the impact of government policies on tourism supply chain behavior for sustainable tourism in Zimbabwe

Journal of Vocational, Adult and Continuing Education and Training, Volume 4, Issue 1 2021

Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college

Contact Info

Product

Resources

About