Role of Universities Towards Achieving Climate Change-Related SDGs: Case of Chinhoyi University of Technology, Zimbabwe

Kupika, Olga L.; Mbereko, Alexio; Chinokwetu, Varaidzo

doi:10.1007/978-3-030-26157-3_8

Cited by 5 publications

(8 citation statements)

References 24 publications

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“…Universities have included sustainability issues in their modules, such as climate change, disaster risk reduction and poverty reduction. Chinhoyi University of Technology (CUT), for example, offers modules with components of climate change significantly in the School of Agricultural Sciences and Technology (SAST) and the School of Wildlife Ecology and Conservation (SWEC) (Kupika et al 2020 ). Chinhoyi University of Technology offers a Bachelor of Science Honours Degree in Environmental Science and Technology with modules covering occupational health and safety, sanitation and disaster management skills (CUT 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…The strategic importance and relevance of academia in achieving SDGs has been recently repeated in various research by scholars such as Bhowmik, Selim and Huq ( 2017 ), Albareda-Tiana et al ( 2020 ) and Kupika et al ( 2020 ). The World Commission on Environment and Development (WCED) applauded higher education institutions for their critical role and involvement in political transformation, public awareness and the capability to bring the globe into a sustainable path (WCED 1987 ).…”

Section: Introductionmentioning

confidence: 95%

“…Education and academia are springboards for sustainable development (SD) worldwide (Pappas 2012 ). It is beyond doubt and indisputable that higher education and training are fundamental to the preferment of Sustainable Development Goals (SDGs) related to disaster management and climate change (King 2011 ; Kupika, Mbereko & Chinokwetu 2020 ; Leal Filho et al 2018 ; Mawonde & Togo 2019 ; UNESCO 2014 ). The importance of education is evident because it is a fundamental human right that is provided in the Bill of Rights for different countries across the world (Lee 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Promoting sustainable development goals: Role of higher education institutions in climate and disaster management in Zimbabwe

Dzvimbo

Mashizha

Zhanda

et al. 2022

Jàmbá

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This article seeks to explore the role of higher education institutions (HEIs) in climate change adaptation and disaster risk management (DRM). The study is based on the qualitative desk review, thematic and document analysis and uses the theory of change to facilitate a road map for HEIs in strengthening professional human development, policy consistency in dealing with climate-induced natural disasters (CINDs) research and policies. Academic journals covering the role of HEIs in climate and disaster management in Zimbabwe were selected on google scholar. Reviewed documents include universities’ curriculum documents, government disaster policy documents and other related disaster management policy protocols. The article’s findings reflect that HEIs in Zimbabwe have been engaged in climate change education and DRM as the country and the region are prone to threats posed by extreme weather events in the form of tropical cyclones and extreme droughts. The article concludes that HEIs core mission that includes public engagement to advance achieving sustainable development goals in Zimbabwe is growing at a steady pace to find ways to avert the impact of climate change and put strategies in place to respond to disaster to minimise social, environmental and economic losses posed by disasters. Bindura University of Science Education (BUSE) is enhancing people’s resilience in Chadereka village in Muzarabani through disaster preparedness training. National University of Science Technology (NUST) is also training communities on disaster concepts, disaster prevention, mitigation, preparedness and response.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Promoting sustainable development goals: Role of higher education institutions in climate and disaster management in Zimbabwe

Dzvimbo

Mashizha

Zhanda

et al. 2022

Jàmbá

View full text Add to dashboard Cite

show abstract

“…Such collaborative partnerships are believed to harness collective intelligence, resulting in shared problem solving (Ketlhoilwe et al, 2020). Kupika, Mbereko and Chinokwetu (2020) extended the debate by describing how Chinhoyi University of Technology in Zimbabwe was addressing Climate Action (SDG 13). Their findings were as follows: "Despite its wide efforts, the university still needs to introduce optional modules, extra qualifications, and additional learning course[s] which can be taken by both students and staff to understand climate change across all disciplines" (p. 108).…”

Section: Literature Surveymentioning

confidence: 99%

Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Nhamo

2021

SAJEE

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This paper documents the processes leading to the hosting of the University of South Africa (Unisa) Sustainable Development Goals (SDGs) Localisation Indaba1 in November 2019. Of interest is how the programming, which started as a purely inreach community engagement project, ultimately embraced the whole institution, all SDGs and the South African higher education sector. Data was generated via two platforms, namely participatory action research and a survey evaluating the Indaba. The following cycles emerged: the development of a Unisa Management Policy Brief calling for the SDGs Localisation Indaba in 2017 (Cycle 1); the development of an SDGs for Society Research Stream as part of the Unisa Annual Interdisciplinary Academy and Summer School in 2018 (Cycle 2); and the SDGs Localisation Indaba in 2019 (Cycle 3). The Indaba led to the SDGs Localisation Declaration which resulted in the formation of the SDGs Liaison Committee. Several agreements were made to expand SDGs localisation at Unisa. Finally, the Indaba attracted many participants from outside Unisa, especially from other institutions of higher education. However, it took almost three years to realise the SDGs localisation dream at Unisa. The key recommendation is thus that those championing SDGs localisation should be prepared to continue moving forward despite delays due to management changes and processes.Keywords: Higher education, sustainable development goals, domestication, localisation of the SDGs Introduction

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“…Many universities are currently reviewing their contributions to achieving the various goals of the 17 SDGs. This contribution has been developed from different perspectives, including policies at the university level (Huyse and Pollet, 2019; Korhonen-Kurki et al , 2020; Shiel et al , 2020), complementary training for staff and students (Biasutti et al , 2018; Expósito and Granados Sánchez, 2020; Korhonen-Kurki et al , 2020; Pallant et al , 2020; Zamora-Polo et al , 2019), other actions at the college level (Brandli et al , 2020; Gough and Longhurst, 2018; Korhonen-Kurki et al , 2020; Kupika et al , 2020; Mawonde and Togo, 2019) and, finally, actions in the context of different degrees (Mawonde and Togo, 2019; Pandey and Kumar, 2018; Strachan et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

Boosting the sustainable development goals in a civil engineering bachelor degree program

Gómez-Martín

Gimenez-Carbo

Andrés‐Domenech

et al. 2021

IJSHE

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Purpose The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain). Design/methodology/approach All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs. Findings The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum. Originality/value This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.

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Role of Universities Towards Achieving Climate Change-Related SDGs: Case of Chinhoyi University of Technology, Zimbabwe

Cited by 5 publications

References 24 publications

Promoting sustainable development goals: Role of higher education institutions in climate and disaster management in Zimbabwe

Promoting sustainable development goals: Role of higher education institutions in climate and disaster management in Zimbabwe

Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Boosting the sustainable development goals in a civil engineering bachelor degree program

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