The role of building learning cities in the rejuvenation of Africa

Biao, Idowu; Esaete, Josephine; Oonyu, Joseph

doi:10.1007/s11159-013-9368-y

Cited by 20 publications

(24 citation statements)

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“…Upon further discussion, the participants submitted that the only way they may live a fairly decent life is to be helped to commercialise their indigenous knowledges in a "Botswana where that which counts is Pula (or money in reference to the Botswana currency)". This perception of the participants is consistent with the submission that colonisation and globalisation have come to alter the framework within which a number of African practices had had value (Biao, Esaete and Oonyu, 2013). One example of this alteration is the extent to which the concept and importance of money has become pervasive throughout the fabrics and consciousnesses of even the inhabitants of remote parts of Africa and the developing world.…”

Section: Discussion Of Findingssupporting

confidence: 69%

The Contribution of the Human Development Index Literacy Theory to the Debate on Literacy and Development

Biao¹,

Mogotsi²,

Maruatona³

et al. 2014

WJE

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The Human Development Index Literacy (HDIL) theory was developed in 2011 to eliminate or minimise the negative impact of issues underlying the failure of previous literacy programmes in promoting socioeconomic development. This theory was tested for the first time between July 2013 and February 2014 in two rural communities of Botswana. A seven-item self-report inventory was developed for the purpose of recording the perceptions of 80 participants in regards to development issues, before and after training on a special literacy programme known as the Human Development Index Literacy; student's t-test was employed in testing the significance of difference between pre and post HDIL treatment scores in both communities. The findings threw up unexpected pieces of information relating to rural populace perceptions concerning the concept of development as regard justification for retaining cultural practices, craving for capital formation and other issues. The findings equally revealed that the Human Development Index Literacy theory has the potential to promote socioeconomic development using the instrumentality of literacy. This is because the differences between post-HDIL treatment scores were found to be significantly higher than pre-HDIL treatment scores in both communities (p≤.05) and participants actively sought ways of improving their own standard of living. This paper consequently recommends that governments of developing countries should encourage the development and commercialisation of indigenous knowledges and the adoption of the Human Development Index Literacy theory for purposes of development work.

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Section: Discussion Of Findingssupporting

confidence: 69%

The Contribution of the Human Development Index Literacy Theory to the Debate on Literacy and Development

Biao¹,

Mogotsi²,

Maruatona³

et al. 2014

WJE

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“…In a similar way, a range of terms are used to describe cities, their roles and functions. Terminologies encountered in the literature include: age-friendly cities (WHO, 2007), child friendly cities (Nour, 2013;Osborne et al, 2013), creative cities (Florida, 2002;Hospers & van Dalm, 2005;Landry, 2000;Suet Leng & Badarulzaman, 2014;UNESCO, 2013 ), digital cities (Cocchia, 2014;Komninos, 2008;Stock, 2011;Yovanof & Hazapis, 2009), green cities (OECD, 2006), informational cities (Borja & Castells, 1997;Castells, 1989Castells, , 1991 intelligent cities (Cocchia, 2014;Komninos, 2006Komninos, , 2008, knowledge cities (Carrillo, 2006;Ergazakis et al, 2006;Yigitcanlar et al, 2014), learning cities (Biao et al, 2013;OECD, 1999;Osborne et al, 2013;Preisinger-Kleine, 2013), resilient cities (UNISDR, 2014), smart cities (Batagan, 2011;Cagliu, Del Bo & Nijkamp, 2011;Cocchia, 2014;Dameri, 2013;Hall, 2000;IBM, 2010;Setis-Eu, 2012;Su et al, 2011), sustainable cities (UN-HABITAT, 2010) and wired cities (Holland, 2008).…”

Section: Other Typologies and Classifications For Post-industrial Citiesmentioning

confidence: 99%

“…The accent here is on the role of knowledge to support processes with a distinct emphasis on a human-centered, holistic approach that seeks to emphasize principles that advocate for the inclusion and widespread sharing of value to all citizens, social cohesiveness, environmental and economic sustainability. Terms used to describe cities with such orientation include child friendly cities (Nour, 2013;Osborne et al, 2013), creative city (Scott, 2006;Suet Leng & Badarulzaman, 2014, UNESCO & UNDP, 2013, intelligent city (Komninos, 2006), knowledge city (Carrillo, 2006;Ergazakis et al, 2006;Yigitcanlar et al, 2014), learning city (Biao et al, 2013;OECD, 1999), and smart city (Cagliu, Del Bo & Nijkamp, 2011;Dameri, 2013;Setis-Eu, 2012).…”

Section: Socio-cognitive Focus -mentioning

confidence: 99%

“…Addressing the identified problem or goal then depends on the judicious application of specific knowledge, policies and efforts. Terms used to describe cities in this category include age-friendly cities (WHO, 2007), creative/culture city (Scott, 2006;Suet Leng & Badarulzaman, 2014, UNESCO & UNDP, 2013, green city (OECD, 2006), knowledge city (Carrillo, 2006;Ergazakis et al, 2006;Yigitcanlar et al, 2014), learning cities (Biao et al, 2013), resilient cities (UNISDR, 2012) and sustainable cities (UN-HABITAT, 2010).…”

Section: Socio-cognitive Focus -mentioning

confidence: 99%

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A knowledge-based development model for primate cities of the developing world

Hector

2018

IJKBD

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This mixed methods research study seeks to develop, validate and assess the policy-relevance of a Knowledge-based Development Model. The model is based on UNESCO's Knowledge Societies Conceptual Framework, developed from the literature, validated through expert panels and field tested through application in selected primate cities of two developing countries in Africa and Asia. The study uses the model to gain insights into how knowledge assets in these cities can be leveraged to address the United Nations post-2015 sustainable development goals (SDGs). Hevner's (2004) Design Science Research provides an overarching epistemological, ontological and axiological frame for structuring this investigation. Scoping, design and evaluation of the model was guided by Mettler's (2009) and Wendler's (2012) parameters for model development. Drawing on the extant literature, indicators for the nine constructs in the UNESCO frameworkhuman rights, pluralism, inclusion, equity, openness, freedom of expression, universal access to information, cultural and linguistic diversity and educationwere developed and the model populated. Consultations with subject experts and a purposefully selected Delphi panel of some 66 global experts enabled the model to be validated. Pilot studies in Addis Ababa and Bangkok enabled an empirical exploration of the model, an assessment of the city's knowledge maturity and provided insights into the model's policy relevance. These findings contributed to the model's refinement. This research is the first attempt known to the author to develop and apply a knowledge-based development model based on the UNESCO Framework. The study supports the Organization's mission of creating policy tools and resources for developing countries and provides a concrete response to Recommendation 10 of the UNESCO World Report: Towards Knowledge Societies (UNESCO, 2005). The potential for knowledge and knowledge processes in overcoming strategic societal challenges, such as the SDGs, is recognized, but there is still limited understanding around how to effectively identify and leverage knowledge at the societal level and to extend knowledge management from the realm of the organization to the society

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“…Biao (2013) argues that the 'the learning city concept … is an international initiative devoted to the promotion of sustainable, healthy, green and economically viable cities by the means of lifelong learning'. Globally, there have been also a number of initiatives within individual cities or regions; for example, in Canada (Faris 2005), across Africa (Walters 2009;Biao, Esaete and Oonyu 2013) and Australia (Kearns 2011). However, the most comprehensive developments in the last decade have been in Asia, most particularly in the Republic of Korea, China and Japan (Han and Makino 2013;Lee 2013;Osborne and Borokowska 2017).…”

mentioning

confidence: 99%