Towards effective environmental education in Ethiopia: problems and prospects in responding to the environment—poverty challenge

Bekalo, Samuel; Bangay, Colin

doi:10.1016/s0738-0593(00)00076-6

Cited by 28 publications

(15 citation statements)

References 12 publications

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“…It also stresses the important role that informal education programmes play in responding to CC, which in some areas are the only available educational opportunities and which may also be better placed to have immediate impact (cf. Bekalo and Bangay, 2002;Blum and Diwan, 2007). 5.…”

Section: Resultsmentioning

confidence: 99%

Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

Mochizuki

Bryan

2015

Journal of Education for Sustainable Development

202

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Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners’ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be fostered through it.

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Section: Resultsmentioning

confidence: 99%

Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

Mochizuki

Bryan

2015

Journal of Education for Sustainable Development

202

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“…A possible explanation is that the curriculum in the existing formal primary education system in this area does not adequately emphasize environmental issues and instead focuses on basic literacy and numeracy skills (Dalelo, ); educated farmers have implemented better SWC measures (Asrat et al ., ), as a consequence experience lower erosion risk; or it may be rooted in the generally low level of school enrollment in the study area. This explanation is in accordance with that of Bekalo & Bangay (), who argued that the formal education sector is not well suited to deliver a meaningful program that identifies the symptoms of soil erosion and proposes alternatives towards more sustainable land management practices. Similarly, greater household participation in public SWC initiatives was not found to enhance the probability that farmers would perceive higher levels of soil erosion.…”

Section: Discussionmentioning

confidence: 99%

Farmers' Perception about Soil Erosion in Ethiopia

et al. 2016

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Soil erosion is a significant problem in the Ethiopian highlands. The objective of this study was to investigate how farmers perceive the severity of soil erosion in the Upper Blue Nile Basin. The study is based on a detailed survey of 300 households and 1,010 plots owned by these households in three watersheds. Descriptive statistics and a partial proportional odds model were applied to analyze factors that affected farmers' perceived soil erosion severity at the plot-level. Results showed that variables such as plot distance from the residence, plot shape and position on hill slopes affected farmers' perceptions of soil erosion severity, as well as the amount of rainfall during the growing season. Farmer interaction with extension service agents also affected farmers' perception of soil erosion severity. Despite their expected importance, education and number of livestock owned had no effect on the farmers' perception of soil erosion. The results indicate that farmers' perceptions generally match empirical and theoretical findings on soil erosion determinants; thus, farmers should be considered as important partners not only to counter soil erosion, but also to obtain local expertise on soil erosion severity and restoration of degraded land.

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“…More attention also needs to be paid to informal education programmes, which in some areas are the only available educational opportunities and which may also be better placed to have immediate impact (cf. Bekalo and Bangay 2002;Blum and Diwan 2007).…”

Section: Discussionmentioning

confidence: 99%

Education responses to climate change and quality: Two parts of the same agenda?

Bangay

Blum

2010

International Journal of Educational Development

164

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Increasing attention to climate change and the current global economic crisis have underscored the need for approaches to education that equip and empower people of all ages to deal with uncertain environmental, economic and political futures. A range of educational research and initiatives already exist which could support this aim, however, policy and discussion continue to focus on technical solutions or "knowledge transfer" without seriously engaging with education. This paper suggests that education responses are needed which attend to provision of both appropriate educational infrastructure and relevant knowledge and skills. It also explores the connections between education for sustainable development (ESD) and education quality, and argues that these frameworks already support potentially effective education responses to climate change.

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Towards effective environmental education in Ethiopia: problems and prospects in responding to the environment—poverty challenge

Cited by 28 publications

References 12 publications

Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles

Farmers' Perception about Soil Erosion in Ethiopia

Education responses to climate change and quality: Two parts of the same agenda?

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