IMPACT STORY: How an SFA Webinar influenced the curricula of an educational institution in Malawi
By Dora Nyirenda, Research Administration, Malawi Hub
Edited by: Alex Maxwell, PGR, UK
During the COVID-19 pandemic, while most people were locked in their homes, the internet helped SFA continue to connect. The SFA Malawi Hub was privileged to host a webinar with Dr Deepa Pullanikkatil on Ecosystem Based Disaster Risk Reduction at the end of April, 2020. The Director of Mzimba Christian Vocational School (MCVS) – a faith-based educational institution in Malawi which takes on ten students every year from across Malawi – and his staff, participated in the webinar which aimed at educating, informing and sharing knowledge on Ecosystem Disaster Risk Reduction. As an institution that tries to implement technology through applied research to develop solutions for the local context, the staff were able to learn examples of how ecosystem-based disaster risk reduction can be applied to disasters.
The webinar was a knowledge sharing session, but could prove to have a deeper and longer-lasting impact for Malawi more generally, with the MCVS staff inspired to change their curricula to include the topic. The curriculum developed through the webinar aims to tackle disasters such as floods, droughts, strong winds, and land-slides. Lorent Mvula, the Director of Disaster Preparedness, Relief and Management of MCVS explains on how this is useful for the future of Malawians, ‘Using the Ecosystem Based Disaster Risk Reduction information in the curriculum can help reduce vulnerability in exposed communities’. It is believed that including ecosystem-based disaster risk reduction (EBDRR) in the curriculum will inform people and communities on the means to saving lives and peoples’ properties through critically thinking about the different ways to tackle everyday challenges.
Staff believe the course will help students to understand the symbiotic interdependence between variables within the ecosystem which will then mitigate communities from destroying the local ecosystems. The knowledge gained can then be disseminated countrywide and support ecosystems across Malawi. There are additional requirements for the new curriculum to be successful, from teaching materials to building instructors capacities but it is believed that with this support, communities across Malawi will be better equipped and more resilient to dealing with the damaging effects from natural disasters.
*Post based on an interview with Mzimba Christian Vocational School Director and Staff (Interviewer: Dora Nyirenda)
ESRC Festival of Social Sciences
The Whose Crisis project will participate to the 2020 ESRC Festival of Social Sciences (FoSS) which will take place online from Nov 7th to 15th.
Although COVID-19 is a health issue, the crisis is far more than a health crisis. It is a social and cultural one that is currently poorly understood and minimally represented in the context of the Global South. The Whose Crisis? event will showcase and explore the essential social science expertise and insights required to provide critical insights to the complex nature and sustainable pathways to recovery of this pandemic. In this way, the social sciences are positioned to inform and contribute to more equitable global responses including those related to health, policy, economics, and education. Decisions, perspectives, and opportunities are being made and missed every week as the global condition shifts. It is possible that the peak of the pandemic is yet to happen in Africa and the unintended consequences of an unchecked monolithic Northern narration of this global issue will be devastating to already vulnerable populations. This social science event contributes to an international project that is an important part of the re-balancing of knowledges and perspectives.
AWOC distributes 1,353 learning packages to vulnerable youth
By Dalton Otim, Research Administrator of the Uganda hub
Through AWOC, the Uganda hub secured a small grant/donation from a member of Gutau’ Catholic Parish in Austria, in response to Education Support during the COVID-19 lockdown. This was meant to serve target beneficiaries from primary schools (1,150 pupils) and secondary schools (475 students) in marginalized communities of Alebtong District, Uganda. During the COVID-19 lockdown, unlike learners from urban areas in Uganda, learners from rural communities can’t access the online learning material produced by the Ministry of Education through National Curriculum Development Centre (NCDC). The grant allowed AWOC’s team to:
- Procure working tools to schools (laptops, printers, cartons of paper, hand washing facilities and other office supplies);
- Print, photocopy and distribute self-study materials to the students (Sciences and Humanities packages);
- Mobilize learners through radio announcement pinned class schedules in public places.
Within one month, a total of 1,353 learners were given self-study material packages. Out of 1,353 learners 55% were males and 45% were females – 70% of all learners were from primary school and 30% were from secondary school.
Achievements
The required working tools were delivered as planned allowing the production of self-study materials at the beginning of June 2020. The team managed to control the number of learners attending the sessions by making a schedule for the distribution of the materials to learners. The schedule was enforced after the team received a police warning as enthusiastic students were not following the government directives of people gathering and social distancing.
Mobilization of learners was effective through radio announcements and pinning sessions schedules in public places. These methods ensured that learners from all the district came to the distribution centre. Learners signed agreements with the organisation – they pledge to make good use of the self-study material.
Challenges and lessons learnt
- Making sure that students and parents would follow government guidelines to restrict COVID-19 spread during distribution sessions;
- The team did not have data about the number of students and their respective grade who would come to the centre to acquire the self-learning material. Therefore, some packages were printed in excess.
- Some learners complained that their parents were not giving them enough time to read their books. They had to engage in domestic and garden work.
- Candidate classes came in big numbers compared to other Classes.
- Learners were not interested in attending teaching sessions over the radios. Some students who might have been interested in those sessions were not aware of these radio sessions (communication challenges).
- Learners are waiting for the second term packages so there is urgent need to produce and distribute them.
To minimise the impacts of the lockdown on the education of the rural youth, there is need for AWOC to continue supporting them. Their enthusiasm and appreciation of the efforts made by AWOC is heartwarming and attest of the importance of social equity in terms of crisis. There was no other alternative due to the COVID-19 lockdown apart from the materials they received from the centre. AWOC will continue to manage and overcome the challenges associated with the current context, and the team hope to secure funds to be able to keep supporting the learners and conduct follow-up visits.
Sustainable Development and the Global South
Collaboration with Glasgow School of Art
Future Experiences: Sustainable Development and the Global South
In 2019-2020, the SFA Network collaborated with the Glasgow School of Arts – Product Design on a project entitled the Future Experiences: Sustainable Development and the Global South. You can read more about it here.
The SFA Network is very pleased to announce that the project dataset collection is now live! The record is public and can be accessed here. Many SFA Members took part to the project and we would like to thank everyone for their contribution. They are included as an author on this dataset/project.
We recommend looking at the ‘Project Journey Map’ and the fantastic ‘Future Experiences Book’ in order to get a feel for what is there. But don’t stop there – this is a tremendously rich resource of output and know-how. This collaboration with the future designers from the Glasgow School of Art was truly inspiring and refreshing for the SFA team. The impact of this project and the engagement with designers is translating into the recent research applications submitted by the Network.
We encourage you to use and share the material from this project.
DOI: 10.5525/gla.researchdata.1019
The University of Eswatini will host the new SFA Eswatini hub
By Dr Sizwe Mabaso, Hub Director of the Eswatini hub
The Department of Geography, Environmental Science and Planning (GEP), that is hosting the SFA Eswatini hub is under the Faculty of Science and Engineering of the University of Eswatini (Formerly the University of Swaziland). The University consist of three campuses, namely; Kwaluseni Campus (Faculties of Education, Humanities, Science and Engineering, and Social Sciences), Luyengo Campus (Faculties of Agriculture and Consumer Sciences) and Mbabane Campus (Faculty of Health Sciences).
The GEP Department strives to be a centre of academic excellence in both theory and application pertaining to in economic, urban and development geography, geo-information science, environmental social science, natural resource management, geomorphology and climate change. Its mission is to build a sound foundation for geography teaching in schools and to provide expertise, practical solutions and insight in the areas of land-use, spatial planning and the management of environmental resources through the spectrum of effective teaching, research, consultancy and community outreach.
Research in the department is founded on applying sound interdisciplinary principles and methodologically diverse scientific approaches relevant to both the natural and social sciences, in order to address key geographical and environmental questions. Much of our research has an applied and policy relevant focus applicable to a developing country context. With regards to the areas of focus, specific departmental research focus areas of the hugely diverse team include (but not exhaustive): urbanization and settlement patterns, agricultural geography, sustainability and food security, human and social geography, socio-economic analysis and surveys, climate science/modelling, climate change (adaptation and mitigation), land use and land cover change, environmental and spatial modelling, natural hazards and disasters, pure and applied wetland geomorphology (rehabilitation and management), soil erosion and land degradation (and appropriate rehabilitation), soil/land and water resources management, drainage basin studies, waste management.
Webinar- Ecosystem Based Disaster Risk Reduction
By Dora Nyirenda, Malawi Hub Research Administrator
The hub was privileged to engage in a Webinar led by Dr Deepa Pullanikkatil on Ecosystem-Based Disaster Risk Reduction at the end of April, 2020. The aim of the webinar was to educate and inform members about ecosystems and how protecting them have disaster risk reduction benefits.
Ecosystem services are nature benefits to human beings and they can be divided into in four categories: Provisioning (physical material products), Regulating (services provided by nature that regulate our environment), Cultural (non-material benefits people obtain from ecosystems) and Supporting (services that are necessary for the production of all other ecosystem services). She exposed how ecosystem services are threatened by disasters arising naturally or as a result of poor management of ecosystems. Dr Pullanikkatil explained how the terms associated with such issues, i.e. hazards, vulnerability, risk and resilience are interconnected. For instance to understand the risks associated with poor ecosystem management, we have to look at the exposure to hazards and the consequent vulnerability of ecosystems. Then to identify the recovery process when facing threats to ecosystem services, we relate to the resilience of the ecosystems.
Dr Pullanikkatil highlighted the importance of ecosystem management and risk reduction. The latter can, for instance, involve disaster preparedness which is when communities are warned before a disaster strikes and therefore can implement mitigation actions. This can be done through media and other modes of communication. When disasters strike, a country has to provide emergency relief and work towards post disaster recovery or reconstruction – which is called disaster management. This rebuilding requires much more resources than implementing risk reduction initiatives.
Sometimes local disasters can be prevented by taking care of our ecosystems as they provide disaster risk reduction services. For example wetlands, or trees and shrubs on a sloped ground, are acting as protective barriers against floods. Wetlands also act as a natural way of purifying waste water.
Dr Pullannikkatil gave some examples of ecosystem-based disaster risk reduction activities including but not limited to: 1) rehabilitating eroded areas through nature-based interventions (grazing land management and tree planting in gullies); 2) promoting ecosystem management practices like integrated water resource management for improving river stability, water provisioning and flood and drought risk reduction.
After the Webinar, the Malawi hub better understood the importance of preserving ecosystem services as they provide free services by protecting land, animals, communities and infrastructures from natural disasters.
Let’s all protect our river banks, wetlands and manage our forests as healthy ecosystems!
If you would like to engage in such a Webinar, please contact us!