title: Development of an environmental education programme for waste management with local communities in Sabah, Malaysia

authors: Pudin, Susan

subjects: environmental education

abstract: Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart and instil knowledge, skills, attitudes, motivations and commitment among the population to work towards environmental solutions, problem prevention and to live sustainably. This research focussed on non-formal environmental education with adults in communities in Sabah, Malaysia.
 
In Sabah, solid waste is a significant problem, and oil palm plantations are one of the main agricultural activities that produce solid agricultural waste or by-products in rural areas. This research focussed on co-constructing an environmental education programme for waste management with villagers, including the independent oil palm smallholders, in local communities in Beaufort, Sabah. 

This research has elements of both interpretivism and a critical theory approach. It has elements of interpretivism because of the interaction with the local communities to obtain their views and perceptions on waste management practices in their own areas. It was also partially aligned with the critical theory paradigm because it sought to create positive changes among the communities in terms of waste management practices by providing an avenue for discussions, creating empowerment and collaboration.

The theoretical principles of community environmental education drawn from the areas of community education and environmental education guided the framing of the research design. Data were collected in two stages. Stage one involved interviews with government officers, a community survey and a focus workshop with two rural communities. This data combined with the theoretical principles of community environmental education guided a co-construction of an educational programme on waste management for the two communities. Stage two involved the programme implementation, and an evaluation process which included a survey, interviews and observation. All closed and scale questions in both surveys were analysed quantitatively. The open-ended data gathered from the questionnaires, interviews, focus workshop and observation were analysed using thematic analysis. 

This study found that the communities had a genuine concern for the environment and a desire to improve their waste management practices. However, they did not seem to know how to do so, and their knowledge of environmental and waste management issues seemed low. An attitude-behaviour gap in which favourable environmental attitudes were not matched by environmentally-friendly behaviours was also observed. The community members were unaware or uncertain about guidelines that might guide their waste management. It was also reported there was a lack of environmentally-friendly options such as waste disposal and recovery facilities and services, as well as alternatives for proper disposal in their villages.

Change in attitudes and behaviour among the community seemed slow to progress, and it was found that changes in waste management practices at a personal level were easier to effect, rather than as a community. The findings of this research indicated a tendency towards pro-environmental behaviour motivated by goals other than environmental; in this case, monetary gains or incentives.

The evidence in this research showed that it was possible to co-construct an environmental education programme with local communities. The programme was co-constructed and implemented based on the literature and data on the perceptions, needs and current situation of community waste management through the perspectives of the government officers and local communities. There was clear evidence that the programme made a difference in a short-term; however, long-term outcomes of the programme were not apparent. 

This study has shown that a model developed from theoretical principles of community environmental education provided useful guidance in practice but that implementation of the model in local contexts has many constraints that need to be considered.

text: Development of an environmental education programme for waste management with local communities in Sabah, Malaysia Environmental education can play a major role in achieving sustainability. In the context of this research, environmental education is defined as a process to impart and instil knowledge, skills, attitudes, motivations and commitment among the population to work towards environmental solutions, problem prevention and to live sustainably. This research focussed on non-formal environmental education with adults in communities in Sabah, Malaysia.
 
In Sabah, solid waste is a significant problem, and oil palm plantations are one of the main agricultural activities that produce solid agricultural waste or by-products in rural areas. This research focussed on co-constructing an environmental education programme for waste management with villagers, including the independent oil palm smallholders, in local communities in Beaufort, Sabah. 

This research has elements of both interpretivism and a critical theory approach. It has elements of interpretivism because of the interaction with the local communities to obtain their views and perceptions on waste management practices in their own areas. It was also partially aligned with the critical theory paradigm because it sought to create positive changes among the communities in terms of waste management practices by providing an avenue for discussions, creating empowerment and collaboration.

The theoretical principles of community environmental education drawn from the areas of community education and environmental education guided the framing of the research design. Data were collected in two stages. Stage one involved interviews with government officers, a community survey and a focus workshop with two rural communities. This data combined with the theoretical principles of community environmental education guided a co-construction of an educational programme on waste management for the two communities. Stage two involved the programme implementation, and an evaluation process which included a survey, interviews and observation. All closed and scale questions in both surveys were analysed quantitatively. The open-ended data gathered from the questionnaires, interviews, focus workshop and observation were analysed using thematic analysis. 

This study found that the communities had a genuine concern for the environment and a desire to improve their waste management practices. However, they did not seem to know how to do so, and their knowledge of environmental and waste management issues seemed low. An attitude-behaviour gap in which favourable environmental attitudes were not matched by environmentally-friendly behaviours was also observed. The community members were unaware or uncertain about guidelines that might guide their waste management. It was also reported there was a lack of environmentally-friendly options such as waste disposal and recovery facilities and services, as well as alternatives for proper disposal in their villages.

Change in attitudes and behaviour among the community seemed slow to progress, and it was found that changes in waste management practices at a personal level were easier to effect, rather than as a community. The findings of this research indicated a tendency towards pro-environmental behaviour motivated by goals other than environmental; in this case, monetary gains or incentives.

The evidence in this research showed that it was possible to co-construct an environmental education programme with local communities. The programme was co-constructed and implemented based on the literature and data on the perceptions, needs and current situation of community waste management through the perspectives of the government officers and local communities. There was clear evidence that the programme made a difference in a short-term; however, long-term outcomes of the programme were not apparent. 

This study has shown that a model developed from theoretical principles of community environmental education provided useful guidance in practice but that implementation of the model in local contexts has many constraints that need to be considered.

year: 2015

title: Social policy approaches to Hurricane Katrina and the Christchurch Earthquakes

authors: Al-Shamri, Faisal Ali Ahmed

subjects: natural disasters

abstract: Using secondary sources, the purpose of this thesis is to compare the two disasters – Hurricane Katrina in the United States and the two Christchurch Earthquakes in New Zealand and show how the countries managed the aftermath of each of the disasters. The thesis explores Esping-Andersen’s concept of welfare typologies and shows where New Zealand and the United States fit into his framework. The thesis also reviewed some critiques to Esping-Andersen’s typology.  It details the events of the disasters and how the respective governments responded given their social policy approaches.

text: Social policy approaches to Hurricane Katrina and the Christchurch Earthquakes Using secondary sources, the purpose of this thesis is to compare the two disasters – Hurricane Katrina in the United States and the two Christchurch Earthquakes in New Zealand and show how the countries managed the aftermath of each of the disasters. The thesis explores Esping-Andersen’s concept of welfare typologies and shows where New Zealand and the United States fit into his framework. The thesis also reviewed some critiques to Esping-Andersen’s typology.  It details the events of the disasters and how the respective governments responded given their social policy approaches.

year: 2012

title: Investigating Māori approaches to trauma informed care

authors: Pihama, Leonie

subjects: Māori health and wellbeing

abstract: This article gives an overview of a three-year Health Research Council funded research project “He Oranga Ngākau: Māori approaches to trauma-informed care”. The study is informed by Kaupapa Māori which provides both the theoretical and methodological foundation for understanding the world, exploring and conceptualising issues. The need for contextualised and culturally safe health and social services is well recognised within Aotearoa and particularly within Mental Health and Addiction Services. While trauma is an experience that can impact on all people, Māori experience trauma in distinct ways that are linked to the experience of colonisation, racism and discrimination, negative stereotyping and subsequent unequal rates of violence, poverty and ill health. Given that Māori are impacted by trauma in specific ways, it is important to explore and identify practice principles that contribute to the development of a framework that supports Māori Providers, counsellors, clinicians and healers in working with Māori. (Authors' abstract).

text: Investigating Māori approaches to trauma informed care This article gives an overview of a three-year Health Research Council funded research project “He Oranga Ngākau: Māori approaches to trauma-informed care”. The study is informed by Kaupapa Māori which provides both the theoretical and methodological foundation for understanding the world, exploring and conceptualising issues. The need for contextualised and culturally safe health and social services is well recognised within Aotearoa and particularly within Mental Health and Addiction Services. While trauma is an experience that can impact on all people, Māori experience trauma in distinct ways that are linked to the experience of colonisation, racism and discrimination, negative stereotyping and subsequent unequal rates of violence, poverty and ill health. Given that Māori are impacted by trauma in specific ways, it is important to explore and identify practice principles that contribute to the development of a framework that supports Māori Providers, counsellors, clinicians and healers in working with Māori. (Authors' abstract).

year: 2017