title: Exploring Education for Sustainable Development through Ship Youth Programmes: A Stakeholder Approach

authors: Castor, Richard Gavina

subjects: Education for Sustainable Development

abstract: Education for sustainable development (ESD) was explored through a stakeholder approach in the context of two ship youth programmes from an Asia-Pacific region perspective. Specifically, the research examined challenges and opportunities of holistically integrating ESD into an informal social learning setting. Utilising Skype, semi-structured interviews of the main stakeholders of the programme, triangulated with secondary sources provided the data for analysis of a qualitative, multiple case study. Results highlighted two identified themes reflecting the challenges and opportunities if ESD is to be incorporated into the ship youth programmes – stakeholder dynamics: stakeholder role and responsibility, diversity, social network building, investment and social capital; and complexities in understanding Sustainable Development: SD dimensions through discussion topics, language, concept and context, moving from awareness to action, sustainability reporting, standards, monitoring and evaluation mechanisms, and sustainable future from youths’ interest, commitment and vision. The ship youth programmes present an opportunity to embrace concepts entrenched in sustainable development and have an enormous potential to extend frameworks and aspects of action competence leading to education for a sustainable future.

text: Exploring Education for Sustainable Development through Ship Youth Programmes: A Stakeholder Approach Education for sustainable development (ESD) was explored through a stakeholder approach in the context of two ship youth programmes from an Asia-Pacific region perspective. Specifically, the research examined challenges and opportunities of holistically integrating ESD into an informal social learning setting. Utilising Skype, semi-structured interviews of the main stakeholders of the programme, triangulated with secondary sources provided the data for analysis of a qualitative, multiple case study. Results highlighted two identified themes reflecting the challenges and opportunities if ESD is to be incorporated into the ship youth programmes – stakeholder dynamics: stakeholder role and responsibility, diversity, social network building, investment and social capital; and complexities in understanding Sustainable Development: SD dimensions through discussion topics, language, concept and context, moving from awareness to action, sustainability reporting, standards, monitoring and evaluation mechanisms, and sustainable future from youths’ interest, commitment and vision. The ship youth programmes present an opportunity to embrace concepts entrenched in sustainable development and have an enormous potential to extend frameworks and aspects of action competence leading to education for a sustainable future.

year: 2014

title: Reading to learn about birds and their conservation.

authors: Chen, Junjun

subjects: reading

abstract: The article discusses the importance of active reading concerning the various species of birds in New Zealand. It notes that this kind of activity will enhance the cognitive skills of students and will aid them in understanding the broader concepts of science. It mentions that students who are aiming to become future scientists must be able to investigate the causal factors behind the contingent extinction of birds in the country to determine the appropriate conservation methods.

text: Reading to learn about birds and their conservation. The article discusses the importance of active reading concerning the various species of birds in New Zealand. It notes that this kind of activity will enhance the cognitive skills of students and will aid them in understanding the broader concepts of science. It mentions that students who are aiming to become future scientists must be able to investigate the causal factors behind the contingent extinction of birds in the country to determine the appropriate conservation methods.

year: 2011

title: Māori women’s perspectives of leadership and wellbeing

authors: Ruru, Stacey Mariu

subjects: Māori women leadership

abstract: This research sought to understand how Māori women leaders maintain their wellbeing within their leadership roles. Semi-structured interviews acknowledging kaupapa Māori theory (Māori philosophy, framework) principles were used to gather the leadership journeys of five Māori women leaders from academic and business backgrounds across the North Island, New Zealand. Kaupapa Māori principles such as kānohi kitea (greeting, meeting face to face), ako Māori (learning, teaching, reciprocity, cultural pedagogy) and manāki ki te tangata (caring, hosting people) provided a methodological framework to follow during interviews with Māori women leaders. From the interviews, thematic analysis was undertaken and patterns, similarities and differences were uncovered that led to the identification of eight main themes: Humility, collective work, the influence of others, overcoming boundaries, balance between te taha hinengaro (mental or psychological wellbeing) and te taha tinana (physical wellbeing), fostering pathways, quieting the mind, and whānau (family) connections. Secondary analysis further developed and explored the themes using indigenous whakataukī Māori (Māori proverbs), which became the overarching theme and connected the eight themes to the five whakataukī. The study found that balance between te taha hinengaro (the psychological, mental wellbeing dimension) and te taha tinana (the physical dimension) from Te Whare Tapa Whā (the four corners of a house) and Te Wheke (the octopus) Māori wellbeing models supported Māori women leaders’ waiora (health, wellbeing). Central to the success of these Māori women leaders was being connected to whānau and friends, and being influenced by tāmariki (children), tauira (students) and employees. These social connections made Māori women leaders strong and resilient to change and challenges. Māori leadership practices and values such as hūmarie (humility), mana wahine (Māori women’s leadership style), manākitanga (caring) and aroha (compassion, love) contributed to leadership drivers that enhanced Māori women within their leadership roles. Finally, recommendations include enhancing practices such as those that encourage mana (influence, power, and identity), mātauranga Māori (Māori knowledge) and ako Māori for future generations to follow.

text: Māori women’s perspectives of leadership and wellbeing This research sought to understand how Māori women leaders maintain their wellbeing within their leadership roles. Semi-structured interviews acknowledging kaupapa Māori theory (Māori philosophy, framework) principles were used to gather the leadership journeys of five Māori women leaders from academic and business backgrounds across the North Island, New Zealand. Kaupapa Māori principles such as kānohi kitea (greeting, meeting face to face), ako Māori (learning, teaching, reciprocity, cultural pedagogy) and manāki ki te tangata (caring, hosting people) provided a methodological framework to follow during interviews with Māori women leaders. From the interviews, thematic analysis was undertaken and patterns, similarities and differences were uncovered that led to the identification of eight main themes: Humility, collective work, the influence of others, overcoming boundaries, balance between te taha hinengaro (mental or psychological wellbeing) and te taha tinana (physical wellbeing), fostering pathways, quieting the mind, and whānau (family) connections. Secondary analysis further developed and explored the themes using indigenous whakataukī Māori (Māori proverbs), which became the overarching theme and connected the eight themes to the five whakataukī. The study found that balance between te taha hinengaro (the psychological, mental wellbeing dimension) and te taha tinana (the physical dimension) from Te Whare Tapa Whā (the four corners of a house) and Te Wheke (the octopus) Māori wellbeing models supported Māori women leaders’ waiora (health, wellbeing). Central to the success of these Māori women leaders was being connected to whānau and friends, and being influenced by tāmariki (children), tauira (students) and employees. These social connections made Māori women leaders strong and resilient to change and challenges. Māori leadership practices and values such as hūmarie (humility), mana wahine (Māori women’s leadership style), manākitanga (caring) and aroha (compassion, love) contributed to leadership drivers that enhanced Māori women within their leadership roles. Finally, recommendations include enhancing practices such as those that encourage mana (influence, power, and identity), mātauranga Māori (Māori knowledge) and ako Māori for future generations to follow.

year: 2016