DOCSLIB.ORG

Description and Evaluation of an Environmental Education Program in Madagascar

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Description and Evaluation of an Environmental Education Program in Madagascar DESCRIPTION AND EVALUATION OF AN ENVIRONMENTAL EDUCATION PROGRAM IN MADAGASCAR by Gina Angiolillo, Sanjyot Sangodkar, Niki West, Noelle Wyman Advisor: Dr. Pamela George May 2012 Masters project submitted in partial fulfillment of the requirements for the Master of Environmental Management degree in the Nicholas School of the Environment of Duke University 2012 i Table of Contents Abstract ........................................................................................................................................................ 1 I. Introduction .............................................................................................................................................. 2 II. Literature Review ................................................................................................................................... 3 Background: Definitions and Case Studies ........................................................................................... 4 History and Guidelines .......................................................................................................................... 7 Best Practices ......................................................................................................................................... 9 Models and Strategies ......................................................................................................................... 11 Peace Corps Materials ........................................................................................................................ 13 Education for Sustainable Development ............................................................................................. 14 Efficacy and Measures of Successes and Challenges .......................................................................... 16 Evaluation ........................................................................................................................................... 17 III. Materials and Methods ...................................................................................................................... 21 Positionality ......................................................................................................................................... 22 Research Challenges ........................................................................................................................... 22 Research Questions ............................................................................................................................ 23 Conceptual Framework ...................................................................................................................... 23 Surveys of Participating Trainees ...................................................................................................... 25 Interviews ............................................................................................................................................ 26 Interviews with Organization Staff ................................................................................................ 26 Interviews with MFG Administrators ........................................................................................... 26 Cultural Context Interview ............................................................................................................ 27 Content Analysis of Program Materials and Records ......................................................................... 27 Data Analysis Methodology ............................................................................................................... 28 Coding Reliability .......................................................................................................................... 28 Quantitative Data Analysis ............................................................................................................ 29 ii IV. Results and Observations ................................................................................................................... 29 Survey Analysis .................................................................................................................................. 29 Qualitative Survey Data ................................................................................................................. 30 Reported Successes ................................................................................................................. 30 Reported Challenges ............................................................................................................... 31 Additional Themes .................................................................................................................. 31 Quantitative Survey Data ............................................................................................................... 33 Table 1. Summary Statistics By Region ........................................................................... 34 Table 2. Summary of Likert Scale Responses .................................................................. 35 Figure 1. Ratings and Total Average Scores .................................................................... 36 Interview Analysis .............................................................................................................................. 37 Four Pillars ..................................................................................................................................... 37 Capacity Building ................................................................................................................... 38 Scientific Research .................................................................................................................. 38 Conservation Action ............................................................................................................... 38 Education ................................................................................................................................ 39 Major Environmental Programs .................................................................................................... 39 Camp ....................................................................................................................................... 39 Bitsik’Ivoloina Newsletter ...................................................................................................... 39 Environment Club ................................................................................................................... 40 Farmers Training ..................................................................................................................... 40 Saturday School ...................................................................................................................... 40 Chef ZAP Trainings ................................................................................................................ 41 Strategies and Methodologies ......................................................................................................... 42 Curriculum Evaluation ................................................................................................................... 43 Conformity to Objectives ........................................................................................................ 44 Compliance with Standards .................................................................................................... 45 Scope and Sequence ................................................................................................................ 46 Table 3. Summary of Curriculum Topics ......................................................................... 46 Appropriateness for Learners .................................................................................................. 47 Appeal ..................................................................................................................................... 47 Monitoring and Evaluation ............................................................................................................. 48 Sample Responses from MFG Survey ........................................................................................... 49 iii Table 4. Summary of Likert Scale Responses .................................................................. 50 Table 5. Summary of Written Responses ......................................................................... 51 Local Context ................................................................................................................................. 52 Observed Need ............................................................................................................................... 53 Buy-in and Support ........................................................................................................................ 53 Capacity Building ........................................................................................................................... 53 Current State of Affairs .................................................................................................................. 55 Partnerships and Monitoring .......................................................................................................... 56 Partnerships with Chef ZAPs
Load more

Recommended publications
  • Possibilities and Challenges in Early Childhood Care and Education in Madagascar
    Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara Jiyean Park Faculty of Educational Science UNIVERSITY OF OSLO Spring 2014 II Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Philosophy in Comparative and International Education Faculty of Educational Science III © Jiyean Park 2014 The Possibilities and Challenges in Early Childhood Care and Education in Madagascar: Access and Parental Choice in preschools in Toliara http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract This study addresses access and parental choice in ECCE in Madagascar. The purpose of the study is to explore the value of ECCE and the factors obstructing access to ECCE, to examine the similarities and differences of the parental choice between public and private preschools in Madagascar and finally, to suggest the measures or strategies improving access to ECCE in the countries with low resource. Social exclusion, social class and school choice within rational action theory and Bourdieu’s cultural capital was used as a theoretical framework. Madagascar was chosen as the site of research since it offers an opportunity to explore the situation of access and parental choice in ECCE in a low-resource context and to investigate the impact of political and economic crisis on access to ECCE and parental choice. The study is designed by a comparative research. Key stakeholders the central and local government officials and a representative of an international organization and civil society, teachers and parents participated in this study.
    [Show full text]
  • III. Tertiary Education in Madagascar: Review of Previous Studies
    WORLD BANK Public Disclosure Authorized Tertiary education in Madagascar Public Disclosure Authorized A review of the Bologna process (LMD), its implementation in Madagascar, the status of recent World Bank analyses and recommendations, and suggestions for the immediate future Public Disclosure Authorized Richard SACK and Farasoa RAVALITERA Juin 2011 Public Disclosure Authorized i | P a g e Contents Abbreviations and Acronyms ...................................................................................................................... iii I. Introduction ............................................................................................................................................ 1 II. The Bologna Process and LMD implementation ..................................................................................... 2 Diploma structure ................................................................................................................................... 4 Academic credit units ............................................................................................................................. 4 National Qualifications Frameworks ...................................................................................................... 5 Quality assurance ................................................................................................................................... 6 Lessons from non-European countries..................................................................................................
    [Show full text]
  • DOCUMENT RESUME the Development of Technical And
    DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T.
    [Show full text]
  • Project Safidy Statement of Advocacy for Sexual and Reproductive Health Rights Education in Madagascar
    Project Safidy Statement of Advocacy for Sexual and Reproductive Health Rights Education in Madagascar July 2017 SEED Madagascar Suite 7, 1a Beethoven St, London, W10 4LG, United Kingdom Villa Rabemanda, Ambinanikely, B.P. 318, Tolagnaro, Madagascar Tel: +44 (0)208 960 6629 Email: [email protected] Web: madagascar.co.uk UK Charity No. 1079121, Company No. 3796669 1 Project Safidy: Statement of Advocacy SEED Madagascar’s Project Safidy aims to provide rights-based, government-endorsed comprehensive sexual health education to lycée students throughout Madagascar. Through this education, young people can be empowered to take control of their sexual and reproductive health by learning how to avoid negative health outcomes such as sexually transmitted infections (STIs) and unintended pregnancy, supported by the development of communication skills to assert their rights within relationships. Project Safidy employs a rights-based approach to educating young people on their sexual and reproductive health. This method aligns with a concept internationally known as Sexual and Reproductive Health and Rights (SRHR). The SRHR approach to education and health care, which has been adopted and endorsed by the United Nations, World Health Organization (WHO), International Planned Parenthood Federation and others, goes beyond simply providing technical health information, and promotes the personal choices and overall wellbeing of the whole individual. 1. Defining SRHR SRHR applies universal human rights to the sexual and reproductive health of individuals. In practice, SRHR ensures that in addition to having access to evidence-based information regarding sexual health and reproduction, individuals are also afforded the autonomy to make personal decisions about their sexual and reproductive wellbeing.
    [Show full text]
  • Information, Role Models and Perceived Returns to Education: Experimental Evidence from Madagascar∗
    Information, Role Models and Perceived Returns to Education: Experimental Evidence from Madagascar∗ Trang Nguyen † Massachusetts Institute of Technology January 23, 2008 Job Market Paper Abstract This paper shows that increasing perceived returns to education strengthens incentives for schooling when agents underestimate the actual returns. I conducted a field experiment in Madagascar to study alternative ways to provide additional information about the returns to education: simply providing statistics versus using a role model–an actual person sharing his/her success story. Some argue that role models may be more effective than providing sta- tistics to a largely illiterate population. However, this proposition depends on how households update their beliefs based on the information the role model brings. Motivated by a model of belief formation, I randomly assigned schools to the role model intervention, the statistics inter- vention, or a combination of both. I find that providing statistics reduced the large gap between perceived returns and the statistics provided. As a result, it improved average test scores by 0.2 standard deviations. For those whose initial perceived returns were below the statistics, test scores improved by 0.37 standard deviations. Student attendance in statistics schools is also 3.5 percentage points higher than attendance in schools without statistics. Consistent with the theory, seeing a role model of poor background has a larger impact on poor children’s test scores than seeing someone of rich background. Combining a role model with statistics leads to smaller treatment effects than statistics alone, also consistent with the theory. The key implication of my results is that households lack information, but are able to process new information and change their decisions in a sophisticated manner.
    [Show full text]
  • 960 JP Games
    Total Games: 2601 EU Games: 960 JP Games: 715 US Games: 887 Other Games: 39 ------------------------------------------------------------------------ 100 All Time Favorites (U) {BOZE F0B9E32F} 1000 Bornes (F) {CMBF 694E13EE} 101 Dino DS (E) {C5NP A7232D52} 101 In 1 Explosive Megamix (E) {CQZP DE381815} 101 in 1 Sports Megamix (U) {B2NE B0EDCC89} 12 Family Games (E) {CI2P 0F445E14} 13-Sai no Hello Work DS (J) {YH3J C5129D15} 1912: Titanic Mystery (E) {BTIP F94EF422} 1-Hi-10-Fun de Egajou Zuni Kakeru DS (J) {YJZJ 3650D48F} 3 in 1: Solitaire, Mahjong and Tangram (E) {B7LP C974A55E} 4 Elements (E) {B4EX 8A1F92FC} 4 Elements (E) {B4EY E1CB6081} 42 All-Time Classics (E) {ATDP FBB7EDF4} 42 All-Time Classics (E) v1.1 {ATDP AB5D4CEA} 7 Wonders II (D) {B7WD 3F5772D0} 7 Wonders II (E) {B7WP DE7D995E} 7 Wonders II (E) {B7WX 3A583709} 7 Wonders II (U) {B7WE 5963D816} 7 Wonders of the Ancient World (E) {Y7WP 7BBAE54D} 7 Wonders of the Ancient World (U) {Y7WE C6D140EF} 700-Mannin no Atama o Yokusuru: Choukeisan DS - 13000-Mon + Image Keisan (J) {C3 KJ 8C7C2E5D} 7th Dragon (J) {CD6J 1171AA49} A Ressha de Ikou DS (J) {BARJ 4BDF1142} A Witch's Tale (U) {CW3E 7F741A38} A.S.H. Archaic Sealed Heat (J) {YASJ 93799D75} Ace Attorney Investigations: Miles Edgeworth (E) {C32P BE547C63} Ace Attorney Investigations: Miles Edgeworth (U) {C32E 04086E38} Actionloop (E) {APLP 4F406891} Addy: Do you speak English? (E) [Multi] {CAFX 87B73D5A} Advance Wars: Dark Conflict (E) {YW2P DF5E85E6} Advance Wars: Days of Ruin (U) {YW2E 6E2AAFE5} Advance Wars: Dual Strike (E) {AWRP
    [Show full text]
  • Mate.Pdf (650.3Kb)
    CHAPTER ONE 1.0. Background of the Problem The history and the problem of illiteracy are not unique to Zambia as illiteracy encompasses all countries in the world. What matters here is not only the nature and magnitude of the problem, but also what has been done to address the problem. Throughout most of the human history a large proportion of people have been illiterate. This has been to the disadvantage of such people. Mulenga (2008:55) indicates that “In the feudal society, for example, the ability to read and write was of value only to the clergy and aristocracy and the issue of illiteracy was not seen as a big problem then until after the invention of printing in the 15th Century”. In Zambia, the problem of illiteracy dates back to the colonial era where colonial masters relegated local and traditional education to the fringes, while promoting Western education. Colonial masters denied the indigenous people universal education creating educated and illiterate people in a society that hitherto knew no such trends. This scenario did not take long to give birth to high illiteracy rates among men and women especially people in rural areas of Zambia. This situation led to over 2, 300, 000 people out of a population of 3, 400, 000 black Zambian not to have been to school a year before independence (Nyirenda, 1969 and Mwanakatwe, 1969). The majority of such people were women especially in rural areas who could not walk long distances to schools that were few and far apart. This state of affairs slowly began to cause anxiety as it came to boomerang against the colonial government in many aspects such as tax compliance and shortage of human resource for the expanding civil service and skilled manpower for the developing industries, commercial activities and other service providers.
    [Show full text]
  • UNICEF Madagascar
    CHALLENGES & OPPORTUNITIES FOR CHILDREN IN MADAGASCAR COUNTRY CONTEXT Madagascar is one of the poorest Subject to recurrent crisis and disasters. In countries in the world the past 24 months: ■ Widespread extreme poverty : 77,6% <1,90$ per ■ Polio outbreak requiring polio response targeting day (2013); 91% < $3,10$ per day1 11 million children ■ Ranking 161th out of 189 in the Human ■ El Nino – exacerbating chronic drought in the Development Index2 South ■ Alarming social indicators ■ Cyclones ENAWO, AVA , Dumazil and Eliakim hitting the East coast ■ Plague outbreak – highly contagious and deadly – with to date close to 2,500 cases4 reported Around 25 million people, over 50% under 18 years, largely rural (83%)3 People resort to negative coping strategies for survival which in turn contribute to deforestation and environmental Complex political and deteriorating degradation economic context: ■ Emerging from a prolonged political crisis ■ Frequent government reshuffles ■ Rich mineral and natural resource base 130 Political Political crisis crisis 110 1972 1991 Political crisis Political 2001 - 2002 crisis 90 2009 70 50 30 Madagascar 1960 1964 1968 1972 1976 1980 1984 1988 1992 1996 2000 2004 2008 GDP per capita (constant, 1984 = 100) Real GDP growth 1World Bank: http://iresearch.worldbank.org/PovcalNet/home.aspx 3INSTAT 2UNDP 2018 4WHO 2017 SITUATION OF CHILDREN AND WOMEN MADAGASCAR’S SOCIAL SECTORS ARE LAGGING BEHIND TO ACHIEVE THE SUSTAINABLE DEVELOPMENT GOALS (SDG) More than three 47% of all Maternal Enrolment rate 41% of girls aged
    [Show full text]
  • Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly
    Supporting Education in Africa: Opportunities and Challenges for an Impact Investor Francesca Marchetta, Tom Dilly To cite this version: Francesca Marchetta, Tom Dilly. Supporting Education in Africa: Opportunities and Challenges for an Impact Investor. [Technical Report] FERDI - Fondation pour les études et recherches sur le développement international; I&P - Investisseurs et Partenaires. 2019. hal-02288103 HAL Id: hal-02288103 https://hal.archives-ouvertes.fr/hal-02288103 Submitted on 13 Sep 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. fondation pour les études et recherches sur le développement international Feasibility Study 2019 Report Supporting Education in Africa: Opportunities & Challenges for an Impact Investor Francesca Marchetta is Assistant Professor at the CERDI- Université Clermont Auvergne. Her main area of research interest is human development, with special focus on economic migration, education, labor market and gender issues. Tom Dilly, Project officer in Education, at Investisseurs & Partenaires LA FERDI EST UNE FONDATION
    [Show full text]
  • Carrie Antal
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2010 Educating for Democratic Citizenship: An Analysis of the Role of Teachers in Implementing Civic Education Policy in Madagascar Carrie Kristin Antal Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION EDUCATING FOR DEMOCRATIC CITIZENSHIP: AN ANALYSIS OF THE ROLE OF TEACHERS IN IMPLEMENTING CIVIC EDUCATION POLICY IN MADAGASCAR By CARRIE KRISTIN ANTAL A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2010 The members of the committee approved the dissertation of Carrie Kristin Antal defended on October 27, 2010. ________________________ Peter Easton Professor Directing Dissertation ________________________ Jim Cobbe University Representative ________________________ Sande Milton Committee Member ________________________ Jeff Milligan Committee Member Approved: _________________________________________________________________ Patrice Iatarola, Chair, Department of Educational Leadership and Policy Studies The Graduate School has verified and approved the above-named committee members. ii I dedicate this work to all those seeking security and fulfillment in the face of daily tyranny and poverty. May humanity‟s collective efforts one day prove successful in ensuring equal opportunity for all. iii ACKNOWLEDGEMENTS I would like to thank my advisor, Dr. Peter Easton, for his guidance, insight and generous support throughout the course of my graduate studies and particularly in the completion of this project. His experience and wisdom have been an invaluable source of knowledge and inspiration that will shape my perspective for a lifetime to come.
    [Show full text]
  • ICT in Education in Madagascar by Shafika Isaacs April 2007
    SURVEY OF ICT AND EDUCATION IN AFRICA: Madagascar Country Report ICT in Education in Madagascar by Shafika Isaacs April 2007 Please note: This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of Source: World Fact Book1 ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the infoDev web site.
    [Show full text]
  • United Nations CEDAW/C/62/2
    United Nations CEDAW/C/62/2 Convention on the Elimination Distr.: General 14 September 2015 of All Forms of Discrimination against Women Original: English only ADVANCE UNEDITED VERSION Committee on the Elimination of Discrimination against Women Sixty-second session 26 October – 20 November 2015 Item 6 of the provisional agenda Implementation of articles 21 and 22 of the Convention on the Elimination of All Forms of Discrimination against Women Reports by specialized agencies on the implementation of the Convention in areas falling within the scope of their activities Report of the United Nations Educational, Scientific and Cultural Organization (UNESCO)* Summary In accordance with article 22 of the Convention on the Elimination of All Forms of Discrimination against Women, the specialized agencies of the United Nations have been invited to submit to the Committee on the Elimination of Discrimination against Women, at its sixty-second session, reports on the implementation of the Convention in areas falling within the scope of their activities. * This document was submitted late due to delayed inputs from other sources. CEDAW/C/62/2 I. Introduction 1. The Committee on the Elimination of Discrimination against Women (CEDAW), at its 61st session will examine the national reports of the following countries: Lebanon, Liberia, Madagascar, Malawi, Portugal, Russian Federation, Slovakia, Slovenia, Timor- Leste, United Arab Emirates, and Uzbekistan. 2. As a specialized agency of the United Nations, UNESCO contributes to the building of peace, the alleviation of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, and communication and information. In accordance with UNESCO’s Medium-Term Strategy for 2008-2013, gender equality has been designated as one of the two global priorities of the Organization and continues to be global priority for the period 2014-2021.
    [Show full text]