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The aim of this course is to provide undergraduate students at the Department of Science and Technology Studies with some basic understanding, appreciation and skills in the broad and emerging topic of sustainable innovation, especially on how and why it has and can be relevant to various types of communities.
Learning to Serve, Serving to Learn: A Capacity-Building Program for Higher Education Faculty Members, Curriculum Developers, and Extension OfficersBy: Neil Oliver Penullar
This training program is designed to equip faculty members, extension officers and leaders of higher education institutions on relevant theories, concepts, tools and exemplary models in community engaged learning and teaching or service-learning (SL).
In Southeast Asia, despite remarkable economic growth and general trends of rising human development, inequality is also rising, and for those at the bottom of the pyramid poverty remains entrenched. To meet this challenge, new ways of thinking about poverty and its alleviation are needed. Innovation for Inclusive Development (IID) – which can be understood as technology, policy and social innovation by and with the poor and the marginalized – is critical to solve complex problems such as poverty. IID is inclusive in both outcome and process, and involves addressing challenges through co-diagnosis, co-design, co-delivery and co-deployment.
One full day (that is two half days) will be on best examples of agrometeorological services, to counter these disasters and their consequences, as not yet dealt with earlier, with emphasis on those recently collected in China. We will then handle agrometeorology of scarce resources and low inputs and the necessity for farmer differentiation in that context. Agroforestry and other multiple cropping as multi-functional agriculture will be brought up as a connecting principle for combating the various resource problems encountered. Communication I consider a second such connecting principle, now of the learning and educational problems involved in reaching farmers with agrometeorological services. We will be very specific in the proposed solutions, determining extension agrometeorology and Climate Field Schools (CFSs) as the roads to go. But we will see that CFSs are only the higher branches of an educational tree involved.
This 96-hour course comprises 3 modules covering (i) the big picture of global development challenges in the 21st century, (ii) range of ground-up initiatives in ASEAN designed to address these challenges, and (iii) changing dynamics in leadership on the ground.