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Effective Management of Wastages in Vocational Education for Sustainable Development in Nigeria
SM Usen, AE Udofia, AA Offiong
African Research Review , 2012,
Abstract: This paper focused on the management of wastages in vocational Education for sustainable development in Nigeria. It considered the state of vocational Education not receiving enough attention and the consequences of serious wastages. Wastages take diverse forms including brain drain, inadequate usage of human and material resources, poor maintenance of equipment, poor attitude of Vocational teachers to work, frequent strike action by teachers, unskilled graduates of vocational education, and underutilization of Building and equipment. A number of strategies were proffered to curb wastages in vocational education. One of such strategies was Government employment of skilled and experienced vocational education teachers who should be well remunerated, encouraged and motivated to maintain and sustain them in the educational industry. These strategies will help to improve vocational education, and ensure that professionally qualified vocational teachers remain in the system. The researchers also made recommendations among which is that ministry of Education should employ experts train vocational teachers and give them good welfare package to motivate them to effectively manage vocational education to curb wastages as to enhance economic and technological growth for sustainable development in Nigeria.
Achieving Sustainable Infrastructural Development in Developing Nations: Project Management Education to the Rescue
Babatunde O. Odedairo,Muritala O. Oke,Basirat A. Oyalowo
Management Science and Engineering , 2011, DOI: 10.3968/2057
Abstract: The need for adequate supply of infrastructure has long been viewed as a key ingredient for economic growth and sustainable development, both in the academic literature and policy debates. With the quest for economic development by governments in developing countries and the consequent emergence of public-private partnerships to deliver major infrastructural projects on time, within the approved budget and in accordance with the preset specifications. A linkage can be established between Sustainable infrastructural development and Project management. This will be seen from the need to maximize success in infrastructural projects that will deliver integrated social, economic, and environmental concerns. In this setting, there would be need for the recruiting of multi-disciplinary teams with specialist backgrounds to implement these infrastructural projects. The question to ask is if project management as a profession is adequate in the delivery of a steady stream of experts to carry out needed project management activities in infrastructural development? We present evidence that project management is being increasingly seen not as a profession with a clear educational path, but as a skill that can be acquired with experience and as a second degree specialization. We also present evidence that shows that project management is not highly competitive in tertiary institutions in our Nigerian case-study and this may be as a result of a lack of clear understanding of the profession of project management. We argue that there is an urgent need for harnessing the development potential of project management as a structured profession with a clear educational path; such that project managers can begin to take on the task of delivering sustainable infrastructural projects. They are to ensure that in the execution of these projects; the economic role of these infrastructural projects should not be accorded ‘precedence’ over the other dimensions of sustainable development – the social, cultural and environmental aspects. Key words: Sustainable development; Infrastructural projects; Project management; Education; Nigeria; Economic growth
Application of Knowledge Management for Sustainable Development in Institutions of Higher Education  [cached]
Rebecca McNeil
Dalhousie Journal of Interdisciplinary Management , 2011, DOI: 10.5931/djim.v7i1.82
Abstract: Campus sustainability is an increasingly popular notion for universities around the world in light of increasingly serious global environmental problems. Yet the very concept of “sustainability” itself is a complex, or “wicked”, problem that makes managing this transition complex and difficult. The scope of a sustainable campus could include anything from greening facilities, increasing environmental education, integrating sustainability priorities into purchasing policies, and an endless list of other considerations. Given the breadth that sustainability could have on a university campus, employing tools to help manage this goal will create more effective and immediate change. One possible tool is Knowledge Management (KM), the practice of “capturing, organizing and storing information” (“Imperial College London,” 2010, para. 25). Specifically, a framework by Allen et al is applied to the sustainability in higher education (SHE) problem to help universities take steps towards creating sustainable campus.
Information Communication Technologies in the Management of Education for Sustainable Development in Africa
SU Bassey, D Okodoko, UD Akpanumoh
African Research Review , 2009,
Abstract: The growing complexities of university governance and the challenges posed to university managers in Africa makes the application of Hi-Tech information and ICTs indispensable for quality assurance and goal attainment. The crucial role that ICTs play in effective management of university education for sustainable development in Africa was the focus of the paper. The paper analyzed the variables ICTs in students’ learning, ICTs in teaching and research, ICTs in university administration, and challenges of ICT application in African universities. On the basis of the foregoing analysis, proprietors of public and private universities and their top management were challenged to embrace the ICT revolution, integrate them into all areas of university life and properly fund the timely initiative. The need for this decision is both urgent and demanding.
Microbial Phytases and Phytate: Exploring Opportunities for Sustainable Phosphorus Management in Agriculture  [PDF]
Nelly P. Balaban, Aliya D. Suleimanova, Lia R. Valeeva, Inna B. Chastukhina, Natalia L. Rudakova, Margarita R. Sharipova, Eugene V. Shakirov
American Journal of Molecular Biology (AJMB) , 2017, DOI: 10.4236/ajmb.2017.71002
Abstract: Myo-inositol phosphates (phytates) are important biological molecules produced largely by plants to store phosphorus. Phytate is very abundant in many different soils making up a large portion of all soil phosphorus. This review assesses current phytase science from the perspective of its substrate, phytate, by examining the intricate relationship between the phytate-hydrolyzing enzymes and phytate as their substrate. Specifically, we examine available data on phytate’s structural features, distribution in nature and functional roles. The role of phytases and their localization in soil and plant tissues are evaluated. We provide a summary of the current biotechnological advances in using industrial or recombinant phytases to improve plant growth and animal nutrition. The prospects of future discovery of novel phytases with improved biochemical properties and bioengineering of existing enzymes are also discussed. Two alternative but complementary directions to increase phosphorus bioavailability through the more efficient utilization of soil phytate are currently being developed. These approaches take advantage of microbial phytases secreted into rhizosphere either by phytase-producing microbes (biofertilizers) or by genetically engineered plants. More research on phytate metabolism in soils and plants is needed to promote environmentally friendly, more productive and sustainable agriculture.
The Impact of Gamification - Recommending Education Scenarios  [cached]
Kai Erenli
International Journal of Emerging Technologies in Learning (iJET) , 2013, DOI: 10.3991/ijet.v8is1.2320
Abstract: Many students play (computer) games in their leisure time, thus acquiring skills which can easily be utilized when it comes to teaching more sophisticated knowledge. Nevertheless many educators today are wasting this opportunity. Some have evaluated gaming scenarios and methods for teaching students and have created the term “gamification”. This paper describes the history of this new term and explains the possible impact on teaching. It will take well-researched facts into consideration to discuss the potential of games. Moreover, scenarios will be illustrated and evaluated for educators to adopt and use on their own.
Gamification in Education - Learn Computer Programming with Fun  [cached]
Balraj Kumar
International Journal of Computer and Distributed System , 2012,
Abstract: Today the IT industry provides a stimulating and robust career start to logic developers, but even then majority of the students pursuing higher education in computing field are not coming ahead with full competence and capabilities to meet the industry expectations. It has been observed that such students are not much focused on computer programming during regular study.Here the main point of concern is how to train, engage and make them learn to build real life applications in a better way by doing extensive programming in a computer language especially when there are big opportunities available in the market from the employment perspective in the form of software development, web development and most importantly mobile application development. The main reason of disinterest in programming is identified as the lack of motivation and engagement of students in learning the programming concepts. This paper proposes a solution that is the induction of gamification in teaching practices; since games can be used to create a motivating classroom environment where students are engaged in learning. This would improve the teaching/learning process in totality. In support of this fact, student engagement and motivation to learn programming was measured using a survey based on a questionnaire in which 207 students of post graduate programme participated. The result of the survey and questionnaire indicated a strong preference for the use of gamificationin imparting the programming knowledge.
Gamification in Management and Other Non-Game Contexts—Understanding Game Elements, Motivation, Reward Systems, and User Types  [PDF]
Oliver Mauroner
Open Journal of Business and Management (OJBM) , 2019, DOI: 10.4236/ojbm.2019.74125
Abstract: Gamification is the use of gaming methods and ways of thinking in non-game economic and social contexts in order to solve some kind of problems. Possible applications of gamification are currently the subject of broad-based discussion in marketing and management in particular. Expectations are very high, primarily in those areas in which motivation processes have a large part to play. In order to fully exploit the potential of gamification, a profound understanding of modes of operation in gamified systems is needed. This then enables a productive transfer of game elements to non-game contexts, taking into account user typologies and including the requirements of very different application scenarios. This article takes up the findings of different theoretical and empirical studies on gamification from various perspectives. It combines the findings into an integral perspective and provides a catalogue of core elements of gamified systems. Approaches to reward mechanisms in gamified systems are worked out on the basis of fundamental motivation theories. It is argued that a simple adoption of award systems cannot be productive; the different kinds of needs of users with regard to social interaction, attractive challenges and individual development opportunities must, rather, be incorporated into the design of gamified systems. The article offers practitioners and researchers new impetuses for further engagement with gamified systems.
Motivation Strategy Using Gamification  [PDF]
Tae Matsumoto
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710153
Abstract: The number of university students’ dropouts is increasing rapidly these days in Japan. One of the possible causes is some kinds of problems relating to economic reasons. The other reason, there is a marked decline in the students’ scholastic performance. They are not able to keep up with class work at school. Our recent studies have focused on e-Learning support methods using the Gamification. It is one form of the above game-informed education. So far, we have seen that the student can use the Internet pleasantly and very interestingly. In this paper, we propose the flipped class- room design method using the Gamification. The flipped classroom is at the center of this discus- sion. It is an inverted version of the traditional learning model. It is a new pedagogical method. It is becoming increasingly well known around the University education in Japan. This concept has been put to use in several different fields, one such field being education. It is a type of blended learning. In order to discuss the pros and cons of gamification of education, the authors conducted an experiment and questionnaire using e-Learning with gamification elements for English as foreign language education. The results of this study particularly highlighted the importance of well-designed tutorial, task, interface and feedback for the effective game-based e-Learning. Therefore, “flipped classroom based on gamification” is helpful in improving learners’ understanding level and motivation.
Barriers to the Implementation of Education for Sustainable Development in Namibia’s Higher Education Institutions  [PDF]
Alex Kanyimba, Miriam Hamunyela, Choshi D. Kasanda
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.54033

One of the challenges of education for sustainable development in Namibian higher education institutions concerns the practice and linkage thereof to other initiatives in education and learning. This paper reports on research into barriers to the implementation of the interdisciplinary model of education for sustainable development in Namibian higher education institutions. The collected data were analysed by means of Microsoft Excel spread sheets and consistent observation of qualitative data. The results show the main barriers to be dispositional, situational and institutional. The members of management in Namibian higher education institutions must be convinced about the importance of education for sustainable development and urged to develop a policy that can be used as an extension for on-the-job training of lecturers. It is necessary to learn from other higher education institutions around the world how they implemented education for sustainable development in their respective institutions. Lecturers should be urged to use this experience to develop resources for implementing education for sustainable development in Namibian higher education institutions.

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