Curriculum and Community – the 2Cs for Community-Based Academic Learning with Research, Action and Service (CBALwRAS): A case study from India
Shweta Sinha Deshpande 1, Sulakshana Sen 2, Gayatri Mendanha 3, Roshni Raheja 4, Khushi Bajaj 5, Ananya Moorthy 6, Kuhelika Bisht 7, Sarah Cherian 8, Sharanya Nair 9 , Naushi Mathur 10, Kodamarti Meghana 11
1,2,3,4,5,6,7,8,9,10,11 Symbiosis School for Liberal Arts, Pune, Maharashtra, India.
Volume 13, Issue 08, Pg. 11-26, 2020.
Abstract: ‘Education is the premise of progress in every society…’ Education systems are a vital force for social action and change. It provides knowledge and aims at action based on a synchronous process of learning, involving theoretical knowledge and experience from the real world. Pedagogy should bring together these elements for pragmatic learning as an effective tool for inclusive development. Through the efforts of Higher Education Institutions in terms of the curriculum and action-oriented participation with the community we arrive at sustainable problem-oriented solutions towards increased well-being. This will lead to a more equitable and just society in keeping with the goals of the SDGs. This paper presents the case-study of a Higher Education Institute in India, engaged in Community Based Academic Learning with Research, Action and Service (CBALwRAS) through an integrated curriculum approach, facilitating community engagement at two levels. The institutional macro-curriculum mandates hundred percent student participation through internship and community outreach; while the discipline specific courses at the micro-level encourage community research, need-analysis, suggested interventions and active engagement with the community partner. A five-year longitudinal partnership has witnessed the successful completion of two need-based initiatives, namely English as a Second Language and Computer Skills for children between the ages of 8-16. The replicable strategy proposed, presents the concept of ‘2 Cs’, where ‘Curriculum’ and ‘Community’ form the focal indices within Higher Education Institutes across disciplines – professional or vocational. CBALwRAS offers partnerships with the local, civil, administrative and corporate community to ensure sustainable, multiplier effect initiatives which will lead to civic minded, socially aware and responsible, critically conscious global citizens.
Keywords: Community Based Academic Learning, Community Partnerships, Curriculum, Higher Education, Sustainable Development
Economic Resiliency Model for Disaster Mitigation in Floating Barangays of Malolos City, Bulacan, Philippines
Alain Jomarie G. Santos1,2 Zosimo O. Membrebe, Jr1and Arlen A. Ancheta1,2,3
1 Graduate School, University of Santo Tomas
2 Faculty of Arts and Letters, University of Santo Tomas, Philippines.
3 Research Center for Social Sciences and Education, University of Santo Tomas, Philippines.
Volume 13, Issue 08, 39-54, 2020.
Abstract: Small islands face many vulnerabilities brought about by natural and anthropogenic causes. These exposures pose potential community losses triggered by disruption in their economic activities. Island system economies are always affected by natural disasters that gives an adverse impact to the community. Mitigating the risk and shocks by disasters means stabilizing and implementing the proper disaster risk reduction management. It entails thorough understanding about the susceptibility and exposure of households to various natural and man-made disasters. Philippines is one of the countries that has many small island communities that are enormously exposed to the shocks of climate change and disaster hazards. This study aims to create an economic resiliency model that can potentially lessen the impact of disaster-related problems in the Philippines particularly in the island communities. Using the islands in Malolos, Bulacan, Philippines as a case in point, the study determined the variables that upkeep economic resiliency during disastrous events. Anchored on the variables used by Orencio & Fujii (2013), adapted from the model of Twigg (2007), this research established the variables that strengthen floating community resiliency. The study used the quantitative approach using the logistic regression and using descriptive-causal design to determine community and economic resilience of the community. The results were derived using descriptive statistics and followed by regression analysis. This study attempted to quantify the factors, which likely influence the resiliency of a certain community, through logistic regression. Results show Infrastructure, Social Protection, Local Government Invention, Education and Training on Disaster Risk Reduction Activities as significant factors in ensuring economic resiliency of island communities to mitigate the adverse impact of disastrous events. Island system economies are always affected by natural disasters that gives an adverse impact to the community. Mitigating the risk and shocks by disasters means stabilizing and implementing the proper disaster risk reduction management. It entails thorough understanding about the susceptibility and exposure of households to various natural and man-made disasters. Inconclusion, the ISLET Model for economic resiliency of floating communities was constructed. The study recommends the ISLET model that would support economic resiliency for island communities during disastrous events. ISLET stands for Infrastructure, Social protection, LGU intervention, Education and Training on Disaster Risk Reduction (DRR) Activities. Itis vital to adopt the ISLET model in order to mitigate food insecurity, contingent deficiency, inability shift to another livelihood source, lack of proper technology and separation from mainland that limits their interface with government agencies and other parties that would harness the economy of the population.
Keywords: community resiliency, disaster prone areas, economic model, floating community, Malolos City Islands