A Preliminary Conceptual Framework for Integrating Inclusive Development into Urban Flood Resilience| Chapter 5| Current Research on Geography, Earth Science and Environment Vol. 5

 

Cities located in low-elevation and other flood-prone zones continue to grapple with recurrent pluvial flooding and the looming risk of more extreme flood events driven by climate change. These hazards disproportionately affect socially vulnerable populations, and their impacts are often intensified by urban governance models that prioritise exclusive approaches. While flood resilience emerged as a well-intentioned, ecologically friendly solution, it usually inherits these exclusionary practices. This chapter explores the intersection of inclusive development and urban flood resilience to understand how principles of inclusive development can be systematically integrated into flood resilience thinking and practice. Drawing on an extensive review of both bodies of literature, the discussion reveals that, although inclusive development has gained traction across development research, and urban flood resilience has become a prominent theme in climate adaptation studies, the deliberate synthesis of these concepts has remained underdeveloped. We argue that while there are no metrics for measuring inclusive development as articulated by scholars, its guiding principles offer practical entry points for application and assessment. Building on these insights and on established approaches for evaluating flood resilience, the chapter proposes a preliminary conceptual framework for integrating inclusive development into urban flood resilience. This framework is intended to stimulate further scholarly refinement and to support practitioners working in flood-prone urban settings to transition from exclusionary planning toward more integrated, socially responsive, and socio-ecological approaches that promote and strengthen inclusive flood resilience.

 

 

Author(s) Details

Dwayne Renville
University of Guyana, Turkeyen Campus, Georgetown, Guyana.

 

Netra Chhetri
Arizona State University, 1151 S Forest Ave, Tempe, AZ, United States.

 

Chingwen Cheng

Pennsylvania State University, 201 Old Main, University Park, PA 16802, United States.

 

Linda Francois
University of Guyana, Turkeyen Campus, Georgetown, Guyana.

 

Ruijie Zeng
Arizona State University, 1151 S Forest Ave, Tempe, AZ, United States.

 

Please see the book here :- https://doi.org/10.9734/bpi/crgese/v5/6841

Creating an Enabling Environment for Lifelong Learning in Tanzania: Lessons to be Learnt from the British System | Chapter 8 | Progress in Language, Literature and Education Research Vol. 8

Explores the idea of creating an enabling environment for lifelong learning in Tanzania, using valuable insights from the British education system. Lifelong learning is increasingly recognized as an important factor in promoting people's adaptability and resilience in an ever-changing global landscape. Explores the key elements of the British system that foster the cultivation of a culture of lifelong learning and assesses their applicability and possible adaptation to the Tanzanian context. These elements help create an environment where learning goes beyond formal education and embraces a lifelong approach. The impact of this research includes informing education policymakers, institutions and stakeholders in Tanzania about effective strategies to create an environment conducive to lifelong learning. By recognizing the lessons of the British system and considering their adaptation, Tanzania may be able to improve its educational framework to better prepare people for lifelong learning.

Author(s) Details:

Muhangwa, Godfrey Michael,
The National Council for Technical and Vocational Education and Training (NACTVET), Tanzania.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14320

Implementation of Indonesia – Netherlands Joint Project-in Maluku Islands: Activities and Outcomes | Chapter 1 | Emerging Issues in Agricultural Sciences Vol. 5

 The project's title indicates that its basic goals are to base facilities, implement a harmonized learning programme, and design? an agricultural value chain that is to say inclusive and tenable. The project, Setting up a blended education program for sustainable all-embracing agricultural value chain incident in Indonesia, was implemented at the Faculty of Agriculture Pattmura University, Ambon, Maluku, Indonesia all the while 2017 – 2021, to strengthen the competency of  beneficiary institution through supplying of research equipments, international visit of its staffs, instruction and training of the students and staffs, supplying of learning material, etc The project select five crop with potential for the Maluku Islands as the focus of allure educational and research exertions: nutmeg, clove, top part of an animate body, sago, and banana. Two eras of lectures on the course of Agricultural Value Chain Analysis were given in a integrated learning approach after the happening of internet/television convergence conveniences. Three international seminars/webinars were favorably completed all the while the implementation giving keynote speakers from various organizations related to the five picked commodities and accompanied by participants from administration, research and educational institutions, trade institutions and society including ranchers and farmers group. Establishment of Innovation platform for fruit commodity and addition of the agciultural value chain course into the educational program of the Faculty of Agriculture were part of the efforst to institusionalize the project accomplishment.

Author(s) Details:

Semuel Leunufna,
Faculty of Agriculture, Pattimura University, Ambon, Maluku, Indonesia.

Luud Clercx,
Agrofair Company, Barrendrecht, Netherlands.

Idqan Fahmi,
Business School, Bogor Agriculture University (SB-IPB), Bogor, Indonesia.

Diederik de Boer,
Maastricht School of Management (MSM), Netherlands.

Please see the link here: https://stm.bookpi.org/EIAS-V5/article/view/11134

Study of Results Based Management (RBM): An Antidote to Program Management | Chapter 5 | Modern Perspectives in Economics, Business and Management Vol. 3

In the strategic system approach, results-based management (RBM) is a key notion. It's a methodical aggregation of deliberate efforts aimed at achieving a specific goal. It is a management strategy that is solely based on the outcomes. Through the investigation of a real-life case study, this paper aims to investigate RBM in a strategic system perspective. The logical foundation for results-based management and the theory of change are discussed in this section. RBM's logical framework is clearly based on a structured, logical model that identifies expected outputs and, as a result, the inputs and actions required to achieve the objectives. Assess, think, plan, do, and review are the five components of the logical framework. Critical realism underpins the philosophical principles that underpin this research. Through a life case study of United Nations Organizations, this study aims to establish the methods used in results-based management as well as the structures that are required. The real, the actual, and the empirical are all explored in critical realism ontology. This study incorporates all three components of an insightful analysis to comprehend the implementation of RBM in the case study. The study derives crucial lessons in the implementation of the results-based management model from the introduction of improvements to the RBM framework and incentives for persuading management to embrace it. Despite the fact that RBM is mentioned in policy papers, there is little motivation to put it into practise, despite its potential benefits in improving organisational performance. In some circumstances where the framework is implemented, the level of inclusion, participation, and enabling environment is insufficient. The United Nations Organization and the procedures for RBM implementation were the focus of the real-life case study. RBM seeks to address some of the concerns raised by the Project Cycle Management (PCM) and Logical Framework Approach (LFA) methods as a significant step in the advancement of logical framework approaches. People frequently inquire about the distinction between PCM or LFA and Results-Based Management. RBM is, in a sense, PCM done well. It provides further tools and guidelines on what should be done to ensure that project design is done in a collaborative manner and that any assumptions and risks are taken into account. To summarise, this research looked into the concept of results-based management as a management technique that focuses on improving results in a three-tiered model that includes short-, medium-, and long-term forms of results, outputs, outcomes, and impacts. The approach is especially popular among government and non-profit organisations. The study's goal was to gain insight into the results-based approach to programme management and how it was implemented in a specific case study. The study looked into the use of RBM in UN organisations such as UNESCO and UNDP, among others, with an emphasis on global, regional, and country-level implementation.

Author (S) Details

Bongs Lainjo
Cybermatic International, Montreal, Canada.

View Book :- https://stm.bookpi.org/MPEBM-V3/article/view/2445