Addressing Wicked Problems through Competency-Based Education: Challenges and Strategies for Sustainable Solutions | Chapter 6 | An Overview of Literature, Language and Education Research Vol. 6

This text proposes a new paradigm for addressing wicked problems through competency-based education. It is derived from an extended reflection on environmental issues. These issues challenge not just our technologies but our universities and educational institutions, values and way of living and interaction.  The wicked problems are complex societal issues such as poverty, climate change, environmental degradation, and sustainability. These problems cannot be solved in the way that ordinary problems, which are clearly defined, can be.  Wicked problems are highly complex and poorly defined and quite often evolve into policy issues.  Even policy issues, such as sustainable development, may lead to an apparent solution that raises further problems. Therefore, this text suggests that current approaches to addressing such wicked problems are ill-adapted.

 

As a result of policy failure, this chapter provides an insightful examination of the challenges and potential strategies to address “wicked problems” through competency-based education. Competency-based education is viewed as a potential solution to some of the wicked problems. It addresses wicked problems by focusing on skills and competencies that align with real-world problems. A competency-based education offers a flexible framework for developing competencies that may help learners navigate multiple problems. It offers evidence-based strategies that empower learners to take action for sustainability.  The chapter explores the concept of “wicked problems” and their characteristics and the challenges they pose for the implementation of competency-based education. The first part of the chapter introduces the context of environmental issues with reference to Uganda; concepts of wicked problems; and competency-based education. The second part discusses the challenges of wicked problems in the context of competency-based education. The third part suggests possible strategies for addressing wicked problems, and the last section draws the conclusion and the way forward.

 

Author (s) Details

Jacob Lalango Oyug
School of Management and Entrepreneurship, Kyambogo University, Kampala – Uganda P.O Box 1, Kyambogo, Uganda.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2765

The Development Related Role of Pottery Production in the Ankole Region in Western Uganda: A Case Study | Chapter 2 | Recent Trends in Arts and Social Studies Vol. 8

 The main aim search out look at how the earthenware business contributes to lowering poverty and inaction as well as how it influences the environment. The study looked into the socioeconomic and mechanics aspects of pottery produce in the Ankole district of western Uganda. Both concerning qualities not quantities and quantitative methods of data gathering and reasoning were used throughout the study's fieldwork. First, 148 accused were given questionnaires from a diverse drawing of individual parts of mechanism of the Ankole district. Second, in order to get a more exhaustive grasp of the experiences and outlooks of both traditional and up-to-date potters—something a questionnaire alone manage not provide—40 potters were interviewed and seven focus group talks were grasped with potters from this region. According to the results, mothers are predominantly being the reason for creating traditional ceramics, whereas males are generally involved in developing new methods and manufacturing monetary pottery. Unquestionably, brick and slab manufacturing has developed into a favorable industry, particularly for male minors because to the great demand for ability from both country and urban populations. However, porcelain-related activities have ruin the ecosystem. These efforts have created pools of still water in some locations, that serve as training grounds for mosquitoes that carry sickness over much of the region.

Author(s) Details:

William K. Kayamba,
Faculty of Engineering, Technology, Applied Design and Fine Art, Kabale University, P.O. Box 317, Kabale, Uganda.

Philip Kwesiga,
Department of Industrial and Commercial Art, School of Art and Industrial Design, Kyambogo University, P.O. Box 1, Kyambogo - Kampala, Uganda.

Please see the link here: https://stm.bookpi.org/RTASS-V8/article/view/11879