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Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study

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  • Janna Niens

    (Department of Biology Education, University of Goettingen, Waldweg 26, 37073 Goettingen, Germany)

  • Lisa Richter-Beuschel

    (Department of Biology Education, University of Goettingen, Waldweg 26, 37073 Goettingen, Germany)

  • Susanne Bögeholz

    (Department of Biology Education, University of Goettingen, Waldweg 26, 37073 Goettingen, Germany
    Centre of Biodiversity and Sustainable Land Use (CBL), University of Goettingen, Büsgenweg 1, 37073 Goettingen, Germany)

Abstract

Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study ( n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address.

Suggested Citation

  • Janna Niens & Lisa Richter-Beuschel & Susanne Bögeholz, 2020. "Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study," Sustainability, MDPI, vol. 12(15), pages 1-31, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6212-:d:393374
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    Cited by:

    1. Janna Niens & Lisa Richter-Beuschel & Tobias C. Stubbe & Susanne Bögeholz, 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals," Sustainability, MDPI, vol. 13(16), pages 1-36, August.
    2. Lisa Richter-Beuschel & Susanne Bögeholz, 2020. "Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education," Sustainability, MDPI, vol. 12(20), pages 1-20, October.
    3. Janna Niens & Susanne Bögeholz, 2021. "Health and Land-Use Courses of Action for Education for Sustainable Development in Madagascar: Teacher Perspectives on Possibilities for Implementation," Sustainability, MDPI, vol. 13(23), pages 1-32, December.

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