Archive for category: Uncategorized

Geographical Indication which is a mark used for objects or things that have geographical and specific authenticity and have the quality or reputation of their place of origin. This geographical indication has an appeal that explains a type of product that shows the area where the product comes from. Bulukumba Regency has a coffee product called Kahayya Coffee. Kahayya Coffee is found in Kahayya village, located on the edge of the forest, precisely on the plateau, which is positioned at the foot of Mount Lompobattang at an altitude of around 1200-1400 meters above sea level. The potential produced by Kahayya village in the form of Kahayya coffee is an investment opportunity for the region, especially in Bulukumba district. The type of research used is empirical research, namely research using field data as the main data source. The result of this research is Kahayya coffee products have not obtained legal protection of geographical indications due to several factors such as human resource constraints, capital, marketing, the friction of personal interests, and lack of synergy between local governments, farmers, producers, and communities. Then the Bulukumba Regency government made several efforts such as human resource education for farmers and producers by the Regent, assistance in coffee plant cultivation by the Food Crops and Horticulture Office, and education and marketing by the Bulukumba Regency Industry and Trade Office.

Learners with albinism potentially face a number of challenges in schools due to their skin condition. Albinism is an inherited condition from birth as a result of the absence of melanin pigment which usually changes the colour of the skin, hair and eyes. Albinism is usually greeted with disdain in most Bantu communities.  In Zambia, some communities consider it a bad omen to give birth to an albino. Therefore, attempts are made to either kill baby albinos at birth or banish them from the community. In schools, learners with albinism are constantly abused and ridiculed by other learners and are given demeaning social tags that serve as a form of stigma. Ostensibly, the discrimination against learners with albinism are underlain by religious and cultural beliefs. The overriding aim of this study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenological research design while the Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The findings revealed that in regular schools, learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not competent in handling learners with albinism as some teachers kept a social distance with learners with albinism. It was observed that most learners with albinism felt more secure in special schools than regular schools. The study recommended inter alia that school administrators and teachers should raise awareness campaigns on the plight of learners with albinism including other disability issues.

This paper is an exploratory investigation on Information Literacy and Sustainable Development Goals Implementation: The Role of Libraries and Librarians. It is imperative to note that libraries and librarians can help streamline services that encourage the participation and acceptance of stakeholders through its sharing, collaboration and facilitation platforms and services. The familiarity of users to their respective libraries avails the library the opportunity to sensitize, recognize and make visible prospects and challenges recorded with the implementation of SDGs. As it was pointed out that every sector depends on the library, it could be concluded that the library has all that is required to support the sustainable development goals to be achieve because of its characteristic dependability and inclusiveness. This paper recommended that management of libraries should not see the libraries as avenue of enriching themselves as there have been situations where fund released by government has been misappropriated and embezzled at the detriment of effective service provision. There should be in a existence a body with integrity whose responsibility should be to monitor and audit every library project and anyone found culpable punished accordingly. Furthermore, librarians and libraries should get involve in advocacy programmes such as road-walk, distribution of informative flyers, radio jingles and social media campaign with a view to intimating the public on the SDGs.

In the conditions of transition to innovative economy radical changes in all public administration structures were required for the effective work of industrial enterprises of the region. Only by providing a favorable innovative investment environment and creating an effective mechanism for each industrial enterprise the region was able to get on the path of renewal and development. In the article the regional industrial complex and specifics of its development are described in theory. The stages of formation of theories, which hold a special position in the development of regions are highlighted. The directions of innovative-inertial development of the industrial complex are analyzed. Moreover, foreign experience and development models for the of innovative development of the regional industry are provided in detail. The conclusion presents measures for the establishment of research centers.

Education under multiple global initiatives has been playing significant role in overall sustainable development in the era of knowledge economy and knowledge society. But, practical evidences have not been well noticed under each sustainable development goal. Accordingly, this paper explored the role of education for sustainable development (ESD) and Education (SDG-4) in achieving the seventeen and sixteen sustainable development goals (SDGs) respectively using qualitative research design and approach supported with quantitative evidences collected from secondary sources such as UN flagship reports from the UN system including the World Bank, compiled by the United Nations Department of Economic and Social Affairs (DESA), publications compiled by Educate a Child (EAC), and other publications identified through internet searches, as well as searches of specific organizational websites. The finding of this paper revealed that education for sustainable development (ESD) can enable the achievement of the 17 SDGs by raising the awareness of the 17 goals in education settings; promoting critical and contextualized understanding of the SDGs; and mobilizing action towards the achievement of the SDGs. It also explored that enough quantitative facts and evidences have not been addressed in the UN reports and other sources about the role of education in SDG-9 (Resilient Infrastructure), SDG-14 (Life below Water), and SDG-17 (Partnership for the Goals). Despite these limited evidences, education primarily planned under SDG-4 plays great role in achieving each of the sustainable development goal. Investing on education is investing to achieve all the SDGs for people to transform themselves, their families, their communities, their nations and the world at large. For more elaborative role of education in achieving each of the SDGs, researchers and global reporters better to invest more effort in compiling facts of education under each sustainable development goal.