Development Management of Transforming Economies

Rinaldi, Azzurra

doi:10.1057/978-1-137-59911-7

Cited by 7 publications

(4 citation statements)

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“…This interpretative hypothesis is the outcome of a systems view that highlights the high potential of protected areas to become reference models of sustainable development strategy for the overall territory that surrounds the protected area. The systems view, in particular, supports the definition of a development strategy and plan that synergistically assemble the resources endowment of the area, amplifying its attraction and value co-creation potential [100,101].…”

Section: Discussionmentioning

confidence: 93%

The Cultural Value of Protected Areas as Models of Sustainable Development

2018

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In recognition of the urgent need to drive the transition to truly sustainable development, it is our belief that the divisions still distinguishing economic, social and environmental dimensions of human activities can impede the creation of conditions for sustainable development. Our paper investigates reference models for integrating such economic, social and environmental perspectives of sustainable development, proposing a systems approach. We take into consideration protected areas as models of sustainable development by means of a case study, discussing (1) the need to integrate the economic, social and environmental dimensions of human activity; and (2) opportunities offered by protected areas as reference models for promoting sustainable development in the wider surrounding territory. Findings highlight the cultural value of protected areas as models of sustainable development leveraging territorial governance on the basis of a systems approach.

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Section: Discussionmentioning

confidence: 93%

The Cultural Value of Protected Areas as Models of Sustainable Development

2018

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“…We started our research by analyzing the human development in Asia (India, Philippine, Myanmar) [1] and in Africa (South Africa, Ethiopia and Benin) [2], with a particular focus on the development of education. We analyzed the performance of each of the six countries in the field of education by using indicators such as mean years of schooling and government expenditure in education.…”

Section: George Washington Carvermentioning

confidence: 99%

Education Management Process in Emerging Countries

Rinaldi¹

2018

INTED Proceedings

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Abstract'Education is the key to unlock the golden door of freedom.' George Washington CarverWe believe that education should have a primary goal: to train people being aware and free.As most of the literature demonstrates, social and economic factors are the main drivers of development: data show us that where education is poor, the basic health standards are not met, population lives on a low income, development is slow and unequal.We started our research by analyzing the human development in Asia (India, Philippine, Myanmar) [1] and in Africa (South Africa, Ethiopia and Benin) [2], with a particular focus on the development of education. We analyzed the performance of each of the six countries in the field of education by using indicators such as mean years of schooling and government expenditure in education.Then, we carried on an analysis of the education development actors and the education development programs [3].This analysis showed us that the effectiveness of the individual teaching method is strongly influenced by cultural, social, religious and economic factors. The same education system may be perfect in one area and totally unusable in another area.Therefore, the attention must be shifted from the educational method to the education process.The need for managing the process of education proves to be as the very core of the elaboration of our model.The model is based on the hybridization of different approaches (economic, management, logic framework approach…) and uses a two-way approach. It is also divided into three phases that are temporally differentiated and highlights as the strategic analysis is a pillar of management process.These three phases represent three fundamental steps, namely: the identification of the problems, the identification of the solutions and the planning, the implementation of peculiar (or standard) education system.In conclusion, it is clear from our work that the prospect of building a country's education system needs to be largely modified.Getting started from the awareness of information, analyzing those coming directly from the territory, and considering the real issues is certainly more complex and more expensive than borrowing a Western-inspired model. Choose to achieve results that go beyond the UN literacy rates set in the Sustainable Development Goals (SDGs), but that may be more effective in each specific area (always considering the ultimate goal of building a population that is aware and free), is a countertrend.Designing an education model that tends to deliverable and evaluable results shows a great attention to the real functioning of the system and not only to the approval of the international community, which is also crucial for developing countries.The in-depth analysis of the peculiarities, the problems emerging from the territory, the possible solutions in the short, medium and long term, as well as the design of a strategic path for the achievement of the objectives and the commitment of human and economic resources requires: a consistent motivatio...

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“…On the vertical axis of Lifecycle of Development, we find the Human Development Index, divided into Low HDI (0.0 to 0.549), Medium (HDI from 0.550 to 0.699), High HDI (from 0.700 to 0.799) and Very High HDI (> 0,800); on the horizontal axis, we find the time. (Sciarelli, Rinaldi, 2017). The lifecycle of development is made of three phases plus one: the startup of development, the hang on fase, and then the selfdevelopment or the welfare phases.…”

Section: Overall Development Management Modelmentioning

confidence: 99%

“…Source: Sciarelli, Rinaldi, 2017 The involvement of the population is essential: during the first phase, it has become richer, healthier and better educated and so it may lead the development process together with the SDS. The national actors, that are public and private actors, become sufficient for the development of the country itself, and this allows the country to get rid of foreign aid and to achieve a real self-development.…”

Section: Figure 5 -The Overall Development Modelmentioning

confidence: 99%

Development Management of Transforming Economies

Cited by 7 publications

References 0 publications

The Cultural Value of Protected Areas as Models of Sustainable Development

The Cultural Value of Protected Areas as Models of Sustainable Development

Education Management Process in Emerging Countries

Overall Development Management Model: A New Approach for Emerging Countries Comparative Analysis of Six Countries on Two Continents

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