Climate Change Adaptation in Cambodia

XXX

Recent interest has focused on the high school dropout rate as one indicator of the national education picture. Empirical estimates of this "rate" vary considerably, because these estimates are poorly defined. This article reviews some of the current measures and presents a new measure of the high school dropout rate--the proportion of high school students who drop out in a defined period of time (1 year). The estimates show that the national yearly high school dropout rate was about the same in 1985 as it was in 1968. Improvement has occurred, however, since 1968 for specific racial groups as well as for some grade levels.

The purpose of this literature review is to systematically examine policy and practice intervention research and assess the impact of those interventions on high school dropout and school completion rates. This systematic review extends the literature by (a) describing both policy and practice interventions, (b) synthesizing findings from experimental or quasi-experimental research, and (c) examining the common elements of effective interventions. Specifically, this review addresses two main questions. First, what are the characteristics of the empirical literature examining high school dropout or school completion interventions? Second, what are the common elements of effective policy or practice interventions for reducing high school dropout rates or increasing school completion rates? Findings indicate that despite research highlighting the need to address multiple risk factors and the need for early intervention, the bulk of current empirical research is focused on single-component, individual, or small group interventions delivered at the high school level. Further research is needed to provide guidance to schools regarding the integration of dropout efforts with other school initiatives. Multitiered frameworks of support are suggested as a structure for accomplishing this effectively and efficiently.

Numerous obstacles hinder societal transformation toward a climate-resilient future, often rooted in underlying assumptions prevalent across various domains, including civil society, the public/private sector, and politics. AGORA is a HORIZON Europe project (Grant agreement ID: 101093921) whose aim is to support communities and regions to overcome these obstacles in climate change adaptation. It started in January 2023 and will have a total duration of 3 years. This initiative supports the EU Mission on Adaptation to Climate Change through four main pillars: Conduction four Pilots in different countries (i.e., Spain – Zaragoza; Italy – Rome; Sweden – Malmö; and Germany –Dresden), focusing on workshops and implementing co-creation strategies; Developing improved strategies by understanding stakeholders' needs and climate change risks; over 50 cross-disciplinary stakeholders, including followers from non-Pilot countries like Portugal, are interested in applying the lessons learned; Empowering local communities through societal transformation; it assesses learning tool needs, hosts workshops on pressing issues, and creates digital tools like a Digital Agora, two digital Academies, and an App – a challenging game for simultaneous entertainment and learning; Evaluating climate change policies in different countries and designing adaptation strategies using participatory democratic. In the last year, various activities took place in the four AGORA pilot regions, including inception workshops aimed at bringing together different stakeholders on climate adaptation. These workshops specifically focused on identifying vulnerability, risk drivers, and gaps in local adaptive capacity. The goal was to assess vulnerabilities to expected climate hazards, aligning adaptation priorities with the needs of local communities and fostering community strengthening. Regarding the city of Rome, the inception workshop aligned with the development activities of the city’s Climate Change Adaptation Strategy. The event aimed to foster a fruitful discussion among various local stakeholders regarding adaptation to the anticipated impacts of climate change across multiple sectors (Water - encompassing resource management, drought, and impacts related to precipitation; urban settlements; networks and infrastructure; cultural heritage; health; socioeconomic system; marine and coastal system; agricultural and livestock system; biodiversity and ecosystems). These sectors were identified as key areas most susceptible to risk during the formulation of the Climate Change Adaptation Strategy. The objective was to define the main socioeconomic, structural, and environmental vulnerabilities, as well as the primary needs and critical issues related to the adaptive capacity of the territory and its citizens for each sector under examination. Through a multidisciplinary, integrated approach, AGORA is a growing, dynamic, pan-European community that creates and shares advanced digital tools to enhance awareness. Informed citizens can actively participate and contribute to ensure safe and sustainable development. Hence the project is the meeting point where citizens share knowledge, practices, expertise and needs, interacting with sciences to design and build a more resilient Europe through a living dialogue between local communities.

To assess whether geographic access to family planning services is associated with a reduced female high school dropout rate. We conducted a retrospective cross-sectional study. We merged the location of Planned Parenthood and Title X clinics with microdata from the 2012-2013 American Community Surveys. The association between female high school dropout rates and local clinic access was assessed using nearest-neighbor matching estimation. Models included various covariates to account for sociodemographic differences across communities and male high school dropout rates to account for unmeasured community characteristics affecting educational outcomes. Our sample included 284,910 16- to 22-year-old females. The presence of a Planned Parenthood clinic was associated with a decrease (4.08% compared with 4.83%; relative risk ratio 0.84, P<.001) in female high school dropout rates. This association was consistent across several model specifications. The presence of a Title X clinic was associated with a decrease (4.79% compared with 5.07%; relative risk ratio 0.94, P=.03) in female high school dropout rates, an association that did not remain significant across model specifications. Local access to Planned Parenthood is associated with lower high school dropout rates in young women.

Communities In Schools, Inc. (CIS) is a nationwide initiative designed to connect needed community resources with schools to help students, particularly those identified as at-risk, successfully learn, stay in school, and prepare for life. As part of a comprehensive 5-year national evaluation of CIS, ICF International conducted a school-level quasi-experimental study on 123 CIS high schools and 123 matched comparison high schools, using public use data from 7 different states. The study examined the differences in high school dropout and graduation rates between CIS and its comparison schools over a 4-year period, starting from the year prior to CIS implementation to 3 years after implementation. Our analyses showed that CIS high schools made stronger gains in on-time graduation rates, and had greater reductions in dropout rates, than comparison schools over the same period. Results were considerably stronger for CIS schools that implemented the CIS model with a high degree of fidelity.

Climate change is a global challenge and one of its major impacts is on flooding, which has become more unpredictable and destructive in both the UK and Thailand since the beginning of the 21st century. Designing with water (DWW) and natural-based solutions are emerging as some of the most important approaches for dealing with climate change and adaptation for a resilient future. Flooding is a natural phenomenon and in the UK, and Thailand, as in many other parts of the world, local communities over millennia have learnt to live and co-exist with seasonal inundation, and their tangible and intangible heritage and lifeways celebrate their relationship with water. However, in part to the increase in the frequency and severity of floods but also exacerbated by rapid urbanization and floodplain encroachment, has resulted in many nationally and internationally important heritage sites in Thailand being at increasing risk because of longer inundation periods during the rainy season. In addition, climate change has made flooding in Thailand more unpredictable and widespread. Fragmented planning and management in the cultural sector, particularly the lack of integration between regulatory organisations responsible for flood protection, is also a major problem. The study investigates several successful DWW case studies from the built environment that highlights good practice and international expertise that will help scholars and practitioners designing in flood pone regions to develop their knowledge and strategies. These cases present integrative whole system approaches, which put DWW and more natural-based solutions at the heart of their design strategies for climate adaptation front and centre of cultural heritage management and preservation. The paper presents a series of recommendations to turn flood threat into an opportunity to improve water resources and community resilience at regional and community.

Climate change and associated processes can increase the occurrence of some natural hazards and threaten business operations. Therefore, it is widely recommended businesses respond to climate change and implement climate change adaptation. Worldwide, businesses make efforts towards climate change adaptation, but investigation on such efforts is still required. To partially fill this research gap, the paper explores businesses adaptation efforts in the Hunter Valley, Australia. The paper collects primary data from open-ended interviews to 10 representatives of local businesses and supporting organizations. The paper reveals that businesses interpret climate change in different ways. While some businesses are sceptical about climate change, others are aware of it and its impacts on everyday operations. Businesses therefore implement adaptation by integrating climate change into everyday operations and continuity planning. The paper also shows diverse interactions occurring between businesses and other local stakeholders such as governments and communities. Usually, higher government levels offer vague and limited support to businesses and inhibit their adaptive efforts. Meanwhile, interactions between businesses and City Councils can be both collaborative and fragmented. Some businesses also interact with local communities by disclosing information about their operations and response to climate change. The paper discusses these findings and provides conclusions under the form of recommendations for policy and research on Australian businesses and climate change adaptation.

The climate challenges confronting agriculture are multiple, interconnected and multi-scaled. Agriculture is a source of increasing greenhouse gas emissions, but it is also vulnerable to climate change impacts. Adopting resilient approaches in the agricultural industry can help to contribute to both climate change mitigation and climate change adaptation. Climate-smart agriculture has emerged as a solution to address the multiple challenges of climate change and food security by sustainably increasing productivity, enhancing resilience and reducing greenhouse gas emissions. To date, there is limited scholarly evidence on what constitutes climate-smart agriculture, and how it is framed globally and practiced by smallholder farming communities. This research helps to bridge this gap by analysing the international discourse around climate-smart agriculture, and providing local empirical evidence derived from smallholder farming communities in the Philippines and Timor-Leste. At the broad level, this research aims to identify how climate-smart agriculture within community-based adaptation programs is contributing to the integration of mitigation and adaptation responses to climate change. Drawing from political ecology and climate change (adaptation and mitigation sciences) theories, the research explains how socio-institutional factors – inequality, unequal power relations and social injustice – influence climate-smart agriculture. The theoretical arguments are illustrated with empirical case studies of smallholder farmers and civil society organisations in the two case studies. Using mixed qualitative methods and descriptive analysis of over 150 semi-structured interviews, focus group discussions and participant observation, the research examines climate-smart agriculture practices across three broad categories: vulnerability of smallholder farmers (socioeconomic factors), synergistic relationships (adaptation, mitigation and food security) and governance (socio-institutional determinants). This research argues that mitigation and adaptation interventions are climate-smart for smallholder farmers when they directly address local climate risks, support a combination of adaptation, food security and livelihood strategies, and empower at-risk and marginalised populations. Results indicate that climate-smart agriculture in the Philippines and Timor-Leste are characterised and influenced by multiple socio-institutional factors. The increasing burden of loss and damage as a result of extreme climate events subject women to migration, increased discrimination, loss of customary rights to land, resource poverty and food insecurity. In terms of farming practices implemented by smallholder farmers, most adaptation actions were found to have corresponding positive mitigation, food security and livelihood co-benefits. At the community level, climate-smart interventions are highly location-specific, technically rigorous, involve knowledge-intensive processes, and are influenced by the finance and capacities of local farming communities and implementing partners. Furthermore, of relevance at the global level, this research finds that there is a growing divide between how developed and developing countries frame solutions to the impacts of climate change on agriculture despite agriculture featuring prominently in the United Nations Framework Convention on Climate Change negotiations. Such a divide is limiting the recognition of solutions that integrate mitigation and adaptation opportunities. The insights from the Philippines and Timor-Leste make a compelling case for joint adaptation and mitigation actions in the agriculture sector across three broad policy frontiers. First, implementation of climate-smart agriculture will require participatory platforms that have a focus on livelihood and income opportunities for smallholder farmers. Second, policies and institutions on agriculture, agrarian reform, land use and climate change should mainstream both adaptation and mitigation outcomes using local plans and community level programs. Third, partnerships with community-based organisations and local governments are pivotal to coordinating services with farmers, providing an array of agriculture and climate services generating new knowledge and implementing climate-smart farming solutions.

BackgroundPoor menstrual knowledge and access to sanitary products have been proposed as barriers to menstrual health and school attendance. In response, interventions targeting these needs have seen increasing implementation in public and private sectors. However, there has been limited assessment of their effectiveness.ObjectivesAssess the impact of providing reusable sanitary pads and puberty education on girls’ school attendance and psychosocial wellbeing outcomes.MethodsA cluster quasi-randomised controlled trial was conducted across 8 schools, including 1124 girls, in rural Uganda. Schools were allocated to one of four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control (no intervention). The primary outcome was school attendance. Secondary outcomes reflected psychosocial wellbeing.ResultsAt follow-up, school attendance had worsened for girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95%CI 0.26–0.77), with those in control schools having a 17.1% (95%CI: 8.7–25.5) greater drop in attendance than those in any intervention school. There were no differences between the intervention conditions. High rates of school drop-out and transfer meant the trial suffered from substantial participant drop-out. Intention-to-treat analyses using two different imputation strategies were consistent with the main results, with mean differences of 5.2% attendance in best-case and 24.5% in worst-case imputations. Results were robust to adjustments for clustering. There was no impact of the interventions on girls’ self-reported shame or insecurity during menstruation.ConclusionResults of the trial support the hypothesised positive impact of providing sanitary pads or puberty education for girls’ school attendance in a developing country context. Findings must be interpreted with caution in light of poor participant retention, intervention fidelity, and the attendance measures used.Trial RegistrationPan African Clinical Trials Registry PACTR201503001044408

Teaching is now experiencing a new centrality due to the fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn. New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach (EAS in Italian) was chosen for this study. This approach broadly refers to the “Flipped Class” model, in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning. The present study aims to explore whether the EAS teaching methodology, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing their movements and body expression during the lesson. Moreover, we expect higher levels of self-efficacy and positive emotions and lower levels of perceived anxiety in teachers, thus improving students’ level of engagement. The research was conducted in a secondary school, in Milan, and includes a classroom of sixteen students and three teachers. We chose a quasi-experimental nested design, a mixed-method approach that combines the qualitative and quantitative collection and analysis of data, in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers were collected during the 8 months of experimentation. This research project could foster positive outcomes for participants as well as the broader society, in which school dropout is increasing. Many authors positively associate low levels of students’ engagement to high rates of school dropout; for this reason, working on improving teaching methodologies and students’ engagement measurement, could be an effective way to enhance learning and opposing school dropout.

Adolescents with emotional and behavioural disorders (EBD) continue to struggle in the school environment. They may have difficulty connecting to their school environment as their engagement in challenging behaviour may have led to frequent school removal and high rates of school dropout, resulting in a breakdown of their school connectedness. The purpose of this study was to evaluate levels of school connectedness for adolescents with EBD attending self-contained classrooms and compare them to adolescents in general education. The School Connectedness Questionnaire (SCQ), measuring school bonding, school attachment, school engagement, and school climate, was administered to 50 students with EBD and to 50 general education students ( n = 100). A multivariate analysis of variance (MANOVA) was conducted. The results indicated that of the four domains of school connectedness, students with EBD reported significantly higher levels of school climate. These youth also reported significant differences on four specific items representing three of the four construct domains. The results indicate that adolescents with EBD may experience school differently. Researchers should continue to examine specially designed programs for students with EBD that emphasise explicit behavioural and academic expectations and social and emotional skill development and its impact on school connectedness for adolescents with EBD.

This study investigates how Italian-Chinese bilingualism is pursued and enhanced by Chinese-origin families for their children. The investigation focuses on the provinces of Firenze and Prato, where there are many parent-supported schools for teaching Chinese to children of Chinese origin. There are several reasons for the trend towards establishing an increasing number of self-managed schools of Chinese language: the most important one is the search for solutions to problems at the national level, namely the high percentages of failure among pupils with non-Italian citizenship and their high rates of school dropout in upper secondary schools. The study also aims at investigating the cultural context of Italian schools: the percentage of pupils and students coming from non-Italian background is growing, yet the teaching style and content has not changed radically. The teaching of language, literature, history and so on in Italian upper secondary schools is still mostly directed towards a small percentage of pupils, namely those who are already proficient Italian language users and have Italian cultural background.

This study examined aspects of the school, community, and home adjustment of 58 adolescents between the ages of 13 and 20 whose mothers were incarcerated. High rates of school drop-out (36%) were observed. Dropping out was related to their mother's educational attainment. These adolescents were more than four times as likely to be out of school than a sample of their best friends; four times more likely to be suspended; three times more likely to be significantly absent from school and nearly four times as likely to be failing classes. More than half of these children required school visits for disciplinary reasons during the previous 12 months, and more than a quarter of them had been arrested. School problems and delinquent behavior might be related to the extent of maternal drug use. Although these adolescents initially experienced difficulty adapting to structured placements, those who were living in homes with rules and with family members had better educational outcomes, as did children who communicated frequently with their mothers.

A Hybrid Modelling Framework for Ecosystem-Based Climate Change Adaptation Using System Dynamics and Bayesian Networks