IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v11y2019i24p7236-d298773.html
   My bibliography  Save this article

Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

Author

Listed:
  • Anna-Karin Högfeldt

    (Department of Learning in Engineering Sciences/School of Industrial Engineering and Management, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden)

  • Anders Rosén

    (KTH Global Development Hub, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden)

  • Christine Mwase

    (College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania)

  • Ann Lantz

    (Division of Media Technology and Interaction Design/School of Electrical Engineering and Computer Science, KTH Royal Institute of Technology, 10044 Stockholm, Sweden)

  • Lena Gumaelius

    (Department of Learning in Engineering Sciences/School of Industrial Engineering and Management, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden)

  • Eva Shayo

    (College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania)

  • Suzan Lujara

    (College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania)

  • Nerey Mvungi

    (College of Information and Communication Technologies, University of Dar es Salaam, P.O. BOX 35091 Dar es Salaam, Tanzania)

Abstract

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Suggested Citation

  • Anna-Karin Högfeldt & Anders Rosén & Christine Mwase & Ann Lantz & Lena Gumaelius & Eva Shayo & Suzan Lujara & Nerey Mvungi, 2019. "Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education," Sustainability, MDPI, vol. 11(24), pages 1-30, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7236-:d:298773
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/11/24/7236/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/11/24/7236/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Estela Mara Bensimon & Donald E. Polkinghorne & Georgia L. Bauman & Edlyn Vallejo, 2004. "Doing Research That Makes a Difference," The Journal of Higher Education, Taylor & Francis Journals, vol. 75(1), pages 104-126, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Vilma Sukackė & Aida Olivia Pereira de Carvalho Guerra & Dorothea Ellinger & Vânia Carlos & Saulė Petronienė & Lina Gaižiūnienė & Silvia Blanch & Anna Marbà-Tallada & Andrea Brose, 2022. "Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL," Sustainability, MDPI, vol. 14(21), pages 1-31, October.
    2. Kerstin Sonesson & Birgitta Nordén, 2020. "We Learnt a Lot: Challenges and Learning Experiences in a Southern African—North European Municipal Partnership on Education for Sustainable Development," Sustainability, MDPI, vol. 12(20), pages 1-25, October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7236-:d:298773. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.