Sustainable Development

Groundwork and preparation for a research study to adapt, develop and test the implementation effectiveness of ‘A Stop Smoking In Schools Trial’ (ASSIST) in LMIC settings

ASSIST is an effective theory-based early secondary-schools-based smoking prevention intervention implemented in UK and France. Drawing on Diffusion of Innovation Theory, ASSIST trains students voted as influential by their year group, to support/promote anti-smoking messages and norms among peers.

Research in higher income countries suggests that interventions based on diffusion of innovation are particularly effective among adolescents. The ASSIST intervention developed techniques to identify influential adolescents, who are recruited and trained as ‘peer supporters’ to spread/sustain non-smoking norms through role-modelling and informal conversations. ASSIST was developed and evaluated in a MRC funded trial led by Moore and is now recommended by NICE and implemented across the UK, supported by Evidence-Into-Impact Ltd. Various UK adaptations (sexual health, drug use, physical activity) are being developed.

The ASSIST model has significant potential to be effective in LMICs, particularly because it invests in peer supporters embedded within school systems and adolescent social networks. Provided school systems are significantly developed and attendance high, the model has potential for relatively low-cost sustained effects.

This proposal lays foundations for future GCRF-funded work to transfer the model to a range of LMIC partner countries.  Longer term, this work would seek to broaden to a ‘Health Ambassador’ model where anti-smoking peer supporters are subsequently trained to tackle other adolescent health issues in later school years and cascade training onwards to future ambassadors.

AIM
To undertake preparatory research and build research partnerships ahead of a proposal to a larger GCRF call to undertake implementation trials of ASSIST in two/more settings.

OBJECTIVES
1. Scoping work in four regions/countries to: establish and synthesise available research evidence on: adolescent smoking behaviour/demand for smoking prevention; school setting readiness; and public health research capacity. 
2. Build collaborations with research partners in up to three countries where feasibility established.
3. Support research partners in these countries to identify local delivery organisations, stakeholders and collaborators.
4. Facilitate research partner-led PPI/scoping work to further understand need, school context and potential facilitators/barriers to intervention.
5. Set out a (costed/deliverable) framework for a proposal to a larger GCRF call.

Lead Applicants: 

Kirstin Mitchell (Senior Research Fellow)
Helen Sweeting [budget holder] (Reader)

Lead School/Research Institute:  MRC/CSO SPHSU, Institute of Health and Wellbeing, University of Glasgow

Co-applicants:
Carolyn Blake - Consultant on International Adolescent Health
Kate Reid - Lecturer and Chartered Health Psychologist, CR&DALL, School of Education.

University of Glasgow collaborators:
Laurence Moore - Director, MRC/CSO SPHSU
Lisa McDaid - Professor of Social Sciences and Health, MRC/CSO SPHSU.
Sharon Simpson - Professor of Behavioural Sciences and Health MRC/CSO SPHSU.
Daniel Wight - Workstream lead on Transferability of Interventions, MRC/CSO SPHSU,

External collaborators:
Sally Good - Decipher Impact Ltd.

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Report on seminar in honour of Lalage Bown - 23 May 2018

CR&DALL was delighted to host a seminar in honour of Emerita Professor Lalage Bown on 23 May 2018 in the School of Education at the University of Glasgow to mark her continuing commitment to adult education and international development in her 10th decade.

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Wednesday, 18 July, 2018

CR&DALL and BSI Workshop - Equality as an Endpoint: Learning, Training and Global Pathways to Inclusive Development - 18 June 2018

An interdisciplinary workshop on 18th June 2018 at the University of Glasgow brings together views, perspectives, and insights from international policy makers and academics on effective learning and training for inclusive and sustainable socio- economic development of marginalised populations globally. According to the recent Human Development Report (2016) by UNDP average human development has improved globally; yet marginalized sections continue to suffer basic forms of deprivation.

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Friday, 15 June, 2018

Walk the Global Walk - Alan Britton secures new project

Alan Britton has been awarded a major new EU Development Education and Awareness Raising (DEAR) Fund grant. The research project is entitled ‘Walk the Global Walk’, which is a 3 year project, led jointly by Oxfam in Italy, and the Region of Tuscany.

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Monday, 30 April, 2018

Walk the Global Walk

Walk the Global Walk

Walk the Global Walk (WtGW) is a EU Development Education and Awareness Raising (DEAR) Fund grant, which utilises Global Citizenship Education (GCE) to engage and mobilise young people to affect change. The research project runs from 2017-2021, and is led jointly by Oxfam in Italy, and the Region of Tuscany. The total grant is €2,830,235 of €270,000 has been allocated to the work of University of Glasgow. The WtGW project is co-ordinated in Scotland by Dr Ria Dunkley and Dr Ines Alves (University of Glasgow, School of Education), with support from Ben Murphy (Research Assistant) and Lesley Atkins (Education Officer).By localising the sustainable Development Goals (SDGs), the project aims to create new educational models addressing issues associated with climate change, sustainable development, and our natural environment. Key global issues relating to migration, climate change and gender equality are being adapted to fit into the formal education curriculum across the 11 participating countries (Albania, Bosnia & Herzegovnia, Bulgaria, Croatia, Cyprus, France, Greece, Italy, Portugal, Scotland and Wales).

In collaboration with Oxfam Italy and the European Union the project connects local authorities, schools, and communities to promote action on three SDGs. Now in its third year, the WTGW project is focusing on SDG 16 ‘Peace, justice and strong institutions’. Last year (2020), the team at the University of Glasgow and Glasgow city council co-organised and participated in several events and activities corresponding to SDG 13 ‘Climate action’.

Articles on various aspects of the project can be found here:

T: @WtGW2018

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UKRI Future Leaders Fellowships at the University of Glasgow - 7 years of potential funding

The College of Social Sciences at the University of Glasgow invites expressions of interest from external candidates wishing to apply for UKRI Future Leaders Fellowships.

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Friday, 20 April, 2018

Australian Journal of Adult Learning: Call for Papers for a Special Issue on Lifelong Learning and Sustainable Development

Adult Learning Australia (ALA) has declared 2018 to be a Year of Lifelong Learning. This raises many questions about why Lifelong Learning should be a priority. How might policy to promote Lifelong Learning develop? Are there particular outcomes which should be anticipated from a year focused on lifelong learning? How to get the various stakeholders for formal, non-formal and informal learning across various age levels to work together to promote a more coherent and engaged framework for all people to see themselves on a lifelong learning journey?

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Sunday, 11 February, 2018

New Project: Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK
  • Adapt a revised benchmarking tool to create an online version; and
  • Promote its use nationally and in an international context.

Post date: 

Monday, 5 February, 2018

Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK

  • Adapt a revised benchmarking tool to create an online version; and

  • Promote its use nationally and in an international context.

The template that we will use was originally based on a tool developed for the Higher Education Funding Council for England (HEFCE) in 2002. Since that time policy and practice in HEIs has been substantially developed, as has the policy environment in which HEIs operate. For example, UNESCO has strongly promoted the concept of learning cities and formulated a range of related performance indicators. Governments in many parts of the world now lay great stress on innovation eco-systems, and some have revised policy for HEIs and Further Education Colleges to place great stress on the meeting of regional development needs. The adoption of UN Sustainable Development Goals (especially 4 and 11) and the New Urban Agenda also add impetus to the expectation that HEIs and TVET will pay an important role in the delivery of these agendas. In the UK, there is resonance for this work in the context of both Global Challenges (e.g. the current GCRF call related to ‘Decent Work’) and Industrial Challenges within which stronger contribution from the education sector as a whole, including TVET are vital underpinnings. The template has potential to be applied in all these contexts. For the purposes of this small-scale piece of work, we are restricting ourselves to just three locations.

The template has been already piloted in Hong Kong University of Education in relation to HEIs and vocational education. That pilot will be evaluated both through scrutiny of the process of application and from appraisal of the benefits perceived, and future actions of the institutions and regional policy-makers concerned. The template has been administered by arrangement with local investigators using their resources. This study will scrutinise the output, and through interviews with relevant stakeholders, identify its utility and subsequent actions and impact. Similar work will be undertaken with the University of Catania in Italy and with the FE component of the University of Highlands and Islands in Scotland.

The project will be led by Professor Michael Osborne and supported by Honorary Senior Research Fellow, John Tibbitt.

 

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Forecasting Coastal Erosion

Following the National Coastal Change Assessment in Scotland, this project has been part of the next phase of the progamme Dynamic Coast. This phase of work mapped and categorised the resilience of Scotland’s natural coastal defences, identifying where low dunes may breach. It estimated how future climate change may exacerbate erosion on our soft (erodible) coast. It incorporated the latest monitoring techniques to inform natural resilience and vulnerability of the shoreline. The damage that climate change could cause to nearly one fifth of Scotland’s coastline and the steps that could be taken to mitigate was forecasted in this two year research project. The research was led by the Scottish Government and Scottish Natural Heritage (SNH) and was carried out by a University of Glasgow team from the Schools of Geography and Environmental Science, and Education. It launched in January 2018 and was funded by CREW (Centre for Expertise in Water). It focused on five specific 'super-sites' including Montrose Bay, St Andrews and Skara Brae to forecast future change and erosional damage and also worked with stakeholders including local authorities, Scottish Environmental Protection Agency (SEPA) and Historic Environment Scotland to develop plans to mitigate these effects. This helped demonstrate the applicability and need for adaptation actions across the public sector. Importantly it also considered the social justice implications of existing and climate change exacerbated coastal erosion in Scotland.

The CR&DALL contribution was led by Dr Ria Dunkley, who has been working mainly on explorating the relative social vulnerability of communities to coastal erosion. This a further example of work that CR&DALL is undertaking in the field of place-based informal learning.

A summary final report is found at this link, and a report entitled, Mapping Coastal Erosion Disadvantage in Scotland, was led by Dr. Dunkley.

Both reports are attached

 

Online PDF: 

Attachments: 

PDF icon Coastal Disadvantage
PDF icon Summary Final Report

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