Pacific countries as blue economies

Courses QA4ODFL2
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Learning Activity 5

Look carefully at the picture, and identify aspects of the blue economy that are in your curriculum or that of any of the countries in the Pacific region.

Blue economy encompasses activities such as Sustainable renewable energy, Fisheries, Maritime transport, Tourism, Climate change, Waste management. Our curriculum in Fiji has agriculture tourism, and climate change incorporated in its subjects like agricultural science, geography, and physics. The TEST department focuses on Industrial Arts, Home Economics, Clothing and Textiles, Office Technology, Agricultural Science and Computer Studies. Some TVET courses focuses on Building Construction, Joinery, Agriculture, Automotive etc.

What gaps do you think there are in your curriculum?

Employers need graduates from schools and colleges to start work without being supervised. However in most cases, new intakes in the job market need to undergo training before they can perform productively. This indicates that there is a gap between what students learn in class room and what is required by the labor force. Thus Employers have to take the lead in workforce development and up-skilling of staff. The skills gap analysis of the workforce is absolutely crucial. Research must be conducted on reducing skills gaps in Fiji.

Schools curriculum must be practical oriented so that students are trained for the tasks required in both blue collar and white collar jobs. They must be taught skills like using tools, utensils, computers instruments etc. Software such as those used in the workforce must be introduced to them while in school. Students must be do apprenticeship before they are allowed to graduate.

Share your ideas with your peers in the discussion forum.

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Aimed to ensure the sustainable use of ocean resources the blue economy may find it difficult to sustain, maintain and conserve the marine ecosystem. Loopholes that may appear in the curriculums would be;

  • the lack of comprehensive information about the diverse career opportunities within the blue economy sectors
  • limited emphasis on blue economy sectors
  • inadequate training and education in the blue economy
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  1. Aspects of Blue economy in Fiji’s Computer Studies Curriculum

  • Addressing climate change

  • Green Computing

  • 4R’s

  • Role of technology in mitigating climate change

  • environmentally safe products

  • Cloud Computing

  • E-Waste management

Gaps in curriculum

-Ocean resource management

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The integration of the blue economy into the curriculum in Fiji reflects the country’s commitment to sustainable development and the responsible use of ocean resources. The blue economy encompasses economic activities related to the ocean, including fisheries, marine tourism, renewable energy, and conservation. To incorporate the blue economy into the curriculum, Fiji might consider the following approaches:

• Marine Science and Environmental Studies:
Develop curriculum modules that focus on marine science, biodiversity, and environmental studies. This would include understanding marine ecosystems, conservation practices, and the impact of human activities on the oceans. Since a lot of water is around Fiji, the curriculum has to be able pass on information to the children that allows them to better manage the resources around them.

• Fisheries Management and Aquaculture:
Integrate topics related to sustainable fisheries management and aquaculture practices. This could cover the principles of responsible fishing, aquaculture techniques, and the economic aspects of the fishing industry.

• Geography and Oceanography:
Expand geography and oceanography curriculum to include the study of maritime zones, marine geography, and the economic significance of ocean currents and resources. More information of the land area of Fiji needs to be in the curriculum so that the students are well versed with Fiji’s agricultural capabilities.

• Climate Change and Resilience:
Include lessons on the impact of climate change on marine ecosystems and communities. Explore strategies for building resilience and adapting to the changing marine environment. Since climate change is happening at a faster rate, more content on this needs to be in the curriculum.

• Community Engagement and Conservation:
Foster community engagement by incorporating projects related to marine conservation and sustainable practices. Encourage students to actively participate in local initiatives aimed at preserving the marine environment.

By incorporating these elements into the curriculum, Fiji can ensure that students are well-equipped with the knowledge and skills necessary to contribute to the sustainable development of the blue economy while preserving the rich marine heritage of the country.

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In Fiji aspects of the blue economy are increasingly recognised and integrated into the curriculum. The revised curriculum in science subjects has aspects of blue economy.
But still there are some gaps

  1. Insufficient Environmental Education: There might be a lack of emphasis on environmental conservation, including marine conservation, and the importance of preserving marine biodiversity.
  2. Neglect of Sustainable Fishing Practices: The curriculum might not stress the significance of sustainable fishing practices and the need for responsible management of fisheries.
  3. Underrepresentation of Traditional Knowledge: Indigenous and traditional knowledge of marine ecosystems and sustainable practices may not be adequately integrated into the curriculum.
  4. Climate Change Resilience: The curriculum may not provide students with a strong foundation in understanding climate change’s impact on the oceans and strategies for building resilience in coastal communities.
  5. Lack of Policy and Governance Education: The importance of policies and governance related to the blue economy, including international agreements and coastal zone management, may not be covered in detail
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Good points. welldone

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• Lack of student- centered approach to Ocean management towards promoting
benefits in an equitable way and inclusive way that respects traditions and
culture.
• Teachers’ unwilling to integrate traditional knowledge, heritage and cultural
practices to provide a holistic platform in the classroom that can meet the
contemporary challenges of the ocean.
• Inadequate advocacy on sustainable use of ocean resources for economic growth
towards improved livelihoods of student’s families.
• Poor knowledge on waste management and limited resources to cater for the
learning.

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Considering the picture, however, based on the concept of the blue economy, it can be assumed that aspects related to marine resources, sustainable fisheries, ocean conservation, marine tourism, and maritime transportation could be included in Fiji’s curriculum.
As for gaps in Fiji’s curriculum, it is possible that there may be a lack of emphasis on climate change impacts on the marine environment, sustainable management of coastal and marine ecosystems, and the integration of traditional knowledge and practices in marine resource management. Additionally, there may be limited focus on the development of skills and knowledge for blue economy-related careers and entrepreneurship opportunities in the marine sector.

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Some aspects of the blue economy that may be included in a curriculum in the Pacific region could include sustainable fisheries management, marine conservation, maritime transport, marine renewable energy, and coastal tourism. These topics are essential for countries in the Pacific region, as they heavily rely on the ocean for food, transportation, energy, and tourism.

However, there may be gaps in the curriculum when it comes to addressing issues such as illegal fishing, marine pollution, and the impacts of climate change on the ocean. These are critical challenges facing the blue economy in the Pacific region, and it is important for educational programs to address them in order to prepare students to tackle these issues in the future.

Additionally, there may be a need for more emphasis on the social and economic aspects of the blue economy, such as the role of women in fisheries, the impact of the blue economy on local communities, and the potential for blue economy sectors to contribute to sustainable development and poverty reduction.

Students and educators in the Pacific region could discuss these gaps in the curriculum and explore ways to incorporate these important topics into their studies and educational programs. This could involve collaboration with experts in the field, community members, and policymakers to ensure that the curriculum adequately prepares students to contribute to the sustainable development of the blue economy in the Pacific region.

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The phrase “blue economy” describes a broad range of businesses and governmental programs that encourage the prudent use of marine resources. Since the economics of many countries in the Pacific region significantly rely on the marine environment, elements of the blue economy are highly relevant to their curricula. This includes the traditional ocean industries of fishing, maritime transportation, and tourism. Aquaculture and marine biotechnology are two emerging businesses that are growing in importance in the region.

However, given pollution and climate change, there may be certain gaps in the curriculum regarding the conservation and sustainable management of maritime areas. These elements are necessary for the blue economy sectors to be sustainable throughout time. Furthermore, encouraging collaboration between public and commercial

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Bula Vinaka,
I believe an important topic that is missing from the curriculum is the importance of blue economies in one’s country as it encompasses marine sustainability and employment which is very important for a country in terms of the economy.

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Here are some key aspects of the Blue economy that form part of the TVET curriculum in Kenya:

  1. Marine Resource Management:
  • Understanding sustainable management practices for marine resources, including fisheries, aquaculture, and coastal ecosystems.
  • Techniques for conservation, restoration, and protection of marine biodiversity and habitats.
  1. Maritime Skills and Navigation:
  • Training in maritime skills such as navigation, seamanship, and vessel operation for careers in shipping, maritime transport, and logistics.
  • Understanding maritime laws, regulations, and safety measures.
  1. Aquaculture and Fisheries Management:
  • Practical training in aquaculture techniques, fish farming, and sustainable fishing practices.
  • Knowledge of fishery management, including stock assessment, fishing regulations, and responsible harvesting methods.
  1. Oceanography and Marine Science:
  • Basic understanding of oceanography, marine ecology, and marine biology to comprehend the dynamics of marine ecosystems and their interdependence.
  • Use of technology and instruments for oceanographic research and data collection.
  1. Coastal and Marine Engineering:
  • Skills related to coastal engineering, including coastal infrastructure design, erosion control, and marine construction techniques.
  • Training in sustainable coastal zone management practices to mitigate environmental impacts.
  1. Renewable Energy from the Sea:
  • Introduction to renewable energy sources like wave, tidal, and offshore wind energy, and their potential role in sustainable energy production.
  • Knowledge of technologies and systems used in harnessing energy from the ocean.
  1. Marine Tourism and Hospitality:
  • Training in hospitality, tourism management, and customer service specific to marine and coastal tourism sectors.
  • Understanding the importance of sustainable tourism practices to preserve marine environments.
  1. Climate Change Adaptation in Coastal Areas:
  • Awareness of climate change impacts on coastal communities and strategies for adaptation and resilience building.
  • Techniques for assessing and mitigating climate-related risks in coastal regions.
  1. Entrepreneurship and Business Skills:
  • Skills for entrepreneurship and business management tailored to marine-related industries, encouraging innovation and enterprise development in the Blue Economy.

Several gaps might exist in Kenya’s TVET curriculum concerning the Blue Economy, creating challenges in adequately preparing students for careers and opportunities in this sector. Some of these gaps include:

  1. Lack of Specialized Programs: The absence of specialized courses or programs focused explicitly on the diverse sectors within the Blue Economy, such as marine engineering, aquaculture, coastal zone management, and renewable energy from the sea, limits students’ exposure to these specific fields.
  2. Outdated or Insufficient Content: The curriculum might lack updated content reflecting advancements in technology, sustainable practices, and emerging trends within the Blue Economy sectors, leading to a disconnect between theoretical learning and practical industry requirements.
  3. Limited Practical Training Opportunities: Insufficient access to practical training, internships, or hands-on experiences within marine-related industries hampers students’ ability to apply theoretical knowledge and develop relevant skills in real-world settings.
  4. Inadequate Focus on Sustainability: The curriculum might not adequately emphasize sustainable practices, conservation efforts, and environmentally responsible approaches crucial for the Blue Economy’s long-term viability.
  5. Shortage of Qualified Instructors: There may be a shortage of instructors with expertise in Blue Economy-related fields, impacting the quality of education and mentorship available to students interested in pursuing careers in these sectors.
  6. Lack of Integration with Industry Needs: Limited collaboration and partnerships between TVET institutions and the industry might result in a curriculum that doesn’t align with the current demands and evolving skill sets required by employers within the Blue Economy.
  7. Insufficient Entrepreneurship and Innovation Focus: The curriculum may lack modules or programs that encourage entrepreneurship, innovation, and the development of business skills tailored to the unique aspects of Blue Economy industries.
  8. Limited Awareness and Advocacy: There could be a lack of awareness among students, educators, policymakers, and the general public regarding the potential of the Blue Economy, hindering its promotion and development as a viable career path.

Addressing these gaps requires a comprehensive review and revamp of the TVET curriculum to ensure it aligns with the demands of the rapidly evolving Blue Economy. This involves updating content, providing practical experiences, fostering industry partnerships, integrating sustainability principles, and promoting entrepreneurship and innovation within Blue Economy sectors.

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Some gaps that i think is in Vanuatu curriculum are:

Limited marine science education

1.Ocean Governance and Policy
2.Limited Awareness and understanding about blue economy
3.Practical part of it.

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In Nigeria’s National Diploma in Accountancy curriculum, Health and Safety has been captured in Information and Communication Technology I (OTM 113) as a component of waste management.
There exist a gap in the curriculum in terms o e-waste management and recycling of electronic devices.