Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.     

The Human Rights Approach to Education in International Organisations

In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)¹ and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’.     

Components of Variance of Scales With a Bifactor Subscale Structure From Two Calculations of α

Since Cronbach's (1951) elaboration of α from its introduction by Guttman (1945), this coefficient has become ubiquitous in characterizing assessment instruments in education, psychology, and other social sciences. Also ubiquitous are caveats on the calculation and interpretation of this coefficient. This article summarizes a recent contribution (Andrich, 2015) on the use of coefficient α which complements these many caveats. It shows that in the presence of a simple bifactor structure of a scale where unique components of variance are homogeneous in magnitude, three components of variance and the common latent common correlation among the subscales can be calculated from the ratio of two calculations of α, one at the level of the items, the other at the level of the subscales. It was suggested that these two ready calculations and their interpretation, and the reporting of all four indices in the analysis of scales with a subscale structure, would reduce the misinterpretation of this coefficient. An illustrative example of the application of the calculations is also shown.