LeaPS: Learning from the Past to create a Sustainable society

LeaPS：汲取过去的教训，创建可持续发展的社会

• 批准号: AH/S005773/1
• 负责人: Gobinda Gopal Chowdhury
• 金额: $ 11.06万
• 依托单位: Northumbria University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=AH%2FS005773%2F1
• 关键词: LeaPS; Learning; Past; create; Sustainable

Access to information and data is a key requirement for achieving sustainable development. Cultural heritage - both tangible and intangible - connects us to the past and provides invaluable insights into our identities and evolution. It can play an important role in economic growth, poverty reduction and sustainable development. The importance of heritage tourism for the African economy has been well recognised by the World Tourism Organization and Unesco, and it is believed that appropriate knowledge of cultural heritage can promote ethnic and heritage tourism and thereby contribute to the economic development of African countries. Traditional medical knowledge, which is hidden in the collective heritage of a particular indigenous people or local community, has social, cultural and scientific value and is important for many indigenous peoples and local communities in Africa (WIPO: http://www.wipo.int/export/sites/www/tk/en/documents/pdf/background_briefs-e-n6-web.pdf). Finding, recording and imparting indigenous and traditional medical knowledge, which is often hidden in cultural heritage content, through education and training can boost the health and wellbeing of people in Sub-Saharan Africa. The key objective of the LeaPS project is to promote access to and use of digital cultural heritage content for classroom education which will enable people to promote tourism and tackle health and wellbeing issues by learning about traditional and indigenous medicine and healthcare in Sub-Saharan Africa. It will undertake a series of creative and innovative fieldwork and engagement activities with key stakeholders in the partner countries to understand the key challenges at both demand and supply side of cultural heritage content for school education in Sub-Saharan Africa, and assess its potential impact on different sectors in particular tourism, and indigenous and traditional medicine and wellbeing of people. In order to achieve this, it will:1. Explore how innovative digital learning and training materials can be developed by bringing together cultural heritage content and service providers, educators and policymakers; and 2. Engage with key stakeholders to understand the potential benefits and impacts that will arise from delivery of cultural heritage education in schools in Sub-Saharan Africa. The project will address the following inter-related research questions:1. Use of cultural heritage content in education: Can the cultural heritage content that has already been digitised be accessed and used for classroom education in Sub-Saharan Africa? What are the policies of government/education departments, academic institutions and others in this context, and what changes are needed?2. Teachers' training: What kind of training is required for teachers to be able to use digital cultural heritage content in classrooms? Whether the Unesco Media and Information Literacy (MIL) Framework (http://unesdoc.unesco.org/image`````s/0022/002246/224655e.pdf) or the training materials developed in Europe based on the Europeana collections [8] can be adapted to suit the training needs of teachers in Sub-Saharan Africa in the context of this project? 3. Beneficiaries and impact: What are the potential benefits of using cultural heritage content in education in Sub-Saharan Africa, in particular: a. tourism departments/industries who can benefit from having trained human resources in the use of cultural heritage content, for example, for creating specific applications based on cultural heritage content for attracting heritage- and eco-tourism; b. government departments, businesses/industries and public bodies concerned with health and wellbeing challenges that can be addressed through an understanding of indigenous and traditional medicine and health practices that may be hidden in cultural heritage content. In the long term the project will have a significant impact on people and society in Sub-Saharan Africa.

获取信息和数据是实现可持续发展的关键要求。文化遗产——无论是有形的还是无形的——将我们与过去联系在一起，并为我们的身份和演变提供了宝贵的见解。它可以在经济增长、减贫和可持续发展方面发挥重要作用。遗产旅游对非洲经济的重要性已得到世界旅游组织和联合国教科文组织的充分认可，人们相信，适当的文化遗产知识可以促进民族和遗产旅游，从而有助于非洲国家的经济发展。隐藏在特定土著人民或地方社区集体遗产中的传统医学知识具有社会、文化和科学价值，对非洲许多土著人民和地方社区很重要（WIPO: http://www.wipo.int/export/sites/www/tk/en/documents/pdf/background_briefs-e-n6-web.pdf）。通过教育和培训发现、记录和传授往往隐藏在文化遗产内容中的土著和传统医学知识，可以促进撒哈拉以南非洲人民的健康和福祉。跳跃式发展项目的主要目标是促进在课堂教育中获取和使用数字文化遗产内容，使人们能够通过学习撒哈拉以南非洲的传统和土著医学和保健来促进旅游业，并解决健康和福祉问题。它将与伙伴国家的主要利益攸关方开展一系列创造性和创新性的实地考察和参与活动，以了解撒哈拉以南非洲地区学校教育文化遗产内容需求和供给方面的主要挑战，并评估其对不同部门的潜在影响，特别是旅游业、土著和传统医学以及人民福祉。为了实现这一目标，它将：1。探索如何将文化遗产内容和服务提供者、教育工作者和政策制定者聚集在一起，开发创新的数字学习和培训材料；和2。与主要利益攸关方接触，了解在撒哈拉以南非洲地区的学校开展文化遗产教育可能带来的潜在利益和影响。该项目将解决以下相互关联的研究问题：1。文化遗产内容在教育中的使用：在撒哈拉以南非洲，已经数字化的文化遗产内容能否被访问并用于课堂教育？在这种情况下，政府/教育部门、学术机构和其他机构的政策是什么？需要做出哪些改变？教师培训：教师需要什么样的培训才能在课堂上使用数字文化遗产内容？教科文组织媒体和信息素养（MIL）框架（http://unesdoc.unesco.org/image`````s/0022/002246/224655e.pdf）或欧洲根据欧洲图书馆馆藏编写的培训材料是否能够适应撒哈拉以南非洲地区教师在该项目背景下的培训需求？3. 受益者和影响：在撒哈拉以南非洲的教育中使用文化遗产内容的潜在好处是什么，特别是：a.旅游部门/行业可以从培训使用文化遗产内容的人力资源中受益，例如，根据文化遗产内容创建特定的应用程序，以吸引遗产和生态旅游；B.关注健康和福祉挑战的政府部门、企业/行业和公共机构，可以通过了解可能隐藏在文化遗产内容中的土著和传统医学和保健做法来解决这些挑战。从长远来看，该项目将对撒哈拉以南非洲的人民和社会产生重大影响。