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CEC Journal: Issue 2

Editor's note

Welcome to the second issue of the CEC Journal; an issue that welcomed submissions around the theme Young People and the Sustainable Development Goals: Inclusive Innovation by 2030. Contributors were invited to submit: snapshots, case studies, or (critical) reflections about/by young people who are making attempts to achieve the SDGs; discussions about the potential and conflicts that arise from using online platforms as strategies for ‘inclusive innovation’; analyses of the political, ethical, and/or legal complexities of achieving the SDGs.

In line with this broad scope, the authors in this issue take on a range of questions: from a case study of particular parameters surrounding education in Rwanda, to the presentation of global exemplars of libraries being used in furthering development agendas; from the snapshot of an initiative that uses theatre as its methodology for inclusive innovation in New Mexico, to a provocative critique of the SDGs themselves. We are also particularly delighted to showcase initiatives undertaken by UWC-USA students and their peers within the Bartos Institute's programming that -- while not necessarily framed by the SDGs -- certainly embodies the spirit of youthful and inclusive innovation.

The second issue of the CEC Journal has been guest edited by Egzon Sadiku, our Bartos Fellow who has been in-residence at UWC-USA from September to November 2016. Egzon brings his aesthetics as a visual artist and philosopher to frame this issue's design and a special note of thanks is owed to this talented artist/activist/thinker/educator from Kosovo, who has enriched the work of the Bartos Institute with his creativity and commitment.

We are delighted to share this work with you.

Nandita Dinesh
Managing Editor, CEC Journal
nandita.dinesh@uwc-usa.org

Image Credit: Christopher Thomson's Constructive Engagement sculpture at UWC-USA

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3. Institutional Causes of School Dropout in Rwanda: Perspectives of Community Education Workers This article examined institutional causes of school dropout in Rwanda. Failure to address this would be a stumbling block to the achievement of 2020 goals and beyond. Lived experiences of Community Education Workers (CEWs) were documented in Musanze, Gasabo and Ngororero Districts. The research findings point out that family, community, and school causes are strong and may be interwoven in a way that make it difficult to disentangle in a clear cut manner. From findings, the study recommends that prevention is better than cure. Preventive and integrated policies, programs, strategies, and plans are susceptible of bearing fruits. In short term however, a range of development partners should join hands to tackle root causes of school dropout.
5. The Role of the Library in Achieving Vision 2030 Goals Libraries make an important contribution to development by providing increasing access to information and knowledge across society, assisted by the availability of information and communications technologies (ICTs), supports sustainable development and improves people’s lives. Its role is so tremendous that its impact in the lives of the society as an informed society provides qualitative contribution to the development. This article will bring into limelight the role of libraries in achieving vision 2030 SDGs goals in provisioning of information to the general public and increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. Citizenry access to information and libraries support poverty eradication, agriculture, quality education, health, public access to ICT and universal service provision, culture, economic growth and all other Goals in the country.