Integrating the science education nexus into coastal governance: A Mediterranean and Black Sea case study

Christopher House and Michael R. Phillips

Marine Policy, 2012, vol. 36, issue 2, 495-501

Abstract: Although continued knowledge acquisition is necessary, there is an increasing need for innovative manipulation. Consequently, the roles of sound science and considered educational practice need clarification within coastal policy. Research data, collected via semi-structured interviews with representatives of government and quasi government organisations encompassing various Mediterranean and Black Sea countries, was subsequently assessed alongside published work. Principal findings emphasised that policy makers need to engage more coherently with the existing science education nexus to facilitate, but not format research agendas. Although extensive information is readily available, there is need for further manipulation, translation, coordination, communication and adaptation between policy portfolios. Consequently, the science education nexus should be internalised into policy formulation, implementation and monitoring. Furthermore, to develop shared awareness, considered dissemination of knowledge and understanding requires both vertical and horizontal integration. Policy results should be clear and innovative knowledge transfer fora, using Technology Enhanced Dissemination (TED) within culturally sensitive contexts, must be developed. Science and education require legal incorporation from which professional norms and authority can evolve. Findings suggested that although the science is ‘hard’, incorporating it into policy decisions is ‘harder’ and hence, more effort is needed.

Keywords: Coastal research; Technology enhanced learning; Knowledge transfer; Policy process (search for similar items in EconPapers)
Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:eee:marpol:v:36:y:2012:i:2:p:495-501

DOI: 10.1016/j.marpol.2011.07.007

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