Hostname: page-component-69cd664f8f-p7d4h Total loading time: 0 Render date: 2025-03-12T14:52:47.188Z Has data issue: false hasContentIssue false
  • English
  • Français

Climate change as a catalyst for economic inequality: The failure of workplace learning in the global south

Published online by Cambridge University Press:  07 March 2025

Yannick Griep
Yannick Griep*
Affiliation:
Samergo, Rotterdam, The Netherlands and School of Industrial Psychology and Human Resource Management, North-West University, Potchefstroom, South-Africa
*
Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 18 , Issue 1 , March 2025 , pp. 115 - 118
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aker, J. C. (2011). Dial "A" for agriculture: A review of information and communication technologies for agricultural extension in developing countries. Agricultural Economics, 42(6), 631–647. https://doi.org/10.1111/j.1574-0862.2011.00545.x CrossRefGoogle Scholar
Beier, E. M., Saxena, M., Kraiger, K., Constanza, D. P., Rudolph, C. W., Cadiz, D. M., Petery, G., & Fisher, G. G. (2025). Workplace learning and the future of work. Industrial and Organizational Psychology, 18, 84–109.Google Scholar
Griep, Y., Kraak, J. M., & Beekman, E. M. (2023). Sustainability is dead, long live sustainability! Paving the way to include, the people, in sustainability. Group & Organization Management, 48(3), 966–980. https://doi.org/10.1177/10596011221127107 CrossRefGoogle Scholar
Gulati, S. (2008). Technology-enhanced learning in developing nations: A review. International Review of Research in Open and Distributed Learning, 9 (1), 1–16. https://doi.org/10.19173/irrodl.v9i1.477 CrossRefGoogle Scholar
Hanlon, J., Barrientos, A., & Hulme, D. (2012). Just give money to the poor: The development revolution from the global South. Kumarian Press.Google Scholar
Hess, J. J., McDowell, J. Z., & Luber, G. (2012). Integrating climate change adaptation into public health practice: using adaptive management to increase adaptive capacity and build resilience. Environmental Health Perspectives, 120 (2), 171–179. https://doi.org/10.1289/ehp.1103515 CrossRefGoogle ScholarPubMed
King, K. (2007). Balancing basic and post-basic education in Kenya: National versus international policy agendas. International Journal of Educational Development, 27 (4), 358–370. https://doi.org/10.1016/j.ijedudev.2006.10.001 CrossRefGoogle Scholar
Lottering, S., Mafongoya, P., & Lottering, R. (2021). Drought and its impacts on small-scale farmers in sub-Saharan Africa: A review. South African Geographical Journal, 103 (3), 319–341. https://doi.org/10.1080/03736245.2020.1795914 CrossRefGoogle Scholar
Mlachila, M. M., & Moeletsi, T. (2019). Struggling to make the grade: A review of the causes and consequences of the weak outcomes of South Africa’s education system. International Monetary Fund.Google Scholar
Ngcamu, B. S. (2023). Climate change effects on vulnerable populations in the Global South: A systematic review. Natural Hazards, 118 (2), 977–991. https://doi.org/10.1007/s11069-023-06070-2 CrossRefGoogle Scholar
Openjuru, G. L., Jaitli, N., Tandon, R., & Hall, B. (2015). Despite knowledge democracy and community-based participatory action research: Voices from the Global South and excluded north still missing. Action Research, 13 (3), 219–229. https://doi.org/10.1177/1476750315583316 CrossRefGoogle Scholar
Pretorius, R. W., Carow, S., Wilson, G., & Schmitz, P. (2021). Using real-world engagements for sustainability learning in ODeL in the Global South: Challenges and opportunities. International Journal of Sustainability in Higher Education, 22 (6), 1316–1335. https://doi.org/10.1108/IJSHE-08-2020-0287 CrossRefGoogle Scholar
Sawchuk, P. H. (2011). Researching workplace learning: An overview and critique. In Malloch, M., Cairns, L., Evans, K., & O’Connor, B. N. (Eds.), The Sage handbook of workplace learning (pp. 165–180). Sage.CrossRefGoogle Scholar
Sing, N., & Maringe, F. (2020). Learner dropout in South African schools: Epistemological and management challenges. In Adeyemo, K. (Eds.), The education systems of Africa (pp. 1–15). Springer.Google Scholar
Singh, J. N., & Ovadia, J. S. (2020). The theory and practice of building developmental states in the Global South. Third World Quarterly, 39 (6), 1033–1055. https://doi.org/10.1080/01436597.2018.1455143 CrossRefGoogle Scholar
Strydom, A. J., Mangope, D., & Henama, U. S. (2018). Lessons learned from successful community-based tourism case studies from the global south. African Journal of Hospitality, Tourism and Leisure, 7 (5), 1–13.Google Scholar