ESKE PROJECT

Student Knowledge Exchange

Building on an academic interdisciplinary background in both Natural Sciences (Chemistry, Environmental Sciences) and Social Sciences (Environmental Decision Making, Development Management, Environmental Policy), Olwenn brings a transdisciplinary dimension to the integration and translation of both fundamental and observational scientific evidence into policy.

Her research focuses on environmental health, particularly pollution from mismanaged chemical emissions. She was one of the earliest adopters of evidence-based methods such as systematic review and meta-analysis of environmental health and she also has expertise in estimating the environmental burden of disease and associated economic costs.

Olwenn led the related Z-lab project funded by the Royal Academy of Engineering on the basis of which rapid prototypes were co-created by representatives of the local community in Mayukwayukwa with guidance from engineers.

She is an active member of the Planetary Health Alliance and Francophone Alliance Santé Planétaire.

About Us

ESKE aims to develop and disseminate an adaptable and effective knowledge exchange model of practice that takes full advantage of digital platforms to enable engagement with students and staff in partner universities and in local community settings. This is done as a mechanism to develop transformative building blocks for cooperative learning and knowledge exchanges. Activities taking place in-country provide the opportunity to learn from communities, gain an appreciation of indigenous knowledge and insights into the challenges of particular settings, engage in mutually enriching discussions allowing cultural, knowledge and skill sharing across students and local communities promoting collaborative thinking to address agreed issues.

The project’s knowledge exchange (KE) model is designed to support students from all backgrounds to reach their individual and collective potential especially with respect to sustainable development. KE activities that involve such a collaborative learning methodology will help to increase self-efficacy, cultural intelligence, leadership and professional skills as well as benefit students’ academic achievements. These ‘softer’ skillsets are key challenges – the ‘missing middle’ in ESKE’s theory of change, that often restrict individual students, especially those from disadvantaged backgrounds, from excelling during and following higher education. The opportunity to engage with students from Copperbelt University and the University of Zambia is a critical component of ESKE providing the opportunity to examine social issues in both the UK and Zambia through ‘the gaze’ of a global south or north perspective, UK students will gain new insight into social institutions and structures.