Suchergebnisse

This paper follows on from the previous bulleting (Redford 2019), which covered the education remit of the Parliament's Education and Skills Committee between September 2018 and January 2019. The following bulletin covers the remit of the Education and Skills Committee from February 2019 to June 2019.

This paper follows on from the previous bulletin (Redford, 2016), which covered the education remit of the Parliament's Education and Skills Committee between February and August 2016. The following bulletin covers the Education remit of the Education and Skills Committee from September 2016 to January 2017.

This paper follows on from the previous bulletin (Redford 2015), which covered the education remit of the Parliament's Education and Culture Committee between February 2015 to August 2015. The following bulletin covers the remit of the Education and Culture Committee from September 2015 to February 2016.

This paper follows on from the previous bulletin (Redford 2015), which covered the education remit of the Parliament's Education and Culture Committee between February 2015 to August 2015. The following bulletin covers the remit of the Education and Culture Committee from September 2015 to February 2016.

This paper follows on from the previous bulletin (Redford 2014), which covered the education remit of the Parliament's Education and Culture Committee between February and June 2014. The following bulletin covers the same remit of the Education and Culture Committee from August 2014 to February 2015.

This paper follows on from the previous bulletin (Redford 2015), which covered the education remit of the Parliament's Education and Culture Committee between September 2014 and January 2015. The following bulletin covers the remit of the Education and Culture Committee from February 2015 to August 2015.

This paper follows on from the previous bulletin (Redford 2014), which covered the education remit of the Parliament's Education and Culture Committee between September 2013 and January 2014. The following bulletin covers the same remit of the Education and Culture Committee from February to June 2014.

At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a "remote" location, as well as the detail and challenges of the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learn from/with the local knowledges and capacities of the people and environments in remote locations.

At a time when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educators need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessibility rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educating for sustainability in remote locations in six diverse countries: South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a "remote" location, as well as the detail and challenges of the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learn from/with the local knowledges and capacities of the people and environments in remote locations.

At Atime when social, economic and political decisions, along with environmental events, challenge the viability of remote communities, educaotrs need to better prepare young people in these communities to work towards sustainability. Remote locations can be defined by their inaccessability rather than just distance from the nearest services, while the sustainability construct encapsulates a range of community needs: environmental, social, cultural and economic. This paper describes experiences that involve innovative approaches towards educaiton for sustainability in remote locations in six diverse countries; South Africa, Scotland, Canada, United States of America, Pacific Island Nations, and Australia. For each, the nature of what constitutes a 'remote' location, as ewll as the detail and challenges for the innovation are presented. Readers should consider how they might more suitably educate the next generation to protect, showcase and learning from / with the local knowledges and capacities for the people and environments in remote locations.