No abstract

No abstract

No abstract

The foundation for citizens' understanding of conservation management is laid down in formal school education. This study sought the views of 12 conservation management experts, by interview, and 34 science teachers, using questionnaires, as to the essential underpinning concepts of biological conservation. Experts identified 45 biological concepts as contributing to a good understanding of conservation management, with the teachers emphasizing ecological concepts at the expense of fundamental genetics. Decision-making discussions (24), involving 15-16-year-old pupils, of two conservation scenarios were audio-taped to examine the actual use of biological concepts and values related to conservation management. Although pupils made use of several important biological concepts, values considerations were most noticeable. The findings suggest a conception of conservation management education that integrates concepts and values. Further examination of the optimum teaching strategy for this integration is desirable.

No abstract

Purpose -Research on sustainability in higher education has focused on environmental management of the university campus, case studies and examples of good practice. Although the value and contribution of these initiatives has been articulated, little holistic and structural transformation of universities has been achieved so far. This paper aims to explore different theoretical frameworks to better understand and improve the effectiveness of organisational change processes towards sustainability in universities. Design/methodology/approach -The combination of different theoretical approaches on organisational learning such as organisational learning theory, the idea of expansive learning at work, the ideal of the learning organisation and transformative learning theory are reviewed in this paper. These ideas in combination with leadership for sustainability and education for sustainability lead to an integrative model that links theory and practice, cultural and social aspects influencing learning, and the ability of individuals to critically reflect and challenge existing worldviews to learn and develop new practices. Findings -The theoretical foundations and model presented seek to provide useful theoretical basis with which to better understand the process of transformation towards sustainability in higher education. This involves a continuous process of learning to rethink existing practices and worldviews by individuals within the organisation, which lead to community learning, which in turn lead to organisational learning. Six key implications for action have also been identified. Originality/value -Little research exists that uses organisational learning to inform the design and development of the research reporting on the achievements, opportunities and challenges emerged during the change process towards embedding sustainability in higher education. The suggested framework is envisaged as an integrative theoretical framework that can help understand the "how to", thus the learning processes associated with embedding sustainability in the core activities of universities.

No abstract

Developing trainee school teachers' expertise as health promoters. Abstract PurposeReport the outcomes of an education and public health collaboration investigating the impact of adapted training to enhance teacher's potential role to promote child health and wellbeing. DesignStudy conducted in three phases: i) survey of health education content universities' in initial teacher training courses; ii) longitudinal survey at commencement and completion of course to capture trainees' knowledge, skills and attitudes towards health and their role in health promotion; iii) mapping curriculum content against qualified teacher standards and public health competencies.