Education Responses to Climate Change and Quality: Two Parts of the Same Agenda?



Citation: Bangay, C. and Blum, N. (2010) Education Responses to Climate Change and Quality: Two
Parts of the Same Agenda?
International Journal of Educational Development 30(4): 335-450.

individual terms, and in relation to communities and groups.’ (Wade and Parker 2008:
14)

The shared concern of both EFA and ESD with both quality education and quality of life also
links them with research and writing on quality more generally. The 2005 EFA Global
Monitoring Report, for instance, identified five inter-related dimensions for quality education:
learner characteristics, context, enabling inputs, teaching and learning, and outcomes
(UNESCO 2004: 35). Attempts have also been made to outline the range of competencies
and capabilities which people need in the contemporary world, including:

10



More intriguing information

1. Should informal sector be subsidised?
2. The name is absent
3. Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach
4. Standards behaviours face to innovation of the entrepreneurships of Beira Interior
5. DISCUSSION: ASSESSING STRUCTURAL CHANGE IN THE DEMAND FOR FOOD COMMODITIES
6. Strengthening civil society from the outside? Donor driven consultation and participation processes in Poverty Reduction Strategies (PRSP): the Bolivian case
7. Artificial neural networks as models of stimulus control*
8. Trade and Empire, 1700-1870
9. Weather Forecasting for Weather Derivatives
10. A Unified Model For Developmental Robotics