In a recent survey, 64% of youths said they’ve experienced bushfires, heatwaves and drought in the past three years. But 88% believe they’re not taught to protect themselves and their communities.
The fact that teachers in Uganda’s rural schools weren’t trained in the local language means they can’t teach children in their mother tongue and this leads to poor literacy acquisition.
Despite calls for climate change to be part of our education, Australia has not designed, implemented nor funded a coherent, educational approach to our climate emergency.
National programs have not yielded improved achievement rates in schools. We need to empower local people to take responsibility and collaborate to develop programs.
To grasp how extraordinary evils are often committed by ordinary people, we need to consider how we define evil, and most importantly, whom we consider to be the agents of evil.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
Campus and Secondary Principal at the International School of Geneva's La Grande Boissière, Research Associate at the University of Geneva's department of Education and Psychology, Université de Genève, Université de Genève