The recent United Nations global summit in South Africa highlighted the importance of education in matters of economic and environmental sustainability. However, education about the environment is somewhat 'constrained' compared with more holistic notions such as education for sustainability (EfS). The literature suggests that EfS has considerable scope for developing students' views of sustainability in a global context with the concept seen as best delivered via an action-oriented, integrated-curriculum approach. Such an approach faces many barriers including teachers' views about EfS and its implementation. This study reports on an inquiry into some NSW primary and secondary teachers' views of EfS. Few of the participants were familiar with the concept of EfS in a formal sense, but they reported that they were already incorporating aspects of EfS into their teaching, suggesting broad agreement with the characteristics required for effective EFS presented in the literature. The teachers seem well aware of the socially-situated nature of EfS and its connection to issues of social justice. Examination of school curriculum in New South Wales suggests that it provides scope for delivering EfS, and if the new environmental education policy for schools is implemented effectively, it may help raise the profile of EfS.

Although there is no explicit requirement within the National Curriculum for England to teach about nuclear fission and chain-reactions, at least one board, the Northern Examinations and Assessment Board, does include this topic in its Science Double Award syllabus for 2001 and 2002: Nuclear reactors use a process called nuclear fission. When an atom with a very large nucleus is bombarded with neutrons: the nucleus splits into two small nuclei; further neutrons are released which cause further nuclear fission resulting in a chainreaction; the new atoms which are formed are themselves radioactive. (NEAB, 2001: 76).

Education for Sustainability is a relatively new educational concept which is receiving increasing attention. This article examines how this concept has evolved from traditional environmental education and looks at some of the important principles that underpin it. It goes on to discuss some of the potential impediments to its effective implementation within our present educational structures, before examining how a reorientation of these structures might be achieved in order to make Education for Sustainability more effective and viable.

The pragmatist model of experiential learning in the form of work placements in industry provides opportunities for tertiary institutions to produce well-rounded graduates, possessing knowledge of workplace culture and values along with technical competencies. Work-based learning programmes provide graduates and leaders of tomorrow for a variety of business in the manufacturing sectors; such graduates are reported to rapidly advance in companies, and assume middle and senior management roles. Here, the authors propose that such employees need to develop an understanding of sustainability and suggest that work-based learning could act as a vehicle for delivering education for sustainability (EfS). This article begins with a description of the principles that underpin concepts for sustainability and EfS, and examines three models as to how work-based learning programmes could act as a vehicle for delivering EfS.

The South Pacific Action Committee for Human Ecology and the Environment (SPACHEE) is a regional environmental Non Government Organisation (NGO) based in Fiji but serving twelve small island nations in the South Pacific region, and involved in both formal and non-formal environmental education. At present its membership base is very limited numerically, regionally and also in terms of its socio-economic make up. This article analyses SPACHEE's current membership and issues base and makes a number of recommendations as to how the organisation might broaden these. Some suggestions are also made as to how SPACHEE might link its work more explicitly to issues of equality and social justice. These suggestions may have implications for other environmental NGOs in larger developing countries in the region which face similar environmental issues, such as loss of rainforest, degradation of coral reefs and mangrove destruction.

The 'Citizenship Education: the Global Dimension' teaching resource (www.citizenshipglobal. org.uk), has been produced to support the delivery of the new Citizenship National Curriculum in England and Wales due in September 2002. However, this resource, which addresses, among other things, the topical but controversial issue of economic globalisation, could complement many other areas of the secondary curriculum. An analysis of the resource indicated that it dealt effectively with the interaction between local and global issues in a way that was relevant and likely to stimulate the interest of secondary-level students. Although this resource has been developed in the United Kingdom, it could be of considerable benefit to teachers in other parts of the world, as globalisation is now extremely pervasive.

As the driest continent on Earth, Australia is facing many issues of sustainability, many of them related to water resources. These were highlighted in 'Australia: State of the Environment' (1996), the first ever independent and comprehensive report on the state of Australia's environment, prepared for the Australian Federal Government by the State of the Environment Advisory Council. The report highlighted a number of serious concerns that needed to be tackled with determination if Australia was to achieve the goal of ecologically sustainable development. Some of the issues identified in the report were: 1. enhanced greenhouse effect 2. consumerism 3. social justice and equity issues 4. the loss of bio-diversity and the continued destruction of habitat 5. the depletion of river systems and ground-water aquifers 6. high rates of land clearance and vegetation loss 7. poor quality of soils 8. land degradation, loss of remnant vegetation and air pollution in cities 9. substantial adverse impacts on water quality in the areas of stormwater, sewage and other forms of waste disposal 10. invasive plants and animals posing a serious and increasing threat to native ecosystems in rural, urban and marine environments 11. rising salinity 12. waste management 13. population.

Almost all senior secondary level biology courses cover the topic of genetics. This is often introduced through a study of the cell nucleus and specifically genetic material contained in the nucleus. Chromosomes contain the DNA, the genetic code by which cells are able to make the many proteins. DNA does not contain the information for the production of any molecules except proteins. The easiest way to examine chromosomes is to look at cells during mitosis because during this time the chromosomes contract from their usual very long thin form to a shorter fatter shape suitable for the mechanical processes of nuclear division. Two microscopic laboratory techniques often used to observe the structure of chromosomes are: (i) examination of a squash of an onion root tip, since the meristem just behind the tip of roots is an area of cell division where growth takes place (ii) examination of the salivary glands of some fruitfly larvae, where chromosomes may be easily seen during interphase. These, so called, polytene chromosome copies are arranged side by side in bundles. Why this occurs is not known, but they are a very useful preparation for examination.

This article examines the role of science in environmental reporting in a number of British newspapers. The findings indicated that in reporting about global warming and climate change, the views of scientists were used to give legitimacy to the content of articles. However, in both the tabloids and broadsheets, there was little evidence provided, in the form of data, to substantiate the claims being made. Furthermore, uncertainties about global warming were not explored effectively. Newspaper reports tended to focus on the potential consequences of global warming, but made little attempt to address the suspected causes that would inevitably involve criticism of highly consumptive lifestyles in the west.

This article is intended to introduce educators in the Pacific region to the concept of 'Education for Sustainability' (EfS). This is a relatively new educational concept which has evolved from Environmental and Development Education. The article looks at the need for sustainability with particular reference to the Pacific and goes on to discuss some of the key components of EfS before looking at the suitability of EfS for Pacific Island schools.