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Consultations
As the UK university and college sustainability representative, the EAUC is committed to playing an active role in shaping the policies and legislation which effects our members. Our role is to ensure our members needs are met and their voice is heard.
The EAUC expects to take a full role in consultations which directly effect universities and colleges in the UK. Where resources allow we also respond to wider environmental consultations. We do this through extensive dialogue with our members in the sector.
Listed below are some of our more recent consultation contributions.
Meeting the low carbon skills challenge: DECC Consultation
EAUC and NUS have submitted a joint response to this recent consultation. Thank you to the members who contributed.
We believe the emerging low carbon skills strategy needs to reflect the broad spectrum of students who will need to acquire understanding, values, knowledge and low carbon skills in preparation for a low carbon economy. We understand the need to focus heavily on STEM (Science, Technology, Engineering and Mechanics), but would request that wider implications are also encompassed in this strategy, ensuring we create a broad approach which reflects the range of subjects and industries that will ultimately be affected by climate change. We must after all remember the importance of shifting thinking and behaviours as well as developing technological solutions to the changing environment.
The EAUC expects to take a full role in consultations which directly effect universities and colleges in the UK. Where resources allow we also respond to wider environmental consultations. We do this through extensive dialogue with our members in the sector.
Listed below are some of our more recent consultation contributions.
Meeting the low carbon skills challenge: DECC Consultation
EAUC and NUS have submitted a joint response to this recent consultation. Thank you to the members who contributed.
We believe the emerging low carbon skills strategy needs to reflect the broad spectrum of students who will need to acquire understanding, values, knowledge and low carbon skills in preparation for a low carbon economy. We understand the need to focus heavily on STEM (Science, Technology, Engineering and Mechanics), but would request that wider implications are also encompassed in this strategy, ensuring we create a broad approach which reflects the range of subjects and industries that will ultimately be affected by climate change. We must after all remember the importance of shifting thinking and behaviours as well as developing technological solutions to the changing environment.
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