Environmental Indicators: Better Coordination Is Needed to Develop Environmental Indicator Sets That Inform Decisions

Although the environment of North America is not dissected by political borders, Canada and the United States often measure environmental conditions and report on them using different indicators. This report examines the environmental indicators used by both nations, and based on analysis of current research into common methodologies used in national, regional and global environmental reporting, it goes on to draw lessons for the development of bilateral indicators to cover the North American region.

Emphasizes Resilient Policies, Rather Than Rigid PhilosophyEconomic and environmental consequences of natural and man-made disasters have grown exponentially during the past few decades. Whether from hurricanes, chemical spills, terrorist incidents, or other catastrophes, the negative impacts can often be felt on a global scale. Natural Hazards Ana

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.