We need to understand what prevents basic reading skills from being acquired in grade 1 and 2 classrooms. A systemic programme to improve what teachers are taught at university is needed. In classrooms, diagnostic assessment of early grade reading skills can also help to detect where children are falling behind.

These included a government decision to suspend efforts to halve the use of pesticides by the end of this decade, the Daily Telegraph reported

We are in a time between worlds

we need to build this this again this bridge and it's obviously not going to be written in the 00:50:41 same style or standard as your kind of deep academic papers if you think this is uh U unnecessary or irrelevant then you end up with is a scientific 00:50:56 Community which talks only to itself in language that nobody else understands and you live the general Republic uh uh prey to a lot of very 00:51:09 unscientific conspiracy theories and mythologies and theories about the world

we're all deeply embedded in these problems

as I fight the system in which I live and think of all the people out marching for black lives matter and good on them for doing it but am i ignoring the system that lives 01:03:54 in me that is am i pretending that that system is out there and is evil and I'm pure or am i recognizing even as I proclaimed that black lives matter and 01:04:07 the system must change that I and those who march with me are part of that system and participate in it far more than we are there acknowledge

Interpersonal competence is the ability to motivate, enable, and facilitate collaborative and participatory sustainability research and problem solving.

Strategic competence is the ability to collectively design and implement interventions, transitions, and transformative governance strategies toward sustainability.

Normative competence is the ability to collectively map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets.

Anticipatory competence is the ability to collectively analyze, evaluate, and craft rich “pictures” of the future related to sustainability issues and sustainability problem-solving frameworks.

Systems-thinking competence is the ability to collectively analyze complex systems across different domains (society, environment, economy, etc.) and across different scales (local to global), thereby considering cascading effects, inertia, feedback loops and other systemic features related to sustainability issues and sustainability problem-solving frameworks.

definition of competence as a functionally linked complex of knowledge, skills, and attitudes that enable successful task performance and problem solving

Tackle wicked problems using a systems-thinking approach that considers the political roles, interests, and perspectives of stakeholders. 2. Collaborate effectively with stakeholders and team members with diverse backgrounds, life experiences, and ways of knowing. 3. Communicate scientific research and ideas to diverse audiences and through different modalities. 4. Meet ethical, collegial, and professional expectations and standards in collaborative research and other professional endeavors. 5. Articulate a sense of purpose and develop competencies, skills, and habits that prepare them for life-long learning about and engaging with wicked problems.

rather than an integrated sector, these groups are rather organizedaround a set of semi-permeable cells—each of which is more or less self-referring with limited (butnot non-existent) communication with other cells

Leaving aside those far-right doubts about the existence of a climateproblem, any government that wanted to cut carbon emissions substantiallycould not avoid implementing much tougher emissions regulations andhigher business taxes. But any government that did so in advance of othergovernments would only force its corporations to move production andthousands of jobs elsewhere.

a safe climate and a healthy biosphere require profound changes to direct drivers, such as phasing out fossil fuels or halting deforestation. However, direct drivers resist intervention because they underpin our current economies and governance institutions (Ehrlich & Pringle, 2008). Thus, interventions often spark considerable opposition from vested interests who benefit from the status quo, including its prevalent externalization of costs.

Wicked problems of sustainability, such as poverty, hunger, and climate change, are common throughout society (United Nations Assembly, 2015)

In the world of planning and wicked problems no such immunity is tolerated. Here the aim is not to find the truth, but to improve some characteristics of the world where people live. Planners are liable for the consequences of the actions they generate; the effects can matter a great deal to those people that are touched by those actions.

In dealing with wicked problems, the modes of reasoning used in the argument are much richer than those permissible in the scientific discourse. Because of the essential uniqueness of the problem (see Proposition 7) and lacking opportunity for rigorous experimentation (see Proposition 5), it is not possible to put H to a crucial test.

Here lies a difficulty with incrementalism, as well. This doctrine advertises a policy of small steps, in the hope of contributing systematically to overall improvement. If, however, the problem is attacked on too low a level (an increment), then success of resolution may result in making things worse, because it may become more difficult to deal with the higher problems. Marginal improvement does not guarantee overall improvement.

Of course, for any two problems at least one distinguishing property can be found (just as any number of properties can be found which they share in common), and each of them is therefore unique in a trivial sense. But by "'essentially unique" we mean that, despite long lists of similarities between a current problem and a previous one, there always might be an additional distinguishing property that is of overriding importance. Part of the art of dealing with wicked problems is the art of not knowing too early which type of solution to apply.

In such fields of ill-defined problems and hence ill-definable solutions, the set of feasible plans of action relies on realistic judgment, the capability to appraise "exotic" ideas and on the amount of trust and credibility between planner and clientele that wilt lead to the conclusion, "OK let's try that."

Whenever actions are effectively irreversible and whenever the half-lives of the consequences are long, every trial counts. And every attempt to reverse a decision or to correct for the undesired consequences poses another set of wicked problems, which are in turn subject to the same dilemmas.

With wicked problems, on the other hand, any solution, after being implemented, will generate waves of consequences over an extended--virtually an unbounded-- period of time.

The planner terminates work on a wicked problem, not for reasons inherent in the "logic" of the problem. He stops for considerations that are external to the problem: he runs out of time, or money, or patience.

For wicked planning problems, there are no true or false answers. Normally, many parties are equally equipped, interested, and/or entitled to judge the solutions, although none has the power to set formal decision rules to determine correctness. Their judgments are likely to differ widely to accord with their group or personal interests, their special value-sets, and their ideological predilections. Their assess- ments of proposed solutions are expressed as "good" or "bad" or, more likely, as "better or worse" or "satisfying" or "good enough."

The information needed to understand the problem depends upon one's idea for solving it. That is to say: in order to describe a wicked-problem in sufficient detail, one has to develop an exhaustive inventory of all conceivable solutions ahead of time. The reason is that every question asking for additional information depends upon the understanding of the problem--and its resolution--at that time. Problem understanding and problem resolution are con- comitant to each other. Therefore, in order to anticipate all questions (in order to anticipate all information required for resolution ahead of time), knowledge of all conceivable solutions is required.

The formulation of a wicked problem is the problem! The process of formulating the problem and of conceiving a solution (or re-solution) are identical, since every specification of the problem is a specification of the direction in which a treatment is considered.

By now we are all beginning to realize that one of the most intractable problems is that of defining problems (of knowing what distinguishes an observed condition from a desired condition) and of locating problems (finding where in the complex causal networks the trouble really lies). In turn, and equally intractable, is the problem of identifying the actions that might effectively narrow the gap between what-is and what-ought-to-be.

Pero la pregunta de la relación entre el diseño y la creación de órdenes sociales profundamente desiguales, insensibles y destructivos parece seguir siendo el ‘problema perverso’ del diseño.

For the task is not one of calculating the effi-ciency of different possible means toward an already determined end. It often involves,rather, deliberation about the end itself – about what would count as a satisfactory,or at least not entirely unacceptable, outcome to a particular “case.” And it may onlybe by action – and not, in the end, by any purely analytic process – that thisdeliberation can really be followed through.