Memorandum submitted by the Institute
of Ecology and Environmental Management (IEEM) and the British
Ecological Society (BES)
1. INTRODUCTION
1.1 The Institute of Ecology and Environmental
Management (IEEM) and the British Ecological Society (BES) welcome
the opportunity to contribute to the House of Commons Environmental
Audit Committee Inquiry into Green Jobs and Skills and to submit
evidence.
1.2 IEEM is the Institute supporting professionals
in the fields of ecology and environmental management. The Institute
was established in 1991 and currently has some 4,000 members
drawn from local authorities, government agencies, industry, environmental
consultancy, teaching/research, and voluntary environmental organisations.
1.3 The British Ecological Society is the
UK's learned society for ecology. Established in 1913 and
with over 4,000 members worldwide, our mission is to "Advance
ecology and make it count". The BES Policy Team works to
ensure that policy-making is based on sound scientific evidence.
1.4 IEEM and the BES held workshops in
2003, 04 and 07 to examine skills gaps in ecology (unpub.
and summaries in In Practice magazine[12]).
SUMMARY
— The threats to the environment represent
not only a challenge but an opportunity.
— Sectors for new green jobs include not
only traditional economic areas but also landscape, wildlife and
biodiversity management as well as niche areas such as marine
science. These are areas which form part of sustainable services
requiring a range of ecological professionals.
— A new initiative setting up a "Green
workforce" as part of a New Deal should be launched to ensure
that both existing and new jobs contribute to bringing about environmental
outcomes.
— Evidence from some ecological sectors,
workshop contributions, as well as anecdotal information, suggests
that there is a skills gap relating to the provision of qualified
ecologists and environmental managers for a wide range of posts
across the sector.
— This is being felt by government agencies
including statutory nature conservation bodies and regulators
as well as in other key areas of the sector such as wildlife conservation
charities. The skills gap compromises the ability of the UK to
respond sufficiently to policy drivers—such as the Convention
on Biological Diversity and the Marine Bill currently passing
through parliament.[13]
— Further work needs to be done to establish
the extent of the problem and to make sure that people with the
correct skills are coming into the profession and in sufficient
numbers to fill job vacancies.
— There is a need to better co-ordinate
education and training with employment to ensure that the skills
needs of employers are met.
RECOMMENDATIONS
— There needs to be wider ecological literacy
and ecologists need to be able to communicate and co-operate with
those working in a variety of sectors.
— Ecology and Environment need to be fundamental
to the environmental education curricula in order to create an
environmentally-literate citizenship. They need to be included
within the English National Curriculum as they have been in Wales,
while discussions are still taking place in Scotland.
— Ecology and Environmental science are
not classroom-based subjects and cannot be appreciated without
experience in the field. Fieldwork should be a mandatory part
of the Ecology/Biology/Environmental Science curricula just as
it is for Geography.
— Employers are reporting that job vacancies
in the environmental sector are proving hard to fill as applicants
lack the appropriate skills, including ecological skills. There
needs to be better coordination between educational courses, training
and skills requirements.
— The environmental sector would benefit
from either one Sector Skills Council dedicated to it or a lead
Council which coordinates and services the sector.
— The ecology and environmental sector
would benefit from the development of a range of information using
different media to enable the careers services to promote the
wide range of jobs available.
— There needs to be a New Green Deal in
which a green workforce is nurtured and trained to ensure the
best environmental outcomes for the UK.
— Statistics on the sector have proved
inadequate for capturing employment and educational pictures.
The sector should identify what is lacking and coordinate a case
for improving the situation.
— Coordination needs to be strengthened
to enable the sector to function effectively and to play a key
role in providing leadership with regard to implementing new approaches
to education, training and employment.
MAIN SUBMISSION
2. CONTEXT
Definition:
Green jobs have been defined as
"those that contribute appreciably to
maintaining or restoring environmental quality and avoiding future
damage to the Earth's ecosystems". [14]
2.1 The Millennium Ecosystem Assessment
(MA)[15]
examined the consequences of ecosystem change for human well-being
and the scientific basis for the actions needed to enhance the
conservation and sustainable use of natural resources. It showed
that "human actions are depleting Earth's natural capital,
putting such strain on the environment that the ability of the
planet's ecosystems to sustain future generations can no longer
be taken for granted. At the same time, the assessment shows that
with appropriate actions it would be possible to reverse the degradation
of many ecosystem services over the next 50 years, but the
changes in policy and practice required are substantial and not
currently underway." This is why the understanding of
ecology and environmental management are crucially important.
This is further aluded to in a number of reports, including on
climate change,[16]
and a further exploring the links between the environment, the
economy and jobs.[17]
2.2 Evidence given to the EAC by the Environmental
Industries Commission[18]
valued the industry at some £10 billion, employing over
800,000 people. It dwelled on the environmental technology
and services industry, the carbon management and renewable energy
industry but just as in a 2005 DTI report,[19]
the figures excluded internal corporate environmental teams, Ecology,
NGOs, charities and public sector organisations.
2.3 The environmental sector was judged,
before the economic crisis, to be comparable in size to the UK
pharmaceutical and aerospace sectors and was projected to grow
by 42% by 2010, at a time when much of UK manufacturing is moving
offshore.[20]
2.4 Against the backdrop of increasing requirements
for these kinds of skills it is concerning that across the marine,
freshwater and terrestrial ecology sectors, employers are reporting
that recruitment of ecologists (both specialists and generalists)
with the relevant skills is problematic (workshop input, 2007,
IEEM unpub).
2.5 A report[21]
from Royal Haskoning stated: "As pressure mounts for British
businesses to implement 'green' strategies and services, the worry
remains whether our current and future domestic skills market
can service these demands."
"We need to encourage the take up of
science and engineering degrees and create an environment that
fosters home-grown talent in order to ensure Britain benefits,
and not suffers from, the forthcoming 'green collar' boom."
2.6 At IEEM and BES we consider understanding
the earth, its processes and the species which inhabit it and
the relationships between them to be the fundamental green
skills. This embraces:
— Environmental management meaning ecological
management of the natural environment.
2.7 Recruitment and retention of skilled
lecturers, teachers and Field Studies tutors is fundamental to
teaching and training new groups of students adequately. Without
basic training in ecology, at primary and secondary levels, we
cannot create the workforce necessary for the UK to remain competitive
in relation to "green collar" jobs. Similarly, without
adequate support and training for ecologists through post-16 education
and beyond, we will not meet the skills needs.
2.8 The Science Council reports on its website
that the UK needs some 400,000 more science and technology
qualified individuals in the workforce by 2020 if it is to
compete globally.[22]
The publication of the Eurobarometer survey underlines the importance
of how scientists can help tackle major global issues such as
environmental problems.[23]
2.9 A number of current initiatives concerning
Ecological and Environmental skills are summarised in Appendix
1.
3. EDUCATION
3.1 It is vital that Ecology and Environmental
Science are embedded in curricula across the age ranges.[24]
We need to:
— Train the next generation of naturalists
and thus ensure that environmental processes are understood and
their healthy functioning maintained.
— Ensure that fieldwork is a mandatory
part of courses as outdoor education provides a fundamental part
of learning and enjoying ecology and provides a rounded understanding
of the environment and aids specific identification skills.
— Ensure that the UK has an environmentally
literate population.
— Recognise the importance of retaining
taxonomic expertise but also in passing on such skills.
3.2 Primary and Secondary Education—Ecology
and Environment need to be fundamental to the education curricula
in order to create a workforce equipped to take advantage of any
"green collar" job opportunities, and to create an environmentally-literate
citizenship. They should be integral to the English National Curriculum,
which they currently are not, with ecology only featuring as a
minor unit within the A-level Biology syllabus. Ecology is
included in the Welsh National Curriculum and is still under discussion
in Scotland.
3.3 Ecology and environmental science are
not class-based subjects and cannot be appreciated without experience
in the field. It is encouraging that the Welsh Assembly Government
recognises the importance of fieldwork, recommending that 20%
of education should be outdoors. We recommend that fieldwork should
be a mandatory part of the Ecology/Biology/Environmental Science
curricula just as it is for Geography. A 2003 report by the
BES and Field Studies Council is arguing for the need to properly
embed fieldwork in Ecology/Biology courses.[25]
3.4 Tertiary Education—In 2008, 38 undergraduate
single ecology degrees and 43 postgraduate qualifications
in ecology were offered (UCAS database). Colleges have found it
harder to provide fieldwork given increasing numbers of students
on courses and the decline in the knowledge base as people who
could teach fieldwork retire (Pers comm. Prof. Nigel Bell, Imperial
College).
3.5 The number of courses producing graduates
and post-graduates with the specific skills needed has declined[26],.[27]
We are likely to need more terrestrial ecologists and air quality
skills in future (see Section 6).
3.6 At a Natural England Education and Learning
consultation workshop (Key, 2008[28])
concern was expressed about the decline in "whole organism"
biology, taxonomy and the natural history element of ecology and
animal behaviour.
3.7 Many universities find it difficult
to address these shortfalls as many of their own staff with these
skills have now retired, and the subject area does not attract
significant research funding to warrant their replacement.
4. SKILLS/CONTINUING
PROFESSIONAL DEVELOPMENT
(CPD)
4.1 Reform to early education needs to be
accompanied by reform in relation to top-up training and employment.
4.2 Like architects or doctors, academic
ecological/environmental science courses do not produce professional
ecologists on their own. Other topics/skills need covering in
different ways including work experience, training course, mentoring
or secondments.
4.3 Participants at a 2007 BES workshop
raised concerns about the reliance of the sector on voluntary
experience as a means of gaining practical experience and the
lack of advice at undergraduate level on the need to gain this
experience with clear progression into paid employment (unpub.
workshop reports). The consequence is that students become disenchanted
and give up on this sector.
4.4 Ecology and Environmental work is spread
amongst nine of the 25 Skills Councils. The result is that
the associated work areas do not have a profile within
traditional work areas and associated skills. While some of this
is changing—eg a LANTRA land based Diploma and the
Science Diploma for 14-19 year olds are being developed—the
disparate nature of the sector contributes to a lack of impact.
4.5 The careers services need to be better
supported with information about environmental/ecological careers.
The IEEM/BES booklet Rooting for a Career[29]
is a good initiative but needs promoting more widely. Career progression
is generally poorly developed within the sector.
5. EMPLOYMENT
5.1 The Welsh Assembly Government has undertaken
a consultation on Green Jobs for Wales[30]
which is clear and brings coherence to a disparate area. It summarises
the evidence underpinning the approach and examines environmental
change, business opportunities and the policy context at home
and abroad.
5.2 All work areas and development projects
need to take the environment into account which means ensuring
that ecological understanding is widespread among a whole range
of jobs.
5.3 CEDEFOP, the European Centre for the
Development of Vocational Training, is currently investigating
methods for enabling future projections of employment to be made
and ran a workshop on Green skills in October 2008. The outcomes
of the workshop will shortly be made available.[31]
5.4 The EURoccupations project[32]
held its final meeting in April 2009 having worked on devising
a database for work across Europe. Of the 1,500 occupations
selected for the extended database of frequently occurring occupations,
only three related to "green jobs": those of environmental
scientist; climatologist; and environmental pollution technician.
6. SPECIFIC SKILLS
GAPS
6.1 LANTRA, the environmental land management
Skills Council, has undertaken work in the area of environmental
skills[33]
(see Appendix 2) and a report pointed to the need to improve the
UK skills base.[34]
6.2 Evidence demonstrates that there are
skills gaps in:
Until the late 1970s the UK was considered to
be at the forefront of research in freshwater ecology and limnology.
Those with expertise are now in restricted supply when there is
a need to implement the EU Water Framework Directive. It is also
difficult to recruit those with fisheries skills.
The UK is an island and the seas support a wide
range of habitats and species. The sea also contributes to feedback
mechanisms influencing the climate. Problems include increasing
acidification, overexploitation of fisheries and a loss of biodiversity.
Human society is greatly reliant on energy. The
current drive towards another phase of nuclear power in the UK
brings with it issues concerned with a lack of suitably skilled
staff, and
There is a need to understand the movement of
radionuclides through the environment. Today there are still 369 affected
farms and 190,000 sheep under movement restrictions following
fallout from the Chernobyl accident in 1986.[39]
Research evidence pointed to the fallout being adsorbed by the
soils but failed to take account of the unique behaviour of acidic
and lowland soils. The radionuclides fell onto acid soils and
were taken up by the livestock. Thus understanding environmental
modelling of radionuclide transfer and the risks from internally
deposited radionuclides (eg HPA struggling to deal with Litvinenko
incident) need skilled radioecologists.
"Without taxonomy to give shape to the
bricks, and systematics to tell us how to put them together, the
house of biological science is a meaningless jumble".
Robert May, 1990
Former Government Chief Scientist.
6.3 There have been three reports on Systematics
and Taxonomy following inquiries by the House of Lords Science
and Technology Committee over the last 17 years. The House
has been concerned that, without adequate recognition by government
and the wider scientific community of the need for improving taxonomy,
the national ability to deliver commitments to conserve biodiversity
will be seriously hampered. They most recent report recommended
developing a web-based taxonomy, funding from the National Environment
Research Council and nominated DIUS to be the lead department
for systematic biology.[40]
6.4 Taxa—there are seven Botany courses
on offer at British Universities but no mycology courses and no
dedicated Botany Departments (BSBI Evidence to the House of Lords
committee on taxonomy, 2008[41]).
This matters because all life depends on plants and fungi. A loss
of skills and knowledge in this area would be detrimental to understanding
how the earth functions, how to manage changes which are taking
place or future impacts. European research led to the development
of a web-based service.[42]
6.5 Regional skills gaps: A lot of work
has been undertaken by regional bodies on skills gaps, but again
those concentrating on green skills have been limited by a lack
of information. An early analysis showed close links in the south
west regions between economic development and a healthy environment[43],.[44]
7. FUTURE SKILLS
NEEDS
7.1 The key need is for scientific evidence
to underpin future policies and responses to changing situations;
it is fundamental that we continue to train ecologists at university/college
and provide additional skills through CPD as ecologists' careers
develop. This entails maintaining a high quality teaching profession.
Evidence-based policy-making demands specialist skills, which
can take at least ten years to acquire,[45]
as well as generalists who can understand and translate the research
findings governing progress and development of understanding.
Knowledge and data will need to be upgraded to keep pace with
new demands and the use of emerging technologies.
7.2 Increasingly people have come to recognise
and value the importance of the natural environment. Current developments
include the Ecosystem Services[46]
approach being taken forward by Defra, Natural England and others.
The European Commission and the German Federal Ministry for the
Environment plus partners, have jointly initiated preparatory
work for a global study, The Economics of Ecosystems and Biodiversity[47]
Report (TEEB). This will make demands on ecologists not only to
provide the necessary associated evidence but also to learn new
skills to apply to changing perspectives.[48]
"The TEEB interim report shows that if
we do not adopt the right policies, the current decline in biodiversity
and the related loss of ecosystem services will continue and in
some cases even accelerate. Some ecosystems are likely to be damaged
beyond repair. Current trends in the loss of ecosystem services
on land and in the oceans demonstrate the severe dangers that
biodiversity loss poses to human health and welfare."
7.3 Interdisciplinary approaches are much
heralded as providing important insights by creating teams drawing
on a range of skills including social and natural science. This
is exciting and productive but requires a flexible approach to
developing new skills and understanding different subject matter.
7.4 A key need[49]
is to substantially strengthen the knowledge base for conservation
and sustainable use of biodiversity, in the EU and globally. This
implies the development of an information system to support the
biodiversity policy cycle in the EU. Environmental monitoring
and assessment plays a vital role in ensuring that what we imagine
is happening in the environment is what we predicted.
7.5 Some of the evidence presented in this
report highlights skills which are important but which are in
decline. The decline in traditional taxonomy skills, means that,
for example, more people may now know the genome of a plant than
can recognise it in the field. Taxonomic skills need re-vitalising
and whole organism biology should be maintained and supported.
7.6 The UK Foresight Committee has commissioned
a report[50]
"Land Use Futures", reviewing likely policy and
legal commitments affecting UK land use over the next 50 years
including future skills projections.
8. DATA
8.1 While the increase in environmental
protection legislation and policy is to be welcomed there has
not been an attempt to quantify the associated staffing
numbers or skills required, unlike that which takes place in the
National Health Service for example.
8.2 There is a dearth of reliable statistics
available in the field of ecology and environmental management
and international and national reports refer to this.[51]
Gathering information for this review has shown that the sector
is both data and information poor. Data gathering needs to be
better planned and formalised throughout both the educational
system and employment cycle. The sector should identify what is
lacking and coordinate a case for improving the situation.
8.3 Tertiary education—Within HESA
data, Ecology is hidden within Environmental Science, therefore
HESA statistics concerning Ecology have to be bought. Changes
over 2007-08 mean that Environmental Science subjects now
appear under different Joint Academic Coding System (JACS) codes,
which makes tracking the statistics for Environmental Sciences
courses and longitudinal studies—and the number of students—more
difficult to collate (CHES, 2008).
8.4 Employment—Defining the Environmental
Sector is hampered by the fact that neither the Standard Industrial
Classification (SIC) nor the Standard Occupational Classification
(SOC) cover the environmental industries or occupations. The SIC
2007 rectifies this problem to some extent but the data collected
will not be available for a few years. Accordingly, official statistics
relating to employment reveal little about the number of people
employed in the sector, the type of jobs in which they are engaged,
or the qualifications they possess.
8.5 LANTRA has found it difficult to assemble
evidence across a disparate sector but has undertaken a range
of research and is currently working on a skills needs assessment.
8.6 When people are looking for employment
through Job Centres there is no reference to a group of jobs under
a sub-title such as "Ecology" or "Environmental
Scientist".
8.7 Teaching—Government statistics
do not capture the problems faced by schools and colleges[52]
in maintaining a strong science and maths teaching workforce.
There are inadequacies in data relating to recruitment, retention
and attrition of science and maths teachers.[53]
9. CONCLUSION
9.1 Joined-up thinking and action is needed,
which is lacking at present. The 2008 CSIRO report[54]
on Green jobs concluded:
"Substantial action will be required
to ensure that the skills, education and training required are
available and ready to contribute."
This would mean integrating activities among
a disparate sector to include government departments and advisors,
education institutions and employers. Such an effort would need
to be supported by the ability to more closely link education
and training, employment and skills and the environmental footprints
these generate. In turn, the scientific community would need to
continue to provide analysis and evidence to improve the understanding
of the issues as well as the requisite data. The end result could
be:
— improved health of both people and the
planet;
— economic benefits; and a
— reduction in environmental impacts.
This is a large challenge which requires commensurate
commitment by government and all those involved in the sector
to bring it to fruition.
June 2009
APPENDIX 1
UK SECTOR-WIDE INITIATIVES
In addition to the IEEM Ecological Skills Gap
project, a number of groups are working on relevant projects and
will need to feed in to this consultation:
EDUCATION
— ERFF environmental skills (post graduate).
Identification of the skills needs and training priorities in
the Environmental Science sector for the next 10 years project
outline 2008 and series of reports.
— HEFCE Sustainable Development in Higher
Education encouraging the uptake of sustainable courses and
procedures.
— Joint BIOSCIENCES FEDERATION—BBSRC
CONSULTATION to identify niche areas of expertise in danger of
being lost from the bioscience research community. Results to
be used to enable prioritisation of support by the BBSRC for areas
which have a vital impact on the UK's ability to carry out world-class
bioscience research.
— CHES (tertiary education and undergraduates)
Mapping the Environmental Science Landscape, An investigation
into the state of the ES subject in Higher Education, Jennifer
Blumhof and Phil Holmes, CHES and GEES.
— British Ecological Society: Starting
from Scratch—Ecological Education 0-19 years.
DIPLOMAS AND
SKILLS
— LANTRA environmental industries skills—skills
needs assessment (covers 17 land-based work areas) but NB:
only nine of the 25 Skills Councils cover areas relevant
to the environment and thus provide a disparate coverage.
EMPLOYMENT
— Sustainable Development Commission—is
working on embedding sustainable development within government
departments.
COUNTRY INITIATIVES
— NATUR in Wales is planning to research
skills gaps, including addressing potential future gaps.
— A review paper is being written by Dr
Janet Dywer[55]
for the Government's foresight exercise on "Land Use Futures",
reviewing likely policy and legal commitments affecting UK land
use over the next 50 years. Reporting in autumn 2009.
APPENDIX 2
SKILLS GAPS
Skills shortages—recruitment difficulties
due to an excess of demand over supply of required skills in the
external labour market
Skills gaps—a divergence between a firm's
current skill levels and those which are required to meet a firm's
business objectives
(Skills Foresight, March 2001, Lantra)
In preparation for the land-based Diploma, LANTRA
commissioned some research
| ENVIRONMENTAL CONSERVATION SKILLS PROFILE
|
Generic Skills
| Sector specific skills
|
Communication/presentation skills
Partnership working/influencing
IT
Staff or volunteer supervision
Report writing/analysis
Budget management./funding
Contract management
Working with volunteers
Business management
Income generation
Dealing with anti-social behaviour
Added
Good networking skills
Media
Promotion
| Land management
Development planning
Legislation including H&S
Project management
Communities/access
Impact assessment
Environmental Education
Applied countryside law
Field studies/identification
Practical habitat management
Inspirational interpretation
Site management planning
Traditional rural crafts
Added
Knowledge of International, Supra-national (EU), national, regional and local infrastructure
Decision making bodies
GIS and mapping
Knowledge of status of species and licensing where needed
Policy making
Influencing
|
| |
Barriers are considered to include:
— image of the profession;
— perception of long, anti-social hours, low pay; and
(Skills Deficiencies in Environmental Conservation
prepared for Lantra by Christie and Christie, Oct 2005)
12
In Practice, house journal of IEEM- The Skills Project,
letter by Chloe Delgery AIEEM (IP56, Jun07); Letter to the Editor-A
Response to "The Skills Project", Sue Bell CEnv MIEEM
(IP57, Sep07); Ecological Skills Gap Project, Jill Sutcliffe MIEEM
(IP62, Dec08). Back
13
The UK Marine Bill (2008) HM Government. Back
14
UNEP report, Green Jobs: Towards decent work in a sustainable,
low-carbon world, UNEP, ILO (2008). Back
15
Millennium Ecosystem Assessment (global) 2005, Island Press;
(local UK in press). Back
16
Stern N, The Economics of Climate Change, The Stern Review
(Cambridge and New York, Cambridge University Press 2006). Back
17
GHK, Links between the environment, economy and jobs (2007). Back
18
Environmental Industries Commission Memorandum, Pre-Budget
Report 2008: Green fiscal policy in a recession report 16 March
2009. Back
19
The full report, A Study of Emerging Markets in the Environmental
Industries Sector 2006 carried out by UK CEED, for DBERR
(former DTI) has not been published in hard copy. The report,
including detailed analysis of the EGS sub-sectors, can be found
at: www.dti.gov.uk/sectors/environmental/index.html and outlines
the environmental industries to include: Air Pollution Control;
Cleaner Technologies & Processes; Decommissioning/Decontamination
of Nuclear Sites; Environmental Consultancy; Environmental Monitoring,
Instrumentation and Analysis; Energy Management/Efficiency; Marine
Pollution Control; Noise and Vibration Control; Remediation and
Reclamation of Land; Renewable Energy; Waste Management, Recovery
and Recycling; Water Supply and Wastewater Treatment UK Government
guide to mapping the Environmental goods and Services Sector,
DTI and UK Forum for Environmental Industries (Dec 2006). Back
20
ENDS, Environmental Data Services Salary and Careers Survey,
2007, 2008. Back
21
A survey of 500 senior business people published today by
engineering and environment consultancy Royal Haskoning shows
that more than half think their need for green skills will increase
in the near future. … according to the survey Britain's
shift to a green economy is in full swing, with one in five business
owners saying they already employ someone with green skills or
a remit to look after the environmental impact of the business.
Research conducted by ICM research, Press release 12/09/08 www.royalhaskoning.co/Royal_Hasoning/Corporate/en-GB/news/green+coolar+skills.htm. Back
22
www.sciencecouncil.org. Back
23
http://www.gesis.org/en/services/data/survey-data/eurobarometer. Back
24
Ofsted, Schools and Sustainability: A climate for change (May
2008). Back
25
Teaching Biology Outside the Classroom: is it heading for extinction?
FSC and BES, 2003. Back
26
Royal Society, A higher degree of concern (Jan 2008); A
state of the nation report about UK's science and mathematics
workforce (2007; 2008). Back
27
HEFCE, Sustainable Development in Higher Education Consultation
2008; output 2009. Back
28
Natural England (2008), Whither the new naturalists? Education
workshops run by Dr Roger Key for Natural England, 2007. Back
29
http://www.britishecologicalsociety.org/career_paths/index.php. Back
30
Green Jobs for Wales, A consultation, WAG, November 2008. Back
31
CEDFOP. Skills in Europe 2020 Cedefop working paper No
1 (2008). Back
32
Pers comm. Margaret Birch University of Warwick. Back
33
LANTRA, Market Assessment for Environmental and Land-based Sector
(2003); Skills Foresight (2001); Needs based assessment draft
(2009). Back
34
Leitch Review of skills, Prosperity for all in the Global Economy:
World Class skills (Dec 2006). Back
35
A Review Of Freshwater Ecology In The UK Battarbee 2005. Back
36
EA workshop comment (IEEM and BES workshops summaries, unpub). Back
37
New Civil Engineer 21st Nov 2008. http://www.nce.co.uk/news/2008/11/nuclear_skills_gap_must_be_pluggedby_graduates_and_engineers_from_other_sectors_says_magnox_chief.html. Back
38
OECD/NEA, 2000, 2002, 2004, RP133, 2002. Back
39
13 May 2009, The Guardian article by Terry Macalister
and Helen Carter. Back
40
House of Lords Taxonomy inquiries, 1992; 2001-02; and 2008. 5th
report of session 2007-08, Systematics and Taxonomy: follow-up
report with evidence (HMSO, published 13/8/08). Back
41
Prof. Richard Gornall, President of the BSBI. Back
42
EDIT, Taxonomy in Europe in the 21st century. Back
43
RSPB et al (1998) the Economic Importance of the Natural Environment
Sector in SW England. Back
44
Environment Agency, English Nature Countryside Commission, Wessex
Water, Forestry Commission An Environmental Prospectus for
South West England (March 1999). Back
45
Pers comm Steve Knowles Environment Agency, April 6, 09. Back
46
Defra Valuing Ecosystem Services and the Natural Capital Initiative
DEFRA, Securing a healthy natural environment An Action Plan for
embedding an ecosystems approach-Summary and Report (Defra, 2007);
An introductory guide to valuing ecosystem services (Defra, 2007).
www.defra.gov.uk. Back
47
TEEB Report TEEB Report, The Economics of Ecosystems &
Biodiversity (TEEB) Pavan Sukdov, EU (2008). Back
48
"In a global study we will initiate the process of analysing
the global economic benefit of biological diversity, the costs
of the loss of biodiversity and the failure to take protective
measures versus the costs of effective conservation." Back
49
Communication on Halting the Loss of Biodiversity to 2010 and
Beyond (COM(2006)216 final). Back
50
Land Use Futures, reviewing likely policy and legal commitments
affecting UK land use over the next 50 years which will report
in Autumn 2009. Back
51
UNEP report 2008 p5; SW regional analysis, CHES, ERFF. Back
52
Royal Society, State of the Nation reports 2007 and
2008. Back
53
Kings College, Science education in Europe: Critical Reflections,
Jonathan Osborne and Justin Dillon (Jan 2008). Back
54
Growing the Green Collar Economy: Skills and labour challenges
in reducing our greenhouse emissions and national environmental
footprint, Report to the Dusseldorp Skills Forum, S Hatfield-Dodds,
G Turner, H Schandl, CSIRO Sustainable Ecosystems, (June 2008). Back
55
Countryside and Community Research Institute (CCRI), a
unique partnership between the University of the West of England,
Hartpury College, Royal Agricultural College and the Countryside
and Community Research Unit at the University of Gloucestershire. Back
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