Climate Changes- Challenge, But Also an Obligation for the Education

• Main Authors: Mirko Tripunoski, Aleksandar Nikolovski, Gjorgji Tonovski
• Format: Article
• Language: English
• Published: Editura Fundatiei Romania de Maine 2012-02-01
• Series: Journal of Economic Development, Environment and People
• Subjects: climate changes, climate zones, developed countries, environment, global consequences, higher education, institutions, pollution
• Online Access: http://ojs.spiruharet.ro/index.php/jedep/article/view/3

Is there a law on environment, why hasn’t this term been precisely defined yet,why is there no harmonized meaning neither in the general, nor in the language of law. Without any doubt, our environment is composed at least from earth, water and air. It is surrounded by living organisms comprising the flora and fauna. Therefore, the definition rises from the human demands and it is in this sense that we ask a few questions. Do men create the environment of national parks? Does cities and villages with their streets and buildings represent environment? What is the case with the very distant environments? Should the term environment be restricted only to planet earth? The pollution and the soil and atmosphere degradation is dangerous for two reasons; the great speed in the case of disasters and the volume of pollution have global consequences.  The field of international law on environment comprises of three main topics. Air pollution, reduction of the ozone layer and climate changes. While the politicians and economists are debating, the scientists are unanimous in how to stop the climate changes, because the warming of the planet must be stopped. The main goal of the authors of this paper is how to create educational institutions that will generate experts in order to prevent: the planet earth to remain without the climate zones till 2100; to become a planet of hot poles; the plants and animals, and even humans to became endangered and extinct, enlarging of the tropical and subtropical zones by high temperatures; the developed countries of becoming the biggest polluters and the increase of CO2 emission in the air; China and India, as new development poles, to ask for permit to pollute the earth in the same amount as the USA and Europe without a drawback for the percent of poverty. The authors seek for answers to these questions in the insufficient cooperation between the society and the higher education institutions. How can education make the entry in the economy, in the praxis, easier; can the severe reality of the praxis, of the economy of degradations and the earth pollution enrich the research knowledge? The economic, legal, ecological, as well as engineering and scientific workers cannot allow themselves to disregard the application of their work, according to their tasks in the industry and society. In addition, the other way around, the companies must integrate the new research findings in their work programs. Only those that increase their know-how remain constantly powerful in making decisions and implementing specific concepts. The modern professor in the higher education must be familiar with the praxis, as user of the economy impulses. The consciousness toward this mutual usefulness creates a need for securing constant growth, which in turn reveals the needs of today and gives the future generations a possibility to realize their goals and it should be a foundation for the Alliance of Central and Eastern European Universities, which will enable future staff that with their knowledge will create an economy that will not pollute and degrade the planet earth.