Further and Higher Education
Item 23: We are disappointed at the dismal response
shown by the Government and the majority of Further and Higher
Education institutions to the Toyne Report and its review. (Paragraph
111)
70. This Department acknowledges the contribution
made by the Toyne report and its recommendations to the environmental
and sustainable debate within further and higher education.
71. We believe that Further and Higher Education
has the potential to play a much stronger role in terms of teaching,
research and the community. There are already good examples of
sustainable development in universities and colleges and we are
working with the sector to build on existing good practice and
realise this potential.
Item 24: We recommend that DfES and the Higher
Education Funding Councils carefully evaluate the findings of
Forum for the Future's Higher Education Partnership for Sustainability
report and consider how they can best support and promote ESD
in Higher Education Institutions both through strategic guidance
and changes to funding criteria. (Paragraph 112)
72. The Higher Education Partnership for Sustainability
project was commissioned by the UK funding bodies and we will consider
the findings carefully. HEFCE are planning to commission
a study into the demand for ESD by graduate employers and it is
hoped that the results from this will stimulate such provision
on courses not traditionally associated with ESD. [15]
Item 25: There is little evidence that ESD is
being effectively integrated into higher and further education
syllabuses. The DfES should assess the adequacy of the range of
guidance available to FHEIs relating to the integration of ESD
and strengthen this as necessary. HEFCE should evaluate whether
its funding mechanisms for both teaching and research sufficiently
support cross-curricula activities such as ESD. (Paragraph 113)
73. HEFCE is working on a strategy for its engagement
with HEIs on ESD and this will include the relevant parts of the
recently published Sustainable Development Action Plan for Education
and Skills. The strategy will consider the extent to which
additional guidance and funding are required in order to achieve
a step change in this area.
74. The plan also sets out[16]
how the Department and key partners in the learning and skills
sector will work together to help improve the content of and engagement
with lifelong learning, and to secure appropriate support and
guidance.
The post-16 learning and skills sector
Item 26: We welcome the range of pilot projects
which have been supported by the LSC and LSDA to explore a range
of approaches to ESD. We also welcome the willingness of the two
organisations to work together in this manner. It is now important
to build on the experience of these initiatives and develop a
coherent and focused programme of activity. (Paragraph 119)
75. The LSC will build on the experience of the development
projects, with a range of outcomes, including the production of
guidance on good practice on green and SD issues for the LSC supported
FE and Adult & Community Learning estates. [17]
Item 27: We welcome the LSDA's intention to use
its involvement with the new Leadership College and Sector Skills
Councils for teachers to integrate education for sustainable development
into its programmes from the start. These developments represent
an important opportunity to embed ESD into the activities of key
players in the learning and skills sector and cannot be missed.
(Paragraph 121)
76. This Department will work with the LSDA, NCSL
and SSCs to ensure we explore this important opportunity for capacity
building and that ESD is included in new programme development.
Informal public education
Item 28: DEFRA's two major awareness raising campaigns
relating to sustainability to date have been less than half-hearted
and ill-focused. We believe that the funding of any further large-scale,
general awareness campaigns would not provide value for money.
To stimulate the behavioural change required we recommend the
Government funds and develops a coherent, long-term, targeted
approach to promoting sustainable development which focuses on
specific, priority issues such as waste and energy use (Paragraph
136)
Item 29: We welcome DEFRA's plans to consider
replacing the general awareness raising approach of its Are You
Doing Your Bit? campaign with a more targeted approach. Any new
initiative should be fully funded to completion, subject to monitoring
and evaluation, and protected from resource leakage. (Paragraph
137)
Item 30: Future mass media campaigns should concentrate
on reinforcing positive behaviour through incentives, rewards
or reassurance and be supported with a range of practical opportunities
for behavioural change at both individual and institutional levels.
(Paragraph 138)
Item 31: We welcome DEFRA's initiative to develop
a new communications strategy for sustainable development. (Paragraph
144)
Item 32: Education will be a priority communications
area in the strategy and DfES should actively contribute to its
development. (Paragraph 145)
Item 33: Although Defra is the lead department
for awareness raising of sustainable development, it is a cross-Government
responsibility and all departments should be actively seeking
to contribute to this review and the promotion of the final outcome.
We look to the Sub-Cabinet Committee on Green Ministers (ENV (G))
to ensure this. (Paragraph 146)
Item 34: We are aware that a number of departments
are participating in a review of their sustainable development
communications by FUTERRA. We will draw upon this work in the
course of our ongoing scrutiny of the 'greening government' initiative.
We recommend that all Departments, even those who have not participated
in this exercise, draw upon its findings in shaping their communications
response to sustainable development. (Paragraph 147)
77. Response to items 28 -34
78. Defra are committed to ensuring, through the
use of a strategic marketing approach, that any communications
activity undertaken by Defra on sustainable development is planned
and executed to ensure maximum possible effectiveness.
79. Therefore, whilst Defra are minded to agree that
specific issue communications are likely to be more effective
than activity aimed at general awareness raising, they are keen
to ensure that this approach is fully evidence based.
80. On this basis, Defra will shortly be undertaking
a feasibility study to consider the potential impact of an issue-specific
communication campaign aimed at reducing carbon dioxide emissions
and better addressing climate change impacts, linked to the recent
Energy White Paper. The study will:
81. Map the current marketing environment (including
social, legal, environmental, political, technological, and competition
factors) within which any communications activity would operate;
- Identify and segment the potential
target audiences;
- Identify the requirement for primary marketing
research where existing data/information is insufficient;
- Suggest the level of behaviour change which could
realistically be effected through a public information campaign
in this marketing environment and estimate the timescale and budget
required to bring about this level of behaviour change;
- Identify those factors within the current marketing
environment which are barriers to a public information campaign
making effective impact, and the potential for removing or reducing
these factors;
- Suggest the level of behaviour change that could
realistically be effected through a public information campaign,
and estimated budget and timescale, in this revised marketing
environment.
82. Defra aim to have the study complete by April
2004. Defra will also be taking account of the results of a study
which is looking at public influencing and the environment.
83. The information it provides will ensure that
communications activity is only taken forward on the basis of
a strong, evidence based business case.
84. Such a business case will help ensure that any
activity is appropriately resourced. However, further consideration
will need to be given as to how, within current financial planning
systems, the required funds can be most effectively protected
for the full, planned duration of any planned activity.
85. This approach recognises that communications
are just one factor in a complex marketing environment. Many factors
will interact to determine the extent of any change in public
behaviour.
86. The findings of this feasibility study will feed
in to the further development of a wider communication strategy
for sustainable development. This project will be taken forward
as part of the review of the UK sustainable development strategy.
In this way Defra aim to ensure full integration of communication
within overall UK sustainable development policy and implementation.
87. Communication through education provides a key
communication opportunity. Defra developed strong links with DfES
and will continue to work together to help develop effective sustainable
development communication through education.
88. Defra agree that it is vital that all departments
are engaged in the process of reviewing and developing sustainable
development related communications activity. We believe that this
process of engagement can be most efficiently and effectively
taken forward as part of the process of reviewing the UK sustainable
development strategy. This will again help to ensure the full
integration within the overall UK sustainable development policy
and its implementation. ENV(G) will continue to play an important
role in promoting sustainable development and improving the performance
of Departments in contributing to its delivery.
89. The current Futerra review of government
sustainable communications will help identify opportunities for
improved practice. It will therefore provide an excellent basis
on which to build constructive engagement and dialogue across
government on sustainable development communications. Defra fully
support, and are pleased to have co-sponsored, the Futerra
review.
90. Defra agree that it is important for a range
of government departments to be involved in the ongoing review
of sustainable development related communications activity. ENV(G)
will continue to play an important role in promoting sustainable
development and in improving the performance of Departments in
contributing to its delivery.
Item 35: We welcome the recent announcement by
Culture, Media and Sport and Education and Skills to collaborate
more closely through their work with museums. The two departments
have a key role to play in promoting ESD through informal learning
channels. (Paragraph 154)
91. We are working closely with DCMS to develop proposals
for how museums' resources can contribute more fully to both
formal and informal education across all subject areas.
Item 36: DCMS has offered to support DfES in developing
the lifelong and informal dimensions of its Sustainable Development
Action Plan. We recommend that DfES draws upon DCMS' experience
in this area. (Paragraph 155)
92. We are working with DCMS to develop lifelong
learning and informal learning.[18]
Item 37: We were impressed by the EcoTeams programme
run by Global Action Plan which is successfully promoting behavioural
change at household level. We recommend that the Government funds
the expansion of this programme to operate on a trial basis across
diverse communities, with a full evaluation of the resulting costs
and benefits both in qualitative and quantitative terms. (Paragraph
163)
93. DfES agree that the EcoTeams programme run by
Global Action Plan is one of a number of voluntary sector community
based initiatives that offer considerable potential for behavioural
change at household level. We will consider any evaluation that
the Global Action Plan carries out of it pilot programme, with
a view to the possibility of supporting it through the Environmental
Action fund, should the Fund's priorities after 2005 (the earliest
year for which new applications could be invited) include education
for sustainable development.
Item 38: We welcome the commitment, in the recent
Skills White Paper, to make sustainable development a priority
theme across the Skills for Business Network in relation to its
work on generic and cross-sector skills. However, we are disappointed
that the Government chose to present its future skills policy
so visibly and exclusively within the narrow context of economic
competitiveness rather than against the wider backdrop of sustainable
development. The White Paper will be a key point of reference
across the employment and education sectors and the Government
has missed an important opportunity to embed sustainable development
as a guiding principle. (Paragraph 175)
94. Whilst there are only a few, but significant
overt references to sustainable development in the White Paper,
much of the substance of the document, with its focus on tackling
low skills and social exclusion and the proposal to develop
learning communities are clearly focused on ensuring sustainability
within communities and providing disadvantaged areas
with the capacity to create a better future for themselves.
Item 39: We recommend that DfES works with the
trades unions to maximise the potential for promoting and incentivising
education for sustainable development through the mechanism of
the Union Learning Representatives and the Union Learning Fund.
(Paragraph 183)
95. This Department agrees that working with trade
unions offers excellent opportunities for promoting and incentivising
education for sustainable development which is one reason why
the Government established and continues to support the Trade
Union Sustainable Development Advisory Committee (TUSDAC). We
will therefore continue to work with Defra and TUSDAC to establish
how the potential for promoting and incentivising education for
sustainable development can be maximised through the mechanism
of Union Learning Representatives and the Union Learning Fund,
and which department should lead on this.
96. The SSDA has initiated a project to investigate
the skills issues of sustainable development, the results of which
will influence the way in which Skills for Business network
engages positively with sustainable development matters in
the future.
Item 40: The development of standards and qualifications
for sustainable development is at an early stage for both the
professions and the Qualifications and Curriculum Authority. The
DfES should convene a standing conference of all those responsible
for developing qualifications in this area to facilitate a co-ordinated
approach. (Paragraph 192)
97. The DfES and Defra will work with TUC Learning
Services, the LSC and the Trade Union Sustainable Development
Advisory Committee (TUSDAC) to explore how best to promote and
incentivise education for sustainable development in the workplace,
including the potential for Union Learning Representatives and
the Union Learning Fund to act as mechanisms for this. The Union
Learning Fund and, in particular, Union Learning Reps have proved
to be very effective in helping to encourage workers to improve
their skills, particularly workers with low skills and those with
literacy and numeracy problems - the very people who so often
miss out on learning opportunities. Tackling basic skills problems
is a necessary first step for many to take to enable them to increase
their understanding of sustainable development issues and the
role that that they can play as active citizens in creating a
more sustainable society.
Monitoring and evaluating progress
Item 41: We recommend that DfES commissions research
into effective indicators for ESD to support the monitoring and
evaluation of its proposed sustainable development action plan.
The forthcoming review of the UK Strategy for Sustainable Development,
and its associated indicators, provides an opportunity to revise
current indicators. (Paragraph 195)
98. National sustainable development indicators T7
(Public Understanding and Awareness) and T9 (Individual Action
for Sustainable Development) are based on the Defra survey of
public attitudes to quality of life and the environment. Results
of the 2001 survey were published in October 2002. Attitudinal
results often do not vary greatly from one year to the next, significant
changes only being seen over a period of several years. Little
more insight would therefore be gained by undertaking more regular
data collection on people's knowledge or actions in relation to
sustainable development.
99. Defra plan to review existing indicators as part
of the forthcoming review of the UK Strategy for Sustainable Development.
In the review Defra will consider the need for indicators that
provide effective monitoring of sustainable development education,
knowledge and action.
100. DfES is still in the process of identifying
it's research priorities for next year. The requirement for a
review of indicators will be considered alongside other priorities.
Item 42: We recommend that QCA and Ofsted undertake
joint, qualitative research on the benefits of ESD in the light
of the findings of Ofsted's recent investigation of ESD in schools.
(Paragraph 200)
101. The Department is aware of several existing
and planned related research and development exercises, and is
also directly supporting three such pieces of work:
102. Jointly sponsored by the, DfES, the Countryside
Agency and FACE. "Improving the Understanding of Food, Farming
and Land Management Amongst School-Age Children: A Literature
Review (RB422) was published by the DfES in May 2003. In Phase
2 the partners plan Action Research to provide evidence of how
outdoor experiences provide wider educational benefits (academic,
social personal)
103. The DfES is providing funding for The Field
Studies Council (FSC) study "What Fieldwork can do for you".
104. The DfES is directly supporting the Council
for Environmental Education to develop guidance on measuring the
effectiveness of education programmes being carried out by organisations
working for sustainable development.
105. The Department intends to gain an overview of
findings and recommendations before considering the need to commission
further work.
Item 43: We acknowledge the substantial contribution
made by the ESRC Global Environmental Change Programme. There
is now a clear need for new basic and applied research to support
the design, implementation and evaluation of formal and informal
education for sustainable development. We recommend that the ESRC
investigates the viability of such a programme. (Paragraph 204)
106. This Department agrees that there would be value
in research and evaluation of ESD.
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