APPENDIX 13
Letter to the Clerk of the Committee from
Development Education Project, Manchester
The Government is committed to helping us live
more sustainable lifestyles. We know this makes sense—making
better use of our natural resources whilst achieving social and
economic progress so that we and future generations can enjoy
a better quality of life. However, Government policies and strategies
alone will make little impact unless we are all equipped with
the skills and basic understanding to engage in change and make
every day decisions in such a way that we as individuals contribute
to sustainable living—in our roles as consumers, workers,
parents, educators, scholars, neighbours and public representatives.
We need to learn how to live differently. Sustainable development
is an over-arching concept which needs to be reinforced by a joined-up
approach to education. The House of Commons Environmental Audit
Committee has appointed a sub-committee which will be examining
how the Government is using both formal and informal learning
avenues in the delivery of its sustainable development strategy.
In particular we will be considering: a) The work of DfES and
its agencies in this area and its future plans; b) The role of
other government departments in promoting education for sustainable
development (ESD); c) How far ESD has been integrated into all
key areas of learning including: formal education, the work place
and the community; d) The effectiveness of Government campaigns
to raise awareness of sustainable development issues. We are particularly
seeking views on the following questions:
1. Is a lack of public engagement and understanding
a real obstacle to the Government's progress on its sustainable
development agenda?
Yes, people are confused about the term "sustainable
development". Often it is hijacked by businesses and subsumed
within the economic agenda to mean "economic growth".
The term frightens people. Where there is some understanding this
is often very limited to planting a few trees or recycling waste.
The term is contested in terms of the importance
attached to the economic, environmental, environmental sides and
whether they are all equal, or whether ecological limits need
to be accepted. Also where does the political fit in, as this
is where it usually falls down.
Have there been any studies to show this?
Please refer to practical examples where possible.
There has been debate about the value—action
gap, but more needs to be done on this. It is clear that awareness
raising (though important) is not enough.
2. Is there a need for a national strategy
for education for sustainable development?
Yes, with a the following provisos:
(a) a national strategy that was more of a
"framework" which allowed for regional and local flexibility
according to the context, not a prescriptive formula.
(b) it would need to be accompanied by additional
resources ie finances and time released in the school curriculum
for this to be taken seriously.
Would additional infrastructure be required
to deliver a coherent, national strategy?
More needs to be done to support networks and
delivery at a regional level. Currently DfID through its Enabling
Effective Support strategy (Development Awareness—the Global
Dimension, which includes SD) is funding Regional Audits and delivery
strategies for the formal sector of education. DfES, DEFRA etc.
need to support this regionally in terms of personnel and resources.
3. Are existing awareness raising Government
campaigns such as "Are you doing your bit" effective
Not terribly, people often don't notice them,
or it makes people think that throwing litter in the bin or recycling
their paper is all they can do to live sustainably.
Though we should all be doing more to "do
our bit" more needs to be done in terms of legislation nationally
and internationally to promote sustainable practices and penalise
non-sustainable ones.
and well targeted?
Not very sure who they are targeted at . . .
We heard about a DEFRA sustainable lifestyles
pilot project at an Earth Centre, Doncaster conference in March
2002 via the internet, but have heard nothing since. A major launch
via media etc, was promised. What happened to it?
Have past campaigns been evaluated? How
could they be improved in the future?
More needs to be done to target different groups
for pilot studies eg small business, large business, trade unions,
voluntary sector, families etc.
4. Are there existing education programmes
relating to sustainable development which might be considered
good practice. These might include in-house training schemes for
ESD for employees and stakeholders within businesses, the civil
service, and other organisations?
Yes, the NVQ Foundation Certificate in Sustainable
Development is a start.
There are various projects going on in specific areas
which are focussed upon formal education, ie working with schools,
eg through the Learning for Sustainable Cities project. Also,
where schools are engaging with the Eco-Schools programme through
meaningfully involving pupils, developing their curriculum and
running practical projects, these are good examples. Frequently
though this work is underfunded and therefore relies upon teachers
doing this in their "spare" time, or staff in organisations
who are working on their own in a vacuum.
In terms of education within businesses, Forum
for the Future do some excellent educational work here.
Are there elements of successful, strategic communication
programmes in other areas which could be applied to ESD. For example,
from other Government awareness campaigns such as those for drink
driving, AIDS and smoking?
I think Healthy Schools programme has been successful
in delivering messages about health improvements because it has
had such strong financial support from central government, and
therefore has enabled real "on the ground" staff support
for schools. Support from a team of people is by far the most
effective way of getting a message across and often school children
can educate their parents! Communication at the local level often
seems to work best.
WWF's Reaching Out programme of professional
development with formal sector educators was very successful in
terms of transforming attitudes and developing good practice (it
is currently on ice due to funding issues, though teacher training
is continuing online) See www.wwflearning.co.uk
Manchester Development Education Project is
having some success with getting a range of educators to look
at ESD issues nationally and internationally and look at how we
can begin to measure whether we are challenging / changing values
and attitudes and developing "action competence". See
www.dep.org.uk/cities
February 2003
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