APPENDIX 29
Memorandum from the National Institute
of Adult and Continuing Education (NIACE)
INTRODUCTION
1. The National Institute of Adult and Continuing
Education (NIACE) is the leading non-governmental organisation
in England and Wales representing the interests of adult learners
and those who make provision for them. Founded as the British
Institute of Adult Education in 1921, NIACE's members include
colleges, universities, local authorities, trade unions, broadcasters
and voluntary organisations. NIACE's key objectives are to secure
more and more effective provision for adult learners and to support
measures to widen participation to engage adults who have benefited
least from initial education.
2. NIACE welcomes the Environmental Audit
Committee inquiry into how the Government is building learning
and skills capacity to support the transition to a sustainable
society. Education for Sustainable Development (ESD) activities
directed towards adults exist in both the formal and informal
learning sectors, building on the 2002 World Summit on Sustainable
Development, and focussing upon toward the recent UN resolution
to declare an International Decade for Education for Sustainable
Development from 2005-15.
3. The seven key principles of ESD[17]
closely mirror the aspirations of informal learning, but remain
a positive challenge for the approach of formal education. The
learning and skills sector has enormous potential as a medium
of change, but must guard against "mainstreaming" ESD
to the point of invisibility and obscurity. NIACE is currently
collaborating with the Learning and Skills Development Agency
and Forum for the Future in the support and development of a regional
approach to learning for sustainability.
4. This response is organised around the
four "discussion issues" identified in the document
and the specific questions asked. It also makes wider points.
Is a lack of public engagement and understanding
a real obstacle to the Government's progress on its sustainable
development agenda?
5. We believe the lack of public engagement
in (governmental approaches to) sustainable development education
(SDE) is linked to the public's general feeling of detachment
from the political process, an assertion supported by the Hansard
Society report "None of the above", which explains that
" . . . the overall conclusion drawn from the research into
non-voters is that most are not less interested in politics—just
less well-informed and less connected to the established political
process; others are simply disillusioned". As Sterling (2002)
confirms, "it isn't a lack of awareness, it's a lack of understanding"—many
people have high awareness of SDE issues, but low understanding[18],
both of how issues of sustainability are inter-linked and/or how
they (as an individual, family member or employee) might make
a contribution.
6. The "language of sustainability"
is also a key component of engaging the public and aiding understanding.
NIACE concurs with the 1996 Lancaster University research, showing
that generalised appeals and the rhetoric of crisis tend to distance
policy making bodies/organisations from the immediacy and routines
of the public's own experiences of and discussions concerning
sustainability issues. Because of this distance, despite worthwhile
initiatives such as Do Your Bit, many campaigns have had
limited effectiveness in encouraging participation and practical
action[19].
7. NIACE supports the call by the Government's
Sustainable Development Education Panel for the re-orientation
of educational provision along sustainable development lines,
In practice, however, NIACE urges the disaggregation of sustainable
development into the seven elements mentioned above, with Regional
Development Agencies, local learning and skills councils and Learning
Partnerships working with learning providers in devising and delivering
locally appropriate SDE strategies.
Is there a need for a national strategy for education
for sustainable development?
8. NIACE would welcome an overarching national
strategy. We are concerned that the current profusion of SDE material
and guidance from different sources leads to unnecessary duplication
and believe that the need for coherence of approach, quality assurance
of resources and an over-arching cross-sectoral lead has never
been greater. We believe that such a strategy might reflect the
curriculum "mapping" approach used by QCA in its "ESD
through subjects" website (www.nc.uk.net/esd/teaching/index.htm)
but broadened to include post-compulsory education and also informal
adult learning and the work of broadcasters. In devising a strategy,
the Government may wish to recognise and celebrate the achievements
of practitioners in maintaining an SDE presence in formal/informal
provision without the support of an approved curriculum or guidance
materials, and emphasise the development of a "signposting"
approach, enabling practitioners to better recognise the inter-connected
aspects of SDE in existing learning programmes, as opposed to
developing SDE as another stand-alone curriculum requirement.
9. We urge Government to recognise a regional
model for SDE implementation. Any strategy should clearly communicate
a sustainable vision, and then rapidly devolve implementation
plans, benchmarking and targets to local and regional levels,
allowing differing journeys to the same end point. A regional
sustainability strategy could take a similar form to Frameworks
for Regional Employment and Skills Action (FRESA),—reflecting
regional variance in natural, social and financial resources/priorities.
The evidence from earlier sustainability initiatives (such as
the Yorkshire and Humber Regional Sustainable Development Education
Strategy for 2001-10 and the GOSW "Our South West"
website[20])
is that national strategies developed from regional solutions
effect the greatest change, and allow changes to be owned rather
than imposed.
Would additional infrastructure be required to
deliver a coherent, national strategy?
10. NIACE believes that a national strategy
could grow from the existing infrastructure and good practice
of integrated development frameworks for the regions. These are
prepared by and involve a range of bodies, including Government
Offices, Regional Development Agencies, Regional Chambers as well
as providers of education and training and provide an important
link between sustainable development at the local and national
levels. The establishment of "single pot" funding for
Regional Development Agencies presents an opportunity for cross-regional
initiatives to be mentioned and encouraged within the umbrella
of a national strategy.
11. While we are not convinced of a great
need for additional infrastructure, there is, however, a need
to map in a systematic way, the understanding and penetration
of SDE concepts within providers of formal and informal post-16
education[21],
in order to identify priorities. Minor amendments to the National
Adult Learning Survey (DfES) and the Learning and Skills Council
learner data collection methodologies would provide a helpful
benchmark from which progress in ESD to be measured.
12. For a nascent strategy to grow, NIACE
believes a "championing agency" should be appointed
to help embed SDE within the learning mainstream and offer guidance
to practitioners and decision makers. With the Sustainable Development
Education Panel approaching the end of its work, the co-ordination
responsibility could pass to the Sustainable Development Commission,
overseeing the implementation and ongoing support of SDE by regional
bodies.
Are existing awareness raising Government campaigns
such as "Are you doing your bit" effective and well
targeted? Have past campaigns been evaluated? How could they be
improved in the future?
13. NIACE is concerned by the observation
that sustainable development "means different things to ecologists,
environmental planners, economists and environmental activists,
although the term is often used as if consensus exists concerning
its desirability"[22].
Any future awareness campaigns need to be both focussed and targeted.
14. We would also caution that the impact
of initiatives should not be analysed in isolation from the contributing
effects of NGOs, pressure groups and media organisations, all
of which serve to either critically dismiss or authenticate the
Government agenda, and all of whom seek to "compete over
meaning creation, in that they are promoting different ways of
framing social issues, all of which cannot (presumably) prevail
simultaneously"[23]
15. Certain Government campaigns such as
the DEFRA "Save Energy/Environment/Money" and
also the "Kill your Speed! " campaign appear
to be both memorable and effective—but to a large extent
this is linked to their direct relevance to the general public.
Awareness raising campaigns are most effective when they resonate
with public opinion, and Sustainable Development as a concept
is perhaps both too large and too amorphous a subject for public
consumption, unless SD is disaggregated into its seven principles.
Market research to identify "barriers to change", to
target receptive audience segments of the population, and to prioritise
campaign resources should be a priority.
Are there existing education programmes relating
to sustainable development which might be considered good practice?
16. NIACE draws the attention of the Select
Committee to the following examples of interesting practice:
Netherlands Interministerial Model (Government)
"Learning for Sustainability"
is an interministerial programme which runs for three years (2000
to the end of 2003) with the objective to further develop and
stimulate learning processes that contribute to a sustainable
society. The programme is designed to involve government departments,
as well as NGO, business and community partners.
National Grid SENSE model (Business)
Stakeholders, Environment, Networks, Statistics,
Employees is a private enterprise sustainable development education,
communication and reporting tool, involving employees at all levels
and striving for continuous improvement and the maximum investment
in human capital.
Forum for the Future Leadership for Sustainability
Masters (HE) and Sustainability Learning Networks (HE and Business)
Achieving sustainable living is going to require
transformations in the way we live and work, and these transformations
will require influence and leadership by decision-makers and community
leaders of the immediate future. Whilst the Masters programme
seeks to inform the leaders of the future, the Sustainability
Learning Networks expose existing decision makers to sustainable
development priorities in a mutual learning process.
NCFE Environment and Sustainable Development Certificate
(FE)
The first QCA approved accredited learning programme
for Sustainable Development. Although set at Level 1 (and limited
in application), the Foundation Certificate represents the first
combination of explicitly stated SDE principles and funded learning.
Environmental Justice—a certificated course
run jointly by Friends of the Earth Scotland and Queen Margaret
University College (Community)
The certificate in Environmental Justice equips
local residents/communities with media/communications skills and
knowledge of environmental and planning laws. Students learn about
science, economics and the social economy, citizenship and sustainable
development. They gain skills in interpreting documents and asking
the right questions to help them get access to relevant documentation
in the first place.
SPECIFIC CONCERNS
17. Whilst the concept of SDE encompasses
pre and post-16, formal and informal learning, Government focus
currently lies with the Citizenship agenda and National Curriculum
developments. While the development of the school age cohort is
vital to the emergence of a sustainable society, so too are the
contributions post-compulsory learning can offer, particularly
in the area of building social and cultural capital. However,
Government policies and strategies alone will make little impact
unless it supports its citizens in developing political and media
literacy, enabling greater awareness of global issues and more
informed participation in local and national decision making processes.
18. The announcement of a national strategy
is, on balance, welcomed by NIACE. Whilst the desire for a coherent
and adequately resourced SDE policy is strong, a concern remains
that a strategy which dictates the pace and direction of change,
without allowing local and regional solutions to flourish, contradicts
the underlying principles of sustainability. Recognition of this
tension by government would be welcome.
19. SDE offers the opportunity for citizens,
educators, unions and businesses to place their learning and activities
in a wider context. This approach is vital in avoiding the "packaging"
and inevitable sidelining of sustainability issues. The re-orientation
of current educational provision is an appropriate challenge to
reflect the forthcoming decade of SDE, and the run-up to this
provides an adequate lead-time for the evolution of what we hope
will be an effective, visionary strategy for sustainability.
CONCLUSION
NIACE would be pleased to work with both Government
and NDPBs/NGOs in the development of an educational "Framework
for Sustainability" strategy for adults and associated
curriculum support initiatives. For further information about
any aspect of this response, please contact, in the first instance:
February 2003
17 Interdependence-of society, economy and natural
environment; Citizenship-participation and co-operation; Needs
and rights-of current and future generations; Diversity-Cultural,
social, economic and biological; Quality of life-safe, fair and
healthy lifestyles; Sustainable change-not exceeding resources;
Uncertainty-acceptance of risk and adoption of a precautionary
approach Back
18
http://www.wwflearning.co.uk/news/viewpoint-0000000431.asp Back
19
Myers, G & Macnaghton, P (1996) "Rhetorics of environmental
sustainability: commonplaces and places" Lancaster University Back
20
Government Office South West-http://www.oursouthwest.com/ Back
21
This research would complement the emergent OFSTED report on pre-16
SDE curriculum impact and lead to a coherent picture of SDE in
the UK Back
22
Myers, G & Macnaghton, P (1996) "Rhetorics of environmental
sustainability: commonplaces and places" Lancaster University Back
23
The attention of the Committee is drawn to the recent ENCAMS Waste
Segmentation Research as a model of best practice-http://www.encams.org Back
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