Select Committee on Environmental Audit Written Evidence


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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