APPENDIX 53
Letter and memorandum to the Clerk of
the Committee from the Scottish Executive
Thank you for your letter dated 4 June requesting
information on what the Scottish Executive is doing with regard
to education for sustainable development.
I attach responses to the specific issues you
raised in Annex A of your letter. I also attach for information
a copy of a paper titled "Engaging Young People in Environmental
Matters" and a report titled "Report on Education for
Sustainable Development Projects in Schools in Scotland, 2002"
which was put before the Scottish Cabinet Sub-Committee on Sustainable
Scotland in January this year. These documents set out what is
happening within the school system on education for sustainable
development. They are no longer "Restricted" documents.
In addition I have attached a copy of a report
written by Scott Brodie, a pupil at Portobello High, one of the
Eco-Schools, entitled "Involving Young People in Environmental
Issues and Decision Making—a Young Person's Perspective".
This report was published by the Environmental Group last September
and further copies are downloadable from the following website
address: http://www.scotland.gov.uk/library5/environment/ypei-00.asp.
July 2003
1. Education for sustainable development
(ESD) is not one of the National Priorities in Education but is
incorporated in the performance measures associated with NP4—Values
and Citizenship. Could you please provide more information regarding
SEED's strategic approach to ESD and how far you have deemed it
appropriate to promote ESD by integrating it into core departmental
objectives and frameworks?
Through "A Partnership for a Better Scotland
SEED are committed to developing curriculum materials to promote
environmental awareness and emphasise citizenship, community involvement
and environmental education.
(a) Learning for Life: A Scottish Strategy
for Environmental Education (1995) and Scotland the Sustainable?
The Learning Process (1999) were published by the Scottish Office
and provided strategic points of reference for ESD policy. Does
the Scottish Executive have a more recent strategy for ESD?
There are no more recent publications but see
below.
"Education & Young People" chapter
of "Building a Sustainable Scotland"
(b) Why is SEED particularly promoting participation
in the Eco Schools Award by making specific reference to it in
a performance measure relating to the School Improvement Framework
The Eco Schools programme is a well established
programme for environmental management and certification, and
sustainable development education in schools. Its holistic, participatory
approach combined with learning and action makes it ideal for
schools who wish to improve their environment and at the same
time develop some of the skills associated with active and responsible
citizenship. It aims to raise students' awareness of environmental
and related sustainable development issues through classroom study
together with school and community action. In addition its democratic
and participatory approach provides an excellent opportunity for
pupils to experience active citizenship in school. Hence its identification
as one of the measures for National Priority 4.
There are currently 885 school registered for
the Eco Schools programme in Scotland.
2. Please give brief details about any initiatives
which SEED is undertaking to promote ESD.
The Eco-schools programme
(See above, the Cabinet Sub-Committee Paper
and Report).
Sustainable Secondary Schools Partnership (SSSP)
(See below, the Cabinet Paper and Report).
The Sustainable Secondary Schools Partnership
(SSSP) consists of Learning and Teaching Scotland; Scottish Natural
Heritage; World Wildlife Fund for Nature, Scotland; Eco-Schools,
Scotland; International Development Education Association of Scotland;
Royal Incorporation of Architects in Scotland; Royal Town Planning
Institute in Scotland; Scottish Civic Trust; and the Royal Society
for the Protection of Birds, Scotland.
The Heritage Lottery Fund has provided a grant
(£250,000 over four years) to the SSSP to develop education
for sustainable development (ESD) in Scottish secondary schools.
The aims are to provide advice on the scope of ESD in secondary
schools; its place in the secondary curriculum; outline its characteristics
by working directly with EAs and secondary schools to develop
and test practical ideas and to demonstrate new ways of making
ESD central to school life and an integral part of all school
activities.
The Education for Sustainable Development Liaison
Group (ESDLG)
ESDLG representation is made up of a wide range
of organisations with environmental interests. The remit of the
Group is to co-ordinate and facilitate the promotion and development
of Environmental Sustainable Development in primary and secondary
schools; provide a forum for organisations with an interest in
ESD to express ideas and exchange experiences by encouraging networking
and aiding communication; build connections between ESD and other
areas of the curriculum and schools management, and to identify
good practice. It has been established by SEED and is serviced
by Learning and Teaching Scotland.
(a) Is SEED working with the Enterprise and
Lifelong Learning Department to promote ESD in Further and Higher
Education Institutions and adult education?
The Scottish Higher Education Funding Council
is taking forward the sustainable development agenda for higher
education through its sponsorship of various activity in higher
education institutions (HEIs). As part of this activity SHEFC
recently sponsored a conference for SUNS, the Scottish Universities'
Network for Sustainability. This day long conference looked at
the role of the HE curriculum in building a sustainable society
in Scotland. Further information on the activity in this area
can be found at www.suns.org.uk
What about HEPS?
Refer also to ELLD commitment in "Building
a Sustainable Scotland" (page 14) about the Department asking
the Funding Councils for advice on taking forward education programmes
to raise awareness of sustainability.
The Executive's recently launched lifelong learning
strategy "Life through Learning; Learning Through Life"
provided an important opportunity to set out the strength of the
commitment of the Scottish Ministers to the promotion of sustainable
development through wider engagement of the people of Scotland
in lifelong learning. Ministers consider that wider participation
in lifelong learning can be expected to enable people to become
more aware and knowledgeable about environmental issues and the
ways in which they might lead a more sustainable lifestyle. In
"Meeting the Needs....Priorities, Actions and Targets for
sustainable development in Scotland" published in April 2002,
the Scottish Executive set out the national vision for sustainable
development. Increased levels of knowledge and skills are the
means of developing innovative solutions to the problems of sustainable
development. In particular, this strategy is relevant to the Executive's
sustainable development indicator on people as a resource in the
workplace.
3. Where does ESD feature in the inspection
framework of Her Majesty's Inspectorate of Education?
Education for sustainable development is integrated
within the HMIE inspection process for all sectors and arises
naturally out of the evidence collected during the course of an
inspection.
Sustainable development and interdependence
are included as central ideas in the guidelines for environmental
studies which form a key part of the curriculum of all pupils
in primary schools and in the first two years of secondary schools.
These ideas are also represented in a number of subject syllabi,
including biology, human biology, geography, geology, science
and a new subject, managing environmental resources, all of which
are available to pupils in the later stages of secondary schools.
In pre-school education, centres follow the advice offered in
the Curriculum Framework for Children three to five which includes
a section on knowledge and understanding of the world.
HMI inspect the teaching and learning of environmental
studies as part of their sample of lessons in every primary school.
In secondary schools, they similarly sample lessons across a range
of different subject areas, even where the subjects mentioned
above are not receiving a focused inspection. Where good practice
is found, this would be reported in the section on pupils' learning
experiences. In pre-school centres, this would be reported in
the section on quality of children's experience.
More generally, HMI also inspect and report
on a range of other aspects of school life, including quality
of accommodation and facilities (which would include use of school
grounds), ethos, partnership with parents and the community and
the nature of pupils' achievements. Where education for sustainable
development made a significant contribution to the life of the
school, this would be reflected in one or more of the aforementioned
areas. For example, where schools had participated successfully
in the Eco Schools programme, this would be reported in the section
on pupils' achievements.
4. In the Executive's action plan for education
(Educating for Excellence) excellent school design across Scotland
is included in the vision for the future. Does SEED offer schools
any guidance on how building or refurbishment programmes can incorporate
features consistent with sustainable development? If so, does
this guidance link such activity to other objectives such as enhancing
the learning environment?
Achieving high design and environmental standards
in schools is a key element for local authorities to consider
in shaping their school estate reflecting local circumstances
over the long term, in line with the school estate strategy, Building
Our Future Scotland's School Estate, published in February 2003
(http://www.scotland.gov.uk/library5/education/bofs-00.asp). This
document sets out the vision and objectives for the school estate
of the 21st century. The vision is for well designed, well built,
and well managed schools that support national and local priorities,
and inspire children, young people and communities, and a future
school estate that meets aspirations, responds to evolving needs
and is effectively managed and maintained over the long term.
As design and sustainability are key issues which local authorities
may wish to consider when shaping their future school estates,
the Executive is currently preparing guidance on school design
which will assist in specifying the quality and standards of work
required when designing and constructing new schools. This guidance
will be published in the summer.
Annex A
PAPER BY THE EDUCATION DEPARTMENT—NEW
EDUCATIONAL DEVELOPMENTS DIVISION
PURPOSE
1. To invite members of the Cabinet Sub
Committee on Sustainable Scotland to consider work underway across
Scottish schools to engage young people in environmental matters
and invite comments on this.
2. Timing
3. Routine. For consideration at the Sub-Committee
meeting on 15 January 2003
BACKGROUND
4. The Sub-Committee discussed the problems
in engaging and retaining young people's interest in environmental
matters whilst discussing the outcomes of the World Summit on
Sustainable Development in Johannesburg at its October meeting
and agreed that further consideration should be given to the matter.
The attached report, which has been prepared by way of background
and as a basis for further discussion, offers a brief overview
of eight of the key education for sustainable development projects
that are currently operating in schools in Scotland or were completed
in 2002. The report is factual and was made available for the
information of MSPs in early January. It only covers activities
in schools; higher and further education initiatives for increasing
awareness of sustainable development issues generally are not
covered. The central resources provided for teaching and raising
awareness of sustainable development across the school curriculum
through five to 14 Guidelines and the framework of national qualifications
are not considered.
ECO SCHOOLS
PROGRAMME
5. To supplement the factual information
contained in the attached report, the National Officer for one
of the largest projects, which has been supported by the Executive
-Eco Schools -Kate Campbell, (based at Keep Scotland Beautiful)
has been invited to speak to the Sub-Committee about her experience
through that initiative. Ms Campbell will highlight some of the
action currently being taken through the Eco Schools programme
and its effectiveness and give an indication of future plans,
including her efforts to increase the number of primary and secondary
schools across Scotland which are participating in it. The programme
was re-launched in Scotland by the Minister for Education and
Young People in Dunkeld, in September 2002 (the same day as the
First Minister visited a participating
Primary School in South Africa). In April 2002,
240 Scottish schools were participating in the Eco Schools programme;
by October this had risen to 360 (10% of Scottish schools), with
31 of those having achieved the Green Flag Award, the highest
award in the programme; and by December it had risen to 440 and
36, respectively.
6. The rising numbers of schools participating
in the programme may reflect its inclusion within the new school
improvement framework. Promoting sustainable development in schools
has been identified as a key area in the National Priorities in
Education within the framework. There are 5 Priorities, and one
of the Priorities covers Values and Citizenship and for the first
time, education authorities are being asked to report on "the
number/percentage of primary and secondary schools within their
area that are participating in the Eco Schools Award or similar
accredited environmental award".
1.1 Research
7. Independent research has been commissioned
by SEED into the delivery of the National Priorities in Education
and will cover the first 3 years of the School Improvement Framework.
This will be conducted by the Office of Public Management, an
independent, not-for-profit organisation which carries out research
and consultancy work. This will cover the delivery of the outcomes
under all 5 National Priorities, and therefore will include those
under the Priority, Values and Citizenship.
8. Final year Marketing students at the
University of Stirling have conducted an exploratory study into
the impact of the Eco Schools programme on young people's attitudes,
awareness and behaviour regarding environmental issues. They reported
in December 2002 and concluded that participation in the programme
was having a positive impact on pupil's awareness and attitudes,
with a marked impact on behaviour. This report is currently with
the Research, Economic and Corporate Strategy Unit of the Education
Department for validation.
OTHER ACTION
SUPPORTED BY
THE EXECUTIVE
1.1.1 Sustainable Secondary Schools Project
9. The Sub-Committee will also wish to note
the latest developments with the Sustainable Secondary Schools
Partnership (SSSP) mentioned in the Report. Membership of the
Partnership, set up in 2001, is drawn from: Learning and Teaching
Scotland; Scottish Natural Heritage; World Wildlife Fund for Nature,
Scotland; Eco-Schools, Scotland; International Development Education
Association of Scotland; Royal Incorporation of Architects in
Scotland; Royal Town Planning Institute in Scotland; Scottish
Civic Trust; and the Royal Society for the Protection of Birds,
Scotland.
10. The Heritage Lottery Fund has provided
a grant (£250,000 over four years) to the SSSP to develop
education for sustainable development (ESD) in Scottish secondary
schools. The project has four main aims and is divided into three
phases, as set out below:
1.2 Aims
— Provide advice on the scope of ESD
in secondary schools;
— Describe its place in the secondary
curriculum;
— Outline its characteristics by working
directly with education authorities and secondary schools to develop
and test practical ideas; and
— Demonstrate new ways of making ESD
central to school life and an integral part of all school activities.
1.3.1 Phases
Research into current status of whole school
approaches to ESD;
— Working with selected pilot schools
and associated education authorities to demonstrate ways in which
whole school approaches can achieve ESD; and
— Implementing effective dissemination
strategies leading to adoption of similar practices in other Scottish
schools.
11. The Partnership's role is to provide
overall management and advice on the development of the project.
Day-to-day management is the responsibility of Learning and Teaching
Scotland (LTS) through a Project Co-ordinator. The Partnership
places great emphasis on democratic decision making and sustainable
ways of working in their approach to the project.
12. Six pilot schools are participating
in the initiative with each seeking to demonstrate a different
facet of ESD. The schools and themes are as follows:
Fortrose Academy, Highland—"Global
Citizenship" project including development of links with
Malawi.
Currie High School, Midlothian—Redesign
of some areas of school premises on sustainable development principles.
Braes High School, Falkirk—Engagement with
wider community in developing environmental and community links.
Drummond High School, Edinburgh—Investigation
of school's impact on the local environm ent.
St Columba's, Clydebank—Raising self-esteem
and self-confidence of pupils through developing internal environment
of school and community links.
Alford Academy, Aberdeenshire—Development
of school environment through use of artwork etc.
In addition to these 6 schools, Lionel School
on the Isle of Lewis is receiving more limited support to assist
to carry out a project on the impact of tourism on the environment.
1.3.2 Development of the role of the SSSP
13. Discussions with Scottish Natural Heritage
and other relevant organisations had identified the need for a
body to playa role in respect of supporting ESD. It was agreed
that it would be useful to utilise the expertise and experience
of the SSSP to establish a Group to consider the wider issues
of ESD in schools. The Group would act as a sounding board and
source of advice on the promotion and development of ESD within
both the primary and secondary sectors. Specific areas of possible
activity could be contributing to the development of performance
indicators for national priorities and the National Debate on
Education. It was important that ESD was not seen as an add on
but rather an integral part of the curriculum and, of course school
management. Advice from the Group could be routed through LTS's
Advisory Council as SEED's formal source of advice on the curriculum.
14. SEED has met with representatives of
the Partnership to discuss the proposed remit for this new role.
While this has still to be finally agreed the remit will be along
the following lines:
— To co-ordinate and facilitate the
promotion and development of ESD in primary and secondary schools;
— To provide a forum for organisations
with an interest in ESD to express ideas and exchange experiences
by encouraging networking and aiding communication;
— To build connections between ESD
and other areas of the curriculum and schools management; and
— To identify good practice.
15. SEED are discussing with LTScotland
resource requirements and a review of the membership of the Partnership
which should perhaps include involvement of practitioners and
other organisations, for example SEPA. The initial agenda for
the work of the group will include:
— The role ofICT in relation to ESD;
— ESD in initial teacher education;
— The relationship between ESD and
citizenship education;
— Collecting examples of good practice
in the classroom; school management, organisation and leadership;
and within education authorities;
— How to facilitate the flow of information
and avoid duplication of effort.
CONCLUSION
16. The Cabinet Sub-Committee is invited
to note and comment on the current position and work being done
across Scottish schools to engage young people in environmental
issues.
January 2003
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