APPENDIX 55
Memorandum from UNED-UK, Education Task
Group
SUMMARY
1. This submission draws on important evidence
and research gathered by UNED-UK Committee and its Education Task
Group (October 2001 to November 2002), which is now being disseminated
by Oxfam Development Education, WWF-UK and South Bank University
Education for Sustainability Programme. It highlights the issues
that the research flagged up.
2. This research identified a number of
key barriers to the take up of Education for Sustainable Development
(ESD) which are outlined in this submission. The research also
uncovered a wealth of existing ESD programmes. Some of these programmes
followed a whole systems approach to ESD geared towards action,
critical thinking and learning, flexibility of delivery and inclusiveness.
These were categorised by the research programme as representing
best practice. However, many of the activities at grassroots level
were fragmented, lacked widespread community support, and were
reliant on short-term project funding from NGOs.
3. As a result of this inquiry, UNED-UK's
Education Task Group would ask the Committee to take a clear message
to the Government that a co-ordinated strategy to develop the
capacity for ESD throughout formal and informal education should
be taken forward as a priority. This should be developed through
a system of co-owned participation with all stakeholders.
4. For further information on any of the
issues raised in this submission, please contact Anna Birney abirney@wwf.org.uk
INTRODUCTION
5. A review was carried out on the progress
make in Education for Sustainable Development (ESD) in the UK
as part of a three year project ending in November 2001, undertaken
by members of the UNED-UK Education Task Group2. The review sort
to learn from existing practice, to evaluate relevant UK policy
and to feed into the World Summit on Sustainable Development (WSSD).
6. Oxfam Development Education, WWF-UK,
South Bank University Education for Sustainability Programme and
the Royal Academy of Engineers supported this project.
7. Information was collated by asking stakeholders
in each sector what they were doing, the limitations to ESD, the
achievement's they had made, where support had come from, and
how they have built knowledge and disseminated it. This was primarily
done through a questionnaire.
8. As part of the stakeholder dialogue,
workshops were held to support the review process and to contribute
further to the project. The outcome from one of the workshops
held on 12 December 2001 forms the basis of evidence in this submission
(ESDW)[26].
A paper prepared for the WSSD summarizing responses will also
be referred to (SQ)[27]
9. ESD is at the heart of engaging people
in and implementing sustainable development. ESD includes issues
around access to education and provision in the formal education
sector, but also encompasses a longer-term commitment to working
towards sustainable development by applying the principles of
active participation, dialogue, critical thinking and engagement.
10. ESD is a wide and developing field.
There is of yet no commonality of approach to ESD amongst the
range of practitioners working in the field, suggesting the need
for an overarching framework that draws together the strands of
sustainable development practice (awareness, education and implementation).
Whilst Local Agenda 21 is the most high profile framework for
sustainable development, Chapter 36 of Agenda 21, which covers
education, public awareness and training issues, has received
very little coverage.
11. WWF-UK, Oxfam and South Bank University,
with additional stakeholder support, are now developing a programme
to take this learning and good practice forward and would welcome
the opportunity to discuss their findings and future plans in
oral evidence to the Committee[28]
Q1. Is a lack of public engagement and understanding
a real obstacle to the Government's progress on its sustainable
development agenda? Have there been any studies to show this?
Please refer to practical examples where possible.
12. UNED-UK's review of progress in developing
and implementing ESD in the UK identified a number of barriers
which have hindered further public engagement and progress towards
sustainable development.
13. The review found that particular sectors
had higher levels of participation in ESD than others did. The
diverse range of ESD programmes in local government and NGOs illustrated
the importance of their contribution to ESD in the UK[29].
However, the review highlighted a number of projects that were
reliant on "enthusiasts" within a minority of organisations
with few links to the wider community.
14. The variation in the level and quality
of participation in ESD found by the review (SQ) highlights the
need for sustained Government support for a more comprehensive
programme of capacity building, and wider public education in
sustainable development. Simple, practical messages are required,
reinforced by positive media coverage of sustainability issues,
supporting behavioural change on the ground.
15. ESD must also be ingrained in the policies
and practices of all Government departments. The Government must
demonstrate a greater political will in tackling the barriers
to the take up of ESD and provide strategic direction. This could
either be within government or through a larger inspection body
that will co-ordinate the work.
16. The review identified current structures
in the education system that acted as a barrier to embarking on
ESD. In the formal education sector, subjects separated by traditional
boundaries and prescribed teaching methods were found not to fit
well with ESD practice.
Q2. Is there a need for a national strategy
for education for sustainable development? Would additional infrastructure
be required to deliver a coherent, national strategy?
17. The most overarching priority highlighted
by the stakeholder dialogue was the need for an overall strategy
on ESD, including more strategic national and international leadership
and organisation of ESD, developed in consultation with the wider
education community to ensure ownership. All the sectors represented
by the research respondents identified this as a key area for
policy (SQ).
18. The review highlighted the importance
of delivering ESD through an infrastructure of comprehensive regional
and local networks and forums. These would act to enable feedback,
evaluation and disperse information about sustainable practice.
Overall responsibility for development of ESD would thus lie with
the wider education community[30]
Strategic planning should start with the knowledge, concerns and
good practice that is already out there.
19. The development of a national strategy
should be put together through a process of consultation, and
should include timeframes and clear targets for local authorities
as well as for reporting to national government and stakeholders.
This will ensure people learn through involvement and contribute
to local knowledge.
Q3. 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?
20. Some of the case studies collected (see
SQ) show the celebration of local processes made towards sustainable
development. Further research with respondents would be needed
to evaluate the effects of Government campaigns. It would increase
the credibility of government strategies within the education
community if campaigns were to be based more closely on proven
communication strategies.
Q4. 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. 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.
21. There is a plethora of existing programmes
some of which can be considered good practice. Some of these programmes
were covered by the review (SQ).
22. The types of activities that were found
to be taking place on the ground included:
— awareness raising programmes;
— development of training material;
— gathering and sharing of information;
— networking of information practice
and people;
— developing practice through pilot
schemes, projects and evaluation;
— developing and lobbying policy through
networks and case studies;
— training of professionals and;
— meetings, conferences and group consultation.
23. Drawing on these case studies and practitioners
knowledge, enabled a list of criteria to be assembled as an indicator
of "good practice" in ESD (ESDW).
24. Programmes and projects should be as
inclusive as possible—involving a range of individuals,
sectors and organisations—to benefit the whole community
and impact on wider society. There should be evidence of broad
based support and networking between different organisations (including
different tiers) and sectors to maximise the influence of the
ESD agenda.
25. Tangible benefits should result. These
include:
— action, with more knowledge dissemination;
— enabling action and competence building;
— the project type should encourage
reflection, flexibility, experimental learning, and multi disciplinary
approaches and develop critical learning and geographical diversity;
— this might include looking at and
comparing different approaches to an issue.
26. However, the activities should be co-ordinated
and have a strategic approach towards planned goals. They should
also demonstrate relevance to the Government's strategic objectives.
Projects should be regularly reviewed and systems of evaluation
and feedback put in place. They should holistically address all
aspects of sustainable development ie social, environmental and
economic problems, and should ensure that their own working practices
are sustainable.
February 2003
Annex 1
SUMMARY OF "EDUCATION FOR SUSTAINABLE
DEVELOPMENT AT JOHANNESBURG" WORKSHOP HELD ON THE 12th DECEMBER
AT SOUTH BANK UNIVERSITY
A questionnaire asking people what they had
done and their thoughts about Education for Sustainable Development
ESD was sent out. Over forty responses were received before the
day. The participants read the responses and then they were asked
to give a general overview of them. From this we looked at the
type of activities that have been taking place over the last 10
years. Once this was ascertained we could move onto what the barriers
were to the progress over this period. Throughout they were asked
to use evidence for the issues and activities identified, using
the questionnaires. Once the groups had got a feel for the case
studies a list of criteria was drawn up to identify what makes
a "good" case study. The results of the day do not give
an overall and complete overview but are the priority issues for
the participants and the Education Task Group.
Types of activities:
— Awareness raising programmes that
take the form of publications, communication, media, newsletters
and websites.
— Training material for schools, courses
and other professionals.
— Sharing information through databases,
case studies and websites.
— Networking of information and people.
— Dissemination of materials, resources
and publications.
— Developing practice through pilot
schemes, projects and evaluation.
— Developing and lobbying policy through
network and case studies.
— Training of professionals.
— Meetings, conferences, group co-operation
on an agreed agenda and consultation.
— Most activities use the internet
a great deal.
The major barriers to these projects:
— Lack of support and co-ordination
of approaches. With no systematic approach to encourage and engage.
The projects are ad hoc and diverse, with a lack of strategy
therefore joined up thinking is needed.
— Conflicting priorities and lack of
political will. The major problem is it is only seen as a side
issue in sustainable development
— Lack of knowledge about the issues,
especially by decision makers. This is not helped by the media
attention or adverts. There has not as yet been an acceptance
of an unsustainable lifestyle.
— The methodologies to disseminate
are ineffective, evaluation of effective delivery is often missing
and assessment is therefore poor.
— This is exemplified in formal teaching,
where ESD is not clear enough, especially concerning citizenship.
The style of teaching and ESD do not fit well together. The system
is too mechanistic for a participatory and cross curricula approach
of ESD.
— Training within organisation and
businesses tend to be outreach rather than internal training.
— There is a serve lack of funding,
especially of a sustainable nature. This comes with pressure from
funders for tangible outcomes, for example no support for use
of resources produced. This with the competitive spirit of fund
raising makes funding projects very difficult. The economic incentive
for ESD work is also lacking.
— Lacking is plain talking with practical
action, comprehensive forums for sharing ESD and good practice.
— There is a problem of what ESD and
its projects are known as, and therefore linking of public participation
& citizenship education.
Barriers concerning the people involved in ESD:
— It relies on the odd enthusiasts.
— People tend to not see themselves
as part of the ESD community
— There is no continuity to which local
authorities are involved, especially with the discontinuation
of Local Agenda 21.
— There is no person or central authority
that is in charge of sustainable development, especially ESD.
— ESD within government should run
across many departments; however how it should and is placed is
poorly understood.
— A problem lies in the regional and
national links between government departments, NGOs and LEAs.
As pointed out in Northern Ireland; what space is smaller enough
for change to occur?
Criteria of a "good" case study:
— It should benefit the whole community
and have wider impacts across society. Thus involving everyone
fully, trying to reach out, and working with different people,
sectors and organizations. There should be evidence of broad base
support and interaction, influencing the ESD agenda at all levels.
Organisations therefore should value links and multi-level approaches.
— The results should be that of action.
With more knowledge dissemination, enabling action and competence
building.
— The project type should encourage
reflection, flexibility, experimental learning, and multi disciplinary
approaches and develop critical learning and geographical diversity.
Looking at and comparing different approaches to an issue.
— However the activities should be
co-ordinated and have a strategic approach towards planned goals,
which can show links towards the government.
— Assessment should be carried out,
thus having evaluation and feedback systems.
— It should link the social and environmental,
whilst telling a story of what took place and what went wrong,
that is it should its self be sustainable.
In the afternoon the participants tried to find
consensus over the priorities for practical next steps within
the UK and to some extent internationally. This was originally
placed into the stakeholder groups that are identified in Chapter
36 of Agenda 21, however many if not all priorities were relevant
to all of the groups.
Practical steps, the priority issues
Education is a means of implementing sustainable
development as set out in Agenda 21. This means the interactions
and links can be made between the mechanism of sustainable education
and the content issues of Agenda 21.
— Responsibility and understanding
in the wider education community needs to be built.
— To do this the process needs to start
with the learner's own knowledge, concerns and good practice.
— Thus creating networks and forums
(including all stakeholders, not forgetting business and NGOs)
to enable feedback, evaluation, and continuity of projects and
disperse information about sustainable practice through the local,
regional and national systems.
— This can be done through "ladders
of engagement", letting people know their relation to others
and routes to follow for help.
— A larger inspection body that can
assess all sectors will co-ordinate this.
— A requirement for all Heads and
teachers to demonstrate an understanding of Sustainable Development
principles and practice (eg NPQH).
— Include ESD into the National
Curriculum for teacher training.
— Train staff to embed sustainable
development criteria in their work, ensuring it happens by genuine
monitoring and evaluation
— Also accrediting learning gained
in society rather than simply assessing what is "taught"
in schools, thus establishing provision for life long learning.
— Through this system of consultation
an overall work plan for ESD, including timeframes and clear targets
for local authorities can be set; reporting to all stakeholders
and national government.
— This will ensure people learn through
involvement and contribute to local knowledge.
— Local Authorities should also evaluate
and promote participation including a variety of informal education
provision and awareness raising strategies.
— Developed local authorities capacity
will make them a broker of information on good practice on local
sustainability.
Annex 2
Greetings from the UK to World Educators
for Sustainable Development!
We would like to tell you some of the things
that we have been doing and some of our thoughts on policy......
A document based on a stakeholder survey carried
out by Anna Birney, UNED-UK Education Task Group
Compilation and commentary by Dr Jenneth Parker
of the Education for Sustainability Programme at South Bank University
UK
August 2002
Updated February 2003.
Education for Sustainability in the UK:
Executive summary
PURPOSE AND
PROCESS
This document has been compiled from responses
received to a questionnaire put out by the UNED-UK Education Task
Group—a list of respondents is included in the appendix.
The consultation, of which this survey is a part, was based on
a multi stakeholder process, lasted over three years and included
several key events organised in conjunction with South Bank University,
attended by a cross-section of the UK education community. Here
you will find a rainbow of initiatives, with varied perspectives
and orientations to ESD, and working in and with different sectors
of the broad UK education community. You will also find key points
for policy highlighted by these vital groups of ESD practitioners.
South Bank University, Oxfam and WWF-UK, with
additional stakeholder support, are developing a programme to
take this learning and good practice forward in 2003.
ORIENTATION
ESD is a very wide and developing field and
here we indicate the range of different views and emphases with
which practitioners are working. We have also included their references
to policy frameworks that have informed these views. Local Agenda
21 is clearly the most well known framework, with a few mentions
of policy initiatives from central government. It is noticeable
that no respondents referred to Chapter 36 of Agenda 21 and this
may indicate the need for governments and other agencies to publicise
these international commitments more widely.
PRACTICE
We believe that this survey represents a valuable
step towards an overview of ESD provision in the UK, but certain
sectors are particularly well represented here. However, the strength
and diversity of local government and NGO sectors represented
here does certainly represent the importance of their contribution
to ESD in the UK. Practice includes: strategic organisation and
networking; training and education programmes for all sectors;
capacity building and empowerment; experiential and celebratory
activities; community development; and public awareness raising.
POLICY
Policy points highlight the following:
— Need for more strategic national
and international leadership and organisation of ESD—if
this can be brought about in ways that recognise, and build on,
existing positive developments.
— Need for firm curriculum commitments
to ESD on the part of government.
— Overwhelming importance of partnership
working and need for frameworks and information to expedite this.
— Focus on capacity building through
active involvement in change.
— Centrality of participatory processes
of policy/practice/resource development.
— Key role to be played by research,
development and evaluation in ESD.
— Joined up approaches to funding and
— Debates about importance/neglect
of various sectors—can they become complementary?
2. SUMMARIES
OF PRACTICE
Respondents are divided up into roughly into
5 sectors—although there is some overlap.
Each sector's responses are organised into Orientations,
Practice and Policy. Responses are also grouped
Thematically within these sections where appropriate.
NB Items highlighted in bold signify points
agreed on by several respondents
KEY: SD = Sustainable Development
EFS = Education for Sustainability
ESD = Education for Sustainable Development
EE = Environmental Education;
DE = Development Education
LA21 = Local Agenda 21
NGO = Non Governmental Organisation
OFSTED = UK government schools inspection
2.1 GOVERNMENT
ORGANISATIONS
| Orientations | The Environment Agency (EA) is promoting the understanding that achieving environmental aims means addressing social concerns
Forestry Commission (FC) orients work on the notion of sustainable forest management which includes staff development, education and public awareness
|
| Samples of planning and practice | The EA has been involved in the government-initiated Sustainable Development Education Panel helping to develop policy and guidance
Professional institutional training has been the focus of one EA partnership project
The EA has worked to develop standards for training and a foundation course for the Environmental Task Force for young people—future focus "capturing" and formally acknowledging skills developed in Environmental Task Force
FC partner in Forest Education Initiative
Community involvement in woodlands/forests (not officially education initiative but learning outcomes immense from these kinds of projects)
FC produce learning resources, formal and non-formal
|
| Issues for policy | The EA supports it regulatory role through learning and influence—though the importance of this element is not always understood in restricted vision of role
More knowledge of partnerships needed
Not enough "how to do it" support/resources
Increased strategic co-ordination to prevent duplication of efforts and to improve ease of engagement with SD
|
2.2 Local Government organisations
NB this section includes replies from Local Government (at
levels: regional, county, borough) regarding:
— awareness-raising as part of other statutory activities
(waste management, planning etc) and from those officers
— specifically from the Local Education Authority—generally
concentrated on schools.
| Orientations | Research/consultation towards ESD plan development
Links to Agenda 21 and regional/county/local plans for SD
ESD still often based on EE provision in schools with specific "development" projects added on
Increased awareness, understanding and then practice in terms of sustainability
Generally making people more aware and more responsible so they can help achieve change, both at work and in the wider community
Help people recognise and then minimise environmental impact
Re-orienting education and training towards ESD
""to help people live more lightly on the planet, in a more equitable way than the human population does at present"
|
| Samples of planning and practice | Strategic:
Regional (Yorkshire and Humber) forum operational plan developed for ESD—reviewing strengths and weaknesses across the sectors and developing strategy with set objectives
County (Dorset) ESF network and website—presenting locally and nationally
ESD Forum (West Midlands) co-ordination between sectors: schools, youth, business, community, tertiary education
Borough EFS network (Pendle)
Networking groups for enthusiasts eg Headteachers' LA21 and EE group
Training:
Citizenship training as part of Healthy Schools initiative
Training staff up to high environmental standards (ISO 14001) and training for councillors in biodiversity
Training sessions for regeneration workers and programmes for local communities
Schools:
Curriculum and guidance materials produced by education advisors (often in partnership with NGOs)
Range of partnership activities with: business groups; farm projects; Development Education Centres; local and national NGOs; between different areas of County Council work (eg waste, property management)
Devise, develop, maintain and monitor Education Authority scheme "Environmental Schools"
Community and public awareness:
Run courses and conferences on ESD and related topics—use libraries for dissemination of results
Events, competitions, articles, Environment Week
Education events open to public to raise awareness, newsletters, celebrations, sustainability marquee at County Show
Regular public meetings on SD issues and practical illustrations of sustainability in action
Food festival; woodland festival
Youth and community "Planning for Real" participatory local planning
Set up charity "Welcome to our Future" to promote community involvement in SD activity
|
| Issues for policy | Strategic:
Success of regional/county strategies—need recognition and funding support—linking up with national strategies
Role for an effective, participatory national forum for ESD
Insufficient lead and legislation from the government—in the education sector and more widely—"the government should take it seriously like they do health education"
Education cannot do the job alone—more support needed for SD in wider society
More leadership at regional and national level
Priority of working in partnership—"an enormous amount can be achieved"
Regulatory role is first priority—especially due to financial constraints—ESD not statutory responsibility
More strategic planning—over-reliance upon committed individuals
Support on SD for local government under Local Government Management Board was good—but now there is a gap
Schools:
Competing curriculum priorities in schools are a problem; absence of assessment and inspection of ESD by OFSTED; lack of targeted funding
Funding for teacher training in ESD—on a par with literacy and numeracy
Schools should have a responsibility for a better future—not just improving exam results
Low level of teacher confidence in the profession
End inspection—more emphasis on self-evaluation
More outdoors, off-site work is vital; more North-South links using technology.
More modules in FE and HE to allow progression; a core module needed in MBA and Economics degrees
Community and public awareness:
Some real funding for core processes—not just short-term projects
Young people are largely disillusioned with the adult decision making process and feel disempowered to make changes in society
Need legislative imperative to support this work—without it falls to bottom of list
Importance of voluntary work and support in kind from a variety of organisations—build on existing networks
|
2.3 EDUCATIONAL ORGANISATIONS
| Orientations | Offering opportunities to explore some of the economic, environmental, political and humanitarian issues of the global society
Values as an essential element in Design and Technology at all ages
Importance of aspects of sustainability being integrated into curricula
Importance of ESD in initial teacher training
|
| |
| Samples of planning and practice | University Green Travel plans
Adult education for older citizens in global issues—"current affairs"
Network in specific area of curriculum (Design and Technology)—meetings, articles, interventions
"School Management and EFS" course
Including ESD perspectives in information systems courses and programmes
Research projects tracking new teachers' progress in ESD
Working in partnership with NGOs and local government in research
and development
|
| Issues for policy | Need for support to extend informal education curriculum
Focus on technology and its impact on people and the environment
Can "hang" some developments on government policy—but it is not really supportive to ESD in HE
People active in LA21 in regions need to get together to plan and campaign
More government support for research into ESD needed
|
3.4 BUSINESS ORGANISATIONS
| Orientations | Greater understanding of sustainability issues among people of all ages. Recognition of business (Shell) as a lead player in sustainable development
Industry research organisations raise issues of SD: "better understanding in industry and reduction in use of resources. Better awareness in consumers of the impact of their consumption"
Marketing service of environmental business advice
Providing courses for executives and non-technical experts on SD—including eco-justice and social challenges
Help professional associations develop a shared mental model for SD through learning process
|
| Samples of planning and practice | Production of resources for schools together with NGO partners and Universities
Set up Community Science clubs
Stakeholder debates to produce action plan on packaging
Environmental best practice guides for industry; consumer leaflets on recycling
Telephone advice and support for business; site visits; clubs for companies; and seminars
Partnership working with business, government, local authorities, donor agencies, NGOs
Work-based or workplace learning for ESD designed to suit the company/team
Sustainability Learning Networks programme
Learning materials in libraries
Participatory learning projects in the professions
|
| Issues for policy | Importance of partnership working—at national and global levels
Linked to corporate policy on sustainable development
National curriculum needs to be aligned to ESD objectives
Packaging Directive important framework for education work
Recognition and celebration of existing practice in industry
Extend joint initiatives with education providers in ESD
Need to enable/encourage cross-sectoral partnerships through training
Recognise alumni effective in policy
Participatory approaches to developing policy encourage ownership
|
12. NGOS, INDEPENDENT
ORGANISATIONS AND
INDIVIDUALS
| Orientations | Following the objectives of LA21
Link between public participation and citizenship education is a keystone of ESD
Develop ESD in UK and abroad—relate the two
Learning through dialogue and capacity building through experiential learning
The promotion and support of community led activity in itself promotes educational awareness and sustainability
Linking EE and DE through Global Citizenship
Environmental celebration combined with information and inspiration for change
Youth led sustainable development action projects
Giving young people a say on transport issues, strengthen children's rights and tackle complacency on development
Educating young people about SD through their experiences
Working with young people to achieve their aims, wants and needs in framework of LA 21
"Trying to steer education to merge wildlife/biodiversity and sustainability"
Focus on strategic decision makers to re-orient education to ESD
Raise awareness of development issues; challenge stereotypes about other people and places; get people to take responsibility and to work towards a more just and sustainable world
Focus on teacher training to re-orient education to ESD
Offering relevant consultancy skills and knowledge to help disseminate ESD
ESD should: increase understanding of key forces shaping environment/society/economy relations; develop intellectual skills; and develop skills for participatory decision-making
Energy use; energy efficiency; energy sourcing—all in relation to ESD
Increased understanding of earth's major ecological systems; foster positive feelings about spending time in the natural world; promote "living lightly" on the earth
EE orientation to ESD rather than DE
Involving people in creating practical environmental and social change
Enabling local communities to confront the need for SD as a part of ordinary daily living
|
| Samples of planning and practice | Strategic:
Network of organisations: local authority; central government; NGOs; Education and Library boards; Dept of Education etc, facilitated by NGO (Northern Ireland)
|
| National association of DE (Wales) joint work
Faith-based organisations (Christian) concerned with environmental issues—using existing faith networks for dissemination
Networking and awareness-raising organisations eg Eco-congregation partnership
Education 21 Forum published "Blueprint for Education for the 21st Century"
Environmental Education Council (Scotland—now discontinued) developed policy and awareness prepared way for further initiatives
Development of strategy for EE in Scotland and "Learning to Sustain"—list of success factors
Helping set up HE distance learning course in EFS
Higher Education Programme for Sustainability—integrating SD into HE strategic objectives
"Project Carrot"—re-orientation of land-based colleges towards SD
Capacity building of education professionals in FE, HE, Local authorities, NGOs, communities, corporate sector etc
Training:
Environment days compulsory for Graduate School of Education students at Queen's University Belfast
Training programme of events aimed at professionals working in natural heritage (Scotland)
Inset programme to ITT colleges
Capacity building on ESD through websites and training, developing a strategy for ESD within Federation (Groundwork)
Schools and youth:
Partnership work on "Food and Farming" website, on-line resource for school and youth groups
Enabling youth participation in international ESD events and through special events
Computer software package to assist in surveying young people's journeys to school—steering group involving other NGOs with expertise
Running an "Earth Summit" and doing an environmental audit in schools
Projects with young people: allotments; community gardens; murals; recycling projects; wildlife gardens; educational programmes
Training young people to become peer educators
Energy Matters in London encourages schools to adopt a holistic approach to sustainable energy among their students and in their buildings
Short, exploratory programmes for children set in the natural environment: "Earth Rangers", "Lost Treasures"—"magical learning adventure"
Residential education centre aiming to develop "environmental good habits"
Consultations with young people on LA21 issues—involvement in planning
Community and public awareness:
Preparing poster-type documents on ESD
Booklets linking business and natural heritage in case studies
Running a visitor attraction (City Farms) which promotes sustainability and social inclusivity
Partnership work with government agencies and business on projects
Organising local environmental festivals—to change attitudes, habits and lifestyles—putting in place effective support activities future aim
Purpose-build wildlife centre with interactive display on sustainability issues
"Action at Home" scheme helps households to reduce environmental impact and save money; "Small Change" has helped households on a low income to eat more healthily and cut pollution'
Launched new environmental lifestyle magazine
Demonstration projects, local capacity being built—communities demonstrably more sustainable
Local and global:
Capacity building projects abroad in partnership—building civil society and setting up NGOs
Resources for the UK informed by overseas projects—also supplement in newspaper
Development of Global Citizenship curriculum through extensive consultation
International networks of Global Citizenship educators
Community projects on local and global food issues—move from local issues to global
Partnership initiatives between schools in North and South
Research and development:
Exchange and develop ESD knowledge through publications and networking
Advocacy, lobbying and networking on ESD policy and practice
|
| Issues for policy | Strategy:
Greater collaboration needed between DE and EE organisations
ESD educators need a clear structure to hold them together and provide support
More leadership from central government
Participatory processes for curriculum and policy development
"Whole school" perspective needed for change in formal education
Competition culture of bidding for limited resources is wasteful of energies
Funding sources do not have SD as stated charitable objective
Education should always be on the international CSD agenda
Stronger coordination between national and international agencies for ESD
"The greatest level of ignorance is that among adults"
Increased stakeholder involvement in policy making through consultations—but also need to work with "major thinkers" in the area of ESD
NGOs:
UNCED was in many ways a reflection of NGO activity prior to 1992—NGO role to look beyond and envision future policy
The NGO community has spearheaded ESD in recent years and other agencies should recognise and support this more consistently
Meaning and model of ESD:
The media and influential public bodies do not know what sustainability really is
Necessary to promote a broadly based definition of ESD to involve as many organisations as possible in raising awareness
Taking action helps build people's self confidence and skills
More extensive public debate needed on ESD and need for a new holistic model
ESD is still seen as an "add-on" in most educational circles
ESD requires a degree of political awareness
Curriculum:
Need direct requirement in the curriculum—not just by "side door" through citizenship—energy should be a specific curriculum area
LEA support depends upon unambiguous inclusion in government policies
Need to prove that ESD is a vital factor in improving quality in schools
Youth:
Youth has requested assessed courses in ESD
More funding for youth-led projects—empowering young people to take action to improve their environment
Youth websites provide opportunities for consultation of youth by local authorities etc—a channel for youth influence on policy—the internet is "their turf"
Young people's self esteem is an important factor
Research:
Need research on success and failure factors in ESD
"Dissemination beyond our programmes has been a weakness in the past"
Need for more evaluation and research on outcomes of ESD
Research needed on programme effectiveness—consolidate existing good practice
Community:
Success factor—"the commitment of partnerships and the involvement of local people on community led committees"
Success factor—produce resources in collaboration with future users
Success factor—providing training to leaders within the community
Success factor—community development as ESD belongs to local people and is fought for and defended by them
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Annex 3
LIST OF
RESPONDENTS
Government organisations
The UK Environment Agency
Forestry Commission
Local government organisations
Devon Local Education Authority
Dorset Local Education Authority
Dudley Local Education Authority
Durham County Council
Herefordshire Council Environmental Sustainability Unit
Medway Council
North Norfolk District Council
Pendle Borough Council
Suffolk County Council Education Service
West Midlands Education for Sustainable Development Forum
Worcestershire County Council
Worcestershire Local Education Authority
Yorkshire and Humber Regional Forum for Sustainable Development
Education
Educational organisations
Centre for Cross Curricular Initiatives South Bank University
Open University Centre for Complexity and Change
School of Information Systems Kingston University
Shortenhills Environmental Education Centre
University of Brighton Lecturer
VALIDATE (Values in Design and Technology Education)
Workers' Education Association Tutor
Business organisations
Cambridge Programme for Industry
INCPEN (organisation of the packaging industry)
Marches Environmental Business Partnership
Professional Practice for Sustainable Development
Shell Education Services
NGOs
CADISPA (Scottish Community Learning for Sustainability)
Centre for Sustainable Energy
Christian Environmental Issues Network
Cumbria Development Education Centre
CYFANFYD—The Development Education Association of Wales
Federation of City Farms and Community Gardens
Forum for the Future
Global Action Plan
Global Link Development Education Centre
Groundwork
Institute for Earth Education
Living Earth Foundation
Northern Ireland Environmental Education Forum
Oxfam England Development Education Team
Peace Child International
Plymouth Young Persons' Agenda 21
Save Our World
Scottish Environmental Education Council (now discontinued)
Scottish Natural Heritage
Warwickshire Association of Youth Clubs
Warwickshire Wildlife Trust
West Midlands Education for Sustainable Development Forum
WWF-UK
Young TransNet
Stephen Sterling Consultant
Anonymous Consultant
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Appendix I: Summary of 12 December 2001 Workshop. Back
27
Appendix II: Paper taken to the WSSD, compiled from the research. Back
28
This submission is in addition to that of WWF-UK and SBU EFS Msc
Course. Back
29
Appendix III: List of organisations that responded to the questionnaire. Back
30
This includes not only the formal sector, but local authorities,
business and NGOs. Back
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