APPENDIX 51
Memorandum from the Council for Environmental
Education (CEE)
1. INTRODUCTION
1.1 CEE is the national, strategic body
in England for environmental education and education for sustainable
development, and was established in 1968. Its unique role is to
increase the effectiveness and coherence of the broad education/environment
sector, by working with its membership to develop policy and practice,
and by providing an overview of national developments, trends
and issues.
1.2 The national "Council" is
made up of national organisations (currently 73), including government
agencies, professional bodies, academic associations and NGOs.
Associate members include local, regional and international organisations
including local authorities, NGOs, schools, colleges, universities,
education centres, and individuals.
1.3 CEE has been funded by central government
since 1976. It currently receives a three-year strategic core
services grant from Defra through its Environmental Action Fund,
and a three-year youth work programme grant from DfES. Both of
these grants come to an end in March 2005. Other funding comes
from membership subscriptions, trusts and foundations, and corporate
partners.
1.4 CEE works closely with the Development
Education Association, the other strategic body in the field of
education for sustainable development (ESD).
2. SUMMARY
CEE is grateful for the opportunity to contribute
to the Committee's inquiry. This memorandum includes responses
to the specific inquiry questions, and four appendices:
— Appendix 1: a paper recently submitted
to DfES and the Sustainable Development Commission (SDC) listing
CEE's "priority actions" for ESD, prepared in consultation
with CEE's membership following a CEE event held on14 October
2004.
— Appendix 2: delegates to the above
event to discuss progress on the DfES Sustainable Development
Action Plan.
— Appendix 3: summary notes on potential
ESD Indicators, from CEE Policy Forums to discuss the review of
the UK Sustainable Development Strategy (26 February 2004, 11
July 2004, Reading).
— Appendix 4: CEE's national members.
3. RESPONSES
TO EAC QUESTIONS
Has the term Education for Sustainable Development
lost its currency? Does it have any resonance with the general
public? Has the environmental message been lost?
A research review by Andrew Darnton from Defra
(1) indicates that only 28% of the general public has heard of
the term `sustainable development', and that `very few gave even
partially-accurate answers' when asked to explain the term.
However, CEE is not aware of any research of
a similar nature in the formal or informal education sectors that
addresses the question of ESD. This could only be carried out
by DfES, Ofsted, the Adult Learning Inspectorate (ALI) and other
education agencies. Ofsted's proposals to look at a self-selecting
sample of only ten schools over the next two years is unlikely
to provide any statistically informative answer.
A number of CEE's national member organisations
have expressed concern (both in response to CEE member surveys
and in meetings) that, not only has the fundamental environmental
message been lost, but that fewer young people have access to
the kinds of learning experiences that will encourage them to
engage with the issues in later life.
The DfES said that the Sustainable Development
Action Plan was supposed to signal the start of a process of change,
identifying the most powerful levers—what can be achieved
immediately and what can be built upon. More than a year on can
it be said that that process of change has begun and have there
been any immediate achievements?
The most powerful levers in education include:
— clear benefits to individual learning,
academic achievement and employment.
— infrastructure to ensure requirements
are delivered (eg inspection, professional development, financial
and educational resources).
In view of Darnton's research, it is not surprising
that parents, teachers, students, employers, etc are not creating
much demand for ESD post 16.
Whilst government policy has made teaching about
sustainable development a specific statutory curriculum requirement
in the schools sector (strengthened in the 1999 curriculum review),
the Action Plan has done nothing to find out whether requirements
are being met, and if not why, or to provide the necessary infrastructure.
That is not to say government has not done anything,
or that nothing has changed. However, in comparison to other areas
of education that the government says are important (eg Health
Education, Citizenship, Sport) in this case it has conspicuously
avoided using the most powerful levers.
What it has done in the main either duplicates,
or adds little value to, what has existed for many years. In many
areas it has not sought to act strategically and, in some instances,
has actively avoided working with strategic bodies in the sector.
Rather than adopt an inclusive approach to encouraging and supporting
the wide range of organisations in the field, it has selected
a very small number of organisations to support, precipitating
resentment rather than cooperation.
Government is currently reviewing the UK Sustainable
Development Strategy. What should the Strategy include in order
to significantly strengthen the role of leaning within it?
The strategy should include a section on education
and learning, and new indicators for learning. Initial ideas for
these are included at Appendix 3 of the attached paper. Any indicators
on the contribution of education to sustainable development should
draw on relevant research and experience rather than embodying
naíve assumptions about the relationships between awareness,
understanding, and behaviour.
Does the 14-19 Working Group's report, "14-19
Curriculum and Qualifications Reform", go far enough? Will
ESD be adequately represented if this report is used as the basis
for the forthcoming White Paper? What should the White Paper say
about ESD?
The White Paper should be explicit about how
the proposals will better equip learners to deal with underlying
issues of complexity, uncertainty and risk, and how it will ensure
that education's vital role in critically exploring the environment
and sustainable development are not ignored.
In response to our last inquiry the DfES said
they recognised that more could be done to embed ESD in the school
curriculum and that they would lead on strengthening ESD links
within geography, design and technology, science and citizenship.
Has there been any discernible improvement in these areas? Is
there evidence that this work has been taken forward by the DfES
and its agencies?
DfES has enabled four subject associations to
develop some new units for the non-statutory Qualifications and
Curriculum Authority (QCA) Scheme of Work. CEE has offered comments
on the drafts. Of the existing 216 units available for schools
to choose in these subjects, approximately 27 were considered
to have "high" ESD content. A further sixteen new or
adapted units have been added.
However, they will not be printed or distributed
to schools, but will be web-based. There is little evidence that
such web-based material is well used by teachers—indeed
an initial study by the Geographical Association (2) suggests
that geography teachers are making little use of the existing
resources of the excellent QCA ESD website.
The role of informal learning, including youth
work, work-based learning and adult and community learning, in
taking the environmental education agenda forward is key. Is the
Government doing enough in these crucial areas?
DfES has made progress in this area, in particular
with the establishment of a sustainable development and youth
work forum. However, this commitment must turn into action including
provision of ESD training for staff, inspection of ESD within
the Ofsted framework for Youth and Connexions Services, the inclusion
of ESD within government funding streams for informal learning,
and a clear statement on ESD in the forthcoming Green Paper on
Youth.
Is there any evidence to suggest that the Government
is getting better at getting the environment message across to
the general public? In particular, is there any evidence to suggest
that sufficient work is being done at regional and local levels
to support environmental education?
No.
Are there sufficient resources available to
deliver against the government's commitment to education for sustainable
development in light of the loss of the Landfill Tax Credit Scheme
and the loss of the education criteria from DEFRA's Environmental
Action Plan, for example?
No. CEE, Global Action Plan and Waste Watch
have carried out research into the impact of the loss of the LTCS,
and have found a significant impact—a loss of funding on
the scale of more than £4 million pounds per year (3). There
is significant variance here with Defra's assessment of impact
on education within schools (4), perhaps reflecting the relative
importance of informal education, and categorisations based on
different understandings of "education".
— This information provided on 3 February
2005.
CEE's analysis of funding announced in the new
round of the Defra Environmental Action Fund (see Table 1) suggests
that changes in criteria have led to a significant loss of funding
available, particularly for projects involving formal education.
Table 1
COMPARISON OF 2002-05 AND 2005-08 DEFRA ENVIRONMENTAL
ACTION FUND GRANT AWARD OF FUNDING OF EDUCATION AND RELATED PROJECTS
2002-05 GRANT SCHEME
(ESTIMATES FROM
PROJECT DESCRIPTIONS)
| Total projects | 58
| Total awarded | £11.772 million
|
| Education projects | 13 |
Total awarded | £3.671 million
(31%)
|
| Community awareness projects | 6
| Total awarded | £0.874 million
(7%)
|
| Other | 15 | Total awarded
| £7.227 million
(62%) |
| | |
|
2005-08 GRANT SCHEME
(ESTIMATES FROM
PROJECT DESCRIPTIONS)
| Total projects | 36 | Total awarded
| £7.133
million |
| Education projects | 3 |
Total awarded | £0.509 million
(7%)
|
| Community awareness projects | 14
| Total awarded | £2.847 million
(40%)
|
| Other | 19 | Total awarded
| £3.777 million
(53%) |
| | |
|
4. IN CONCLUSION
In seeking to harness the power of learning (both informal
and formal) in promoting a better understanding of its sustainable
development goals, and in promoting an educational system that
fosters ESD, the Government needs to reappraise its approach.
There is insufficient emphasis on how to engage learners
with underlying issues of complexity, uncertainty and risk, and
too much emphasis on promoting the concept of sustainable development
unquestioned as "the solution". This is an inappropriate
role for education as it leaves future citizens less able to engage
with and manage issues in their own lives, as new issues emerge
in the future, and more reliant upon prescribed approaches to
sustainable development.
REFERENCES
1. Andrew Darnton, The Impact of Sustainable Development
on Public Behaviour (Defra, 2004).
2. Cai Cheadle, Gillian Symons, James Pitt, Education for
Sustainable Development, Subject Specialist Teachers: a Needs
Analysis (Geographical Association, 2004).
3. Private communications from Entrust, Global Action Plan
and Waste Watch, 2003 and 2004.
4. Statement by Elliot Morley MP, Hansard 4 February 2004:
Column 892W "Landfill Tax Credit Scheme".
January 2005
Annex 1
PRIORITY ACTIONS FOR THE DEPARTMENT FOR EDUCATION AND
SKILLS (DfES) AND THE SUSTAINABLE DEVELOPMENT COMMISSION (SDC)
The CEE Policy Forum held on 14 October 2004 considered progress
on the DfES Sustainable Development Action Plan. Delegates (see
Appendix 2) also identified priority actions for DfES and the
SDC.
This document was prepared from notes made by discussion
groups, from further comments on a draft posted for consultation
on CEE's website, and following discussions with Scott Ghagan,
Secretary/Divisional Manager, UK Sustainable Development Commission.
A. IMMEDIATE (EG
WITHIN ONE
MONTH)
Identify and publicise the DfES champion (and the supporters!)
The Secretary of State, Charles Clarke*, is to be congratulated
on his support and contribution. This should be more widely recognised
(as should the support and contribution of the very many organisations
and individuals in the sector, both locally and nationally).
*written before Ruth Kelly's appointment
Publish the work programme agreed for the new adviser by DfES/SDC
CEE welcomes the appointment of an adviser. The work programme
needs to be published if it is to be widely understood and supported.
This supports the recommendation that "DfES creates
an advice unit on ESD, and that this be adequately resourced".
(1)
Implement monitoring, evaluation and reporting on the SD Action
Plan
The absence of these gives the impression that the plan has
low priority in the Department.
". . . it is essential that we hear what our partners
have to tell us, that we take time to learn what works . . ."
Charles Clarke (2)
Ensure stronger roles for education and learning within the
revised UK Sustainable Development Strategy, and include new indicators
for ESD
The opportunity to strengthen the position of education and
skills within the revised UK SD strategy MUST NOT BE MISSED. The
Secretary of State for Education and Skills indicated in a letter
to Joan Walley MP that further indicator/s could be included.
In progressing this work, DfES needs to build stronger links with
Defra.
B. SHORT TERM
(EG WITHIN
SIX MONTHS)
Join up DfES initiatives to project a more coherent approach
to delivery
Whilst the Green Network within the Department exchanges
information, there is little evidence of a coherent or co-ordinated
approach to DfES initiatives. Each division should be represented,
and the approach should ensure that fundamental environmental
messages are not lost.
"The new Framework and Strategy should place greater
emphasis on the concept of environmental limits, and the Government
should devote mote effort to developing this concept . . ."
Charles Clarke (3)
Clarify the respective roles of DfES, its agencies and public
bodies
A rationale is needed for the work of the Department in relation
to, for example, Qualifications and Curriculum Authority (QCA),
Teacher Training Agency (TTA), National College for School Leadership
(NCSL) and Office for Standards in Education (Ofsted). Eg DfES
should adopt a strategic, policy-focused role whilst ensuring
that QCA provides curriculum guidance, that TTA ensures all teachers
are appropriately trained, and that Ofsted monitors the extent
to which all schools are meeting the requirements of the National
Curriculum.
Devise models for local and regional funding, support and co-ordination
To be effective, national policies, strategies or plans require
local and regional infrastructures. DfES must take seriously the
need for local and regional co-ordinators (eg as with Health Education;
school visits co-ordinators; PSHE).
". . . the real value of this plan will be seen in
the local activity it promotes . . ." Charles Clarke
(4)
Publish a statement on the role of education and skills in
sustainable development
DfES should clarify and publish its views on appropriate
roles for education and learning in relation to sustainable development
(eg Is the role of ESD to tell people how to live, or to enable
them to make up their own minds? Does sustainable development
need to be at the heart of learning, or does learning need to
be at the heart of sustainable development?). DfES might support
a series of seminars to explore this.
Support an event to launch the United Nations Decade of ESD
DfES has an excellent opportunity to give positive messages
by supporting the UN Decade. Building on the Action Plan by ensuring
a central role for education within the revised UK SD Strategy
from 2005 would be a helpful message.
Re-establish the ESD Sounding Board
In such a large and diverse field DfES needs to adopt a much
more open and inclusive approach. Membership of the Sounding Board,
or similar body, should include all relevant government agencies,
public and strategic bodies. Physical meetings are required at
least twice a year, with focused electronic sessions in between.
Publish plans for a series of wider consultation events
DfES needs to ensure that its future actions convey the message
to the very many supportive organisations in the field that they
are valued, encouraged and able to contribute, and that they are
being listened to.
Publish proposals to involve young people and give them a voice
Establishing a Young People's Sounding Board would also convey
the positive message that DfES is committed to involving young
people in both policy and practice, in line with the current commitment
of government.
C. MEDIUM TERM
(EG WITHIN
12 MONTHS)
DfES to issue remits to education agencies and public bodies
All bodies with strategic responsibilities in education (eg
TTA, QCA, Ofsted, LSC, LSDA, HEFCE, NCSL) should have remits and
work programmes agreed annually with DfES.
"Ofsted should include education for sustainable development
in its inspection framework for monitoring and reviewing the work
of schools" (5), and for "assessing to what extent schools
are implementing the new requirements . . ." (6)
Take action to address critical, national funding issues
Landfill Tax monies can no longer be used for education;
Defra's Environmental Action Fund no longer specifies support
for education; the Big Lottery Fund does not specify sustainable
development; few LEA's now employ specialist advisers or support
services.
If DfES is to lead on ESD, it must ensure that a national
funding strategy is in place to support appropriate teaching and
learning at the local level in all areas. Proposals for a national
funding strategy should include DfES working in partnership with
other government departments and agencies. It might also include
regional development agencies, regional LSCs and local education
authorities.
The focus of this strategy should be to ensure the development
of regional and local infrastructure to provide co-ordination
and support.
Demystify and simplify the language and message—publish
guidance
What exactly do you want educators to do? Simple guides ("bite-sized
chunks"; a "fun, simple, do-able, picture!" say
some CEE members) aimed at those working in formal and informal
education would be a start.
The last time schools received any form of guidance document
in this field was in 1996 (7). This was endorsed by the Rt Hon
Gillian Shephard MP, Secretary of State for Education and Employment:
". . . those citizens of tomorrow will have to understand
what we mean by `global warming' or `biodiversity' or `sustainable
development'. They will have to understand just how great or how
small are the risks of environmental damage associated with different
policies. They will have, in short, to be better educated."
and by the Rt Hon John Gummer MP, Secretary of State for
the Environment:
". . . sustainable development pressures on these
young people will not go away. We need to involve them in the
issues now, and help them gain ownership of some of the solutions."
Consult on proposals to re-establish local authority advisers
and support services
Education policy has brought about the demise of all but
a handful of the specialist advisers who once supported environmental
education in every LEA (this can be confirmed by the Environmental
Education Advisers Association). It has also led to pupil support
services either closing, or being charged for at cost, increasing
social exclusion of the most needy young people (this can be confirmed
by the National Association of Field Studies Officers). Education
policy has also led to a dramatic decline in professional development
opportunities for teachers (this can be confirmed by the National
Association for Environmental Education). This amounts to the
dismantling of a once significant amount of local infrastructure.
Unless these issues are seriously addressed by DfES, there can
be little impact on teaching and learning.
Consult on proposals for national standards
The field of Health Education in schools provides a useful
model. National standards inform both practice in schools, and
local support schemes, and make it clear to all what government
is asking schools to do. DfES should consult on how these might
be drawn up.
Consult on proposals to link education and regeneration through
ESD
The requirement to teach about sustainable development in
schools (National Curriculum, 1999), in particular about Local
Agenda 21 (Citizenship, KS4, 1j), should be linked to the requirement
placed on principal local authorities to prepare "community
strategies", for promoting or improving the economic, social
and environmental well-being of their areas, and contributing
to the achievement of sustainable development in the UK (Local
Government Act 2000, Part I). DfES and ODPM should draw up proposals
for consultation.
Establish incentives and awards for education research
Interdisciplinary research and action research programmes
in schools and colleges are essential in providing the evidence
base for progress on policy and practice.
D. LONG TERM
(EG WITHIN
2 YEARS)
Legislation
A study of 74 schools and 22 FHEIs shows that fewer than
10% of schools and 15% of FHEIs set targets or take active measures
to reduce their energy consumption. (8)
DfES should consider how action-based learning might be stimulated
by requiring educational institutions to adopt environmental management
systems (eg EMAS or equivalent) linked to National Curriculum
requirements.
50 schools in Leicester are working towards EMAS (18 have
already achieved verification) supported by local charity Environ
and the ODPM/Neighbourhood Renewal Fund (£400 million in
2003-04).
DfES should consider rewards for achievement and innovation
in estate management in schools and universities.
Entitlement to continuing professional development
All educators and youth workers should be entitled to CPD,
provided by local education partnerships, delivered to nationally
agreed standards, and supported through a national funding strategy.
Entitlement to education outside the classroom
The Education and Skills Committee is recently held an inquiry
into this. It is widely held that few young people are turned
on to nature, environmental limits or sustainable development,
by exposure to complex concepts, doom and gloom, or imposed guilt.
Approaches more likely to "secure their commitment to sustainable
development" (National Curriculum, 1999) include stimulating
"awe and wonder" through fieldwork or educational visits.
Research indicates that this can improve attitudes towards
the environment, add value to everyday classroom experiences,
develop knowledge and skills, improve long-term memory and personal
and social skills, raise standards of attainment, and lead to
higher order learning. Research also shows that the amount of
fieldwork is severely restricted, particularly in science, and
that some children are more likely to take part in fieldwork than
others. (9)
All DfES policies and strategies should give explicit support
All policies and strategies should clarify how they address
and support the needs of learners in relation to sustainable development
(eg the forthcoming DfES White Paper response to Tomlinson's 14-19
proposals).
REFERENCES TO
APPENDIX 1
1. Sustainable Development Education Panel, Fourth Report
(Defra, 2002).
2. DfES, Sustainable Development Action Plan for Education
and Skills (DfES, 2003).
3. Environmental Audit Committee, The Sustainable Development
Strategy: Illusion or Reality?, Thirteenth Report of Session
2003-04, Volume 1.
4. DfES, Sustainable Development Action Plan for Education
and Skills, (DfES, 2003).
5. Sustainable Development Education Panel, First Report
(Defra 1998).
6. Sustainable Development Education Panel, Third Report
(Defra 2001).
7. QCA, Teaching Environmental Matters through the National
Curriculum (QCA, 1999).
8. Education Mass Balance, Final Draft Report, Waste
Watch, December 2004.
9. A review of research on outdoor learning, National
Foundation for Educational Research, 2004.
Prepared by CEE 16 December 2004
Annex 2
Delegate list to CEE policy forum reviewing progress
on DfES Action Plan, 14 October 2004[15]
Annex 3
Developing indicators for learning contributing to
sustainable development
This paper is intended to reflect a consensus view from CEE's
two policy forum events on indicators for education in the UK
Sustainable Development Strategy and CEE's own work in assessing
and developing suggested indicators. CEE is keen to develop thinking
on indicators further and welcomes comment.
ISSUES
The current set of indicators related to education, knowledge,
understanding and awareness allows no clear, coherent assessment
of the contribution of learning to sustainable development.
The new indicator set should reflect research into the roles
of learning including supporting individual and collective decisions,
developing necessary skills, supporting change in behaviours and
institutions, and informing research.
Indicators need to assess outcomes and learning processes
in preference to, or in addition to, learning outputs. Further
research and development is required to identify suitable learning
outcomes and indicators of extent and quality of learning processes.
In selecting learning indicators, a rationale should be developed,
and clear criteria applied to ensure fitness to the multiple functions
of indicators: monitoring progress, identifying areas of importance
and securing commitment from public, policymakers or practitioners.
CRITERIA
A clear, agreed set of criteria is needed to ensure new indicators
on learning are of value. Indicators should be:
— based on relevant research evidence;
— resonant with participating organisations, educators
and public;
— clearly related to other indicators; and
— relatively convenient and inexpensive.
TYPES OF
INDICATOR
Within a coherent set of indicators, there are possible roles
for:
— output indicators providing evidence of participation
in critical learning;
— output indicators providing evidence of institutional
change;
— output indicators providing evidence of increased
capacity for educational work critical to sustainable development;
— outcome indicators providing evidence of achieved
learning outcomes, including development of knowledge, skills
and values clarification;
— process indicators providing evidence of high
quality facilitated learning;
— process indicators providing evidence of directed
institutional change; and
— process indicators providing evidence of policy
change.
POSSIBLE INDICATORS
CEE and referrers have developed a number of outline indicators
intended to be indicative of the range of measures which could
be assembled to form a coherent set. Individually, and collectively,
indicators would need to be justified by congruence with the selection
criteria, and implications of adoption—structures, resources
and processes required to ensure the indicator's reliability and
efficacy—assessed.
Indicators Related to Critical Functions Within Sectors
School learning
— indicators providing evidence of relevant learning
processes and institutional change, eg number of schools progressing
through an accredited process of learning and change, quality-assured
by Ofsted and other bodies
Professional development of educators
— quality-assured learning on ESD within initial
teacher education and continuing professional development, eg
proportion of trainee teachers/existing teachers having undergone
accredited ESD training or professional development to a particular
level
— quality-assured learning on ESD within youth worker
training, eg proportion of trainee youth workers/existing youth
workers having undergone accredited ESD training or professional
development to a particular level
WORKPLACE LEARNING
— an indicator providing evidence of a relevant
learning process, eg increased numbers of people going through
accredited SD training
Sector skills
— process indicators for sector skills councils
and professional bodies' commitment to ESD, eg proportion of sector
skills councils, accredited professional bodies and institutions
with ESD policies, or involved in development of indicators with
DfES/Defra
— an indicator of increased capacity for skills
contributing to sustainable communities, eg proportion of planners
undergoing professional development quality-assured by the national
centre for skills for sustainable communities
Public understanding and attitudes
— indicators of learning outcomes, eg identification
of current scientific consensus on SD-related issues, eg biodiversity,
climate change
— indicators of capability in taking reasoned action
directed towards sustainable development, eg proportion of people
achieving competence in standardised assessment of core skill
sets, assessment of confidence in taking action, qualitative assessment
of competence in critiquing or justifying behaviours
— indicators of shifts in attitudes towards engagement
in sustainable development, eg attitude towards well-defined actions,
attitude towards sustainable development.
POLICY DEVELOPMENT
— an indicator providing evidence of strategic changes
in policy within government departments, agencies and public bodies,
eg cumulative proportion of public bodies with strategies and
programmes of work on education for sustainable development
— an indicator providing evidence of learning processes
within government departments, eg cumulative proportion of high
grade civil servants involved in accredited learning on sustainable
development.
Transferable indicator
Several contributors drew attention to the potential of a
transferable indicator of participation in considering sustainable
development within different contexts.
— an indicator of number of people/organisations
involved in developing their own indicators of sustainable development,
eg proportion of schools involved in participatively developing
indicators for sustainable development.
Prepared by CEE, 6 December 2004
Annex 4
CEE MEMBERSAssociation for Science
Education
Association of National Park Authorities
Bat Conservation Trust
Black Environment Network
Botanic Gardens Conservation International
Botanic Gardens Education Network
British Ecological Society
Centre for Alternative Technology
Centre for Research, Education and Training in Energy
Centre for Sustainable Energy
Chartered Institution of Wastes Management
Compassion in World Farming Trust
Countryside Foundation for Education
Design and Technology Association
Development Education Association
Earthwatch Institute
ENCAMS
English Heritage
English Nature
Environment Agency
Environmental Association for Universities and Colleges
Environmental Education Advisers Association
Farming and Countryside Education
Federation of City Farms and Community Gardens
Field Studies Council
Forest Education Initiative
Forestry Commission
Forum for the Future
Friends of the Earth
Geographical Association
Girlguiding UK
Global Action Plan
Groundwork
Human Scale Education
Industry Council for Packaging & the Environment
Institute for Earth Education
Intermediate Technology Development Group
Learning through Landscapes
Living Earth
National Association for Environmental Education
National Association of Field Studies Officers
National Association of Head Teachers
National Association of Youth and Community Education Officers
National Council for Voluntary Youth Services
National Foundation for Educational Research
Natural Environment Research Council
Ordnance Survey
Oxfam Development Education Programme
Peace Child International
Royal Geographical Society (with the IBG)
Royal Horticultural Society
Royal Society for the Prevention of Cruelty to Animals
Royal Society for the Protection of Birds
Royal Society of Chemistry
Royal Town Planning Institute
Soil Association
Sustrans
The National Trust
The Natural History Museum
The Scout Association
The Wildlife Trusts
The Woodland Trust
UK Youth
University and College Lecturers' Union
Waste Watch
Wildfowl and Wetlands Trust
Wildscreen
Woodcraft Folk
WWF-UK
Young People's Trust for the Environment & Nature Conservation
Youth Hostels Association (England and Wales)
Zoological Society of London
Prepared by CEE, 15 January 2004
15
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