Select Committee on Environmental Audit Written Evidence


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.

    —  legal requirements.

    —  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 projects58 Total awarded£11.772 million
Education projects13 Total awarded£3.671 million
(31%)
Community awareness projects6 Total awarded£0.874 million
(7%)
Other15Total awarded £7.227 million
(62%)

2005-08 GRANT SCHEME (ESTIMATES FROM PROJECT DESCRIPTIONS)
Total projects36Total awarded £7.133
million
Education projects3 Total awarded£0.509 million
(7%)
Community awareness projects14 Total awarded£2.847 million
(40%)
Other19Total 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;

    —  transparent;

    —  challenging;

    —  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




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