ERIC ED392634: Environmental Education throughout FE. 1: Policy and Strategy. FEDA Paper.

35 Pages·1995·0.74 MB·English

by  ERIC

DOCUMENT RESUME
ED 392 634
SE 057 951
AUTHOR
Khan, Shirley Ali; Parkin, Christopher
TITLE
Environmental Education throughout FE.
1: Policy and
Strategy. FEDA Paper.
INSTITUTION
Further Education Development Agency, London
(England).
REPORT NO
ISSN-1361-9977
PUB DATE
[95]
NOTE
35p.; For part 2, see SE 058 056.
AVAILABLE FROM
Further Education Development Agency, Citadel Place,
Tinworth Street, London, SEll 5EH, England, United
Kingdom (6.50 British pounds).
PUB TYPE
Reports
Descriptive (141) Collected Works
Serials (022)
JOURNAL CIT
FE Matters; vl n1
1995
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Adult Education; Conservation (Environment);
*Curriculum Development; Educational Strategies;
Environmental Education; Foreign Countries; *Natural
Resources
IDENTIFIERS
England; Further Education Unit (England)
ABSTRACT
In 1992 the Further Education Unit (FEU) published a
guide to environmental action in Further Education colleges,
"Colleges Going Green," that drew attention to the moral principle of
sustainability that includes a duty of care for other people and
forms of life and acknowledges the need to limit and to share the use
of the earth's resources. This document is the first of two reports
to update "Colleges Going Green." This report is aimed at all
participants in further education curriculum development, including
college management groups, course leaders, and teachers.
It reports
relevant national policy developments and initiatives and identifies
apprOaches to developing the environmental dimension to the
curriculum corresponding to the different levels of commitment to
environmental responsibility.
It also illustrates methods of
delivering environmental education from examples sent by colleges in
response to a circular letter from FEU and gives indicators for
evaluating institutional and curriculum practice. Contains 21
references.
(JRH)
******************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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TO THE EDUCATiONAL. RESOURCES
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Every HIE institution should adopt and
mplement an appropriately timetabled and
prioritised strategy for the development of
environmental education, and also a wider
strategy' tor the improvement of all aspects ot
its
environmental
perfor
a nit'
as
an
institution. These strategies should be based (m
full consultation within the institution,
ensure the widest possible commitmer it to their
effective implementation.
'Each institution's policy tor environmental
education should include, in particular, ,1
strategy for the promotion ot environmental
education across the curriculum, together with
an action plan for its implementation.
'HIE has an important part to play
in
developing the environmental understanding
of students whose courses are not specitically
"environmental" in tocus.
'Such "cross-curricular greening" may be
concerned with %vork-related needs,
or more
broadly with the student:.' needs as citi/ens. In
practice, much provision may addre!..,s both sets
ot needs concurrently.
'Accordingly', we conclude b \ recommending
that the Department tor Iducation and the
Wekh (
ffice should conmussion, not later than
the academic \Tar 14(07) qh, a national appraisal
has made in the
ot the progress v% hich II It
development ot en\ ironmental education
against the background ot this Report and
,hould consider the need tor further
al tion at
national ley el in the light ot ti i. ip'raisat .'
\tract trom
n,../rtuirioit4
ncuIi
flirt/10
an.?
(,P
)ttil
\\01s11
1)11
'1
Ilb
Further Education
Development Agency
Environmental education
throughout FE
Policy and strategy
1:
Shirley Ali Khan and Christopher Parkin
FE MATTERS
1 i
.
e
Thanks also to Hopwood Hall College for
The Further Education Development Agency
permission to reproduce the cover photograph.
gratefully acknowledges:
the contribution of Shirley Ali Khan,
Associate Forum for the Future, and
This publication includes material written by
Centre
formerly
Director,
for
Shirley Ali Khan which has also been published
Environmental Responsibility at the
by the Council for Environmental Education
University of Hertfordshire
and the WorldWide Fund UK in the overview to
the colleges who responded to FEU
the
series
Promoting
Responsibility,
Taking
circular letter: Askham Bryan College,
Sustainable Practice through Higher Education
Blackburn College,
College,
Barnet
Curricula (Pluto Press, 199,5).
and
Bournemouth
College,
Poole
College
Brooksby
College,
City
Darlington
Norwich,
College
of
Derwentside
College,
Technology,
Dewsbury College, Dunstable College,
Norfolk
College,
Fast
Gloucest-...
College of Arts and Technology, Great
Yarmouth College, Harlow College,
Harrogate
Lancaster
College,
and
Morecambe College, Lewisham College,
Mackworth College, Matthew Boulton
Durham,
College, College,
New
Northbrook
Northampton
College,
College,
North
Trafford
College,
Northampton
North
College,
Orpington
College,
Warwickshire
College, Park Lane College, Plymouth
Further
Education,
College
of
Reaseheath College, Sheffield College,
South Devon College, South Thames
College, Stourbridge College, Waltham
Forest College, Warrington Collegiate
Institute, West Herts College or who
contributed assignments; Accrington
Registered charity number: 1044145
and Rossendale College, Cannington
ISSN: 1361-9977
College, Capel Manor College, Walsall
College of Arts &r Technology
Price: L6.50
members of the project advisory group
Cover design by Mike Pope
and
especially
Stewart
.Femplate design by Mike Pope
Chamberlain,
Anthony,
Peter
.Fony
Fearns, Mike Granger, Keith Higham,
Printed by Geerings, Ashford, Kent
Allan Lawrence, Stephen Martin, Ewan
oi ument has been printed on chlorine-
.Fhis
McLeish, Ron Pritchard, Maria Rice,
tree paper.
Nick Sakwa and Keith Turner
r.
FE MATTERS
2
CONTENTS
Executive summary
5
Introduction
7
9
Enabling policies and strategic initiatives
1
2 Approaches to curriculum ieyelopment
15
3 Methods
delivering
environmental
of
education
19
4 A learning agenda
for environmentally
responsible citizenship
28
and curriculum
5 Evaluating
institutional
practice
30
6 The way forward
32
Bibliography
33
Addresses
34
FE MATTERS
3
development of a new course, or the
Executive summary
development of assignments to include
Agenda 21, the outcome of the United
an environmental dimension can all
Nations Earth Summit, the European
contribute
the
to
achievement
of
Community Resolution and the UK
environmental
education.
only
But
Government's Strafrgv .for Sustainable
when
environmentally
responsible
Depelopment all identify environmental
citizenship
recognised
is
as
key
a
education and training to be of crucial
educational
purpose,
the
will
importance.
environmental education curriculum be
The Department for Education's expert
truly effective.
cornmittee's report
Erwironmental
Successful environmental curriculum
Respnisibility: An agt'utia
fi r .tUrther and
initiatives
are
characterised
by
higher education (also known as the
partnerships. Integrated assignments
Loyne Report, 19)3) recommends that
enable
approach
flexible
to
a
each institution adopts a policy for the
introducing environmental elements.
development
of
environmental
Student
.nvolvement
college's
in
a
education and an action plan by 11)95. In
sustainable
managenwnt
practices,
response to the report, the Further
student exchanges and the development
Education Funding Council (England) is
of student-centred learning resources
taking
environmental
criteria
into
can contribute significantly to achieving
account
the
assessment
in
of
the intended environmental outcomes.
applications for capital projects, and
The
Council
Environmental
for
analysing colleges' strategic plans for
Education has proposed a
learning
indication of progress on de% elopments.
agenda for environmentally responsible
Several bodies, notably the Business and
cititenship, consisting of six learning
Education
Technology
Council,
the
outcomes relevant to all students.
Council for Environmental Education,
EnvironmeAtal responsibility indicators
the Further Education Unit (now EEDA)
are available against which institutional
and the National Association for Adult
and curriculum
practice should be
and
Continuing
Education
have
measured.
identified key environmental learning
'The way forward requires colleges to
outcomes
and
proposed
content
compare their curriculum practice with,
appropriate
the
environmental
f.or
for example, tne proposed outcomes for
education curriculum.
en ironmental responsibility
this
in
A British Standard
Environmental
publication
and
the
model
in
Management Systems, BS7750
is now
Unc,ironmental education throughout IT 2.
available.
A model and unit of enuironmental learning
fhe addition of units or modules to an
outcomeN
existing programme, the incorporation
ot an environmental dimension in the
FE FAATTERSIMM
5
developments and initiatives, and identifies
Introduction
approaches to developing the environmental
In 14'42, the Further Education Unit published a
dimension to the curricuhim corresponding to
guide to environmental action in FE colleges
commitment
different
levels
the
to
of
a list ot key points, it
Going Green. In
Colleges
environmental responsibility. It also illustrates
the moral principle of
drew attention
to
methods of delivering environmental education
sustainability; this includes a duty of care tor
from examples sent by colleges in response to a
other
people
and
forms
and
of
life,
circular letter from FEL and gives indicators for
ackmiwledges the need to limit and to share the
evaluating
institutional
curriculum
and
use of the earth's resources. While recognising
practice.
the need for the integration of appropriate
A second
report,
Imuirownental
education
environmental elements across the curriculum
thronglwut IT 2. A model and unit of enuironmental
(curriculum greening), much of the guidance in
can be used when implementing
oatcoute,
relates
good
Going
to
Cofleges
Green
either a unit or modules ot environmental
housekeeping.
education,
integrating environmental
or
of two reports to update
the first
This
is
outcomes int() vocational assignments.
It does not repeat the
College,: going ( ;reen.
I he FE sector's task continues to be to develop
advice previously
remains
given
which
students
ability
the recognise
the
to
in
relevant. The aim
to stimulate further
is
implications of their peNonal and \vork-related
curriculuM development. While some colleges
choices and decisions, and
i COM mitment to
implementing
environmental
are
policy
sustainabilitv. A college response requires the
statements and giving attention to including the
participation of eyerv member ot the institution
enyironmen'al dimension in many (if not all)
and might be addressed by Ilt'W
ot
curricula, th
is much to be done to meet the
spending eisting budgets.
recommendations ot
report
the
the
trom
Department for Education's expert committee
Feedback on the issues raised in this document
nuironmenha
would be welcomed. Please inform us ot your
Responsibility:
igoida
tor
di t
progress
implementing
f.urther
in
and higher education (1q93).
env i Ton menta I
policies.
l'his report is aimed at all participants in EE
curriculum development, including college
Christopher Parkin
management groups,
course
leaders
and
De\ elopment Officer
11.1 )A
teachers. It reports relevant national policy
FE MATTERS
7
force, with an understanding of how the
1. Enablingpolicies and
environment relates to everyday issues and
strategic initiatives
w hat action they can take personally to reduce
their own impact on the environment at home,
at work and in their leisure activities.' (Para
UK government policies and
32.12, p209)
initiatives
also reported
'The government
that
is
It
investigating the feasibility of establishing an
The United Nations Conference on
Environmental
whose
Standards
Forum
the Environment and Development
objectives would include providing assistance
Commitments
on the "greening of standards" and helping
with the future development of GNVQs.' (Para
a key outcome of the United
Agenda 21
is
33.30 p17).
Nations Conference on Environment and
Development, popularly' known as the Earth
The Government also established:
Summit, held in Rio De Janeiro in June 1992. It
a panel on sustainable development
is a comprehensive plan to guide sustainable
convened by Sir Crispin 'Tickell
development, to which the UK government is a
round
bring together
table
to
si)..,natory.
representatives of the main sectors to
Chapter 36 para 5
(b) states, 'Governments
build cons. nsti.,
should strive to update or prepare strategies
citi/ens'
environment
initiative
,1
integrating environment
aimed
and
at
(known as Going for (treen) to carry the
development as
cross-cutting issue into
a
individualS
message and
to
local
levels within the ne\t three
education at
all
communities
years (i.e. 1992-19951
The .1ickell Panel's remit is to monitor progress
The importance of the contribution of the
on sustainable dcvelopment. It has identified
tertiary sector is also emphasised in Chapter 3(1
environmental education as a priority action. In
'Countries should
para
stimulate
(d):
10
recommended
Ianuary
that the
1995)
it
educational establishments
sectors,
all
in
Government should develop a comprehensive
especially the tertiary sector, to contribute more
for environmental education and
strategy
to awareness building.'
training to cover both formal and informal
education and to include the wide range of
A commission for sustainable development has
related activities by official and voluntary
been set up, under the aegis of the UN, to
bodies, industry and commerce, and local
monitor
implementing
progress
the
in
communities.
agreements reached in Rio and actions being
taken to implement Agenda 21.
The
recommends
panel also
that
the
Government should establish a comprehensive
In January 1994, the LK government launched
database to draw attention
the many
strategy
four
documents response
to
to
in
resources available, including written material,
commitments it made at the Earth Summit I992.
lecturers and facilities on offer from official and
These were:
voluntary bodies, from industry
Ild commerce,
,1
strativ/
V;v1oprricnt:
'411.4171)N/71e
and in local communities.
Hie,/icersity: the Ilk action plarl
orc,fitr
",to.illirlablc
(.11\ proxramPric
European Community commitments
Ilk
pro,,tiamttic
Climatc Chan.cze: i/it
1 he European ommunity Resolution passed in
tiwq,rithilile 0,Tc/owl/tint:
strattNii states,
May 1988 (S8/( 177/0.1) requires that each
Iducation and training are crucial
to the
member state should 'promote environmental
achievement ot sustainable development.
I ht.Y.
education in all sectors (i.e. primary., set oodary
an pro\ ide the population, int hiding the work
FE MATTERS
9
and tertiary education sectorsr, the objective
Insofar as future funding arrangements
being 'to
the foundations for
lay
involve earmarked provision
fully
for
RAF
a
of the
informed and
staff development
participation
active
particular
tor
in
individual in the protection of the environment
subject areas,
consideration
serious
and the prudent and rational use of national
should be given by the Further and
resources'.
Community's
Higher Education Funding Councils to
Fifth
.1 he
Environmental Action Programme (1992) calk
the claims of environmental education
'speeding
substantive
for
up
the
of
Ihe report also emphasises the need for FM:
It ako
implementation of the Resolution'.
institutions to practise what they teach. Its key
identifies five sectors for particular attention
recommendation is: 'After consultation with its
agriculture, indw.try, energy, transport and
staff and students, every further and higher
tourism
in recognition of their significant and
education institution should formally adopt
damaging environmental impact.
and publicise, by the beginning of the academic
year 1994/5, a comprehensive environmental
policy statement, together with an action plan
The Environmental Responsibility
tor its implementation.'
Report
Panel
._eve.opment
The
on
Susta I uiable
D
In October 1991, the then Department for
recommends
that
the
and
(..;overnment
Education (NT) set up an expert committee to
institutions concerned should take early action.
look at environmental education in the context
of the needs of industry. 17his initiative stemmed
In its response to the lovne Report, the Further
from the Go\ ernment White Paper on the
Education Funding Council (FEFC) stated in its
Environment (Chapter 17.49). The Committee's
Council
that
Report
(July
No.
S)
11)93,
environmental criteria would be taken into
report, 1
acinwmental ReTinNibility: An Agenda
(or further ,ind higher education (1993)
acc( 'unt in the assessment ot applications tor
lays
considerable emphasis on 'cross-curricular
capital projects.
greening'
describes
'poorly
which
as
it
Analysis of colleges' strategic plans by FITC for
developed'. Ke\ points include:
the period
1990-7 provides an
to
11)94-5
1:1 IF has an important role to play in
indication ot the extent to which the sector has
responded to the recommendations in the
developin
environmental
the
g
students
Understanding
report. One hundred and five colleges made
ot
Nvhose
courses
are
specifically
not
specific reference to the Toyne Report and 46 of
'environmental in focus
these had either a policy in place or plans to
issue an environmental policy statement. 'The
Such 'cross-curricular greening' may be
areas
main
being
are
add ressed
the
concerned Nvith %vork-related needs or
implementation of an enyirormental policy
%vith the students' needs as citi/ens. In
statement, the setting up of working groups,
practice, much provision may address
energy conservation, recycling, curriculurn
both sets of needs concurrently
issues
(cross-curriculum
greening
and
Although many employers see a need
environmental c(urses), statt development, and
for 'greening', it has not so far received
student awareness.
the attention it deserves either from 1711E
institutions or from national examining
The 'new' National Curriculum post
validating and accrediting bodies
Dearing
Recommendations relating to 'cross-curricular
greening' include:
Sir Ron Dearing's review resulted in a fieW,
17ach institution, pursuant to its overall
slimmer version of the National Curriculum.
environmental policy, should adopt a
I he implications tor environmental education
tie clopment
policy
tor
the
are mixed. l'he treeing up ot one daV ,1 week tor
ot
en ironmental education
teachers to use at their discretnm k clearly an
FE MATTERS
10