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. *******::*************i:**********:, NA, 0""""'",-% I LR L VI I I I. I. PERMIS,OON 10 RE-PRC)00( u S DE PAIIITIOE 011 Of s EDUCATION A AS BEEN (1RANit t) MATERIAL ".a rn 51)..);N E 5 INFORMATION NTFR,FR.C) p,' ,110,000( Id II 1300,^ A., 00,1.0," 0, 019110,11111.0A a. 4 ' BEST COPY AVAILABLE 011. ^4^44.4 9,41241. to "WOO* qv, ' TO THE EDUCATiONAL. RESOURCES PooNII of 'AI Dl OINNONII SIANEE IA DIN OWN ..2221 OD 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