"Sustainable Schools Alliance"
The future for sustainable schools Janice Lawson • Why is sustainable development important? • What is the impact of being a sustainable school? • What is the current Government’s commitment? • What does the Sustainable Schools Alliance offer? • What more can we do? Sustainable Development is development which meets the needs of the present without compromising the ability of future generations to meet their own needs Brundtland Report 1987 Earth overshoot day www.footprintnetwork.org 21st August 2010 By 2050 the world may be >2.5° hotter than today • Countries are not prepared for economic and social challenges • Adaptation is poorly understood and not seen as a priority, eg of buildings and behaviour • Greenhouse gas (GHG) emissions are far from being under control* * The UK 4th carbon budget (17 May 2011) to reduce emissions by 50% by 2025 A clear message from children 2006 84% of young people thought schools could help tackle climate change but only 8% thought schools were actually doing something about it. 2009 - Copenhagen “Please act like this is an emergency and not something to lock in a drawer and think about later on. Don’t let our generation be the people that other look back on and blame” Evidence of impact of Sustainable Schools – Raises standards and enhances well being – Engages young people in their learning, improving motivation and behaviour – Promotes healthy school environments and lifestyles – Advances community cohesion Evidence from research, policy and practitioner literature, from UK and internationally. University of Bath Centre for Research in Education and the Environment. Ofsted reports Taking the first step forward towards an education for sustainable development (Sept 2003) Schools and sustainability (May 2008) Education for sustainable development: Improving schools, improving lives (Dec 2009) To sustainability and beyond: inspecting and reporting on progress in sustainable development (Aug 2010) www.ofsted.gov.uk Government view “Greenest Government ever” “The Government is fully committed to sustainable development and the importance of preparing young people for the future. Our approach to reform is based on the belief that schools perform better when they take responsibility for their own improvement. We want schools to make their own judgements on how sustainable development should be reflected in their ethos, day-to-day operations and through education for sustainable development. Those judgements should be based on sound knowledge and local needs.” “I welcome the new Sustainable Schools Alliance, which will help make these (sustainability) issues an increasingly important part of school life” Defra: Natural Environment white paper • Reconnecting people with nature – Proposes action to get more children learning outdoors – “schools should be able to teach outdoors” – Pupil premium – could be used to give fairer access to nature for pupils from deprived backgrounds – Endorses the Sustainable Schools Alliance Defra: Valuing ecosystem services The National Ecosystem Assessment highlights the significant economic and social costs of depleting our natural capital • Provisioning services • Regulating services • Cultural services • Supporting services Defra: Natural capital • Independent Natural Capital committee • Inclusion of Natural Capital in national accounts • New markets for green goods and services • Support and guidance for business Defra: Waste policy • Government review of waste policy in 2011 • Major issue of food waste • Ever increasing cost of landfill • Higher recycling targets Holding to the principle of “polluter pays” DfE • Curriculum review – Much less detailed – Trusting teachers professional judgement – A core of knowledge “one of the problems we have had with science in the past is that people have said that in order to make it relevant you’ve got to link to things which are contemporary – climate change or food scares – but….what they need is rooting in the basic scientific principles, Newton’s laws and Boyle’s law” Low carbon schools Cambridge Programme for Sustainability Leadership Low Carbon Schools Collaboratory European partners and multinationals. Looking at the feasibility of a targeted GHG reduction in the built environment Carbon Trust – Collaborative Low Carbon Schools Service To work with local authorities to help them to develop capacity in working with schools to reduce their carbon emissions Making sure schools are supported in their sustainable schools ambitions • Three voluntary sector organisations (SEEd; NCB; Think Global) lead a consultation with their members and open to all • Responses lead to the development of a mission and objectives • Launch of Alliance in March 2011 • Not a new organisation competing with the existing sector but a network that will work together www.sustainable-schools-alliance.org.uk The vision - Every child and young person experiences teaching and learning that enables them to feel safe and cared for in a changing world, where they want and are able to live sustainably and encourage others to do the same Working Group - Overlap Alliance mission • To drive change in the education system so that all schools put sustainability at the heart of their curriculum, their campus and their community. The Alliance will seek to achieve this by providing support and resources that help to link agendas around education for sustainable development, development education and health and well-being work in schools. Alliance offer • Getting connected (a forum to come together; help young people have greater influence; central hub of information; reduce competition and duplication; coordinate efforts and opportunities). • Raising the profile/informing national dialogue (authoritative voice, consistency of messages; united voice to influence policy making; making sense of initiatives; up to date information on policy). • Improving quality (raised awareness of the sustainable schools framework; integration of sustainable development across the curriculum; sharing good practice between schools and sector bodies involved in sustainable development) • Communicating with schools (single, comprehensive source for information on sustainable schools; advice on where to find help) How do I join the Alliance? • Supporter – look on the website and get involved • Member – join through being a member of one of the umbrella organisations and gaining access to additional events and training offers • Sponsor – not yet decided, but an opportunity for corporate membership No intention to charge schools for membership of the Alliance – it is there to provide a service to schools Where to find help • www.ncb.org.uk • www.se-ed.org.uk • www.think-global.org.uk • www.sustainable-schools-alliance.org.uk