{"id":7329,"date":"2018-10-23T06:28:22","date_gmt":"2018-10-23T06:28:22","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=7329"},"modified":"2018-10-23T06:28:22","modified_gmt":"2018-10-23T06:28:22","slug":"the-state-of-environmental-education-in-secondary-schools-in-england","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2018\/10\/23\/the-state-of-environmental-education-in-secondary-schools-in-england\/","title":{"rendered":"The state of environmental education in secondary schools in England"},"content":{"rendered":"<p>It was good to see new research on EE in secondary school emerge from from King' College last week. \u00a0These details are taken from the NAEE <a href=\"http:\/\/naee.org.uk\/state-environmental-education-secondary-schools-england\/\">blog<\/a>:<\/p>\n<div class=\"post-content\">\n<p>It's a two-part report that explores the state of environmental education in secondary schools in England. \u00a0The <a href=\"https:\/\/bit.ly\/2O9xOwo\">project<\/a> was:<em> Understanding Environmental Education in Secondary Schools. Where is it, what is it and what should the future be?\u00a0<\/em><\/p>\n<p>Here\u2019s a brief summary with links:<\/p>\n<p><strong>Report 1:\u00a0<a href=\"https:\/\/emea01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.kcl.ac.uk%2Fsspp%2Fdepartments%2Feducation%2Fresearch%2Fresearch-centres%2Fcrestem%2Fresearch%2Fcurrent-projects%2Fenvironmentalreport1-2018-forweb.pdf&amp;data=01%7C01%7C%7Cc617594df9d846604bb008d62f4fb025%7C8370cf1416f34c16b83c724071654356%7C0&amp;sdata=K7WM5a2o7MrWE3%2Foo7FNBXylMbWuTdd%2FAplT%2B3Vg6AQ%3D&amp;reserved=0\">Policy Perspectives<\/a><\/strong><\/p>\n<p><strong><em>Summary<\/em><\/strong>:\u00a0The provision of environmental education\u00a0in formal schooling is weakly supported by national policies. There is currently a lack of intention or ideological vision for environmental education explicitly articulated in England\u2019s education policy.<\/p>\n<p><strong>Recommendations:<\/strong><\/p>\n<ul>\n<li>The government should establish a coherent national policy which sets out a vision for environmental education in secondary schools. The policy would shape future National Curriculum reforms and national assessments.<\/li>\n<li>The national policy should recognize the multiple dimensions of environmental education (e.g.\u00a0<em>about, in and for<\/em>\u00a0the environment) and ensure that all dimensions are given equal footing throughout a student\u2019s school career.<\/li>\n<li>Young people should be given the opportunity to think broadly about local and global environmental issues and encouraged to develop a sense of ownership and agency.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Report 2:\u00a0<a href=\"https:\/\/emea01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.kcl.ac.uk%2Fsspp%2Fdepartments%2Feducation%2Fresearch%2Fresearch-centres%2Fcrestem%2Fresearch%2Fcurrent-projects%2Fenvironmentalreport2-2018-forweb.pdf&amp;data=01%7C01%7C%7Cc617594df9d846604bb008d62f4fb025%7C8370cf1416f34c16b83c724071654356%7C0&amp;sdata=PxqyoJ0TinvOYPqp%2Bp%2FK6RcAudjsB%2B9TsftsBI41jnI%3D&amp;reserved=0\">The Practitioners\u2019 Perspective<\/a><\/strong><\/p>\n<p><em><strong>Summary<\/strong><\/em>: The provision of environmental education in England is complex, contested and circular.\u00a0Viewed as a broad church, and a discipline which students find \u2018interesting\u2019, environmental education encompasses multiple topics and skills. Currently, however, environmental education has no defined home resulting in the subject\u00a0\u2018falling through the gaps\u2019.<\/p>\n<p><strong>Recommendations:<\/strong><\/p>\n<ul>\n<li>Environmental education should be recognised in future Ofsted\u2019s school inspection framework.<\/li>\n<li>Effective environmental education needs to encompass equal opportunities for environmental activism, subject acquisition, and skill development.<\/li>\n<li>Environmental education should be recognised in the Teachers\u2019 Standards.<\/li>\n<li>Examination boards need to be encouraged to development and promote assessment procedures that capture equally environmental education\u2019s three underpinning values: social responsibility\/activism in the environment, knowledge about the environment and skills for the environment.<\/li>\n<li>Senior leaders need to be encouraged to include environmental responsibility and activism in their mission statement\/school aim and school operations policies and practices.<\/li>\n<\/ul>\n<\/div>\n<div class=\"fusion-meta-info\">No doubt these recommendations will be be enthusiastically welcomed by environmental educators, but should they be? \u00a0Well, I'll say more on this in the coming week or so after I've taken the requisite time to consider what the report has to say. \u00a0At first glance, it looks provocative in the best sense \u2013 that is, it's something to make you think about the issues.<\/div>\n","protected":false},"excerpt":{"rendered":"<p>It was good to see new research on EE in secondary school emerge from from King' College last week. \u00a0These details are taken from the NAEE blog: It's a two-part report that explores the state of environmental education in secondary...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,3,4],"tags":[],"class_list":["post-7329","post","type-post","status-publish","format-standard","hentry","category-comment","category-new-publications","category-news-and-updates"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7329","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=7329"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/7329\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=7329"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=7329"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=7329"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}