{"id":8107,"date":"2022-06-06T14:47:08","date_gmt":"2022-06-06T14:47:08","guid":{"rendered":"https:\/\/blogs.bath.ac.uk\/edswahs\/?p=8107"},"modified":"2022-06-06T14:47:08","modified_gmt":"2022-06-06T14:47:08","slug":"manifestos-compared","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2022\/06\/06\/manifestos-compared\/","title":{"rendered":"Manifestos compared"},"content":{"rendered":"

I wrote the other day about the 2021 manifesto<\/a> from Education International. \u00a0This post comments on another manifesto<\/a>: the more recent one from NAEE. \u00a0This was launched in early 2022 and you can read a number of comments here. \u00a0Before I go on, I need to declare that I had a hand in writing this (one of a small team) so I am not a disinterested commentator.<\/p>\n

As far as I know, those drafting (with a lot of re-re-redrafting) the NAEE manifesto did not refer to the Education International one during the process. \u00a0And yet, in structure, there is a similarity. \u00a0Perhaps that is in the nature of manifestos. \u00a0Each has a brief Introduction followed by the manifesto statements themselves. \u00a0In NAEE's case, these fall under 4 themes:\u00a0Leaders \/\u00a0Teachers \/\u00a0Learners \/\u00a0The organisation, with each these being exemplified by 4 sub-statements. \u00a0In the case of EI, there were 5 themes and 22 statements: The themes (paraphrased) were:\u00a0Government responsibility \/ Student learning outcomes \/ Curriculum breadth \/ Teacher training \/ The school environment.<\/p>\n

In focus, however, they are distinct. \u00a0The Education International manifesto focuses on \"quality climate change education for all\" whilst the NAEE's focus is broader: \"young people\u2019s learning and the environment\". \u00a0The NAEE manifesto is aimed across the educational eco-system at school and college leaders and governors, teachers, pupils and students, and (NAEE says) it is relevant to policy makers, administrators, inspectors, teacher educators, and NGO education teams. \u00a0The Education International one is more narrowly aimed, as the manifesto ...<\/p>\n

\"hereby calls on every government in the world to deliver on their commitments to climate change education and education for sustainable development in the Paris Agreement (article 12) and the 2030 Agenda for Sustainable Development (targets 4.7, 12.8 and 13.3).\"<\/p>\n

The NAEE manifesto sets out commitments under each of the 4 themes (16 in all) that NAEE thinks \"will help guide institutions to become more sustainable, and improve the education that pupils and students receive\". \u00a0The headings are set out as actions. \u00a0For example:<\/p>\n

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\u00a0 \u2013\u00a0<\/strong>As leaders we shall ...\u00a0foreground an inclusive whole-institution approach to environmental issues, including those around equity and justice.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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\u00a0\u2013 \u00a0<\/strong>As teachers we shall ...\u00a0encourage pupils and students to explore issues critically and creatively, and to challenge the views, values and ideas that are presented to them in ways that develop their capacity to contribute to society throughout their lives.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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\u2013 As learners we shall ...\u00a0be open-minded, critical and creative when encountering new ideas and recognise that values are important in making decisions for ourselves, our families and for society, and that values can change.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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\u00a0 \u2013\u00a0<\/strong>As an organisation we shall ...\u00a0become part of a community hub for issues related to the environment, providing opportunities for local organisations to think about their own actions and becoming a role model for how to become more sustainable.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

As this structure emerged in the re-drafting process, I recall thinking how powerful it was to expect everyone involved to have interlocking responsibilities in this way, and the full set of 16 commitments is worth looking at to see the breadth and connectedness of the issues that are set out.<\/p>\n

The Education International manifesto stops with its 22 statements. \u00a0The NAEE one goes on, however, with three further sections. \u00a0The first sets out a set of four principles: \"There are a number of recurrent themes across these 16 commitments. These constitute a set of principles which are at the heart of what we think is important for schools and colleges to do in relation to young people\u2019s learning and the environment.\" \u00a0The principles are: partnership, integrity, building capacity and inclusiveness. \u00a0These constitute, in pr\u00e9cised form, a philosophical stance.<\/p>\n

The next section is \"The manifesto explained\". \u00a0This section sets out brief notes for each of the 16 commitments on the thinking behind the manifesto which\u00a0\"should be seen as indications rather than prescriptions\". \u00a0The manifesto adds that \"they might usefully be\u00a0read alongside the documents produced by the National Governance Association which set out how\u00a0governing boards can support and challenge senior leadership teams.\" \u00a0This is the only reference in the document. \u00a0This takes up almost half the document.<\/p>\n

The penultimate section (one page) is an annex to the Introduction which was truncated in order to get readers to the manifesto quickly. \u00a0The last page is a word about NAEE itself.<\/p>\n

Comparing the two manifestos, I find the NAEE one much the more satisfying because of its holistic focus and because of its pragmatic stance that there is much that can be done rather than just waiting around for government to act. \u00a0But then, I am an interested party ...<\/p>\n","protected":false},"excerpt":{"rendered":"

I wrote the other day about the 2021 manifesto from Education International. \u00a0This post comments on another manifesto: the more recent one from NAEE. \u00a0This was launched in early 2022 and you can read a number of comments here. \u00a0Before...<\/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],"tags":[],"class_list":["post-8107","post","type-post","status-publish","format-standard","hentry","category-comment","category-new-publications"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/8107","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=8107"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/8107\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=8107"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=8107"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=8107"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}