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The
strands of Education for Sustainable Development, the Citizenship Agenda and
Enterprise in Education have complementary and overlapping areas of content,
values and skills. Secondary schools require to further develop courses,
which recognise these areas of mutuality.
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The
methods of delivery for these agenda will best take account of the implicit
messages given to learners in how teachers teach. An active participative
approach, which allows structured opportunities for choice of areas of
study, will help to foster a creative and enterprising learning environment. Enthusiasm for learning is a key factor for both pupils and teachers. This
can be fostered by participation in the process of learning. Feelings of
ownership of course content are vital in motivating learning. Tools for
structured planning and delivering of courses are offered to teachers as an
introduction to a participative approach.
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While
aspects of Education for Sustainable Development, the Citizenship Agenda and
Enterprise in Education are being addressed in most secondary schools,
aspects of all three agendas and the inclusive approach of Determined to
Succeed highlight the need for Continuing Professional Development for
teachers, managers and staff from partner organisations.
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Determined
to Succeed
will impact on all aspects of education in Scotland. Determined to Succeed
must provide both a focus and a driving force for the delivery of
Citizenship Education and address the growing imperative of sustainable
development. Many of the examples detailed in this report, while having a
focus on citizenship, creativity or sustainability demonstrate methods of
working with pupils that are active, participatory, and enterprising.
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The
2GETHER team have been engaged in the collection and evaluating of a wide
range of courses, resources and examples of good practice. These require to
be made available to schools and are embedded in a
short introductory course
offered to schools.
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The new
local authority posts arising from Determined to Succeed will impact on
delivering Enterprise in Education. Recognition of the parallel agendas of
Citizenship Education and Sustainable Development could form an integral
part of this delivery.
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Examples
of existing good practice highlight the importance of schools developing
programmes of work, which take into account local industries, environments
and social needs.
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Schools
can best be assisted in taking developments forward by a management
approach, which is flexible and allows for local initiatives....
http://www.highlandschools-virtualib.org.uk/flexibility/
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The
restructuring of management posts in Secondary schools, post-McCrone, and
the recognition of the need for more flexibility in curriculum planning
demand a move towards a more integrated curriculum. While subject
departments will continue to exist, secondary schools will require to move
to a more holistic syllabus model which, particularly in years S1 to S3,
will provide a co-ordinated approach to learning about the new strands of
Sustainability, Citizenship and Enterprise in Education
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Further
research into systems thinking is suggested. In particular the courses
planned for the Chartered Teacher programme by
WWF
and Strathclyde University is recommended.
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The role of the
creative arts
is playing an important part in sustaining rural communities. Links
between the Cultural Co-ordinators, local business and schools can
consolidate this area of growth.
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Awards, which reward excellence in Enterprise Education and in
Citizenship for pupils and schools, will do well to include sustainability
in their criteria for success.
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Secondary schools, in moving towards delivering an integrated
approach to the new agendas, can best look to practices in primary schools
and the work being supported through the
Schools Enterprise Programme
and its support officers (EESOs)
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The impact on schools
of the Citizenship Agenda will be considerable. Specifically, it is recommended
that the following areas for development be given priority. Development
should focus on reviewing existing provision and practice in terms of the
framework developed in this paper, including provision of opportunities for
young people to:
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Participate in decision-making
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Participate actively in
relevant learning experiences across the curriculum.
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Learn to make connections
between different areas of study through cross-curricular experiences
relevant to education for citizenship.
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Understand and participate in
the life of the communities to which they belong.
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Promoting education for
citizenship within the development planning process.
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Ensuring opportunities for
meaningful and responsible involvement in decision-making by young people
and adults associated with the
establishment.
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Designating a member of staff to co-ordinate provision for development of
capability for citizenship.
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Progressing this agenda: the
time span for the
2GETHER project has
been short (60 days). There remains:
