Sustainable Development Action Plan · Sustainable Development Action Plan National College for...

Sustainable DevelopmentAction Plan

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Sustainable Development Action Plan

3National College for School Leadership |

Contents:1. Foreword 4

2. Introduction 6

3. NCSL’s Sustainable Development Action Plan 8

4. Current activity contributing to sustainable development 9

5. Three year aims and actions towards them in 2007-08 10

6. Measuring and communicating progress 16

Annexes:1. Resource Pack: 17

• Policy developments on sustainable development

and education for sustainable development 17

• Education for sustainable development initiatives

and projects 19

2. Campus / Curriculum / Community schools framework

and sustainable development 22



4 | National College for School Leadership

1. ForewordSchool leavers, whether they enter the workplace or go on to further

education, will find themselves in a world facing serious environmental

and social challenges. They will need skills, knowledge and

understanding to be able to make a more sustainable way of life a

reality. This is why this action plan is so important and so timely.

There is already a great deal of concern from young people about green

issues, and an appetite to make change happen.1 As a sector, education

needs to harness this energy and enthusiasm so that our future citizens

are able to help deliver creative and innovative solutions to the pressing

issues of our world.

NCSL, like many schools, is only just beginning to learn how it can best

support the goal of a more sustainable future. We have already begun,

through our research on Green School Leadership, to explore how

effective schools are supporting sustainable development and how

school leaders more widely are engaging with the issues.

We are committed to supporting school leaders as they make a positive

impact within and beyond their schools. This Action Plan will drive our

work to ensure the leaders of schools, now and in the future,

are supported in taking sustainability forward.

“There is already a great deal ofconcern from young people aboutgreen issues, and an appetite tomake change happen”.

1. According to a recent survey, children are more concerned about climate change (74%) thanhaving a boyfriend/girlfriend (41%) or doing their homework (64%). YouGov/RM “School GateSurvey” questioned 1,500, 11-14 year olds across Great Britain about their concerns relating tothe environment.




Of course, NCSL itself also needs to be a sustainable organisation,

which is why this Action Plan includes a number of internally focused

aims and actions.

Some of the key actions in this Action Plan that I would like to highlight

are our commitments to:

• reduce NCSL’s overall carbon footprint

• integrate sustainable development elements across our programmes

and strategic initiatives for school leaders

• build on our Green School Leadership research to understand how we

can best support school leaders to integrate sustainable development

into their practice, and...

• work in partnership with other agencies to ensure that sustainable

development messages are coherent across the system.

By working together with schools and other agencies, we can learn from

each other and meet the sustainability challenge for all our futures.

Steve Munby

Chief Executive

“We are committed to supportingschool leaders as they make apositive impact within andbeyond their schools”.




2. Introduction The Government describes sustainable development as a way to ’enable

all people to satisfy their basic needs and enjoy a better quality of life,

without compromising the quality of life of future generations.’

Achieving sustainable development is the responsibility of everyone.

We all have a contribution to make, in both our personal and

professional lives. Equally, organisations in both the public and private

sectors have increasingly come to recognise that they too have a

contribution to make by striving to operate in a sustainable way.

The role of schools in this is perhaps greater than most, since they are

responsible for the development and learning of the next generation of

citizens, they have a large physical estate to manage and they are a key

part of every local community.

This Action Plan sets out NCSL’s commitment to supporting sustainable

development. It covers both how the College will operate internally to

be more sustainable and how we will work with school leaders to

develop their practice in this important area. We recognise that many

school leaders have been working to integrate sustainable development

principles and practices into their schools curricula and ways of working

for many years and we will seek to learn from and build on this practice

as we move forward. We also recognise that sustainable development

cannot be another ‘job’ for school leaders to fulfil, it must be integrated

with and build from their existing vision for learning within their school

and their work to make this a reality.

“Achieving sustainabledevelopment is the responsibilityof everyone”.




This Action Plan builds on a range of existing policies and thinking from

across government. Securing the Future, the UK Sustainable

Development Strategy (2005), stated that: ‘Sustainable development

principles must lie at the core of the education system, such that

schools, colleges and universities become showcases of sustainable

development amongst the communities that they serve’.

Building on this, the DfES’s Sustainable Schools (2006) consultation states

that ‘We encourage NCSL to build the capacity of school leaders to meet

our 2020 expectations…and look forward to seeing sustainable

development embedded more generally across its programmes and

support for headteachers’. In addition to these specific policies,

a number of other documents make up a coherent direction on

sustainable development in different areas, including education.

These can be found in Annex 1, along with a list of projects and

initiatives that support schools on sustainable development issues.

“Sustainable developmentprinciples must lie at the core ofthe education system”.




3. NCSL’s SustainableDevelopment Action Plan

The aim of the Action Plan is to set out the College’s role in making

sustainable development a reality, within the context of our three year

Corporate Plan. It includes a set of SMART objectives for how we will

take this forward in 2007/08. The Action Plan has been developed

through a ‘bottom up’ process led by a group of champions drawn from

across the College, steered by a Project Board and the Leadership Group.

We believe that the actions have real buy-in from across the College and

that genuine changes can be made in our internal practices as the Plan

is developed.

Working with Forum for the Future, we have adopted the Five Capitals

framework for our work. The framework considers the resources

available for human progress as different sorts of capital –

environmental, individual, social, infrastructure and financial.2 The idea

behind this approach is that each of the five capitals that make up our

world must be maintained and enhanced so that they can produce a

flow of positive benefits. The diagram in Annex 2 indicates how the

framework can be applied to a school across the three realms of

Campus, Curriculum and Community (as used in the DfES’s Sustainable

Schools framework). We have adopted this approach to help make

positive decisions for sustainability across our work:

• Campus (Corporate operations): our internal operations

and environment

• Curriculum (Core Business): our leadership development offer to

school leaders

• Community: the way the College acts in its role as a local and

sectoral player.

2. The Four capital model was developed by economists at the World Bank; the fifth capital(financial) was added by Forum for the Future to complete the concept. It is used by businessesand the public sector.




4. Current activity contributingto Sustainable Development

The Action Plan will build on the significant progress already being

made on aspects of sustainability across many of our operations and

strategic objectives. For example, the College already offers modules on

sustainable development in some of its programmes and it is fortunate

in having an exemplar ‘sustainable’ building in its headquarters in

Nottingham. Other existing activities which contribute to sustainable

development include:

Campus / Corporate:

• Provision of bike lockers and showering facilities to encourage cycling

• Recycling of paper, cartridges, cups and other materials

• Provision of a minibus service to reduce the need for car travel

between sites and to/from the train station

Curriculum / Core Business:

• All programmes and initiatives are focused on developing and

supporting school leaders to meet future challenges

• The Building Schools for the Future Leadership Development

programme and other programmes help ensure learning in future

schools is fit for purpose

• Offering optional units on sustainability in leadership development

programmes for school business managers and middle leaders

• Researching into ‘Green School Leadership’ to share best practice in

sustainable development for school leaders




Community:

• Volunteering policy in place with some staff involved with a local

school

• Spreading the message of sustainable development beyond the

College’s own core educational stakeholders by using the Learning

and Conference Centre to host external conferences

• Procuring produce locally means less mileage on provisions.

5. Three year aims and actionstowards them in 2007/08

Summarised overleaf are 11 aims which have been prioritised by the

College’s Champions Group and filtered and approved by both the

Sustainability Project Board and the Leadership Group. These are

presented under the campus, curriculum and community headings,

and have been cross-checked to see how as a set and individually

they contribute to the five capitals of sustainable development.

The consultation process has revealed a strong commitment to this

agenda across the College and a keenness to see it move forward in

tangible ways.

“The Action Plan will build on the significant progress alreadybeing made”.


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6. Measuring andcommunicating progressThis Plan represents an ambitious starting point for the College’s work

on sustainable development. But it is very much our first step. We will

need to build our expertise and understanding of our own performance

and how best we might move forward as we develop and implement

the actions set out here.

One of the early priorities for our work in 2007-08 will be to identify a

baseline of where the College is at the moment, where it wants to be

and how progress towards its aim could be measured, particularly in

relation to its own carbon footprint. Once we have established this

baseline we will set targets and indicators against which we can

measure our progress on sustainable development. The targets will

range from quantitative figures on such things as energy and paper

usage, through to more qualitative measures of community

involvement, and awareness of sustainable development among staff.

We anticipate publishing updates of this Action Plan each year,

setting out progress to date and further plans to make sustainable

development a reality in our work.

“We anticipate publishing updatesof this Action Plan each year”.




Annex 1: Resource list: Policy developments on

Sustainable Development and

Education for Sustainable Development

Sustainable Schools Consultation

DfES published its Sustainable Schools consultation paper in March

2006, which describes the broad framework for encouraging all schools

to become sustainable. The consultation closed in autumn 2006 and an

action plan is expected in Spring 2007.

http://publications.teachernet.gov.uk/default.aspx?PageFunction=

productdetails&PageMode=publications&ProductId=DFES-04294-2006

DfES Sustainable Development Action Plans 2003 and 2005/2006

The first DfES Sustainable Development Action Plan (SDAP) was

organised around 4 objectives concerning the curriculum, the impact of

the department and its partner bodies, the impact of the education

estate and local and global partnership activity.

www.dfes.gov.uk/aboutus/sd/docs/SDactionplan.pdf

The second DfES Sustainable Development Action Plan aimed to

establish a smaller carbon footprint for the department, robust

environmental management practices, a more sustainable school estate

and more awareness and strategic working between government

departments, non-departmental public bodies and other partners.

www.dfes.gov.uk/aboutus/sd//docs/SDAP%202006%20FINAL.pdf

Select Committee Inquiry: Sustainable Schools

This inquiry was set up to examine the progress of the Government’s

Building Schools for the Future (BSF) programme, as well as the

Academies building programme and the capital programme for FE

colleges, and investigate whether they will deliver sustainable schools

and colleges that meet the needs of learners and communities now and

in the future.

www.parliament.uk/parliamentary_committees/education_

and_skills_committee.cfm




Securing the Future Strategy, April 2005

Published in 2005, the strategy builds on the 1999 strategy A better

quality of life: a strategy for sustainable development in the UK.

The strategy has four priorities, namely sustainable consumption

and production, climate change, natural resource protection and

sustainable communities.

www.sustainable-development.gov.uk/publications/uk-

strategy/index.htm

The Stern Review, October 2006

The Stern Review on the Economics of Climate Change reports on the

effect of climate change and global warming on the world economy.

Significant in that it is the first government-sponsored reports on global

warming by an economist, Stern prescribes global carbon trading and

environmental taxes to minimise economic and social disruptions.

www.hm-treasury.gov.uk/independent_reviews/

stern_review_economics_climate_change/stern_review_report.cfm

Climate Change Bill, due 2007

The Climate Change legislation aims to put in place a credible long

term goal and framework for emission reductions by setting legally

binding targets to reduce carbon dioxide emissions by 3 per cent every

year until 2050.

www.defra.gov.uk/corporate/ministers/speeches/david-

miliband/dm070122.htm

New insert:

www.publications.parliament.uk/pa/cm200506/cmbills/017/2006017.pdf

Energy White Paper, due 2007

The White Paper sets out the Government’s policy on renewable

energy and confirmed the target that, by 2010, 10 per cent of electricity

should come from renewable sources. The White Paper encourages

local planning authorities to promote renewables through the

planning system.

www.dti.gov.uk/energy/sources/renewables/policy/government-

renewable-energy-policy/energy-white-paper/page14962.html




Sustainable Procurement Task Force Action Plan, June 2006

The Sustainable Procurement Task Force Action Plan sets out the

government’s strategy to tackle sustainable procurement on all areas of

government spend. The Strategy is outcome focused and gives clear

guidance and direction by setting a minimum level of environmental,

social and economic specifications for a list of products and services

that form the highest impact areas of government spend.

www.sustainable-development.gov.uk/publications/

procurement-action-plan/index.htm

Pre-Budget Report, December 2006

Gordon Brown’s pre-Budget report emphasised emissions trading

and a commitment to have all new houses as zero carbon by 2010.

He announced that a petrol and diesel duty would increase and air

passenger duty would double.

www.hm-treasury.gov.uk/pre_budget_report/prebud_pbr06/

prebud_pbr06_index.cfm

Education for Sustainable Development initiatives

and projects

Campus / Corporate

Eco-Schools

The Eco-Schools programme run by ENCAMS teamed up with the Curry’s

Switched on Communities initiative. Together they are offering grants to

Eco-Schools with the most imaginative green ideas.

www.eco-schools.org.uk

Travel to School Action Plan

The action plan announced support for schools and local authorities in

preparing and implementing school travel plans that aim to increase

walking, cycling and travel by bus on the journey to and from school.

We anticipate that around 10,000 schools will have travel plans in place,

with all schools engaged by the end of the decade.

www.teachernet.gov.uk/docbank/index.cfm?id=5154

Healthy Schools

The National Healthy Schools Programme is part of the government's

drive to reduce health inequalities, promote social inclusion and raise

educational standards.

www.foodinschools.org




Curriculum/Core Business

WWF and Learning for sustainability

Learning for Sustainability aims to help people, schools and

communities to develop the knowledge, skills, values and attitudes they

need to pursue environmental stewardship, social justice, democracy,

and economic security as complementary goals – now and in the future.

www.wwflearning.org.uk

Pathways: A development framework for school sustainability

Pathways is a practical guide for schools and school communities who

want to develop good practice through Learning for Sustainability.

www.wwflearning.org.uk

Oxfam’s Global Citizenship curriculum

Developed in partnership with teachers and other educationalists,

this curriculum builds on existing good practice and recommends the

knowledge, skills, values and attitudes to develop young people as

Global Citizens.

www.oxfam.org.uk/coolplanet/teachers/globciti/whatwhy.htm

TeacherNet: Sustainable schools and Growing schools

The Sustainable Schools area of TeacherNet is designed to support

schools on their journey to sustainability, introducing the principles of

sustainable development and offering guidance on how to embed these

principles into the heart of school life.

www.teachernet.gov.uk/sustainableschools

Growing Schools

Growing Schools aims to encourage and inspire all schools (nursery,

primary, secondary and special) to use the outdoor classroom, both

within and beyond the school grounds, as a context for learning across

the curriculum.

www.teachernet.gov.uk/growingschools

Building Schools for the Future

Building Schools for the Future (BSF) is the biggest single government

investment in improving school buildings for over 50 years. The aim

is to rebuild or renew every secondary school in England over a

10-15 year period.

www.bsf.gov.uk




Community

Every Child Matters

ECM is a major government drive to integrate and join-up services in

the interests of learners and communities. It is geared around achieving

five outcomes for children that chime with sustainable development

principles: Be healthy; Stay safe; Enjoy and achieve; Make a positive

contribution; Achieve economic well-being.

www.everychildmatters.gov.uk

Learning through Landscapes programmes

A range of initiatives, both national and regional, which work with key

groups within school communities to promote and enhance the

development, use and value of school grounds in diverse and

innovative ways.

www.ltl.org.uk

Sustainable Development Commission: Education and

Young People

Aims to accelerate and deepen the UK Government’s commitment to

sustainable development as a policy goal in the education sector.

www.sd-commission.org.uk/pages/education.html

The Global Gateway

The Global Gateway is an international website managed and run for

the DfES by the British Council. The Global Gateway enables people

involved in education across the world to engage in creative

partnerships. This will help to ensure that education crosses national

boundaries and that young people become truly global citizens.

Annex 2: Campus/curriculum/community schools framework and

sustainable development




Annex 2:Campus/curriculum/communityschools framework andsustainable development

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National College forSchool LeadershipTriumph RoadNottingham NG8 1DH

T: 0870 001 1155F: 0115 872 2001E: [email protected]: www.ncsl.org.uk

© National College for School Leadership, February 2007 PB229


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