EAUC calls on new UK Government to improve climate education

EAUC has joined calls for the newly-elected UK Government to incorporate climate and sustainability education into the school and college curriculum in England.  

The calls are supported by a comprehensive new report, produced by education sustainability experts and including input from EAUC, highlighting a range of ways this could be done – from changes to current curriculum specifications to following in the footsteps of devolved nations where more substantive whole-curriculum reforms have taken place.

The report was published on 8 July as the new UK Government began its mission to “rebuild Britain.” In its election manifesto, the Labour party committed to making Britain a “clean energy superpower” and to a “new, modern educational curriculum.”

At present, there are no statutory requirements for schools colleges in England to teach students about climate education and sustainability. This is despite recognition from climate experts and the Department for Education that new sustainability jobs, skills and knowledge will be needed to support the UK’s transition to net zero by 2030.

In the foreword of the report, Lisa Hoerning, a recent school leaver, said: 

“The current curriculum studied by young people across England doesn’t educate us on the climate and ecological emergency, and, depending on your subject preferences, you can nearly skip the relevant content entirely.”

Inspired by young people, many countries have increasingly been considering how best to incorporate Climate Education into their educational curricula so that all citizens are best prepared to mitigate and adapt to the changing climate. For example, in Scotland, the refreshed 2023 Learning for Sustainability Action Plan strengthened steps to embed sustainability learning and teaching throughout the 3-18 curriculum, whilst the Curriculum for Wales has sought to achieve similar outcomes

Options

The report highlights different options to improve climate education from the first week of the new government, and the pros and cons of each of these approaches.

There are opportunities for an expansion of current climate education by adjusting teaching within the current curriculum, or by making small but meaningful changes to current curriculum specifications.

It includes detailed mapping showing where and how climate can fit into the curriculum. These changes could be implemented quickly while a more comprehensive review takes place. The report also highlights how greater inclusion of climate education fits with the desire of the new government to make the curriculum rich, broad and inclusive.

The role of colleges

Charlotte Bonner, Chief Executive of EAUC, contributed to the report. She said:

 “One of the reasons we advocate for whole institution approaches to sustainability across the post-16 education sector is so that all learners leave their education equipped with the knowledge, skills, and behaviours required to contribute positively to sustainability in their lives and careers. This new report specifically looks at the curriculum for learners aged 8-18, but will be relevant for our further Education members who have a vital role to play in equipping people with the skills needed for the more prosperous, green economy we all aspire to.

It’s vital that sustainability education is sequenced well from early years to higher education. We ask the UK Government to carefully consider both the short and long-term options in this report and work with us to ensure that all colleges, and indeed other education provider types, in England are integrating sustainability learning into their practices and mitigating against the climate emergency.”

A collaborative approach 

The report, Climate Education in the Curriculum: From Early Years to Further Education in England, was produced by a group of authors from fourteen educational organisations including EAUC. It was led by Professor Sylvia Knight, of the Royal Meteorological Society, and science education expert Dr Sean McQuaid. It is endorsed by a broad coalition of 60 organisations from schools, colleges, universities, climate charities and educational publishers.

It was launched at the Royal Meteorological Society Annual Weather and Climate Conference on Monday 8 July by Professor Andrew Charlton-Perez, of the University of Reading and Professor Liz Bentley, Chief Executive of the Royal Meteorological Society.

Professor Charlton-Perez, chair of the National Climate Education Action Group, said: “Including climate and sustainability within the curriculum review will be vital to ensuring that the new government delivers long-lasting reform that can prepare young people for the good green jobs of the future.”

Document link: Climate Education in the Curriculum: From Early Years to Further Education in England

Image by Ted Erski from Pixabay