Learning for Sustainability

Learning for Sustainability

Nicola Sykes, CLD Policy and Improvement team

CLDMS Conference 2014

Transforming lives through learning

Welcome and Introductions


Session aims

- 1. Introduce the concept of Learning for Sustainability

- 2. Consider examples of LfS in CLD

- 3. Explore the opportunities to develop LfS practice n the CLD sector.


What is Learning for Sustainability?

Learning for Sustainability (LfS) embodies:

• global citizenship, • outdoor learning, • sustainable development education• human rights.

Learning for sustainability is learning to live within the environmental limits of our planet and to build a just, equitable and peaceful society. It is essential for the well-being of all and

is an international priority. (UNESCO, 2013)


Why Learning for Sustainability?

-Increasing demands on the worlds resources…increasing global population coupled with consumerism.

-Globalisation

-Indisputable evidence of human impact accelerating climate change


…perhaps some of these?


3 planets lifestyle….


Adapted from - Learning for Sustainability – A One planet schools report (2013)


Why LfS in CLD?

Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) expects local authorities to provide clear leadership and direction, and to maximise the contribution of CLD partners in the reform of public services. This includes the active involvement of, “those often in the voluntary sector - in settings such as community health, housing, social enterprise, anti-poverty work, equalities or sustainable development”.

CLD Code of Ethics – Clause 2 – Social context;

“Our work is not limited to facilitating change within individuals, but extends to their social context and environment. It recognises the impact of ecological and structural forces on people”.


Scotland's National performance framework

•We reduce the local and global environmental impact of our consumption and production.

•Our young people are successful learners, confident individuals, effective contributors and responsible citizens.

•We value and enjoy our built and natural environment and protect it and enhance it for future generations.

•We have strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others.

…cross-cuts Government departments


Policy landscape – CLD and LfS ?

• Learning for change (2010)• Community empowerment and renewal bill (2014)• Children and Young Peoples Act (2014)• National Youth work strategy (2014)• Adult learning Statement of Ambition (2014)• Curriculum for Excellence • Climate change Act (Scotland) 2009• CLD Strategic Guidance (2012)• CLD Regulations (2013)• Learning for Sustainability (One Planet Schools - 2012)


What does LfS in CLD look like?


Recyke-a-bike




Mapping for Change

Mapping for Change - Social enterprise

Local people involved in citizen science

Measure and map air quality

Results presented to local authority

Action taken as a result of findings.


CLD National working group

Core Partners: SNH

Keep Scotland Beautiful

Youth Scotland

YouthLink Scotland

Wea

CLD Standards Council

Education Scotland

TCV


Small group discussion questions

1) From your experience, how are learners in your area supported to engage with the themes of LfS through CLD activity?

2) How does LfS feature in partnership planning you are involved in and who are the key partners?

3 a) What do you consider to be the challenges in further developing approaches to LfS in CLD?

3 b) How might you overcome them and what support from a national level might you need to achieve this?


“No one will protect what they don’t care about; and no one will care about what they

have never experienced”.

David Attenborough


Contact

[email protected]

Documents

Learning for Sustainability