Putting it into practice
Current Practice – Management Audit
Tool
Please tick the most appropriate response for your institution,
the more open and honest you are in your assessment the more useful
this exercise will be!
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Have the senior managers and governors in your institution made
a clear commitment to ESD? |
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Do the curriculum leads have a mandate to 'get on with it and
have a go'? (ESD) |
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Do the leaders in your institution encourage an entrepreneurial
spirit? |
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Are curriculum leads actively engaged with new thinking and
innovation in the subject areas they manage? |
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Does the institution learn from other approaches and innovation
outside the institution? |
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Does your institution actively engage in cross disciplinary
discussion and projects? |
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Are curriculum leads actively engaged with the local community?
If they do already, are sustainability issues included in that
engagement? |
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Does the institution actively engage with the business
community? If it does already, are sustainability issues included
in that engagement? |
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Do you encourage staff to build sustainability into personal
and professional development plans? |
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Do you provide sustainability training for staff including
curriculum leads? |
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Do you encourage less formal learning opportunities such as
opportunities to share ideas and resources? |
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Does your institution communicate to all staff its vision on
embedding sustainable development into the curriculum? |
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Do you encourage suggestions and ideas for ESD and see them as
an opportunity, rather than a challenge? |
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Do you celebrate success on embedding sustainable development
in the curriculum? |
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Do staff feel that their contributions to ESD are valued? |
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Current Practice -
Audit Tool
To make the introduction of ESD successful, it is important to
assess current practice.
Please tick the most appropriate response for your institution,
the more open and honest you are in your assessment, the more
useful this exercise will be!
| 1 |
2 |
3 |
4 |
5 |
| Always |
Often |
Sometimes |
Rarely |
Never |
| No. |
Question |
1 |
2 |
3 |
4 |
5 |
| 1. |
Is ESD something you consider in your teaching? |
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Could you explain to Ofsted what the institution is doing in
relation to ESD? |
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Do you include SD as part of tutorials? |
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Do you explore short courses you could develop with a
sustainability theme? |
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Do you speak to local business about mutually beneficial
courses and activities? |
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Do you seek to widen your local networks to bring in more
funding and expertise from outside? |
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Do you build ESD into Key skills and Skills for Life
assignments |
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Do you consider opportunities in existing projects to think
about SD? |
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Do you explore the sustainability issues in your
community? |
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How often do you speak to your Estates department about
sustainability in the college? |
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Have you identified potential learning opportunities in how the
institution is managed e.g. through estates management, IT
procurement, on-site restaurant/café, procurement of paper
and stationery. |
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Do you look at future plans within the institution to see if
there are learning opportunities? |
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Do you explore opportunities for cross department or cross
faculty collaboration? |
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Changing
thinking and approach
The table below is a useful guide with key questions to ensure
that lessons become more effective vehicles for sustainable
development. It suggests that what is needed is not so much new
curriculum or lesson content but a revised and extended approach
that presents content in a changed context.
| Key Question |
Changed Thinking |
| Is there a sustainable development context that I can use in
this lesson? If so, does my lesson tackle the multi-dimensional
nature of sustainable development? Does it tackle causes and
solutions as well as symptoms of unsustainable activities e.g.
waste, pollution, poverty? |
Think bigger picture - include the seven concepts of
sustainable development or other approaches. Think causes and
solutions as well as symptoms. |
| Is my lesson FUTURE orientated? Do learners get to consider
probable and preferable futures? |
Think sustainability long term. |
| Does my lesson feature viable SOLUTIONS? Do some solutions
demand less from the environment and allow access to more
people? |
Think sufficiency, resource efficiency, waste reduction. Think
alternative technology. Think alternative economies of time and
social welfare. Think social and environmental justice. |
| What is needed to achieve sustainable solutions? Does my lesson
feature opportunities for CHANGE? |
Think technology, beliefs and behaviour, prices, markets, laws,
regulation, planning, social welfare, media, lifestyles. |
| Where are the most effective opportunities for change located?
Is my lesson realistic about POWER and SOCIAL CHANGE
STRATEGIES? |
Think individual, community, business, government and media at
different scales (locally, nationally, regionally and
globally). |
| Do solutions promote IDENTITY, DEMOCRACY and active and
critical CITIZENSHIP? |
Think rights of present and future generations and the rest of
nature. Think environmental citizenship. Think how education can
empower people to realise their common interest in sustainable
development together with more fulfilling lives and identities |
Based on Webster, 2001
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