The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998–1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland and Northern Ireland. Through a comparative review of teacher education across the four nations, this article will highlight aspects of divergence and convergence of policy and practice with a particular focus on education for sustainable development/education for global citizenship (ESD/GC). The implications for ESD/GC will be considered in relation to statutory teaching standards/competencies, values and ideologies, curriculum and pedagogy, and the role of the third sector. This discussion will identify opportunities and challenges facing ESD/GC in teacher education across the four nations.
Purpose -The purpose of this paper is to test the validity of the curriculum auditing tool Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCHq), which was designed to audit the education for sustainability and global citizenship content of higher education curricula. The Welsh Assembly Government aspires to incorporate sustainability across all sectors and required an audit of all higher education curricula within Wales. The paper also discusses responses to the auditing process, findings at an institutional and national level and proposes recommendations for improvements. Design/methodology/approach -The University of Wales, Newport, provides the case study to test the validity of the STAUNCHq software. Findings -The quality and effectiveness of the curriculum content was not identified by the audit. The audit identified what the curriculum offered but did not necessarily reflect that studied by students. Modules offered on more than one course were awarded credit within the "cross-cutting" criteria of the audit and this distorted the final results. The audit enabled curriculum managers to identify programmes of study which exhibited strengths and limitations in this area. Utilising a common auditing tool across the Welsh higher education sector allows for future developments to be collective and collaborative. Practical implications -A general consensus of opinion from a network of Welsh higher education institutions regarding any future use of this auditing tool is currently one of uncertainty as far as any validity the tool may bring to driving the sustainability agenda forward. Alterations to the STAUNCHq software and auditing process are proposed if possible future audits are to be more effective. Nevertheless, within a relatively short time span education for sustainable development and global citizenship within Welsh higher education is gaining momentum. Amendments have been made to university documentation, staff-training initiatives developed and the potential impact of curriculum development in this area is beginning to be realised. Originality/value -This paper discusses the application of a new sustainability curriculum-auditing tool and the validity of the tool in progressing sustainability within the higher education sector.
Education for Sustainability and Global Citizenship is a module currently taught to final year students studying for an undergraduate Early Years degree at the University of South Wales. Initially the module focused on giving information about Welsh Government policy on Education for Sustainable Development and Global Citizenship (ESDGC) and similar policies from across the developing world. The focus was academic with some attention given to practical links between government policy and practice. The module has evolved to include greater understanding of ESDGC as a key element in fostering and promoting 21st century skills to Early Years students; such as problem solving, thinking skills and effective communication. This was achieved through links with Zelyn Academy, a school in the Kibera Slums of Nairobi and participation workshops. ESDGC is to be a key component of a new B.A. (Hons) Early Years Education and Practice degree at the university. It will continue to develop links between the school in Nairobi and a local high school, and will be taught through dynamic use of Information Technology, strategies from the 'flipped classroom' and participatory workshops. At its heart is a commitment to the fundamental importance of ESDGC not only as an ethos, but as a core practice.
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