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ESD The Extra-curricular dimension

ESD The Extra-curricular dimension. Bryan Lipscombe, University of Chester b.lipscombe@chester.ac.uk 01244 511983. Sustainability Literacy A Core Competency - A Progress Report:.

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ESD The Extra-curricular dimension

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  1. ESDThe Extra-curricular dimension Bryan Lipscombe, University of Chester b.lipscombe@chester.ac.uk01244 511983 Sustainability Literacy A Core Competency - A Progress Report: Bridging the Gap: How Sustainability Links Campus, Community & Curriculum,EAUC 11th Annual Conference - 18th April 2007

  2. Study into use of extra-curricular interventions to advance ESD Method: Postal Survey of HEIs - May/June 2006 Response: 72 from 140 UK HEIs

  3. Findings: Extent of extra-curricular ESD interventions across UK HE Extra-curricular ESD interventions are widespread Used by 99% of HEIs in the last two years

  4. Findings: Relative development of extra-curricular and curricular ESD Developed in equal measure, or form the primary approach in similar proportions

  5. Findings: Types of extra curricular ESD in Use

  6. Findings: Utility of extra curricular ESD interventions Widely seen as useful

  7. Findings: Top 5 Weaknesses 1 Limited take up 2 Limited resources to develop them properly 3 Limited links with the planning of institution and curriculum 4 Seen a marginal 5 Often sporadic Strengths 1 Raise awareness 2 Reach wider audiences 3 Promote wider perspectives 4 Provide tangible examples 5 Possess motivational qualities

  8. Findings: Top 5 Opportunities for 1 Work in the wider community 2 Work with students 3 Highlighting the benefits 4 Links with staff development/student experience 5 Link with curriculum planning Barriers to 1 Resource pressures 2 General inertia 3 Lack of commitment 4 Lack of understanding 5 No obvious lead agents

  9. Conclusions: Extra-curricular ESD interventions………. Important element of practice - Common, developed as much a curricular ESD and perceived to be useful Potentialto play significant developmental role - Raise awareness, reach wider audiences, develop wider perspectives, reinforce learning and motivate action Common ground - Multiple instigators from campus, curriculum and wider community interests. Entry point – for external influence/support Precarious –Not recognised/supported, marginal and sporadic

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