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CHILDREN'S ATTITUDES TO SUSTAINABLE TRANSPORT
CHAPTER SEVEN INTERVIEW FINDINGS
INTRODUCTION
7.1 A series of discussions, information exchanges and full interviews was undertaken with a range of professionals with interests in the attitudes of children towards transport and sustainable development issues. The objective was to achieve an understanding of current thinking. A list of interviewees and a fuller summary of interview findings is included as Appendix 2.
AWARENESS OF ISSUES RELATING TO SUSTAINABLE DEVELOPMENT
7.2 There was a general feeling across all parties that children are more aware of the issues relating to sustainable development than they would have been in the past. This was linked more to younger, primary school, children. Despite the increased level of awareness, some described negative factors working against this, including the fact that schools may not make the most of what children already know and conflicts such as today's lifestyle which isn't sustainable. There were mixed views about pupils' level of awareness relating to sustainable development. Several specialists in Education for Sustainable Development were pessimistic about awareness levels.
DEVELOPING UNDERSTANDING
7.3 It was generally felt by interviewees that young people are learning about sustainable development from a wide range of sources, including television - news media, nature TV programmes, children's TV programmes such as Blue Peter, fundraising programmes such as Comic Relief; whole school initiatives such as Eco-Schools, Safe Routes to Schools; curriculum - main subjects which contributed included citizenship, technology, environmental studies; school visits to wildlife centres and farms. In England, where there are detailed schemes of work related to education for sustainable development, it was felt that some schools might be teaching more from these than from the National Curriculum. Both policy makers and educationalists recognised that the primary curriculum was regarded as more conducive to teaching about sustainable development as it is less compartmentalised than the secondary curriculum.
7.4 There were mixed views as to whether school-based activities reinforce or conflict with what pupils learn in the classroom. This is partly because the experience of pupils and schools varies considerably across the UK. Where whole-school initiatives such as the Healthy Schools programme (England)/Health Promoting Schools programme (Scotland) are in place, pupils may see a link between what they are learning in the classroom and activities taking place within the school. Commentators of all kinds described conflicts such as providing fast food in the canteen while teaching about the importance of healthy diets, not using recycled materials and not recycling within the school whilst teaching extensively on the subject. It was felt that mechanisms were needed to help schools develop sustainable systems, e.g. specific policies to avoid conflict. It was felt that children are aware of conflicts between what they learn and what they see taking place but may not question it.
7.5 Educationalists pointed out that activities taking place in the home can conflict with what children learn in school and that it is important for parents to be involved with what is being learnt in school so that they can help to reinforce positive messages. New Community Schools works towards this. Children often take home information that they have learnt in school and can influence parents, but it is important that parents understand the message and don't feel threatened by it.
TRANSPORT WITHIN EDUCATION FOR SUSTAINABLE DEVELOPMENT
7.6 Understanding of the term Sustainable Transport varied, with different professionals placing emphasis on their respective interests of health, environment, modal shift etc. The coverage of transport within the curriculum was described as patchy. The opportunities are available throughout the curriculum, but educationalists pointed out it was down to the personal choice of the teacher the extent that transport was taught, so this varies. Local authority officers pointed out that schools can create links if they choose to do so and if these are written up in a policy such as a School Travel Plan then coverage may be consistent throughout the school.
7.7 Interviewees noted that transport teaching is increasing as more resources become available and through newer initiatives such as safe routes to school/school travel planning/ cycle training schemes/road safety education. ESD specialists felt that the links with sustainability were limited to environmental issues rather than the economy and society elements of sustainability.
7.8 There was perceived by all types of consultees to be a level of inconsistency in relation to the messages that young people get in relation to transport. The main conflict that they have to contend with is the conflict between general messages from that termed "car culture" and what they are learning in school in relation to sustainability and sustainable transport. Car culture is a strong influence in relation to senior pupils aspiring to drive to school. Getting a car/passing the test is a rite of passage giving the car a status that is hard to challenge. A local authority practitioner highlighted conflicts in relation to safety with young people growing up with perceptions that many places aren't safe to walk and concern about road safety.
7.9 It was felt in general that it is very important for young people to develop an understanding of the issues and concepts related to sustainable transport. If the educational process is geared towards encouraging young people to make decisions for themselves they need to be equipped with the skills and knowledge to be able to do so.
7.10 Despite feeling that levels of awareness are higher now than in the past there is still a feeling that current levels are not sufficient. People need to understand more of the how, why and what rather than just specifics. Policy makers understand the increasing importance of more targeted information rather then general campaigns.
ROLES AND RESPONSIBILITIES
7.11 There was a general consensus that it is a role of schools to deliver an understanding of the issues relating to sustainable transport. However some in the education sector felt that it should remain a voluntary activity. Interviewees of all types felt that it is important that schools help young people to develop the ability to make informed choices for themselves and that the issues involved in sustainable transport relate closely to the process of being able to make informed choices to minimise negative impacts on health, the environment and society. The fact that schools have a role to play, however, doesn't mean that it is only the responsibility of schools.
7.12 Policy makers and practitioners felt that parents and families are important in enabling young people to make informed choices and to be able to put them into practice. Educationalists were very aware of the limited time and resources available in schools and many other initiatives competing for this. In order to give parents the confidence and knowledge to do this, they need to be involved in the learning process that their children are undertaking. An example of this is the resource included in the Steps to Safety programme being rolled out in the Lothian and Borders region which includes an activity for parents and pupils on the journey to school. Many schools send newsletters home - these can provide opportunities to involve parents with whole-school initiatives such as Health Promoting Schools, Eco Schools and the relevant messages linked to these initiatives.
7.13 One interviewee considered that parents may feel that their ability to be flexible is limited which prevents them from being able to walk with their children to school. In this case, employers can play an important role through the development of flexible work-practices.
7.14 At a different level, policy makers at both local and national government level felt they had a role to play. In particular there is a need for health needs to be related to all Scottish Executive policy areas to demonstrate how they benefit health. If behaviour change is going to be encouraged then transport choices need to be provided.
7.15 Health sector interviewees suggested that other programmes need to be involved in the promotion of active travel where it links with their own work to avoid it being seen as a school issue to be delivered through the curriculum. Health development workers can play an important role through the Health Promoting Schools process.
7.16 Educationalists felt that there are opportunities to teach about topics related to sustainable transport within the 5-14 guidelines, e.g. pupils are able to describe examples of human impact on the environment that have brought about beneficial changes, and examples that have detrimental effects. However, it is up to the curriculum planners and classroom teachers to decide whether to use sustainable transport as an example.
CURRICULUM, GUIDANCE AND SUPPORT IN THE CLASSROOM
7.17 Despite the general feeling that current levels of knowledge are insufficient and that it is the role of schools to help develop this understanding, many were reluctant to make sustainable transport prescriptive within the curriculum. Instead it was felt that it would be more important to link it to other educational initiatives such as the citizenship indicators within National Priority for Education.
7.18 If teachers are to be encouraged to teach about sustainable transport issues in particular then educationalists suggested that this can be done through the provision of good quality resources such as the schemes of work developed for use within the National Curriculum for England and Wales. It was felt that teachers need more guidance and resources linked to the curriculum to help them be fully aware of the issues.
7.19 As well as supporting the 5-14 guidance it was felt that it was as important to develop a process that relates to the full educational range of 3-18.
7.20 The work currently taking place within road safety education was seen as having an important link with the sustainable transport message as parents will feel more confident about allowing their children to walk and cycle to school if they feel that they have learnt the necessary skills to be able to do so.
7.21 With prescription through the curriculum not regarded as the way to promote key messages, educationalists were not clear how teachers could be encouraged and supported in teaching about sustainable transport. Some thought that schools should be provided with free consultation and advice on transport issues through local authority schemes such as Safe Route to School programmes or government advice e.g. TransportEnergy Programme (England), support with developing relevant initiatives such as cycle training schemes, time and expenses for staff development.
7.22 Other relevant changes mentioned were to the way in which the curriculum is taught and delivered in a very prescriptive way leaving little time for what might be regarded as 'extras'. Greater flexibility, reduced levels of testing and possibly an issue-based rather than subject-based curriculum were seen by some as the way forward.
TOMORROW'S ADULTS
7.23 Education specialists felt that while the learning process is obviously important in influencing behaviour, it needs to be accompanied by other mechanisms if meaningful change is to occur.
7.24 All interviewees noted that there are a wide range of factors acting against the development of more sustainable travel patterns. These include a general culture of consumerism, orientated towards a car-owning society. Current trends are for social groups A and B to walk as recreation rather than transport, i.e. they are aware of the health message but do not incorporate it into their daily lives.
7.25 All interviewees commented that peer pressure was one of the most significant factors for young people. If cycling is not regarded as a socially-acceptable form of transport amongst a certain age group then it will be very hard to encourage more people to cycle. If young people do cycle, then they will probably want to be seen on a cycle that is "cool" and probably expensive in which case the infrastructure to support this is important. Sustrans highlighted that a recent survey for them showed the installation of secure cycle parking was an important factor in increasing cycling levels at schools in the UK.
7.26 Local authority practitioners highlighted that constraining factors will often vary from area to area and therefore require local solutions, hence the writing of a School Travel Plan which is written to address local factors, and involves wider stakeholders in a partnership approach. Concerns about safety (road and personal) will vary from area to area for example and need local solutions.
7.27 The key educational process is seen to be the one of enabling young people to develop the ability to make decisions for themselves. In order to do this young people not only need to be aware of the options open to them and the important issues, but they need to be able to choose from options that are relevant to them. For this to happen, their views need to be listened to. If young people, for example, find certain routes unsafe for walking along or the bus times don't meet their needs, they will not use those forms of transport as children, and therefore would be less likely to do so as adults.
CONCLUSIONS
- There is increasing awareness of sustainability issues, especially amongst younger children, but generally this is considered to be low.
- There currently exists a wide range of sources of information from media, NGOs, school and whole-school initiatives. Primary teaching is considered more conducive to covering cross-cutting topics such as sustainability.
- School-based activities can reinforce or conflict with classroom learning. Mechanisms are needed to help schools develop sustainable systems and policies, to avoid conflict. Activities outside school can also lead to conflicts.
- Transport teaching is increasing as more resources become available and through newer initiatives such as safe routes to school/school travel planning/cycle training schemes/road safety education.
- There are inconsistencies in the messages that young people get in relation to transport, chiefly the conflict between general messages from what is termed "car culture" and what they may receive in relation to sustainable transport.
- There was a general consensus that it is a role of schools to deliver an understanding of the issues relating to sustainable transport, although parents and other institutions have key roles to assist and reduce conflicting messages.
- Policy making can assist by tackling compartmentalised policy and working to integrate transport, health, education, economic development etc.
- There are opportunities to teach about topics related to sustainable transport within the 5-14 Guidelines; curriculum planners and classroom teachers need to be encouraged to use sustainable transport as examples.
- There was reluctance from many to make sustainable transport prescriptive within the curriculum.
- Greater flexibility, reduced levels of testing and possibly an issue-based rather than subject-based curriculum were provided as future options.
- Education specialists felt that the learning process is important in order to facilitate behaviour change, either now or in the future and that without it, no change in behaviour will occur. The key educational process is seen to be enabling young people to develop the ability to make decisions for themselves.
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