Practice, Barriers and Enablers in ESD and EE

Posted: 18 September 2008

This is a summary of desk-based research by writer Gillian Symons into ESD and EE (and the global dimension where relevant) looking at past teacher surveys and research: what they tell us about current practice, barriers to, and enablers for, sustainable schools. It also considers good practice in research with teachers and schools, gaps in existing research and recommendations for further research.

	Practice, Barriers and Enablers in ESD and EE: Full Report
	Practice, Barriers and Enablers in ESD and EE: Executive Summary

The report focuses on schools and teachers in England, but some evidence from the devolved administrations has been included as, although the administrations have different approaches to ESD, teachers’ needs, enablers and barriers as expressed in the surveys have much in common.

'Practise, Barriers and Enablers in ESD and EE' contains information from internet searches and research that the author was personally aware of and additional research suggested by the Teachers’ Needs Advisory Panel. Its key findings include:

	Current context for ESd in schools;
	What existing information is available about teachers’ practice and needs?;
	What has emerged about school practice?;
	Coverage of doorways themes;
	Barriers to Sustainable Schools;
	Enablers for Sustainable Schools;
	Which organisations have schools worked with?;
	Effective research with teachers;
	Gaps in available information; and
	Recommendations for future research.