The Value of Outdoor EducationOver the years much has been made of the value of outdoor learning. Much evidence has been anecdotal, and there has been some research into the effects of outdoor learning. Steve Ranger, Director of TrekCo, has an M.A. in Education specialising in the Value of Outdoor Education in Secondary Schools. Summarised below are papers and pieces of information which may help when considering the benefits of Outdoor Education.These are not presented as a coherent body of work; rather a collection of links and quotes for your aid. Currently (December 09) there are three articles. Article 1
House of Commons Education and Skills Committee http://www.parliament.the-stationery-office.com/pa/cm200405/cmselect/cmeduski/120/120.pdf This report summarises the findings of the committee and in particular makes some quotes directly relevant to our industry; even in the introductory text the assessment of the current situation is damning: 'During this inquiry, the Committee has become convinced of the value of education outside the classroom in its broadest sense. Outdoor learning supports academic achievement, for example through fieldwork projects, as well as the development of ‘soft’ skills and social skills, particularly in hard to reach children. It can take place on school trips, on visits in the local community or in the school grounds. Yet outdoor education is in decline. Provision by schools is extremely patchy. Although some schools offer an active and well-planned programme of outdoor education, which contributes significantly to teaching and learning, many are deterred by the false perception that a high degree of risk attaches to outdoor education as well as by cumbersome bureaucracy and issues of funding, time and resources. Neither the DfES or local authorities have done enough to publicise the benefits of education outside the classroom or to provide strategic leadership or direction in this area.
Risk is often cited as the main factor deterring schools from organising school trips. We have found no evidence to support the perception that school trips are inherently risky. Visits organised in accordance with health and safety guidance should not lead to avoidable accidents or unfounded legal claims against teachers. The DfES needs to work with teacher unions and schools to ensure that teachers do not feel vulnerable to vexatious litigation and that they are aware of the law as it now stands. We also strongly recommend that the NASUWT reviews its advice to members not to participate in school trips. In contrast, the bureaucracy now associated with school trips is a major problem. Some schools and local authorities are demanding excessively lengthy risk assessments and we have found evidence of needless duplication in the system. The Government claims to be actively reducing public sector bureaucracy in general and specifically the burden on schools. We are therefore extremely surprised that it can allow the current situation to persist.' The paper continues in the same vein and makes an interesting read - please have a look via the link above.
Article 2 Dissertation: 'Exploring the Value of Outdoor Education' by Steve Ranger pdf file here: Exploring the Value of Outdoor Education Abstract Article 3 An OFSTED report on 'Outdoor Education - Aspects of Good Practice' This report looks at some good practice in the outdoors following observations at a number of outdoor centres in 2004. There are, however, some interesting comments and recommendations about how both teachers and centres should make more use of the opportunity to enable students to gain more from the experience. This is an interesting set of comments and worth a look. http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Outdoor-education-Aspects-of-good-practice/%28language%29/eng-GB
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