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Advancing Ecology Education Policy at the British Ecological Society

This document outlines the efforts and strategies of the British Ecological Society (BES) in advancing ecology education policy. Led by Education Officer Karen Devine, the BES has prioritized education as a key objective, influencing curriculum development from elementary to A-levels through various initiatives and collaborations. The focus has been on engaging with external agencies, participating in consultations, and enhancing the relevance of ecology in the UK education system. Despite challenges, the BES is committed to proactive engagement and collaborative efforts to secure a strong future for ecology education.

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Advancing Ecology Education Policy at the British Ecological Society

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  1. advancing ecology and making it count www.britishecologicalsociety.org

  2. Education Education Education policy at the BES Karen Devine, Education Officer 1st July 2010

  3. Education Education About the BES • Learned Society (1913) • 4 journals and 1 online journal • 4,000 members, mostly academics, mostly UK • Charitable activities: • Grants • Science Policy • Education • Grassroots • Education policy

  4. Education Education Policy- From low to high priority • Why? • Science Policy • Statement HERE • Education Policy • An education staff of 1 • Impact for effort

  5. Education Education Ed. Policy: From low to high priority • How? • Within the BES • Institutional shift over time • Influencing external agencies • I don’t know • More luck than management?

  6. Education Education Education activities • 2006 • schools project northwest • Responded to occasional consultation (LOtC) Trigger- New A level criteria • 2007 • schools project yorkshire • Wallchart (ponds) • Started to think about influencing QCDA • 2008 • schools project New Forest • Ecology in UK Curricula workshop • Science diploma • Invited Greg barker to visit school projects • 2009 • Workshops on GCSE science criteria consultation • Meetings with QCDA- Influence on GCSE criteria • Meetings with awarding bodies • 2010 • schools project Peak district • Development of wall chart ( Hedges) • Become part of Society fo Biology PAG Curriculum development • Meetings with awarding bodies to review GCSE Content • Set up of A-level Biology review in collaboration with others • Engage with consultations proactively • European Ecological Federation education forum- education policy Significant Increase In collaboration

  7. Education Education GCSE Science Criteria • develop and apply their observational, practical, modelling, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments • Saw the consultation • Dropped almost everything else • Put together a working group that included IEEM, FSC, SAPS, SEB, BES • Produced a report • Responded to the consultation • Attended a QCDA focus group representing BSF and practical biology • Did my bit for Practical Biology and didn’t forget to mention fieldwork • We were prepared with supporting evidence, with recommendations and we spoke to the right person in the right room on the right day • Went to all the awarding bodies to speak to them about the draft criteria changes, explained what we had intended and offered information, advice, ideas etc

  8. Education Education Going forward • Being prepared • Thinking ahead • All BES education objectives ranked in order of impact and importance- Education policy is highest priority • Ready to drop/delay everything else, with support of the executive officer and committee/council • Understanding and appreciation of risk • Staying networked • Collaboration

  9. Education Education Challenges • Education is always a political target…… and it moves • Where to go to for CPD? (mine that is) • The unintended consequences?

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