Education for Social Responsibility
Description
ESR framework guidelines, representing the voice of member schools, will be written and distributed. Guidance on how to deliver ESR development workshops written and offered as part of IAPS training and development programme. A Series of regional training programmes will be developed and offered through IAPS districts, subject leaders, clusters or individual schools to introduce guidelines and framework. Annual IAPS conference will make explicit that ESR is embedded in member schools through conference seminars and other recurrent themes that will outline good practice, case studies and experiences from schools. ESR conferences & In-Service Training will be established.
The ESR conferences will bring together practitioners, specialists and organisations to share experiences with IAPS members and others to promote debate and discussion around the 6 elements of ESR APS training and development programmes enable IAPS member staff to gain knowledge, experience and a toolkit for developing ESR within their schools APS district structure will enable regional discussion and training opportunities. Case studies from each region will be developed and shared across association. Social media networks will allow sharing of IAPS schools experiences and encourage debate across UK education sector
An ESR working group has been established by IAPS to coordinate introduction and support of ESR in member schools. The working group is lead by the subject advisor for ESR and comprises staff of IAPS schools who can be Heads, subject leaders or coordinators or other interested parties. The working group works closely with IAPS CEO and Education Director and reports directly to the Education Committee and from there into the activity of the Strategy Committee. The IAPS committee structure enables reporting through to the IAPS Council which establishes overall direction for the Association
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
Deliverables & Timeline
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Contact Information
Neil Jones, Education for Social Responsibility Subject Adviser