{"id":32,"date":"2023-05-30T14:11:09","date_gmt":"2023-05-30T14:11:09","guid":{"rendered":"https:\/\/sites.glos.ac.uk\/qualityefs\/about-the-project-copy\/"},"modified":"2023-09-11T13:31:30","modified_gmt":"2023-09-11T13:31:30","slug":"principles-tested","status":"publish","type":"page","link":"https:\/\/sites.glos.ac.uk\/qualityefs\/principles-tested\/","title":{"rendered":"Principles tested"},"content":{"rendered":"\n
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Jump to:<\/strong> Quality principles<\/a> | Course rating criteria<\/a> | Example ratings<\/a> <\/p>\n\n\n\n

Quality principles<\/h2>\n\n\n\n

This framework of quality principles and associated rating criteria was developed at the University of Gloucestershire. They were designed to be ambitious – to help courses be consistent, focus on what matters most for an authentic EfS learning experience, and to mainstream this into course design.  <\/p>\n\n\n\n

It supports EfS to move out from the margins of course experiences, encouraging academic teams to integrate this into core course priorities and enable more students to experience this learning.  <\/p>\n\n\n\n

The key principles and the reasoning for them are: <\/p>\n\n\n\n

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  1. Joined-up sustainability learning<\/strong>\u202f 
    Authentic sustainability learning must connect people, planet, and profit – the pillars of sustainability that cross subject boundaries. Targeting only single issues, without making links for students, does not help to develop \u2018systems thinking\u2019 or true sustainability outcomes. <\/li>\n<\/ol>\n\n\n\n
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    1. Integrated into compulsory modules<\/strong>  
      Mainstreaming means targeting core course experiences, so all students can develop these skills. Optional modules offer partial responses and focused attention, but not all students take them and the sustainability focus may not transfer to core learning outcomes.  <\/li>\n<\/ol>\n\n\n\n
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      1. Integrated across all levels of study<\/strong>\u202f 
        Quality learning across the course journey builds knowledge and capability in layers for effective integration. Opportunities can be taken to join dots from specialist focal points in the subject or profession, to the broader thinking and capabilities that support sustainability change.  <\/li>\n<\/ol>\n\n\n\n
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        1. Integrated as part of assessment design<\/strong> 
          Assessments reflect the essential learning outcomes and main focus for student attention in learning. Opportunities can be taken to move from abstract knowledge to its application, supporting the development of change capability relevant to real-world practice and implementable solutions.  <\/li>\n<\/ol>\n\n\n\n
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          What are the principles?<\/h3>\n\n\n\n
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