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Campaigns for Outdoor Learning

Campaigns and Manifestos Supporting Outdoor Learning

Click to link and find out about each of these major campaigns.

  • Campaign for Real World Learning
    The campaign is a partnership between the Field Studies Council, RSPB, National Trust, PGL, the Wildlife Trusts and the Wildfowl and Wetland Trust. Although a number of the partners are from the environmental sector the Campaign objectives includes the promotion of Heritage and Arts education, Outdoor and Adventurous activity as well as first hand sustainability and development issues. The campaign partners and supporters recognize that many schools are reporting barriers to out-of-classroom learning:
    - Lack of time through the perception of a crowded and prioritised curriculum
    - Fear of accidents and subsequent litigation
    - Cost – staff cover, insurance, transport etc
    - Low status of out-of-classroom training and teaching
    - Senior managements’ negative view of what is often seen as a ‘disruptive’ activity

  • The Outdoor Education Manifesto
    Bringing together a range of stakeholders, the Manifesto will:
    - set out a joint commitment that all children should have the opportunity of a wide range of high quality outdoor learning, including at least one residential experience;
    - encourage schools to partner with other schools and outdoor learning providers;
    - encourage parents to take an active interest outdoor learning;
    - set out a range of advice and support;
    - provide information and good practice guidance on health and safety issues; and
    - set out priorities for the development of outdoor learning.

    Around thirty partners from across the outdoor learning sector have already been involved in early Manifesto discussions. They will work together to establish a broad range of priorities for helping schools to improve the range and quality of education outside of the classroom.
    For more info: DfES Press notice: 15 February 2005

  • Campaign for Adventure, Risk and Enterprise in Society
    The Campaign (launched in 2001) seeks to show that life is best approached in a spirit of exploration, adventure and enterprise; to influence and better inform attitudes towards risk; to build wider recognition that chance, unforeseen circumstances and uncertainty are inescapable features of life and that absolute safety is unachievable; and to demonstrate that sensible education and preparation enable an appropriate balance to be achieved between risk & safety and achievement & opportunity.
    For more info: Campaign for Adventure, Risk and Enterprise in Society

  • Manifesto for Outdoor Adventure for Young People
    This manifesto was promoted from about 2000-2004 by the Foundation for Outdoor Adventure. Its aims are similar to those of the Campaign for Adventure.
    For more info: Manifesto for Outdoor Adventure for Young People
  • All Party Parliamentary Group on Adventure in Society [APPG]
    The All-Party Parliamentary Group on Risk and Adventure in Society has agreed with Jane Kennedy MP, minister responsible for health and safety at work, to investigate the state of outdoor activities and the litigation culture which has been causing difficulties for volunteers and professionals alike.
    For more info: All Party Parliamentary Group on Adventure in Society
What is Outdoor Learning:

INDEX: What is Outdoor Learning?

Introduction page to this research

How Safe is Outdoor Learning?

How Much Outdoor Learning is going on?

Why Outdoor Learning Matters: the case for Outdoor Learning

Who supports Outdoor Learning and Why?

Campaigns for Outdoor Learning

What are the Benefits of Outdoor Learning?

Examples of benefits gained from OL

What does the research say about Outdoor Learning?

Where to find Outdoor Learning Research?

Outdoor Learning Research in other Journals



The “What is Outdoor Learning?” research was undertaken by Dr. Roger Greenaway, author of publications such as 'Playback'. The idea for the research project came from the English Outdoor Council, and has been funded by IOL. It is potentially a key resource for the field.

Links to other websites were correct at the time of publication.