The Impact Trust is a registered charity and public benefit organisation dedicated to advancing sustainable development by promoting sustainability leadership in practice. Our Routes to Resilience programmes support the integration of sustainability principles in education, enabling the development of leadership skills in effective sustainability practice and encouraging the enactment of global citizenship for a more resilient future.
WHO WE ARE
WHAT WE DO
We focus on building the literacies that contribute to sustainability leadership in practice and citizenship in action.
Sustainability leadership encourages:
global social &
WHY EDUCATION IN SUSTAINABILITY LEADERSHIP?
Today’s younger generations will face a very different world from that in which we live now, a world that will present unknown and, in many instances, as yet uncontemplated challenges, often referred to as a VUCA world – Volatile, Uncertain, Complex and Ambiguous
Within this context, we have to question the contribution that the education sector can and should play. One of the major barriers to strong leadership in sustainability education is the low level of understanding and subject knowledge which inhibits substantive engagement with the topic in the curriculum or classroom practice.
The value of participation in programmes that develop relevant knowledge and effective action competence is growing, most especially as the private sector places sustainability front and centre of business skills needs. Yet few programmes are serving educators at a professional development level or the learners they are responsible for, most especially at the higher school grade levels.
WHY EDUCATION IN SUSTAINABILITY LEADERSHIP IS CRUCIAL NOW
Current leadership capabilities are out of sync with a rapidly emergent new global paradigm.
The pace of change is accelerating beyond the capabilities of traditional approaches to education.
There is a disconnect between the theory of sustainability and the practical implementation thereof at an educational level.
There is an increasing disconnect between what skills exist, what skills are being offered in education and development, and what skills are needed in a rapidly changing world.
New skills are needed to navigate the nature and pace of change and chart a different course of action: changed thinking will change outcomes. Year 9 and 10 learners, in particular, are at a critical stage with respect to their subject and career choices for the future.
Our “Routes to Resilience” programmes seek to increase global leadership in sustainability practice, so promoting social and cultural change towards more sustainable lifestyles.
Our focus is on Sustainability Leadership in schools-based education in order to develop young adults as active, resilient global citizens with early opportunities for “future proofing” life and career path decisions.
We do this by engaging educators and management in continued professional development programmes to build their knowledge confidence and capacity to confidently integrate sustainability into classroom and operational practice, by providing practical tools and curriculum content across a variety of disciplines and by delivering a variety of programmes for youth at key career path decision points in high school or in gap year programmes. Our aim is to help educational organisations become leaders in a resilient, sustainable future.
Feedback from learners that participated in our Routes To Resilience curriculum programme
“I think that this is a very good age to be exposed to this information. I think it should be compulsory for all grade 9s and 10s. I liked the actual facts, learning about the science of it and about ways we can create easily and practically do more to find sustainable ways of living.”
“I have always known of global warming but never of the things that cause it ... I always thought it was super complicated so didn’t bother to learn about it. I found the course super unique and a clever way to educate us about the world, our surroundings and the impact of our behaviours.”
“By taking this course it made me realise that it’s not someone else’s problem because we are the someone else to someone else. There is no “them”, there is only us.”