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INTRODUCTION
How to use this document
Basic Definitions
The word 'education' is used here in its very widest sense and could include teachers, lecturers, pupils/students of all kinds, leaders and members of groups such as beavers or scouts, organisers of and participants in local interest groups - bird watchers, gardening clubs, civic societies, Towns Womens' Guilds/ Womens' Institutes, geological societies etc. - in fact anyone or group in the community, willing to learn more.Most of these forms of relationship are fairly self evident, but some are worth considering in more detail, notably those links with formal educational institutions. Although the report concentrates on formal education, coverage is also given to more informal learning.
The only categories of relationship between the industry and communities not covered are in respect of dialogue in the context of planning proposals and Quarry Liaison Committees. The other key area of external relationship outside the scope of the document is that of product promotion.
Aggregates are defined as hard, inorganic, granular materials used in construction. The main types are
a) natural materials such as sand, gravel and crushed rock, (i.e. primary aggregates) and
b) by-products from other industries (secondary aggregates) or recycled materials.Aggregate Sites include all sites where aggregates are extracted (including both land-based and marine locations) and initially processed, rail depots and wharves where aggregates are handled, and those where aggregates are further processed, e.g. into asphalt or concrete.
Two Key Audiences
The intention of this report is to gather and present information on educational needs, logistics, good practice, ideas and opportunities for learning from the aggregates industry.By definition, there are two large audiences, those involved in education (education and learners), and those in industry wishing to learn from each others' experience.
As it is about learning from each others' experiences, the whole content could logically have been written as too separate documents. In doing, so there would have been considerable repetition and to some extent, duplication with the limited and mainly generic guidance already available to the two sectors e.g. from the DfES and teacher unions, or the trade associations and training bodies respectively.
The parties in each of the two areas also require (a) more specific briefing within their own fields, and b) more general briefing in respect of the sector unfamiliar to them. Furthermore, there is some benefit, particularly in terms of transparency, in each being aware of how the other party is being briefed, e.g. teachers may readily appreciate the value of links with the industry, but may be wary of industry's motives; similarly initially, industry personnel may consider that some school responses and policies are unduly restrictive, but may appreciate those challenges more when they are aware of the many recent changes and present day school culture. Giving full access to both aspects should therefore help to build understanding and genuine trust.
The document comprises advice, practical ideas, explanations, summaries and presentation of research results to reinforce guidance.
The report is intended to meet a number of needs:
a) The teacher, lecturer, head of department, seeking sources and ideas, advice on visits, materials, potential content, contacts etc.
b) Local Education Authorities (LEAs) and other health and safety advisors considering visits and preparation of guidance.
c) Unit and area managers looking for practical guidance or planning educational initiatives - visits, projects, open days, literature.
d) Company/industry policy makers e.g. in PR/communications/social responsibility/HR/environment departments, preparing in-house/industry guidance, educational initiatives, budgets, planning/strategies etc, based on current research and trends.Some of the material is covered in part in other publications which for example may have a community wide brief or are not widely known to one or other of the two main readerships.
The report acknowledges the excellent educational work achieved already by many in the industry (especially in relation to primary schools and in particular, safety) and the considerable opportunities for the educational community to benefit from collaborating with this sector. It also recognises that the challenges appear to be increasing at the same rate as the opportunities, notably in legislative and logistical requirements, and particularly in the context of secondary schools and vocational course providers.
Format
Whenever possible, the main document carries an introduction to a particular aspect, which is then amplified in an appropriate appendix. Key aspects and terms are highlighted in bold letters when first mentioned in a particular section and where appropriate are followed by the relevant abbreviation, or acronym (the latter are in any case listed in Appendix 1).It has been necessary to strike a careful balance between repeating information provided elsewhere, in many cases interpreting this specifically in relation to aggregates operations, summarising similar information from a number of sources (sometimes conflicting) and simply referring the reader to the original sources.
This document is intended mainly for reference and is certainly not designed to be read from cover to cover. A small number of parts of the report are intentionally repeated where this enables specific sections to be reasonably self contained.