Forest School qualifications are not necessary?
Forest school as a formal concept originated in Scandinavia in the 1950s, particularly in Denmark and Sweden. It was inspired by the region's strong emphasis on outdoor living, known as friluftsliv (free-air life), which encourages spending time in nature for physical and mental well-being.
Given this history of Forest School, Scandinavian countries do not have specific Forest School qualifications. This is unlike the UK, where Forest School is relatively newly adopted, entrepreneurs have monetised the opportunity by creating Forest School qualifications. Whilst Forest School qualifications are not a statutory/legal requirement, there is a perception by many that a qualification is needed; this says more about British culture, enjoying the comfort of satisfying perceived rules even when they are not mandatory.
1. Denmark
Forest School Model: Denmark is the birthplace of forest schools (udeskole or forest kindergartens), where the approach is integrated into early childhood education.
Qualifications:
Early childhood educators (pedagogues) are required to hold a professional degree in pedagogy (e.g., a Bachelor of Pedagogy).
Many educators pursue specialized training in outdoor education through workshops, courses, or additional certifications.
Specific Forest School qualifications are not necessary.
Focus Areas:
Risk management and outdoor safety.
Environmental education and sustainability.
Child-centered and play-based methodologies.
2. Sweden
Forest School Model: Known as I Ur och Skur ("Rain or Shine"), Sweden’s approach to educating in the outdoors is well-established.
Qualifications:
Preschool teachers and childcare staff must have a degree in early childhood education (Bachelor of Education).
Additional training in outdoor pedagogy is available through organizations like Friluftsfrämjandet (The Swedish Outdoor Association), which offers specific courses in nature-based teaching.
Specific Forest School qualifications are not necessary.
Focus Areas:
Integration of outdoor learning into the national curriculum.
Knowledge of local ecosystems and sustainability.
Practical skills for outdoor activities (e.g., navigation, tool use).
3. Norway
Forest School Model: Norway’s approach is deeply rooted in friluftsliv (outdoor life), a cultural philosophy of nature appreciation.
Qualifications:
Educators often hold a degree in education or early childhood teaching and may pursue specialized training in outdoor education through:
Universities offering courses in friluftsliv pedagogy.
National outdoor education organizations.
Wilderness safety training and first aid are essential components.
Specific Forest School qualifications are not necessary.
Focus Areas:
Risk assessment in wild environments.
Seasonal and weather-appropriate activities.
Sustainability and nature conservation education.
Additional Training Across Scandinavia
Many educators pursue supplemental qualifications, such as:
First Aid and Risk Management Certifications: Ensuring safety in outdoor settings.
Tool and Fire Skills Training: For activities like woodworking and campfire building.
Nature-Based Learning Workshops: Offered by outdoor organizations or environmental NGOs.
Comparison to UK Forest School Leader Qualifications
Unlike the UK, where specific forest school qualifications are more common-place (e.g., Level 3 Forest School Leader), Scandinavian countries incorporate outdoor education as part of broader teacher training. This means:
Outdoor teaching is seen as an integral part of the profession, not a separate certification.
Practical experience and cultural knowledge, like friluftsliv, are equally important.
Specific Forest School qualifications are not necessary.
In Summary
Scandinavia does not have a single standardized "forest school qualification," but educators typically combine:
Formal teacher education (Bachelor's or equivalent).
Specialized training in outdoor pedagogy, either through universities or organizations like Friluftsfrämjandet.
Practical experience in outdoor activities and nature education.
This approach ensures educators are well-equipped to lead meaningful and safe outdoor learning experiences.
