Subjective Narrative: Forest School Qualifications
The statement "Forest school leaders must have a Level 3 Forest School qualification" can be interpreted as a subjective narrative rather than an absolute or universal fact, depending on the context. Here's an analysis of why this is a subjective narrative:
Why This Is a Subjective Narrative
Context-Specific Rule:
While many organizations, training bodies, and regulatory frameworks in the UK or other countries recommend a Level 3 Forest School qualification for forest school leaders, this is not a universal requirement globally or even within all contexts in the UK.In some settings, equivalent experience or qualifications may suffice.
In countries with different outdoor learning traditions (e.g., Scandinavia, where arguably Forest School originated in the 1950s), specific forest school qualifications may not be mandated and regular education-focused qualifications (e.g., teacher, early years educator) are the norm.
Cultural and Organizational Beliefs:
The emphasis on the Level 3 qualification reflects a belief that standardized training ensures quality, safety, and adherence to the Forest School ethos. However, this belief is subjective and tied to specific cultural or organizational priorities.Emotional and Practical Value:
For some, holding a Level 3 qualification symbolizes professionalism, dedication, and legitimacy. This emotional value might influence the narrative but does not make it an objective fact.
Contrasting Perspectives
Proponents of the Level 3 Qualification:
Argue it ensures a consistent and high standard of forest school leadership.
Highlights the importance of understanding the pedagogy and safety standards specific to forest schools.
Alternative Views:
There is no statutory or legal requirement.
In some circumstances, experienced leaders without formal qualifications may be considered equally competent.
Critics might view the qualification requirement as a barrier to entry, limiting access to potential leaders in diverse communities and thus limiting access to Forest School for some children.
A qualification is not synonymous with competence.
Objective Truth vs. Subjective Narrative
Objective Truth:
There is neither a statutory nor a legal requirement for Forest School Leaders to be Level 3 qualified and there is no UK Governing Body for Forest School Leaders. Forest School Leaders with qualifications (OFQUAL or otherwise) and/or experience can lead Forest School sessions.
There is a small membership-based charity (3 employees in 2023) called the Forest School Association that charges fees to members who have a specific FSA-derived qualification; membership of this charity is optional.
In Scandinavia, where Forest School originated in the mid-1950s, Forest School is led by teachers and educators where specific Forest School qualifications do not typically exist and are not a requirement.
Like many professions, a qualification is not synonymous with competence.
It is important to have effective risk assessments, policies and procedures, as well as suitable permissions and comprehensive insurance in place. Continuous Professional Development (CPD) that includes experiential and academic learning, should be integral to all staff development.
Subjective Narrative:
The broader claim that all Forest School Leaders must have the Level 3 qualification reflects a belief tied to particular systems or cultural norms rather than a universally applicable rule such as legislation.
Implications of the Narrative
Benefits:
Encourages professional development and maintains consistent standards, although as with all qualifications it does not guarantee competence.
Builds trust among parents, schools, and communities where there may be a belief in the requirement of a qualification.
Challenges:
May exclude highly competent and experienced or culturally diverse leaders who are without specific qualifications.
Could perpetuate a narrow view of outdoor learning that prioritizes certifications over experience or alternative training.
Perpetuates a perspective of an artificial barrier to entry that supports people with the qualifications which may exclude highly capable people.
Supports a cultural belief based on hearsay rather than fact.
Limits access to Forest School experiences for many children due to perceived barriers to entry.
Suitability of the existing qualifications as Forest School Leadership is more practical than academic.
Conclusion
The narrative that forest school leaders must have a Level 3 Forest School qualification is subjective, reflecting cultural, organizational, and emotional priorities rather than an unassailable truth. Recognizing it as a subjective narrative allows for flexibility and inclusivity, accommodating diverse paths to effective forest school leadership.
