Can accountants save the planet?

The heroes in pinstripe.

One striking thing that happened at the 2012 UN Earth Summit in Rio was hearing that it was the accountants that will save the planet. It also resonated in one of the most important themes I heard at Rio: valuation, measurement and disclosure. This speaks to the huge role accountants have to play in the creation of a more sustainable world - and it was great to see the profession at Rio in the form of IIRC, the Prince of Wales’ Accounting for Sustainability Project and ICAEW.

This theme was one of a number of that buzzed at the summit and side events including: natural capital; the discussions around articulating a set of sustainable development goals (SDGs); and the much more prominent role business had this time (so different from 1992). There also seemed to be a tacit question floating around about what the role of governments is; for this was not the world uniting in common cause for a higher purpose, this was c.190 separate nations gathering with very different agendas and interests.

These governments are struggling to address global issues that require them to aspire to an international public interest and yield a certain amount of sovereignty. It requires not compromise, a descent to the lowest common denominator, which is what we got, but consensus. This involves giving up some national interest for a greater good. Are the institutions of government and international governance capable of delivering that? The public doesn’t think so. We are witnessing a collapse in public trust in such institutions.  Just look at the latest Edelman Trust report where the most trusted of our institutions commands only 50 per cent of public trust. Respected commentators such as Naill Fergusson and Diane Coyle have written and spoken convincingly on the need for institutions that are fit for purpose.

But the success of any sustainable programme is predicated on successful measurement, valuation and disclosure. If we cannot measure the impact organisations are having on the natural environment then we certainly won’t be able to do anything about it. We need to value that impact not to put a price on nature in order to put it up for sale, but to show its value to stop it being economically invisible. This is the language of business and to engage business we need to speak its language. Reporting is important not just as disclosure to stakeholders and shareholders but, more importantly, in as management information to enable managers to make informed decisions. These are the functions that I would argue are the domain of accountants.

The management and public accounts create an image of the business that shapes perception and decision-making. Like any representation, these are not an unimpeded view; they include certain information and leave other things out, presenting a certain reality. So including other information, about environmental impact for example, will drive different understanding and a new reality and other decisions. That’s why accountants are important.

Richard Spencer is the Head of Sustainability for ICAEW

Accountants are important. Photograph: Getty Images

Richard Spencer, Head of Sustainability ICAEW

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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