Education outside the classroom can be defined, in its broadest sense, as any structured learning experience that takes place beyond the classroom environment during the school day, after school or during the holidays. It can include, among other activities, cultural trips, science and geography fieldwork, environmental and countryside education, outdoor and adventurous group activities, learning through outdoor play, and visits to museums and heritage sites. A questionnaire, sent to every Higher Education Institution (HEI) providing ITT for primary and secondary teachers, sought to identify the proportion of ITT providers addressing EOtC explicitly in their courses (both in the institution and in schools); the curriculum subjects in which students were trained; the objectives of the training; and the requirement for trainee teachers to have practical experience of education outside the classroom. The purpose of the research was to identify existing provision as well as the need for, and direction of, additional training requirements and opportunities regarding the role and place of training relating to education outside the classroom within ITT provision, and thus inform the development of the Learning Outside the Classroom Manifesto. Overall, three key issues emerged from the study: the variation between institutions in the provision of EOtC training; the possibility that some students may be inadequately prepared for EOtC; and the lack of quality assurance resulting from course and program directors' lack of knowledge of what happens on school placements. The report presents the findings in the following order: Chapter Two provides an overview of respondents, in terms of the types of course they directed and the qualifications achieved by trainees on the courses, the subject areas directed by secondary respondents and the geographical location of ITT providers. Chapter Three looks at the provision of training relating to EOtC, including the number of providers that addressed EOtC explicitly in their courses, the curriculum subjects in which students were trained to use EOtC and whether students were required to have practical experience of EOtC as part of their course. Chapter Four explores the delivery and coordination of training relating to the provision of EOtC activities, including the objectives of the EOtC training provided, how the training was delivered, other ways in which EOtC training was provided, EOtC areas covered in training, how EOtC training was coordinated and links with external providers. Chapter Five focuses on the time spent on training relating to EOtC activities both within institution-based programs and when on school placement. It also explores whether there is a minimum expectation for EOtC training on the courses directed and addresses the quality of trainees' EOtC experiences when on school placement. Chapter Six looks at the factors assisting and hindering the provision of EOtC training over the last five years and changes in the extent of EOtC provision over the last five years. Chapter Seven looks at future developments, specifically the changes identified by respondents as being required to encourage the provision of additional EOtC-related training activities. Chapter Eight concludes the report by providing an overview of the EOtC training provided by ITT institutions and identifies key factors and messages in the provision of EOtC training. Appended is the Questionnaire for Primary Programme Directors. (Contains 35 tables and 12 figures.) [The research reported here was commissioned by the Department for Education and Skills (DfES), Natural England, and Farming and Countryside Education (FACE). The research was carried out by the National Foundation for Educational Research (NFER) in collaboration with the Centre for Informal Learning and Schools, King's College London. This report was produced by the Department for Education and Skills.]