The EkoSkola 7 step Programme

Main characteristics of the EkoSkola programme Adopts a methodology trial tested in various educational realities … not based on mere hunches Focuses on whole school development … not on a limited view of the environment Functions through voluntary actions … not through enforced policies Brings about change gradually … allowing the development of a growing consensus Implies a change in mentality/culture… not just a change in content

Eco Code Environmental Review Action Plan Eco Schools Committee Informing & Involving Monitoring & Evaluation Curriculum Work

Main problems 7 Steps seen as a set of stand alones … not as a process A lot of energy and time are lost on achieving each step … draining human and institutional resources Process fails to become part of the school policy … requires much more effort to sustain EkoSkola is seen as “too much to handle” … becoming an added burden

Setting up an EkoSkola Committee Securing a workforce to implement process This means that … Committee members HAVE to be ACTIVELY involved in the process EVEN if it takes a long time

Carrying out an Environmental Audit Clearly identifying the needs of the school This means that … Data gathering is SYSTEMATIC, PLANNED and MEASURABLE

Developing an Action Plan Prioritizing school needs Translating needs to actions Planning the implementation of the needs This means that … Plan has to be SPECIFIC and clearly DEFINED Plan should NOT be a to-do list of activities

Monitoring and Evaluation of actions Ensuring that the development process is kept on track This means that … Data gathering is SYSTEMATIC, PLANNED and MEASURABLE

Integrating action with curricular work Identifying overlap between planned action and the curriculum This means that … Staff needs to MOVE AWAY from incidental teaching and meet to PLAN their schemes of work

Informing and involving Ensuring a wide support base for school development This means that … The ES process is OWNED by the whole school The school sees community links as ESSENTIAL to its development

Developing an Eco-Code Identifying key attitudes to achieve school development This means that … It is NOT reduced to just a ‘poster’ design task The school visibly ascribes IMPORTANCE to it

co-ordinates provides data for provides links for identifies indicators for identifies attitudes for plans activities for

Għalfejn qed nagħmlu hekk What to avoid Matul is-sena kollha S.M.T., l-istaff u t-tfal kollha Biex insebbħu l-ambjent tal-iskola. Nieħdu ħsieb il-pjanti tal-kuriduri/grawnds tal-iskola Matul is-sena skolastika kollha S.M.T. Biex innaqqsu l-konsum ta’ materjal li jintuża għall-ippakkjar Fejn possibbli nixtru bi kwantitajiet kbar biex nevitaw ippakkjar żejjed Il-‘Green Leaders’ tal-klassijiet u l-S.M.T. Biex innaqqsu mill-iskart Nużaw u nixtru prodotti li jibqgħu jintużaw u mhux li jintremew mill-ewwel Kemm ser nieħdu żmien Min ser jieħu ħsieb Għalfejn qed nagħmlu hekk X’ser nagħmlu Tasks not grouped into themes Non specific tasks Unspecified deadlines Responsibility for task unclear

Suggestions Tasks grouped under the theme they are addressing Expenses Curriculum link Indicators Time Participants Task Aim Theme Clear reason why the task is being proposed Specific tasks Person/s and/or groups responsible for the task implementation The cost incurred in the completion of the task How to determine success during monitoring and evaluation Clear deadline for task completion Link with curricular area to promote a cross-curricular approach

Task Review the environmental audits provided and identify ways how they could be improved Identify and prioritise the needs identified by the environmental audit Draft an Action Plan to address these needs