1. The EkoSkola 7 step Programme

2. 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

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

4. 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

5. 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

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

7. 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

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

9. 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

10. 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

11. 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

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

13. 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

14. 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

15. 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