1. WESSA / WWF-SA ECO-SCHOOLS PROGRAMME

2. What is an Eco-School?
A school that has made a commitment to continuously improve its environmental performance.
Working towards:
better environmental learning
better environmental management

3. Local and Global issues
The Kirstenbosch Fynbos
Eco-Schools node:
Eco-Schools in South Africa need to choose one theme each year:
Was established in 2006
Is funded by the TMF through WWF
Is coordinated and administered by the Kirstenbosch Environmental Education Programme at the Gold Fields EE Centre
Resource
Use
Healthy
Living
Curriculum
Audit & Act
Evaluate & review
Community& Heritage
Local and Global issues
Nature & Biodiversity

4. 7 steps to become an Eco-School
Establish an Eco-committee
Eco-audit (checklists)
Choose your theme/s
Develop an Eco-Code
Develop lesson plans
Take action
Report and share
The Eco-committee should have learners involved
Learners should lead the process!

5. In 2006, we worked with five Primary Schools in the Mitchell’s Plain area:
West End PS
Wespoort PS
Northwood PS
Meadowridge PS
Montagu Drive PS

6. Four of the five schools achieved their Green Flag status at the end of 2006.

7. In 2007, we added five primary schools in Hanover Park, Lavender Hill and Lotus River.
Hillwood PS
Blomvlei PS
Morgenson PS
Stephen Road PS
Prince George Drive PS

8. In 2008, we added more schools from Belhar and Mfuleni.
Gardenia PS
Nyameko PS
Balvenie PS
Meadowridge PS

9. Programme structure pre 2008
Previously, schools worked on three themes for a year.
They will then receive a Green Flag if they submitted successful portfolios.
This process was repeated until they received an International Green Flag in their fifth year.

10. Programme structure post 2008
The experience over the past years informed the simplification of the themes and the award system.
The new system was implemented in and is in accordance with the international framework.
The new system allow the schools to move through the process of transformation to better environmental management and learning at a more realistic pace.

11. Requirements Award Year in which Report is presented Year 1 Year 2
Project and lessons on 1 Theme
Bronze Certificate
Year 2
Project and lessons on 2 themes (including theme from Year 1)
Silver Certificate
Year 3
Project and lessons on 3 Themes (including themes from Years 1 - 2)
Green Flag
Year 4
Project and lessons on 4 Themes (including themes from Years 1 - 3)
Gold Certificate
Year 5
Project and lessons on 5 Themes (including themes from Years 1 - 4)
International Flag
After Year 5
Project and lessons on special Themes
Eg Climate Change, Wetlands, Eco-foot-printing etc..
Special Merit

12. Nature and Biodiversity

13. Healthy living – feeding scheme and veggie gardens

14. Local and Global Issues: removal of invasive alien plants from an open area

15. Community and Heritage

16. Resource Use

17. Institutionalizing Eco-Schools
At the end of the funded period in 2008, the decision was made to institutionalize the programme.
The Eco-Schools was then placed into my key performance areas (KPA’s) after discussing it with my supervisor.
The idea of a “Cluster model” was introduced to educators at the first node meeting on the 30th January 2009.
The concept and educators concerns about the model were thoroughly discussed and eventually unanimously accepted.

18. “Cluster Model”
Schools were divided into two clusters (Mitchell’s Plain area) and (Hanover Park Lavender Hill and Lotus River area).
This was done to create communities of environmental education practice.
The idea was to establish a self-sustaining programme with minimal mentoring required.
The more experienced educators could provide support and guidance.
I would then assume a more co-ordinating and monitoring role within each cluster.

19. Cluster meeting at Hillwood
Educators from Hillwood, Morgenson, Prince George and Stephen Road Primary Schools.

20. Successes of the cluster model
Educators are sharing common successes and challenges at their schools.
Learning from one another through this.
Are able to support one another and share resources and experience.
They appear to becoming communities of practice.
Every school receives equal support from SANBI and equal access to resources.

21. Kirstenbosch Fynbos Node
Teachers received a variety of resources.
A “Biodiversity and resources” workshop was facilitated by Michelle Sholto-Douglas of Footprints
Prince George Primary
presented their work at the Tunza African Children’s Environmental Conference in Durban.
Morgenson Primary School presented their work at the Fynbos Forum conference.

22. Challenges of the cluster model
Not all schools are attending the meetings.
Some schools did not start the 2009 programme on their own; they seemed to initially require pressure and full support.
A few schools may need additional support and pressure (outside of the cluster model).
Some schools are not proactive in asking for support and resources.

23. Vision
“Building Capacity for Biodiversity”
Mission
To inspire and enable people from all walks of life to take responsibility for their environment.

24. Thank you