The EkoSkola

7 step Programme

The EkoSkola

7 step 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

Main characteristics of the EkoSkola programme

EnvironmentalReview

Action Plan

Monitoring &Evaluation

CurriculumWork

Informing &Involving

Eco Code

Eco Schools Committee

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

Main problems

Setting up an EkoSkola CommitteeSetting 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 Carrying out an Environmental AuditAudit

Clearly identifying the needs of the school

This means that …

• Data gathering is SYSTEMATIC, PLANNED and MEASURABLE

Developing an Action PlanDeveloping an Action Plan

Prioritizing school needsTranslating 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 Monitoring and Evaluation of actionsactions

Ensuring that the development process is kept on track

This means that …

• Data gathering is SYSTEMATIC, PLANNED and MEASURABLE

Integrating action with curricular Integrating action with curricular workwork

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 involvingInforming 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-CodeDeveloping 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

identifies indicators

for

provides links for

identifies attitudes

for

plans activities

for

What to avoid

Responsibility for task unclear

Non specific tasks

Unspecified deadlines

Tasks not grouped into themes

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

Matul is-sena skolastika kollha

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

Link with curricular area to promote a cross-curricular approach

The cost incurred in the completion of the task

How to determine success during monitoring and evaluation

Clear deadline for task completion

Person/s and/or groups responsible for the task implementation

Specific tasks

Clear reason why the task is being proposed

Tasks grouped under the theme they are addressing

SuggestionsExpensesCurriculum

linkIndicatorsTimeParticipantsTaskAimTheme

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