Spain. school agenda 21

IMPLEMENTATION OF AGENDA 21 IN SCHOOLS

AGENDA 21 WORK

GUIDE AND PREVIOUS DRAFT

Strategic Partnerships for school

education 2014/2016

APPLICANT ORGANISATION

IES ANDRÉS DE VANDELVIRA

PARTNERS:

EBD Luis de Mendoça Furtado de Barreiro (Setubal – Portugal), VB Atartuk Primary School - Anamur (Turkey),

First Secondary School of Gerakas (Pallini – Athica – Greece), Sialiu Normudo Valterio Jaunimo Mokykla (Siauliai – Lithuania)

St. Ewinds Middle School (Evesham – Great Britain)

1. INTRODUCTION: AGENDA 21 AND ECO-SCHOOLS. BACKGROUND, AIMS

AND PHILOSOPHY. The expression “Agenda 21” was coined at the Earth Summit (Rio de Janeiro,

1992) to refer to the plan action that States would have to implement in order to transform the current model of development, which is based on the exploitation of natural resources as if they were unlimited and unequal access to the benefits of those resources, to a new model of development capable of covering the needs of present generations without compromising the capacity of future generations. This is what is known as Sustainable Development, i.e. development that is durable, efficient and rational in the use of resources and equitable in the distribution of benefits.

Sustainable development has been defined in many ways, but the most frequently quoted definition is from Our Common Future, also known as the Brundtland Report in 1887 "Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.

The Rio summit document stated in chapter 28 that “because so many of the problems and solutions being addressed by Agenda 21 have their roots in local activities, the participation and cooperation of local authorities will be a determining factor in fulfilling its objectives. … As the level of governance closest to the people, they play a vital role in educating, mobilizing and responding to the public to promote sustainable development.” The main objective proposed was that by 1996, most local authorities in each country should have undertaken a consultative process with their populations and achieved a consensus on "a local Agenda 21" for the community.

Inspired by the Rio Earth Summit’s Local Agenda 21 plan, the Charter of European Sustainable Cities and Towns Towards Sustainability otherwise known as the Aalborg Charter (1994) was approved by the participants at the first European Conference on Sustainable Cities & Towns that took place in Aalborg, Denmark. It was developed to contribute to the European Union’s Environmental Action Programme. Approximately 2700 local authorities from more than 40 countries have signed the Charter. This has resulted in the largest European movement of its type. As it is said below, some of the countries and cities that signed the Charter have developed school agenda 21 as an important part of the local agenda 21.

http://en.wikipedia.org/wiki/Rio_Earth_Summit

http://en.wikipedia.org/wiki/European_Union

But Agenda 21 wasn´t the first international document that identified education as an essential tool for achieving sustainable development and highlighted areas of action for education. The world's first intergovernmental conference on environmental education was organized by UNESCO in cooperation with the U.N. Environment Programme (UNEP) and was convened in Tbilisi in 1977. The conference established objectives in different categories, such as Awareness, Knowledge, Attitudes, Skills and Participation. This conference was a first step toward the environmental education, even before the idea of sustainability appeared. One of the latest steps, combining both concepts, the Johannesburg World Summit on Sustainable Development proposed the Decade of Education for Sustainable Development (DESD), suggesting that education and learning lie at the heart of approaches to sustainable development. In the “United Nations Decade of Education for Sustainable Development (2005-2014): International Implementation Scheme Community-based” it is said that Community-based institutions and organisations such as schools should integrate ESD into regular learning activities and programmes and identify to implement learning strategies related to it.

Following the same idea, the European Union recommends, a commitment on

the part of the entire educational community to enhance the environmental and sustainability quality of schools and their surroundings; a sustainable management of schools, putting environmental education on the school syllabus; involving the educational community in the local community and bringing local Agenda 21 actions together with school Agenda 21 projects. These projects should include defining specific indicators to measure the extent to which schools have incorporated education for sustainable development into their annual programs and thus measure the sustainability quality of schools. (‘Education and awareness-raising promoting sustainable development’, Official Journal of the European Union, 26.2.2008)

In 1992, the Eco-Schools project was developed as a response to needs

identified at the United Nations (UN) Conference on Environment and Development. In 1994, Eco-Schools project was launched in Denmark, Germany, Greece and the United Kingdom with the support of the European Commission. Later in 2003 the Eco-Schools project was identified by UNEP ( UNITED NATIONS CONFERENCE FOR ENVIRONMENTAL PROGRAM) as a model initiative for Education for Sustainable Development.

As we can see, both programs AGENDA 21 and ECO-SCHOOLS were born at the same time and with the same aims and philosophy; both of them are focused in the sustainable development and a new education more involved in environmental education and management of schools. Both of them received the support and fostering from the European Union and the United Nations. The only difference between an Agenda 21 project and an Eco-School project is mainly the relationship with the local community and with the local administrations. Our School Agenda 21 tries to cooperate and do activities with other schools in the community, to be a

http://en.wikipedia.org/wiki/Agenda_21

model for other schools and to be a part of the local agenda in each community and town.

In Spain and in other European countries, from local to municipal authorities, the AGENDA SCHOOL 21 PROGRAM has been launched as a part of LOCALS AGENDA 21. This is the case with the Barcelona Agenda 21 Program that was promoted in 2001 by the Barcelona City Council in collaboration with the AGBAR Foundation and the Barcelona Municipal Institute for Education. In this progam, a network of school centres led by Barcelona city council shared best practice examples and experiences. The program built a link between educational institutions and other external actors in the field of sustainability.

1. This document tries to be at the same time a guide to elaborate a similar agenda 21 for all the schools implied in the Project and a draft or a template to be filled for each school with the same structure.

2. When finished as a model or template it will be an important output of our project, ready to be filled for schools that want to join the project or to implement an AGENDA 21 PROCESS in their schools. This must be an output to be shared and published on the WEB (DEOR PLATAFORM, ECO-SCHOOLS, E- TWINNING ETC.)

3. At the same time, EACH SCHOOL AGENDA 21 DOCUMENT must be completed at the end of the two years of the project. These documents will be part of the IMPACT expected in this project.

4. Even within the IMPACT and in a far reaching step of the DISSEMINATION we should contact other schools and educational authorities of our town or region and try to convince them to join the project and implement their own SCHOOL AGENDA 21 as a part of the existing normative of the school.

5. The only way to build and improve the model is to put it into practice. In this way, this draft, things and its aspects can be improved upon with the questions, suggestions, additions, changes, etc. that all the partners can make.

6. The way to make all of these improvements will be google docs will be sent to all the partners. https://docs.google.com/forms/d/1XCU9Vur8lsDS7CNg4ZNwmvhw2G-VVRvuq7H1hmMvs3A/edit (The questionnaire is being completed).

2. PARTNERS: Case study basics – OUR REGION - OUR TOWN, OUR SCHOOLS, OUR

SCHOOL

A. OUR REGION Political and administrative structure of the Region

Brief Description

Attachement documents or links Education Policy and Educative structure

Brief Description .

Attachement documents or links Participants of The European Sustainable Cities & Towns Campaign Signatory local authorities of the Aalborg Charter yes/no ________________________________________________________________

Map of the country, region and town and wikipedia link in English

http://en.wikipedia.org/wiki/Baeza

B. City/Town information

City/Town

Size and population development 2014/2015: --------------; 1990: ----------------; 2025 ------------------- INCREASE/ DECREASE BIRTH RATE/ DEAD RATE/

Population composition ------% non-natives, the majority come from (in order) ----------------------------------------

Main functions E. G. DESCRIPTION regional Capital City, harbour city, industrial city

Main industries / business DESCRIPTION …. tourism, transport, energy, chemicals and metallurgy ………………..

http://en.wikipedia.org/wiki/Baeza

Sources for city budget DESCRIPTION

Political structure The city is governed by a City Council which is elected on a four-year term.

Administrative structure

Districts, boroughs, …..

Websites

C. Number and names of centres in your town or city

Information of each school (number of students, teachers, relationship or contacts with our school, offered educational programs, special features of the school,) PRIMARY EDUCATION: CENTRE Nº 1:

Number of students __________ Teachers ______________

IMPLEMENTATION OF AGENDA 21 ______________________________________________________ CENTRE Nº 2:






IMPLEMENTATION OF AGENDA 21 ______________________________________________________ SECONDARY EDUCATION: CENTRE Nº 1:




IMPLEMENTATION OF AGENDA 21 ______________________________________________________

CENTRE Nº 3:




IMPLEMENTATION OF AGENDA 21 ______________________________________________________

D.OUR SCHOOL: Education Centre/ Centre information

Number of students and teachers 2011/2013: -------------- 2012/2013: -------------- 2013/2014: -------------- 2014/2015: --------------

Services and educational training provisions -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Building description Building sq meters, school grounds, surroundings, green areas, etc. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *** Attached map to be used as a reference in the Action Plan

Staff and personal description

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Sources of incomes and budget ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Political and administrative structure (students, parents and council representation and participation)

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Websites and links

E. OTHER COLLABORATING INSTITUTIONS : EDUCATIONAL ADMINISTRATIONS, COMMUNITY BUSINESS, NGOs, ECO – SCHOOLS, … (at national and community levels)

N.1. INSTITUTION NAME

PERSON OF CONTACT

COLABORATION ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

N.2. INSTITUTION NAME

PERSON OF CONTACT

COLABORATION ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

F. SYLLABUSES, CURRICULA AND PREVIOUS ENVIRONMENTAL ACTIVITIES

Chart with years, ages, levels, subjects, etc. involved in environmental education Years/G

rades

Sub

ject 1

Sub

ject 2

Sub

ject 3

Sub

ject 4

Sub

ject 5

Sub

ject 6

Sub

ject 7

…..

Previous experiences in Environmental education -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Eco- School project. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

3. SCHOOLS, EDUCATION AND LOCAL AGENDA 21

(To be completed by the council or with the council document/information)

STR

ATE

GIC

LIN

ES

PRO

GR

AM

S

PRO

JEC

TS

CO

NTR

IBU

TIO

NS

OF

SCH

OO

LS

4. OBJECTIVES/PRINCIPLES/ AIMS

The 10 Objectives (taken from BARCELONA AGENDA 21)

1. Protect open spaces and biodiversity, and expand green belts.

2. Defend a compact, diverse city, with quality public space.

3. Improve mobility and make streets an attractive place.

4. Attain optimum levels of environmental quality and become a healthy city.

5. Conserve natural resources and promote the use of renewable resources.

6. Reduce waste generation and foster a culture of re-use and recycling.

7. Augment social cohesion, strengthening mechanisms for fairness and participation.

8. Promote economic activity oriented towards sustainable development.

9. Advance the culture of sustainability through environmental communication and education.

10. Reduce the city's impact on the planet and promote international cooperation.

The 8 FEE EE/ESD Principles

1. Ensure that participants are engaged in the learning/teaching process.

2. Empower participants to take informed decisions and actions on

real life sustainability issues.

3. Encourage participants to work actively together and involve their communities in collaborative solutions.

4. Support participants to examine their assumptions, knowledge, and experiences, in order to develop critical thinking, and to be open to change.

5. Encourage participants to be aware of cultural practices as an

integral part of sustainability issues.

6. Encourage participants to share inspirational stories of their achievements, failures, and values, in order to learn from them, and to support each other.

7. Continuously explore, test, and share innovative approaches, methodologies, and techniques.

8. Ensure that continuous improvements through monitoring and

evaluation are central to our programmes.

Our objectives

5. STEPS FOR IMPLEMENTATION/ PREVIOUS DRAFT

A) Eco-Schools and Agenda 21 Committee

Eco-Schools and Agenda 21 Committee - ________________

Eco-Coordinator

Members,

Elections,

Functions,

Participants Sectors,

Meetings,

Following the recommendations of ECO-SCHOOLS

It must include:

• Pupils chosen or elected to represent different year groups and the whole school • A member of staff (the Eco-Coordinator) to support but not lead the committee

The Eco-Committee should also include the following where possible:

• Headteacher or a member of the senior management team • School bursar • Other teacher(s) • Governor(s) • Parent(s) • Non-teaching staff member(s) • Caretaker or site manager • Representative(s) from local authorities • Member of the local community

But remenber that flexibility is key

The committee directs the operations of a school's Eco-Schools and Agenda 21 programme. Whatever form it takes, it must fulfill the purposes listed below:

• ensuring that the entire school knows about Eco-Schools and will receive regular updates

• developing, implementing and monitoring the school's environmental policy that addresses the environmental concerns of the school community

• taking the lead in carrying out the initial and subsequent Environmental Reviews

• ensuring that all members of the school community (especially pupils) are represented in the decision-making process

• providing a link between pupils, teachers, senior management and the entire school community and, ideally, the Local Community, integrating the programme within the School Development Plan and the Local Agenda 21 initiatives

DOCUMENTO DE INSCRIPCIÓN EN AGENDA 21 ESCOLAR Centro Educativo: Dirección: Población: CP: Teléfono: Fax: Director/ a: Equipo directivo: Coordinador: Miembros del comité Ambiental: Alumnado Profesorado Personal no docente Padres y Madres Exponen: Que desean realizar la actividad de educación ambiental “Agenda 21 Escolar” en el centro educativo,con el fin de conseguir la mejora ambiental del entorno escolar; innovación y calidad educativa; participación en la comunidad local. Sello: En______________ a _______de_________de_______

Firmas:__________________

Accession Document SCHOOL AGENDA 21 Educational Institution/School : Address: Town, Code: Telephone: Fax: Principal: Members of the staff: Coordinator: Members of the Environmental Committee:: Students, Teachers, non teaching-staff, parents, representavives of local authorities … State that: They want to develop in their school the Project SCHOOL AGENDA 21 with the aims of improving sustainability of the environment in the school, fostering innovation and quality, and increasing the participation in the local community. Date and Signatures

______ __________ ______ _______

B) Information and awareness-raising activities

Awareness-raising is an educational activity focused on raising a learner’s awareness about environmental problems, in the HOPE that they will do something as a response.

Awareness and access to information are prerequisites of participation in decision making on environmental issues and are fundamental for the implementation of the AGENDA 21. All of school community and even civil society in the town or city have to be involved. Our school Agendas 21 must join efforts with the national or regional governments, educative administration, local authorities, the business community, NGOs, journalists, etc.

Previous awareness – raising activities are needed but the information about the process of implementation of AGENDA 21 ( activities, goals, plan, ETC.) must be a key point as well.

1. AWARENESS – RAISING ACTIVITIES + 2. INFORMATION ACTIVITIES

AC

TIO

N D

ES

CR

IPT

ION

TA

RG

ET

GR

OU

PS

TIM

E S

CH

ED

ULE

RE

SP

ON

SIB

LES

- SO

UR

CE

S

TY

PE

S O

F A

CT

IVIT

IES

CU

RR

ICU

LUM

CO

NE

CT

ION

S

OB

JEC

TIV

ES

-

AC

HIE

VE

ME

NT

OF T

HE

OB

JEC

TIV

ES

1. AGENDA

21 LOGO

COMPETITIO

N

STUDENTS 2º ESO 12-13 YEARS OLD

FIRST TERM 2014-2015

ART BILINGUAL TEACHER - LOGOS IN THE INTERNET, AGENDA21 LOGOS

FIRST APPROACH - INFORMATION

ARTS SOCIAL SCIEN.

FIND A LOGO FOR THE PROJECT - BE FAMILIAR WITH THE CONCEPT

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

C) Environmental Review and diagnosis

TOPICS

1. Residues, Litter and Waste Minimisation

2. Energy

3. Water

4. Surroundings, physical environment and social background: Transport, School Grounds, Biodiversity, Health & Well-Being, Sustaining our World

5. MEDAS (Main environmental direct actions)

D) Action Plan

• Gather the results from your Environmental Review. Pick out topics that you want to tackle, e.g. litter on school grounds. Decide what kind of action you can take to improve these issues.

• Decide how you will measure success in achieving your objectives. Make sure it is something that you can measure, e.g. if tackling energy your measure could be a reduction in the school's energy bills.

• Negotiate timescales for each action. Is the target action to be achieved in a short, medium or longer term?

• Decide who is responsible for each action. Wherever possible, this should involve pupils.

• Include a section for monitoring any financial costs you may incur with your activities.

AC

TIO

N

TO

PIC

S

AIM

S/GO

ALS

IMP

LIED

AC

TIV

ITIE

S

RE

SO

UR

CE

S

TIM

E

RE

SP

ON

SIB

LES

CU

RR

ICU

LUM

CO

NE

CT

ION

S

IMP

AC

T (O

TH

ER

SC

HO

OLS

– LO

CA

L AG

EN

DA

21- RE

GIO

N)

1. MAKE MORE COHERENT ENVIROMENTAL EDUCATION IN THE CURRICULUM – ESTABLISH CROSS CURRICULAR CONECTIONS

ALL OF

THEM BUT

SPECIALL

Y Nº 4

IMPROVE

THE EE

CHART WITH

ALL THE

DEPART.

INFORMATION

PREVIOUS

CURRICULUM

END OF

2015-

2016

TEACHERS

DEPARTAME

NTS

ALL

SEE THE CONECTIONS WITH CURRICULUM IN PRIMARY SCHOOL

2. REDUCE 10% ENERGETIC CONSUME IN SCHOOL

Nº 2

ENERGY

REDUCE ENVIRONMENTAL

IMPACT INCREASE

EDUCATION BUDGET

ECOAUDIT

ECOPATROLS

SAVING

ENERGY

ACTIVITIES *1

TECNOLOGY

DEPARTMENT

STUDENTS TEACHERS

STAFF

TECHNOLOGY TEACHERS

TECHN

OLOGY

MATHS

SHOW THE ACTIVITIES TO OTHER SCHOOLS

3.

4.

5.

6.

8.

9.

10.

11.

12.

E) Curriculum work - Linking to the curriculum

Starting point and new actions and activities – Environment as a cross curriculum issues

Below are examples of specific activities and skills fostered by the Eco-Schools USA program which can help fulfill the requirements of your state education standards and district curriculum. English/Language Arts

discussing and debating various aspects of complex environmental issues writing reports and keeping minutes during meetings writing letters to politicians, education authorities, community leaders, newspaper

editors, businesspeople, industrialists, and others Mathematics

designing and conducting surveys collating results and presenting them as graphs carrying out mathematical calculations managing finances

Social Studies reading and producing maps of the school and locality; using map features such as

scale bars, symbols, and keys to obtain important information understanding how humans interact with their environment using photographs, documents, oral accounts and other sources of information to learn

how certain places and lifestyles have changed throughout the years Natural Sciences

making observations and gathering data about environmental problems exploring various habitats and the adaptations of plants and animals living in them investigating different organic materials and how they are used looking at energy use, loss and conservation

Information Technology using spreadsheet software to organize and present research results using publishing software to publish reports using presentation software to prepare presentations about specific projects designing and maintaining websites to convey information

Art & Design drawing murals and producing sculptures to embellish the school producing posters, leaflets, stickers and badges to support campaigns organizing art festivals and exhibitions celebrating the school's progress toward

becoming an Eco-School

Years/Grades

Sub

ject 1

Sub

ject 2

Sub

ject 3

Sub

ject 4

Sub

ject 5

Sub

ject 6

Sub

ject 7

…

…

…

…

…

…

…

…

…

…

…

F) Monitoring and Evaluation (M&E)

1. Monitoring : Action Plan

1.1. Data and information collection for tracking progress according to action plan must be gathered annually, regardless of matters the deadlines of each action.

1.2. Measuring the school´s global footprint with the tool and IPH PROGRAM in the different topic areas (Residues, Litter and Waste Minimisation, Energy, Water, Surroundings, physical environment and social background: Transport, School Grounds, Biodiversity, Health & Well-Being, Sustaining our World and MEDAS - Main environmental direct actions -)

1.3. Pupils should be given the responsibility for carrying out monitoring activities wherever possible. The results of the monitoring exercises should be displayed for everyone in the school.

2. EVALUATION 2.1. Meanwhile, monitoring is a continuous and partial process

within the whole process of implementation, evaluation is a final reconsideration to reorientate or change the process. Monitoring and measuring will help us to evaluate the process. It must be done every two years, with a final report that explains why the changes have been made.

DEGREE OF ACHIEVEMENT OF THE OBJECTIVES DATE …………… ACADEMIC YEAR ……………

EXCELLENT, VERY GOOD, GOOD, AVERAGE, POOR

AC

TIO

N

ME

TO

DO

LOG

Y

RE

SO

UR

CE

S

TIM

E

RE

SP

ON

SIB

LES

CU

RR

ICU

LUM

CO

NE

CT

ION

S

IMP

AC

T

DESCRIPTION AND WAYS

TO IMPROVE

DIFFICULTIES

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

G) Impact and sustainability

1. INSIDE THE SCHOOL

The project results will be disseminated inside the school because the project itself will involve all the members of the school community: students, teachers, families and school management post, and all the members of the school staff (cleaning workers, caretakers, admissions office, etc.). This aspect is one of the main ideas of the project: everybody inside the school has to get involved.

The main actions will be:

- This document AGENDA 21 will be included as a formal, official document in all our schools and it will be integrated with other existing normative: guidelines, regulations and rules. It should be revised every two years.

- This document must be published in the School web page.

- The environmental education will transform the curriculum of the school and will take a important role in the syllabuses of several subjects, such as Technology, Social Science and Geography, Science, Biology, Citizenship and Ethics. We will understand the contents of AGENDA 21 as a interdisciplinary or cross-curricular teaching and learning program.

2. OUTSIDE THE SCHOOL

- In a local level:

Collaboration with other schools in the community to elaborate their own AGENDAS 21. A periodical meeting between schools must be celebrated at least once a year.

Participation of all the schools of the town in the LOCAL AGENDA 21 with the Town Council´s support. A meeting with the Town Council must be celebrated at least once a year.

- In a regional level :

Collaboration with local and academic authorities. The communication with the academic authorities must be fluent and use the normal ways the administrations provide.

- In a national and EU level:

Use the normal ways the administrations provide.

H) Eco- Code and Eco - School Educational Document

1. ECO- CODE

2. Eco – School Educational Document

Meanwhile the Eco – Code takes the form of simple sentences to be understood by all the members of the school community, specially students; the Eco-School Educational Document should be a formal and official document that includes no simple desires or rules but a philosophy, a guideline, formal regulations and rules that will be integrated with other existing normatives in the school. Its form must be more elaborated and concrete, but it must follow the main aspects of the Eco – code.

The Eco-Code is your mission statement. It should demonstrate – in a positive, clear and imaginative way – your school’s commitment to improving your environmental performance.

The whole school, led by the Eco-Committee, should have a key role in developing the code. This will give your school a greater sense of responsibility for the values the code represents. The Eco-Code may take the form of simple phrases, a poem or a song. Its presentation could be a design challenge for pupils. Citizenship and personal social health education classes provide a good opportunity to discuss the Eco-Code’s meaning and values.

Documents

Spain. school agenda 21