AG SusVic 2010

Education for Sustainability: A Victorian Schools’ Perspective : 

Education for Sustainability: A Victorian Schools’ Perspective Annette Gough School of Education

Outline : 

RMIT University©2009 School of Education 2 Outline How is education for sustainability interpreted in schools? From Sustainable Schools to ResourceSmart schools in Victoria Benefits to schools from participating in Sustainable/ResourceSmart schools initiatives Barriers to schools that exclude them from participating Systemic changes required for all schools to be involved in EfS

How is education for sustainability interpreted in schools? : 

How is education for sustainability interpreted in schools? One off events (e.g. World Environment Day, Earth Day) Specialised subjects (e.g. VCE Environmental Science and VCE Outdoor and Environmental Studies) Electives Topics in subjects Curriculum related programs – Saltwatch, Frogwatch, Waterwatch etc More often in primary schools, as “Waste Wise Schools” “Sustainable Schools” “ResourceSmart Schools”

Environmental education : 

Environmental education The goals of environmental education are: (a) to foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas; (b) to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; (c) to create new patterns of behaviour of individuals, groups and society as a whole towards the environment.

Environmental education : 

Environmental education As a shorthand: Education in the environment Education about the environment Education for the environment

Environmental Education to Education for Sustainable Development : 

Environmental Education to Education for Sustainable Development At the World Summit on Sustainable Development (held in Johannesburg in 2002) previous notions of Environmental Education were “broadened to encompass social justice and the fight against poverty as key principles of development that is sustainable. The human and social aspects of sustainable development meant that solidarity, equity, partnership and cooperation were as crucial as scientific approaches to environmental protection”.

Education for Sustainable Development : 

Education for Sustainable Development The shape and content of Education for Sustainable Development is built around three pillars of sustainable development: society, environment, and economy.

Strategic perspectives that inform education and learning for sustainable development : 

Strategic perspectives that inform education and learning for sustainable development Socio-cultural perspectives Human Rights Peace and human security Gender Equality Cultural Diversity and intercultural understanding Health HIV/AIDS Governance Environmental perspectives Natural resources (water, energy, agriculture, biodiversity) Climate change Rural transformation Sustainable urbanization Disaster prevention and mitigation Economic perspectives Poverty reduction Corporate responsibility and accountability Market economy

What are “Sustainable Schools”? : 

What are “Sustainable Schools”? Sustainable Schools are members of the Australian Sustainable Schools Initiative (AuSSI) The Sustainable Schools program integrates sustainability education into a holistic program with measurable environmental, economic, educational and social outcomes. The program implements improvement in a school's management of resources and grounds (including energy, waste, water, biodiversity, landscape design, products and materials) and integrates this approach into the existing curriculum and daily running of the school. The program is action based and involves the whole school community in the sustainable management of the school. More than 2000 schools across Australia are now participating in AuSSI

A whole school approach : 

A whole school approach Sustainable Schools have a whole-school approach to education for sustainability which emerges from the school vision and is articulated in all facets of school life: how the school is organised and operates; school design (within the limitations of existing structures); development and management of school grounds; reduction and minimisation of resource use by the school (water, energy, products and materials); and enhanced connections between the school, its community and other educational institutions; and reorientation of the curriculum and the teaching and learning towards sustainability.

The Sustainable Schools Process : 

The Sustainable Schools Process

From Sustainable Schools to ResourceSmart Schools : 

From Sustainable Schools to ResourceSmart Schools Central to the Sustainable Schools process was the Ten-Step plan which is designed as an action research process to ensure commitment and ownership of the initiative by the whole school community, not just an enthusiastic individual. This ten step plan is followed through the implementation of the Core Module and each of the four Resource Modules (Water, Waste, Energy and School Grounds/Biodiversity). ResourceSmart AuSSI Vic has maintained the five modules but made a significant change in the '5-star' accreditation based on the demonstration of leadership through sharing learning and community engagement.

Benefits to schools from participating in these initiatives : 

Benefits to schools from participating in these initiatives Economic outcomes Educational outcomes Environmental outcomes Social outcomes Other outcomes

Economic outcomes : 

Economic outcomes Savings from reduced water consumption (by having gardens rather than lawns and through using stored water for garden use). Savings from reduced amount of waste sent to landfill (using fewer commercial skips). Savings from reduced power consumption (through a “lights off” competition). Potential income from running excursions into the school for other schools to learn about the wetlands. Chickens pay for themselves through egg sales. The school sells the vegetables produced in the vegetable garden.

Educational outcomes : 

Educational outcomes Students are actively involved in learning about the environment. Students learning has been enhanced through an action based cross curricula project. There is a richer curriculum with hands on activities across all Key Learning Areas. Students are involved in data collection, mapping and tabulation, as well as refining of scientific analysis, evaluation and testing techniques. Students have opportunities to become aware, passionate and enthusiastic about the environment. Improved student presentation skills. Improved student leadership skills. School has a community education role – home management plans help parents be more environmentally friendly.

Educational outcomes : 

Educational outcomes The children are excited and motivated by the program. The children have a more positive attitude to schooling. The environment has been used to link and drive literacy, numeracy and boys issues. There has been skills development in literacy for boys. Environmental education has been incorporated across the curriculum and across age groups Problem children can be diverted to hands on garden activities. Students have learned the skills to plant plants properly and have engaged in community plantings. The rice paddy (in one school) will support the Indonesian language program. The animals and vegetable patch programs have provided an additional site for the integration program. Local nature reserves are incorporated into school programs.

Environmental outcomes : 

Environmental outcomes Enhanced biodiversity on the school site. Extensive waste recycling in the school – paper, plastic, food scraps, garden waste. School grounds development. Reduction of school water consumption. Food scraps are used in the worm farm and the compost is used on the gardens. 50% reduction in landfill waste – much of which is providing food for hens and worms. Propagation of local indigenous plants for local needs. There are indigenous plants and a bush tucker garden. Reduced energy consumption.

Social outcomes : 

Social outcomes Students, staff, community and experts have been involved in the program and have ownership of it. Partnerships have been developed with the community, such as links with local environmental and community groups, parents and projects. Increased student leadership and social responsibility, self esteem, a sense of belonging and ownership. Student involvement in the community such as revegetating sand dunes. Students are more confident and enjoy group work in the garden (building social capital). Students have positions of responsibility and have become community environmental watchdogs (e.g. monitoring household garden watering against restrictions)

Social outcomes : 

Social outcomes Parents are taking on sustainability practices at home (e.g. waste free lunches) and are involved in many aspects of the school’s sustainability program. Students work as Stormwater Ambassadors working with the local council Stormwater Officer. Mentoring of young students. Student absences have declined, and behaviour has improved. The whole school community has pride in the school. There is not a lot of vandalism and very little garden damage. The animals program has provided an additional venue for student activities at lunch time.

Other outcomes : 

Other outcomes School infrastructure is used as an on-going educational tool and resource for the teaching of sustainable principles, water consumption and management, and ecological interrelationships Sustainable Schools initiative is embedded in school operations and curriculum across all Key Learning Areas Teachers have developed new pedagogical skills and knowledge The whole school community has developed new ways of working together engaging student learning involving students in working towards a sustainable future high staff and student morale in the school.

Barriers to schools that exclude them from participating : 

Barriers to schools that exclude them from participating Time Money Lack of models Lack of resources and contacts Lack of local expertise in schools Having one lighthouse person who burns out/moves on and no one replaces them

Systemic changes required for all schools to be involved in EfS : 

Systemic changes required for all schools to be involved in EfS EfS is a core part of DEECD policy like literacy and numeracy, not voluntary EfS is included in leadership training for principals EfS coordinator positions are a core part of school structures Funding available for school EfS projects EfS support staff are located in DEECD and CEO regional offices EfS is mandated by VIT as a core component of teacher education programs

Thank you! : 

Thank you! annette.gough@rmit.edu.au