The world population within the last decades tends to stabilize, now Environmental protection gains importance as people, specially European people want to leave a habitable planet for our descendents.
Our goal is to involve the wide spread of several education communities from various different European countries to do our bit with the CO2 war, learning to save energy, recycling, proposing solutions….
Then, we want to develop an improvement project to implement procedures, methodologies, green principles, environmental awareness and active participation of local & regional institutions and members in the education community to finally create a lively cooperative network in the field of Sustainable Development. To carry it out, students should have a main active role in the field of the improvements of surrounding conditions. All the conclusions obtained from the initial eco-audits and information collected from the cooperation with other members of the association will shape an Agenda 21 document to be included in all the associated Schools Educative Project.
By trying to solve the environmental needs, trainers and trainees from each country, after eco-diagnosis, will meet with the Electric Company Managers, the city mayors, regional politicians, or whoever competent in each subject, hitting three targets with just one shot, that is;
for instance, in the case of Greece:
* elaborating an Agenda 21 specific document for each school.
* getting tangible outputs (solving Main Environmental Direct Actions):
-------> trying to move a high voltage line out of the city.
* increasing the environmental awareness throughout all the educative community.
* improving the level of basic competences.
-------> learners should elaborate graphic and written documentation in order to be presented to the competent authority with the aim of moving the high voltage line out of the city. While doing it, students will be increasing in some way, the level of several of the eight key competences.
* communication in the mother tongue
* communication in foreign languages
* mathematical competence and basic competences in science and technology
* digital competence
* learning to learn
* social and civic competences
* sense of initiative and entrepreneurship
* cultural awareness and expression
These kind of meetings should be faced by the involved trainees in each country which take part in the association. The above case is just one of the multiple outcomes obtained from the eco-audits undertaken by teachers and students in each school.
So far, some of the Main Environmental Direct Actions (MEDAs) to undertake are:
Spain:
* solving the rash hour traffic jam in the main entrance of the school (see the picture in the blog) by reducing the use of private cars and its polluting effects by having bikes parking and a bicycle path built.
* supporting associations who try to reduce the smoke from olive oil factories.
Greece:
* avoiding the damage of electromagnetic field produced by a high voltage line by trying to move it (see the picture in the blog).
* reducing the water waste drainage into the public pavements (see the picture in the blog).
Lithuania:
*increasing community participation in environmental protection. The school has a great experience in this field.
Turkey:
* reduction of chemicals in surrounding agricultural environment.
England:
* reducing the problem with regards to litter blowing from the main road onto the school grounds
Portugal:
* fighting against forest fires. We will take advantage of this association to make our students aware of this situation but also to convince politicians in order to increase funds and improve policies in order to help to maintain our environment.
Our goal is to involve the wide spread of several education communities from various different European countries to do our bit with the CO2 war, learning to save energy, recycling, proposing solutions….
Then, we want to develop an improvement project to implement procedures, methodologies, green principles, environmental awareness and active participation of local & regional institutions and members in the education community to finally create a lively cooperative network in the field of Sustainable Development. To carry it out, students should have a main active role in the field of the improvements of surrounding conditions. All the conclusions obtained from the initial eco-audits and information collected from the cooperation with other members of the association will shape an Agenda 21 document to be included in all the associated Schools Educative Project.
By trying to solve the environmental needs, trainers and trainees from each country, after eco-diagnosis, will meet with the Electric Company Managers, the city mayors, regional politicians, or whoever competent in each subject, hitting three targets with just one shot, that is;
for instance, in the case of Greece:
* elaborating an Agenda 21 specific document for each school.
* getting tangible outputs (solving Main Environmental Direct Actions):
-------> trying to move a high voltage line out of the city.
* increasing the environmental awareness throughout all the educative community.
* improving the level of basic competences.
-------> learners should elaborate graphic and written documentation in order to be presented to the competent authority with the aim of moving the high voltage line out of the city. While doing it, students will be increasing in some way, the level of several of the eight key competences.
* communication in the mother tongue
* communication in foreign languages
* mathematical competence and basic competences in science and technology
* digital competence
* learning to learn
* social and civic competences
* sense of initiative and entrepreneurship
* cultural awareness and expression
These kind of meetings should be faced by the involved trainees in each country which take part in the association. The above case is just one of the multiple outcomes obtained from the eco-audits undertaken by teachers and students in each school.
So far, some of the Main Environmental Direct Actions (MEDAs) to undertake are:
Spain:
* solving the rash hour traffic jam in the main entrance of the school (see the picture in the blog) by reducing the use of private cars and its polluting effects by having bikes parking and a bicycle path built.
* supporting associations who try to reduce the smoke from olive oil factories.
Greece:
* avoiding the damage of electromagnetic field produced by a high voltage line by trying to move it (see the picture in the blog).
* reducing the water waste drainage into the public pavements (see the picture in the blog).
Lithuania:
*increasing community participation in environmental protection. The school has a great experience in this field.
Turkey:
* reduction of chemicals in surrounding agricultural environment.
England:
* reducing the problem with regards to litter blowing from the main road onto the school grounds
Portugal:
* fighting against forest fires. We will take advantage of this association to make our students aware of this situation but also to convince politicians in order to increase funds and improve policies in order to help to maintain our environment.