Green-Schools and LEAF Ireland Welcome Students from Kenya

Green-Schools Ireland (the Eco-Schools programme in Ireland run by FEE member An Taisce) has been in the fortunate position to engage with students from Makini Highschool and Ruaraka School in Nairobi the past four years through their Global Classrooms initiative, where students from Ireland, Kenya, South Africa, Ghana and the United Arab Emirates are engaging with each other while learning how to take global action on the Sustainable Development Goals (SDGs).  

This transcontinental engagement has been of extreme value to the Green-Schools students in Ireland, as it increases knowledge and understanding about the fantastic work Kenyan students are doing to support the SDGs and the collective nature of their work at a global scale. 

This academic year, An Taisce was fortunate to receive both corporate funding, Clothespod, and funding through the Irish Ministry of Foreign Affairs through the Irish Aid Global Citizenship Education grant, to bring the project to an elevated level. The students from Makini High School and Ruaraka School have been engaging, through virtual means, with students from Ireland on the topic of Fast Fashion throughout the past academic year. Through this funding, An Taisce was in a position to extend the invitation to Kenyan students and teachers to engage with Irish schools in person between the 8th - 14th of April.

The Let’s Fix Fashion Campaign has been in existence since 2021 and engages students across Ireland to address the problems associated with the Fast Fashion industry. 

As the effects of the fast fashion industry due to the transportation of clothing from more developed countries to Kenya are acutely felt by people in Kenya, the exchanges between schools to date have been extremely valuable to students in Ireland. To hear a first-hand account of the problems created by the fast fashion industry from the students in Kenya is very powerful and results in Irish students taking action in their communities to raise awareness about the fast fashion industry and to create changing behaviours in their own lives, schools and communities. 

Green-Schools Ireland was delighted to welcome Kenyan students and teachers to Ireland to participate in the in-person catwalk event, where they met their peers and raised awareness and action through their engagement with the upcycling of clothing and the catwalk event.

Throughout the week the students visited various local schools in Count Cork to work together on fast fashion and the transition to a circular economy. Traditional dishes, songs, dances, and stories were shared.  Their visit also included trips to local thrift shops for the charity shop category of the catwalk and a workshop with Mamukko on circular bag design.

Before returning to Kenya, they took a trip to Killarney National Park where they met with the LEAF Ireland team. They discussed the recreational and health benefits of woodlands, the contribution of trees to the Irish landscape, and highlighted the cultural heritage of Ireland’s woodlands. The often unknown and hidden benefits of interacting with woodland and forest ecology were also discussed. The teachers and students from Kenya shared some of their knowledge and insights about the forests of Kenya and spoke about some of the struggles they face with regards to forest conservation there. A short but practical and unique experience that hopefully leaves a lasting impression and connection with Irish woodlands and woodland culture.

Week of the Forest in Flanders 

There is no October without Forest Week in Flanders (Belgium), a tradition that has thrived for 44 years. During the second week of October each year, The Agency for Nature and Forests and BOS+, two organizations committed to creating more and better forests, organize activities that encourage people to spend time outdoors and learn about forests.

While the yearly campaign focuses on engaging children, targeting kindergartens and primary schools, families and organizations are also welcome to engage and participate. The Forest Week website offers convenient resources, featuring a comprehensive list of nearby forests, an array of nature trails to explore, and educational materials and activities specially curated for children aged 3 to 12.

Additionally, every school in Flanders receives a free bundle of educational activities. For the youngest students, it starts with recognizing animals and telling powerful stories. Who will help the animals build nests, cross the road, and find food? There is also room for forest-friendly language, math and writing games. Older students are presented with challenges such as for example, who can dig, jump, climb, roll and sprint as the champions of the forest do? 

Whether in the classroom, with their families, or through other events, young adventurers delve deep into the forest, gaining new perspectives on the natural world. They embark on an eventful journey to explore local biodiversity and grasp the vital role biodiversity plays in forest ecosystems. This knowledge is imparted through engaging in playful activities, ensuring an unforgettable learning experience.

Forest Week offers more than just education; it also fosters friendly competition. Every year, participating students can enter a competition by completing half of the assignments and submitting a photo report. Each participating pupil is rewarded with a cherished memento, while their entire classroom stands a chance to win a prize such as an entire day of forest immersion guided by experienced naturalists. Over 15,000 children join the Forest Week competition each year and many more leave with a bundle of knowledge and experience they gained in their local forest ecosystems.

In the end, Forest Week is not just about celebrating the forest; it's about fostering a lifelong appreciation for the natural world and raising the next generation of environmental leaders. It's a journey that leaves a lasting mark, inspiring students to protect and value our precious forests for years to come.

 
 

The LEAF Programme Takes Root in Scotland

This reflection article is based on a blog post by Nicola Davidson the National Operator of the LEAF programme in Scotland. The article highlights the first six months of the LEAF pilot in Scotland. The original article was published by Keep Scotland Beautiful on 29/08/2023 and can be accessed here.

 
 

In January 2023, Keep Scotland Beautiful launched the LEAF programme as a six-month pilot initiative as part of their "Climate Action Schools" framework. " Nicola Davidson, Education and Learning Officer at Keep Scotland Beautiful has taken up the role of LEAF National Operator and has been key to the successful establishment of the programme. Nicola firmly believes in the restorative power of connection to nature for one’s mental and physical well-being. As Nicola states:

“Having struggled with mental health in the past, I know how important a connection to nature is for our mental and physical well-being. I wanted to give more children and young people the opportunity to find out those benefits for themselves, and hopefully gain a respect for nature that will encourage them to protect and restore it.”

 
 

For the LEAF Pilot phase, 55 schools and nurseries across 21 local authorities eagerly incorporated the programme into their daily activities. Students and teachers alike embraced the programme with enthusiasm and creativity. During the initial six months, schools and nurseries have gotten to know their nature on their doorsteps and have taken steps to look after it, often in collaboration with their local communities. Students have successfully advocated for the cessation of harmful weedkillers on their school grounds. They have embraced nature's wonders by consuming nettles and making dandelion bread. Planted native flora and constructed shelters for wildlife. Additionally, moments of simple contemplation, such as gazing at clouds, flowers, and trees, opened a world of learning that transcended the confines of the classroom.

According to Nicola, teachers who have taken part in the LEAF programme have reported numerous benefits. Students have developed a deeper connection with nature. This newfound appreciation for the natural world has translated into tangible improvements in academic performance, especially among students who had previously struggled with traditional classroom-based learning. Moreover, teachers found themselves empowered to expand outdoor learning opportunities within their schools, ultimately enhancing both their own well-being and that of their students.

Reversible wooden disc letters and numbers - LEAF Schools

What makes LEAF special, as Nicola points out, is its structured yet flexible approach. The programme provides a framework for schools to expand outdoor learning while allowing for adaptation to specific needs. Crucially, LEAF activities can be easily integrated into the school day. It is quality of time, not quantity that is important. Nicola explains:

"LEAF is not another thing for already overstretched educators to squeeze into busy days, but an opportunity to do things in a different way, with benefits for pupils, educators and local communities.”

LEAF fosters environmental responsibility and a sense of connection to nature, which is crucial for tackling current global and local environmental challenges. As Nicola emphasizes:

"I am feeling hopeful for the future of the incredible nature we have in Scotland. It is time to learn that people are a part of nature, not separate from it, and we are all in need of a connection to the natural world. Why not try spending five minutes today taking in the natural world with all your senses and see if you can feel the benefits our LEAF schools are seeing for yourself?”

Following the successful pilot phase, the LEAF programme in Scotland is now ready to reach more schools and become an annual programme following the school year. If you would like to find out more about the LEAF programme in Scotland and how you can get involved, please visit Keep Scotland Beautiful’s website here.

Ecosystem Protection and Restoration in Greek Mountainous Regions

In Central Greece’s mountainous regions, numerous ecosystems have been altered by human activities and changes in land use. Such activities have led to the endangerment and in some cases extinction of local species and the degradation of their habitats. In the areas of Mt. Oiti National Park and Oros Kallidromo (two Natura 2000 sites), intensive grazing paired with the prohibition of grazing in other areas, waste dumping, off-roading activities, wildfires and the lack of or inadequate forest management are several examples of human-driven activities that have resulted in ecosystem degradation.

In the context of the European LIFE+ programme, the Hellenic Society for the Protection of Nature (HSPN) introduced and coordinated the LIFE For Open Forests project, in collaboration with the National and Kapodistrian University of Athens, HAO DEMETER (Institute for the Mediterranean Forest Ecosystems), the Region of Sterea Ellada and the NGO ARCTUROS. Starting in 2012 and completed in November 2019, the project aimed at regenerating and protecting the rich biodiversity in the high-altitude meadows of Mt. Oiti National Park and Oros Kallidromo.

LIFE For Open Forests aimed to protect, maintain and enhance forest openings, restore and protect Mediterranean temporary ponds and Juniperus foetidissima stands (a local juniper tree). It furthermore aimed to improve the population numbers and habitat of Veronica oetaea (a highly localised endemic plant which is a priority target for conservation), brown bears and five bird species. The project began by identifying the key action areas in order to restore and conserve the local ecosystems properly, followed by a series of restoration activities, each focusing on a different element of the mountainous ecosystems.

The abandonment of traditional farming practices in the highlands of the two mountains had led to reduced grazing. Without grazing, fir forests were able to expand unchecked over the years, reducing the area of mountain grasslands, thus impacting the species that such open forests host and the critical ecosystem services they provide. As part of the LIFE for Open Forests project, healthy grazing management regimes were reintroduced, and their implementation has in turn led to the restoration of vegetation composition and ultimately of the habitats’ quality.

Fir forest expansion also suppresses Juniperus foetidissima, a local juniper tree whose forests are listed as a priority habitat under the EU Habitats Directive. HSPN and other project partners implemented fir forests suppression activities and reintroduced and planted  Juniperus foetidissima saplings to increase the size of this priority habitat. Since wildfires are an ever-present and growing threat to forests in Greece, new fire protection infrastructure was set in place, and designated camping and recreation sites were created to reduce the danger of accidental fires by visitors.  

Also present in Mt. Oiti National Park and Oros Kallidromo were Mediterranean temporary ponds, a rare habitat type considered a priority for conservation under the EU Habitats Directive. Temporary ponds on both mountains were highly impacted by forest expansion and human activities including illegal waste disposal, off-road driving and trampling by humans and grazing animals that caused soil compaction, pollution, an increase of nitrates and hydrological cycle disruptions. In order to protect these rare habitats, fences were put in place to prevent trampling and pollution around the ponds and HSPN and the project partners reintroduced keystone ecosystem species and removed some of their direct competitors. Moreover, the project established a seed bank of such keystone species and developed methods for their propagation and survival to ensure the possibility of reintroduction in case of local extinction.

Fencing of Mediterranean temporary ponds (priority habitat 3170*)

Field work in Mediterranean temporary ponds (priority habitat 3170*) 

In addition to its focus on local habitats and flora, LIFE for Open Forests also set goals to support the local fauna by protecting and enhancing local bird species population. Forest expansion had reduced the foraging habitat of the rare Tengmalm’s owl and rock partridge, and the intensification of forest management and deforestation had reduced the nesting sites for woodpecker species in some areas. LIFE for Open Forests addressed these issues by installing nesting boxes for the owls, clearing feeding sites for the partridges, and implementing forest management guidelines to ensure the preservation of old trees and dead wood. All in all, the project facilitated the enhancement of the birds’ population size and managed to expand the size of their habitat.  

Monitoring of artificial nest boxes

Field work in a dry Mediterranean temporary pond (priority habitat 3170*) 

Field work monitoring

Finally, Mt Oiti is the southernmost limit of brown bear distribution in Greece. To prevent human-induced mortality of this priority species, and to support and protect the small population of brown bear in the area, it was important to minimize the contact and conflict between bears and humans. To support this objective, Hellenic Livestock Guarding Dogs were distributed to shepherds, beekeepers were provided with electric fences to prevent bear damage, 1,000 wild fruit trees were planted to provide alternative food sources for brown bears, and intensive education and awareness raising activities were held for local producers and inhabitants.

In addition to scientists and experts from several different fields and organizations, LIFE for Open Forests also involved another important group of stakeholders: the local communities. A local Stakeholders’ Committee was established and met regularly, receiving updates on the project’s progress and offering comments and opinions. The involvement of the Stakeholders’ Committee was highly important in the decision-making around the project, as local producers for example were concerned by some of the LIFE For Open Forests restoration actions. Dozens of training seminars on grazing management, restoration basics and area governance were held for local producers and inhabitants.

Local schools were also involved in the restoration process through environmental education activities. Members of the project team visited schools in the area and organized five one-day educational excursions to both mountains, which involved more than 350 primary and secondary school students. Finally, the project organized numerous seminars for local educators about the importance of environmental education and the preservation of local ecosystems.  

The Hellenic Society for the Protection of Nature is also involved in other Ecosystem Restoration projects, including the LIFE for Lesser Kestrel Project, the POSEBEMED2 Project, and the Life PRIMED Project.

If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please visit the following link. You can also find out more about LIFE For Open Forests by watching this documentary.  

This article is part of our UN Decade on Ecosystem Restoration series which highlights the projects and activities of FEE members that contribute to the UN Decade.

 
 

Celebrating Environmental Educators with the FEE Teacher Award!

Monday, 5th June: On the occasion of World Environmental Day, we are proud to highlight the amazing work of teachers from our global educational network and promote their excellent contribution to sustainable education.

 
 

The first-ever call for the FEE Teachers’ Award was opened in 2022, so we are incredibly excited to be announcing the winners today!

The FEE Teachers’ Award highlights teachers who have been engaged in the Eco-Schools, Learning about Forests (LEAF) or Young Reporters for the Environment (YRE) programmes for five or more years and whose institution has been awarded a Green Flag Award, a LEAF Award or has produced a finalist/winner for a national YRE competition.

The selected teachers exemplify excellence in environmental education and commitment to our young people and planet. We are sincerely grateful for the energy they continuously dedicate to empowering the next generation to tackle the world’s environmental challenges and hope they serve to inspire others in doing the same.

We are proud to announce the following winners of the 2022 FEE Teachers’ Award:

  • Andrea Tláskalová - Š J. V. Sládka Zbiroh (CZECHIA)

  • Bindu Chona - Nand Vidya Niketan Jamnagar (INDIA)

  • Draženka Kolonić - 1 st Primary School Varaždin (I.Osnovna Škola Varaždin) (CROATIA)

  • Inés Nancy Acolt Ariano - Colegio Contadero (MÉXICO)

  • Kate Doyle - Everton Nursery School (ENGLAND)

  • Liliana Zepeda - Colegio Contandero (MÉXICO)

  • Ľubica Noščáková - Narnia Church Elementary and Middle School  (SLOVAKIA)

  • Maria Manuela Moura dos Santos Costa - Escola Cidade de Castelo Branco /Agrupamento Nuno Álvares (PORTUGAL)

  • Marianthi Giannakopoulou - Athens College Elementary School (GREECE)

  • María Olivia Pérez Esquivel - Colegio Contadero (MÉXICO)

  • Monica Murphy - Presentation Secondary School, Castleisland (IRELAND)

  • Nuray Eran Türedi - Captain Altay Altuğ Kızılay Kindergarten (TÜRKIYE)

  • Özge Karaevli - Şehit Öğretmen Nuriye Ak Kindergarten (TÜRKIYE)

  • Poonam Tiwari - Nand Vidya Niketan - Jamnagar (INDIA)

  • Saziye Bekdogdu - Narlıdere Kilicaslan Secondary School (TÜRKIYE)

  • Sibel Ünlü - Private Akdeniz Birey Secondary School (2017-2022) Private Akev Secondary School (present) (TÜRKIYE)

  • Victor Moreira Martins - Agrupamento de Escolas Andre Soares (PORTUGAL)

Congratulations to all the incredible teachers making a difference every day!

Video from awarded teacher Ľubica Noščáková - Narnia Church Elementary and Middle School (SLOVAKIA)

Growing Tiny Forests in the Netherlands and the Czech Republic

Forests are more than just a collection of trees. They are complex ecosystems that support a wide variety of species, promote healthy soil quality, and absorb carbon dioxide from the atmosphere. Unfortunately, deforestation and urbanization have caused many forests to be destroyed or degraded, leading to significant environmental problems such as soil erosion, biodiversity loss and carbon emissions. Restoring biodiversity in such deforested and urban areas, where carbon emissions are high, can therefore have significant positive impacts on the environment, as well as on the people's mental and physical wellbeing.

In September 2014, Daan Bleichrodt, LEAF National Operator in the Netherlands, heard a TED talk from Shubhendu Sharma, whose vision for Tiny Forests demonstrated how even the smallest patch of barren land could be turned into a lush green forest within two to three years. Daan was inspired by the idea, and with the help of Sharma, Tiny Forests in the Netherlands was born. The goal was clear: more contact between children and nature, as well as increasing biodiversity and climate adaptation in urban areas.

 

Tiny Forest Zaanstad in June 2016, The Netherlands (source: IVN)

 

The first Tiny Forest was planted in the city of Zaanstad, just north of Amsterdam, in December 2015. Since then, the IVN’s team has planted 185 Tiny Forests in public spaces throughout the Netherlands. These forests, planted with the help of 1200 locals and 1000 teachers from 185 different schools, are now flourishing thanks to their adoption by local communities and schools, who monitor and maintain the spaces and trees.

 

Children Learning about Insects in the Zaanstad Tiny Forest, The Netherlands (source: IVN)

 

The success of the project, owed to the hard work of volunteers, led to a generous donation of €1.85 million from the Dutch Postcode Lottery in 2018. This funding has allowed for the creation of a 100 more Tiny Forests, the development of a curriculum for primary aged children, the engagement of more schools and local communities in the maintenance of the forests, conducting research on the impact of Tiny Forests and developing a DIY approach for others to take on the challenge. Through a collection of resources, the IVN team shares their knowledge, including the Tiny Forest handbook and on- and offline courses to learn about the Tiny Forest planting method. IVN is also currently working on an online Tiny Forest course (in English), to help and motivate individuals to create their own Tiny Forests.

Inspired by the success of the Tiny Forest movement in the Netherlands, other countries are adopting similar initiatives to promote ecosystem restoration and environmental education for schools. One such project is Školní les do kapsy (School Forest in your pocket), made possible by the TEREZA Education Centre team, the FEE member organisation running Learning about Forests, Eco-Schools, and Young Reporters for the Environment in the Czech Republic.

In October 2021, the first School Forest was planted at Jan Werich Elementary School, covering an area of 400m2 and featuring a variety of local trees such as oaks, hornbeams, lindens, willows, and alders. The success of this first School Forest in the Czech Republic led to Arbor Day celebrations in 2022, during which three new School Forests were planted. The Primary School Husitska in Nova Paka saw 300 students involved in digging holes, planting trees, and mulching to make the outdoor experience fun and engaging for all. At the Primary School and Kindergarten Trebotov, students planted 600 trees and took part in lessons and activities to learn about the vital role forests play in supporting healthy ecosystems. Finally, at the Primary School J.A. Comenius in Prague, students planted 1000 seedlings, promoting biodiversity, and supporting the ecosystem around the school. Given the success of the first Školní les do kapsy, the TEREZA Education Centre team is already planning the next School Forest planting days in 2023.

 
 

Tiny Forests may be small in size, but they are powerful tools for ecosystem restoration, especially in urban areas. By planting native species, Tiny Forests can help support local ecosystems and promote biodiversity by providing habitats for a range of species (595 different species were found in Dutch Tiny Forests in 2019, including more than 170 animal species according to research by Wageningen University and Research (WENR)). Tiny Forests furthermore help local ecosystems by improving soil quality, preventing soil erosion, and absorbing carbon dioxide from the atmosphere. In 2020, monitoring of Tiny Forests by WENR in the Netherlands found that a Tiny Forest can absorb 127.5kg of CO2 per year, equivalent to the amount of CO2 emitted by a car driving 1000km, which is furthermore expected to increase to 250kg of CO2 per year as forests grow older. And because they are designed to be compact and efficient, Tiny Forests can be planted in urban and suburban areas where space is limited, making them a valuable tool for restoring green spaces and improving the health of our cities and their inhabitants.

But perhaps even more important is the role that Tiny Forests can play in engaging and educating young people about the environment! By involving students in planting and caring for these forests, they can develop a deeper appreciation and understanding of the natural world and be inspired to protect, conserve, and restore it. By planting forests in school grounds, students can establish a direct and tangible connection to the natural world and learn about the important role that trees and local biodiversity play in supporting the health of our planet.

 

Child participating in the planting of a School Forest (source: TEREZA Education Center)

 

Inspiring projects like Tiny Forests in the Netherlands and Školní les do kapsy in the Czech Republic are working to foster biodiversity as well as climate adaptation and mitigation in schools and urban areas, supporting the objectives of the UN Decade of Ecosystem Restoration. If you would like to learn more about the UN Decade and find out how you can get involved, click here.

This article is part of our UN Decade on Ecosystem Restoration series which highlight the projects and activities of FEE members that contribute to the UN Decade.

 
 

Restoring Ecosystems with Little Woodlands in Ireland - An Choill Bheag

 

Students from Monreagh National School, Co. Donegal, Ireland in their An Choill Bheag

In 2015, Daan Bleichrodt and his team at the Institute for Nature Education (Instituut voor Natuureducatie (IVN)) in the Netherlands planted their first Tiny Forest. Made up of native tree species tucked into an area the size of a tennis court. These Tiny Forests are havens for insects, birds, and small animals.

Inspired by Tiny Forests in the Netherlands, the first little woodlands or Na Coillte Beaga were established in Ireland in 2018 as part of the Learning about Forests (LEAF) programme. An Choill Bheag (Irish for little woodlands) and LEAF are run by the Environmental Education Unit of An Taisce in Ireland. An Choill Bheag is a small, dense, biodiverse native woodland habitat planted on school, business, or community grounds, providing an educational and recreational resource, enabling people to participate in Biodiversity & Climate Action, Citizen Science, Woodland Skills, Nature Connection and Wellbeing.

LEAF Ireland has planted twenty little woodlands to date (approximately 3,350 trees). Activities around these ‘little woodlands’ have involved over 2,000 individuals from 11 primary schools, six secondary schools, a Teacher Training 3rd Level College and two community groups. LEAF Ireland has also developed a range of educational resources to help support and guide the schools and community groups.

These native woodlands contribute to well-being and rapidly increase the amount of biodiversity, including bird and pollinator life, in the area. Once the trees are planted, schools and community groups are encouraged to introduce understory plants that further increase biodiversity.  Schools and community groups are encouraged to use dead logs to create seating areas, while natural log piles are a great way to create habitats and perimeter edgings.

The importance of hedgerows is also addressed, if space is limited, a hedgerow can be a great option. Hedgerows can connect fragmented habitats. Connecting woodlands is key to promoting a healthy genetic diversity of plants and animals, which in turn contributes to improving ecosystems' resilience to disturbances.

These woodlands (& hedgerows) provide places for students, teachers, and community groups to explore and interact with nature. In a school setting these ‘little woodlands’ create the perfect outdoor classroom for learning about plants, trees, birds, and other wild creatures.

“Our Choill Bheag is a place of fun, enjoyment, learning and celebration. The long-term legacy of the forest will last for years. The students and staff who were lucky enough to be part of this project four years ago will always remember that they planted a forest and maybe as adults, they will come back and visit. For the future generations of children who will attend our school, the forest will stand tall and grow with these children for many years to come. If any school has the green space to plant a little woodland our school would highly recommend the project. We have benefitted immeasurably from all the wonderful experiences that come from having a Choill Bheag.”

Yvonne Briody & Paula Howard, Teachers at Limerick Educate Together

In 2021, the United Nations Environment Programme (UNEP), alongside the Food and Agriculture Organization of the United Nations (FAO), launched the UN Decade on Ecosystem Restoration, a “rallying call for the protection and revival of ecosystems all around the world, for the benefit of people and nature.” Despite their smaller size, An Choill Bheag presents a healthier and more biodiverse alternative to the trimmed lawns and concrete slabs that are so often seen on school grounds. They provide an opportunity to educate the next generation of nature restorers with hands-on knowledge and skills of natural spaces and encourage educators to use nature as a classroom. It is now more important than ever to support and upscale initiatives such as Choill Bheag to achieve the UN Decade’s critical goals of counteracting climate change and stopping the collapse of biodiversity. If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please go here.  

This is the first article in a series highlighting ecosystem restoration contributions by Foundation for Environmental Education members.

 
 
 

Apply For the FEE Teacher Award Today!

The Foundation for Environmental Education (FEE) aims to recognize the efforts of outstanding teachers from the global network who promote and integrate Education for Sustainable Development (ESD) in their schools and communities.

This year is the launch of the first edition of FEE Teacher Award. This award intends to highlight the personal excellence of teachers in FEE educational programmes, celebrate the teachers’ achievements, and spread their inspirational stories throughout the entire FEE network.

This is not a competition with an award for a select few, but a recognition of all teachers’ efforts and a celebration of their work and the impact they have had in their schools and communities.

Applications are open from now until 15 December and teachers from any FEE educational programme (Eco-Schools/EcoCampus/LEAF/YRE) can apply. For all the details and to apply click the button below!

There are some eligibility requirements:

  • The teacher must have been involved in any of FEE educational programmes (Eco-School/FEE EcoCampus/LEAF/YRE) for at least 5 years

  • The institution in which the teacher works has received either a Green Flag Award, LEAF Award or produced a YRE competition finalist/winner at the national level.

More details, application forms, and the submission area can be found here.

UPCOMING WEBINAR: Universalization of Quality Climate Education

Where are we and where do we go from here? 

#HelpUsGetThere

10th October I 15:00-16:30 CEST

We are Running Out of Time.

Quality climate education is critical if we are to equip people of all ages with the knowledge and skills necessary to build a future in which all can thrive. 

Young people need to be recognised as leaders, placed at the forefront of the conversation about climate change and empowered through education. 

We are calling on the world’s leaders to provide us with the skills and training to build a sustainable world. 

Our world is warming and to keep the increase to 1.5 degrees, we need forward thinking, consistent policies and funding to help us reach Net Zero Emissions. 

We are committed to help build a future that is inclusive and sustainable for all. 

Show by your actions, not just words, that you are too. 

Help us get there! 

This is the message that will be sealed in the Running Out of Time baton on the 30th of September in Glasgow, Scotland and carried by thousands of runners, cyclists, and sailors through 18 countries to decision-makers at COP27 in Sharm el-Sheikh in Egypt.  

In this webinar, you will hear from leading organisations and departments in the field of climate change education, including UN agencies, ministries, and global NGOs. You will learn about the many efforts already being taken to secure universal climate education – and the obstacles we still need to overcome. 

Registration 

Climate change affects us all, meaning that this webinar is relevant to everyone! 500 people will be able to join online. Secure your spot here:  

After registering, you will receive a confirmation email containing information about joining the meeting. The webinar will also be livestreamed on YouTube. 

Generation Restoration Boosting Biodiversity: Best Practices from Schools Around the World

 
 

The results from the Foundation for Environmental Education’s (FEE) GAIA 20:30 Biodiversity Best Practice Competition are here! The five winning Best Practices display inspiring initiatives from schools around the world that have engaged students and teachers in actions to protect biodiversity.  

Schools, hospitality establishments, beaches and marinas from FEE’s global network were invited to present one project or story connected with FEE’s GAIA 20:30 Biodiversity goals: 

  • Preserving existing and creating new forests or natural areas; 

  • Promoting sustainable management of the coastal zone; 

  • Combatting pollinator and insect loss; 

  • Raising awareness of and supporting actions to remove invasive alien species. 

In total, schools from 41 countries submitted their biodiversity projects as part of the GAIA 20:30 Biodiversity Campaign! Keep reading to learn about the five best practices from FEE’s global school network.   

The selected stories are coming from The Bahamas, Cyprus, Germany, India and Spain. They showcase impactful initiatives, from the installation of hydroponics garden to the planting of more than 3,000 trees. Students engaged in these projects developed great skills and knowledge on climate action and biodiversity conservation. Their work contributed to boosting biodiversity, raising awareness on ecosystems protection and creating meaningful, long-lasting projects! As shown in the following best practices, taking action for biodiversity is not only essential for sustaining healthy natural areas, but also healthy communities. 

Vertical Hydroponics Garden: Increasing the Resiliency of Infrastructure in an Eco-School Environment to Combat the threats of Climate Change  

Bishop Michael Eldon School, The Bahamas 

The project aimed to promote food security, healthy lifestyle, modern farming techniques and sustainability under the School Feeding Program 2021 launched by the Ministry of Agriculture and Marine Resources of The Bahamas. The project has promoted hydroponics harvesting skills among the students as well as a mind shift on farming and agriculture. 

Lythrodontas Forest, Flora and Fauna (LYF)

Nipiagogio Lythrodonta School, Cyprus

The main goal of the project was to acquaint the children with knowledge about the local biodiversity, whilst instil the sense that even small actions from a small school can make a significant difference in the protection of the local biodiversity. The project gathered students with people from various professional sectors and services on a common goal.

A School Garden for Wildlife and Pupils

Rainald-von-Dassel-School, Germany

The school saw an opportunity to make students experience wildlife with hands-on experience. In two years, they managed to create an entire pollinator garden with a pond and plant fruit trees around the school. The activities engaged students and their families, as well as locals, that were eager to take part in this project.

Be Keen to Make the Earth Green

Delhi Public School, Nadergul, India

This huge project gathered more than 2500 students around the goal of making the school premises green. Within five years, the school planted 3000 trees and created several gardens that developed the students' skills in gardening and collaborative work. The Green Crusaders, a committee of the school’s staff and students, handled implementing 11 projects in total.

Forest Restoration and Biodiversity in Monte da Fraga

Universidade da Coruña, Spain

Photo by: ADEGA-GN Hábitat-OMA UDC.

The forest area between the two Campuses was transformed from an abandoned natural space to a place filled with native species. The long-term restoration project increased awareness about biodiversity protection and helped volunteers gain skills in the management of organic waste, reforestation and even water management!

Congratulations to the dedicated students, teachers and schools working to promote biodiversity in their community!

FEE is proud to highlight these inspiring and exemplary stories from our network. By sharing such stories, we hope that it serves to support more schools around the world in engaging in biodiversity protection.