A child protection issue
Peter Milne looks at how the environment is an integral aspect of the struggle to promote human and particularly children’s rights. Read his article on International Teacher Magazine.
A child protection issue
Peter Milne looks at how the environment is an integral aspect of the struggle to promote human and particularly children’s rights. Read his article on International Teacher Magazine.
In May 2017 Eco-Schools International submitted a piece on the methodology of the programme and the concept of whole institutional approach. The article suggests how the Eco-Schools Seven Step framework and the impact schools make turn communities green.
Find the article here, on p.39-40.
On 8 June Nicole Andreou, International Eco-Schools Assistant and Green Flag Assessor, travelled to Vienna International School (VIS) for an onsite visit as part of the school's Green Flag application assessment. Vienna International School has been enrolled with Eco-Schools for International Schools since January 2016 and submitted a Green Flag application in May 2017.
After a preliminary assessment of the application by FEE Head Office staff, an onsite assessment took place to determine whether the school had fulfilled the programme's Performance Indicators and to witness firsthand the work done by the Eco Committee at VIS. The Eco-Schools Coordinators at VIS, Marti Hendrichs, Janet Gruber, Britta Hoernchen and Mady Peltier, organised a full day of activities, giving the Green Flag Assessor the chance to meet with all the core members of the Eco Committee and talk to students, staff and the school administrators.
During the morning hours, the Assessor accompanied a group of primary school students on an excursion to Bisamberg Forest to investigate arthropods and the local biodiversity. Upon returning to the school grounds, Nicole had a chance to talk to the very enthusiastic "Eco-Team" (Eco Committee) members of the Primary School about their involvement with the programme, the key actions implemented, side projects they have been running and their overall experience. The Secondary School team members presented their projects on Waste and Litter, Biodiversity & Nature, and discussed potential future plans.
The Assessor later joined a number of meetings with Andrew Warren (Catering Manager), Christine Lang (Primary School Principal), Magdalena Tsavkova (Secondary School Science Leader), Peter Metcalfe (Technology Department), Rob Reed (Early Learning Leader) and Elisabeth Stanners (Secondary School Principal). Discussions revolved around the Eco-Schools Themes and how they are addressed in the school's Action Plan, school procurement and links to the curriculum.
Finally, the Green Flag Assessor met with Peter Murphy (School Director), Benjamin Kuscher (Business Manager), Thomas Lammel (Development Officer), and Martha Ross (Primary School Deputy Principal). The constructive conversation about the implementation of the programme at VIS and the overall impression from the visit made it evident that the school administration is wholeheartedly involved with the Eco-Schools programme, not as an instructor, but rather as a facilitator of the students' ideas and environmental commitment. It is worth mentioning that all the people involved in these meetings are members of the Eco Committee.
The FEE Head Office would like to thank everyone at VIS who made this visit possible: the experience was truly invaluable in helping to gauge how the programme is being implemented on the ground. The assessment results will be announced shortly.
Special thanks to Marti Hendrichs, Janet Gruber and both the Primary and Secondary School members of the Eco-Team.
Learn more about Eco-Schools for International Schools, run by Eco-Schools International.
Press Release by Project Dirt on Outdoor Classroom Day
Monday 15 May 2017: Over 1 million children in more than 8,000 schools around the world will step outside on Thursday 18 May and embrace the great outdoors, setting a new record for the Outdoor Classroom Day campaign. In the UK alone there are well over 400,000 children getting involved from Penzance to Shetland!
Project Dirt, the NGO that is leading the campaign globally, says it will be the highest number of youngsters ever to get outdoors on the day as part of a concerted global effort to make outdoor learning and play a cornerstone of every child’s day, and represents a new chapter in thousands of schools around the world.
The UK is the front-runner of the campaign and leading the way with nearly half a million children in over 3,000 schools signed up and ready to take part. From den-building and bioblitzing, to practising maths with stones and reading under trees, the day will see teachers take at least one class outdoors and help children embrace their nearby natural environments.
The last 30 years has seen a dramatic and steady decline in the amount of time children spend outdoors. A Public Health England study found that 50 percent of around 1.5 billion visits to parks and green spaces in England in 2015 involved a walk with a dog, but only nine percent of those were with a child. It also found that 12% of children (c 1.3 million) had never visited the natural environment in the previous 12 month period.1
The campaign is highlighting that not only does time outdoors improve children's health, wellbeing and happiness, it also gives them a strong connection to the natural world; a connection that is crucial if the next generation are to be the future guardians of our planet.
Richard Louv, the acclaimed author of The Nature Principle, invites us in a recent essay to imagine a world “where every school has a natural space where children experience the joy of learning through play once again. Where teachers are encouraged to take their students on field trips to the nearby woods and canyons and streams and shores. Where educators feel their own sense of hope and excitement returning to their profession and to their own hearts.”2
Nick Gardner, CEO and co-founder of of Project Dirt, and an environmental campaigner for over two decades, is worried. “Children will only grow up to protect the environment if they love it. They will only love it if they go outdoors regularly. That’s one key objective for Outdoor Classroom Day, to inspire schools worldwide to join together to make the outdoors part of every day!”
He added: “There’s still time to join the movement. Teachers, parents and anyone who cares about childhood and the future of our planet, can register their class to go outdoors on Thursday.”
To sign up, visit www.outdoorclassroomday.com
The campaign is led globally by Project Dirt and supported by Unilever’s Dirt is Good brands.
For more information, images or to request interviews please contact Olivia Pullman:
E: firstname.lastname@example.org M: 07792 919 314
About Outdoor Classroom Day
Outdoor Classroom Day is a global campaign to celebrate and inspire outdoor learning and play. It is encouraging schools worldwide to make outdoor learning and play part of every day.
In 2017, there are three key campaign dates: on May 18, 2017, the focus is on Europe, the USA, Canada and South America. On the day, thousands of schools will take lessons outside and prioritise playtime.
About Project Dirt
Project Dirt aims to resource thousands of grassroots community projects, and to capture and share the stories of those achievements. Its online platform enables successful relationships to be formed between the business and community sectors. Project Dirt's mission is to create a vibrant and active online community where individuals, communities, companies and local authorities can share knowledge, advice, best practice and access resources.
About Dirt is Good
Dirt is Good (DiG) is the campaign supported by Unilever’s leading detergent brands including OMO, Persil, Skip and Via, sold in over 78 markets. We believe that by getting dirty, children develop, learn and grow through rich memory-making experiences. These experiences often come in the form of ‘real play’: play that is free, exploratory and sometimes messy, allowing children to enjoy the present and thrive in the future. Our vision is to create a play-friendly world so that all children everywhere can experience play every day.
Georges Brassens School in France visited Canale Monterano Secondary School in Italy as part of the Eco-Schools International Twinning project between Italy and France. A delegation of more than 40 French students visited the Italian school and shared their experiences throughout the morning. The Italian school additionally organised an international Eco Committee meeting with the aim of proposing a common Eco Code for the two schools.
Three Eco-Schools Themes were worked on in three different workshops: Waste, Water, and Energy, as endorsed by the Alcoa W3 (Waste-Water-Watts) international project, which the Italian school (one of seven schools in Italy) is involved in during this academic year. In the afternoon the Italian and French students visited the Natural Park of Monterano, a very interesting area close to the school where history, nature and culture combine to show the power of this amazing place near Rome.
By Carin Moffatt and Cathy Dzerefos, WESSA
“Happiness is a butterfly, which when pursued, is always just beyond your grasp, but which, if you will sit down quietly, may alight upon you”. Nathaniel Hawthorne
The Grade 1’s of Lebone II College of the Royal Bafokeng embarked on an ambitious project to create a Butterfly House that would sustain a breeding colony of Swallow Tail Butterflies. The school is in Phokeng, North West Province which is within Swallow Tail’s breeding zone. Our main aim was to build a Butterfly House in which we could observe the four stages of the butterfly’s life cycle from egg, caterpillar, pupa and finally butterfly.
When we started, some children did not know the difference between an earthworm and a caterpillar. We learnt that each butterfly species has a specific plant onto which their eggs are laid so the hatched caterpillar can start to eat straight away. The wrong plants will either stop the butterfly from laying eggs or the caterpillars will hatch and then die because they do not have the correct food to eat. As a WESSA Eco-School we also need to educate our whole school and community on the importance of butterflies and how they are needed to pollinate flowers to make fruit! These were the steps taken to make our Butterfly House:
After waiting and watching we could see that our caterpillars grew, and grew and GREW until they turned into pupas. It was great fun to watch them getting bigger and changing colours each week. Every day we checked to see if a pupa had hatched until finally with great excitement our first butterfly emerged and high school learners were coming to have a look. This was followed by many more butterflies and we even witnessed a mating pair and eggs being laid. A few weeks later we were back to watching tiny caterpillars munching away and the whole cycle began again!
Story provided by Keep Britain Tidy, www.keepbritaintidy.org
Government backs Eco-Schools programme to educate the next generation
We have welcomed the launch of the Government’s Litter Strategy for England, published today.
The Strategy identifies Eco-Schools, the world’s biggest environmental education programme, which is run by Keep Britain Tidy in England, as a key mechanism to educate children and young people about the impact of litter.
Eco-Schools has already received support from the Prime Minister who has visited two in her constituency since September last year.
Keep Britain Tidy Chief Executive Allison Ogden-Newton said: “Educating the next generation is vital if we are to win the war on litter. Our children and young people are the key to making littering a thing of the past.
“Learning about litter and its impacts, as part of their wider environmental education, must be a central pillar of the concerted effort needed to tackle the problem once and for all.”
Last month more than 300,000 people, including thousands of school children, took part in Keep Britain Tidy’s Great British Spring Clean, clearing more than half a million bags of rubbish from our streets, parks, beaches and countryside.
The Government has recognised the value of this initiative in the Strategy, not simply to remove litter from the environment but also to raise awareness that a growing number of people want to see an end to littering and are prepared to take action.
Allison said: “We are delighted that the Government has pledged its continued support and endorsement of the Great British Spring Clean and to use its influence to encourage participation and support from people and businesses.”
The Government’s decision to set up a working group to look at how economic measures could help reduce littering is also a positive step, given the success of the 5p charge on single-use carrier bags.
Keep Britain Tidy runs awards programmes, including the Blue Flag and Seaside Awards for beaches, the Green Flag Award for parks and the Keep Britain Tidy Award for public spaces and the Government identifies these as being central to creating litter-free environments in the Strategy and says it will encourage land managers to apply for these awards to ensure their efforts are recognised.
The charity also welcomes the Government’s pledge to introduce regulations that will allow local authorities to issue penalty charge notices to the registered keeper of a vehicle if litter is thrown from it, which will make it easier for local authorities to tackle the problem of roadside litter, which is difficult and costly to clear.
Keep Britain Tidy has been at the forefront of developing and testing innovations to tackle littering, some of which are identified in the Strategy, and we are delighted that the Government has pledged to set up a Litter Innovation Fund to support the development of affordable and scalable solutions that are proven to make a difference.
Allison added: “There is much to commend in this Strategy and we look forward to seeing some ambitious targets from the Government and effective monitoring to ensure that the Strategy makes the measurable difference we all want to see.”
Thanks to the great work of our National Operator in England, Lee Wray-Davies, 440 Eco-Schools are now twinned and ready to work on collaborative projects.
Twinning schools is an opportunity for Eco-Schools students to share experiences, and have fun in the meantime! Eco-Schools Coordinators are provided with the contact details of the twinned school, which they are responsible to reach out to.
Once the initial contact is made, pupils can start writing letters/emails to each other, teachers can share lesson resources and activities, and they can all then develop a small project that can take place on the same day, or be organised in a similar manner.
By far the most common reason for Eco-Schools wanting to take part in the FEE International Eco-Schools Twinning Project is to raise pupils’ awareness of Global Citizenship. Using the 17 Sustainable Development Goals, students can decide which topics they would like to work on with their twinned Eco-School.
Story provided by The Bahamas Reef Environment Education Foundation (BREEF)
The Bahamas Reef Environment Education Foundation (BREEF) and students of the Eco-Schools Bahamas programme with support from the Lyford Cay Foundation, are tackling a major problem that impacts oceans and shorelines around the world. Two hundred and fourteen students from six schools participating in BREEF’s Shopping Bag Challenge are keeping count of the number of plastic bags that their families get while shopping.
Although plastics are now part of everyday life, about one-third of the plastic we use is purposely designed to be disposable, and single-use plastics, like water bottles and plastic bags, are generally used only once before they are thrown away. Preliminary data shows that the students collected almost 12,000 plastic bags over a four-week period. The study group estimated that approximately 145,000 disposable plastic bags are used each month, by families at just these six schools alone!
“The data collected by participating schools on Abaco, Eleuthera, Grand Bahama, and New Providence reveal that families average 60 bags per month. A substantial number, if we consider usage by the entire population of The Bahamas,” said Casuarina McKinney- Lambert, Executive Director, BREEF.
Plastic is forever. Every piece of plastic ever made still exists today. Unlike organic materials, which can be broken down naturally through the action of microbes, plastics, through a process known as photo degradation can only be reduced to micro plastics which remain in the environment. In The Bahamas, most of our plastics are discarded in landfills, where their bi-products can leak into the soil and water table, attract pests and can pose a health risk for communities. A significant quantity of plastic also ends up in the sea, impacting marine life through entanglement and being mistakenly consumed as food. Fish eating plastic in the ocean is a way in which harmful chemicals can enter the human diet.
Students are imploring the public to trade in their plastic bags for re-usable bags when shopping. BREEF’s newest re-usable bags feature the artwork of Shelby Sawyer with the slogan ‘Choose to Re-Use’ by Grace Swing. Both are grade 11 students of the Forest Heights Academy in Abaco, and winners of the BREEF Eco-Schools Design-A-Bag competition.
This semester, the project’s teams will continue to collect data, with a twist. “BREEF has given 5 re-usable shopping bags to each participating student. They will encourage their families to shop with the bags and collect data to determine how this impacts plastic bag use,” says McKinney-Lambert.
The Bahamas is an island nation, so our people depend on healthy oceans for food and to make a living. The plastic bag problem can be addressed and you can make a positive impact by choosing to re-use. For starters, how about taking a few re-usable bags with you whenever you shop?
The Eco-Schools programme is an international awards scheme which recognizes schools that make a commitment to continuously improve their environmental practice. The Bahamas programme is operated by BREEF, with the support of the Ministry of Tourism, and includes a network of over 20 registered public and private schools.
To purchase re-usable shopping bag(s) please contact BREEF at 327-9000, or email us at email@example.com. You can show support to BREEF by becoming a volunteer, donating to our educational programmes or by participating in an upcoming BREEF event. For more information visit our website: www.breef.org, like us on Facebook: B.R.E.E.F., follow us on Instagram and Twitter: breef242 or subscribe to our YouTube Channel: bahamasreef.
Keep Northern Ireland Beautiful Eco-Schools were delighted to take part in a field trip to Kenya organised by Trócaire last month.
Trócaire sponsor our Global Perspective topic in Northern Ireland. The trip visited many of the amazing projects which Trócaire deliver on the ground there – including waste collection, permaculture and water provision projects. We were really moved and inspired by what we saw. During the trip we were also pleased to have the opportunity to visit a Kenyan Eco-School, Samaj School in Nairobi, and meet the National Operators in Kenya, KOEE.
The pupils at Samaj School have been working on the Wrigley Litter Less project, putting in place a comprehensive recycling project, extra bins and making sure everyone uses them, reusing cartons into practical items such as desk tidies, and cleaning up their local creek. They are now in contact with Tempo Primary School in Enniskillen, who are also taking part in Wrigley Litter Less, to swap news and ideas about the Campaign.
Good luck to both schools we hope they enjoy contacting each other and have a successful Litter Less year.
Story provided by Ruth Van Ry, Eco-Schools National Operator in Northern Ireland.
Water Explorer encourages students aged 8-14 from 11 countries to take bold and powerful action to save our precious water through fun, interactive water saving Missions. (Schools are given grants. Our NOs are very pleased with this project.)
With over 2,000 teams, Water Explorer has had a huge impact over the last two years. Schools have managed to save an astonishing 1.7 million cubic meters of water – that’s enough to fill more than 600 Olympic-sized swimming pools!
It has been fantastic to see how many schools have made efforts around International Wetlands month and Frogs!
See www.waterexplorer.org for some great stories.
What the world’s young people think and feel is the biggest, most comprehensive up-to-date global survey of Generation Z – the teenagers and young adults who were born around the turn of the millennium.
Over 20,000 young people in 20 countries around the world were surveyed to create the first international comparative study of the attitudes of youth. The report draws on their attitudes, behaviours and experiences, in order to present a detailed overview of their wellbeing, hopes, and values. It looks like we are in good hands!
At the World Economic Forum, the International Sustainable Campus Network (ISCN) in collaboration with the Global University Leader Forum (GULF) shared exemplary campus sustainability case studies provided by 30 of the world’s leading universities all focused on educating for sustainability.
By including sustainable development in the strategic goals for all their activities, universities can create an environment that promotes holistic education of all students. To complement professional and disciplinary education, they can expose students to the practical problems that must be solved in order to achieve the SDGs. They can foster the acquisition of critical, systems-oriented thinking as well as the ability to communicate with various stakeholders within and outside academia.
Our CEO, Daniel Schaffer, left our Head Office in Copenhagen a week ago on a mission: to visit our FEE members in the Indian Ocean States.
Thanks to the great collaboration between our organisation and the Indian Ocean Commission in the region, Daniel has completed a successful series of meetings with local representatives, talking about Eco-Schools and the other four FEE programmes.
Follow his blog here.
Following the end of the UN decade for Education for Sustainable Development (ESD) in 2014, UNESCO identified five focal areas to be the foundation for the Global Action Programme (GAP) that was put in place to follow the decade. One of these areas is Transforming Learning and Training Environments. This is also referred to as embedding the Whole Institutional Approach (WIA) towards ESD. The Foundation for Environmental Education (FEE) has taken an important part in defining WIA for the GAP based on its long experience with the Eco-Schools seven step methodology.
FEE EcoCampus is an international award programme that guides all third level institutions on their sustainable journey, providing a simple framework to help make sustainability an integral part of campus life. Like Eco-Schools, EcoCampus leads to transformative thinking and can help enhance the curriculum and get the whole institution united behind something important.
On 2 February 2017, Daniel Schaffer, CEO of the Foundation for Environmental Education spoke at the Green-Campus Network Meeting in Dublin, Ireland. Watch below!
The UI GreenMetric World University Ranking is an initiative of Universitas Indonesia which was launched in 2010.
The aim of this ranking is to provide results on the current condition and policies related to Green Campus and Sustainability in universities all over the world. It is expected that by drawing the attention of university leaders and stakeholders, more attention will be given to combating global climate change, energy and water conservation, waste recycling, and green transportation.
In 2016, FEE EcoCampus Universities ranked close to the top of the list! Congratulations to University College Cork, Dublin City University and University of Limerick, Maynooth University, University College Dublin, Dublin Institute of Technology in Ireland, Universidade da Coruña, Vigo University in Spain, University of Maribor in Slovenia, Vidzeme University of Applied Sciences in Latvia, and all the other universities for their efforts towards sustainable campuses!
See the overall ranking here.
Take our hand and come with us to Uganda, a country almost in the middle of Africa. Here we will experience how Climate Change affects the country and the people, who live there.
In August 2016, the Danish Outdoor Council launched the teaching resource “En verden til fælles” (in English: A World in Common). The resource focuses on children’s lives especially with regard to Climate Change, sustainability and democracy in Uganda and Denmark.
The resource raises questions that will make the pupils reflect on their own lives as well: What does a child in Uganda do during a normal day? What is it like to go to school in Uganda? How do you get water in Uganda? How is your own life different from the life of a child in Uganda?
Besides supplying this resource, the Danish Outdoor Council also runs an information campaign for schools in which the pupils get a chance to produce campaign materials, which will be used in a national information campaign in Denmark. The Civil Society in Development, an independent association of 280+ small and medium-sized Danish Civil Society Organisations, finances the teaching resource and the information campaign.
The Danish Outdoor Council works with Eco-Schools in Uganda and Tanzania in cooperation with local environmental organisations which ensure that the local communities surrounding the schools develop sustainably.
The resource is mainly available in Danish, but here you can find the example available for the English class.
In 2005, Milieuzorg Op School (MOS, Environmental Care at School) of the Department of Environment, Nature and Energy organised the first Warm Sweater Day in response to the Kyoto Protocol.
The protocol’s objective was to reduce greenhouse gas emissions that cause climate change. Since 2005, Warm Sweater Day has reminded us of the agreements made under this crucial treaty with a few simple activities: wear a warm sweater and turn down the heat, take your bike more often, eat locally grown food, reduce standby power and so on. On Warm Sweater Day, Flanders massively reduced CO2 emissions as well as raising the awareness of school-going children, businesses and the authorities.
Participate in the 2017 edition of the Thick Jumper Day:
This week Bangkok International Preparatory & Secondary School was awarded the Green Flag! The International School in Thailand has been implementing the 7-Step Eco-Schools methodology since January 2015. Congratulations!
Following the assessment of the application and supporting documentation by the Foundation for Environmental Education Head Office, as well as an external on-site assessment by certified Assessor, Emi Imai, the school has officially been notified about their award. The Eco-Schools Green Flag willsoon be hoisted on the school grounds. Keep up the good work!
The school improvement plan has sustainability as priority and for 5 years, and the plans of the new school grounds show the commitment by the leadership and the governing body as well. They involve great investments in solar panels for sustainable energyandcarefully selecting plants for biodiversity.
The success of this school lies with the students’ drive and enthusiasm. However, this does not magically happen and it is a credit to the Teachers who enabled them to flourish by investing time, spreading the passion and giving them platforms to execute these initiatives. It was shown by Mr Leverton that every small step leads to success by resilience and continuity.
I would like to thank all staff and students who took time to show me around your wonderful Eco-School. You have shown me how great teamwork and leadership can make a successful Eco-School. Thank you.
The Eco-Schools programme is an initiative which encourages young people to take actions to protect their environment and to be the change for sustainability. It starts in the classroom, expands to the school and fosters change in the community.
Within the Indian Ocean region, more than 72 schools, representing over 25,000 pupils are now involved in the programme. Eco-Schools Indian Ocean - part of the international programme of the Foundation for Environmental Education (FEE) - was introduced in the region by the Indian Ocean Commission ISLANDS project, funded by the European Union and run by a wide range of partners from the Government, NGOs and private sector. It was recognised by the United Nations as “one of the most effective sustainability projects over the past 10 years.”
“We have activities concerning the environment at school, such as gardening or composting. That same compost is used in our vegetable garden. We also do waste sorting by separating paper and other wastes.” says Matthieu, 7, from RCA St Pierre School, one of the schools piloting the programme in the region.
Eco-Schools provides framework and standards to help educators integrate sustainability principles throughout their schools. It offers the methodological tools for schools and communities to evaluate their own challenges, assess risks and develop the solutions. The schools are guided to re-orientate existing curricula around sustainable development themes, and work collaboratively with their local communities to develop practical projects.
“Our school has always been environment-friendly. We have always taught our pupils different ways of protecting the environment. With the eco-school programme, these teachings can be put into practice. Now the children are able to participate in activities that help to protect the environment, such as sorting of waste, composting or the creation of an endemic garden. As they take part in these daily activities, the children understand better how to actively protect the environment” states Pascale Napaul Lafrance, teacher at RCA School.
Eco-Schools Indian Ocean programme aims to provide a regional framework to integrate themes of sustainable development, climate change and disaster risk reduction into national education systems, and strengthen cooperation to address the unique vulnerabilities of the region.
“For most of the schools, the Eco-Schools Indian Ocean programme is acting as a powerful force of change. Examples of school activities include projects for rainwater harvesting, soil stabilisation, food production, sanitation, and waste management amongst many others. The most successful schools are those that have built strong partnerships between governmental institutions, NGOs and the private sector,” said Sameer Kaudeer, Education Officer at Reef Conservation, one of the NGOs implementing the programme in the region.
Children in schools across the south western Indian Ocean region are facing the damaging day-to-day effects of climate change such as sea-level rise, soil erosion, flooding, water shortages, and high frequency of natural disasters. These endanger their safety, health and wellbeing and affect the livelihoods and economies of their families and communities.
“The eco-schools programme is an opportunity for children of the entire region, sharing common Ocean and many similar challenges to take collective action in their schools and communities” says Hon. Riziki P. Juma, Minister of Education and Vocational Training in Zanzibar, Republic of Tanzania.
Eco-Schools Indian Ocean is a voluntary programme open to any school in the participating Indian Ocean countries. Schools follow a simple seven step process and work on ten possible themes that respond to common sustainability challenges faced by the participating countries in the Indian Ocean region.
“At home, I put into practice what I have learnt at school. My parents don’t know much about environment issues. Therefore, I teach them the importance of preserving the environment. I have introduced them to various notions among which the sorting of wastes,” Matthew concluded.
Through the Eco-Schools Indian Ocean programme, island States from the Indian Ocean are joining 64 other countries and more than 49,000 schools already implementing the programme worldwide.
Eco-Schools is the largest sustainable schools programme in the world and run by the Foundation for Environmental Education (FEE). Eco-Schools and FEE are lead partners in UNESCOs Global Action Plan for Education for Sustainable Development which follows the Decade of Education for Sustainable Development (DESD).
Seychelles have their own Eco-School programme developed by the Seychelles Ministry of Education running in schools for more than 20 years. The Seychelles Eco-School programme is an important partner of Eco-Schools Indian Ocean and has helped with the development of this programme. Eco-Schools for La Reunion and Mayotte is operated by Eco-école France.