A Whole Institution Approache

To develop a school in a sustainable direction is not just about teaching. It is also about developing a school culture characterized by participation. To go out in the real world by working with the surrounding, local environment is also important and developthe schoolyard to be a learning environment. WSA is based on six thematic areas as you can see in the picture above.

East Africa

Pupils Participation and Empowerment: At Ndurio Primary school in Kenya, each class has its own tree nursery.
At St. John’s Primary School in Nandi Hills, Kenya, each class has its own small garden where they grow crops which are used to supplement the school feeding programme.
At Buhemba Primary School in Tanzania, all school prefects are democratically elected.

The School Estate: Kiburara Primary School in Uganda has a “talking compound” with messages that have values that promote learning for sustainability. The schools that have grounds have school farms. Water harvesting on rooftops in schools has helped to improve sanitation, and Kirumi Primary School has constructed energy saving stoves in the school kitchen.

Cameroon

Eight out of the nine ESD pilot schools in the Bakossi Landscape have made considerable progress in the adoption of a whole school approach. All nine pilot schools have worked hard on their school estates: eco-friendly income generating activities are in operation, beautification of the compounds is visible, education corners are emerging with maps and geometric shapes on grass lawns, school paths are being improved, school toilets have been built and school libraries are now enriched with ESD materials. All the pilot schools have Learners’ Participation Platforms which means that students/pupils are now involved in some decision-making in the schools. All the schools have complete LORETs (Locally Relevant Themes) and teachers are gradually adopting participatory teaching approaches.

Madagascar

Each model school has its own specific setting: the living conditions of students, availability and personal commitment of teachers, local values and cultures, and local issues. The school community has together identified and studied the key values to be acquired by students during the school year. These values do not necessarily have a direct link with sustainable development and the environment, but they reflect the daily lives of students and their educational needs, such as self-respect, respect for others, and respecting traditions and customs. Indeed, parents have been pleasantly surprised to learn that teaching values is now part of the education at the schools.

Indonesia

Mekartani Elementary School has integrated ESD issues, such as the risk of forest fires, organic farming, preserving orangutans etc., into existing subjects in school. In service training for teachers on ESD has taken place, in order to promote a whole school approach where all teachers are on board.