9 THEMES

9 THEMES IPG LESTARI

• ENERGY

Worldwide energy consumption has grown. It has trebled during the past century and the current trend of global energy use is becoming unsustainable. Everything we consume or use – our homes, their contents, our cars and the road we travel, the clothes we wear and the food we eat – requires energy. In order to keep up with the energy demand, power stations are burning more and more fossil fuels. This process is increasing volumes of carbon dioxide one of the main responsible of the global climate change.

The energy theme in the Eco-Schools programme can be used to suggest ways in which all members of the school can work together to increase awareness of energy matters and to improve energy efficiency within the school. Eco-Schools are required to carry out an energy audit as part of their Environmental Review and then set targets for reducing unnecessary energy use through their Action Plan.

•  NATURE / BIODIVERSITY
• At the 1992 Earth Summit in Rio de Janeiro, 159 countries signed the Biodiversity Convention, committing to “conserve the variety of animals and plants within their jurisdiction”, with further agreements made at the Johannesburg Summit in 2002. The school Biodiversity Action Plan can begin with a framework for species and habitat conservation within the school compound. Later, it can be extended to the nearby local communities, encouraging local people and local organisations to work together to conserve biodiversity both in and around the school.
  Why does biodiversity matter?
  Biodiversity affects our lives in many ways:
  • We depend on a healthy natural environment for many things, from food and medicine to flood control and leisure. 
     
  • Evidence shows that contact with nature is good for our health and well-being. Natural green places provide natural solutions to many diseases – obesity and inactivity; heart disease and strokes; depression and mental illness. 
     
  • Green spaces are our insurance policy against the impacts of climate change. Trees, green roofs and public parks can make urban areas cooler and help reduce the risk of flooding, keeping homes and businesses dry. 
     
  • Towns and cities with trees, parks and other green spaces are shown to better attract and retain a workforce and draw in investment.
  Biodiversity and schools
  School grounds are ideal places to get children involved, in a hands-on way, with the natural environment. They offer a safe, practical and exciting opportunity for outdoor learning that can complement classroom-based activities.

• WASTE/ LITTERS

It is undeniable that people produce waste, however it is possible to change the quantities and manage it. According to definition, “any substance or object the holder discards, intends to discard or is required to discard” is Waste under the Waste Framework Directive (European Directive 2006/12/EC). It is necessary that everyone be aware of the importance of minimising the waste that is produced.

Every environment where people live or work will produce a certain amount of waste, and schools are a good example. Most of the schools’ waste is made up of food, paper and packaging waste, some glass, metals and plastics. Depending on the waste disposal system, schools can save money on disposal costs by reducing the amount of waste produced. Reducing waste may involve reviewing the types of resources schools buy and considering ways of cutting down.

The Eco-Schools Programme stresses the importance of the individual’s efforts in minimizing the production of waste, namely, through the following steps:

• Reduce: Reduce waste by changing manufacturing processes so that less material are used or change consumer habits so that less wasted material is bought.
   
• Re-use: Choose goods and products that can be used again. Waste minimization is not going to reduce waste output to zero. It is necessary to think about what is going to be done with the rubbish left. The re-use of products or materials that would otherwise become waste can provide a range of social, economic and environmental benefits. This is an area where the voluntary and community waste sector can give a huge contribution.
   
• Recycle / recover: Recycling is one way every individual can help the environment every day – and it is easier to do than it has ever been: make sure that waste is processed and made into another product wherever possible. Composting is also recycling: the nutrients in organic waste are processed and returned to the soil to help more plants to grow.

•  WATER

Water is an essential precondition for life as well as a vital resource for the economy. It also plays an essential part in the climate regulation cycle. Water and climate are and always have been intricately linked. For these reasons, freshwater is a finite and precious resource necessary for sustaining life, ensuring sustainable social welfare and economic prosperity, and ecosystem health.

Water pressure on water resources has increased due to population growth together with fast urbanization as well economic and social development that has changed lifestyles. Pollution, mainly caused by sewage leaks and chemical discharges, has made clean water a rare and valuable commodity. Protection of water resources is therefore one of the priorities of environmental protection around the world.

The following are some key facts about water:

• Less than 2% of the world’s water supply is fresh water.
• Taking showers rather than baths would save enough water every week to make 1,000 cups of tea.
• A garden sprinkler uses as much water in half an hour as a family of four in a day.

The Eco-Schools Programme can be used to introduce to pupils the importance of water both locally and globally and and to raise awareness about how simple actions can substantially cut down water use.

Schools can reduce their water consumption by assessing how much they use every day and setting targets for reduction, identifying leaks and drips, adapting the flow rate on taps and reducing the amount of water used in toilets. Many Eco-Schools have addressed water and utility costs as part of their Action Plan. Careful water management together with an effective education programme can reduce water use by two-thirds.

•  SCHOOLS GROUNDS

School grounds provide a wide range of opportunities for formal and informal learning. Depending on the surroundings, they can have a significant impact on students’ attitudes and behaviour towards school, each other, the wider environment, and society. Students can spend many hours in the school grounds so it’s important that the experiences they have there are the best and most positive they can be. In order to support what is said inside the classroom, practical ideas need to be applied outside. These could include recycling and composting in the school grounds, introducing native plant species to attract birds and bees into school compounds, using recycled materials for creating elements within the grounds or maintaining the grounds using organic methods.

Teachers can take students for outdoor learning within the school compound itself. Such moves can break the monotony of classroom teaching. In order to create a conducive environment for learning, school authorities need to maintain school grounds that are attractive to pupils. School grounds can be designed and used as a cozy setting for learning. This requires suitable places for students to gather, seating for different group sizes, shade and shelter from the sun, wind and rain. Students can learn about the outdoors through books, videos and the internet; however, they will learn much more if they can actually experience the things they are learning about.

Students learn in different ways and for many, sitting inside the classroom can be boring and lead to inattentiveness. Many teachers speak about the amazing changes they see in students who have struggled to learn in traditional ways, whilst more able students also enjoy the challenge of learning in a more practical way. In fact, school gardens have been shown to boost children’s well-being and development.

Planting local trees can provide shade, act as windbreakers, cut down dust particles, or can even prevent erosion. School gardeners can be asked to choose fauna and flora that can be turned into learning stations to help children learn how to grow their own fruiting trees and vegetables. Club members can sell the produce to teachers as a way to raise funds for their environmental clubs. Students can also get the canteen operators to cook the school-grown vegetables on special school occasions.

•  HEALTHY LIVING

The state of our health is related not only to our long-term physical well-being but also to emotional and social factors – our general happiness, confidence and outlook on life. There is also a clear relationship between health and educational attainment. Poor health deters educational success and educational achievement strongly affects social and economic prospects, and choices about health.

Schools are key settings where the health and well-being of children and young people can be promoted; for example, by providing a supportive environment, healthy school meal options and opportunities for physical activities.

A Healthy School Enhancement Model can be designed to help schools develop strategies to achieve better outcomes around health and well-being for children and young people. It can also help schools to strive for lasting health and well-being behavioural changes in children and young people, with particular focus on providing targeted support for those who are really in need.

• TRANSPORT / SUSTAINABLE MOBILITY

Our growing use of cars has a variety of environmental, social and health consequences. Some are highly visible and directly relevant to everyday life. For example, accident statistics show that our roads are dangerous, while traffic congestion has adverse effects on our health and well-being. Other impacts are less immediately obvious but no less important. For example, the gases and chemicals released by engines make a large contribution to global warming and air pollution. Indeed climate change is fast becoming the greatest challenge we face in the coming century.

Sustainable transport refers to any means of transport which reduces fuel consumption, pollution and car use. This includes cycling, rail and bus transport, walking or car-pooling.

Walking and cycling are excellent forms of physical activity and the journey to school can make an important contribution to increasing these activity levels. Walking and cycling can help children to gain confidence and make friends, helping both to increase independence and traffic sense. Schools should consider running campaigns to encourage the use of sustainable modes of transport.

•  LOCAL AGENDA 21

The Local Agenda 21 initiative stems from the 1992 United Nations Earth Summit in Rio, when more than 150 nations endorsed Local Agenda 21, a commitment to plan for sustainable development into the next century. Sustainable development has been defined as development which meets the needs of the present without compromising the ability of future generations to meet their own needs. Essentially, it can be seen as an approach which recognises the importance and inter-dependence of economic, social and environmental needs in future development. Getting eco-schools to be involved in this topic will develop pupils’ understanding of what sustainable development means and at the same time make pupils aware of the link between their lives and the lives of others throughout the world. Students are also to be made aware that local actions can have both positive and negative global effects on people and the environment; now and in the future.

Through work related to sustainability, pupils should be able to recognize the value and importance of conserving natural habitats, resources and cultures in all their diversities. Besides, they can feel empowered and believe that their actions or involvement with others can make the world a better place. Students networking with other cultures and societies can facilitate understanding and empathy.

•  CLIMATE CHANGE

Climate change represents one of the biggest threats of the planet at several levels; social, environmental and economic. That climate change is occurring is clear from observations of increases in global average air and ocean temperatures, widespread melting of snow and ice, and rising global mean sea levels. Most of the warming that has occurred over the last 50 years is very likely to have been caused by human activities.

To make schools aware of what can be done to combat climate change, examples of best practices will be shared. This will help schools understand that they can contribute by reducing their CO2 emissions, and must adapt to a new reality: climate change.

Whether it is in the home or in the school, when we talk about climate change we are mostly talking about heating or cooling, lighting and electrical appliances that use fossil fuel. When we burn these fossil fuels, we release carbon, (in the form of CO2 ) drawn from the atmosphere by plants millions of years ago. Fossil fuels such as coal, natural gas and oil are composed almost entirely of hydrogen and carbon. When we burn fossil fuels, we produce energy and release the carbon they contain. Black coal is almost entirely carbon; a ton of coal when burned produces 3.7 tones of CO2. Oil is less carbon rich than coal, containing two hydrogen atoms for every atom of carbon, and so produces less CO2 and more heat when burned. Natural gas (methane) is the least carbon-rich of the fossil fuels, containing just one atom of carbon for every hydrogen atom. Thus, schools must look into the patterns of their energy usage and find ways to reduce their carbon emission.

Similarly, the use of water, too, can release CO2 into the atmosphere. For example, most schools will get their water from a public water supply. Students must know that water needs to be treated near dams and pumped to a higher level, with energy being consumed at each step. As with the energy theme, increased awareness and simple changes in habit can help lessen the amount of water we use, which can directly reduce our carbon footprint and climate change.

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Jadilah sahabat BUMI!

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