Reeza Hanselmann
FEE x Running Out of Time
FEE x Running Out of Time

Highlights from COP28

Thanks to the UAE Ministry of Education, the Greening Education Hub was an unprecedented opportunity to spotlight the importance of ESD and the Greening Education Partnership (GEP) at COP28!

The FEE Booth in the Greening Education Hub was a fantastic place to showcase the strength of the FEE programmes, the GAIA 20:30 Strategy, and the global FEE network.

We would like to thank our members, partners, and the Young Reporters for the Environment for the engaging discussions and fruitful events.

FEE was represented throughout the two weeks of the conference by Lesley Jones (President), Nikos Petrou (Vice President), Daniel Schaffer (CEO), Pramod Kumar Sharma (Senior Director of Education) and Kristina Madsen (Int. Coordinator of Education) as well as representatives from our member organisations in Australia, China, Bangladesh, India, Malaysia, Morocco, South Africa, UAE, and Uzbekistan.

New York Students Restore Dunes for Community Climate Resilience

“The era of global warming has ended; the era of global boiling has arrived.”
- Antonio Guterres  

July 2023 was the hottest month globally since records began in 1880. The tangible effects of climate change are evident; some metropolitan areas are already experiencing shifts in climate patterns from humid continental to subtropical, such as New York. While the importance of climate education becomes increasingly apparent, the United States falls behind many other nations in providing this essential knowledge to students. 

To address this educational gap, the Resilient Schools Consortium (RiSC) program was initiated in New York in 2017. In following years, the program was adapted in the U.S. Virgin Islands, Texas, New Jersey, and currently Puerto Rico. The primary objective of RiSC is to equip students with a comprehensive understanding of climate science, climate change impacts, climate justice, and strategies for enhancing climate resilience. 

The most recent phase, RiSC 3.0, unfolded in New York from 2020 to June 2023, engaging seven schools with a particular focus on Coney Island. Situated in a high-risk zone for sea-level rise and storm surges, Coney Island had a stark encounter with the realities of climate change during Hurricane Sandy in 2012 and continues to deal with street flooding during heavy rains. Despite its vulnerability, this area receives minimal support, making it essential to gather data on its environmental challenges to undertake proactive resiliency measures. 

 

UASEM students at Coney Island Creek. Credit: Emmy Lee.

 

The RiSC program curriculum 3.0, was collaboratively developed by the National Wildlife Federation (NWF) with teachers and community partners. Nine engaged teachers across seven schools were teaching the students for two hours a week each for a total of 25 weeks spread over a school year using the educational materials provided. The program's curriculum includes a total of three Climate Action Projects that build on each other. 

During the RiSC program, students engaged in a comprehensive learning experience that extended beyond the classroom. While they acquired knowledge in a structured academic setting, they also had the opportunity to participate in outdoor learning experiences. In the fall, students visited the local shoreline in Coney Island. Guided by experts from the National Wildlife Federation (NWF) and the American Littoral Society, they delved into the intricacies of the local ecosystem, particularly Coney Island’s natural sand-barrier island. This hands-on exploration helped students visualise the consequences of rising sea levels and introduced them to the ecological importance of beach grasses. They learned that vegetated dunes not only serve as a natural protector against shoreline erosion and coastal flooding but also provide a vital habitat for wildlife.  

 
 

Measuring Sea level rise with Dr. Brett Branco. Credit: Heather Sioux.

 

In the classroom, RiSC students began studying the history of Coney Island. In the first Climate Action Project, they prepared an exhibit, which depicted Coney Island in different time periods of its environmental and social history, as well as the current and future impacts of climate change.
An integral aspect of the RiSC program was its connection with the local community. So in the next step, students interviewed Coney Island residents to capture their voices and perspectives with the objective of better understanding the coastal community’s needs to adapt to climate change impacts. Students conducted interviews with community members to gain insight into their experiences and challenges related to climate change, highlighting the social and economic disparities and emphasizing the importance of collective action. These interviews were recorded and edited into a podcast format.
Finally, RiSC partners organised an open house where students met with Coney Island residents to share lessons learned and to film a documentary about the program and its role in community resilience.

 

RiSC Community Partners and Local Advisors at Teacher Workshop.

 

As part of their involvement with the RiSC program, students collectively planted 25,000 beach grass culms in Coney Island Creek Park, a NYC Park and estuary that includes one of the last remaining creeks in New York City. This action aimed to lay the foundation for the restoration of sand dunes, vital for coastal ecosystems resilience. These habitat restoration activities empowered students with practical knowledge, skills, and tools to tackle climate change and its consequences head-on. 

RiSC dune grass planting, Coney Island.

Student planting dune grass.

Abby Jordan, a Coney Island resident, RiSC program advisor, and RiSC team instructor at Liberation Diploma Plus High School, a transfer high school, said:

“The Lib RiSC team was able to cultivate enriching experiences that empowered them to continue asking questions and advocating for change. As their instructor, it was a tremendously rewarding experience watching the team grow in their skill sets and experiences. We now have a group of talented young folk who can confidently say they know how to revegetate dunes and know how to talk to community members about climate change and coastal resilience.”

The program actively contributed to habitat restoration and biodiversity conservation by engaging students in hands-on sand dune restoration. Simultaneously, it promoted youth well-being, transforming students into ambassadors for Coney Island’s climate resilience. As stewards of the future, young people need to be equipped to address the impending challenges, build resilience, and protect people and nature. RiSC empowers these young individuals to become change agents within their communities. 

Funding for the RiSC program is made possible through the generous support of the Federal Emergency Management Agency (FEMA), the National Oceanic and Atmospheric Administration (NOAA) and private donors. Collaborations with the American Littoral Society, the New York City Parks Department, and other partners further enhance the program's impact and expose students to careers in habitat restoration and the environment that they may not have previously considered. 

This extensive network of support and collaboration embodies the essence of the RiSC program, equipping students with valuable skills for sustainable employment and contributing to the goals of the UN Decade on Ecosystem Restoration.

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.

 
 

Sandbanks Restoration Education at Peró Beach, Brazil

The Peró coastal region, situated along the pristine Atlantic coast of Brazil, has long captivated the hearts of tourists. With its breathtaking vistas and pristine stretches of golden sand, it has become an attractive tourist destination. However, over the years, the influx of tourists has spurred the construction of more accommodations, residential complexes, and infrastructure, progressively encroaching upon the fragile coastal ecosystem. The sandbank vegetation areas, a vital component of this coastal landscape, have suffered the most from human pressures, further exacerbated by the speculative surge in real estate ventures and the expansion of livestock farming.

In response to these challenges, the Peró Residents Association, and the Veiga de Almeida University initiated a sandbank restoration project at Peró Beach with the support of the Blue Flag Peró site managers. The Blue Flag Programme and the Instituto Ambientes em Rede (IAR) have always encouraged Blue Flag-awarded sites to work in cooperation with local institutions to promote the preservation of areas surrounding awarded sites. This story from Peró Beach highlights the opportunities to engage local communities with environmental conservation and education by bringing together undergraduate students, professors, biologists, and technicians from Veiga de Almeida University (UVA) as well as public authorities.

Students surveying the study area.

The project began with a comprehensive survey of the study area guided by a biologist. Soil samples were collected and analysed for moisture content, organic matter content, FE³+ ion content, pH, and potassium and phosphate levels. Based on the findings, the team divided the study area into three distinct quadrants:

·       Quadrant 1 received a combination of sewage plant sludge (solid material remaining after the wastewater treatment process, typically consisting of organic and inorganic matter), landfill, and plant litter.

·       Quadrant 2 was treated with silt from a sewage plant, cake, and plant litter.

·       Quadrant 3 served as the control group and received only a single layer of landfill.

The landfill and plant litter (e.g., dry leaves) used in the experiment were sourced from the surrounding area.

Division of the study area into three quadrants.

Dry leaves to retain soil moisture.

In the initial phase of the study, legumes such as Phaseolus vulgaris (black beans) and Cajanus cajan (pigeon pea) were sown to facilitate nitrogen fixation. In the subsequent phase, native fruit-bearing plants like Myrciaria guaquiea (Guaquica) and Eugenia uniflora (pitanga) were planted to attract arthropods and birds, thereby enhancing the local food chain. Native plants were chosen for their symbiotic relationships with local fauna, as they produce fruits and seeds that are highly attractive to wildlife.

Regular monitoring was conducted, with the students measuring bean sprout monthly growth and weekly visits to the study area to document plant development through photographic records. Despite meticulous planning and execution, unforeseen challenges emerged during the project. An anthill encroached upon Quadrant 2, but the students successfully mitigated it using coffee grounds. However, the final setback was posed by domestic cattle, which, due to the inability to build a protective fence, freely entered the quadrants. These cattle consumed the newly developed leaves of the sprouts and trampled the ground, ultimately forcing the research to conclude in November 2021.

Soil samples laboratory analyses from the three distinct quadrants.

Overall, the project showcased the possibility of restoring degraded areas by stimulating biogeochemical processes without relying on chemical fertilizers. The addition of silt and sludge improved soil quality, particularly in Quadrants 1 and 2, where potassium and phosphate levels increased. The presence of arthropods attracted birds, further enhancing ecosystem processes. Additionally, the presence of dry leaves helped retain soil moisture and shield it from intense sunlight.

Despite its challenges, this project not only offers insights into a cost-effective approach to sludge management but also holds the promise of a method for restoring degraded sandbank vegetation areas. Moreover, involving students, provides an educational opportunity for the next generation of nature restorers, fostering students’ scientific and environmental observation skills.

Instituto Ambientes em Rede (IAR), acts as a FEE Member Organisation in Brazil. This partnership has facilitated the implementation of environmental education initiatives such as the Foundation for Environmental Education’s renowned Blue Flag programme, which raises awareness about marine and coastal environmental protection and awards of beaches, marinas, and tourism boats that comply with relevant criteria set on environmental education and information, safety and services, water quality, environmental management, social responsibility, and responsible operations around wild animals.

To explore IAR's extensive work with conserving natural ecosystems and promoting socio-cultural development through environmental citizenship visit its site here. For more information about the UN Decade on Ecosystem Restoration and opportunities for involvement, please visit the following link.

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.


 

Foundation for Environmental Education Partners with the Sustainable Hospitality Alliance to Promote Sustainable Business Practices in Hospitality

A partnership designed to empower people to create an environmentally conscious world, has been announced by the Sustainable Hospitality Alliance and The Foundation for Environmental Education (FEE).  As a strategic delivery partner FEE’s expertise will help the Alliance continue its development of the Pathway to Net Positive Hospitality.

Activity will see FEE support the Alliance specifically focusing on the social and environmental aspects of education and training. This agreement positions FEE as an external expert for the Alliance, bringing insight and knowledge which will enhance collective impact. 

Established in 1981, FEE is one of the world's largest environmental education organisations, with over 100 member organisations in 81 countries with programmes which help to protect our world’s natural resources.

This partnership combines the Alliance’s sector-specific expertise and reach, representing over 50,000 properties and 7 million rooms globally, with FEE’s education and training delivery know-how.

Activity will see both parties collaborate on potential joint fundraising campaigns for the hospitality industry, with FEE endorsing and incorporating specific Alliance tools and resources that are relevant to its efforts and programmes.

Sustainable Hospitality Alliance CEO, Glenn Mandziuk, said:

“We are excited to welcome FEE as a strategic delivery partner and look forward to working with them to promote sustainable business practice in the hospitality industry.  FEE’s expertise in environmental education will undoubtedly support the Alliance in its delivery of the Pathway to Net Positive Hospitality.”

Foundation for Environmental Education CEO, Daniel Schaffer, said:

“We are very pleased to be entering a strategic partnership with the Sustainable Hospitality Alliance. This partnership builds upon our existing cooperation which promoted the use of the Sustainable Hospitality Alliance’s carbon and water calculation tools in the Green Key programme. We look forward to exploring further collaborations that engage FEE’s school-based programmes and the Sustainable Hospitality Alliance’s work supporting vulnerable youth by ensuring short-term employment in the hospitality sector.”

About the Sustainable Hospitality Alliance

The Sustainable Hospitality Alliance brings together the hospitality industry and strategic partners to address key challenges affecting the planet and its people, local destinations and communities. They develop practical free resources and programmes to create a prosperous and responsible hospitality sector that gives back more than it takes. Their members represent over 50,000 hotels – totalling 7 million rooms – and include world-leading companies including Choice Hotels International, Marriott International, Hilton Hotels & Resorts, IHG Hotels & Resorts, Hyatt Hotels Corporation, BWH Hotel Group and Radisson Hotel Group, as well as regional brands. Their network also includes other parts of the hospitality value chain, including owners, investors and suppliers, to further drive joined up action on sustainability, and accelerate the industry on the path to net positive hospitality. For more information, please visit: www.sustainablehospitalityalliance.org

About Foundation for Environmental Education

The Foundation for Environmental Education (FEE) is one of the world’s largest Education for Sustainable Development (ESD) organisations, with over 100 member organisations in 80 countries. With a network of over 60,000 educational institutions, the Eco-Schools, Learning About Forests and Young Reporters for the Environment programmes empower young people to create an environmentally conscious world through experiential, project-based learning. The Green Key and Blue Flag programmes are globally recognized for promoting sustainable business practices and the protection of natural resources. With over 40 years of impactful experience in ESD, FEE’s strategic plan, GAIA 20:30, prioritises impactful action across all five programmes to address the threats of climate change, biodiversity loss and environmental pollution.

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 the 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 ponds (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 bears 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.

 
 

The Foundation for Environmental Education (FEE) Develops its Climate Action Plan as a Signatory of the Glasgow Declaration on Climate Action in Tourism

The Foundation for Environmental Education (FEE) has taken another significant step towards delivering effective Climate Action in the Tourism sector.

As a signatory of the Glasgow Declaration, FEE has pledged to develop and implement an Action Plan focused on addressing climate change impacts in tourism. The plan will be reviewed annually to ensure transparency and accountability.

The Glasgow Declaration was launched at the UN Climate Change Conference COP26 in November 2021. It is a voluntary commitment requiring organisations to deliver action plans within 12 months of their becoming signatories. These pledges should be aligned with five pathways: Measure, Decarbonize, Regenerate, Collaborate and Finance.

The Glasgow Declaration encourages the acceleration of climate action in tourism by securing commitments to reduce emissions in the tourism sector by at least 50% over the next decade.

The objectives of FEE’s Action Plan for Climate Action are strongly connected aligned with FEE´s GAIA 20:30 strategy’s Climate Action pillar, as well as with the global goal of reaching net zero emissions as soon as possible, before 2050.

FEE aims to implement global actions through its five programmes, with a particular focus on Blue Flag and Green Key International, renowned for their sustainable tourism initiatives and broad network of destinations and hospitality establishments.

In the coming years, FEE has outlined key objectives to guide its actions, in particular:

  • Support member organisations in the FEE network to deliver quality change action and develop Climate Action Plans, while providing access to tools and resources to do so.

  • Wherever possible, align the criteria of its sustainable tourism programmes with the goals and with the five pathways of the Glasgow Declaration (Measure, Decarbonise, Regenerate, Collaborate and Finance).

  • Promote a culture of measurement and monitoring of carbon emissions. This will involve analyzing energy consumption, waste management practices and other relevant factors in order to form a basis for targeted emission reduction strategies throughout the network.

The Foundation for Environmental Education builds initiatives and activities together with and for its broad network of organisations in around 80 countries all over the world. More than 5000 sites are awarded the Blue Flag in more than 50 countries, and more than 4000 sites are certified with the Green Key in more than 60 countries. FEE aims at taking the role of a strategic multiplier for the Glasgow Declaration effort.

To read the Glasgow Declaration Action Plan of the Foundation for Environmental Education, click the picture below:

By fostering collaboration, promoting sustainable practices, and raising awareness, FEE’s Action Plan for Climate Action aims at inspiring positive change, and at contributing to global efforts in mitigating climate change locally, nationally, and globally.

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)

Press Release: Global Collaboration for Ecosystem Restoration

 
 

May 8th, Copenhagen, Denmark: Education Challenge Aims to Embed Ecosystem Restoration into Educational Systems Worldwide. 

As humanity faces a multitude of challenges, from climate change to social inequality, education must play a critical role in equipping the next generation with the knowledge, skills, and values to overcome these complex issues and create a better future. One of the key challenges we face is ecosystem degradation. The UN Decade on Ecosystem Restoration calls for the protection and revival of ecosystems worldwide, to halt degradation and restore them to achieve global goals. Designed as a global movement, the UN Decade is co-led by the UN Environment Programme (UNEP) and the Food and Agriculture Organization (FAO), bringing together hundreds of partners across the globe. This decade runs from 2021 to 2030, which is also the timeline scientists have identified as the last chance to prevent catastrophic climate change.

‘’We need everyone to be involved in order to meet restoration targets and commitments – which are critical for fighting climate change, halting biodiversity loss and ensuring food security. Education is essential in this regard to provide a clear and well-grounded vision for the action and build capacities for  #GenerationRestoration which leads the Decade.’’

- Natalia Alekseeva, Global Coordinator, UN Decade on Ecosystem Restoration, with the UN Environment Programme (UNEP)

To work towards the goals and vision of the UN Decade on Ecosystem Restoration, the UN Decade Strategy Group has approved the UN Decade Action Plan, setting out the next steps for collective action. The Action Plan identifies 12 priority areas for partners to mobilize and proposes 30 Restoration Challenges to achieve the UN Decade's goals. Acknowledging that education is essential in ensuring that future generations understand the value of nature and appreciate its importance, the Education Challenge 6.1 aims to embed ecosystem restoration education (ERE) into formal and non-formal education systems worldwide by 2030 as a critical element of Education for Sustainable Development (ESD). The aim is to develop a framework aimed at broad actions to map existing initiatives, build a common agreement on quality lifelong learning outcomes for #GenerationRestoration and work towards embedding Ecosystem Restoration into formal and non-formal educational settings synergistically with the UN-led Greening Education Partnership.

‘’For more than 75 years, UNESCO has shown the way and continues to work towards changing mindsets to make progress in sustainability.  Increasing knowledge on the threats facing ecosystems is the first step to solving the issue itself but, together, there is a need to move from knowledge to action.  Uniquely placed at the crossroads between knowledge, research and action, UNESCO will leverage its ESD for 2030 framework, and its networks of Associated Schools (ASPnet), and UNESCO Chairs and designated sites (World Heritage, Biosphere Reserves and Global Geoparks), to facilitate the inclusion of restoration into all levels and settings of lifelong education and training.  UNESCO’s contribution to the UN Decade is embedded in safeguarding biological diversity and a diversity of communities’ worldviews, social practices, cultural expressions, languages and knowledge systems respectful of the living.’’

- Bernard Combes, Programme Specialist for ESD at UNESCO

Coordinated by a consortium of the Foundation for Environmental Education (FEE), the North American Association for Environmental Education (NAAEE), and the United Nations Educational, Scientific and Cultural Organization (UNESCO), the challenge requires the collective effort of governments, educators, students, and communities worldwide to embed ecosystem restoration into our education systems. By doing so, we can create a future where every individual has the knowledge and skills to protect and restore our planet's ecosystems, ensuring a healthy and sustainable future for generations to come.

‘’When FEE launched its strategy for the decade, called GAIA 20:30, it was in recognition of the crucial role education can and must play in tackling the most critical issues facing our planet and its people, climate change, biodiversity loss and pollution. FEE’s priorities align perfectly with the UN Decade on Ecosystem Restoration, and we are very excited to be playing a key role in supporting the delivery of the UN Decade Action Plan. FEE believes that together with its partners and network of members across the world, it is possible to help people to understand the importance of nature for our future and crucially, to learn how to take action to protect and restore our natural environment.’’

- Lesley Jones, President of FEE

The partners are aware that many relevant resources and initiatives on ERE already exist but often are not structured coherently, and might be labelled as nature, environmental, biodiversity or climate education. A dynamic framework will be created, allowing for the evolution and adoption of good practices through collaborations at various levels.  The activities include situational analysis and high-level mapping; establishing synergies between existing efforts at multiple levels and regions; collecting and sharing existing best practices; co-developing, with key stakeholders, a framework adaptable in multiple contexts; demonstrating ways to embed ecosystem restoration in diverse lifelong educational contexts.

‘’NAAEE is excited to partner with the Challenge to use the power of education for achieving a sustainable and prosperous future for all. For more than five decades, NAAEE has worked to advance environmental education and civic engagement to create a more just and sustainable future. As a partner of the Decade, NAAEE will highlight important education efforts already taking place, support education in communities most vulnerable to the impacts of biodiversity loss and climate change and promote opportunities for everyone to engage in this global effort to protect and restore ecosystems for the benefit of people and nature.’’

- Judy Braus, Executive Director of NAAEE

The education challenge is being launched on May 22, 2023, the International Day for Biological Diversity. This online event will present the Education Challenge objectives with an opportunity to start a dialogue process to learn from existing good practices and explore collaboration opportunities for the Challenge to be effective. For details click here.

  • About Foundation for Environmental Education (FEE)

Established in 1981, the Foundation for Environmental Education (FEE) is one of the world's largest environmental education organisations, with over 100 member organisations in 82 countries. With 40 years of impactful experience in ESD, the strategic plan - GAIA 20:30 - prioritises climate action across all five programmes to address the urgent threats of climate change, biodiversity loss and environmental pollution.

FEE’s educational programmes, Eco-Schools, Learning About Forests and Young Reporters for the Environment, empower young people from over 50000 schools to create an environmentally conscious world through a solutions-based approach. The Green Key and Blue Flag programmes are globally recognized for promoting sustainable business practices and the protection of natural resources.

  • About UNESCO

UNESCO, as the lead UN agency for Education for Sustainable Development (ESD), advocates and implements ESD through its global ‘ESD for 2030’ framework and its roadmap for the period 2020-2030, with a focus on five Priority Action Areas: policy, education and training, educators, youth and communities. UNESCO, as the lead UN agency for biodiversity education, has initiated activities focusing on the interlinks between biological and cultural diversity through ESD –notably in the areas of teacher and educator training, learning material development and youth empowerment– in the context of UNESCO sites (Biosphere reserves, World Heritage, Geoparks) and involving UNESCO Associated Schools (ASPnet).

More at https://www.unesco.org/en/education/sustainable-development

  • About North American Association for Environmental Education (NAAEE)

For five decades, the North American Association for Environmental Education (NAAEE) has served as the professional association, champion, and backbone organization for the field of environmental education. NAAEE is proud of many accomplishments to elevate environmental education as a primary strategy for creating lasting environmental change. NAAEE works with several partners in North America and globally, including government agencies and ministries, universities, early childhood educators, schools (K-12), non-formal institutions (zoos, museums, nature centres, science centres, community centres, etc.), foundations, and more. We have several partnerships with US Agencies, including EPA and NOAA, and a reach of more than 20 million through their networks. NAAEE is the Secretariat of the Global Environmental Education Partnership (GEEP) with advisors from around the world and an international platform to strengthen environmental education at the country and regional levels. As part of the GEEP, we manage the GEEP website, which includes more than 60 country profiles (showcasing what is happening around the world with EE), as well as case studies focused on effective practice. 

More at https://naaee.org and www.thegeep.org

  • Press contact:

Arnau Macià Pou - Int. Coordinator of Education (arnau@fee.global/ +45 61 13 64 75)

We’re Celebrating 3,000 Users on Our Online Learning Platform, FEE Academy!

In 2021, the Foundation for Environmental Education (FEE) launched the first courses on its online learning platform, FEE Academy. Today, we’re excited to have met the 3,000 users mark on FEE Academy!

Initially, FEE Academy was created with FEE’s 100+ member organisations in mind. The idea was to produce courses that would support our members in the implementation of one or more of FEE’s five programmes (Blue Flag, Green Key, Eco-Schools, Learning about Forests (LEAF) and Young Reporters for the Environment (YRE)). With educational systems impacted by the Covid-19 pandemic, we quickly came to realize that FEE Academy, which is hosted on Moodle, could be a valuable resource not only for our FEE members but everyone interested in learning more about topics related to sustainability and Education for Sustainable Development (ESD). It became a platform to support quality education and professional development.

Since then, we’ve developed over 20 courses around three key themes; empowering climate action, protecting global biodiversity and reducing environmental pollution. Courses cover topics from pollution and the circular economy to environmental literacy, outdoor education and the Sustainable Development Goals. We’ve also created several programme-specific goals that support capacity-building for the FEE network, including the courses Introduction to Green Key, Outdoor Education: Using Nature as a Classroom, and Eco-Schools Seven Steps - A Project Based Learning Best Practice.

 
 

This April, we were excited to launch an incredible course for teachers, Climate Change Education: From Action to Knowledge, which was developed in partnership with the Office for Climate Education. Going forward, this course, as well as the Eco-Schools Seven Steps - A Project-Based Learning Best Practice course, will be valuable tools to support greening schools as part of FEE’s role in the Greening Education Partnership.

We believe FEE Academy has something to offer everyone, whether you’d like to learn about biodiversity or become an auditor for the Green Key programme. This is why all our courses on FEE Academy are free for everyone to use. We also know how busy life can be, which is why our courses are self-paced, meaning you can access them at any time and from anywhere. You can explore course offerings on our website or directly at www.feeacademy.global. To take a course, you simply need to create an account.  

Thank you to the many people who have joined FEE Academy and helped us improve it over the past year. We’re looking forward to seeing it continue to grow over the next months and years!

Global Action Days 2023: Acting Against Pollution!

Thousands of students helped tackle pollution during the 2023 Global Action Days!

Our annual Global Actions Day campaign is undoubtedly a highlight of the year. It’s always incredible to see thousands of students, teachers and schools around the world engage in positive action for our planet and this year was no different!

Students in Malaysia showed of some serious skills when they turned plastic spoons into cool pineapple lamps!

From the 18th to the 28th of April 2023, around 217, 300 participants from over 1,500 registered institutions (primarily schools and kindergartens) took part in five actions over 10 days. This year’s Global Action Days was part of FEE’s year-long Litter Less Plus campaign, with all five actions focused on tackling pollution and encouraging responsible consumption.

Schools from over 80 countries joined in and we’d like to thank everyone for participating with such enthusiasm! Many participants shared their creative actions with us via social media. Each and every story goes to show that more and more people are taking action to tackle pollution and protect our planet. We’ve chosen a few to share below.

You can see more amazing actions (and share your own!) on the Global Action Days Facebook group and be inspired by our collective effort to save the planet! 🌎

While this year’s Global Actions Days 2023 may be coming to an end, it doesn’t mean our impact stops here.

Global Action Days will be back again next year, but until then, we encourage you to join our Litter Less Plus campaign and check out these free lesson plans and activities that you can do all year around:

Litter pick-nic in Portugal.

Litter pick-nic in Malta.

Once again, thank you to everyone who participated in the 2023 Global Action Days and helped make it the biggest one yet!

Greening with Protective Forest Belts in Uzbekistan

The lack of green spaces and an increase of air pollution are creating major environmental issues for those living in Uzbekistan. According to the United Nations, deforestation, and wind- and water erosion, resulting in biodiversity loss, are some of the most serious environmental problems threatening Uzbekistan’s natural environment. Forests play a crucial role in protecting surrounding land, combatting desertification, and preventing erosion. Deforestation in Uzbekistan therefore not only impacts the biodiversity in forest, but also that of numerous fragile ecosystems, such as river basins. Furthermore, Uzbekistan is facing extremely high levels of air pollution, especially in the Tashkent region, which also contribute to ecosystem degradation through the acidification of water and soil.  

Tackling these growing environmental problems is the Zamin Foundation, which implements several projects focused on restoring ecosystems and ecology in Uzbekistan. One such project is the Yashil Zamin project (which translates to Green Land). Yashil Zamin aims at greening cities and creating forest belts, which have numerous benefits for their surrounding ecosystems. Forest belts help protect ecosystems, and therefore biodiversity, from wind and dust, as well as helping neighboring agricultural land combat drought, and wind and water-erosion, which contributes to more stable and high crop yields. Forest belts also help protect against atmospheric and noise pollution.

 

Green Barrier planted by the Zamin Foundation (source: Zamin Foundation)

 

The Yashil Zamin project combines numerous different activities, with a common aim of greening urban spaces. In the Syrdarya region, one of the project activities consisted of planting forest belts to create a green border. The efforts of the volunteers have resulted in the planting of 175km of forest belts in the region. North of the Syrdarya region, in the capital city of Uzbekistan, Tashkent, 11,500 local varieties of trees and shrubs have been planted. The project has covered an area of over 19 hectares, and there are plans to plant more trees, covering an even greater land extension.

 

Children participating in tree planting activities (source: Zamin Foundation)

 

The Yashil Zamin project is, however, not only a planting project but also aims to support the future of greening in Uzbekistan. The Zamin Foundation contributes to this goal by digitally monitoring the planted trees, logging the type, age, trunk, and height of each tree. Education also plays a key role. The project also works to educate those in the field of gardening and landscaping, in the hopes of raising awareness about the value of urban green spaces, trees and forests.

The Zamin Foundation is also educating an environmentally responsible generation through the implementation of the Eco-Schools programme. Students in the 41 Eco-Schools of Uzbekistan participate in several of the Zamin Foundation’s projects, gaining practical skills by taking care of their schools’ greenhouses, where they learn about tree planting, biodiversity, and ecosystems. They then offer seminars to other schools about tree planting, sharing their knowledge on greening with others.

Lastly, through the implementation of Yashil Zamin, the Zamin Foundation further hopes to draw the attention of the public and authorities to the pollution environmental problems and the value of ecosystem restoration in Uzbekistan.

The greening of urban spaces is incredibly important to local biodiversity and ecosystems. Projects such as Yashil Zamin promote the introduction and restoration of ecosystems in areas where human activities have caused severe habitat fragmentation and a significant decline in local biodiversity, altering many ecosystem services. These projects show how humans can nurture surrounding ecosystems and how vital these ecosystems are in combatting air pollution, wind- and water erosion, and mitigating climate change. By working intensely on restoring local ecosystems, projects such as Yashil Zamin align with the objectives of the UN Decade on Ecosystem Restoration.

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.

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.

 
 

FEE Joins Innovative Project to Support Education Bioeconomy Education

 
 

Officially launched in November 2022, the Foundation for Environmental Education (FEE) is pleased to be a part of an exciting Horizon Europe Project, Innovative Education for the Bioconomy (BioBeo). Over the next 2 years, this €2 million project delivered by 15 partners across 10 countries, with the aim of developing and deploying an education programme that will enhance understanding and engagement across society regarding lifestyle, circularity and bioeconomy. This work will centre around five bioeconomy themes – interconnectedness, outdoor learning, forestry, life below water, and the food loop.

What is the bioeconomy?

According to the European Commission, “The bioeconomy means using renewable biological resources from land and sea, like crops, forests, fish, animals and micro-organisms to produce food, materials and energy.” Partners of the BioBeo project will work to introduce new thinking and approaches to circular economy education across Europe. While strategically overcoming the institutional and cultural barriers to implement relevant circular bioeconomy education programs in preschool, primary, and secondary schools, BioBeo aims to define and deliver novel curricula to enhance young people’s and citizens’ involvement in policymaking for bioeconomy.

The five bioeconomy themes of the BioBeo Project.

What is FEE’s role?

FEE will be contributing to the co-creation of bioeconomy educational materials and assist with the dissemination of the project outcomes and resources across our global network of educators and practitioners. Two of FEE’s member organisations, An Taisce – The National Trust of Ireland (Ireland) and BOS+ Vlaanderen (Belgium), are also part of the project’s consortium of partners.

Launching BioBeo

The BioBeo Kick-Off Meeting was held at University College Dublin and Maynooth University from 16th–18th November 2022. The European Commissioner for Financial Stability, Financial Services and the Capital Markets Union, Mairéad McGuinness, launched the Kick-Off Meeting highlighting the importance of the project which will enable young people, their families and their communities to “be the future drivers of a bio-better Europe.” Leading the education development work, Dr Máire Nic An Bhaird, Froebel Department of Primary and Early Childhood Education, Maynooth University, said: “A key focus is on embedding the UN Sustainable Development Goals (SDGs) into primary and secondary education programmes across Europe, leading to an enhanced society-wide understanding of a sustainable future for the next generation. This is a great opportunity for Maynooth University to play a key European leadership role in this rapidly developing area of education.”

What’s next?

Over the next few months, project partners are working to develop educational materials and tools centered around the five themes of the bioeconomy. To receive the latest news from the project, you can follow BioBeo on Twitter, Instagram and LinkedIn.

For a more in-depth look at BioBeo, you can visit the project’s website.

Press Release: Launch of New FEE Academy Course for Teachers in Partnership with the Office for Climate Education

April 11, Copenhagen, Denmark: The Office for Climate Education (OCE) in partnership with the Foundation for Environmental Education (FEE) launches an innovative online free course to help teachers learn effective ways to teach climate change.

Hosted on FEE’s online learning platform, FEE Academy, the online course “Climate Change Education: From Knowledge to Action” was created by the OCE to help primary and middle school teachers to develop solid scientific knowledge and useful pedagogical skills to tackle climate change in the classroom.

An online project to create an international community of teachers.

One of the objectives of this course is to allow teachers to access scientific and pedagogical content on climate change 24/7 and free of charge at their convenience. Massive Open Online Courses, (or MOOCs) on the topic of climate change are increasingly being developed, but few address the issue of climate education. The purpose of this online course is to function as a tool to create a global community of practitioners, gathering teachers, educators and scientists together to facilitate experience sharing. The worldwide dimension of the course is at the heart of the project with examples of classroom practices collected from the OCE’s network of partners, including FEE’s Eco-Schools.

Diversified pedagogical approaches to empower teachers in their training.

This online course, designed by experts in climate science and pedagogy, presents a diverse range of scientific and pedagogical tools about climate and weather, the greenhouse effect, the links between climate and ocean, and the impacts of global warming. It integrates the topic of climate into a wide variety of lessons based on various educational approaches such as videos, document analysis, serious games, demonstrations and quizzes. This course aims to help teachers become familiar with new active learning pedagogies and inspire them to implement actions in the classroom through the use of enquiry and project-based learning pedagogies.

A self-paced learning mode adapted to teachers' schedules.

Registration to this online course gives unconditional access to the platform, which includes resources available anywhere and anytime. The asynchronous course has been designed to adapt to teachers' schedules and workloads, as each user can follow the training process at their own pace.

The course will be a great support in realising the goal under UNESCO’s lead Greening Education Partnership - Training all school leaders and at least 1 teacher per school will have been trained on how to integrate climate education into teaching and learning throughout the school.

The MOOC “Climate Change Education: From Knowledge to Action” is now accessible on the FEE Academy platform in English, click on this link to enrol: https://feeacademy.global/

About the OCE:

The Office for Climate Education (OCE), is a centre under the aegis of UNESCO created at the initiative of La main à la pâte and the climate scientists community (the founding members are IPSL, Météo et Climat, IRD, Météo-France and Sorbonne University), which aims to promote climate change education in France and around the world. The OCE produces educational resources for teachers and students, through international cooperation between scientific bodies, NGOs and educational institutions.

About FEE:

The Foundation for Environmental Education (FEE) is one of the world’s largest Education for Sustainable Development (ESD) organisations, with over 100 member organisations in 80 countries. With a network of over 60,000 educational institutions, the Eco-Schools, Learning About Forests and Young Reporters for the Environment programmes empower young people to create an environmentally conscious world through experiential, project-based learning. The Green Key and Blue Flag programmes are globally recognized for promoting sustainable business practices and the protection of natural resources. With over 40 years of impactful experience in ESD, FEE’s strategic plan, GAIA 20:30, prioritises impactful action across all five programmes to address the threats of climate change, biodiversity loss and environmental pollution.

Press contact:

Djian Sadadou - Communications Officer (djian.sadadou@oce.global/ +33 7 49 95 69 93)

The launch of this MOOC is made possible thanks to the support of our partners: ADEME, Fondation Prince Albert de Monaco, SIEMENS Stiftung, Fondation Ginkgo, Fondation Luciole, Ministère de l’Éducation Nationale de la Jeunesse et des Sports, Fonds Français pour l’environnement mondial, Sorbonne-Université, IPSL, IPCC, Potsdam Institute for Climate Impact Research and AXA.

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.

 
 

60 Schools Awarded with Grants to Support Projects on Circular Economy

In January 2023, we launched our year-long, action-oriented Litter Less Plus campaign focused on increasing awareness and driving actions to reduce environmental pollution at a global scale.

Building upon over 10 years of experience with the Litter Less Campaign, the activities of Litter Less Plus cover everything from informative quizzes and webinars to the sharing of best practices. With the support of the Mars Wrigley Foundation, we are proud to be able to create a small grant competition for schools wishing to run projects in the line with the concept of the circular economy.

We invited schools and organizations both in formal and non-formal educational contexts participating in the Eco-Schools, Learning about Forests (LEAF) and Young Reporters for the Environment (YRE) programmes to submit their project proposals in circular economy. We received 110 projects from 16 countries and after careful review, we’re excited to announce that the following 60 schools have been selected to receive the grant:

Bulgaria

  • "Kapitan Petko Voivoda" Primari School: School For A Green Future

  • “Hristo Botev” Secondary School: Waste Reduction Project

  • 10th Primary School “Aleko Konstantinov”: I Collect Separately And Compost

  • 39 Kindergarten "Prikazka": Miracles From The Trash Can

  • Alexander Georgiev-Kodzhakafaliyata Primary School: Recycling Workshop

  • DG35 "Detska Radost": Sustainable And Healthy

  • Druzhba 14 Kindergarten: Litter Less – Green Circle For Pure Nature

  • Hristo Botev Secondary School: Eco Friends

  • Primary School ”Hristo Botev: Create An Eco-Miracle!

Comoros

  • Primary Public School Kanaleni: Waste recovery and marketing

Cyprus

  • PASCAL Private English School Lefkosia and PASCAL Private Greek School Lefkosia: RE-BLUE


 Estonia

  • Haabersti Vene Gümnaasium: Haabersti school garden is about creating a sustainable environment

  • Padise Põhikool: Hydroponic garden for Padise Põhikool

 Georgia

  • 20th public school named after Guram Ramishvili: Waste today, potential resource tomorrow

  • Ivane Javakhishvilis Tbilisi N53 Public School: Trash to Treasure

  • LEPL Akaki Chkhenkeli Public School N 2: Give a second life

  • LEPL Ambrolauri Public school N1: Save the drop

  • LEPL Gori Municipality village Khurvaleti public school: Composting of Organic Materials and Recycling “Don't stop, act for your better future”

  • LEPL Gori Municipality Village Tinikhidi Public School: The Second Life of used items

  • LEPL Gori Public School N10: Eco-fashion-makers

  • LEPL Sachkhere Shota Rustaveli Public School N 3: Composting for a Sustainable Future

  • LEPL Siko Dolidze Named Cokhatauri Municipality Village Amagleba Publik School: Bio vegetable garden

  • LEPL Tbilisi Public School N149: Eco Workshop

  • LEPL Tetritskaro Municipality Village Koda Public School Named After Vasil Barnov: Save the environment from harmful waste

  • LEPL Tsalka Municipality Village Sameba Public School: Less waste - more recycling

  • LEPL Village Dekhviri Public School: Give things a second life – reduce waste

  • N(N)Nl-St. Ioane Bolnli School Of The Patriarchate Of Georgia: "Become an eco-smart citizen"

  • Ozurgeti Public School N 4: Eco Literacy

  • PL-Tsalka public shool N1: Reduce, Reuse, Recycle

  • Public school of Kveda Tsageri: My Green World

  • Public school of the village of Uravi, Ambrolauri Municipality: Waste management in our village

  • Sachkhere Akaki Tsereteli N1 Public School: Less Waste for Better Health

 Greece

  • Primary School of Orei-North Evia: We all walk together... magically... on the avenue of the circular economy!

  • 23ο Kindergarten of Ioannina Greece: Giving waste a new life

India                                                                 

  • City Montessori School: PROMETHEUS

  • Delhi Public School Jamnagar: Sustainability is the future

Kazakhstan

  • Haileybury Almaty: Indoor and outdoor piezoelectric tiles

Lithuania

  • Kindergarten "GILIUKAS" Tirksliai Mazeikiai district: LITTER LESS PLUS

  • Mazeikiai Kindergarten "Bitutė" Naftininku 7 89239: Sorting - saving nature

  • Mažeikių lopšelis - darželis ,,Pasaka": I recycle - do you?

  • Plungė kindergarten "Vyturėlis": In Circle with Nature!

  • Užvenčio Šatrijos Raganos gimnazija: Choose a reusable bag

Malaysia

  • Convent Infant Jesus (1) Primary School: Say ”NO” to Microplastics In Personal Care Products - The Hidden Beauty Ingredient

Malta

  • Chiswick House School: Garden Matters

  • Gozo College Ninu Cremona Secondary School: Reduction of Litter and Waste in our School

  • St Augustine College: The Earth is your Wealth

  • St Benedict College Middle School - Eco-school Committee: Implementing a responsible waste generation and waste disposal method at school and beyond.

  • St Jeanne Antide College Immaculate Conception Secondary School: ‘Want Not, Waste Not’

  • St.Dorothy's Sliema School Ekoskola committee: Preloved uniforms for more sustainability

  • Valletta Primary School / San Gorg Preca: SAY NO TO PLASTIC

Mauritius

  • Le Lycee Mauricien: Recycling Litter at School Level

  • Loreto College Curepipe Mauritius: Say No to single-use plastic. Together let's Beat Plastic Pollution

  • Mohabeer Burrenchobay Government School: Waste Management at MBGS

  • Swami Vivekananda State Secondary School: Setting of a Student Learning Corner

Montenegro

  • Elementary school "Radoje Čizmović": We can do it together

  • Primary School "Mirko Srzentić" Petrovac: Trash to treasure, it’s our pleasure!

  • Primary School "Pavle Kovačević" Grahovo-Nikšić: Let's Make Our Schoolyard Clean!

  • Primary School „Aleksa Đilas - Bećo“- Mojkovac: "Love nature like a mother, she will give you a fairy tale"

  • Secondary economic school: Fashion Revolution

  • Vocational School of Economics “Mirko Vešović”: "The Magic Bin"

 Congratulations to the recipients Educational Grant for Circular Economy Projects! The project implementation phase will run from April to October 2023, and we’re looking forward to sharing the exciting outcomes from each school.

A Letter from the Foundation for Environmental Education to the People of Turkey and Syria

Copenhagen, February 20th, 2023 - Since February 6th, our hearts and minds have been with the people of Turkey and Syria experiencing a horrific tragedy that has directly affected thousands and touched millions around the world. The 7.8 magnitude earthquake that struck the south-eastern Turkey and northern Syria last week has cost the lives of over 43,000 people, with the death toll increasing as the days go by. It has left thousands of families homeless, with limited access to basic resources in sub-zero temperatures. As you read these lines, an area twice as large as Denmark has been partially or completely destroyed. A region that was already overwhelmed by the war in Syria and subsequent refugee crisis.

As aid agencies and rescue workers have been working tirelessly to search for buried and missing people, the survivors, who have lost so much already, remain in desperate need of support. A humanitarian crisis such as this one cannot be resolved in mere weeks or months and the Turkish and Syrian people should not be forgotten as the media moves on to newer, more shocking stories.

We, the Foundation for Environmental Education (FEE), are an international organisation with a global network of thousands of schools, beaches, marinas and hospitality establishments all acting for a brighter future through education and sustainable development. Driving this action is a care and compassion for our planet and all those who live on it. When tragedies such as the Kahramanmaras earthquake strike, we lean into our global community, knowing that together, we can accomplish much and help those suffering overcome great hardship.

Alongside our member in Turkey, the local non-profit TÜRÇEV, and the Embassy of Turkey in Denmark, we are seeking the support of our global network in helping the people of Turkey and Syria.

There is an immediate and urgent need for food, shelter, personal hygiene items and medical attention for survivors of the earthquake.

To help meet this need, the Embassy of Turkey in Denmark and FEE member TÜRÇEV, recommend donating to:

Other international agencies providing aid on the ground include:

If you are not able to donate at this time, we encourage you to organize fundraising activities with your community. These could include:

  • A charity event such as an auction, car wash, a school bake sale or a bottle drive to collect refundable beverage containers.

  • Ask customers to donate to a verified aid agency by using posters with QR codes, newsletters, etc.

  • Collect donations in the form of food, clothing, etc. Make sure you have access to a credible aid agency that can deliver these donations.

Help us remind the survivors of this tragedy that they are not alone. Moving forward, FEE will continue exploring how, in partnership with our members, we can develop educational resources and opportunities to enhance the resiliency of education systems and communities in areas affected by natural disasters. 

About FEE

The Foundation for Environmental Education (FEE) is one of the world’s largest Education for Sustainable Development (ESD) organisations, with over 100 member organisations in 81 countries. With a network of over 60,000 educational institutions, the Eco-Schools, Learning About Forests and Young Reporters for the Environment programmes empower young people to create an environmentally conscious world through experiential, project-based learning. Our Green Key and Blue Flag programmes are globally recognized for promoting sustainable business practices and the protection of natural resources. With over 40 years of impactful experience in ESD, FEE’s strategic plan, GAIA 20:30, prioritises impactful action across all five programmes to address the threats of climate change, biodiversity loss and environmental pollution. 

About TÜRÇEV (FEE Turkey)

Thirty years ago, Turkey was the first Middle Eastern country to implement FEE’s environmental education programmes. Over those years, 680,000 students aged 6 to 18 in more than 1,800 schools were able to benefit from FEE's global effort to educate children, youth and adults to increase awareness, and shift mindsets and behaviour to mitigate climate change and the ever-growing strength and frequency of natural disasters.

 

Building Playgrounds with a Future in Flanders, Belgium

The ‘Playground with a Future’ Poster

Green school playgrounds offer endless advantages; from climate education opportunities to becoming local biodiversity steppingstones, as well as local air temperature and air quality regulation. In many urban areas, however, playgrounds are often made of grey concrete, turning their back on local biodiversity while also being uninspiring places for children to play. Tasked with solving the problem of lifeless areas, a partnership between the government of Flanders, five Flemish provinces, and the VGC in Brussels (Dutch-speaking schools) was formed, leading to the start of "Playgrounds with a Future" (Een Speelplaats met Toekomst in Dutch).

MOS Vlaanderen, a Belgian member organization of the Foundation for Environmental Education (FEE), got involved in the project back in 2018 when they joined the "Movement for Friendly and Shared School Playgrounds" focus group along with GoodPlanet and the Flemish Government. They worked together to develop a shared vision for the design of greener, more environmentally friendly, and inspiring playgrounds and school environments. The efforts of the focus group later evolved into the current "Playgrounds with a Future" network and the subsequent design of the “Playground with a Future” poster which integrates the common vision of the network stakeholders. On the ground, using the vision set out by Playgrounds with a Future as a guide, MOS continues to actively support school greening initiatives by providing guidance on how to improve playgrounds so they become areas where students can learn from, about, and in nature. This is done through offering grants, coaching about education for sustainable development (ESD), and providing support to schools willing to undertake the schoolyard greening process. The partnership still exists and comes together to discuss the steps required to provide schools with as much support as possible.

The "Playgrounds with a Future" vision also advocates for green spaces to be handled in an environmentally friendly manner, avoiding the use of pesticides and herbicides. These environmentally friendly practices make the school playgrounds inviting spaces for local biodiversity and help combat habitat loss and fragmentation in urbanised areas. “Playgrounds with a Future” are therefore outdoor spaces with living nature, giving children a chance to spend time outdoors, discover and learn about their local biodiversity, and develop a connection with the natural world. All these are vital skills which allow the students to acquire nature preservation and conservation values.

With 366 greening projects currently underway around Flanders and Brussels, the “Playground with a Future” project has thus far been a success, but the work doesn't stop here. Every year in May, an Open School Garden Day is held to further encourage schools to take on this schoolyard greening process. The Open School Garden Day gives schools an opportunity to exchange ideas and recommendations about their own greening experiences, including how to adequately maintain the outdoor green spaces, the observed advantages, which the greener playgrounds bring to students and local biodiversity, and how the playgrounds can help promote outdoor education. To provide further support and encouragement, MOS has released also a set of good practices in order to offer additional direction and inspiration to schools, as well as offering vital training sessions to schools that already have taken part in school garden maintenance.

 
 

In addition to the local benefits for wildlife, air quality and air temperature improvements green "Playgrounds of the Future" also give future generations a chance to connect with the natural environment. Exposing students to nature provides opportunities to increase awareness and knowledge of climate and biodiversity education. Thus, projects like "Playgrounds with a Future" play a crucial role in educating future generations who have a lot to say about the future of our planet.  The purposes of initiatives like "Playgrounds with a Future" aid in promoting and restoring local ecosystems in urban areas, which aligns with the objectives of the ongoing UN Decade on Ecosystem Restoration.

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.

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.