Green school quality standard - greening every learning environment-此为英文文档

Greenschool

qualitystandard

Greeningeverylearningenvironment

UNESCO–agloballeaderineducation

TheGlobalEducation2030Agenda

EducationisUNESCO’stopprioritybecauseitisa

UNESCO,astheUnitedNations’specializedagencyfor

basichumanrightandthefoundationforpeace

education,isentrustedtoleadandcoordinatethe

andsustainabledevelopment.UNESCOisthe

Education2030Agenda,whichispartofaglobal

UnitedNations’specializedagencyforeducation,

movementtoeradicatepovertythrough17Sustainable

providingglobalandregionalleadershiptodrive

DevelopmentGoalsby2030.Education,essentialto

progress,strengtheningtheresilienceandcapacity

achieveallofthesegoals,hasitsowndedicatedGoal4,

ofnationalsystemstoservealllearners.UNESCO

whichaimsto“ensureinclusiveandequitablequality

alsoleadseffortstorespondtocontemporary

educationandpromotelifelonglearningopportunities

globalchallengesthroughtransformativelearning,

forall.”TheEducation2030FrameworkforAction

withspecialfocusongenderequalityandAfrica

providesguidancefortheimplementationofthis

acrossallactions.

ambitiousgoalandcommitments.

unesc

Educat'on

unitedNat

ons

Educational,scientifc

andculturalorganization

TheGreeningEducationPartnershipisanindependentandinclusivecommunityofpracticeontheroleofeducationintacklingclimatechange.Itisledbynationalgovernments,intergovernmentalorganizations,youth,civilsocietyorganizations,

andprivatesector,amongothers.TheSecretariatishostedbyUNESCO’s

HeadquartersinParis.Formoreinformation,pleasecontact

gep@

.

Publishedin2024bytheUnitedNationsEducational,ScientificandCulturalOrganization,7,placedeFontenoy,75352Paris07SP,France

©UNESCO2024

ISBN978-92-3-100684-5

/10.54675/LOCX2930

ThispublicationisavailableinOpenAccessundertheAttribution-ShareAlike3.0IGO(CC-BY-SA3.0IGO)license

(http://creativecommons.

org/licenses/by-sa/3.0/igo/

).Byusingthecontentofthispublication,theusersaccepttobeboundbythetermsofuseoftheUNESCOOpen

AccessRepository(/en/open-access/cc-sa

).

Imagesmarkedwithanasterisk(*)donotfallundertheCC-BY-SAlicenseandmaynotbeusedorreproducedwithoutthepriorpermissionofthecopyrightholders.

Thedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonotimplytheexpressionofanyopinion

whatsoeveronthepartofUNESCOconcerningthelegalstatusofanycountry,territory,cityorareaorofitsauthorities,orconcerningthedelimitationofitsfrontiersorboundaries.

Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOanddonotcommittheOrganization.

DesignedbyUNESCO/NoamLePottierCovercredit:Nadiinko/S*

Insideillustrationscredit(pp.16-17):VisualGeneration/S*PrintedbyUNESCO

PrintedinFrance

SHORTSUMMARY

Greeningschoolsforclimateactionandsustainability

Climatechangethreatensourplanetandfuture.Schoolsandotherlearning

institutionsarecentralplacesforacceleratingclimateactionamonglearnersandlocalcommunities.

Byempoweringteachersandstudentstounderstandclimatechangeintheirowncontextcontributetomakingsocietiesmoresustainableandclimateresilient.

Thispublicationprovidesforthefirsttimeeveraqualitystandardforgreeningschoolsandotherlearningenvironments.Itoutlinesfour

coreareasforintegratingsustainabilityprinciplesandclimate

action:1)schoolgovernance,2)facilitiesandoperation,3)teachingandlearning,and4)communityengagement.

ThroughtheGreeningEducationPartnership,thisstandardestablishesacommonlanguageforallstakeholdersto

jointlyreachtheglobaltargetofgreeningatleast50%ofschoolsinallcountriesby2030.

Policy-makersandministriesinchargeofeducation

accreditationschemes,aswellaseducators,learnersand

communitiesareencouragedtousethegreenschoolquality

standardandjointheclimate-readyschoolmovementtoensure

thateverylearnerisequippedtoaddressclimatechallenges.

Atleast

50%

ofschoolsineverycountrygreened

by2030

iunesco

“Sincewarsbegininthemindsofmenand

womenitisinthemindsofmenandwomen

thatthedefencesofpeacemustbeconstructed”

unesco

Greenschool

qualitystandard

Greeningeverylearningenvironment

Foreword

In2022,UNESCOconductedaglobalsurveywithyoungpeople,invitingthemtosharetheirexperiences

andaspirationsaroundclimatechangeeducationatschool.Thefindingswerestark.Outofthenearly17,500

respondents,70%statedthattheycouldn’texplainclimatechange,orcouldonlyexplainitsbroadprinciples,ordonotknowanythingaboutit.

Inresponsetotheyouthdemands,theGreeningEducationPartnershipwaslaunchedattheUNTransformingEducationSummitinSeptember2022withtheaimofgettingeverylearnerclimate-readythroughthedeliveryofstrong,coordinated,andcomprehensiveactionaround4pillarsfocusingongreeningschools,curriculum,teachertrainingandcommunities.

Oneofthecleardemandsofyoungpeopleistostrengthenthecentralroleofschoolsandotherlearning

institutionsasspacesforfosteringclimateactionamonglearnersandlocalcommunitymemberstomitigate,adaptandberesilienttoclimatechange.

However,todothis,weneedtodefinewhataclimate-readygreenschoollookslike.Onlybysettingacommonminimumstandardofwhatisneeded,canwetakecoordinatedactionandmonitorprogress.

Thispublicationproposesagreenschoolqualitystandardthatprovidesclearprinciplesandminimum

requirementsforclimate-readyschools.Thestandardcanbeimplementedindiversecontextsandserveasthebasistomonitorprogressmadeglobally,withtheaimofgreening50%oftheworld’sschoolsby2030.

Nosingleentitycanachievethisambitiousgoalalone,amultistakeholderapproachingreeningschoolsiscrucial.Weneedtheengagementofall,frompolicy-makerstoschoolleaders,fromstudentsto

communitymembers.

UNESCOispleasedtohaveledthedevelopmentofthisnewstandard,inclosecollaborationwiththemembersoftheGreeningEducationPartnership.Thepublicationispartofoureffortstomakeeducationthelong-termsolutiontotheclimatecrisisandiscomplementedbythereleaseofanotherUNESCOpublicationfocusingongreeningcurriculumguidance.

Throughourglobalcommitmenttotransformingeducation,wecanensurethatalllearninginstitutions

effectivelypreparelearnerstotackletheclimatecrisisandcreatesolutionsneededtobuildasustainablefuture.Let’sworktogethertogeteveryplaceoflearningclimate-ready!

StefaniaGiannini

AssistantDirector-GeneralforEducation,UNESCO

Acknowledgements

TheGreenschoolqualitystandardistheresultofthecollaborativeeffortsofcountlessindividuals,institutionsandorganizationsthroughtheGreeningEducationPartnership,allofwhomhaveplayedcriticalrolesin

establishingthisglobalcommonunderstandingtogeteverylearningenvironmentclimate-ready.

ThepublicationwasdevelopedundertheoverallguidanceofChristopherCastle,DirectoroftheDivisionforPeaceandSustainableDevelopment,EducationSector,andJunMorohashi,ChiefofSectionofEducationforSustainableDevelopment.ThepublicationwascoordinatedbyWonJungByun,SarahMargonoSamsudinandGiuliaCeriani.SpecialthankstoPaulPacewhohasbeencommissionedtodevelopthemanuscript.

ThepublicationistheresultofcollaborationamongthemembersoftheGreeningEducationPartnership,and

specialthankstotheco-coordinatorsofWorkingGroup1onGreeningSchools-AndrewCunningham,AgaKhanFoundation;PramodKumarSharma,theFoundationforEnvironmentalEducation;MohamedAbdiweli,World

FoodProgramme-and450organizationsthathaveprovideddirectfeedback.

Weareespeciallygratefultothosewholedthenationalconsultationstopilotthedrafts:EgyptMinistryof

EducationandTechnicalEducationTraining,ElSalvadorMinistryofEducation,ScienceandTechnology,EswatiniMinistryofEducationandtraining,HondurasSecretariatofEducation,IndiaMinistryofEducation,IraqMinistryofEducation,JordanMinistryofEducationandHigherEducationandScientificResearch,LebanonMinistryof

EducationandHigherEducation,LesothoMinistryofEducationandTraining,SyrianArabRepublicMinistry

ofEducation,ZimbabweMinistryofPrimaryandSecondaryEducation,IndiaNationalCouncilofEducational

ResearchandTraining,SyrianArabRepublicNationalCentreforCurriculumDevelopment,LebanonNational

CommissionforUNESCO,JordanianNationalCommissionforUNESCO,SyrianNationalCommissionforUNESCO,CenterforEnvironmentEducationAhmedabad,CentreforEducationalResearchandDevelopmentofLebanon,PoshayiPrimarySchool,ChivakanenyangaSecondarySchool,ToloanePrimarySchool,Mohale'sHoekHigh

School,HleohengHighSchool,MotshanePrimarySchool,EndloziniPrimarySchool,NgomaneHighSchool,

BelusileMhlanga,CarolineGhostine,CynthiaDzimiri,DurgaKavyaRamkumar,ElieMekhael,IbtisamAqab

Ayoub,JuliaChereMasopha,KartikeyaV.Sarabhai,LindaKabaira,LwandleSimelani,MakoMatsela,NadaGerges,NadiaElGhazouli,NawalAkiki,NokwandaNhlengetfwa,NikitaIyer,PlaxcedesChikundaRamzaJaberSaad,RaniaSaikali,RolaRajab,ShawqiAbdelFattahKhalil,SultanAhmedAlKhalif,SwetaR.Purohit,SydneyGarvis,Wael

WaheedShattiandWahfaAbdelSalamGharib.

WearethankfultoAbhinavKumar,JoycePoan,CharlesChikunda,RominaKasman,CarlosRodríguez,MatíasRetamales,SelvinAvelar,DakmaraGeorgescu,FadiYarak,MaysounChehab,AssemAbiAliandMaryAnneThereseManusonwhocoordinatedthecountryconsultations,andBernardCombes,AlisonKennedy,MarkMannsandKarenCastilloforimportanteditorialsupport.

Tableofcontents

VIII

Tableofcontents

ForewordVI

AcknowledgementsVII

1.Introduction

Background

1.1.WhatisaGreenSchool?

a)TheprinciplesofaGreenSchool

b)Thewhole-institutionapproachtogreeningschools

1.2.WhatistheGreenschoolqualitystandard?

1

1

4

4

5

7

2.Fourcoredimensionsof

theGreenschoolqualitystandard

11

2.1.Schoolgovernance

16

2.2.Facilitiesandoperation

23

2.3.Teachingandlearning

37

2.4.Communityengagement

46

3.Strategicpathwaysforimplementing

theGreenschoolqualitystandard

55

3.1.Foraccreditationschemeorganizers

56

3.2.Forgovernments

58

3.3.Forschools

60

Conclusion63

Acronyms64

Glossaryofterms65

Bibliography67

AnnexSuggestedGreenSchooljourneyforschools69

Tableofcontents

IX

1

1.Introduction

Background

Climatechange,ecologicaldegradationandbiodiversitylossarethreateningthequalityoflife,planetaryservicesandthestabilityoflearninginstitutions.Globalsocietyrequiresimmediateactiononseveralfrontstoadaptandmitigateclimateimpactsonpeopleandtheplanet.ThispublicationisrootedinthelongstandingworkofESDandtheGlobalFrameworkofESDfor2030whichrecognizesthe

majorroleofESDasakeyelementofqualityeducationandthenewsocial

contractforeducation.Itscross-cuttingcompetenciesincognitive,social,

emotionalandbehaviouraldimensionsoflearningbearrelevancetoallareasofeducation.Itsparticularemphasisoncompetenciesrelatedtoempathy,solidarityandaction-takingcan,inparticular,helpadvanceSustainableDevelopmentGoal(SDG)Target4.7,whichaimstoensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall,inbuildingafuturewhere

educationcontributesnotonlytothesuccessesofindividuals,butalsotothecollectivesurvivalandprosperityoftheglobalcommunity.

TheemphasisontheeducationresponsetoaddressclimatechangeasanentrypointtoESDstemsfromthegrowingcomplexityoftheclimatecrisis,itsimpactacrossallaspectsofoursocieties,thelackofurgencywithwhichclimatechangeisbeingaddressedineducationandinadequateeducationalprovision.Allthishasledyoungpeopletocallforqualityeducationrelatedtoclimatechangetohelpthemfacethepresentandfuturechallengesofthispressingglobalissue.

2

Thisapproachwouldempowerlearnersofallageswiththeknowledge,skills,

valuesandagencytomakeinformeddecisionsandtakeresponsibleactionsto

adaptandmitigatetheimpactsoftheclimatecrisisbyactingasagentsofchange.

Schoolsplayacrucialroleinpreventingandaddressingclimatechangeand

promotingsustainabledevelopment.Theyequipsocietyasawhole,andthe

youngergenerationinparticular,withthenecessaryknowledge,skills,attitudes,valuesandcompetencestopromotesustainabledevelopmentandengagein

seriousclimateaction.However,about70%oftheyouthsurveyedinarecent

studysaidtheyhadlimitedunderstandingaboutclimatechangebasedonwhattheyhadlearnedinschool.Intheabsenceofclearandrelevantsolutionsfromthetop,youngpeoplethemselvesaretakingtransformative,contextuallyrelevant,

participatoryandemancipatoryactionstopromotesustainabilityandaddress

concernsabouttherelativelackofclimateaction.Theyarespearheadingthis

transformativemovement,sometimesinunconventionalways,tojump-start

societyintotakingconcretesustainableactions–particularlyseriousclimate

action.Theywanttobeactiveco-creatorsoftheireducationprogrammesandarecallingforclimatechangetobeintegrallyembeddedwithineducationsystems.

UNESCO’sresearchonhowclimatechangeisintegratedinthenational

curriculumframeworksof100countriesrevealedseveralchallengesthatneedtobeaddressed.Almost47%ofthecurriculaexamineddidnotfeatureclimatechange.Whileclimatechangeeducationwasprevalentintheprimaryand

secondarysectors,itsoccurrenceintechnicalandvocationaleducation(TVET)institutions,highereducationandteachertrainingprogrammeswaslimited.

Notably,frameworkssupportingclimatechangeeducationwerepresentinTVETandhighereducationinstitutionsof70%ofcountriesreviewed,whileclimate

changeeducationcouldonlybetracedinteachertrainingprogrammesof

55%ofcountries.Theinclusionofclimatechangecontentwasmorecommonincountriesmostimpactedbyclimatechangeratherthanincountriesthataremajorcontributorstotheproblem.Althoughteachersacknowledgedthe

importanceofteachingaboutclimatechange,manyofthemsaidthattheylackedtheconfidencetodoso,especiallywhenattemptingtodealwithrelevantclimatechangeimpactsandlocalcontexts.Indeed,onlyabouthalfofteachersreportedreceivingformaltrainingonclimatechangeandsustainablelifestyles,andless

thanhalfreportedhavingaschoolactionplanonclimate.

Thisimpliescollaborativeeffortsamonggovernments,educationpolicy-makers,academics,educatorsandteachertrainerstoestablishGreenSchoolsthatpreparealllearnerstobecomeclimate-readybyfosteringsustainabilityandencouragingthemtoengageinadaptingandmitigatingtheimpactsofclimatechange.

3

Thisiswhereschoolaccreditationschemesbecomecrucialtoolsinthis

endeavour.Accreditationschemesencompassschoolcertificationandlabelsconferredbygovernmentsororganizations,awardsrecognizingschools

forexemplarypracticesinESDandclimatechange,aswellasschool-based

initiativesandprojectsdemonstratingacommitment.Accreditationschemesprovidemeasurableframeworksforevaluatingaschool’scommitmenttowards

sustainablepractices.Theyfostercommitment,accountabilityandtransparency,byincentivisingschoolstoprovideevidenceoftheirongoingeffortstomeetasetofguidelinesandstandardizedqualitycriteria.Theyareeitherrunbyagovernmentagencyorbycivilsociety,mostlyCivilSocietyOrganizations(CSOs),inthecontextofonespecificcountryorinabroaderregionalorinternationalnetwork.

AdeskreviewofasampleofESD-relatedschoolaccreditationschemesand

organizationsthatpromotesustainablepracticesineducationalinstitutionsfromvariousworldregionswascarriedoutinpreparationforthispublication.The

reviewrevealedcommonaswellasdiverseapproachesandthemesadopted

bythedifferentschemestopromotesustainabilitypracticeswithineducational

institutions.Theseschoolaccreditationschemesprovideadiverserangeof

educationsupportactivitiestofacilitateschools’sustainabilityefforts.Themost

commonlyfeaturedsupportactivitiesareteachertraining,action-basedlearning,curriculumdevelopmentandcommunityengagement.Accreditationschemes

tendtoaddressglobalchallengesbyfosteringglobalcollaborationwithformal

educationinstitutionsfromacrossdifferentcountriestopromotesustainability

andclimate-readiness.Whilethethematicemphasisaddressedbytheseschemesvaried,rangingfromwater,energytobiodiversityandsocialandculturalthemes,there’saneedforacomprehensiveframeworkthatunderscoresasetofbasic

andholisticcriteriatodefinewhataclimate-readyGreenSchoollookslike.Over

theyears,aconsiderablenumberofresearchpapers,studiesandbookshave

beenpublishedexploringthevariousnuancesoftheconceptwhileproposing

guidelinesandmodelsforGreenSchools.However,therestillseemstobea

significantmismatchbetweentheenergyandresourcesinvestedindefining

howitneedstobedoneandwhathasmaterialisedinpractice.Withhindsight,

questionsneedtobeposedastowhetherweareadoptingtherightapproachandsharethesameunderstandingofthematter.Consideringhowlongitistakingtoregistersignificantprogresswemayneedtoswitchemphasis(atleasttemporarily)fromresearch-informedpracticetopractice-informedresearch,withaspecific

focusonclimatechange.Therefore,thisdocumentfocusesonandlearnsfrom

goodpracticesindifferentcontextstoproposeamethodologyandactivitiesthatcanbetailoredtotheindividualrealitiesofeachschoolratherthanassuminga

homogeneousapproach.Inthisway,itaimstoavoidbeingprescriptiveandfocusinsteadonbeingadaptiveandopentochangeanddiversity.

Introduction

4

1.1.WhatisaGreenSchool?

Theterm‘GreenSchool’asusedinthispublicationisdefinedasalearninginstitutionthattakesaWIAtoESD,withaparticularemphasisonclimatechangeasathematicentrypointtoreflectonhowschoolsbecome

climate-ready,bothintermsofbeingsafeandresilientplacesoflearningaswellasinnovativehubswhere

learnersandlocalcommunitiescanbeequippedwiththeknowledge,skills,valuesandattitudesneededto

addresstheimpactsofclimatechangethroughtheadoptionofsustainablepractices.Theyserveasagents

ofsocialchange,fosteringglobalcitizenship,encouragingcommunityactionandincorporatingESDintothecurriculumtocreateasustainableculture.Theterm‘school’referstoalltypesoflearninginstitutionsincludingbothformalandnon-formallearningenvironments.CompliancewiththeguidelinescontainedinthisStandardwouldenableaccreditationschemestobeinstrumentalinadvancingclimate-readinessandsustainabilityinavarietyofeducationalcontexts,fromearlychildhoodtoadulthood,includingformalinstitutions,non-formal

learningenvironmentsandTVETprogrammes.

a)TheprinciplesofaGreenSchool

ThesuccessfulimplementationofGreenSchoolsisstronglydependentonaclearunderstandingofthe

principlesandinherentimplicationsthatdefinetheconcept.Aclearvisionandunwaveringprinciplesdrivetransformativechangebeyondjustgoodintentionsandabundantresources.

AGreenSchool…

…ensuresaholisticeducation

Thepointofdepartureinholisticeducationdiscourseisthelearner.Sucheducationstructuresteachingand

learningexperiencesaroundtheintellectual,emotional,social,physicalandspiritualdevelopmentofthe

wholeperson.Itgoesbeyondacademicknowledgeand,becauseitacknowledgesdiverseformsofintelligence(multipleintelligences),seekstocultivatecriticalthinking,creativity,self-awareness,empathy,ethicalvalues,andinterconnectednesswithothersandthenaturalworld.Holisticeducationincorporatespersonalizedlearning,

experientiallearning,interdisciplinaryapproaches,mindfulnesspractices,socialandemotionallearning,

communityengagementandreflectivepractices,allofwhichcontributetolearners’understandingofclimatechangeandtheircapacitytotakeinformedaction.Thesequalitiesrepresentasignificantshiftawayfrommanytraditionaleducationalmodels.UNESCOhasconsistentlyrecognizedthetransformativenatureofESDsinceitsinceptionin1977(formerlyreferredtoasenvironmentaleducation),emphasizingitspivotalroleinrevitalizingtheeducationalprocess).

ClimatechangehaslongbeenoneofthethematicareasofESDandtheterm‘climatechangeeducation’has

oftenbeenassociatedwithunderstandingofclimatechangeanditsimplicationsinthecontextofsubjectssuchasnaturalsciencesorgeography.However,withtheever-increasingcriticalmassofconcernedglobalcitizens

whofeelcommittedtopromotingsocietaltransformation,theurgentneedtodevelopamoreholisticapproachtoeducationrelatedtoclimatechangehasgrownsignificantly.Schoolsneedtorespondtotheactivedemandsofyoungpeopleandpreparelearnerstobecomewell-informedglobalcitizenscommittedtocreatingamoresustainablefuture,includingbytakingconcretestepstomitigateandadapttoclimatechange.

Introduction

5

…prioritizessustainabilitypracticestotackleclimatechange

AsclearlyoutlinedbytheSDGs,promotingsustainabilityinvolvestakingconsciousdecisionsandadopting

practicestoensurelong-termwell-beingandharmoniousinteractionsbetweenpeopleandtheplanet.

Inmostcases,thismeansreorientatingvalues,normsandbehaviourstosupportasocietaltransitionthat

replacesunsustainableeconomicmodels,consumptionpatterns,interactionswithnature,socialnetworksandcommunityinteractions,withincreasedpeopleandplanet-friendlypractices.Prioritizingsustainabilityimpliesrecognizingtheinterdependenceandinterconnectednessofenvironmental,socialandeconomicconcerns,

andconsequentlyrecognizingthatdecisionsmadeinoneareacanhaveimpactsonothers.WithinthecontextofGreenSchools,prioritizingsustainabilitytranslatesintointegratingtheprinciplesofsustainability,enhancingclimatechangeawarenessandaction,instillingclimateactionintocurricula,thedesignofindoorandoutdoorgrounds,inclusiveschoolgovernance,andenhancingschoolrelationswithlearners,staffandthesurroundingcommunity.Itencouragesalong-termperspective,participatorydecision-makingandcollaborationbetweenvariousactorstoachieveasustainableandresilientfutureandsupportslearnersindevelopingsystemic

thinkingabouttheinterconnectednessofthecurrentglobalchallenges,recognizinghowtacklingclimatechangeislinkedwithalltheotherSDGs.

…promotesasenseofresponsibility

Onemajorvaluethatstandsoutwhenpromotingsustainabilityisasenseofresponsibilitywhichencourages

proactivemeasurestoaddressenvironmental,socialandeconomicchallenges.Itisrootedintheunderstandingthathumanityisinterconnectedwiththenaturalworldandhasadutytoactasresponsiblecitizensentrustedwiththemanagementandcareofresourcestoensurethewell-beingofcurrentandfuturegenerations.By

embracingasenseofresponsibility,aGreenSchoolcommitsitselftosustainablepracticesthatconserveresourcesandprotectecosystems,recognizingtheimportanceofmitigatingclimatechangeimpacts.In

thisway,issuesaboutschoolgovernanceconcerningdailypractices,suchassustainablelandandresource

management,energyandwaterconservationefforts,responsibleconsumption,ethicalbusinesspractices

andparticipatoryapproachestodecision-makinginvolvingallrelevantstakeholders,becomehabitualroutinepracticessupportedbypolicies.

b)Thewhole-institutionapproachtogreeningschools

TheWIAillustratedintheESDfor2030Roadmaphingesonthebeliefthatinstitutionsshouldwalkthetalk

andleadbyexample,thusreflectingtheirvaluesbyprovidinglearnerswithopportunitiestolearnfromlivedexperiencesandapplythatknowledgetotheirdailylives.DecidingtoadoptaWIAisanacknowledgement

thattheentireschoolcommunity(i.e.learners,teachers,administrators,supportstaff,parentsandthewidercommunity)playsacrucialroleinpromotingthewell-beingandholisticdevelopmentoflearners,includingtheirunderstandingofthecomplexsocial,economicandenvironmentalchallengesrelatedtoclimatechange.

AlthoughvariouscommonaspectscharacterizeeveryWIA,eachWIAprocessisspecifictotheschooladoptingitbecauseof(i)differentsocio-economicrealitiesandcontexts;(ii)resourcesavailable;(iii)supportoftheHeadofSchoolandreadinessoftheschoolstaffandlearnerstoengageintheprocess;(iv)supportprovidedbyparentsandotherstakeholders;and(v)whethertheeducationauthorities