Classrooms in Action - Teaching Climate Change with eTwinning, 2020
This eTwinning book presents a selection of eTwinning projects and activities from all age groups... more This eTwinning book presents a selection of eTwinning projects and activities from all age groups, from kindergarten to secondary and vocational schools. Each of these projects has given students a better understanding of climate change and of the actions we can all take to help fight it. The book shows how eTwinning, and the teachers and students who are active on this platform, can deal with today’s challenges in the most creative and colourful way. It also shows how they can develop their scientific and digital competencies as well as their critical thinking skills.
In 2019, Eco-Schools celebrates 25 years of excellence in the field of Environmental Education (E... more In 2019, Eco-Schools celebrates 25 years of excellence in the field of Environmental Education (EE) and Education for Sustainable Development (ESD). It is, to date, the largest school network globally, implemented in over 68 countries, involving over 59,000 schools that engage 20 million students and 1.3 million teachers.
This publication is a collection of the many inspiring Eco-Schools stories that have been unfolding all around the globe for the past 25 years since the programme’s inception.
This publication is divided into two sections. The first section tells the story of how Eco-Schools was conceptualised, its history and evolution, and also describes the famous “Seven Steps” – one of the most recognised aspects of the programme. The Seven-Step process is the basic framework that guides an Eco-School to plan and implement the learning journey. The steps are intended to be flexible enough to accommodate any school context and environmental theme. The Seven-Step methodology has stood the test of time as an effective pedagogy across different contexts of educational systems, types of schools, cultural and socio-economic conditions. The nature of each of the Seven Steps and the order in which they are implemented allows for incremental change in sustainability literacy through active learning, as the actions of students improve the environmental performance of the whole institution, starting first with their behaviour. This robust pedagogical process empowers students with the drive and confidence to continue to have a positive impact in their bid to make the world a better place to live in.
The first section also includes a chapter with a literature review of more than 68 research reports from multiple countries. The results have been synthesised and summarised under four major categories, Academic and Skills Development Changes, Environmental Impact Changes, Behaviour/Attitudinal Change and Whole School Sustainability Programme Approach with selected country case studies highlighted. The second section tells the story of the development of the programme in different member countries. The presentations detail basic information about each country, the status of EE in terms of national legislation, K-12 curriculum and professional development. The different stages of evolution and maturity which the programme is at in different countries is illustrated in the reflections of different stakeholders.
There are two aspects to learning sustainability – learning about the issue and engaging with the... more There are two aspects to learning sustainability – learning about the issue and engaging with the issue. Hands-on engagement with the issue helps develop the skills to take-up a given problem, and through a positive attitude, attempt to solve it. The Eco-Schools programme empowers children to live in a world that is connected and changing, a world that they will engage with as adults. The programme is Education for Sustainable Development (ESD) in action and aims at providing every child with the opportunity to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future by integrating priority sustainable development issues into teaching and learning. The programme provides the hands-on experience of problem-solving skills (critical and creative thinking, decision making etc.), which then become competences of an active citizen. With the enormous challenges before humanity, there is an important need for taking positive action. Our images of the future define and limit our performance. The quote by Henry Ford summarises it beautifully: “Whether you think you can, or think you can’t, you’re right.” The Sustainable Development Goals (SDGs) provide us with a vision of our common future. They set before us an Agenda to engage with for a sustainable Earth. ESD has the power to help more people share the same positive image of the future we want. The role of any Quality Education is to prepare for the societal norms and needs. The SDGs agreed by all the nations are a societal expectation on how we would like to see the development of humanity in harmony with other life forms on Earth. The publication aims to facilitate the team involved with the implementation of the Eco-Schools – teachers, students, school management, National Operators and other stakeholders who are working with teachers to understand how the Eco-Schools programme contributes in meeting the SDG targets. ESD in a way is civic actions that help understand issues better. It makes issues tangible. The teachers’ role in the entire process is to facilitate and guide rather than teach. The positive actions suggested in the publication establish the connections with the SDGs, and the list of Positive actions are the behavioural outcomes contributing to making a progress towards an SDG through the process of ESD.
Classrooms in Action - Teaching Climate Change with eTwinning, 2020
This eTwinning book presents a selection of eTwinning projects and activities from all age groups... more This eTwinning book presents a selection of eTwinning projects and activities from all age groups, from kindergarten to secondary and vocational schools. Each of these projects has given students a better understanding of climate change and of the actions we can all take to help fight it. The book shows how eTwinning, and the teachers and students who are active on this platform, can deal with today’s challenges in the most creative and colourful way. It also shows how they can develop their scientific and digital competencies as well as their critical thinking skills.
In 2019, Eco-Schools celebrates 25 years of excellence in the field of Environmental Education (E... more In 2019, Eco-Schools celebrates 25 years of excellence in the field of Environmental Education (EE) and Education for Sustainable Development (ESD). It is, to date, the largest school network globally, implemented in over 68 countries, involving over 59,000 schools that engage 20 million students and 1.3 million teachers.
This publication is a collection of the many inspiring Eco-Schools stories that have been unfolding all around the globe for the past 25 years since the programme’s inception.
This publication is divided into two sections. The first section tells the story of how Eco-Schools was conceptualised, its history and evolution, and also describes the famous “Seven Steps” – one of the most recognised aspects of the programme. The Seven-Step process is the basic framework that guides an Eco-School to plan and implement the learning journey. The steps are intended to be flexible enough to accommodate any school context and environmental theme. The Seven-Step methodology has stood the test of time as an effective pedagogy across different contexts of educational systems, types of schools, cultural and socio-economic conditions. The nature of each of the Seven Steps and the order in which they are implemented allows for incremental change in sustainability literacy through active learning, as the actions of students improve the environmental performance of the whole institution, starting first with their behaviour. This robust pedagogical process empowers students with the drive and confidence to continue to have a positive impact in their bid to make the world a better place to live in.
The first section also includes a chapter with a literature review of more than 68 research reports from multiple countries. The results have been synthesised and summarised under four major categories, Academic and Skills Development Changes, Environmental Impact Changes, Behaviour/Attitudinal Change and Whole School Sustainability Programme Approach with selected country case studies highlighted. The second section tells the story of the development of the programme in different member countries. The presentations detail basic information about each country, the status of EE in terms of national legislation, K-12 curriculum and professional development. The different stages of evolution and maturity which the programme is at in different countries is illustrated in the reflections of different stakeholders.
There are two aspects to learning sustainability – learning about the issue and engaging with the... more There are two aspects to learning sustainability – learning about the issue and engaging with the issue. Hands-on engagement with the issue helps develop the skills to take-up a given problem, and through a positive attitude, attempt to solve it. The Eco-Schools programme empowers children to live in a world that is connected and changing, a world that they will engage with as adults. The programme is Education for Sustainable Development (ESD) in action and aims at providing every child with the opportunity to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future by integrating priority sustainable development issues into teaching and learning. The programme provides the hands-on experience of problem-solving skills (critical and creative thinking, decision making etc.), which then become competences of an active citizen. With the enormous challenges before humanity, there is an important need for taking positive action. Our images of the future define and limit our performance. The quote by Henry Ford summarises it beautifully: “Whether you think you can, or think you can’t, you’re right.” The Sustainable Development Goals (SDGs) provide us with a vision of our common future. They set before us an Agenda to engage with for a sustainable Earth. ESD has the power to help more people share the same positive image of the future we want. The role of any Quality Education is to prepare for the societal norms and needs. The SDGs agreed by all the nations are a societal expectation on how we would like to see the development of humanity in harmony with other life forms on Earth. The publication aims to facilitate the team involved with the implementation of the Eco-Schools – teachers, students, school management, National Operators and other stakeholders who are working with teachers to understand how the Eco-Schools programme contributes in meeting the SDG targets. ESD in a way is civic actions that help understand issues better. It makes issues tangible. The teachers’ role in the entire process is to facilitate and guide rather than teach. The positive actions suggested in the publication establish the connections with the SDGs, and the list of Positive actions are the behavioural outcomes contributing to making a progress towards an SDG through the process of ESD.
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Publications by Nicole Andreou
This publication is a collection of the many inspiring Eco-Schools stories that have been unfolding all around the globe for the past 25 years since the programme’s inception.
This publication is divided into two sections. The first section tells the story of how Eco-Schools was conceptualised, its history and evolution, and also describes the famous “Seven Steps” – one of the most recognised aspects of the programme. The Seven-Step process is the basic framework that guides an Eco-School to plan and implement the learning journey. The steps are intended to be flexible enough to accommodate any school context and environmental theme. The Seven-Step methodology has stood the test of time as an effective pedagogy across different contexts of educational systems, types of schools, cultural and socio-economic conditions. The nature of each of the Seven Steps and the order in which they are implemented allows for incremental change in sustainability literacy through active learning, as the actions of students improve the environmental performance of the whole institution, starting first with their behaviour. This robust pedagogical process empowers students with the drive and confidence to continue to have a positive impact in their bid to make the world a better place to live in.
The first section also includes a chapter with a literature review of more than 68 research reports from multiple countries. The results have been synthesised and summarised under four major categories, Academic and Skills Development Changes, Environmental Impact Changes, Behaviour/Attitudinal Change and Whole School Sustainability Programme Approach with selected country case studies highlighted. The second section tells the story of the development of the programme in different member countries. The presentations detail basic information about each country, the status of EE in terms of national legislation, K-12 curriculum and professional development. The different stages of evolution and maturity which the programme is at in different countries is illustrated in the reflections of different stakeholders.
The Eco-Schools programme empowers children to live in a world that is connected and changing, a world that they will engage with as adults. The programme is Education for Sustainable Development (ESD) in action and aims at providing every child with the opportunity to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future by integrating priority sustainable development issues into teaching and learning. The programme provides the hands-on experience of problem-solving skills (critical and creative thinking, decision making etc.), which then become competences of an active citizen. With the enormous challenges before humanity, there is an important need for taking positive action. Our images of the future define and limit our performance. The quote by Henry Ford summarises it beautifully: “Whether you think you can, or think you can’t, you’re right.”
The Sustainable Development Goals (SDGs) provide us with a vision of our common future. They set before us an Agenda to engage with for a sustainable Earth. ESD has the power to help more people share the same positive image of the future we want. The role of any Quality Education is to prepare for the societal norms and needs. The SDGs agreed by all the nations are a societal expectation on how we would like to see the development of humanity in harmony with other life forms on Earth. The publication aims to facilitate the team involved with the implementation of the Eco-Schools – teachers, students, school management, National Operators and other stakeholders who are working with teachers to understand how the Eco-Schools programme contributes in meeting the SDG targets. ESD in a way is civic actions that help understand issues better. It makes issues tangible. The teachers’ role in the entire process is to facilitate and guide rather than teach. The positive actions suggested in the publication establish the connections with the SDGs, and the list of Positive actions are the behavioural outcomes contributing to making a progress towards an SDG through the process of ESD.
Papers by Nicole Andreou
This publication is a collection of the many inspiring Eco-Schools stories that have been unfolding all around the globe for the past 25 years since the programme’s inception.
This publication is divided into two sections. The first section tells the story of how Eco-Schools was conceptualised, its history and evolution, and also describes the famous “Seven Steps” – one of the most recognised aspects of the programme. The Seven-Step process is the basic framework that guides an Eco-School to plan and implement the learning journey. The steps are intended to be flexible enough to accommodate any school context and environmental theme. The Seven-Step methodology has stood the test of time as an effective pedagogy across different contexts of educational systems, types of schools, cultural and socio-economic conditions. The nature of each of the Seven Steps and the order in which they are implemented allows for incremental change in sustainability literacy through active learning, as the actions of students improve the environmental performance of the whole institution, starting first with their behaviour. This robust pedagogical process empowers students with the drive and confidence to continue to have a positive impact in their bid to make the world a better place to live in.
The first section also includes a chapter with a literature review of more than 68 research reports from multiple countries. The results have been synthesised and summarised under four major categories, Academic and Skills Development Changes, Environmental Impact Changes, Behaviour/Attitudinal Change and Whole School Sustainability Programme Approach with selected country case studies highlighted. The second section tells the story of the development of the programme in different member countries. The presentations detail basic information about each country, the status of EE in terms of national legislation, K-12 curriculum and professional development. The different stages of evolution and maturity which the programme is at in different countries is illustrated in the reflections of different stakeholders.
The Eco-Schools programme empowers children to live in a world that is connected and changing, a world that they will engage with as adults. The programme is Education for Sustainable Development (ESD) in action and aims at providing every child with the opportunity to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future by integrating priority sustainable development issues into teaching and learning. The programme provides the hands-on experience of problem-solving skills (critical and creative thinking, decision making etc.), which then become competences of an active citizen. With the enormous challenges before humanity, there is an important need for taking positive action. Our images of the future define and limit our performance. The quote by Henry Ford summarises it beautifully: “Whether you think you can, or think you can’t, you’re right.”
The Sustainable Development Goals (SDGs) provide us with a vision of our common future. They set before us an Agenda to engage with for a sustainable Earth. ESD has the power to help more people share the same positive image of the future we want. The role of any Quality Education is to prepare for the societal norms and needs. The SDGs agreed by all the nations are a societal expectation on how we would like to see the development of humanity in harmony with other life forms on Earth. The publication aims to facilitate the team involved with the implementation of the Eco-Schools – teachers, students, school management, National Operators and other stakeholders who are working with teachers to understand how the Eco-Schools programme contributes in meeting the SDG targets. ESD in a way is civic actions that help understand issues better. It makes issues tangible. The teachers’ role in the entire process is to facilitate and guide rather than teach. The positive actions suggested in the publication establish the connections with the SDGs, and the list of Positive actions are the behavioural outcomes contributing to making a progress towards an SDG through the process of ESD.