Societies have become increasingly aware that education can play a greater role in the green transition (OECD, 2019[1]). In many countries, schools have made significant efforts in promoting a sustainability mindset. One example is the international environmental school programme, the Eco-school programme, run by the Foundation for Environmental Education in 74 countries. In Czechia, the Eco-school programme (Ekoškola) is co-ordinated by the Tereza Educational Centre, a non-profit organisation.
Eco-School Programme – Czechia
Abstract
Description
Copy link to DescriptionThe Eco-school programme was introduced in 2005 in Czechia and currently involves over 400 schools, from pre‑primary to upper secondary education, including around 2000 teachers and 60 000 students. Schools that decide to participate in the programme become part of a network and are supported by a mentor or regional co‑ordinator. Eco-schools aim to prioritise sustainability and a responsible approach to the environment, both by teaching them and practicing them during everyday school activities. The programme focuses on guiding children and teachers towards a more sustainable way of life and enabling them to actively and independently improve their environment. Students and teachers are committed to improve how the school manages waste, energy, water, transport, food, and reduce the impact on biodiversity and climate change. The programme also intends for good practices developed in the classroom to be brought into the students’ homes and the local community. The Eco-School programme is not just about reducing waste or saving energy. The goal is to create a generation of environmentally conscious citizens who are committed to make a positive impact on the world around them.
Seven steps guide the programme. First, students build and work as a team, an Eco-team. Second, students choose a relevant topic and collect information and data on related school practices. Third, students learn how to analyse the current state, by surveying the school to identify areas of improvement, and then plan changes and implement them, evaluate the implementation of changes (fourth step), and learn from mistakes (fifth step). The sixth step requires informing others about what they have learnt and possibly influencing parents, friends, and the local community. During the final step, schools encourage students to agree on common values and to engage with the programme in ways that change their behaviours and personal lives. While the activities of the Eco-programme are additional to the national curriculum, Eco-schools are encouraged to embed the core values of the programme into everyday teaching. Teachers are supported by the Eco-programme staff in the development and delivery of the programme in the classroom.
Outcomes
Copy link to OutcomesSeveral studies were conducted throughout the years to evaluate the effectiveness of the Eco-school programme. In Czechia, the programme has been found to positively influence schools in terms of their prestige and environmental management. Students who attended Eco-schools showed an enhanced environmental knowledge and a higher level of pro‑environmental behaviour. A study analysing the effect of the programme in early childhood education, found that children’s pro‑environmental attitudes were higher among those attending participating kindergartens.
This practice also supports the implementation of provision II.8 of the OECD Recommendation on Creating Better Opportunities for Young People (OECD, 2022[7]).
Further reading
[2] Cincera, J. (2008), “Evaluace program Ekoškola”, Envigogika: Charles University E-journal for Environmental Education, Vol. 3(2), https://www.envigogika.cuni.cz/index.php/Envigogika/article/view/30.
[3] Cincera, J. et al. (2017), “Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program”, Environmental Education Research, Vol. 23:7, pp. 919-936, https://doi.org/10.1080/13504622.2015.1076768.
[4] Ekoskola (2023), Global Sustainable Schools Programme, https://ekoskola.cz/o-programu/.
[5] OECD (2023), Education Policy Outlook 2023: Empowering All Learners to Go Green, OECD Publishing, Paris, https://doi.org/10.1787/f5063653-en.
[7] OECD (2022), Recommendation of the Council on Creating Better Opportunities for Young People, https://legalinstruments.oecd.org/en/instruments/OECD-LEGAL-0474.
[1] OECD (2019), Skills Matter: Additional results from the survey of Adult skills, OECD Publishing, Paris, https://doi.org/10.1787/1f029d8f-en.
[6] TEREZA (2023), Our Programs, https://terezanet.cz/.
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