North-South Centre - European Centre for Global Interdependence and Solidarity

WORLD AWARE EDUCATION AWARDS

Recognising excellence in partnership, networking and coordination
for increased and improved global education

with the kind support of

WORLD AWARE EDUCATION AWARDS

APPLICATION FORM

1. NAME OF THE PROJECT

SUS – EMAS (Sustainability through EMAS)

2. BRIEF SUMMARY DESCRIPTION

Our project intends to support schools to raise environmentally aware citizens who are committed to a sustainable way of life and who are able to create social, cultural and economic well-being without diminishing biodiversity and natural resources.
A sustainable way of life in a sustainable society — sums SUS – EMAS (Sustainability through EMAS) up the idea of our project. Education which promotes sustainable development aim to help in the acquisition of the information, skills, conditions and vision required to adopt a sustainable way of life. Intercultural dialogue is seen as part of the sustainable way of life in a sustainable society.
The building of a sustainable future requires the ability and the courage to assess current practices critically and to reform current practices. The participating schools will adapt the European Eco- Audit Scheme EMAS in order to create a management system as a school management instrument in order to improve their sustainable education performance on a continuous basis.
Another aim is to organize a mutual support within the partnership: schools which have experience with environmental management systems support schools which have no experience with EMAS or ISO 14001. Spreading knowledge among partners and also in the partner schools’ community is part of our project.

3. WHAT IS THE NORTH-SOUTH/ GLOBAL DIMENSION OF YOUR PROJECT? Please describe

The global dimension of our project is given by the engagement of the schools, through this project, in education for sustainable development. Sustainable development is the answer given by the World to the process of globalisation. Globalisation is manifesting itself on several interconnected and complex levels: economical, ecologic and social. Globalisation offers many new opportunities but also creates new challenges. Our thinking, when starting the project, was that schools have to face the challenges and offer students a context for developing active citizenship and participation by considering the complex and interconnected dimensions of sustainable development: the social, the economic, the environmental and the political dimensions. The shared future of our Planet depends on what we are doing here and there now. We have to think locally but we have to act globally.

The intercultural dialogueue, seen as part of the sustainable way of life in a sustainable society gives also a global dimension of our project. The partnership concerns intercultural dialogueue through recognition of difference and multiplicity of the world in which we are living. Dialogueue / communication between students and teachers seek to approach the multiple viewpoints existing in the educational systems, sustainable issues approaches, but also in the culture of the participating countries. The effective dialogueue/ communication between the partners encourage the respectful sharing of ideas and the exploration of the different thought processes through world/ environment is perceived and understood. For example, collecting information about environmental issues in the participating countries and discussing them, comparing them helps students to get a better understanding of what sustainable life for a sustainable society means in different European countries. Comparing and analyzing the ways of protecting nature in the participating countries will be culture based – because, the differences in approaching the protection of nature in different countries is related to the cultural perspective.

In this project there are involved eight partner schools from seven European countries with low/middle or high income economy, from different regions of Europe, with different cultures, with different traditions, with different educational systems, with different levels of thinking and acting towards sustainable development etc.

4. PARTNER ORGANISATIONS

    a) LEAD PARTNER

    Name: Colegiul Naţional “Emil Racoviţă”
    Contact details
    Address: M. Kogălniceanu street, 9, 400084 Cluj-Napoca, Romania
    Telephone: 0040 264 591825, fax: 0040 264 431928
    Website: http://ler.ubbcluj.ro, email: racovita@isjcj.ro
    Type of Organisation: primary and secondary school, general

    b) PARTNERS
    PARTNER 2
    Name: Bundesgymnasium und Bundesrealgymnasium Wien 6, Rahlgasse
    Contact details Address: Rahlgasse 4, 1060 Wien, Austria
    Telephone: 0043 1587 83 46, fax: 0043 1587 8346 -90
    Website: http://www.grg6.asn-wien.ac.at, email: grg6rahl@906036.ssr-wien.gv.at
    Type of Organisation: secondary school, general

    PARTNER 3
    Name: Robert Schuman Institut
    Contact details
    Address: Vervierser Strasse 89-93, 4700 Eupen, Belgium
    Telephone: 0032-87-591270, fax: 0032-87-556607
    Website: www.rsi-eupen.be, email: Agora.rsi@swing.be
    Type of Organisation: secondary school, vocational and technical

    PARTNER 4
    Name: BBS Osterholz-Scharmbeck
    Contact details
    Address: Am Osterholze 2, 27711 Osterholz-Scharmbeck, Germany
    Telephone: 0049 4791 90830, fax: 0049 4791 9083100
    Website: www.bbs-ohz.de, email: verwaltung@bbsohz.de
    Type of Organisation: secondary school, vocational

    PARTNER 5
    Name: Lycée polyvalent J.B. Decrétot - Français
    Contact details
    Address: Rue de la Gare 7, 27400 Louviers, Haute-Normandie, France
    Telephone: 00.33 (0)2.32.40.14.29
    Website: http://lycees.ac-rouen.fr/decretot/spip/, email: ce.0271634e@ac-rouen.fr
    Type of Organisation: Secondary school from 3è techno to BTS, vocational

    PARTNER 6
    Name: Liceo Scientifico Statale “A. Cornaro”
    Contact details
    Address: Via Riccoboni 14, 35127 Padova, Veneto, Italy
    Telephone: 0039-049-755695, fax: 0039-049-850605
    Website: www.liceocornaro.com, email: cornaro@provincia.padova.it
    Type of Organisation: secondary school, technical

    PARTNER 7
    Name: Istituto d’Istruzione Secondaria Superiore “E. Battaglini”
    Contact details
    Address: Via Accademia dei Rinascenti, S.N.C. 85029 Venosa, Basilicata, Italy
    Telephone: 0039 0972/31686, fax: 0039 0972/31119
    Website: www.battaglinivenosa.it, email: itcgbat@tiscali.it
    Type of Organisation: secondary school, vocational and technical

    PARTNER 8
    Name: Antalya Karatay Lisesi
    Contact details
    Address: Göksu cad. Yenimahalle 1, 07060 Antalya, Turkey
    Telephone: 0090 242 325 91 90, fax: 0090 242 326 06 12
    Website: www.karataylisesi.k12.tr, email: karataylise@hotmail.com
    Type of Organisation: secondary school, general

    c) OTHER PARTNERS

Name

Status

Förderverein der Berufsbildenden Schulen Osterholz-Scharmbeck
Am Osterholze 2 | 27711 Osterholz-Scharmbeck

Non-profit association

Umweltbeauftragte des Landkreise Osterholz - Scharmbeck
Landkreis Osterholz | 27711 Osterholz – Scharmbeck

Public authority (regional)

Bio – Station
27711 Osterholz - Scharmbeck

Non-profit association

Betriebe in der Region, die ein Umweltmanagementsystem haben | EMAS – zertifizierte Unternehmen

Privatunternehmen

Coordination Environnement ASBL (COREN)
35 rue van Elewijk
1050 Bruxelles (Belgium)

Thanks to its experience in the implementation of environmental quality (ISO 14001…) or sustainable development programs in schools (Agenda 21), Coordination Environnement asbl (Coren) will bring its expertise in the following missions:
1. methodological support in conceiving awareness rising tools in environmental and sustainable development fields, and in implementing pedagogical and management process;
2. support in conception and implementation of strategies and tools for a school networking. Indeed, Coren is leading a network of ISO 14001 schools (6), Agenda 21 schools (5) and schools involved in sustainable development practices (30);
3. information source for best practices of environmental or sustainable schools;
4. in the framework of this present project, Coren will support the Belgian school (Robert Schumann Institut) in disseminating the project’s results to other Belgian schools: How to ensure the organisation and the spreading of innovative practices in the field of the sustainable development education, coming form active teachers?

Non profit making association (Association sans but lucrative)

TEMA The Turkish Foundation for Combating Soil Erosion, for Reforestation and the Protection of Natural Habitats.

NGO Organization
(non-profit association)

The Municipality of Kepez District ANTALYA

Municipality (Public authority (regional))

The Municipality of Konyaaltı District ANTALYA

Municipality (Public authority (regional))

AKTOB The Union of the Mediterranean Hotels ANTALYA

Social Partner
Non-profit association

ATSO The Chamber of Industry and Commerce of Antalya

Social partner
Non-profit association

DAFPIC Rectorat de Rouen
Rue de Fontenelle | 76000 Rouen

Département de formation du rectorat

CENTER PARCS
Les Bois Francs
27130 Les Barils

Entreprise privée

Groupe ACCOR
27 000 EVREUX

Chaîne d’hôtels certifiée ISO 14001

Resto du coeur
27400 LOUVIERS

Association loi 1901
Non-profit association

The Environmental Protection Agency Cluj-Napoca
Dorobanţilor street, .99 bl. 9B
400609 Cluj-Napoca

Public authority (local)

S.C. Electrica S.A. – Cluj County Department
Memorandumului street, 27
400114 Cluj-Napoca

Company

Cluj-Napoca Municipality
Moţilor street, 1-3
400001 Cluj-Napoca

Public authority (local)

Environmental Association « Floarea de Colt »
Petru Maior street, 6-8/1
400002 Cluj-Napoca

NGO
Non-profit association

The Ecological Club of Transylvania
Sindicatelor street, 3
400029 Cluj-Napoca

NGO
Non-profit association

Healthy Environment Regional Organisation "Hero"
bd. Brancusi, 18 A
Cluj-Napoca

NGO
Non-profit association

SOGESCA s.r.l
via Turazza 28/9
35100 PADOVA ITALIA

Private Company in the tertiary sector

Associazione "Alvise Cornaro" onlus
via Riccoboni 14
35127 PADOVA ITALIA

Non-profit association

Oekolog-Netzwerk fuer Schulen
Wien, Austria

NGO, public authority

Technisches Buero-Mag. Martin Nohava
Wien, Austria

Company

ARA-Abfall Recycling Austria
Wien, Austria

NGO, non-profit association

MA22 Umweltschutzabteilung der Gemeinde Wien
Wien, Austria

Public authority

Elternverein des GRG6 Rahlgasse
Wien, Austria

NGO, non-profit association

E. N. E. A.

National institution of research

Province of Potenza (Environment and territory)

Local institution

City of Venosa

Public authority (local)

C. O. M. -- Palazzo S. Gervasio

Private enterprise -- manufacturing -- EMAS certified

5. PLEASE OUTLINE BRIEFLY THE FOLLOWING ELEMENTS
OF THE PROJECT1:

    a) overall aims
    Developing this project we will deal with some aspects related to education like: sustainable environmental education (participation, self efficacy, equality, and equity), quality criteria in education for sustainable development, management system developed in a school.
    This project is meant to enable students and teachers to discover and to exercise their roles within the EMAS (Eco Management and Audit Scheme), to encourage experiential learning on management systems and sustainability issues – for both, students and teachers – as basis for lifelong learning. Adapting the EMAS to sustainable development (Sustainable Development Management and Audit Scheme) will allow the partner schools to continuously improve the education for sustainable development they provide.

    The project’s aims are to:
    § define useful environmental indicators and furthermore sustainable indicators, as social and gender aspects – a good starting point for defining educational indicators
    § increase knowledge of students concerning impact of human actions on the environment
    § develop teachers and students management skills
    § promote experiential learning by experiencing the EMAS
    § make EMAS easier to be approached by schools and/or other non-profit organizations
    § make EMAS more visible within the educational systems of the participating schools and in the local communities and to influence environmental ministries to promote EMAS
    § promote intercultural dialogue – by constant interaction with students and teachers from the partner schools.

    b) specific objectives
    Students, boys and girls, should:
    · be more self-confident and motivated in learning by discovering themselves learning in different contexts, not only during the lessons
    · achieve skills that will enable them to work in teams, to manage a project, to plan and undertake different learning activities
    · get the chance to learn how to take personal responsibility facing the current sustainability problems like the global warming.
    · acquire long life learning skills through learning in different contexts
    · become active citizens by increasing their environmental and sustainable awareness
    · improve their language skills (English and German)
    · improve ICT
    · learn to appreciate difference(s) by learning about other cultures and to increase their intercultural competences
    · strike up a friendship with other students from different cultures and ways of life (see differences and similarities and accept them without prejudice/ judging)
    · discover their European citizenship.

Teachers, men and women, should:

    · enlarge their experience and knowledge of teaching by approaching and developing the curriculum in a different way
    · use results, findings of the project in the teaching activities
    · test and put into practice new organisational approaches
    · develop their skills in developing and unrolling qualitative management systems (EMAS)
    · get the chance to take personal responsibility facing the current sustainability problems like the global warming.
    · achieve knowledge with regard to different school systems
    · improve their skills in using foreign languages
    · improve their skills in using information and communication technologies
    · find out new ideas about carrying out education projects in a European context which is growing together.

    c) outcomes

The end products of the project we want to create:

    · learning objects and teaching material on sustainable development issues
    · management tools for EMAS & sustainable education
    · guidelines for developing EMAS/ ISO 14001 for schools
    · indicators for education for sustainable development
    · end products of sustainable development projects developed by students; e.g.: Photo exhibition A View on Our Environment, the manufacture the technical products (solar plant, a model for saving electro- and heat energy), Healthy Eating menu, video magazine, etc.
    · the project website www.sus-emas.ro – provide information about the project’s working process and present some products

Working together, schools will:

    · widen up their educational offers and management, e.g. changes in the curriculum, school-management on sustainability and environmental issues or cross-curricular approaches
    · have the chance to behave as a model facing this climate and environmental situation
    · create for all participants a smaller European world in their schools to make the EU lively.
    · increase quality of education the school is providing, through cooperation.

    d) duration of the project: 2 years, from October 2007 to September 2009.

    e) participation of the target group(s)

    · in the design of the project
    The project’s idea was presented to the teachers, the students and to the possible associated partners and was discussed in terms of their interests.
    The students, the teachers and associated partners representatives interested in the project were asked to express their critical opinion on the project.
    The project-team from each partner-school evaluated the previous work in the project and will design the work for the next year.
    All ideas (regarding the design of the project) of the teachers and students involved in the project were/will be discussed
    The project-team from each school is deciding on the financial support needed for the development of the project.
    Students’ initiatives were/ are welcomed.

    · in the implementation of the project
    Students are and will be involved in the project by being the beneficiaries of the education for sustainable offered by the schools through this project. All the activities designed and developed by the teachers in order to increase students’ awareness towards sustainable development are/will be implemented with students.
    Teams of students are/ will work together with teachers’ teams in order to implement the EMAS in the school. Sometimes, students are taking responsibilities in developing parts of project’s activities
    This project mainly deals with pedagogical and management issues.
    For the pedagogical issues, the partner schools will organize in each school a teachers’ team (made up by teachers that are teaching different subjects) which will plan, implement and evaluate a more comprehensive way of learning: that means: cooperation between school subjects, evolution of everyday routines and practices and interaction with the community.
    The pedagogical team from each partner school will analyse the learning needs of the students and will adapt the activities designed and implemented by the partners to the students’ needs. Reflections on the activities will be made after implementing the activities and the reflections will be shared with the pedagogical teams from the partner schools.
    For the management issues, in each partner school will be organized an environmental team (if not already existing) which will implement/ review the EMAS in the school. EMAS means needs analysis, planning, implementing and self-assessment as well as evaluation. This environmental team will collaborate with the management team of the school and with the environmental teams from the partner schools. Cooperation and information on good practices will be planned and implemented. EMAS schools will give advice.

    f) strategies for integrating learning from the project into the educational system (formal and non-formal).

    Main part of the project activities were/will be done during the curricular classes, especially during informatics (ICT), foreign languages (English and German), chemistry, mathematics, biology, physics, and social studies. During the ICT classes, activities of the project, such as exchange of e-mails or communication via forum, Skype, messengers could be very well integrated. During the math and sciences classes students developed/ will develop the environmental activities. During foreign languages, history, geography and social studies classes students developed/ will develop projects on social and economical issues. Teachers identified/ will identify occasions during their lessons of integrating education for sustainable development in the curriculum.

    Then, some products of the project could be used for other different classes whenever possible, for example sciences (physics, chemistry, biology) and mathematics- by introducing environmental issues, geography- lessons which present the countries of the partner schools. We integrated/ will integrate in different subjects the awareness for sustainable development issues, sustainable life for a sustainable society- or how to live without having a dangerous impact on the environment.
    The partnership activities were included in the school development plans. The EMASystem is giving chances to the schools to include leadership, teamwork and learning in the same management system. Evaluation of the system is providing valuable information related to the quality assurance in environmental education/ education for sustainable development which can be extended to quality assurance in education provided by the school. Elaborating indicators for measuring progress through continuous improvement approaches and processes will be part of the quality assurance and evaluation of education provided by the schools. Quality management of the school is part of the management of the school and EMAS is part of the quality management of the school, so, our partnership is supporting school in implementing the quality management.

    g) evaluation mechanisms (internal and/or external).

· Regular self-evaluation throughout the school years by teachers, students, and principals after an evaluation plan established at the beginning of the first project year; the evaluation plan will be revised at the beginning of the second project year; the formal content of the evaluation plan and the methods that will be used were discussed and agreed, at the first project meeting, with the project team members (is part of EMAS).
· Self-assessment meetings in order to identify strengths and areas for improvement were and will be planned, prepared and carried out by the members of the project teams (is part of EMAS);
· Internal audit of the EMAS, including well-defined indicators will evaluate the EMAS developed by the schools
· Self-assessment’s report and internal audit’s report were and will be introduced and discussed with the management board of each school
· Group discussions with teachers, students and community representatives were and will be used in the school to identify results or needs related to the project/ partnership;
· Observation during daily activities, visits or taking part to activities at partner schools or other schools/ institutions/ companies were and will be followed each time by open discussions – using these methods, real changes in students or teachers ways of working could be discovered
· Evaluation of the results and process during project meetings – in the form of group discussions and common analysis of the expected results and changes in each school
· Coordinators group discussions during the project meetings in order to evaluate the working progress within the project (short information on aspects which have been commonly decided were and will be provided by each coordinator)
· Monthly reports of the coordinators (special instruments were designed and filled in) on the working process developed in each partner school
· Analysis of the project’s results and activities
· Completing evaluation forms and reports coming from the National Agencies.

    h) budget – details of financial sources and summary of income and expenditure.

 

Lead partner (RO)

Partner 2
(AT)

Partner 3 (BE)

Partner 4
(DE)

Partner 5
(FR)

Partner 6
(IT-P)

Partner 7 (IT-V)

Partner 8
(TR)

Financial sources

National agency for Community Programmes in the Field of Education and Vocational Training

Österreichischer Austauschdienst - Nationalagentur Lebenslanges Lernen

Agentur für Europäische Bildungs-programme VoG

Nationale Agentur für EU-Bildungs-programme in Schulbereich, Pädagogischer Austauschdienst der KMK (Comenius, Study visits)

Agence Europe Education Formation France

Agenzia Scuola - AS (Comenius, Erasmus, Grundtvig, Visite di Studio)

Agenzia Scuola - AS (Comenius, Erasmus, Grundtvig, Visite di Studio)

The Centre for EU Education and Youth Programmes

Summary of income

10,000 euro

11,000 euro

16,000 euro

16,000 euro

16,000 euro

15,000 euro

15,000 euro

12,000 euro

Summary of expenditure

Direct costs
-linguistic preparation of staff and pupils
-items used in project activities
-translation
-documentation
-software
-general administration

Mobilities
-travel costs
-subsistence costs for teachers
-subsistence costs for students

19 mobilities

50 euro

300 euro

-

300 euro
250 euro

100 euro

9000 euro

14 mobilities

100 euro

400 euro

-

400 euro
250 euro

100 euro

9750 euro

19 mobilities

300 euro

400 euro

-

500 euro
250 euro

150 euro

14400 euro

19 mobilities

200 euro

400 euro

-

500 euro
250 euro

250 euro

14400 euro

12 mobilities

400 euro

400 euro

-

500 euro
250 euro

250 euro

14200 euro

12 mobilities

300 euro

400 euro

-

400 euro
250 euro

150 euro

13500 euro

17 mobilities

400 euro

400 euro

-

400 euro
250 euro

150 euro

13400 euro

17 mobilities

100 euro

400 euro

-

400 euro
250 euro

150 euro

10700 euro

                 
                 

    WORLD AWARE EDUCATION AWARDS

6. DESCRIBE HOW NETWORKING, PARTNERSHIP OR CO-ORDINATION WORKS IN THE PROJECT TO ENHANCE EFFECTIVENESS

All the partner schools introduce/ develop/ review the EMAS in their respective schools (that means that they will implement the environmental policy, environmental review, environmental programme, the management system, the internal environmental audit, the environmental statement, sustainability report).
The sustainability management system will focus on the sustainable education provided by each partner school and in establishing a real and effective partnership between teachers’ environmental / sustainability teams and students’ environmental/ sustainability teams.

The already EMAS/ ISO 14001 certified partner schools (AT, FR, DE, IT-Venosa, IT-Padua) provide expertise and support in implementing the EMASystem to the TR school that is not EMAS certified. A special situation has the RO school, which developed EMAS but it is not EMAS certified. The RO school will provide support for TR school which want to implement the EMASystem and will also work for getting EMAS/ ISO14001 certification.

RO is the coordinating school of the project. In this position the RO school assures the permanent connection and communication between the coordinators of the partner schools. The RO school coordinates the partners responsible for different end-products, making sure that the plan for activities, which was established in common, is carried out by all the partner schools and the final products will be realized in time. The RO school will also complete general reports about the project, based upon the ones which come from the partners.
All the partner schools assumed and fulfill responsibilities and tasks.

The responsibilities are:

    · RO is responsible for the Evaluation and monitoring of the whole project process. RO designed evaluation and monitoring instruments which are used for the evaluation and monitoring of the project.
    · IT (Padua) is responsible for elaborating and implementing the dissemination detailed plan.
    · DE makes sure that all the planned mobilities will take place and coordinates the preparation.
    · TR is responsible for organizing the reports writing during the project meetings.
    · FR is responsible for organizing the communication between the students involved in the project.
    · BE is responsible for organizing the communication between the teachers involved in the project - from all the partner schools.

The tasks are:

    · BE, DE, IT Venosa and RO coordinate activities which are developing ´ environmentally and sustainability conform behaviour of students:
    · AT: research about the influence of Peer-Group concerning the sustainability behaviour of students.
    · FR, TR, DE design and produce materials in order to promote EMAS to other schools, organizations, administration, etc.:
    · The RO school is also the webmaster (setting up and supporting the Web-site of the project).

Responsibility means: The responsible partner

    Ø work on this issue and create an idea how to do this
    Ø coordinate all partners joining
    Ø coordinate the production of a concrete result
    Ø collaborate with the RO partner to publish the result on our website which can be sent to our National Agencies with our report at the end of the project
    Ø collaborate with the dissemination team in order to disseminate the results

7. WHAT IS THE MOST IMPORTANT LEARNING DIMENSION OF THE PROJECT THAT COULD BE USEFUL IN OTHER COUNTRIES?
Both, EMAS and education for sustainable development, can be achieved by effective involvement and participation of different target groups in schools. Different strategies of involving students, teachers, other staff members, stakeholders are used by the partner schools of the project and will be published on the project’s website as good practice examples.

Sustainable indicators for schools are to be elaborated by taking into consideration the ISO 14001/ EMAS indicators for the management of the school, pedagogical indicators, behavioural indicators and indicators for cooperation with community. We started in defining them by analysing the indicators the partner schools are using at this moment. A checklist for the sustainable indicators should be produced so that schools can check the effectiveness of the sustainable indicators they produce. It could be a good result of the project.

Schools from Italy, Romania, Turkey and also from other European countries are not accustomed with ISO 14001/ EMAS certification. In Romania, for example, only one company is EMAS certificated. The How to? guidebook will support schools all over Europe/ world in developing, implementing and running the EMAS and/or an effective management system for sustainability – by considering sustainable development as a main principle to keep in mind when planning schools development and daily life. Adapting the EMAS to sustainable development (Sustainable Development Management and Audit Scheme) will allow the schools to continuously improve the education for sustainable development they provide.
The contribution of all partners to this guidebook will assure its quality, its effectiveness and applicability – by the many different approaches.

The collection of different possibilities to integrate in different subjects of the curriculum the awareness for sustainable development issues realized by the teachers from the partner schools, the trans-national exchange of ideas are allowing the dissemination of good practice and innovation in teaching, are encouraging innovation in pedagogical methods and materials.


1 Please feel free to use existing documentation in response to Part 5 of the application form.