I know its name and its flowers?

Átírás

1 I know its name and its flowers? Widening the green kindergarten and ecoschool movements SH/4/5 Réka Könczey Professional leader 15th May 2015, Gödöllő

2 Legal background of environmental education Public education is aimed at teaching students about sustainable development and healthy lifestyles (Nkt. 1. (2)). The ministers are responsible for the development in the field of environmental education (Nkt. 78. (5)) ~the Ped. Programme includes the principles of environmental education in each public educational institute (20/2012. (VIII. 31.) EMMI R., 6-7. ) The ONAP complies with the latest principles of the SE both specifically on the topic of getting to know the external world and comprehensively, in an integrated manner (137/1996. (VIII. 28.) Korm. R.) The National Core Curriculum (110/2012 (VI. 4.) Korm. R.) defines the fields of sustainability and environmental awareness as central development task s (educational goals) of all subject areas. As a result, the details are built into many subject areas and many subjects of the public literacy contents of the NCC. Matriculation requirement: (40/2002. (V. 4.) OM R.) amendment has been prepared.

3 Ecoshool practices Day school programme Examples of optional framework curricula Homestead pedagogy (grades 1-8), Accessible Hungary (grades 5-8), Knowing the present Optional modules: best practices to follow: ld. High ability education: TUDOK, OKTV and other contests and games (Kitaibel Pál, Árokszállásy Zoltán, Herman Ottó, Kaán Károly, Lóczy Lajos, Bugát Pál, Sajó Károly etc), BISEL, GLOBE international networks, UNESCO and ENSI schools, independent events, competitions.

4 Environmental education activities of the HIERD

5 12 attributes of Sustainability Education (SE) FN is based on the principles and values of sustainable development; Involves all 3 fields of sustainability (environmental, social and economic) as well as the cultural dimension of sustainability; Applies varied pedagogical methods that inspire participation-based learning and the skills oriented in superior thinking; Inspires life-long learning; Locally relevant and cluturally apt; Is based on local needs, obserations and conditions, while recognizing that meeting local requirements often has international impacts and consequences; Inspires formal, non-formal and informal education; Accepts that the concept and the interpretation of sustainability is subject to change; Focuses on content, while considering global problems as well as local issues; Strengthens the skill oriented to community decision making, tolerance, environmental management, adaptability of workforce and the improvement of the quality of life; interdisciplinary: neither area of science owns the FN, but each one can contribute to its success. (UNESCO 2005)

6 Education oriented at sustainable development its most important role is to equip individuals and groups with the knowledge, skills and attitudes required for making conscious decisions and las a consequence of such decisions make (or preserve) the world a place where living and working is possible for themselves and the future generations alike. Educational institutes, local communities, civilian society and employers are all of key importance in developing and furthering such competences. UN EEC SE strategy

7 Whole-of-institute approach in the SE According to the whole-of-institute approach, the operation and dayto-day functioning of educational institutes and pedagogic work is based on the authentic representation of sustainability values. Ecoschool title (2005 ), 746 schools (15% of schools, 20% of students, several hundreds of modules, a few trainings. Green Kindergarten title (2006 ), 660 kindergartens, 15% of kindergartens, <20% of pre-school children, trainings, best practices.

8 Ecoschools by county (OFI database, December 2014) 23 9% 31 8% 37 11% 16 7% 52 15% 12 5% % 80 10% 23 9% 24 6% 28 4% 56 12% 21 3% 34 15% 15 5% 15 8% 28 6% 37 9% 24 7% 28 6%

9 Green Kindergartens by county (OFI adatbázis, 2014 december) 6 5% 48 19% 48 25% 23 17% 50 28% 17 12% % 65 13% 29 18% 30 17% 31 9% 39 19% 26 8% 39 27% 20 10% 15 11% 48 19% 20 11% 13 7% 27 19%

10 Project activities A. Networking B. Guidelines, Natura 2000 teaching resources C. Ecoschool coordinator training

11 Network development, networking 7 Green Kindergartens - 7 Ecoschools Regional Resource Centre, 1 Green Kindergarten and 1 Ecoschool National Resource Centre HEIRD project Office

12 SH/4/5 Network SZTT: MHR, ME, EKF Green Kindergarten National Resouce Centre NYDT KDT DDT KMR DA ÉMO ÉA kindergartens regional resource centre Green Kindergartens HEIRD schools Ecoschools NYDT KMR KDT DDT Ecoschool National Resouce Centre ÉMO ÉA DA

13 Roles in the network RRC: network coordinator of schools, information, mentoring, grant support NRC: development of professional resources, professional support for RRCs, coordination among RRCs and the HEIRD HEIRD: project leader implementation, control, professional leader, network host MHR, ME: background, conceptual and financial support.

14 All professional resources are available online:

15 Regional Resource Centres e.g. Southern Great Plain: Csemete Society

16 Green Kindergarten Regional Resource Centres Central Hungary Humusz Association Central Humusz Association and Gaja Transdanubian Environmental Society region Western Transdanubian regionl Southern Transdanubian region Humusz Association and Reflex Environmental Society Humusz Association and Pécs Green Circle Northern Hungary OKT-FULL Ltd. Northern Great Plain Southern Great Plain Humusz Association and Green Circle Humusz Association and Csemete Society for Nature Conservation and Environmental Protection

17 Ecoschool Regional Resource Centres Central Hungary Humusz Association Central Humusz Association and Gaja Transdanubian Environmental Society region Western Transdanubian regionl Southern Transdanubian region Humusz Association and Reflex Environmental Society Humusz Association and Pécs Green Circle Northern Hungary OKT-FULL Ltd. Northern Great Plain Southern Great Plain Humusz Association and Green Circle Humusz Association and Csemete Society for Nature Conservation and Environmental Protection

18 Tasks of the RRCs Support, consultancy and proposal monitoring for candidate institutes Organization of regional and local professional events, development of environmental education Teachers training (coordinator training) for ecoschools and potential ecoschools

19 Consultancy Ecoschool applications: deadline: cont., next evaluation date: 30th September 2015 Call for proposals: Green Kindergarten deadline: cont., next evaluation date: 5th September 2015 Call for proposals: The experts of the RRCs provide free, individually or institutonally tailored consultancy by means of the SH/4/5 project

20 Natura 2000 in public education?

21 Natura 2000 to public education!

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23 Coordinator training PAT accredited (23/65/2015), Free for persons, 30 lessons, 30 credits, Primarily for candidates or ecoschools that acquired the title within 2 ys, Prepares for the coordinatory role: constructive pedagogy, sustainability education, writing work plans, Natura 2000 modules, Organized by the RRCs in

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25 Results of the project so far: kindergartens / 204 ecoschools teachers with improved competence in environmental education + 60,000 pre-school and primary school students with increased environmental awareness Network of resource centres individually tailored support for 479 institutes in their commitment copies of the guidelines of the whole-of-institute EE A stop-gap resource: Natura 2000 pedagogic manual: educational activities integrated into local pedagogic programmes for schools and kindergartens Accredited training for teachers, ongoing courses

26 Thank you for your attention on behalf of the SH/4/5 project team!