„Green School” – the social component

„GREEN SCHOOL”

the social component

1. „The green school” has an important role in the community through:

a) creating meeting spaces and organizing events, not only with students’ families, but also with public institutions and the private environment, which they involve in joint environmental projects, beneficial to the entire community;

b) creating the context for students to assume co-responsibility towards the environment and learn a model of cooperation for solving community problems.

2.„The Green school” develops partnerships at local level (with local public authorities, NGOs, business, etc.), national and international (projects, e.g. Erasmus+), involving pupils and teachers in activities contributing to education for sustainable development/environmental education and development of green skills..

3. Green skills can also be developed in cooperation with relevant actors in effective social dialogue and in consultation with relevant civil society organisations, including pupil/student, youth, teacher and parent organisations, as well as NGOs. These stakeholders can propose and support, at school level, specific education and training actions in green skills that respond to pupils’ needs in a common context

4.  În parteneriat cu ONG-urile cu activități în domeniul protecției mediului, școlile pot organiza activități pentru elevi, precum:

a) elaborarea de materiale didactice sau educaționale, care pot fi încărcate pe platforme online dedicate profesorilor și elevilor, pentru a sprijini educația privind schimbările climatice și de mediu;

4. In partnership with NGOs working in the field of environmental protection,the schools can organize activities for students, such as:

a) the development of teaching or educational materials, which can be uploaded to online platforms dedicated to teachers and pupils, to support education on climate and environmental change;

b) carrying out practical activities using protective equipment for students, teachers, involved families and volunteers, equipment and accessories to encourage walking and cycling, maps of the neighbourhood to establish personalized routes, reflective vests and armbands, etc.

5. The local authorities can support ‘the green schools’ through various types of initiatives, including:

a) achiziționarea de mijloace de transport școlar nepoluante sau a unor mijloace alternative de transport (biciclete, trotinete) care să poată fi utilizate atât de către elevi, cât și de către personalul unității de învățământ; b) investiția în proiecte de stații de încărcare a vehiculelor electrice sau a altor mijloace de transport nepoluante în incinta sau în apropierea școlilor, amenajarea unor piste de biciclete, alei în circumscripția școlară;

c) organizarea de campanii de conștientizare asupra risipei alimentare și promovarea produselor alimentare din surse locale;

d) amenajarea unor facilități pentru bicicliști în imediata apropiere a școlilor: vestiare, spații de depozitare și stații de reparații biciclete;

e) organizarea infrastructurii pentru colectarea separată a deșeurilor în școli: coșuri cu separație pe diferite fracții în clase/pe coridoare, infrastructură care să permită transportarea eficientă de către îngrijitori a deșeurilor pe fracții din clase spre tomberoanele școlii, tomberoane dedicate diferitor tipuri de materiale;

f) încheierea de contracte adecvate cu firmele de salubritate pentru colectarea deșeurilor pe fracții din școli;

g) amenajarea de centre de colectare separată la nivelul localităților în care funcționează „școli verzi”;

h) arrangement and maintenance of green spaces

i) design/renovation/construction of school infrastructure

j) susținerea implementării măsurilor stabilite prin planurile manageriale ale unităților de învățământ.

6. Comunitatea se poate implica în educația privind schimbările climatice și mediu prin:

 a) implicarea unor profesioniști care își prezintă proiectele: bucătari, nutriționiști, persoane active în economia „verde” etc.;

b) facilitating visits of students (possibly accompanied by parents) and teachers to: recycling centers, factories, water treatment plants, separate waste collection and recycling centers, local design workshops, where various objects from recycled materials are produced, greenhouses, farms, gardens where organic agriculture is carried out;

 c) organizing regular round tables, volunteer activities to solve conflict, risk or emergency situations induced by natural phenomena, with the support of specialists (e.g. policemen, gendarmes, firefighters, doctors, psychologists, etc.);

d) organising design competitions involving local specialists, e.g. for the production of separate waste collection containers (both exterior and interior);

e) donations or other contributions in compliance with the legal framework;

f) participation in public events organized by the school.

7.

Operatorii economici se pot implica în activitatea „școlilor verzi” prin demersuri precum:

 a) creating support communities for schools that will implement infrastructure investment programmes for energy efficiency and sustainability of buildings and consumption practices in schools; ;

b) scholarships, involvement in volunteer activities, granting sponsorships or donations, in accordance with the legal provisions;;

c) ensuring internet connection and equipping schools with smart laboratories/technological workshops for interdisciplinary and integrated study of science, technology, design, engineering, art and mathematics;

d) implementation of comparative monitoring projects of air quality or water and energy consumption (energy produced/energy consumed/energy from non-renewable sources saved) in several schools. These may also involve creating an online platform where real-time results are presented;

e) making partnerships for the arrangement of vegetable gardens, vegetables, greenhouses, solariums or fruit tree gardens on school premises or grounds: growing certain plants, vegetables and fruits on school grounds, in the school garden, in greenhouses or on the “green” roof of the school.