Eco Institute Concept Feb 2012

EcoEco--Institutes Institutes

ProgrammeProgrammeSustainable Teacher Education Sustainable Teacher Education

Institutes (STEI) componentInstitutes (STEI) component

Feb 2012 1Photo:©WWF-Malaysia/Nor Shidawati Abd.Rasid

IPGM LestariIPGM Lestari

Feb 2012 2

� Eco Institutes programme –

concept & 7 steps methodology

�The progress

�The impact

ECOECO--INSTITUTES PROGRAMME INSTITUTES PROGRAMME

Photo:©WWF-Malaysia/Nor Shidawati Abd.Rasid

DISCUSSION POINTS

Feb 2012 3

CONCEPT & BACKGROUND


VISION: Empowered environmentally responsible citizens


Feb 2012 4


ECOECO--INSTITUTES PROGRAMMEINSTITUTES PROGRAMME

GOAL: By 2020, environmental citizenship behaviour is increased

by 20% of the environmental citizenship level in 2007

Photo:©SEEN

Feb 2012 5

SCOPE AND PHASE:


�Envisage direct engagements with

27 teacher training institutes all over

Malaysia

– 11 in phase I and 16 in phase II

�From July 2010 – June 2014



Feb 2012 6



Teacher Education Institutes Malaysia Ministry

of Education (TEIM MoE)

Science and Mathematics Faculty, Sultan Idris

Education University

Regional Center of Expertise Education for

Sustainable Development

Natural Resources and Environment Board

Sarawak

�Multi-stakeholders approach

What is an Eco-Institute?

CONCEPT OF CONCEPT OF

ECOECO--INSTITUTE PROGRAM INSTITUTE PROGRAM

�Adapted from Eco-School programme –launched in 1994 by the

Foundation for Environmental Education (FEE)

�Aims at mobilizing the whole institute to empower student teachers

to adopt an active role in environmental decision-making and action

in their teacher education institute

�Green Flag – a prestigious eco-label testifying the campus’s

commitment to fostering sustainable lifestyles.

Feb 2012 7

Why Eco-Institute?



�Encourages democracy in decision making

�Sets relevant targets

�Exposure to basic environmental management skills

�Acquire skills in development and implementing a plan

�Links curriculum work with the day-to-day realities of the TEI

community

�Fosters team work

�Encourages networking and sharing experiences and expertise

locally and internationally

Feb 2012 8

How its done?



Divided into two pronged implementation strategy (parallel execution)

1. Institution Led - Principle of Sustainability and Whole Institute Approach

• The administrative and management affairs (purchasing policy,

resource consumption guideline etc) of each institutes has to

internalize the sustainability principle

• The operation of each institutes (curriculum and co-curriculum)

enhance the infusion and integration of environmental education

and/or education for sustainability

• Work around the existing/established system in each institutes

Feb 2012 9

How its done?



2. Teacher Trainee Led – Learn and Apply, Connecting Ideas to Experience

and Discover & Network

• 7 Steps Methodology – (Set-up committee, Environmental Review,

Action Plan, Curriculum Links, Monitoring & Evaluation, Informing &

Involving and Eco-Code)

• 9 Themes – Waste/Litter, Climate Change, Energy, Water, Local

Agenda 21, Transport/Sustainable Mobility, Healthy Living, Campus

Ground, Nature and Biodiversity

Feb 2012 10

Feb 2012 11



7 STEPS METHODOLOGY

STEP 1: Establishment of an

Eco-Committee



�Teacher trainees are the main component in the committee and

should be clear of their roles in the committee

�The committee should also consist of a member of the institute

management team, a director, lecturer/s, a non-teaching staff member, a

parent, a representative of the local council

�Local community engagement is strongly encouraged

Note: There is no particular way that a committee should be set up. It

could be from a group that’s already exist like a Green Club, student

council or TEI council or from scratch.

Feb 2012 12

STEP 2: Environmental Review



�An opportunity to address environmental

issues that are relevant to the campus

community

�Performed by the Eco Committee

�Based on a checklist

�Data needs to be analysed after the review

�Lead/Assist in facilitating the development

of an action plan

Feb 2012 13

STEP 3: Action Plan



Bahasa Malaysia

English , Arts

End of

Academic

session

CommitteeAppreciate the work and nurture the

sense of accomplishmentCelebrate Success

PSS 3115 (Action

Research)Month 3CommitteeProgramme evaluationReview targets

MTE 3105

(Statistic)OngoingCommitteeAwareness raising

Display and update litter graphs on

the Eco-Institute Notice Board

PSS 3115 (Action

Research)OngoingCommitteeMonitoring activitiesMonitor litter in campus

WAJ 3102 (English

Language)

WAJ 3104 (Literasi

Bahasa)

Month 1Degree

students

Informing and involving the wider

community

Newsletter to parents/ community

about anti-litter campaign

PSK 3104

(Pendidikan

Berkhidmat dalam

Pendidikan Sivik

dan

Kewarganegaraan

Month 1Degree

studentsAwareness raising

Anti-litter presentation to campus

during morning assembly

PSV 3106

(Pendidikan Seni

Visual)

Month 1KPLI studentsRaise awareness of the anti-litter

campaign throughout the campusAnti-litter poster campaign

Curriculum LinkTimePerson

ResponsibleAimAction

STEP 4: Monitoring and Evaluation



�Ensure targets in the action plan are met

�Encourages the sense of ownership among teacher

trainees

�Different methods of monitoring depending on the

information needed

�The data gathered will be used to evaluate the status of

the aims of the action plan (i.e.. successes, alternative

actions or new actions)

�Results needs to be communicated whole institute as Eco

Institute programme takes on the WHOLE institute

approach

Feb 201215

STEP 5: Curriculum linking



�Concept of linking is to highlight the relevance of the

TEI curriculum to the teacher trainees activities being

conducted

�Linking is based on the lecturers willingness and the

curriculum structure

�Subjects that could be linked are languages, religion,

mathematics, natural science, music etc.

Feb 2012 16

STEP 6: Informing and Involving



�One of the key component of Eco Institute

programme dissemination of activities throughout the

campus and the community at large

�The idea is to spread the word on the programme

and actively involve them in the process

�It can proof to be beneficial in the aspect of publicity

and even financially

�Whole campus involvement e.g. campus election,

campus assemblies for information sharing, campus

survey, publish information

�Involving the community, community survey, letters

to seek support, publish community newsletter

Feb 2012 17

STEP 7: Eco code



�Reflects Institutes environmental principles and focus

�Clear and imaginative (poem, song, mixture of action and lyrics etc)

�Displayed in prominent places

�Teacher trainees should be actively involved in the development

�Presentation of the eco code is unique to each institute

�Updated annually as new environmental issues arises

Feb 2012 18

Feb 2012 19

THE PROGRESS


�August 2010– Preliminary discussion

with one of the Teacher Education

Institute campuses

�August 2010 – Advocacy with

University Science of Malaysia

�October 2010 – Advocacy with Sultan

Idris Education University

�December 2010– First roundtable

discussion & pro-tem committee formed

�January 2011- Acceptance of Eco-

Institutes Programme by TEIM MoE

�Mac 2011 – Socialization of Eco

Institutes concept to 11 campuses

(Phase I)

Photo:©SEEN

Feb 2012 20

THE PROGRESS


�July 2011 – Presentation in UNESCO’s

conference in Jakarta

�Oct 2011 – Socialization of the Eco

Institutes concept to all the TEIM

community (including directors, staff

etc)

�Nov 2011 – First working committee

meeting

�Dec 2011 – Second working committee

meeting

�Jan 2011 – Third working committee

meeting


Feb 2012 21

THE IMPACT



�Full support from TEIM (joint

partnership)

�Eco Institutes Programme

mentioned in Minister of

Education/ Deputy Prime Minister

�Eco Institutes is lauded as the

brand for TEI

�Curriculum mapping based on

the 9 themes

�Launch of the Eco Institutes

Programme on 21 April 2012 (a

day before Earth Day)

Feb 2012 22

THE IMPACT



Eco Schools Camp – part of the

integration process

�Teacher trainees as co-

facilitators

�Environmental management

skills

�Networking skills

Thank you

THE END

• www.wwf.org.my


Eco Institute Concept Feb 2012

Documents

Transcript of Eco Institute Concept Feb 2012