rien

Publicado em 26 de abril de 2005
Traduções disponíveis em:

Practicing Community and Environmental Responsibility in Schools

por Nenet ESCARTIN

Temas largos ligados: Educação Ambiental . Schools . Youth .

This project was conducted by high school students of the Center for Positive Futures (CPF) as part of their Social Studies class. The activity centered on partnering with a class in a public elementary school around the general notion of environmental responsibility, involving four classes of students in CPF and four elementary school classes in four different public elementary schools. Two classes taught their counterpart how to engage in vermiculturing and vermicomposting as a means of community waste management. Vermiculturing is culturing earthworms to produce organic composts from their waste, using dried leaves as earthworm feeds. Another class will build up a seedling bank for replanting. And the last class would make a play and dramatize eco-responsibility.

This project was conducted by Nenet Escartin, Social Studies Teacher.

I. Rationale

Responsibility takes many forms. As individuals, we assume different roles in life and therefore also assume different responsibilities. Performance of roles may vary from time to time but there remain responsibilities that we have to perform as community members. This responsibility takes on a higher plane for it subsumes our role in society in general. This is what we call social responsibility. The main concern of this project was to take the responsibility to our community and society in general.

As students of the Central for Positive Futures, Inc., the individual is molded not only in the academic field but also as socially responsible citizens. Aside from academic preparedness, they are imbued with values of concern towards the community and the environment they live in.

Cognizant of the fact that the school caters to children of less privileged families, the students recognize the fact that poverty is not a hindrance in pursuing a good education from a good institution. They also realize that sharing what they know is a core value which that will not hesitate to impart moreso if it will contribute to the well-being of others.

Concerned about the environment, the students of different year levels have planned to share with other students of other schools how they could contribute in the protection of the environment. This is what they intended to do by adopting a section from four (4) different public schools within and near Banaba.

II. Objectives

At the end of the project, the adopted section have:

1. Established their own project emulating from their sponsor section of CPF;

2. Identified a project showing their sense of social responsibility;

3. Expressed the importance of enrolling in a school with a clear vision of what it wants to achieve in students and society in general.

III. Mechanics of Implementation

1. The school has initially coordinated the project with the school principal and adviser of the top section. Upon approval, the class at CPF has conducted a courtesy call to the principal and adviser.

2. After the first coordination, the class has been introduced to the principal and adviser. The students has also met the students of the top section.

3. Students of CPF have visited and implemented projects with assigned Grade IV students.

4. Time frame of project has started in December 2004 and ended in March 2005.

IV. Activities and Time Frame

The special project on social responsibility was implemented in January 2005 with all the materials required. The lectures were handled by the students after they also trained on their chosen project on social responsibility.

The following are the projects of the different year levels:

First Year - San Lorenzo - Planting of forest plants (small nursery)
First Year - St.. Francis - Vermiculture Composting
Second Year - St. Peter - Vermiculture Composting
Third Year - St. Paul - Play on Environmental Protection

The identified projects has been performed in spring 2005.

Top

puce Mapa do site puce RSS puce vieinterne puce