With Greener Green we want to create a learning platform to improve the sustainable education of primary school children. We seek engagement not only of students, but also of their teachers and their parents.
Where the project stands
To start preparing and planning the training platform, it is essential to observe how is the education in sustainability of the different European countries. At this stage of the project, each country is making its national reports, and multiple meetings are being made so as to exchange results, and information about the different countries.
To make the reports, firstly, it has been made an investigation of the laws and institutions that fight for a sustainable education to see the situation of the countries. Secondly, it has been used surveys and focus groups with students, teachers, and parent. All this research and these techniques are helpful to see which are the strengths and weaknesses of education for sustainability in each country.
Once all the National Reports have been done, a global one will be drawn up in order to analyse how is the education in sustainability in the primary education schools of Europe. This will be published in the end of august, and the conclusions drawn, will help on knowing the degree of sustainability in schools, what is the way to create the Greener Green platform, and what content is necessary.
Current situation of sustainable education in Spain
The national report of Spain describes how education laws have addressed the terms of environmental education and sustainability over the years. In addition, it exposes the most important institutions in the country that work to get green schools and that are committed to the environment. Also, you can find the results and conclusions drawn from the focus groups, the surveys and all the research in general.
It has been observed that the concept that it is most known by the different audiences is recycling. Even there is a positive assessment of the initiatives, there is not a positive implementation of them.
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