GOOD PRACTICE

LISBON:

ENVIRONMENTAL PROGRAMS

AT SCHOOLS September 2014

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Content table 1. General information on the good practice (GP) ...................................................................... 3

1.1 General information .......................................................................................................................... 3

1.2 Context ................................................................................................................................................. 4

1.3 Short description ................................................................................................................................ 4

1.4 Objective .............................................................................................................................................. 5

1.5 Method used to identify the good practice .................................................................................... 5

1.6 External factors .................................................................................................................................. 6

2. Implementation ............................................................................................................................ 6

2.1 Preparation phase .............................................................................................................................. 6

2.2 Technical implementation ................................................................................................................ 6

2.3 Communicative implementation ..................................................................................................... 8

2.4 Organisations involved ...................................................................................................................... 9

2.5 Key success factors ............................................................................................................................. 9

2.6 Resources ............................................................................................................................................. 9

3. Results ............................................................................................................................................ 9

3.1 Monitoring of the progress of the GP ............................................................................................. 9

3.2 Other results ...................................................................................................................................... 11

4. Lessons learned ........................................................................................................................... 12

4.1 Negative effects ................................................................................................................................ 12

4.2 Challenges .......................................................................................................................................... 12

5. Pictures and other documentation .......................................................................................... 13

6. Further information ................................................................................................................... 17

7. Other regions with similar good practices ............................................................................. 17

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1. GENERAL INFORMATION ON THE GOOD PRACTICE (GP)

1.1 General information

Region Lisbon

Country Portugal

Short name of the good practice Continual environmental education programs at schools

Geographical level of implementation (country, region, municipality…)

Municipality of Lisbon

Target group Students from kindergartens, primary and secondary schools, teachers and auxiliary staff.

Date of implementation/duration These programs began in the 90’s years

Waste stream (and subcategory) All waste streams

Legal framework Directive 2008/98/EC on waste (European Waste Framework Directive)

Main local instruments involved “Training session”, “Sorting ambassador”, “Website”, “Awards” to the best school and “Sorting leaflets” given to students

Scale (pilot/partially roll out /roll out) Roll out

Initiator/coordinator Environmental and Sanitation Sensitization Division of the Urban Environmental Directorate of the Municipality of Lisbon

Demography

Population 547.733

Number of households 323.981

Area (km²) 85

Population density (number of inhabitants/km²) 6444

General waste data

Year of the following waste data 2012

Sum of all waste streams excl. residual & bulky waste (kg/inhabitant/year) (Use indicator 1 or 2 from the R4R Online Tool)

103

Residual waste (including sorting residues) and bulky waste (kg/inhabitant/year) (Use indicator 8 or 9 from the R4R Online Tool)

398

Total waste (add up the previous two) 501

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Sum of all waste streams excl. residual & bulky waste to DREC (kg/inhabitant/year) (Use indicator 3 of the R4R Online Tool)

87

1.2 Context

In 1993, after the “Rio’s Conference” and in order to face the new European challenges and policies, the Municipality of Lisbon started to promote specific environmental education programs at primary schools. Later on, in 1998, it also extended this environmental education programs to kindergartens and secondary schools. Since then, this has been a continual work, focused on each age target group, driven by specific teams from the municipality. These continuous actions have had a broad influence and nowadays cover more than 200 schools and 50.000 students, teachers and auxiliary staff.

1.3 Short description

The Municipality of Lisbon promotes two continual environmental education programs, specially designed to different age target groups, called “Lisboa Limpa Tem outra Pinta! (LLTOP)” (Cleaned Lisbon is Cool!) and “Escola a Escola Pró-Ambiente (EEPA)” (School to School Pro-Environment).

The LLTOP program is dedicated to kindergartens (70 schools) and primary schools (91 schools) and covers 19.000 students. In this context, the Municipality of Lisbon conceives and produces leaflets and games in order to exercise recycling subjects. It also organizes paper recycling workshops and explains how many raw materials can be saved when recycling paper, glass, plastic and metal. Mini multimaterial recycling bins are also available to help to understand which one is the right bin for a given recyclable material.

The EEPA program is dedicated to older students, from the 2nd and 3rd levels of Basic Education, who are between 10 and 15 years old. It is annually implemented in 50 public and private schools, covering 20.000 students and 3.000 teachers. This program involves technical visits, paper recycling workshops, pedagogical games, competitions, exhibitions, used object fairs, ecological marches, pedagogical materials and thematic plays.

These programs are widely implemented in Lisbon´s public schools but also in some private schools. Therefore the Municipality of Lisbon has achieved a long and consolidated experience in environmental education programs.

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1.4 Objective

The goal is to promote values and attitudes that conduce to the adoption of environmental preservation behaviours. It also aims to increase environmental awareness through the communication of the importance of recycling and the explanation of the right recyclable materials to each bin.

These education programs aim to increase the environmental sustainability awareness in all its dimensions, namely:

- Waste prevention and responsible goods consumption;

- Waste streams separation and recycling;

- Urban biodiversity;

- Water and energy conservation/saving;

- Air, water and soil pollution;

- Environment and public spaces preservation;

- Pets care.

The programs of the Municipality of Lisbon are annually conceived and implemented, offering a diversity of activities that are integrated. They are executed by two interdisciplinary teams that use active and pedagogical methodologies. The educational proposals include study visits, ateliers, games and competitions related to these issues.

Indirectly, these environmental and educational programs also intend to sensitize children’s family and the community in general.

1.5 Method used to identify the good practice

Benchmark and expert judgement.

This good practice was chosen after benchmarking at national and international level. It could be considered as a good example to follow because of its continuous action and targets’ dimension.

This good practice was also chosen due to several international expert judgements after visiting our services. In fact, they have congratulated these continual environmental programs and mentioned not only their systematic approach but also the attractive pedagogical materials produced, fully conceived and printed by the Municipality of Lisbon.

On the other hand, the annual evaluation made by the teachers and older students have classified these continual environmental education programs with “Very Good” and “Good”. They have also considered them as very important initiatives in the educative process and that they should continue in Lisbon’s schools.

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1.6 External factors

None of the R4R External Factors are directly linked.

The Ministry of Education have imposed some guidelines to the schools in order to develop curricular themes, like the environmental sustainability. This fact conditions the themes worked in these programs, so, the main challenge is to correspond to the schools’ needs, requirements and expectations. On the other hand, these education programs have been adapted according to the constant reorganizations of the municipal services.

2. IMPLEMENTATION

2.1 Preparation phase

Not applicable.

2.2 Technical implementation

In the LLTOP program, the Municipality of Lisbon first disseminates the environmental education offer among the schools and posteriorly each school registers itself in its favourite activities, one per class. Nevertheless, there are activities like “Plants and Animals” and “Gardens and Company” that demand a previous apply form.

In EEPA program, the type of activities has been diversified over the years but new pedagogical activities are annually introduced. In the beginning of the school year, the schools show their interest in participating in this program and they identify the most adequate activities to their educative project.

Afterwards the Municipality of Lisbon schedules all the chosen activities during the school year period. The two educational programs have professional teams involved in a full time base. There are also other workers responsible for the sensitization materials conception and production, who link their printing with the Municipal Press Division.

In both continual environmental programs, the Municipality of Lisbon provides a wide educative offer with several themes that can be chosen by schools.

The LLTOP program invites to develop indoor pedagogical activities, to participate in packaging collection competitions and to promote activities in thematic days like earth day, tree day, environmental day, etc. The program includes sessions in the classroom and pedagogical visits. Therefore the LLTOP program offers several possibilities:

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- “Not dirty is already clean it up” Game. Duration: 40 min. In the classroom;

- “Plants and animals” Project. Duration: 50 min. in the classroom; Outdoors 4h30 min. In

the urban green park “Moinhos de Santana”;

- “Zeca’s Puzzle” Game. Duration: 40 min. In the classroom;

- “Paper Recycling” Atelier. Duration: 60 min. In the classroom;

- “A vegetable garden at school”. Application form needed;

- “Environment in line” Game. Duration 50 min. In the classroom. Target: 9 and 10 years old;

- “Reutilize to save” Atelier. Duration: 60 min. In the classroom;

- “Recycling Loto” Game. Duration: 50 min. In the classroom; Target: 9 and 10 years old;

- “Separate to Recycle” Game. Duration: 50 min. In the classroom: Target: 6 and 7 years old;

- “Gardens and Company” Project. Duration: 50 min. Outdoor 4 hours. In Urban Park

Moinhos de Santana, Target: 9 and 10 years old

- “Our Yellow is Beautiful” Competition, financially supported by Valorsul.

The EEPA program supplies the following environmental education activities:

- Civic Amenity Site and Sorting Plant of Valorsul. Duration: 2h, Target: 2nd and 3rd levels of Basic Education.

- Incineration Plant. Duration: 2h30m. Target: 3rd level of Basic Education;

- Wastewater Treatment Plant. Duration: 2h. Target: 2nd and 3rd levels of Basic Education;

- Thermoelectric Central of Ribatejo. Target: 3rd level of Basic Education;

- Electricity Museum. Duration: 2h30min. Target: 2nd and 3rd levels of Basic Education;

- “River Tagus Adventure”. Duration: 3h30min. Target: 2nd level of Basic Education;

- “The Air that We Breathe” air quality indicators observation. Duration: 3h30m. Target: 2nd level of Basic Education;

- “Pedagogical Route in a Canoe”. Duration: 3h. Target: 3rd level of Basic Education. The aim is to observe the biodiversity in Tagus estuary;

- “School Gardening”. Duration: 3h: Target: 2nd and 3rd levels of Basic Education;

- “Monsanto Park”. Objective: animals and plants observation and biodiversity preservation;

- “Estufa Fria Park” (Greenhouse park) with world’s flora. Duration: 3h. Target: 2nd and 3rd levels of Basic Education;

- “Eco-Pólis Game” inspired in Monopoly Game. Duration: 90min. In the classroom. Target: 3rd level of Basic Education;

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- “Lisbon Game” inspired in “Trivial Pursuit” and “Pictionary”. Duration: 90min. In the classroom. Target: 3rd level of Basic Education;

- “Environmental Battle Game”. Duration: 45min. In the classroom. Target: 2nd level of Basic Education;

- “This Earth Game”. Duration: 45min. In the classroom. Target: 2nd level of Basic Education;

- “Environmental Problems Game”. Duration: 45min. In the classroom. Target: 2nd level of Basic Education;

- The awareness actions are organized in 4 themes:

- Environmental Sustainability (energy, water, air, biodiversity, sustainable consumption, pets adoption, etc.)

- Urban Waste, developed by Valorsul, with 3 possibilities: “Good Practices in Waste Management”, “Biowaste” and “3 R’s Policy and Waste Prevention”

- “Separation to Recycle” Competition between schools to separate and collect the biggest amount of metallic, plastic and tetra brick packages. Duration: school year. Target: 2nd and 3rd

levels of Basic Education;

- “The environment in my city” Competition with environment postcards. Duration: school year. Target: 2nd and 3rd levels of Basic Education

- “(Re)invent the parties” promoting the reutilization of recyclable materials to decorate the popular saints parties. Duration: school year. Target: 2nd and 3rd levels of Basic Education.

- “Cleansing Campaigns”. Duration: half a day. Target: 2nd and 3rd levels of Basic Education;

- “Pedagogical Gardens support”. Duration: school year: Target: 2nd and 3rd levels of Basic Education;

- Other activities related to special dates and collective tree plantations in public spaces, etc.

2.3 Communicative implementation

The main activities are developed in loco (in the classroom), face-to-face.

This good practice is disseminated through the distribution of environmental education programs’ leaflets in schools, in order to easily identify the most interesting activities to each age target group, among a wide range of activities.

Both education programs are disseminated by the municipal institutional channels and also by Facebook.

There is also information available in the municipal site: http://www.cm-lisboa.pt/en/living-in/environment/environmental-education/lisboa-limpa-tem-outra-pinta and http://www.cm-lisboa.pt/en/living-in/environment/environmental-education/escola-a-escola-pro-ambiente.

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2.4 Organisations involved

The Municipality of Lisbon is the coordinator of the all involved stakeholders, which are:

All the kindergartens and schools that have been working together with the Municipality of Lisbon over the years;

Valorsul, which is the unique entity that financially supports one of the sensitization activities developed by the Municipality of Lisbon - “Is Beautiful our Yellow”. All the other activities are exclusively supported by the Municipality of Lisbon;

Companies like EDP – Electricity of Portugal and Electricity Museum of EDP Foundation that allow technical visits;

SIMTEJO that provides some awareness materials.

2.5 Key success factors

The involvement of the teachers and municipal professionals are essential to these environmental education programs’ success. Other success factors are their continual character and the produced sensitization materials, which have to be very attractive and adequate to each age target group.

Taking into account the target’s suggestions in the next year planning of the activities is also fundamental because it shows the feedback of the municipal services.

2.6 Resources

The payment of the operational costs is financed by the general budget of the Municipality of Lisbon. These operational costs correspond to the human resources annually involved in each environmental education program driven by 2 specific teams. Therefore, the teams involve 9 and 6 professionals, on a full time basis. There are also 2 other persons responsible for the sensitization materials’ conception and production. The paper and toners used in the sensitization materials are also provided by the Municipality of Lisbon - Municipal Press Division.

3. RESULTS

3.1 Monitoring of the progress of the GP

Concerning the LLTOP Program and the pedagogical activities performed, the teachers that answered to the questionnaires pointed the following strong points:

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Global satisfaction with the program and activities;

Monitors’ dynamics and performances (interactivity and students’ motivation and participation);

Well-structured and creative activities, adequate to the age target group;

Dynamic and interesting activities, that consolidate knowledge and appeal to the children’s participation;

Pedagogical added value to the school projects, in different environmental themes;

Program´s continuity.

The suggestions of the teachers continue to demonstrate a high level of satisfaction and refer the necessity of continuing this educational program. They also mentioned that they would like to have new activities in the next school year.

Last year the LLTOP program had a high execution level, exceeding the previous established goals (355 activities).The evaluation given by 381 teachers was very positive. The pedagogical activities received the following global classification:

Very Good and Good - 98,7%;

Very Good - 68,2%;

Good - 30,5%.

The evolution of this program in the last years is the next one:

Table I - LLTOP Program evolution

School Year Nº of Activities Nº of Schools Nº of Students Nº of Adults

2008/09 309 67 5920 373

2009/10 317 65 6990 446

2010/11 338 68 6866 480

2011/12 314 64 6129 423

2012/13 409 91 8676 639

Concluding, LLTOP program continues to be very well received and continues to generate interest and expectations from its target group.

Concerning EEPA program, the evaluation made last year by teachers, in 157 questionnaires, was the following:

Very Good and Good - 98,7%;

Very Good - 61,8%;

Good - 36,9%.

The students’ evaluation, in 1073 questionnaires, was:

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Very Good and Good - 92,7%;

Good - 51,3%;

Very Good.- 41, 5%.

The EEPA program is continuously developed with the schools during the school year. Last years, its evolution was the following:

Table II - EEPA Program evolution

School Year Nº of Schools that

participate continuously

Nº of Activities Nº of Students Nº of Teachers

and other professionals

2009/2010 44 224 16.721 824

2010/2011 41 200 14.401 4.633

2011/2012 44 208 16.889 3.101

2012/2013 48 228 18.879 2.574

3.2 Other results

According to the Quality Management System (ISO 9001) implemented in this municipal service, these programs have to be evaluated every 3 months. The results from the last trimester are presented in the next table.

Table II – Internal LLTOP and EEPA Evaluation

Continual Environmental

Education Programs Indicator Target

Results (2nd trimester

2014)

LLTOP - Execution (Nº of activities carried out/ nº of activities approved)*100

85% 91%

LLTOP - Teachers' Evaluation

(Nº of questionnaires with Very Good and Good/ Nº of answered questionnaires) * 100

85% 100%

EEPA - Execution (Nº of activities carried out/ nº of activities approved)*100

85% 100%

EEPA - Teachers' evaluation

(Nº of questionnaires with Very Good and Good/ Nº of answered questionnaires) * 100

85% 99%

EEPA - Students’ evaluation

(Nº of questionnaires with Very Good and Good/ Nº of answered questionnaires) * 100

80% 95%

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Another evidence could be the fact that the teachers maintain a pro-active attitude concerning the environmental educational programs and they want to continue collaborating with the municipal teams in their educative project.

There also exist some evidences related to the improvement of the quality of the selective materials collected in the schools’ competitions.

4. LESSONS LEARNED

4.1 Negative effects

Not applicable.

4.2 Challenges

These education programs need further investments in human and material resources in order to maintain their quality. Year after year, the Municipality of Lisbon has to do more with less resources because of the economic crises and because of internal reorganizations that have been made in the municipal services. On the other hand, the financial support from other entities is almost inexistent.

The enthusiasm and motivation of the involved teams results exclusively from the work done with the teachers and students and from their positive feedback.

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5. PICTURES AND OTHER DOCUMENTATION

Picture 1 - “Lisboa Limpa Tem Outra Pinta” Program´s Activities

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Picture 2 - Other “Lisboa Limpa Tem Outra Pinta” Program´s Activities

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Picture 3 - “Escola a Escola Pró-Ambiente” Program’s Activities

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Picture 4 - “Escola a Escola Pró-Ambiente” Awareness Materials

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6. FURTHER INFORMATION

Organisation Municipality of Lisbon

Address Rua da Boavista 9, 1200-066 Lisbon. Portugal

Contact person Carla Tamagnini

Phone 00351213253594

E-mail address carla.tamagnini@cm-lisboa.pt

Website www.cm-lisboa.pt

Others

7. OTHER REGIONS WITH SIMILAR GOOD PRACTICES

The following partners of the R4R-project have a good practice similar to the good practice described in this factsheet:

Organisation Southern Regional Waste Management Office

Address Limerick City & County Council,

Lissanalta House,

Dooradoyle,

County Limerick

IRELAND

Region Limerick/Clare/Kerry Region (now part of the larger Southern Region)

Country Ireland

Contact person: Philippa King/Carol Sweetnam

Phone 00353 61 496842/00353 61 496841

E-mail address philippa.king@limerick.ie carol.sweetnam@srwmo.ie

Website www.srwmo.ie

Others

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Short description of the main differences. Green-Schools in Ireland (known internationally as Eco-Schools) is operated and co-ordinated by the Environmental Education Unit of An Taisce (Foundation for Environmental Education member for Ireland), in partnership with Local Authorities throughout the country. Over 3,700 primary, secondary and special schools in Ireland (>92% of all Irish schools) are currently participating in the programme and over 2,785 schools have been awarded the Green Flag. One of the main factors in the success of the Irish Green-Schools programme is the partnership between An Taisce and Local Authorities i.e. the financial and time contribution of the Local Authorities to the programme. Most of the Local Authorities have an Environmental Education Officer who provides on-site support to schools undertaking the programme.

Organisation Ecological Recycling Society (ECOREC)

Address 3 Mamai str.

Region Attika

Country Greece

Contact person: Mrs. Katia Makryniki

Phone 0030 2108224481

E-mail address katia@ecorec.gr

Website www.ecorec.gr

Others

Short description of the main differences. ECOREC is an NGO that implements environmental education programs in primary schools and in high schools. The main program is about packaging recycling but other programs are also available upon request for composting, paper recycling and about sustainable waste management in general.