Learning through interactions in environmental management projects 114

Compared to formal learning inside and outside the classroom, only a small group of students and adults are actively involved in the implementation of the projects supported by parents and organizations through donations of materials (Sections 4.2.6 & 4.3.6). The projects are implemented across subjects and complement environmental learning, for example, through co-curricular activities in environmental clubs.

Across subjects, several projects are used by teachers to facilitate environmental learning at school. One of the projects related to the adoption and maintenance of a mangrove forest that runs through the school and is used by teachers in case 1 to facilitate environmental learning (Section 4.2.6). Similarly in case 2, two research participants pointed out that the teachers are making use of school projects to facilitate environmental learning for subjects such as Technology and Enterprise and Geography (Section 4.3.5). This approach by teachers to use the school projects serves as an aid to support learning on environmental topics such as wetlands and forest and to also help students develop a relationship with the environment around them (Sections 4.2.6 & 4.3.6). Two adult research participants explained that through projects that emphasize proper management of the school environment, students learn to take responsibility for keeping the environment clean (Section 4.2.6). The Living Value Project discussed in case 2 is also supporting the Eco-School programme - influencing the behaviour of students towards their school environment. Two teachers in case 1 stated that students are learning to value the physical part of the school that has led to a reduction in vandalism at the school (Section 4.3.6). This suggests that students are learning to value their school environment and to also become agents of promoting care towards the environment in support of the Eco-School framework discussed in Section 2.2.1.

Students are also learning from peers and taking responsibilities to manage projects in the school. This was explicitly illustrated in two projects. One was presented in both Eco-Schools based on a group of students who were assigned responsibilities to monitor how students make use of bins and other school facilities during break and lunch time (Sections 4.2.6 & 4.3.6). The other project (from case 1) was based on students who were involved in watering and monitoring the growth of plants planted in recycled materials (Section 4.2.6). It was not clear from the findings if the first project is ongoing and how it is contributing to the management of school grounds. Nonetheless, evidence in Sections 4.2.6 and 4.3.6 suggests that students who do not make use of bins during break and lunch time are reminded by the group of students to do so. The students who fail to respond to advice given by the group of students are then reported in the school's general assembly as a lesson for other students to learn to keep school grounds clean.

In case 2, a group of students and teachers across Technical and Vocational subjects and environmental clubs have engaged in school projects aimed at school beautification (Section 4.3.6). One teacher stated that students’ active participation in school projects ensures that individual needs are met (Section 4.3.6). This approach by teachers in school provides opportunity for students with different needs to collaborate in school projects and learn from each other.

There are several other projects promoting sustainable management of resources, namely water, electricity and solid waste (Sections 4.2.7 & 4.3.7). The projects are providing opportunities for stakeholders to work together and take action in response to socio- ecological issues in school. These projects can support Eco-Schools to become sustainable in their operations and could be considered as beneficial in terms of educating students and adults on sustainability practices that can save money (Emilie, 2011 & Department of Environment and Heritage, 2005 - Section 2.6). This was evident in some of the research participants' description of teachers and students learning how to avoid wasting electricity by engaging in simple actions such as switching off electrical appliances, teachers and students learning to harvest rainwater to reduce dependency on treated water, and students learning how to manipulate recycled materials with the help of the teacher in classroom activities especially for Technical and Vocational subjects (Sections 4.2.7 & 4.3.7). Polyani in Hung (2002 – Section 2.3.1) states that skills are

the development of skills for students to learn how to handle the recycled materials. There are two benefits of teaching students how to sustainably manage waste. Firstly, to sensitize students that not all used materials should be regarded as waste but could have other purposes. Secondly, proper management of waste so as not to create any risks for the well-being of all that co-exist in the environment (Sections 4.2.7 & 4.3.7).

In case 1, one Eco-School committee member explained that there are some students who are sharing what they are learning at school about sustainable management of resources such as water and electricity with their parents at home (Section 4.2.7). In case 2 evidence suggests that students are learning from peers to be conscious of using water wisely by closing the tap properly and also making use of rainwater collected from the school's Rainwater Harvesting project to water plants (Section 4.3.7).

One project also provided opportunities for stakeholders to share and construct knowledge on heritage practices. This was evident in Case 2 outlined by one parent who described her experience of sharing knowledge acquired from her parent with other teachers and students while they were working together to beautify the school grounds (Section 4.3.6).