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The Green ROSE Programme : Developing Environment Literacy and Awareness among Young Children

The Green ROSE Programme : Developing Environment Literacy and Awareness among Young Children. Professor Dr. Hazita Azman Faculty of Social Sciences and Humanities Universiti Kebangsaan Malaysia ASIAENGAGE 7-9 th May 2012. THE TEAM. Prof. Dr. Hazita Azman (Head)

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The Green ROSE Programme : Developing Environment Literacy and Awareness among Young Children

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  1. The Green ROSE Programme: DevelopingEnvironment Literacy and Awareness among Young Children Professor Dr. HazitaAzman Faculty of Social Sciences and Humanities UniversitiKebangsaan Malaysia ASIAENGAGE 7-9th May 2012

  2. THE TEAM Prof. Dr. Hazita Azman (Head) Prof. Dr. SharifahMasturaSyed Abdullah (Advisor) • Environmental Sciences Prof. Dr. Maimon Abdullah Prof. Dr. Mastura Mahmud Assoc. Prof.Dr. Abd. Hair Awang Assoc. Prof. Dr. KhatijahHussin Assoc. Prof Dr. AnizanIsahak Dr. Azima Bt. Abdul Manaf Dr. SuhanaSaad Dr. Maisarah Ahmad • Environmental Literacy • Assoc. Prof. Dr. SitiHaminStapa • Assoc. Prof. Dr. JamilahMustaffa • Dr. Ravichandran A/L Vengadasamy • Environmental Communication • Assoc. Prof.Dr Dr. LatiffahPawanteh • Dr. MohdYusof Abdullah • Abdul Latiff Ahmad • Helmi Abdul Rahim • Mohd Nor Shahizan Ali • HasrulHashim

  3. PROJECT APPROACH Community Engagement ROSE Principles

  4. THE ROSE CONCEPT Reduce : Trimming down on the scale of activities and life cycle in order to lessen the demand on natural resources by individuals and communities. Practices—Recycling, Composting Offset: Augmenting environmental services and functions ex-situ or paying for the reduction of environmental footprint elsewhere. Practices—Replanting, Reuse Substitute : Maintaining the same scale of activities and life style but utilizing goods, services and processes that require less demand in natural resources. Practices—Using energy saver light bulbs; Pedal power Enhance : Improving the environmental services or functions provided by areas within the school premises. Practices—Creating Mini Jungle, Eco art

  5. PROJECT OBJECTIVES • To raise awareness among young children and emphasize on the importance of acting as an individual and as a community to make a difference on issues relating to climate change • To introduce the ROSE approach – reduce, offset, substitute and enhance principles initiated by UKM to inculcate green values among young children, their families and school community. • To empower the young children, their families and school community by providing the knowledge and tools for monitoring and measuring their energy consumption and reducing their energy footprint through multimodal environmental literacy materials and eco-science-based activities. • To transform young children into climate change ambassadors/change agents through the cultivation of values and practices towards solving the causes of climate change. • To assess the impact of the green project on action and motivation of climate change behaviours among participants of the programme.

  6. PROJECT FRAMEWORK UKM -- Corporate Partners – Primary schools Facilitator-Child Child-Parent- Teacher Child as Change Agent UKM Climate Change Niche Research team Corporate Partners Training Of Trainers Module & Programme (UKM)

  7. STRUCTURE OF GREEN ROSE SCHOOL PROGRAMME • Materials preparation • Training of UKM interns • Training of teachers and volunteers • Launch preparation • Conduct ROSE workshops at schools • Monitoring phase—3 months • Project assessment — Measurements of ROSE activities (reduce climate provoking practices) practiced by students at end of 3 months, 6 mths and 1 year.

  8. KNOWLEDGE DEVELOPMENT: AWARENESS BUILDING ENVIRONMENT LITERACY EDUCATIONAL MATERIALS – 7 Products Siri Mari SelamatkanBumi Kita Let’s Save Our Earth Environment Education Series

  9. ORIGINAL CHARACTERS CREATED AS “SAHABAT BUMI” – LOCAL HEROES OF NATURE Gambi– In children’s local mythology the Elephant is strong and smart in protecting the environment and also in resolving disputes between forest animals Obe– In local legends, the hornbill is especially portrayed as strong and is a symbol of purity Napu— The Reindeer is always portrayed as smart, fast, strong and has the characteristics to survive in local folklore. TonTon-- The Tortoise is associated with extraordinary wisdom, patience, and symbolism of longevity

  10. Mari SelamatkanBumi Kita- AsasPerubahanIklim (Introduction to Climate Change) AUTHORS Hazita Azman, Jamilah Mustafa, Mastura Mahmud, Maimon Abdullah, Rakmi Abd. Rahman, Maisarah Ahmad YEAR OF PUBLICATION / ISBN 2011/ 978-983-2795-16-2

  11. Multimedia • Documentary • Song • Cheers

  12. Mari SelamatkanBumi Kita- Folio Hijau (Green Folio-Daily practices) AUTHORS Abd. Hair Awang, Azima Abd. Manaf, Suhana Saad YEAR OF PUBLICATION / ISBN 2011/ 978-983-2795-17-9

  13. Mari SelamatkanBumi Kita- PanduanSeniBungaTekan (Guidebook for Art of Pressed Flowers) AUTHORS Sharifah Mastura Syed Abdullah, Khatijah Hussin, Maimon Abdullah & Samiah Kadri YEAR OF PUBLICATION / ISBN 2011/ 978-967-5878-65-7

  14. Panduan Manual Latihan (Facilitator Training Manual) AUTHORS Hazita Azman, Sharifah Mastura Syed Abdullah, Mastura Mahmud, Maimon Abdullah, Abd. Hair Awang, Khatijah Hussin, Siti Hamin Stapa, Jamilah Mustafa, Latiffah Pawanteh, Azima Abd. Manaf, Suhana Saad, Ravichandran A/L Vengadasamy, Mohd Yusof Abdullah, Anizan Isahak, Mohd Helmi Abd Rahim, Mohd Nor Shahizan Ali, Hasrul Hashim, Abdul Latiff Ahmad & Samiah Kadri YEAR OF PUBLICATION / ISBN In press

  15. Panduan Manual Pelatih UKM (Student Training Manual-UKM) AUTHORS Hazita Azman, Sharifah Mastura Syed Abdullah, Mastura Mahmud, Maimon Abdullah, Abd. Hair Awang, Khatijah Hussin, Siti Hamin Stapa, Jamilah Mustafa, Latiffah Pawanteh, Azima Abd. Manaf, Suhana Saad, Ravichandran A/L Vengadasamy, Mohd Yusof Abdullah, Anizan Isahak, Mohd Helmi Abd Rahim, Mohd Nor Shahizan Ali, Hasrul Hashim, Abdul Latiff Ahmad & Samiah Kadri YEAR OF PUBLICATION / ISBN In press

  16. Website

  17. Programme Outcomes • Raised environmental literacy and awareness among primary school children through multimedia materials and learning aids on climate change, designed to be age- and culture-appropriate. Increased Awareness 43% Before Green ROSE 63% After Green ROSE Increased Literacy 27%Before Green ROSE 59% After Green ROSE • The children and schools practice the ROSE concept in their living environment and practice composting at the school as well as appreciate forest functions through the mini forest eco-system created. Composting system introduced by the Green ROSE programme used to manage canteen and school garden waste • The children conscientiously monitor their own carbon footprints on a daily basis. Regular entry of energy saving activities in the Green Folios and applying the carbon footprint calculation taught by the Green ROSE programme.

  18. A cadre of Climate Change Agents is set up among the young children on signing up as Climate Ambassadors through the website at http://www.pkukmweb.Green_Rose Open access to scientific updates on climate change, sharing of ideas and experiences on conservation activities among members (To date approximately 500n primary school children) • Teachers and volunteers are trained in climate change issues, • challenges and ways of mitigating the problems using the ROSE • principles model introduced by the programme. • These cohort of trainers will inturn train other teachers and volunteers, • thus expanding the reach of the principles and the practices learned and • transferred from the programme. • To date a total of 130 teachers and volunteers have been trained from 50 schools. • UKM undergraduate interns are trained as Green School advocates • to interact with the young children at schools and to contribute ideas • on how to communicate climate change issues to engage the youth population • to be included in future programmes. • To date a total of 65 first and second year students have been trained as project managers and facilitators through the Learning Contract course • HHHC 9118.

  19. UKM Students on the Green ROSE experience Thank you for giving me this great opportunity to be in an organization that provides space for members to think creatively, critically and innovatively. I have learned how to work with fellow students, fellow lecturers and fellow corporate partners while developing a deeper love and appreciation for nature and the importance of preserving it. Muhammad Nazmi A Razak A133192 The Green Rose programme educated me about the environment…how to save the planet earth and how to love nature. We have improved ourselves and have better perspective on how to make our living space a better place to live and how to make it last for the future. I have also improved my soft skills and have got more confidence. Thank you Green Rose Programme! NurulNadiahMdAzam Communication and Information Management

  20. Future Development • Visual engagement of young children in conservation and carbon reducing activities– self made visual productions to be posted on YouTube through the website • Full development of Green ROSE portal to create online communities of climate change cadre of ambassadors across the country and globe • Increasing children’s input and voice in the design of the programme to provide a sense of ownership towards the cause of saving the environment and the planet • Animate the Green ROSE characters for online educational environment games

  21. Challenges • Budget allocation to run the project: • Development of materials • Training of students • Training of teachers and volunteers • Launching and workshop sessions at schools • Monitoring phases 2. Work relationship with industry partners and schools • Intent and Motivation • Buy-in • Corporate and Institutional will 3. Key Drivers—Core Team and UKM Leadership support

  22. PROJECTS CONDUCTED 2010-2012

  23. April 2010 & May 2011 UEM Pintar Schools, Johor

  24. April 2011-CIMB CSR at SK SaujanaImpian, Kajang

  25. Sept 2011-Iskandar Johor Khazanah schools Launched by MB of Johor

  26. March – Sept 2012Pintar Foundation Schools • 50 selected schools nationwide • Training workshops (ToT) – March and June 2012 • 35 UKM students • 100 Pintar school teachers • 20 Pintar foundation volunteers

  27. Thank You

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