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HSBC ECO-SCHOOLS CLIMATE INITIATIVE

HSBC ECO-SCHOOLS CLIMATE INITIATIVE. Encouraging action on Climate Change. CONTENTS. 1. THE INITIATIVE 2. METHODOLOGY 3. CLIMATE CHANGE 4. HOW TO BE A PART OF THIS PROJECT 5. PARTICIPATING COUNTRIES 6. HSBC VOLUNTEERS 7. ECO-CODE CLIMATE COMPETITION 8. WEBSITE. 1. THE INITIATIVE.

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HSBC ECO-SCHOOLS CLIMATE INITIATIVE

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  1. HSBC ECO-SCHOOLSCLIMATE INITIATIVE Encouraging action on Climate Change

  2. CONTENTS 1. THE INITIATIVE2. METHODOLOGY 3. CLIMATE CHANGE4. HOW TO BE A PART OF THIS PROJECT5. PARTICIPATING COUNTRIES6. HSBC VOLUNTEERS7. ECO-CODE CLIMATE COMPETITION8. WEBSITE

  3. 1. THE INITIATIVE HSBC and International Eco-Schools Coordination are implementing a new initiative that aims to empower students as active contributors in reducing carbon emissions.

  4. 1. THE INITIATIVE Using the Eco-Schools 7 Steps methodology, the initiative will target climate change, benefiting from teacher training and materials devised for this project.

  5. 1. THE INITIATIVE Eco-Schools will share their best practices through the website so that other Eco-Schools facing similar challenges can benefit from their experiences.

  6. 1. THE INITIATIVE Eco-Schools involved in the initiative will also be invited to participate in the HSBC Eco-Code Climate Competition.HSBC employees will be given the chanceto volunteer for the HSBC Eco-Schools Climate Initiative in their country.

  7. 2. METHODOLOGY THE ECO-SCHOOLS 7 STEPS STEP 1 Eco-Schools Committee STEP 2 Environmental Review STEP 3 Action Plan STEP 4 Monitoring and Evaluation STEP 5 Curriculum Linking STEP 6 Involving the Wider Community STEP 7 Eco-Code

  8. 2. METHODOLOGY STEP 1 ECO-SCHOOLS COMMITTEE KEY WORDS: Eco-Schoolsmethodology, students, democracy. DESCRIPTION: the Committee organises and directs the school’s activities. It consists of the stakeholders of the school’s environment, namely the pupils, teachers, caretakers, parents and representatives from the local community.

  9. 2. METHODOLOGY STEP 2 ENVIRONMENTAL REVIEW KEY WORDS: assessment, students. DESCRIPTION: work commences with a review or assessment of the environmental impact of the school. Pupils are involved in this work, ranging from assessing the level of waste on school grounds to assessing carbon emissions and energy use.

  10. 2. METHODOLOGY STEP 3 ACTION PLAN KEY WORDS:action plan, climate change, students. DESCRIPTION: the information from the review is used to identify priority areas and create an action plan, setting achievable and realistic targets and deadlines to improve environmental performance on specific issues.

  11. 2. METHODOLOGY STEP 4 MONITORING AND EVALUATION KEY WORDS:action, students. DESCRIPTION:ensures that progress towards targets are followed, that any necessary changes are made to the action plan and that achievement is acknowledged. It further ensures that environmental education and care is an on-going process in the school.

  12. 2. METHODOLOGY STEP 5 CURRICULUM LINKING KEY WORDS: teachers, schools. DESCRIPTION:classroom study of themes such as Energy, Water and Waste are undertaken by most students. The whole school should be involved in practical initiatives. For example, saving water, recycling materials and preventing litter. Efforts should be made to integrate environmental education throughout the curriculum.

  13. 2. METHODOLOGY STEP 6 INVOLVING THE WIDER COMMUNITY KEY WORDS: communication, students, teachers. DESCRIPTION:parents, local authorities, businesses and the wider community are also involved in the Eco-Schools process. Schools are encouraged to make ties with external organisations in order to benefit from their experience and expertise.

  14. 2. METHODOLOGY STEP 7 ECO-CODE KEY WORDS: students, schools DESCRIPTION:each school produces its own ‘Eco-Code’, a statement of values and objectives, outlining what the students are striving to achieve.

  15. 3. CLIMATE CHANGE The Project’s main focus is climate change and work will be carried out according to the Eco-Schools 7 Steps methodology and other Eco-Schools criteria (www.eco-schools.org). Schools can choose to work on more specific areas, such as: Consumption & Waste, Water, Energy, Transportation, School Grounds and Global Dimensions.

  16. 3. CLIMATE CHANGE CONSUMPTION AND WASTE Reducing, reusing and recycling waste plays a vital part in reducing our greenhouse gas emissions. Waste management activities cause carbon dioxide emissions. "Reduce, reuse, recycle" is our mantra for the Consumption and Waste theme, and also plays a vital part in reducing our carbon dioxide production.

  17. 3. CLIMATE CHANGE WATER Water is a necessary resource and a sufficient supply of clean water is essential to the health of both people and the environment. Water has a very important role to play in climate change. It is difficult to calculate the effect of water consumption on carbon dioxide emissions, as there are different sources of water. However, most schools will get their water from a public water supply.

  18. 3. CLIMATE CHANGE ENERGY Whether it is in the home or in the school, when we talk about energy we are mostly talking about heating, lighting and electrical appliances. → fossil fuels → types of renewable energy

  19. 3. CLIMATE CHANGE TRANSPORTATION - TRAVEL The travel sector contributes greatly to carbon dioxide emissions. Emissions from this section have increased significantly, with the growth in private car use accounting for the majority of this increase. Air travel is one of the fastest growing sources of greenhouse gases.

  20. 3. CLIMATE CHANGE GLOBAL DIMENSIONS The current rate at which the global population is using the world’s resources is unsustainable. This exploitation has led to the scarcity of vital resources in many areas of the world, which continues to deny many people their basic rights as human beings, including access to food and clean water. Educating people about global citizenship, including global problems and the threats of climate change, will hopefully encourage a sense of responsibility to care about the planet and to develop a common respect with those we share it with.

  21. 4. HOW TO BE A PART OF THIS PROJECT Eco-Schools interested in being a part of this initiative should contact their National Operator. The participating Eco-Schools will register on the website, where an online map will showcase best practices. Participating Eco-Schools will be able to exchange information on the website. Non-participants will also be able to benefit from their experience by learning about their activities.

  22. 5. PARTICIPATING COUNTRIES

  23. 5. PARTICIPATING COUNTRIES

  24. 6. VOLUNTEERS One of the main aims of this initiative is to involve HSBC volunteers in the Eco-Schools Programme. HSBC volunteers will be able to work with the Eco-Schools’ National Delegations and be involved in Schools’ Pilot Groups. In addition HSBC volunteers will participate in the competition.

  25. 6. VOLUNTEERS EXAMPLE OF ACTIVITIES 

  26. 6. VOLUNTEERS EXAMPLE OF ACTIVITIES 

  27. 6. VOLUNTEERS EXAMPLE OF ACTIVITIES 

  28. 6. VOLUNTEERS EXAMPLE OF ACTIVITIES 

  29. 7. ECO-CODE CLIMATE COMPETITION The last step of the Eco-Schools Programme methodology is Step 7, the Eco-Code. At this stage each school produces its own ‘Eco-Code’, a statement of values and objectives outlining what the students are striving to achieve.

  30. 7. ECO-CODE CLIMATE COMPETITION As a part of this initiative, national Eco-Schools’ offices are invited to organise students' Eco-Code competitions around the theme Climate Change. The two selected winners at national level will compete in the international competition.

  31. 7. ECO-CODE CLIMATE COMPETITION Students are asked to demonstrate, in a clear and imaginative way, their commitment to tackling climate change with drawings and statements. The winning posters should include messages that can be understood by a global audience.

  32. 8. WEBSITE MISSION: The mission is to promote Eco-Schools climate change activities worldwide, through the network and knowhow of the Eco-Schools Programme experience and to involve HSBC volunteers in the main activities of the Eco-Schools Programme. VISION: The vision consists of supporting environmental education as an integral part of sustainable development through the support of the International Eco-Schools Programme.

  33. 8. WEBSITE AIM: The aim is to develop a global network of schools that are actively contributing to the reduction of greenhouse gases and adapting, ahead of climate change, through innovative, replicable delivery models involving HSBC employees.

  34. 8. WEBSITE THE WEBSITE AND THE PROJECT A group of schools will be followed and their results and best practices from the implementation of the climate change theme will be shared nationally and internationally. CONCEPT: a website for teacher’s support, sharing experiences both by teachers and students and recognising school work (in several languages).

  35. HSBC ECO-SCHOOLS CLIMATE INITIATIVE THANK YOU Encouraging action on climate change

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