Exploring the challenges and opportunities of a green school pilot program in the Maldives

• In Event: Sustainability Praxis: Teacher Innovations and Professional Development

Proposal

As a country made up of low-lying coral islands, the Maldives is particularly vulnerable to the impacts of climate change. Economically the country depends on fishing and tourism, both subject to climate and weather events. The government of the Maldives has recognised the important role young people have in facing the implications of the climate change into the future. As such schools are seen as providing the context for promoting sustainable development and environmental stewardship. Yet, a UNICEF report in 2022 on climate change education in the Maldives found that there was a need to increase the scope of climate change education in the country. It found that there has been limited attention to climate change curriculum development in the country. The report also notes there is significant scope, within the National Curriculum Framework, to incorporate climate change education and attention to environmental and sustainability challenges. Within this context a new green school initiative has been piloted in seven Maldivian schools. This paper will report on an investigation into the implementation of this pilot program to better understand the challenges faced by schools as well as the opportunities this program provides. Data were collected through focus groups and surveys in the seven schools.
The green school program was perceived in a positive light by all the pilot schools. All schools reported increased awareness about environmental issues and actions to promote sustainability at a whole school level. Teachers indicated they understood the importance of sustainability of the environment for the future of their island and the Maldives. They saw it as important to be teaching the children now how to care for their environment, so they become champions of sustainability into the future. This represents future oriented thinking from teachers and supports students to become ‘teachers for their parents’. Each pilot school had a different entry point as to how the program was approached. This included factors such as the schools’ existing awareness of environmental issues, understanding of the concept of sustainability; the level of commitment to the program from the school leadership and teachers; and existing partnerships with their local community.
However, whilst it was clear that there was enthusiasm for the program, several recurring challenges were identified. Teachers raised multiple challenges for incorporating ideas into their teaching, including lacking confidence to implement the new ideas within their classes, a lack of operational clarity about the teaching requirements of the new program and time constraints in fitting in another initiative into a crowded school program. A lack of leadership was also indicated. This presentation will conclude with a series of recommendations intended to support the implementation of the program into the future and may have applicability to other contexts seeking to promote greater uptake of environment education and awareness of sustainable practices.

Author

• Rhonda Di Biase, Faculty of Education