RESEARCH ON BUILDING OF “GREEN SCHOOL”

“Green Schools” is a beneficial model, which is not only agreen, safe and clean school but also a place to environmentally educate students fromearly age.Keywords: Environmental pollutio

TONG THI HONG

RESEARCH ON BUILDING OF “GREEN SCHOOL”

IN DOI CAN PRIMARY SCHOOL THAI NGUYEN PROVINCE

BACHELOR THESIS

Study mode: Full-time

Major: Environmental Sicience and Management

Faculty: International Traning and Development Center

Batch: 2010-2015

Thai nguyen, 20/01/2015

ADVANCED EDUCATION PROGRAM

BACHELOR THESIS

RESEARCH ON BUILDING OF “GREEN SCHOOL”

IN DOI CAN PRIMARY SCHOOL THAI NGUYEN PROVINCE

Student Name Student ID Year

: Tong Thi Hong : DTN1053110294 : 2010 – 2015

:Msc Truong Thi Anh Tuyet

JANUARY - 2015

Thai Nguyen University of Agriculture and Forestry

Degree Program Bachelor of Science in Environmental Science and

Management

Student Name Tong Thi Hong

Thesis Title Research on building of “Green School” in Doi Can Primary

School in Doi Can Primary School – Thai Nguyen Province

Supervisor Assoc Prof Dr Do Thi Lan, MA Truong Thi Anh Tuyet

Abstract:

In recent years, environmental pollution is becoming worse The education ofenvironmental protection is essential, especially for primary students Primary school isthe first place for students to start learning and working Therefore, the reasearcherhave studied the establishment of “Green Schools” model in Doi Can Primary Schools.The aim of the study is to assess the education as well as measures to protect theenvironment so that students and teachers can study and work in a safe and cleanenvironment In addition, this enables students to enhance their knowledge, awarenessand responsibility for the environment The study conducted a survey of incidental 30students and 25 teachers about environmental awareness Analyzing eight criteria of

“Green schools”, we considered it as the basis of evaluating the current state of theschool The results revealed that the facilities and environmental awareness of studentsand teachers are satisfactory, 90%, 92% respectively The measures added intoextracurricular activities such as: Clubs, Travel, Games, Arts and culture, etc haveincreased the effectiveness of the course as well as students’ perception ofenvironmental protection “Green Schools” is a beneficial model, which is not only agreen, safe and clean school but also a place to environmentally educate students fromearly age

Keywords: Environmental pollution, Green Schools, Extracurricular

activities, Doi Can Primary School, Environment protection.

Number of Pages: 47 pages

Date of Submission: January 15, 2015

First and foremost, I wish to express my sincere thanks to the boards of to teachers

in faculty of International Training and Development as well as teachers in ThaiNguyen University of Agriculture and Forestry for providing me all the necessaryfacilities to complete this research

In particular, I would like to thank my supervisors Assoc Prof Dr Do Thi Lan,

guided me wholeheartedly during the implementation of this research project Iplace on record, my sincere gratitude to all staffs, government and people in DoiCan Primary School - Thai Nguyen province for their expert, valuable guidance andgenerous support to our project Finally yet importantly, I take this opportunity toexpress our deepest appreciation to our families, relatives, friends and fellowstudents in class of K42-Advanced Education Program who encouraged andsupported me unceasingly and all who, directly or indirectly, have lent their helpinghand in this venture

I sincerely thank you!

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION 1

1.1.The rationale of project Error! Bookmark not defined. 1.2 Aims of the study 2

1.3 Research questions and hypothesis 2

1.3.1 Research questions 2

1.3.2 Hypothesis 2

1.4 Limitations of the research 2

1.5 Definition of Terms 2

CHAPTER II: LITERATURE REVIEW 4

2.1 Scientific basis 4

2.2 Factual basis 5

2.2.1 Status of research on the Green School in the world 5

2.2.2 Status of research on the Green School in Vietnam 10

CHAPTER III: MATERIALS AND METHODS 12

3.1 Subjects and research scope 12

3.2 Location and time Error! Bookmark not defined. 3.3 Methodology 12

3.3.1 Inherited method 12

3.3.2 Interview and survey questionnaire method 12

3.3.3 Analysis method which bases on criteria 13

3.3.4 Assessment, synthesis, comparison method 15

CHAPTER IV: RESULT 16

4.1 Basic situation and the current state of environmental education in Doi Can primary school 16

4.1.1 Basic situation of Doi Can primary school 16

4.1.2 Current status of environmental education in Doi Can primary

school according to each criteria 19

4.2 Overall assessment of environmental education in Doi Can Primary school 33

4.3 Proposal of "Green School" model in Doi Can Primary school 35

4.3.1 Building a green, clean, beautiful and safe school in Doi Can Primary school 35

4.3.2 Building on some methods through extra-curricular activities 38

4.3.3 Collaborating with students’parents in building a "green, clean, beautiful and safe" school 45

CHAPTER V: DISSCUSSION AND CONCLUSION 47

5.1 Discussions 47

5.2 Conclusions 47

REFERENCES 49

APPENDICES 51

LIST OF FIGURES

Figure 4.1 Location of Doi Can primary school 16

Figure 4.2 Drinking water system for students at Doi Can Primary School 21

Figure 4.4 Drinking water system for students at Doi Can Primary School 23

Figure 4.3 Signs of prohibition of parking outside school gate 37

LIST OF TABLES

Table 4.1 Achievement Report in 2013-2014 17

Table 4.2 The quality of teachers in Doi Can primary school 17

Table 4.3 Socialization projects for green, clean, beautiful and friendly schools and classrooms 2008-2012 18

Table 4.4 Quantity of trees in Doi Can Primary School 19

Table 4.5 Current situation of restrooms in Doi Can Primary School: 24

Table 4.6 Survey results for creating classroom environment: 25

Table 4.7 Survey of environmental awareness of Doi Can Primary School’s students: 26

Table 4.8 Overall Assessment of environmental protection awareness of students in Doi Can Primary School 33

Table 4.9 Overall Assessment of environmental education of teachers in Doi Can Primary School 34

PART I INTRODUCTION

1.1 Research rational

The environment is very important for human life Each of us needs to have aresponsibility, and work together to build a cleaner habitat Every day, theenvironments that we are living are houses, and village and an importantenvironment that children grow up is the school

The school is the second home of the students In particular, Primary school isthe first place for the children to start learning and working When students study inschool, they need to acquire the systematically scientific knowledge On the onehand, a good educational environment will help students to acquire the skills whichare necessary for the formation and development of the original qualities of humanbeings in an environment On the other hand, the educational environment playsroles on the formation and development of personality through social relationships

in diverse academic life, and daily activities of the children

It is true that everyone wants to live, learn and play in a real green, clean andbeautiful environment The green, clean and beautiful school creates interestinglearning and activities environment which attract students, and make them morebeloved their school, teachers, and friends

Doi Can Primary School which is located in the center of Thai Nguyen City.Doi Can Primary School has always been achievements and it is the first position ofthe education in Thai Nguyen The movement of teaching and learning is extremelygood Coming to Doi Can Primary School also is the unit which has a lot of diverseactivities such as sport, charitable, outdoor and health care activities

To educate students rise awareness, habits, and environmental protection ofstudent and make them keen on go to school Addition, they understand that every daythat they attend the class is a happy day Moreover, formation of good character andcivilized lifestyle for young generation can be contributed from the Primary school

From the idea above, the researcher aims to do a study on the: “Research onthe building of “Green School” in Doi Can Primary School – Thai Nguyen city”under supervisor Assoc.Prof Do Thi Lan – Dean of Environmental Resources andTruong Thi Anh Tuyet - Lecturer – Thai Nguyen University of Agriculture andForestry.

1.3 Research questions and hypothesis

+ The facility and current environmental education are very good

+ Building on content of activities which apply in Extra-curricular activitiessuch as games, clubs and travel…to educate environmental education in Doi CanPrimary School

surrounding human, influence to a productive life, the existence and development ofhuman beings and creatures."

* Environmental pollution

According to the World Health Organization: "Environmental pollution is thetransfer of energy or waste to environment which causes harming to human health,development or degrading organisms or reducing environmental quality”

* Soil pollution

“Soil pollution is a result of human activities altering the ecological factorsbeyond the ecological limits of the living communities in the soil” (Hoang VanHung, 2008)

* Water pollution

“Water pollution is a change for the worse of the physical, biological,chemicals properties of the water, with the presence of foreign substances in liquid,solid as the water becomes toxic for humans and animals, reducing biologicaldiversity in the water.” (Hoang Van Hung, 2008)

* Air pollution

Air pollution: "Air pollution is the presence of a foreign substance or ansignificant change in the composition of the air making the air not clean or causingunpleasant smell , reducing visibility (due to dust) (Hoang Van Hung, 2008)

* Environmental degradation

According to Article 3 paragraph 7 of the Law on Vietnam EnvironmentalProtection (The National Assembly of Viet Nam, 2005),”Environmentaldegradation means qualitative and quantitative deterioration of environmentalcomponents, adversely affecting human beings and organisms”

* Environmental protection activities

According to Article 3 paragraph 3 of the Law on Vietnam EnvironmentalProtection (The National Assembly of Viet Nam, 2005) means activities of keepingthe environment sound, clean and beautiful; preventing and restricting adverseimpacts on the environment, responding to environmental incidents; remedyingenvironmental pollution and degradation, rehabilitating and improving the

environment; exploiting and rationally and economically using natural resources;and protecting biodiversity.

* What is a Green School?

Cosbos's E & E Green School Community said that Green School is a schoolWhich use efficient energy and sustainable financial It also supports forenvironmental management and the goals of students and demonstrates sustainableenvironmental

Council of Educational Facility Planners International (CEFPI) defines that

"A healthy school (which is replaced for green school) involves and cares welfare

of all participants This is a school having a friendly environment, saving energyand concerning in health of its members"

The Collaborative for High Performance Schools (CHPS) said that "Ahigh performance green school has three special contributions: The operationcost in Green School is less than a traditional school; it is designed to improvethe learning environment and work; It conserves vital energy resources such asenergy and water

PART II LITERATURE REVIEW

2.1 Theoretical background

- Instruction 40/2008 / CT-BGDDT July 22nd 2008 the Ministry of Educationand Training launched about "Building friendly schools, positive students"movement in the school stage 2008-2013

- Planning No 307 / Planning – BGDDT, July 22nd, 2008 by the Ministry ofEducation and Training to deployment the; "Building friendly schools, positivestudents" movement in the school, 2008 - 2009 and the period from 2008 to 2013

- Official Letter No 1741 / BGDĐT - GDTrH about instruction results of build

“friendly schools and positive students” movement

- Instruction No 18/2008 / CT-PPC October 2nd, 2008 in the emulation:

"Building friendly schools, positive students"

- Decision 4458 / QD-BGDĐT August 22nd, 2007 of the Ministry of Educationand Training issued regulations about safety and injury prevention in schools

- Joint Circular No 18/2011 / TTLT-BGDĐT - BYT April 28, 2011 onstipulating the contents of the medical work assessment in Primary schools, highschools, secondary schools and schools which have many levels

- Circular No 67/2011 / TT-BGDĐT December 30th, 2011 the regulation ofevaluation criteria Primary school

- Decision No 32/2005 / QD BGDDT October 24th, 2005 recognizes theregulations of national standards for Primary school

- Environmental Protection Law has force from January 1st, 2015

2.2 Empirical background

2.2.1 Status of research on the Green School in the world

Green School was conceived by its founders in 2006 following their exit from theJewelry Business The school opened in September 2008 with 90 students and atailor made campus that had only recently emerged from the jungle and rice fields.Since then it has grown physically and in student numbers

Green School combines the talent of several and very differently gifted individuals.Its founders, John and Cynthia Hardy, have been residents in Bali for more than 30years and recognized a unique opportunity to create something truly inspiring andoutside of the structural, conceptual, and physical limitations of many traditionalschools John Hardy, a Canadian art student who was as creative as he was intuitive,made his way to Bali in 1975 Intrigued by the Balinese craft traditions, he settledthere and began producing jewellery with local artisans Cynthia, an American whowould years later become his wife and business partner, arrived in Bali in 1982, as astopover on a round-the-world trip while she was considering attending law school

at Berkeley She stayed in Bali and started a small jewellery business of her own,which, owing to her talents in analysis and logistics, became successful in its own

right This right-brain, left-brain pair was destined for one another, and in 1989,their professional collaboration turned out to be magical One of the keys to theirsuccess is that they have done well by doing good From the beginning, John andCynthia’s approach to business was about making jewellery while being respectful

to Bali’s land, its environment, its people and its culture It became their mission toshare with others the educational benefits that they were fortunate enough to

provide their children, and Green Schoolis the realization ofthat vision.( Greenest

school on Earth, (n.d) Green School History and Founders ).

The primary school course focuses on developing the whole child Our integratedand experiential lessons are designed around some of the latest educational

research We aim to develop each child’s IQ, EQ and SQ through a variety of sensory activities each day Children are encouraged to be expressive and creativethrough experiential lessons in the classroom and out Our core academic standardsare derived from a variety of rigorous international sources Science, mathematics,and English are taught daily In addition to this we offer our own Green Schoolsubjects such as Global Awareness, Green Studies, performing and visual arts,Indonesian Studies and Bahasa Indonesia Our Grade 4 and 5 students also studymarimba as an integral part of their performing arts program

multi-All of the core subjects are introduced in the thematic approach The essential skillsfrom these subjects are then explicitly taught during the daily proficiency lessons inmathematics and English Students will be working on individual learning

programs in mathematics and English across all grades This approach enables all ofthe students to grow and thrive confidently in and a safe and supportive

environment The thematic lessons are driven by student interest and designed to bedevelopmentally relevant to the age and ability level of the children In addition tothe thematic lessons, our primary students are involved in the community basedactivities for each class Green School prides itself on providing realistic and

purposeful learning experiences to all of the students As part of this program, our

classes adopt a local community charity or cause and work with it throughout theyear Another aspect of the primary course is to develop entrepreneurial and

leadership skills This is achieved through a variety of programs and projects builtinto the yearly program Students work on community based projects to strengthenthe understanding of helping others and inviting people from all walks of life intothe school to work with the class on real life projects that relate to careers and

businesses in the community.( Greenest school on Earth, (n.d) Curcicular: Primary School: Grade 1-5)

Green School is an amazing project, pioneering sustainability within education It ispushing boundaries in schooling at a time when the world must review whethermore of the same is acceptable Its curriculum combines the academic rigour

expected of schools and institutions of higher learning with hands-on experientiallearning within a Green Studies curriculum and a Creative Arts curriculum Thismeans that by holding onto the essential core subjects of English, Mathematics andScience, Green School students will have doors open to them for whichever kinds

of further learning and careers that they choose International in its teaching andlearning, and in its clientele, our students come from different corners of the world

to join a core Balinese community of scholars – representing up to 20% of ourenrolment They bring with them their learning to date to share with their friendsand to contribute to a global awareness and perspective of social issues from their

countries of origin (Greenest school on Earth, (n.d) Learning for sustainable

secondary, and senior secondary vocational schools from Banjarmasin, SouthKalimantan.

Discussions revolved around serious environmental problems faced byIndonesia such as deforestation, air pollution and energy problems linked withClimate Change and aggravated by rapid economic growth

This project was introduced under UNESCO mandate to promote GreenGrowth, under the concept of Climate Change Education as a part of the UNPartnership for Development Framework (UNPDF) and the UN Decade forEducation for Sustainable Development, 2005-2014 (UNDESD)

In South Kalimantan Province, deforestation caused by shifting farmers is one

of the major environmental problems not only in Banjarmasin but cross theKalimantan Province This problem is serious as it affects not only within theprovince but also in adjacent countries such as Malaysia and Singapore The mostsevere fires caused by shifting cultivation over the last twenty years occurred in

1997, affecting approximately 11.7 million hectares, mostly lowland peat andswamp forests, timber plantations and agricultural areas

The above project background and rationales presented reveal the significance

of the Green School Action Project in Banjarmasin City, South KalimantanProvince, Indonesia The project is urgently needed when we consider its significantimpacts not only to address Climate Change via capacity building of Primary andSecondary School Science Education and Natural Science teachers but also toprovide a better quality of education especially for underprivileged Primary andSecondary School students from low-income and shifting farmer families within thecontext of Education for Sustainable Development and Climate Change Educationfor a sustainable and Low-Carbon Society (ESD Team in Education Unit,03/04/2012)

UNESCO conducted a teacher training on 20th of April, 2012 to introduceStrategic Road Map for Developing a Green School Program and Good Practices

of Green Schools in Indonesia, Germany and South Korea

Participants included 20 principals and 40 teachers from 20 pilot schoolswhich included primary, junior and senior secondary and secondary vocational

This teacher training aimed to introduce to the primary and secondary schoolteachers in Banjarmasin City the Strategic Road Map for a Green School Program;Good National Practices in Indonesia, Germany and South Korea; and, supportthem to plan Green School programmes for their respective schools Good NationalPractices of Green Schools from three countries revolved around five categories:Forest, Biodiversity, Water, Energy, and Waste Management

This training is expected to benefit the capacity building of educators who teachScience & Natural Science in primary and secondary schools in Banjarmasin City.One of the major goals of the Green School Action Project is to cultivate a strongsense of responsibility for the environment and the society, which then can pass on

to their students This is done by equipping teachers with instructional andpedagogical skills and knowledge linked with Climate Change.(ESD Team inEducation Unit, 08/05/2012)

The Green School Action Project consists of primary activity to provide

expertise on Climate Change Education and help teachers and students to

understand the concept of sustainable development, climate change and greengrowth linked with their school subjects

This project started in March of 2012 and is expected to be completed in June of2013

Bali Island’s Indonesia has been known as a tourist paradise, but earthquakesand storms occur frequently Besides, the number of tourists is increasing andconcerning about waste and water management also increased.

Before these issues, the Indonesian has expressed their views through a specialGreen School on the Bali Island It is a formal school training programs focus onteaching students how to live sustainably with nature The school is attractingstudents from many countries and is now a model of education which is recognized

by international

Every day, students are taught a number of lessons about the environmentwhich takes place in the garden Along with the study of ecology, this school stillteaches students subjects like Mathematics, Literature, Philosophy and Physics Atthis school, students learn about combining practical skills with awareness of theimportance of the surrounding environment (Phan Thi Lan, 2011)

Green-Schools in Ireland is operated and co-ordinate by the EnvironmentalEducation Unit of An Taisce (FEE member for Ireland), in partnership with LocalAuthorities throughout the country, is supported by the Department of Environment,Community and Local Government, the Department of Transport, Tourism andSport and is sponsored by the Wrigley Company Ltd (Dieu Nguyen, 2014)

Over 3,700 primary, secondary and special schools in Ireland (>92% of allIrish schools) are currently participating part in the program and over 2785 schoolshave been awarded the Green Flag The Irish Green-Schools program is one of themost successful within the international network One of the main factors in thesuccess of the Irish Green-Schools program is the partnership between theEnvironmental Education Unit of An Taisce and Local Authorities i.e the financialand time contribution of the Local Authorities to the program Most of the LocalAuthorities (City & County Councils) have an Environmental Education Officer(EEO) These officers provide the invaluable on the ground support to schoolsundertaking the program (Green-Schools in Ireland, 2014)

2.2.2 Status of research on the Green School in Vietnam

In Vietnam, the model green school was approached and studied Theenvironmental education activities, climate change has been widely popular.

"Environmental education program in 200 Primary schools" of Education andTraining Facility in Ho Chi Minh City and coordinate with Tetra Pak to made This

is a program that is held annually to educate the awareness of protecting theenvironment for Primary students and save natural resources by collecting cans forrecycling Under the direction of the Ministry of education and training, from the2009-2010, Education and Training Facility will implement and integrateenvironmental education into subjects as Literature, Geography, Citizen Education,Biology, Technology, Physics, Chemistry in High school and Secondary school.(Tran Cong Binh, 2012)

"Green School" model is one of six models of the Youth Volunteer Hanoi todeploy Youth Volunteer Year 2014 This is a model to promote the youngvolunteers capital raising awareness of environmental protection, contributing tobuilding a green - clean – beautiful capital At this time there were 10/20 unitslaunched a pilot deployment model Based on the results of deploying the pilot,Youth City will expand the model at 100% of the facility under the Union toconfirm the role and responsibility of the Youth Union Members and the other team

is also building "Green Hanoi" in 2014 (Nguyen Minh Duong, 2013)

Ha Giang is a mountainous province, also having difficulties in infrastructure,equipment and teaching materials in schools is not yet complete Thus, theorganizations of training courses for teachers are essential here, especiallycombination of environmental content into lectures In training, the students notonly acquire the basic knowledge environment, but also the dissemination ofscientific teaching methods, in accordance with the school Besides, the studentsalso had discussions lively discussion with the faculty of methods to organizeextracurricular activities for students on environment to enhance students'awareness of LEP work (Duc Tien, 2014)

The Green - Clean - Beautiful School Model in Ha Giang Ethnic BoardingSchools in particular and all schools in the country in general become bright spot inenvironmental protection (LEP), Vietnam Environment Administration hasorganized training courses for secondary teachers; guidelines to integrate

environmental protection content in formal classes, outdoor activities and supportfacilities such as bins, file cabinets, pictures, books environment This is animportant task of VEA for purposes, dissemination, replication of advanced modelsfor environmental protection (Tran Ha, 2006).

PART III METHODS

3.1 Materials

- Research object: students from the age of 6 to 10 in Doi Can primary schools

- Thai Nguyen province

- Research Scope: 5 grades (from grade 1 to grade 5) in Doi Can PrimarySchool - Thai Nguyen province

- Location: Doi Can Primary School - Hoang Van Thu Street – Thai Nguyencity - Thai Nguyen Province

- Time: From September 1st, 2014 to December 30th, 2014

3.3 Methods

3.3.1 Secondary data collection method

- Collecting the scientific literature, scientific journals, research and data onthe issues to be studied

- Reviewing inherited material, the subject has been previously conductedrelated to conducting research area

- Using the literature on natural conditions, socio-economic in the local landuse planning report

- Finding and collecting data in documents, magazines, internet provinces

3.3.2 Interview and survey questionnaire method

Interview and survey questionnaire

- Directly coming to the local, making the evaluation and recording of dataand images in the study area, helping to make proper comments on the status,environmental quality in the survey area

- Student Interviews: Total survey interviewed 30 votes

After conducting a field survey in the study area, based on observationsconducted, the questionnaire consists of 2 main parts are initially established,including:

+ Part 1: General information about the interviewees

+ Part 2: Interviewing, collecting information on knowledge of theenvironment, including the small questions which are designed to be easy tounderstand and develop new questions from the available questionnaire

- Students selection method: Survey by taking random students in eachgrade The survey is given for 5 grade levels in Doi Can Primary School - ThaiNguyen city

- Teacher Interviews: Total survey interviewed 25 votes

After conducting a field survey in the study area, based on observationsconducted, the questionnaire consists of 2 main parts are initially established,including:

+ Part 1: General information about the interviewees

+ Part 2: Interviewing, collecting information on knowledge of theenvironment, including the small questions which are designed to be easy tounderstand and develop new questions from the available questionnaire

- Teachers selection method: Survey by taking random sampling in Doi CanPrimary School - Thai Nguyen city

3.3.3 Analysis method which bases on criteria

Criteria 1: Planting and taking care of trees, flowers in front of and inside classrooms

- Plant trees: cut down large branch of trees to ensure that there is enoughspace in schoolyard and trees do not fall down when it is a heavy rain

- Flowers: Continue nurtured the flowers which are planted in the schoolyardand parterre the class To assign specific responsibilities for each class takeirrigation in the dry season The school organizes implement of green classes, andlaunch decorating “Green - Clean - Beautiful Class” movement

Criteria 2: The collection system and waste disposal

- Ideological mission: Steering Committee combined with head teachers andsubject teachers to educate students with self-consciousness and personal hygiene,school sanitation, garbage habit formation in right places Implementation of thepropaganda is "School has no garbage" phase.

- The classes register projects which take care of flower on campus

- Regulation where there is concentration of garbage Trash and a wastebaskethave lid and of coordinate in friendly with the landscape environment in the lobbyand schoolyards with convenient location for students to use

Criteria 3: Water system which supply drinking and activities for teachers and students

Water source: Contact the company provides drinking water for teachers andstudents Water is protected, managed and supplied the class It is set convenientlocation to the students do not drink unhygienic water

Convention water-saving and public activities under the flag, the studentsformed the habit which does not waste water

Criteria 4: Toilet serves teachers and students

- Toilet facilities for men and women are separated with water tank In thebeginning of the school year, the school has rules and guide for students how cleanhygienic toilets, gradually formed the good habit

- Toilet area for teachers are separated with student toilet area

Criteria 5: School gate, campus, classrooms, offices

- Fence is set up to separate to the external environment, the school groundsare protected and keep students clean, no trash is in the schoolyard, the potted plantsare arranged harmoniously for priority area for students revel in the fresh air andbeautiful

- Study and work rooms are tidy, classes are self-decorated to be suitable foreach specific class, the rooms are fully equipped with lighting, ceiling fans, placefor specified learning tools , in every classroom, tidy habit is formed - The

school educates students often to have the sense of preserving the assets of theschool, the classroom, not drawing on the walls, have a habit of using qualifiedchalkboard Relative team was assigned the cleaning task to preserve schools andclassrooms clean actively

Criteria 6: Environmental Activities

- Organizing extracurricular activities, special talk on environmental topics

- Organizing environment contests

- Organizing picnics with the theme of living environment

Criteria 7: Safety in the school

- There are plans to ensure security and prevent injury, fire, natural hazards,disease, food poisoning, social evils of the school

- No phenomenon of discrimination, violation of gender, violence in schools

Criteria 8: Combination knowledge of environmental protection education in the lesson

- Environmental education through lessons in class

- Environmental education through the lessons in the environment outside ofschool such as the local environment

- Education through the practice of cleaning the classroom and participateholding clean and beautiful schools and classrooms where students are divided bysmall groups

3.3.4 Assessment, synthesis, comparison method

From the results of synthesized research conducted, statistical data isprocessed in Word and Excel for charting and assessment to determine thereliability of information and to research findings for the final conclusions

PART IV RESULT

4.1 Basic situation and the current state of environmental education in Doi Can primary school

4.1.1 Basic situation of Doi Can primary school

Doi Can Primary School is in group 25, Hoang Van Thu Ward, Thai NguyenCity and Province Doi Can Primary School was established on the basis of beingseparated from Doi Can secondary school in 1988 Over 50 years of development,the school has received many awards and credits from the Government

Figure 4.1 Location of Doi Can primary school

(Source: Google Map)

In year 2014-2015, the school has 41 classes with 1834 students Totalnumber of officers, teachers, and staffs is 60 (including 59 females, 1 male) Thenumber of qualified teachers and staff is 100%, in which the number of peoplehaving high levels of standard training is 93.75%, including 3 managers (1

headmaster, 2 deputy heads), and 51 teachers (Department of Training Education,2014).

Table 4.1 Achievement Report in 2013-2014

(Source: Achievement Report of Doi Can primary school 2013-2014)

In terms of facilities, the school has a total area 6850 meter square Schoolgates and the fence surrounding guarantee the appearance and security Classroomsystem and functional rooms are built 34 classrooms (two-storey) and 1 classroom(single-storey) The rooms are fully equipped with high-quality desks, chairs, anti-glare boards, stationery cupboards, lighting system and fans Other systems such asstudents’ toilets, teachers’ toilets, parking, kitchen are well constructed, ensuringthat 100% of students can study 2 times/day

The school has actively trained teachers in innovative teaching methods as well asstudent assessment and using teaching materials The school also has set up a specificplan and create favorable conditions for teachers to foster their professionalqualifications, pedagogical training along with forming teacher’s moral qualities

Table 4.2 The quatity of teachers in Doi Can primary school

(Source: Achievement Report of Doi Can primary school 2013-2014)

The school has deployed and implemented successful the campaign "The TwoNo" including 4 contents, made a commitment on emulation among teachers, eachteacher is a good example of morality, self-learning and creativity Theimplementation of innovating methods, organizing variety of teaching forms andactivities has contributed to promote comprehensive education for students

On the other hand, the school takes interest and has plans in organizing suchactivities as: Arts, sports, competitions in history, learning drug prevention, trafficregulations and fire prevention Teachers integrate content into one lessonaccordingly to enhance life skills education for students

Table 4.3 Socialization projects for gr-een, clean, beautiful and friendly schools

Others Toilet

facilities

Buy furniture(

desks and chairs)

Playground and school gate

Others (plant trees and buy books etc )

Scan lime,repaircurtains,paving yard,buildprotectionhouse

(Source: Final report of Doi Can primary school in 2012)

At the beginning of 2014 and 2015, the school held students' parentsconference among every classes and the entire school to discuss educating methodsand financial disclosure There are periodic reports to the Local Education Council

to create mutual coordination to accomplish the assigned tasks Besides, the schoolhas established stable relationships, often in collaboration with other organizations,internal as well as external forces to create uniformity in education in all aspects.The school has been creating a friendly and safe educational environment forstaff, teachers and students In addition, creating green - clean – beautiful campusguarantees the health of students.

Comprehensive education in school has been researched and propaganda byteachers, trade union, delegation, team, through activities such as learning Ho ChiMinh’s thought, promoting outside activities, appreciating ideal education, morallifestyle, legal education, folk games, traditional education The unions activelycooperate in the implementation of crime as well as drug prevention measures,social evils, epidemic prevention, health care Furthermore, they not onlyparticipate in environmental protection activities, but also are concerned aboutcreating a friendly, green - clean – beautiful environment

4.1.2 Current status of environmental education in Doi Can primary school according to each criteria

Criteria 1: Planting and taking care of trees, flowers in front of and insideclassrooms

Table 4.4 Quantity of trees in Doi Can Primary School

Quantity Types of tree

Shady trees on the whole area of the

school

myrtle, neap

(Source: Surveyed by questionnaire)

The school has 31 trees such as flamboyant, crape myrtle of 7 to 8 years old.They do not fall down in heavy rain and the school playground because it hassufficient space In addition, 38 different types of plant and flower were planted inthe schoolyard and the class The school established labor plans right from the

beginning of the school year and assigned specific responsibilities to each class to

be in charge of each area Teachers have to be responsible for assignedrequirements Each class not only is responsible for sanitizing the assigned areasdaily, but also preserves its own sanitized region In case, any teams’ membersintentionally dirty the managed areas by other class, it should be instantly reported

to the “Red Star” team and also the Team Master Students should take care of

“Mang Non” project: wiping the tables, caring flower garden, sanitizing the wholeschool The school assigns grade 3 to grade 5 to grass, sweeping the entire campusand grade 1 and 2 to weed in flower, so that they can be enlightened in protectingand keeping the school environment clean. The administrator plans to protect theenvironment green, clean and beautiful, specifically assign individuals and eachclass to plant and care a potted plant at school

Criteria 2: The collection and waste treatment system

Doi Can School has contracted with the sanitation team of Hoang Van ThuStreet to collect and treat waste of the school The school has 10 bins put in the head

of classrooms, playground and garbage is always cleared on the campus and classes.Awareness of teachers and students in the waste collection and disposal is verygood The students and teachers always have the sense of responsibility to buildgreen and clean environment to create open space, and clean environment. Theleaders of school organize the program: "The team members do not put the trash inthe schoolyard” Red Star team is responsible for supervising the work of theirfriends, opportunely detecting and reminding who don’t obey accordingly.Additionally, they also have to report to teachers what they do or not Theclassification will be done in the weekend and the result will be announced onMonday morning to award classes with good performance and remind classes withthe bad performance .At the beginning of the class, teachers and students clean theschool ground, classrooms and office, take care of plants

Criteria 3: Drinking water supply system for teachers and students

Figure 4.2 Drinking water system for students at Doi Can Primary School

(Source: Doi Can Primary School)

The school uses wells, and water purifiers for guaranteeing enough cleanwater for all teachers, students and staffs Water system certification was provided

by the Ministry of Health on the quality and it is installed in the canteen and in toiletfacilities of teachers and students

Water filtration system is used by the school RO system which is importedfrom United State It consists of 6 modules:

- Prime filter Module: 2 columns PP20 which have pressed cotton core Itrefines dust and microorganisms

- Metal removal Module: 1 filter Composite Pentair which has activatedcarbon, quartz sand, manganese particles Manganese particles remove extraneousmatter, solids and combination of activated carbon and manganese particles will

adsorb heavy metal ions such as iron and manganese in the water source They alsoremove the toxic gases, organic impurities and residual chlorine in water Inaddition, the system which uses activated carbons imported from Holland hasdeodorizing, detoxified, purified effect.

- Soften processing Module: 1 filter Composite Pentair absorb 99% amount ofCalcite which are in the water

- Blocking filter Module: Use 2 column 20 inch PP filter blocking filter in thefilter material prior model residual in the water before pushing through the ReverseOsmosis membrane

- RO Module: This is the most important filter which determines the quality

of pure water after filtration Through reverse osmosis technology for ReverseOsmosis membrane pore sizes as small as 0.0001 micron extremely small (manytimes the size of bacteria size 0.5 - 5 microns), will completely remove metal ionsfrom water and handle up to 90% of harmful bacteria, making high-purity water.After going through the Reverse Osmosis membrane water has qualified for purewater for drinking and very safe for young children

- Microbiological Module: After water went through Reverse Osmosis membrane

it ensured in terms of physical and chemical water To improve the resistance of thewater re-bacterial air going out of water will be treated by ozone and UV lightantibacterial system OZONE Machine allows complete removal of bacteria remaining

in the country to ensure absolute sterile water products Ozone sterilization technology

is safe and effective in the processing and handling of food and beverages UV lightindustrial system allows handling of bacteria in the water that does not alter waterquality

Figure 4.4 Drinking water system for students at Doi Can Primary School

Prime filter Module

Metal removal Module

Soften processing Module

RO ModuleBlocking filter Module

Microbiological Module

Input water

Direct drinking water

Criteria 4.4 Restrooms for teachers and students

Table 4.5 Current situation of restrooms in Doi Can Primary School:

1 Teachers and students’

restrooms

X

2 Common restrooms for

teachers and students

Septic toilets Semi-septic toilets

(Data source: Doi Can Primary School)

The school has enough district septic toilets for teachers, staff and students,both for men and women During construction, the school master plans in eachregion and position consistent with students and teachers’ activities as well as thelandscape

Toilets should always be clean, airy, and well-lighted and roofed along thecorridors of classrooms Using the sanitary system has specific content such asusing the right toilet for men and women Putting toilet paper in the waste basket,flushing the toilet after using and washing the hands The regulation board is stickright before the students' toilets The teachers are required to enhance the awareness

of complying with the rules of using sanitary facilities, creating civilized habitswhen using the toilet

Criteria 5: School gate, campus, classrooms, office:

The school has a separate campus with a total area of 6850 meter square.Besides, it was built in flat, quiet, safe and area, which was approved and grantedthe land use rights by Thai Nguyen provincial People's Committee

The school currently has a spacious campus surrounded by brick fence Thecampus has plenty of flowers, lush and shady trees

The school gate is solidly built to ensure safety, ventilation and conveniencefor parents to drive their children to school The school’s nameplate was full andclear The protection system around the school was built of bricks.

The total area of school playground is 2100 meter square Moreover, it alsohas enough shady trees and friendly library The area of parking is 1400 metersquare with shady trees and guarantees the safety for students

Table 4.6 Survey results for creating classroom environment:

(Data source: Doi Can Primary School)

The school has 34 classrooms, which guarantees enough classrooms for 100%student to study 2 times/day All classrooms are up to standard including well-lit,being airy in the summer, warm in the winter and safe for both teachers andstudents Classrooms have enough tables in the style of two-seat tables for allstudents Light and fan systems are assured The school also has enough cabinets tocontain file, documents and equipment Uncle Ho’s image, slogans, the table of “5things Uncle Ho taught” is rationally disposed with annual tally-sheets

The school currently has enough tables and chairs for all students There are

875 sets of table and chair with standard size, materials, textures, designs, color.The school is 100% equipped with magnetic boards, anti-glare boards ensuring thesizes and colors

Criteria 6: Environmental Activities

The propaganda of carrying out the movement of "Building a green, clean,beautiful and safe school" is done with following specific forms:

- Propagandizing in flag salutation on Monday mornings includingrecommendation, review, reminding, reward, motivation

- Propagandizing through radio broadcasts or team activities Form teachersshould remind students to take part in class’ activities.’

- Organizing programs such as: "School Sanitizing Day", holding paintingcompetition on themes: "Let's protect our green environment”

- Launching plants of taking care of trees and self-decoration in classes forstudents

- Propaganda slogans, for example, "Building a friendly school with activestudents", "Do not throw rubbish”, "My school is clean and safe" should besuspended The Team Master is the direct propagator of these slogans’ meaning forstudents and guides for them to follow

Table 4.7 Survey of environmental awareness of Doi Can Primary School’s

students:

Joining in activities of environment protection 25/30 83.33

(Source: Surveyed by questionnaire)

Through education and learning, students perceive the importance ofprotecting the environment They are active in cleaning, sanitizing classrooms andschool daily according to each assigned area Every day, the “Red Star” team willtest, score and synthesize the mark at the weekend All activities are evaluated andgraded weekly on every Monday morning However, there are still a few studentswho have not really focused on general hygiene

Criteria 7: Safety in the school

Principal established Security Committee to prevent injury and socialproblems It plans and coordinates with other agencies to organize propaganda,religious student education through mass meetings, through the combination, andintegration of the lessons of the course The school is committed to carry out thefunctions of protecting the safety of students and teachers Medical staff also reports

in order to prevent of diseases and food poisoning The recent year, there is notragic phenomenon occurs for students and teachers in Doi Can Primary school.Over the years, the school makes good work to ensure public order andsecurity and safety for students and teachers preventing school violence, diseaseprevention, disaster prevention, and social responsibility in school The recentschool year without any unfortunate events happens to students and teachers

There are not phenomenon of discrimination and violence in schools.Disabilities students can participate in school Teachers and students in the schoolalways help them

From the beginning of the year 2013 - 2014, administrators perform theconstruction plans to ensure public order and security, prevention of injury, fire,prevention of natural hazards, disease prevention, food poisoning products, to preventthe social responsibility of a particular school, shopping detailed civil fire preventiontools to ensure safe operation of the school education

Staffs who manage medicals in the school make monthly report toadministrators

Criteria 8: Combination knowledge of environmental protection education in the lesson

Environmental Protection Education is an important content of education inprimary schools In practical teaching, educational measures and environmentalprotection for students of Doi Can primary school has been applied effectively.Particularly, these lessons help raising students’ awareness of preserving and