Resource development for primary schools on Climate change and environment

Resource development for primary schools on climate change and environment The writing of this paper is an initial step to provide the education specialist with basic background information for the development of a resource book on garbage, climate change and biodiversity.

REPORT

TO GTZ KIEN GIANG BIOSPHERE RESERVE PROJECT

Resource development for primary schools

on climate change and environment

A – BACKGROUND INFORMATION

GTZ together with Kien Giang Provincial People’s Committee have been implementing the

project “Conservation and Development of the Kien Giang Biosphere Reserve” (Phase I)

funded by AusAID The overall objective of the project is to utilise the natural resources of Kien Giang province in a sustainable way with effective management of the projected areas Development and implementation of awareness programs on the importance of climate change, biodiversity and garbage issues with different targeted groups is one of key activities for the project

The Project Output 4 – Environmental awareness raising campaigns jointly implemented with the Soc Trang project is one of the components for the project to

achieve its overall objective To Output 4, the development of education resources on climate change, biodiversity and garbage is considered as a sustainable approach It is designed as an assignment for an international education specialist who will be in Kien Giang in November

2008 and January to March 2009 The targeted groups will be primary school children of Rach Gia city and rural and Khmer communes of project four coastal districts, U Minh Thuong National Park, Phu Quoc National Park’s Buffer Zone

The writing of this paper is an initial step to provide the education specialist with basic background information for the development of a resource book on garbage, climate change and biodiversity

The information includes:

1 References of global approaches for Education for Sustainable Development 2014)

(2005-2 Laws on environmental protection, instructions for the implementation of local education by the Vietnamese Government and the Ministry of Education and Training (MoET)

3 To what extent children have been learning about garbage, climate change and biodiversity with the implementation of the national primary curriculum at primary schools in Rach Gia city, Hon Dat, Kien Luong, An Bien and An Minh districts This information will assist the specialist to develop ideas of how to integrate a resource book content into the current teaching and learning of these subjects

4 The current situation of garbage disposal at the primary schools of four communes in Hon Dat, Kien Luong, An Bien and An Minh districts

5 The information of the communes

6 Recommendations for a resource book design

B – REFERENCES OF LAWS, DECISIONS AND INSTRUCTIONS

I – THE UNITED NATIONS DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (2005 – 2014)

The United Nations Decade of Education for Sustainable Development (2005-2014) was adopted by the UN General Assembly in December 2002 Education for Sustainable

Development (ESD) allows to have the integration of the principles of sustainable development into a multitude of different learning situations

The implementation of ESD provides children with a new vision that helps them to

understand the world in which they live, to address the complexity and interconnectedness of problems, poverty, deforestation, waste consumption, environmental degradation, population growth, health etc…

ESD applies a holistic and interdisciplinary approaches to empower children with

knowledge and skills for a sustainable future and changes in values, behaviors, lifestyles and to make decisions and acts in culturally appropriate and locally relevant ways

II - THE VIETNAMESE GOVERNMENT

“Law on Environmental Protection” by the National Assembly of the Socialist Republic of

Vietnam, dated 10 January 1994 addresses the Environmental Protection is seen as one of important responsibilities for any individual Vietnamese people in accordance with the following articles

ƒ Article 6 - “All organisations and individuals shall have responsibilities to protect the

environment, observe the environmental protection legislation,, have the fight and obligation to detect and denounce any act in breach of the environmental protection legislation.”

ƒ Article 12 - “Organisations and individuals shall have the responsibility to protect all

varieties of species of wild plants and animals, maintain biodiversity and protect forests, seas and all ecosystems.”

ƒ Articles 15 - “Organisations and individuals must protect the water sources, water

supply and drainage systems, vegetation, sanitation facilities and observe the regulation

on public hygiene in cities, tourist centers and production areas.”

The Law’s Article 37 emphasizes the important role of training, educating, propagandizing

and disseminating knowledge and legislation in the environmental protection

Especially, the Law highlights the cooperation with other foreign institutions on the environmental protection as the following article

ƒ Article 46 - “The Government of Vietnam adopts priority towards countries,

international organisations, foreign organisations and individuals with respect to environmental manpower training in Vietnam.”

Notes: The Law was revised and endorsed by National Assembly at its XI Term on the 19

November 2005

Vietnam’s National Environment Protection Strategy 2001 – 2010 signed several

multi-lateral environmental conventions and other national action plans for the protection of

biodiversity, wetlands and the environment

Decision No 20/2006/QD-TTg on “Development of education, training and vocational education in the Mekong Delta to 2010”, dated 20 January 2006 Regarding the

new curriculum and teaching and learning methodologies, the Decision addresses it is important to consider life experiences and conditions of children in the Mekong Delta for the development of a flexible school-year program and teaching and learning methodologies For the development of resource books on teaching and learning of local knowledge, the Decision also indicates the curriculum textbooks are basic background for the local resource/guidelines development They need strongly relating to children’s life experiences and local economic and social conditions

III – THE MINISTRY OF EDUCATION AND TRAINING (MoET)

Decision No 4354/BGDDT-GDTH on “Environmental Education” by MoET, dated

Decision No 5982/BGDDT-GDTH on “Instructions for the teaching and learning of

local knowledge at primary schools” by MoET, dated 07 July 2008, identifies

ƒ If teaching the subject of Geography whose content is related to local conditions in terms of biodiversity, topography…, teachers must give children opportunities to collect information available at where they are living and to develop a knowledge of what are locally surrounding them Number of periods per year for the teaching and learning local geography is 2 periods per year for grade five For grade four, the local content will be taught in the integration with the national curriculum

ƒ The environmental education is regarded as one of the key content of the subject of Ethics Permission to design resources on the environment and the environmental protection is given by the Decision Schools have at least 3 periods per year for the teaching and learning of the environment

ƒ The development of teaching/learning resources for the local use should meet scientific, realistic and successive standards They can be used as references for

teachers or use officially for preparations of lesson plans, tests and assignments

Instructions No 40/2008/CT-BGDĐT and Plan No 307/KH–BGDĐT by MoET,

dated 22 July 2008 aim to give a concept of child-friendly school and active learning implementation Those documents have not given specific instructions of how to make a school become more friendly to children and how to use active learning with children yet However it is a basic background to bring in activities and games to encourage children’s active participation into the design of the resource book

Decision No 51/2007/QD-BGDDT on “Regulations for the primary school” by

MoET, dated 31 August 2007 highlights the textbooks are used officially in the teaching and learning The school has responsibility to equip teachers with reference resources and to encourage them to use those reference resources for lesson plans to ensure a high quality of teaching and learning

C – THE NATIONAL CURRICULUM

From grades one to five with the subjects of socio-natural and science, children develop a general knowledge of the living organisms, their ecosystems, the energy, the environment and impacts of human’s activities on the environment

Grade One

At grade one, children start to learn about the environmental surrounding them including their home, the community and schools Children also develop a basic knowledge of animals, plants and ecosystem of those living things

Grade Three

Carbon dioxide (CO2) is introduced to children in a lesson of the respiratory system (human’s body) They learn what the polluted air is and its impact on the health especially the respiratory system The concept of the environment is expanded more in this grade Different human activities (industry, business, agriculture, information…) are introduced in connection to the environment of urban and rural areas Especially, children learn about garbage/waste issues and their impacts on people’s health Information of garbage is given in details including garbage management, public awareness of garbage, sewage management, water treatment and sanitation practices

Children continues to study botany, animals, aquatic life and the solar system in more details The topic of the solar system provides children knowledge of how the sun benefits life of living things and human beings In particular, how human beings use the sun for their activities Application question (Bloom taxonomy) is also used for grade three children with the topic, for example “What has your family been doing to utilise the sun light and temperature?”

Grade Four

Children learn a basic concept of the water, the water circle and the relationship between the water and living things and the human To further development their knowledge of the water, clarification of polluted water and clean water is also taught Especially, how water is polluted

by human activities is clearly explained Why the water is polluted, according to the textbook are poor garbage management, industrial waste, fertilizers, smoke and oil Children study

impacts of polluted water on human’s health and what can do to protect and to save the water They are also required to develop posters to raise people’s awareness of the water and their actions to keep the water clean

The topic of the air is given to develop children’s concept of the air, oxygen, nitro and carbon dioxide The quality of clean air and how the air is polluted are introduced Children are required to make lists of what they can do to protect the air from the pollution They develop their awareness of activities like planting trees, well managing the garbage and reducing the carbon dioxide

Grade Five

The effects of climate change on the weather patterns and human’s life are introduced in more details to children They learn about the energy, the environment and natural resources Through these lessons, children recognise how human’s activities including deforestation, natural resource exploitation, population have been making impacts on the environment With the topic of energy, children learn about the power generated from different resources including the sun, the wind, the water, biogas, oil and coal They know benefits of using different kinds of energy Children develop an awareness of why people need to save the electricity They know why deforestation activities to make coal have caused floods and landslides Children learn carbon dioxide is harmful to the environment and there should be ways to manage wisely the industrial waste and smoke Clean energy resources are emphasized

as important for the environmental protection

Children continue to consolidate knowledge of ecosystems that they have learned in grades one to four They learn the important roles of natural resources to human beings They know why the poor exploitation of those resources and pollution make impacts on human’s life Children develop an awareness of why oil exploitation and industrial waste are polluting the air and the water

The topic of land use draws children’s attention of why people use land and reasons for their different land use purposes The topic also includes issues of using chemicals, fertilizers resulting in the degradation of the soil quality The poor ways of waste/garbage disposal are said harmful to the soil

What should do to protect the environment is quite interesting with information of environmental protection law, policies Some activities for the environmental protection are introduced to children like planting trees, growing terraced fields and good waste treatment From the information above, it could be said that with the national curriculum for science and socio-natural subjects, topics of climate change, biodiversity, garbage issues are already introduced to children of grades three to five Thus, there will be opportunities for the design

of a teacher resource book that develop further children’s awareness of the topics that should also develop their abilities for practical implementation There will be also opportunities for design of activities to encourage children’s language and mathematic development through participating in problem-solving activities and games

D – SCHOOL’S INFORMATION

The information was collected from the visits to six primary schools of Rach Gia city, Hon Dat, Kien Luong, An Bien and An Minh districts (See Appendix 1 – School visit information, October 2008)

Garbage disposal

Most of the main schools were green and clean Those schools met the evaluation criteria for the title of “The Green, Clean, Beautiful School” Classrooms had plants on the walls and windows Basic sanitation facilities for children and teachers were available at the main schools An awareness of how to keep the school clean was strongly developed in some schools having the title of “the National Standard School” Some schools applied the classification of “Inorganic garbage” and “Organic garbage” with children

Hong Bang school in Rach Gia city was seen as a good model for the garbage classification and the implementation of recycling, renewing and reusing old materials (toys) with children However, most schools in the districts disposed garbage without classification The practice of garbage burning outdoor was popular Recycling, reusing and renewing garbage were not applied in most schools

The schools in districts of Hon Dat and Kien Luong districts were quite green and clean while other schools of An Minh and An Bien were not In those schools garbage disposal practice was not well done Most classrooms were covered with dust and garbage was all over the floor

In the school of An Minh district, a location of garbage disposal was found next by the food stall

Resources or materials on garbage disposal management available at the schools were list of 11 and 15 evaluation criteria for “the Green, Clean, Beautiful School” by DoET ( Appendix 2 & 3

“11 Evaluation Criteria for the Green, Clean, Beautiful School” & “15 Evaluation Criteria for the Green, Clean, Beautiful School”)

Some schools had posters, slogans and children’s drawings on activities to keep the school clean Those posters, slogans and drawings were not well used

See Appendix 4 “School Information” for further information

Climate change and biodiversity

Most of the schools did not have resources on climate change and biodiversity The concept

of climate change and biodiversity was new to school senior staff Children of grades 4 and 5 could develop their knowledge of climate change, the impact of CO2 emission, biodiversity when learning science, socio-natural subjects

When the national curriculum allowed teachers to have 15% of the flexibility for the teaching

of local references, children had a chance to learn about the local biodiversity including the national parks or endangered living things etc…of Kien Giang However it still depends on individual teacher’s lesson plan preparation

Active learning implementation

With the implementation of the Instructions No 40/2008/CT-BGDĐT by MoET on

“Launching the competition to build the child-friendly school and active children”, the school principals and BoET’s officers of Kien Giang understood that “child-friendly school” was a green, clean school Most classrooms had no sign of children working in groups for activities and games Teachers were found sitting at the desks during the lessons Classrooms did not reflect positive learning environment for children There was also no sign of teaching and learning aids being made for lessons

E – COMMUNITY’S INFORMATION

Poor Khmer people took around 20 to 30% of the population of four communes Tho Son (Hon Dat), Binh An (Kien Luong), Dong Yen (An Bien) and Dong Hoa (An Minh) Most of them made a living by working as labors in rice farms, cement production factories and stone fields The Vietnamese Government have supported poor Khmer households with the 135 Program

The air of Tho Son commune (Hon Dat) and Binh An commune (Kien Luong) were polluted

by stone exploitation companies and cement production companies (Holcim, Ha Tien II, Con

Ga (chicken) and Kien Giang companies) At Dong Yen commune, the canal water was polluted by pesticides and fertilizers

The people’s committee of Binh An (Kien Luong), Dong Hoa (An Minh) supported local people to improve their livelihoods with forest planting and protecting programs Local people also participated in meetings on forest protection However, when they could not make a living from the programs, deforestation still happened

Binh An commune (Kien Luong) is a location of the well-known islets named “Phu Tu” (Father and Son) Tourism services are booming in this commune

Please read Appendix 4 on School Information (pages 17-40) for further information of the communes visited in Hon Dat, Kien Luong, An Bien and An Minh

F – RECOMMENDATIONS

According to the UN Decade of Education for Sustainable Development (2005-2014), the Laws by the Vietnamese Government and Decisions by the Ministry of Education and Training as well as the information collected from the visits, some recommendations for the development of a resource book are given as follows

1 – The development of a resource book on garbage, climate change and biodiversity is highly recommended for primary schools in Kien Giang The resource book will contribute to Vietnam’s efforts to achieve Millennium Development Goals to 2015

2 – Topics of the resource book need to link closely to the national primary curriculum for the subjects of Socio-Natural, Science and Geography

3 – The development of activities and games for the resource book need to take into account that teachers and children at schools of Kien Giang have not been familiar with active learning methodologies

4 – A workshop for teachers on the introduction of the resource book and how to implement activities and games with children is necessary It will also be a good opportunity to receive feedback from teachers before considering to publish it with MoET’s endorsement

5 - The activity for children on renewing and reusing the old toys of Hong Bang Primary School (Rach Gia) could be seen as one of good activities for the resource book

6 - Background information of garbage, climate change and biodiversity should be given in the resource book The information needs to be simple and understandable to children and teachers

Garbage – Background information will help teachers and children to raise an awareness of impacts of plastics on the environment, sea creatures, soil quality of Kien Giang Garbage classification, “Recycle, Reuse, Renew” will be key focus For example:

Biodiversity - Background information will help teachers and children to answer questions of

“What does biodiversity mean?”, “What are habitats and web of life?” or “Why is biodiversity conservation/development important?” and “what can we do to protect local biodiversity?” Information of Kien Giang biodiversity needs to be given as locally factual information

Climate change – Background information will help teachers and children to answer

questions of “Conditions for climate change?”, “Why does climate change become an important issue to Kien Giang/Vietnam?”, “What can we do to reduce impacts of climate change to the coastal districts of Kien Giang?”

7 – The resource book will have references of the posters on the environment developed by the project including suggestions of how to implement activities using the posters with children

PLASTICS

debris, threatening the life of sea plankton, birds,

fish and sea plants

RECYCLE

When 1 ton of paper is recycled, it will save

17 trees 21,000 litres of water

30 kilogram of air from being polluted

23 m3 of landful waste

8 – The resource book needs to have references of children’s artworks on the environment collected from the primary schools in the project districts or elsewhere

9 – A design of activities and games for the resource book will meet other elements as follows

- Options for different learning activities

- Opportunities for learning participation in pairs, small groups and the whole class

- Authentic tasks related to children’s real-life experiences

- Opportunities for children to apply different thinking levels (Bloom taxonomy)

- Opportunities for children to implement their language and mathematics knowledge/skills For example: Children could develop a graph of garbage locations at the commune as below

10 – If possible, a list of other publications that are relevant to the resource book could be developed It will be helpful for teachers for their lesson plan preparation and teacher’s professional development

Graph “Garbage locations in the commune

Appendix 1: SCHOOL VISIT INFORMATION

Date Primary

School Commune City/District Participants

Mr Huynh Phuc Loi (principal)

Mr Tran Quoc Hung (Chief of Rach Gia’s BoET) 17/10/08

Ms Doan Thi Giang (BoET)

Mr Truong Van Dung (principal)

Ms Nguyen Thi Tach (vice principal) 17/10/08

Ms Doan Thi Giang (BoET)

Ms Luong Thi Bang (vice principal) 17/10/08

Mr Le Thanh Tuan (principal) 17/10/08

Mr Le Thanh Tuan (principal) 21/10/08

Mr Dinh Thanh Vui (vice principal) 21/10/08

Mr Ngo Minh Thuong (vice principal) 21/10/08

Mr Nguyen Ngoc Thanh (principal)

Appendix 2: 11 EVALUATION CRITERIA FOR

THE GREEN, CLEAN, BEAUTIFUL SCHOOL

Time for the evaluation:

No Criteria Maximum

points Given points

1 Tree planting

Selecting a good location for tree planting

Having a good selection of tree breeds that are suitable

to the school and the local soil condition

1

Planting flowers and bonsai either on the land or in the

Making a good condition for children and teachers to

Having a garden to support children with their learning 3

Writing a name of each plant with notes of what the

Building embankment to protect the soil from erosion 1

Growing grasses or planting trees to protect the soil

Having different bins for different kinds of garbage The

bins are decorated nicely and put in places as assigned 2

Having a regular garbage collection and disposal at

Keeping the sanitation areas clean on a regular basis 2

Having standard electricity and water systems to ensure

a good source of the clean water and to minimise the

misuse of the water and the electricity

2

Informing children about monthly payments for the

electricity and the water to develop their awareness of

water and electricity saving

1

7 Having plants inside the classrooms and the

Having plants hanging on the walls of the classrooms

classrooms

Using chalks without dust to write on the blackboard 1

Having a good display/nice decoration of classrooms

8 Environmental protection activities

Drawing pictures, posters and developing magazines on

the environment

Large pictures with a high quality for hanging on the

school’s walls could be developed

1

Organising meetings on the environment Participating

in campaigns to raise an awareness of the environmental

Taking notes and pictures to monitor environmental

Organising an exhibition of pictures on the environment

Encouraging children, teachers, staff, locals to

participate in activities to improve the school’s

Campaigning, developing an awareness of the

environmental hygiene and protection of locals

1 Communicating on the environmental issues with other

11 Other constructions (it is only applied for schools

Digging a small pond (or making a beautiful rock

Cultivating young trees, composting organic fertiliser for

Total 40 Total of given points:

Evaluation points

1 Good: from 32 points and above

2 Rather good: from 26 to 31.5 points

3 Average: from 20 to 25.5 points

4 Not available: The evaluation criteria for the title of “the Green-Clean-Beautiful

School” will not apply to a school in a difficult situation or a school is classified as a disadvantaged school

Date of Evaluation: Evaluation Officer:

Appendix 3: 15 EVALUATION CRITERIA FOR

THE GREEN, CLEAN, BEAUTIFUL SCHOOL

Time for the evaluation:

No Criteria Maximum

points Given points

1 Tree planting

Selecting a good location for tree planting

Having a good selection of tree breeds that are suitable

to the school and the local soil condition

1

Planting flowers and bonsai either on the land or in the

Making a good condition for children and teachers to

Having a garden to support children with their learning 3

Writing a name of each plant with notes of what the

Building embankment to protect the soil from erosion 1

Growing grasses or planting trees to protect the soil

Having different bins for different kinds of garbage The

bins are decorated nicely and put in places as assigned 2

Having a regular garbage collection and disposal at

Keeping the sanitation areas clean on a regular basis 2

Having standard electricity and water systems to ensure

a good source of the clean water and to minimise the

misuse of the water and the electricity

2

Informing children about monthly payments for the

electricity and the water to develop their awareness of

water and electricity saving

1

7 Having plants inside the classrooms and the

Having plants hanging on the walls of the classrooms

classrooms

Using chalks without dust to write on the blackboard 1

8 Environmental protection activities

Drawing pictures, posters and developing magazines on

the environment

Large pictures with a high quality for hanging on the

school’s walls could be developed

1

Organising meetings on the environment Participating

in campaigns to raise an awareness of the environmental

Taking notes and pictures to monitor environmental

Organising an exhibition of pictures on the environment

Encouraging children, teachers, staff, locals to

participate in activities to improve the school’s

Communicating on the environment with other local

11 Other constructions (it is only applied for schools

Cultivating young trees, composting organic fertiliser for

Having solid surrounding walls or tree fences for the

school security that also helps to improve the school’s

environment

2

Having a clean and good play ground for children’s

The school is away from locals and teacher’s houses 1

Having no food vendors inside the school If having a

vendor that needs to apply hygiene regulations and not

to bring any negative impact on the school’s

environment

1

13 The local community’s support

Ensuring a sufficient supply of safe drinking water for

The Parent Committee helps the school to take care of

14 Practicality, Civilisation, Long-term Impacts

Planting many good trees that improve the school’s

environment and give economic values (ironwood,

“Sao”, “Dầu”, “Xà Cừ”…”

2

Locating sanitation facilities for teachers at the school’s

Teachers and children perform a civilizing life-style and

15 School and Classroom Decoration

The school and classrooms are decorated following

current regulations to ensure formal and aesthetic

standards

3

Keeping functional rooms in well order, good hygiene

Total 60 Evaluation points

1 Excellent: 56 – 60 points

2 Good: 50 – 55 points

Date of Evaluation:

Evaluation Officer:

Appendix 4: SCHOOL INFORMATION

School’s name: Hong Bang 1 Primary school

(the school was selected for The Environment Day)

Address: 179 – Nguyen Hung Son, Rach Gia, Kien Giang

Principal’s name: Mr Huynh Phuc Loi

The school has no record of number of teachers teaching a certain grade Teachers are clasified as teachers of key subjects and teachers of arts, music, physical subjects

Other functional rooms

The school has rooms for music and computer learning Except for music as a compulsory subject, the learning computer is based on individual children’s interests

School’s total area: 5,500 square metre

The school playground

The area is around 2,500 – 3,000 square metre There are a lot of big trees and chairs putting around Drinking/washing water source is available in the playground The school garden is so well planted and tendered (See photos on pages 5 and 6)

The current situation of garbage collection by children/teachers/school staff

A permanent cleaner is working on the garbage disposal at the school There are around more than 10 of plastic bins and baskets putting around the playground The cleaner has responsibilities to put the bins out to be collected by local trucks

Garbage bins

1

Two kinds of colored bins are used at the school – red bins for hard garbage (bottles…) and green bins for leaves and papers

Garbage disposal methods

Children clean up the classrooms and dispose garbage in the plastic bins put in front of the classrooms The cleaner will collect the garbage and sort bottles and papers to sell for her own extra income

Extra curriculum activities on the environment at the school

”Keeping the school clean” is a key theme being applied well in the school Every Monday morning, the principal talks about the issue on the school’s environment to children Recently

on the World’s Environment Day, 5th of June, the children participated in activities like drawing pictures, role play and storytelling

“Sharing your old toys” was a theme for an activity to develop children’s concept of

renewing/reusing and recycling materials at the school The school had set up a Fair where children brought along their old toys to share/to give/to exchange with their friends from the school or other schools The old toys were even tendered by locals to get some scholarships for poor children

The school’s available documentation on the school environment is a list of 10 standards designed by the DoET Signs and the poster designed by the school are put around the school

B –INFORMATION FOR THE ORGANISATION OF THE ENVIRONMENT DAY

Number of children recommended by the school for the Day activities

It is suggested to have around 90 children of grades 3, 4 and 5 attending the Day

Number of teachers involving with the Day

Teachers of the subjects of Arts, Science and Social-Natural will attend Around 30 teachers

will participate in activities of the Day

Number of staff supporting the Day

The school will appoint teachers and cleaner for the specific tasks as below

™ guest greeting

™ security

™ refreshment

™ garbage collection…

™ supervision of children’s activities and display of their works

Number of guests that the school can accommodate

Up to 50 guests whom the school can have for the Day The BoET suggests they would have around 20 representatives from other schools/districts Those participants will learn

and implement this model activity in their schools later

Guests whom the school would like to invite for the Day

- The school would like to invite 2 representatives from the Parent Committee

- Chief of the BoET would like to have around 20 people from other schools and Boats Time for the Day

- The Day should start around 7.30 and no later than that for children

- It is agreed that children will go back for lunch around 11.00 am and then come back around 2.00 for the material display

- It is also agreed to have refreshments (water, cakes or fruit)

Materials will be prepared by the school: (Burner? Resources? Children’s works on the environment)

- The school suggests GTZ to prepare a banner for the Day’s theme, date …

- The posters will be hang around with children’s works on the environment

- There are around 36 art works on the environment in A3 size by children being available at the school

- (I keep them here to see whether we could frame some of them for display on the Day)

- ES will consider where to hang the posters and children’s arts on the 5th Nov 2008

Refreshment will be prepared by the school

The school would like to ask for GTZ’s support with a budget for the refreshments (water and fruit) for around 90 children, 30 teachers and 40 guests

School’s electric facilities

The electricity source is also supplied by the Provincial Electricity Company In case of having

no the electricity, the school can have an electric supply from a center of regular education located nearby

Electric generator

It is recommended by the principal that a small generator needs to be ready if there is no electricity for the Environment Day The small generator will be only used for the sound equipment

School’s parking lot for children/teachers and guests

The parking lot for teachers’ motorbike and children’s bikes are inside the school entrance Cars and motorbikes of guests coming for the Day will park along the streets outside

Facilities (board, tables…) for display (posters, pictures, resources)

It is recommended by the principal and Head of Bureau of Education and Training (BoET) that the posters, children’s works… could be hang up on the trees around the playground The school has a large public display board with a cover that is also used for the display of children’s works

Chairs for children/teachers and guests

Available for a recommended number of children/teachers and visitors (See “B - Information for the organisation of the Environment Day”)

Restrooms for children, teachers, guests

Available

It is noted that the school has restrooms for boys and girls

The facilities of restrooms are in a basic situation A plan for reconstruction is already made for the next year

C - OTHER RELEVANT INFORMATION RECOMMENDED BY THE SCHOOL What GTZ will do?

- Information of activities for the Day should be given to the school, Rach Gia’s BoET and DoET as soon as possible for an understanding of what will be

happening at the school

- Information of number of the guests invited by GTZ and PMB

- A banner for the Day

- The posters

- Refreshments

- Stationery for children’s activities (thick papers of A4, A3 and A0 sizes, colored pencils/wax crayons or oil pastels, clue, tapes, string…)

- Communication with the Television broadcasting department

Will the school help to collect banana leaves for the Day recommended by ES?

The school will buy banana and lotus leaves for activities recommended by ES

Will the school like to have the set of eight posters on the environment… for references? They do