Regeneration of a natural ecosystem in a disused space made by students through gardening techniques
We aim to bring nature closer to a group of students in an inclusive education by reconstructing a disused garden. We will promote sustainability through the use of recycled materials such as pallets, stones, and self-grown plants. We will improve air quality, provide aesthetic improvements to the school environment, contributing to the rest and quality of the community. The subsequent maintenance of the space will be carried out using environmentally-friendly fertilizers and soil amendment.
Local
Spain
The project will be carried out at the Secondary School IES Paco Ruiz in Bigastro, Alicante, Spain by the students of the Basic Vocational School in Agro-Gardening and Floral Compositions.
It addresses urban-rural linkages
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organisation
Name of the organisation(s): IES Paco Ruiz Type of organisation: Vocational School First name of representative: Francisco Javier Last name of representative: Cortell Ruiz Gender: Male Nationality: Spain Function: Teacher Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: La Paz street, number 64 Town: Bigastro Postal code: 03380 Country: Spain Direct Tel:+34 966 90 47 40 E-mail:fj.cortellruiz@edu.gva.es Website:https://portal.edu.gva.es/iespacoruiz/es/el-centro/
The key objective of this project is to create a sustainable garden in a disused space, managed and maintained by students from a vocational agro-gardening program. The students involved in this program come from broken families and are at risk of dropping out, making this project an opportunity for them to develop new skills, build confidence and experience hands-on learning.
The garden will be based on the principles of sustainability, utilizing environmentally friendly methods such as permaculture and organic gardening to create a self-sufficient ecosystem. This approach to gardening prioritizes the health of the soil, water and air, and seeks to minimize waste and energy inputs. The design will be innovative, incorporating creative solutions to common gardening challenges and taking into account the specific needs of the local environment.
The garden will not only benefit the participating students, but also the wider community, as the produce grown in the garden will be shared with the whole town. Additionally, the project will raise awareness about the importance of sustainable practices, promoting environmental conservation and community engagement.
The creation of this sustainable garden will provide the participating students with valuable skills and experiences, including hands-on learning about permaculture and organic gardening, as well as the opportunity to take ownership of the project and see the direct results of their efforts. This will help to build their confidence and sense of purpose, providing a positive impact on their overall well-being.
In conclusion, this project combines sustainability and education, creating a unique solution to both environmental and social challenges. It provides at-risk students with an opportunity to develop new skills, gain hands-on experience, and make a positive impact on their local community.
Gardening
Rehabilitate
Regeneration
Biodiverstity
Protection
The key objective for this initiative is to create a sustainable garden in a disused space that can benefit both the high school students and the environment. To achieve this, the garden will be designed to use environmentally-friendly methods of gardening, such as permaculture and organic gardening. This will ensure that the garden is ecologically feasible and will provide a space for students to grow healthy.
In addition to creating a sustainable garden, the project will also focus on creating a community space. This will involve engaging the students of the Basic Vocational School in Agro-gardening in the design and implementation of the garden so all the students can benefit from the space. The garden will be a hub for community activities, such as educational workshops and events, as well as a place to relax and connect with nature.
The project will also aim to be exemplary in terms of sustainability by using green technologies, such as:
- water harvesting, to reduce the water use of the garden.
- Pallets from the previous work done at the high school, cost 0.
- Bag of leftover stones from landscaping a previous plot.
- Plants reproduced asexually with offsets.
- Composting and mulching will be used to improve the quality of the soil and water cycles, while also providing a natural source of nutrients to the ecosystem.
The project is also designed to be an example for other initiatives that are looking to transform public spaces and restore ecosystems. By using green technologies and considering local wildlife, it will be an exemplary project in terms of sustainability allowing for a diverse range of species to thrive. It will demonstrate the potential of using nature-based solutions, as well as highlighting the importance of protecting natural ecosystems. The project also aims to provide a platform for local communities to engage in environmental stewardship, and to promote a sense of pride and ownership of their local environment.
The key objectives of our initiative in terms of aesthetics and quality experience for people are:
1. The garden design will be carefully planned and considered. It will be attractive and promote positive emotions from users. Elements such as pathways, seating areas, plantings, and water features will be included to create an inviting atmosphere. Cultural benefits will also be taken into account, such as including native plants and species that are specifically suited to the local environment.
2. Maximize the use of natural elements and create a sense of harmony in the garden: This will be done by using planting techniques that use natural elements. The garden has also been designed to ensure the flow of air to the plants and to create a sense of balance and harmony in the garden.
2. Create an inviting and welcoming atmosphere: The garden has been designed to be inviting and welcoming with natural colors and textures that are inviting and calming. The plants have been selected to provide a variety of colors and textures to create a pleasant atmosphere.
3. Promote positive emotion and cultural benefits: The garden has been designed to provide a space for students to learn and explore. The garden will have educational components, such as signs and information about the plants and their uses, to help students learn about gardening.
4. Create a garden that is aesthetically pleasing and provides a positive experience for visitors.
5. The initiative will also consider the quality experience of people. This includes creating a sense of community by engaging in activities such as workshops, seminars, and educational events. Additionally, the use of sustainable materials, such as recycled brick and stone, will be used to create a unique and visually engaging space.
6 The garden will be designed to be an inviting place for students to spend time with friends or simply relax.
7. The design will include local artwork and traditional craftsmanship.
The key objectives of our project in terms of inclusion are:
1. The initiative aims to promote inclusive practices by involving basic vocational school agro-gardening students from diverse backgrounds in the planning and implementation of the project, and by ensuring that the garden is designed to be accessible and usable by people of all abilities. Additionally, the initiative aims to promote sustainable practices by incorporating environmentally-friendly design elements and using sustainable gardening techniques.
2. One of the ways that the initiative is exemplary in this context is by involving students at risk of social exclusion in the design and governance of the garden. This not only promotes inclusion, but also provides valuable opportunities for these students to develop important skills and gain a sense of ownership and pride in the project. Additionally, the focus on sustainable gardening practices and environmentally-friendly design elements can serve as a model for other community gardening initiatives, and can help to raise awareness about the importance of sustainability in the rest of the high school students.
3. The initiative will give them a sense of ownership and responsibility as they take part in the regeneration process. It will help them develop practical and technical skills in agro-gardening, which can be beneficial for their future.
4. Working in the garden will provide an outlet for their stress and frustrations and can help to promote mental and physical wellbeing. It will give them an opportunity to learn about the importance of sustainability and environmental protection.
5. It also will give them a sense of pride and accomplishment as they witness the results of their hard work.
6. It will help them build a sense of community and belonging by working with their peers.
7. Finally, it will give them an opportunity to interact with nature and take part in a meaningful activity.
The initiative will increase the sense of community and responsibility. The garden will be used to teach the students about horticulture and environmental stewardship. The garden will also be used for recreational and educational activities for the school and local community, as well as to provide a home for local wildlife. The initiative will be monitored and evaluated to ensure its success and sustainability. The evaluation process will include collecting data on the number of people using the garden, the amount of educational and recreational activities that have occurred, and the impact of the garden on the local environment. This data will be analyzed to determine how successful the project has been in achieving its objectives and if any changes need to be made to improve the project's effectiveness.
The citizens and students will be benefited from the rehabilitation of the garden and it will have benefits for civil society such as creating a sense of community, responsibility, and awareness of environmental stewardship. The initiative will also provide recreational and educational activities for the school and local community.
it will increase community engagement and ownership of the project. The garden will also provide educational opportunities for the agro-gardening students as well as potential environmental and aesthetic benefits for the community.
The project will strengthen community ties through the creation of a sense of community and providing an opportunity for students and citizens to come together and work towards a common goal.
The civil society will be aware of how the educational system is capable of help and encourage students in risk of dropout to keep studying by offering them a practical and meaningful learning experience.
The garden will also serve as a teaching tool, allowing students and civil society to learn about the environment, while also engaging in hands-on activities through a natural space.
Local: The local stakeholders could include the high school's students, teachers, and staff, as well as local businesses, community organizations, and government officials. These stakeholders could be engaged through meetings, interviews, and surveys to discuss the project's goals, potential benefits, and potential challenges.
Regional: Regional stakeholders, such as the regional government, agricultural organizations, and universities, could be consulted to ensure that the project is in line with regional policies and to provide additional resources for the project's success. For example, the regional government could provide additional funding for the project, while agricultural organizations could provide expertise and resources for the garden's design and implementation.
National: National stakeholders, such as government, Ministry of Agriculture, Fisheries and Food and agricultural organizations, could also be consulted to ensure that the project is in line with national policies and to provide additional resources for the project's success. For example, the Ministry of Education could provide additional funding for the project, while agricultural organizations could provide expertise and resources for the garden's design and implementation.
European: The European Union could provide additional resources and expertise to the project. The European Commission could provide additional funding for the project, while European agricultural organizations could provide expertise and resources for the garden's design and implementation. Additionally, European universities could be consulted to provide research and guidance for the project's success.
The design and implementation of this initiative involves a variety of disciplines and knowledge fields. The most prominent fields are agro-gardening teachers and horticulture, which are the disciplines that guide the design of the garden and its components. Other fields such as landscape design teachers are also involved in the project to ensure that the garden is constructed in a safe and aesthetically pleasing manner.
Representatives of these fields interact with each other in order to create a cohesive plan for the garden. The agro-gardening and horticulture experts provide insight into which plants and other components should be used in the garden, while the landscape design teachers provide guidance on how to create a sustainable garden and provide advice on how to make the garden look aesthetically pleasing. These teachers will help to plan the layout of the garden and the construction of its components.
The added value of this process is that it allows for a comprehensive approach to the design and implementation of the garden. By having representatives from a variety of disciplines and knowledge fields involved in the project, the garden can be designed in a way that takes into account all of the different elements, from plant selection to construction. This ensures that the garden will be of the highest quality, and is reflective of the students’ vision for the project.
High Grade Vocational School Computer Graphics Imagery students will contribute to the initiative by creating 3D renderings of the garden. These renderings will allow the students to visualize what the garden will look like before it is constructed, giving them a better understanding of the project. The renderings will also provide a way for the students to share their vision with the community and other stakeholders, allowing them to communicate their ideas more effectively. Additionally, the 3D renderings can provide a reference for the students while they build the garden.
The innovative character of this initiative lies in its focus on involving vocational school students in the design and maintenance of the sustainable garden. By utilizing the skills of the agro-gardening students at the IES Paco Ruiz High School in Bigastro, Alicante, the garden will not only provide a space for learning and hands-on experience, but also give the students a sense of ownership and investment in the success of the project. Additionally, the use of a disused space for the garden highlights a creative solution for repurposing underutilized areas and promoting environmental stewardship. This approach is different from traditional methods of gardening and park development that are typically led by adult professionals.
The innovative character of this initiative is that it combines several elements that are not commonly found in traditional gardening projects. These include:
1. Involving high school students in the design and maintenance of the garden: This approach not only provides students with hands-on learning opportunities and a sense of ownership in the project, but also allows them to gain valuable vocational skills.
2. Utilizing a disused space: By repurposing an underutilized area, this initiative promotes environmental stewardship and creative solutions for land use.
Involving basic vocational school agro-gardening students: This approach allows the students to learn and apply their skills in a real-world setting, rather than just in a classroom.
3. Creating a sustainable garden: By using sustainable gardening practices, the initiative promotes environmentally friendly methods and encourages the conservation of natural resources.
All these elements together make the initiative unique and innovative when compared to traditional gardening development projects.
The following elements of the initiative could potentially be replicated or transferred to other places, groups of beneficiaries, and contexts:
1. Utilizing disused spaces: The concept of repurposing underutilized areas for gardening or park development can be applied in other cities or communities, promoting environmental stewardship and creative solutions for land use.
2. Using sustainable gardening practices: The sustainable gardening methods and techniques used in the initiative can be replicated in other gardens or park projects, promoting environmentally friendly methods and encouraging the conservation of natural resources.
3. The methodology of involving vocational school students in the project: This approach can be replicated in other vocational schools or educational institutions, providing students with real-world experience and helping them to develop valuable vocational skills.
4. The technology and processes used in the project: The technology and processes used in the initiative can be transferred to other projects, facilitating the design, construction, and maintenance of sustainable gardens and parks.
6. The learnings from the project can be shared with other communities and organizations, providing valuable insights and best practices for designing and maintaining sustainable gardens and parks.
5.involving different grades of vocational school students in the initiative can add an interesting dynamic and bring different skills and perspectives to the project. Involving agro-gardening students in the design and maintenance of the garden can provide expertise in areas such as plant selection, soil management, and irrigation, while involving computer-aided design students can bring skills in areas such as 3D modeling, landscape design, and visualization. Additionally, this kind of collaboration could also foster cross-disciplinary learning and teamwork among the students, providing them with valuable skills for their future careers.
The methodology or approach used in this initiative can be described as follows:
1. Needs Assessment: A thorough needs assessment will be conducted to determine the specific needs and challenges of the students and the community, as well as the potential for the disused space to be transformed into a sustainable garden.
2. Design and Planning: Based on the results of the needs assessment, a design and plan for the sustainable garden will be created. This will involve researching the most effective permaculture and organic gardening techniques, as well as taking into account the local environment and resources.
3. Implementation: The implementation phase will involve physically creating the sustainable garden, using environmentally friendly methods and materials. The students will be directly involved in this process, allowing them to develop practical skills and experience hands-on learning.
4. Monitoring and Evaluation: The project will be regularly monitored and evaluated to assess its impact and make any necessary improvements. This will include tracking the progress of the garden and the students, as well as measuring the environmental and social benefits of the initiative.
5. Sustainability and Expansion: The ultimate goal is to make the sustainable garden self-sufficient and sustainable in the long-term. This may involve expanding the garden and incorporating additional sustainable practices, as well as exploring potential revenue streams to support its ongoing maintenance and development.
The approach used in this initiative is designed to be hands-on, participatory and empowering for the students, allowing them to take ownership of the project and see the direct results of their efforts. The focus on sustainability and environmentally friendly practices is also central to the methodology, ensuring that the project has a positive impact on the local environment and community.
This initiative addresses a number of global challenges by providing local solutions, including:
1. Environmental degradation: The use of permaculture and organic gardening methods helps to promote sustainability and protect the local environment, addressing the issue of environmental degradation and the depletion of natural resources.
2. Social exclusion: By providing at-risk students with the opportunity to participate in the project, the initiative addresses the issue of social exclusion and the lack of opportunities for vulnerable groups. The project helps to build their confidence, skills and sense of purpose, promoting positive social and personal outcomes.
3. Lack of environmental education: By incorporating environmental education into the program, the initiative addresses the lack of awareness about sustainable practices and the importance of protecting the environment. This will help to raise awareness and encourage further action, promoting environmental conservation and sustainability.
4. Climate change: By promoting sustainable gardening practices, the initiative helps to mitigate the impact of climate change by reducing carbon emissions and increasing carbon sequestration.
5. Biodiversity loss: By promoting permaculture and organic gardening methods, the initiative helps to protect and promote biodiversity, preserving the natural habitats of wildlife and plants and contributing to the overall health of the local ecosystem.
6. Waste reduction: By promoting sustainable gardening practices, the initiative helps to reduce waste and promote resource conservation, contributing to a more environmentally friendly community.
The initiative provides a unique solution to these global challenges by combining sustainability, education and community engagement. By providing local solutions to these issues, the initiative has the potential to have a positive impact on the wider community and inspire similar initiatives in other communities.
Designing a garden requires great care in both its creation and maintenance. Therefore, the plant elements of a garden (trees, plants, or flowers) cannot be placed randomly or haphazardly, but always with a focus on balance and final beauty. The same will be true for the infrastructure and equipment that are introduced. The garden design will allow for maximum use of the surfaces where it is implanted.
Before embarking on the implementation of the garden, we must design it, that is, plan all the elements that will be located in a given plot and how it will be done. For this, in the garden that is the focus of this project, an initial study or evaluation will be carried out to establish the steps to be followed.
The initiative contributes to developing new competencies related to sustainability in several ways:
1. Technical skills: By participating in the hands-on gardening activities, students develop technical skills in areas such as permaculture design, organic gardening techniques, and composting. These skills are relevant to the European Competence Framework on Sustainability, as they promote sustainable land use and resource conservation.
2. Environmental literacy: Through environmental education, students gain a deeper understanding of environmental issues, such as climate change, biodiversity loss, and waste reduction. This knowledge supports the development of environmental literacy, a key competency within the European Competence Framework on Sustainability.
3. Teamwork and collaboration: By working together on a shared project, students develop teamwork and collaboration skills, which are essential competencies for sustainability professionals. The initiative provides a unique opportunity for students to learn these skills in a real-world setting.
4. Entrepreneurial skills: By participating in a project that has real-world impact, students develop entrepreneurial skills such as project management, marketing and fundraising. These skills are valuable in the context of the European Competence Framework on Sustainability, as they support the development of sustainable business practices and the promotion of sustainability solutions.
5. Problem-solving and critical thinking: Through their involvement in the initiative, students develop problem-solving and critical thinking skills as they work to overcome challenges and find solutions to environmental problems. These skills are fundamental to the European Competence Framework on Sustainability, as they support the development of innovative solutions to environmental challenges.
