The learning techniques currently included in the educational curriculum in Kosovo do not always magically or safely lead to success.
Practice in schools and the decision to make schools as eco-friendly as possible aims at: ensuring and highest performance of teaching, the further acquisition of theoretical knowledge, skills and practical habits and norms of ethics and behavior, the development of capacities in communication between teachers, students and others.
Regional
Kosovo
The project includes the Prizren Region. The Region includes the municipalities: Prizren, Theranda, Malisheva, Mamusha, and Dragashi.
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): Environment & Youth Capacity Development / Mjedisi dhe Zhvillimi i Kapaciteteve Rinore Type of organisation: Non-profit organisation First name of representative: Mirsad Last name of representative: Aliti Gender: Male Nationality: Kosovo Function: Executive Director Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Str. William Walker, K-Group building office no 7 Town: Prizren Postal code: 20000 Country: Kosovo Direct Tel:+383 44 676 081 E-mail:ngo.eycd@gmail.com Website:https://eycd.net
Both educational institutions, teachers, and students should be aware of the powerful signals that come from good inventory and primary school practices. The primary data analyses show that the theory developed in Kosovo's schools is many times more developed than the practice, which has remained in the shadows or is very little developed. Based on the foregoing assumptions, the idea was born to visit the schools and observe them, and to use the proximity of these schools, that is, teachers and students, to collaborate for the development of practices and the improvement of the inventory. The NGO has developed a variety of topics, including climate change and similar topics, among others. It was discovered that the students had no knowledge of the landfills that operate in their city, the problems caused by stone breakers and questioners, the impact of the lack of kindergartens inside schools, the lack of efficient pools, and so on. A significant lag has been observed in the development of natural sciences, which are very limited without practice; thus, through the project, we aim to raise and develop dual education (the connection between theory and practice), particularly in the direction of nature in the precise sense of biodiversity conservation, nature protection, the environment, and in this case, to make some improvements in the physical environment. The link between theory and practice is valuable for students learning knowledge and preparing them for practical work, especially those attending vocational schools. Knowledge gained through experience differs from knowledge gained through theory, which is related to abstract elements of matter, and empirical knowledge gained through the confirmation or disconfirmation of data gained through data examination.
Education
Stability
Variety
Practice
Nature
The current initiative, which is being implemented in three schools, has begun to yield results. The lectures on education and environmental law given by a lawyer and a forest and environmental engineer made the students reflect and, first and foremost, save water, especially during their daily habits, save electricity and throw organic waste in the composter. Composters have been distributed in these three schools, and composters now play an important role in the education of not only students, but also students' families, as a result of what the students, specifically their children, have transmitted.
As a result, we believe that the continuation of this idea and its concretization through this project is valuable, precisely because of the role it plays in nature.
Through the practices and physical changes of the schools that we plan to carry out with the students, we aim at environmental awareness, obtaining ecological knowledge, changing attitudes, increasing values, increasing commitments for actions with ethical responsibility for the rational use of resources and for healthy development and stable. Through the implemented practices, we emphasize the learning of the holistic nature of the environment through interdisciplinary approaches and problem solving. Developing practice alongside theory develops critical thinking and problem-solving approaches and is essential if students are to become proficient in identifying and solving environmental problems as students and later as adult citizens and perhaps even decision-makers. The development of practice contributes to the development of observation, the growth of cognitive interests, develops thinking and practical skills.
The activities will allow students to directly study the world around them by using real natural objects - animals, plants, entire natural complexes (ecosystems) - in their natural state of existence.
They contribute to the fact that, in addition to economic and legal education, it teaches the fundamentals of human survival, the formation of a new way of life based on positive emotions, and cultural benefits.
Extracurricular activities - excursions, workshops "in the field," walking classes, expeditions, planting trees, changes in school inventory that increase energy efficiency, save electricity, save natural resources, and so on - are envisioned as the primary form of education for children in this project. One can go on and on about the importance of preserving nature, "natural wealth," and resources, as well as respecting them.
Without a doubt, achieving the goals leads to changes in behavior and habits that are beneficial to culture and the creation of emotions. A student who has mastered a variety of information on a variety of subjects but is unable to acquire new knowledge independently cannot expect to succeed in society; thus, one of the most important tasks of modern education is the development of children's ability to learn. Text and lecture memorization must be replaced by cognitive independence. Extracurricular activities for school students, including field practice as one of its forms, play an important role in the development of cognitive independence. Students learn the fundamentals of research work during their engagements.
This is serious training for large expeditions. The goal of ecological workshops is to instill a love of nature, a desire to learn about natural laws, and an understanding that nature is man's home and must be protected.
The project's goal was to collect as much information as possible, to carefully plan the study, and to process and analyze the data as thoroughly as possible. Our approach to human rights-based education is based on the belief that every child has the right to a quality education that recognizes and promotes their dignity and optimal development.
One of these issues has been the focus of policymakers and administrators of public institutions for several years: the inclusion of excluded groups. The school must provide opportunities and spaces to make the learning process as inclusive as possible, while also advising them on the best method to use.
The project's goal was to collect as much information as possible, to carefully plan the study, and to process and analyze the data as thoroughly as possible. Our approach to human rights-based education is based on the belief that every child has the right to a quality education that recognizes and promotes their dignity and optimal development.
One of these issues has been the focus of policymakers and administrators of public institutions for several years: the inclusion of excluded groups. The school must provide opportunities and spaces to make the learning process as inclusive as possible, while also advising them on the best method to use.
The realization of rights is linked to the respect of individuals' individual rights and the progressive implementation of the approach based on the rights of inclusive institutions or organizations within the framework of the activities. Participants should learn the fundamentals of systems thinking in order to become promoters/carriers of inclusive education in their community. Inclusion is a process that prioritizes the well-being of all students and is not an end in itself, and every activity within the project will be approached in this manner.
The word Europe means "culture," and culture is central to the European Union. We Europeans risk erasing our long, shared, and sometimes difficult history if we do not fully understand the culture. We risk losing our unique identity, which is enriched by linguistic, artistic, and creative diversity. Education is one of the most important aspects of European culture. Because Kosovo is a member of the European Union, making education a strategic priority is important. Education is the key to success and advancement. Only a society that invests in education will be able to progress. The government, educators, and civil society should all work together to make quality education a priority in Kosovo. Education must address market demands.
Investing in education is unquestionably a long-term investment. It is necessary for both employment and overall social progress. A productive workforce that contributes to economic growth and national development requires a quality education and the years spent pursuing it.
Kosovo ranks last in the region in terms of qualified workers, which is one of the many challenges that businesses face. The primary reason for this is a deficient educational system. Reforms are required at all levels of Kosovo's education system. This is the infrastructure in this industry.
Early childhood education is valuable for children's later academic success, especially those from disadvantaged backgrounds. Although our educational practices can be aligned with European practices, students' unsatisfactory performance in external tests remains a challenge. Because quality assurance mechanisms are still underdeveloped, the project aims to establish them.
Our initiative was initially limited to the local level due to economic constraints that prevent its expansion. The initiative began with the participants' full desire and will, and along the way, Mrs. Valtida Shukriu, a lawyer, spoke about children's rights to nature and the environment around them and a forest and environmental engineer spoke about today's environmental concerns and the path we should take to reduce our ecological footprint.
Because the Municipality of Prizren has distributed composters to families, I saw it as very important as an organization at the time that this distribution be carried out in schools, because we do not have waste separation like developed countries, and in this case, the students would first get used to a simple separation of waste. Our request was granted by the Municipality of Prizren, specifically by the environment sector and the waste office, and we began our commitment in the school sector.
First, we scheduled a meeting, talked, and received approval to place composters in their schools. We contacted the responsible director, coordinated, and proceeded to make our decision. Following the informative lectures on the aforementioned topics, we continued with the composter installation with the students. They regarded it as extremely important because they were enriched with previously unknown data and knowledge, and they recognized the activity that elicited positive energy and increased their love for nature.
There are thousands of different sciences, educational disciplines, sections, and other structural units in the modern world.
However, those that are directly related to a person and everything that surrounds him have a special place among all, and these are some disciplines of the system of natural sciences.
Of course, no discipline can exist independently of the others. They are all in close harmony with one another, forming a single complex.
The disciplines of the natural science cycle now face a new challenge: how to preserve nature and protect it from the influence of man and his economic activity?
Environmental competence is a universal, interdisciplinary, integral, and socio-cultural concept.
This project involves the learning of five disciplines:
1. the ability to create a shared vision;
2. the effective use of shared mental models;
3. awareness of all those involved;
4. the ability to learn and solve problems collaboratively; and
5. systems thinking or understanding of complex situations.
Bringing innovation to schools is a much more complex, inclusive, and long-term process than the innovations that this project will bring, but we believe that it will be an important step that can bring new reforms in the understanding of what theory without practice lacks.
Education and educational reform remain a public concern and a constant focus for society, and the EYCD strives to be in sync with educational innovations. According to the analyses conducted prior to the project's drafting, the activities that are expected to be carried out bring innovation and make these schools more eco-friendly.
Activities such as changing all electrical outlets inside the school building, planting trees, putting up signs showing the different types of trees in the city and their roles, setting up a bicycle corner inside school yards, distributing plastic and nylon tools (Iron compass, material bags, glass bottles), placement of plastic recycling equipment, and so on are just some of the actions that are expected to bring innovation and sustainability in changing thinking on many important issues. The project's goal is to identify and share good ecological practices, learn from others, and re-use knowledge.
Implementing good practices can take months or even years. Implementing them is difficult, and the payoff may not be immediate. However, when good practices are implemented as intended and shared with others, everyone benefits. Promoting sustainable lifestyles, environmental responsibility, and lifelong learning are just a few of the lessons that can be transferred, as is the methodology used within the project, which is based on inclusiveness and non-violation of no participant rights.
The rules that will be implemented will help NGOs improve their community presence and promote eco-friendly results in an appealing and transparent manner.
The project's outcomes will assist the region's population, through long-term ecological knowledge and eco-friendly physical changes, in preserving and protecting the region's rich biodiversity, while also providing interested parties with the necessary tools to ensure better management of natural resources that create national, cross-border, and global benefits.
Another outcome with the potential for transformation and impact on others is support for sustainable development. Increasing cooperation or establishing a regional network of nature lovers, as well as adding eco-friendly schools, etc.
In order to use the appropriate methodology in project implementation, we decided to choose a project with similar objectives to our previous initiatives for the application, providing the necessary experience in this field.
A regional methodology was developed for the project, which consists of three phases: the initiation phase, the implementation phase, and the evaluation phase. In the initiation phase the situation was analyzed in relation to the problems that this project will deal with and it was initiated as a project by the coordinator of the organization, the vision, goals and objectives of the project were set, phase development (it began as a problem and progressed to a detailed analysis of the expected results, challenges that could be encountered, resources that could be included, the project was drawn up in third), final phase (implementation started and the first results were obtained while the others are expected after the completion of this project if it is a winner).
One of the most fundamental steps in the methodology is the creation of an activity plan. This plan was created using data gathered during the first phase's implementation and at the conclusion of the second phase's situation analysis. The methodology was developed through descriptive, explanatory, and analytical research.
The methodology presented in this manual will aid in the process of raising environmentally conscious generations while also achieving specific and measurable long-term results that will contribute to a better and healthier environment for all members of your school.
The global consequences of climate change threaten to dramatically reshape the world.
The damaging effects of a rapidly warming planet are fundamentally changing how and where we live, from sea-level rise, erosion, land degradation, droughts, floods, and rising temperatures to more intense and frequent storms.
The combination of sudden-onset events and slow-onset processes damages and destroys homes and assets, reduces crop productivity and biodiversity, and forces people off their lands and livelihoods.
Nature is a public good that must be safeguarded.
Saving water and energy, proper waste disposal, recycling and the end of consumerism, halting deforestation, educating young people about the importance of a clean environment, and taking care in recreation should all be addressed in order to slow global warming.
These are just a few of the topics that will be presented to students based on the project's concept, and care will be taken to achieve natural resource conservation through physical changes in schools.
Environmental destruction has long been recognized as having a negative impact on human health.
The relationship between human civilization and the natural world is becoming the source of many modern health risks from rising asthma rates to toxic pollutants and habitat fragmentation.
The secretariat of the Convention on Biological Diversity, a global treaty signed in 1993, believes that most human activities must be drastically altered to halt biodiversity decline.
Activity transformations are more acceptable when the students involved in the project are in their early stages of human development.
Following the project's implementation, local solutions are expected to include: reducing waste production, saving electricity and water through new habits, supporting agro-ecological foods, avoiding the use of plastic, reducing the use of cars, and increasing consumption and use of stable products.
The main goal is to change the schools in the physical aspect by making them more eco-friendly, innovation in the formation of knowledge not only in the formal aspect but also through the non-formal aspect, namely the various expeditions that will be carried out, for example, we will talk about hunting illegal in the case of conservation of biodiversity and visits to the hunting grounds will be carried out, we will talk about climate change and a visit to the hydrometeorological station will be carried out on the same day, we will talk about environmental pollution and on the same day a visit to the landfills will be carried out of waste that operate within the region, we will talk about the values of forests and on the same day a visit will be made to the protected area of the forests and to others in a row. In this form, students will acquire more knowledge and remember it longer.
The formed environmental competence of students becomes the main result of this project and should be interpreted as an educational value. This would make it possible to solve the general educational and general cultural tasks of a more effective nature and the formation of the ecological culture of school students.
Another expected result is: The acquisition of the skills of field observations, measurements, collections and descriptions of plants and animals;
Conditions are created for the formation of a moral attitude and responsibility towards the environment;
Children have formed basic ecological knowledge and a culture of behavior in nature;
Various arrangements within the schools making them eco-friendly such as: planting trees, placing signs with ecological information, adjusting the bicycle corner, adjusting slopes for people in need, placing LED lights, etc.)
The growth of ecological schools and the promotion of nature.
Teachers have demonstrated that knowledge should be conveyed not only through books and lessons, but also through hands-on interaction and learning by doing.
The climate crisis is a matter of children's rights. Understanding the climate and environmental crisis is critical to children's function and influence in society. As a result, beginning with information sessions and developing practices at a young age is a critical component of our response to the greatest challenge of our time - climate change and environmental degradation.
The project embodies the values of sustainability, supporting justice and promoting topics related to nature and the green transition. It also develops systematic thinking, critical thinking, develops exploratory thinking and gives ideas for dealing with different problems in third countries, whether through individual initiatives or collective actions.
