Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs
There are a number of nationwide, whole-school initiatives developing around the world that reflect a range of innovative approaches to sustainability. This study was commissioned to review some of these programs and document their experiences, achievements and lessons learnt. The research has been undertaken by
This research study documents several whole-school sustainability initiatives, such as
The review reflects upon the experiences and learning of these programs in an attempt to answer the questions:
- What does a sustainable school look like?
- Is there a formula for 'how' to run an effective and wide-reaching whole-school sustainability program?
- Is there evidence of effective methods to engage the community in these endeavours?
- How can a program be effective?
The study attempts to address these questions as well as identify critical success factors for whole-school sustainability programs.
This study found that there is a lack of evaluation and research findings to address questions regarding implementation and effectiveness conclusively. However, there is some evidence which points to a number of critical success factors for whole-school sustainability programs. These include: alignment with national government priorities; access to expertise in EE and/or EFS during program design and implementation; significant and continuous funding; alignment with EFS approaches; investment in professional development of program team as well as school partners; creating links with EE initiatives already in operation; establishment of multistakeholder partnerships.
This study has documented through research as well as anecdotal evidence that whole-school approaches to sustainability have an important contribution to make in shifting our communities towards sustainability. National policy and initiatives which support these approaches at the state and local level enhance involvement as well as quality of practice. A number of recommendations, relating to research, program frameworks and practice, are made in this report.
|Author||Henderson, K and D. Tilbury|