Maldives' green schools: Empowering sustainable agents of change

As part of the country's ESD for 2030 Country initiative, the Fehi Madharusa framework has been integrated into classroom practices in schools nationwide, adopting a holistic approach that encompasses transformative school governance, systems, educational programmes, and community involvement. This initiative has already been implemented in seven pilot schools, with 68 teachers receiving capacity development training.

At one of the pilot schools, the Hiriya School in Male', Deputy Principal Dhiyana Ahmed Didi, is leading the eco-conscious movement alongside dedicated teachers and students; using the programme to spark a cultural shift toward an environmentally conscious ethos in the school's community.

"We have adopted alternative, eco-friendly practices such as abstaining from balloon use in decorations and phasing out plastic bottles and bags on campus," says the Deputy Principal.

Dhiyana Ahmed Didi and her peers are incorporating more hands-on experiential learning to encourage curiosity and inquisitiveness from students. Through the school's Environmental Club, the development of a hydroponic, or soil-less farming, system is helping students grow lettuce in the school's greenhouse. This practice uses less water, encourages organic agriculture and instills values of sustainability.

"Students have become deeply attuned to our environment, actively participating in eco-friendly initiatives and embracing sustainability as a way of life. Their heightened awareness and enthusiastic engagement in environmental activities signify a promising future for our planet."

The project recognizes the need to support educators with the tools necessary to teach key competencies and values related to climate change resiliency and environmental sustainability in schools.

"Our collaboration with the Ministry of Education and the National Institute for Education of the Maldives in developing the Fehi Madharusa Framework has been a dynamic journey of discovery and innovation," says Azhoora Ahmed, Manager at the NGO Soneva Namoona. "Through the initial pilot programme, we encountered and addressed the challenges in implementing the framework's lesson plans and activities. This iterative process empowered us to adapt and refine the framework, ensuring its effectiveness in nurturing green schools. Our commitment to sustainable education remains as we continue to evolve and enhance the Fehi Madharusa Framework for the benefit of future generations."

The project has inspired young students to better comprehend local and global sustainability challenges.

"Thanks to the Fehi Madharusa programme, students have become deeply attuned to our environment, actively participating in eco-friendly initiatives and embracing sustainability as a way of life," says Ms Didi, Deputy Principal at Hiriya School. Their heightened awareness and enthusiastic engagement in environmental activities signify a promising future for our planet."

The implementation of Maldives' green school framework is great example showing how teachers and learners are empowered to act together as sustainable agents of change, mainstreaming ESD into school activities. As this initiative spreads throughout the country, the influence of prioritizing sustainability within schools is more impactful in transforming learning environments.

As part of UNESCO's efforts to strengthen ESD, the ESD for 2030 Roadmap encourages Member States to implement country initiatives. These aim to mainstream ESD in the Member States while building on existing activities on ESD in five priority action areas 1) Advancing policy; 2) Transforming learning environments; 3) building capacities of educators; 4) Empowering and mobilizing youth; 5) Accelerating local level actions.

The Greening Education Partnership, which Maldives is also a member of, will launch two guidance documents for Member States this year. The first is the Green School Quality Standard which aims at establishing a common understanding of global basic requirements for a school to be considered climate-ready; and the second is The Greening Curriculum Guidance which will provide a global standard on expected learning outcomes of learners on climate action across different age groups and topics.