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Collaboration with the environment in theory and practice

School boards and school leaders face the challenge of creating a sustainable learning environment that focuses not only on knowledge transfer, but also on humanity and social responsibility. As a school, how can you engage your environment? What does it benefit students? And how does it contribute to a more sustainable world?

In this article, we will first take a closer look at the background of the environment element and then, using a practical example, we will show that there are certainly opportunities, but it is not so easy to seize them.  

Looking at the Whole School Approach (WSA)*, one of the petals of focus is the environment. With that in mind, then, we try to explain why that connection with the environment can be so valuable to a school.  

* For more information on the WSA, please refer to the following source: https://www.sme.nl/images/documenten/WSA__leren_voor_morgen.pdf 

1. Theory: formal learning, informal learning and nonformal learning 

Teachers are in front of the classroom, forming the backbone of education; this is formal learning as we all know it. To complement formal learning with insights and knowledge from the wider environment, a school creates a truly effective educational environment. By allowing students to apply theoretical knowledge in everyday life, actively involving the environment, that knowledge better sticks with students. A student can, through a guest teacher or through collaboration with another external organization, become inspired and from there make a choice for further education. 

 Outside the formal structure from the classrooms exists a rich world of non-formal learning. Sports clubs, music schools or the GGD offer activities such as extracurricular programs, workshops and projects. These are examples of non-formal learning. Non-formal learning offers students the opportunity to broaden their horizons and develop a range of skills. In non-formal learning, the focus is not so much on quantitative goals (getting grades), but on strengthening social and practical skills.  

 Informal learning also takes place in everyday life, often spontaneously or unnoticed. The environment plays an essential role in this process. By actively involving the community, schools can benefit from the rich source of knowledge present in friends, families, neighborhood communities, community organizations and local businesses.  

 Integrating the environment into all learning modalities creates a coherent educational model. The environment is no longer seen as an external entity, but rather as an active partner in the learning process. The environment thus becomes the learner's learning ecosystem. Students thereby experience a seamless transition between formal, non-formal and informal learning moments, leading to a deeper understanding and application of knowledge.  

 Looking at the current education system, the focus is mainly on formal learning with the goal of obtaining a recognized diploma or certificate based on the set core objectives. As a school, you can shift this focus and shape your philosophy of education. Unfortunately, in practice it can be seen that many schools do not always dare to take this space in connection with inspection checks, fearing not to meet the requirements. As a school, do you want and dare to start using this space? If so, you can, but you must be able to substantiate well as a school why you want more focus on non-formal and informal learning. This article can be a first step in doing so. 

Learning in and with the environment 

In many ways, it adds value when schools involve the environment in the education they provide. For a comprehensive learning experience, environmental engagement is not an optional add-on, but a necessary building block. It not only encourages knowledge acquisition, but also prepares students for the complex challenges of the real world. By connecting formal, non-formal and informal learning environments to the broader society, schools lay the foundation for an educational experience that transcends the expectations of the traditional classroom and prepares students for a life of continuous growth and engagement. 

 In addition, students not only learn how to deal with the problems in the "real world," but also understand that social cohesion can be of great benefit. Students also experience that they themselves have a significant role to play in the real world. As a school you can respond to and support social issues such as student hunger, energy poverty or loneliness among the elderly. By being at the center of society as a school and integrating this into your education, you not only create value for the students, but also for the environment. Together, you make a school's environment more powerful, greener and more human. And students thus experience even more directly the benefit of the education they receive.  

 From this perspective, schools can think of their environment as a number of outdoor classrooms that can be utilized. The school then suddenly becomes much larger. It is a learning process to shape the utilization of the environment both logistically and pedagogically/didactically. But at least one thing is certain: utilizing the environment enriches not only the teacher's experience, but also the quality of education provided. 

 

2. Case study   

House of Bartels and PRO33College 

PRO33College, a practical school* in Amersfoort, has made a greenhouse on the school grounds available to the volunteer organization "the House of Bartels. The House of Bartels' mission is to promote social cohesion in the neighborhood. Coordinator Paul has a heart for the neighborhood. This is partly because he himself has lived in the neighborhood since 1998 and has experienced how crime began to affect the neighborhood. By setting up social initiatives, he has been able to ensure that his neighborhood is a nicer and safer place.  

*Practical education is a form of secondary education for students who need extra support. Thus, pupils receive a lot of guidance in small classes. A practical school prepares pupils for practical and simple work. Or for further education at the mbo.

Before the House of Bartels moved into PRO33, the volunteer organization was on another site. However, the zoning plan for this site was changed, forcing the organization to look for a new location. PRO33 College at the time already had an empty greenhouse on the property that was not being used properly or adequately. To qualify for the Green Schoolyard grant, PRO33 had to open its schoolyard to a social purpose. This purpose became House of Bartels.  

 

Connectedness in the neighborhood 

Volunteers use the greenhouse during part of the week to cook and host guests. Each time, cooking is done according to a different culture. Neighborhood residents have the opportunity to join the meal for a small fee. In addition, the volunteers organize an annual Sugar Festival and a Neighborhood Festival, where all cultures are welcome. About fifteen tables with different kinds of snacks from different cultures are prepared then, and there is dancing according to different cultural traditions. Mixing cultures and allowing residents to connect with each other strengthens the sense of belonging in the neighborhood. 

 But the organization of these activities is not without difficulty. In particular, the House of Bartels encounters obstacles in convincing grant seekers. Paul indicates that the municipality is too far from reality and regrets that everything must meet certain conditions, while his idea could have so much more impact on the neighborhood. In the end, Paul managed to convince the grant writer and achieved a wonderful result, but it took him a lot of effort and time. 

 

Opportunities for education 

The House of Bartels outlines the opportunities it can provide for a school and its environment. If students could be closely involved in this organization, they would have the opportunity to broaden their horizons and engage in complex "real world" challenges. For example, in the case of the House of Bartels, students learn how enhanced social cohesion can help reduce crime in the area. 

 Currently, there is little to no involvement of students from PRO33 in the House of Bartels. This is mainly because there is too little guidance available to support all students in this. Both parties see this as a missed opportunity, but there is hope that this can change in the future.  

 The House of Bartels currently has about 40 volunteers. These are all people from the neighborhood who are motivated to contribute to more social cohesion in the neighborhood. Imagine if some of these volunteers were students. Then they would not only contribute themselves, but also involve their brothers, sisters and parents in the school. As a result, families in the neighborhood would get to know and support each other better. This involvement could promote the well-being of people in the neighborhood and perhaps even help reduce larger social issues loneliness among the elderly.  

 In addition to the benefits it brings to the neighborhood, participation in the House of Bartels also provides important lessons for the students. They learn how to care for others, which not only benefits the community, but also contributes to their own sense of safety. A safer environment contributes to less stress, which can result in better students' performance formally.  

 One of the lessons from this practical example between PRO33 College and the House of Bartels is that there is no one perfect solution. The added value has unfolded primarily in neighborhood cohesion. Coordinator Paul of the House of Bartels observes that the neighborhood has become safer and more social. At the same time, the cooperation offers opportunities for further development. The questions "How can students be involved in the House of Bartels?", "How can we provide sufficient guidance so that that education and the volunteer organization can work together? and "How can the House of Bartels help the school with healthy meals for the students? remain unanswered for now.  

In conclusion  

This practical example shows that there are plenty of opportunities for schools to involve the environment in their education. At the same time, it also shows that it is not so easy to involve the environment and all kinds of practical/political/financial obstacles play a role. Nevertheless, this example also shows that there are opportunities and possibilities to broaden formal learning with informal/non-formal learning. For example, because of the housing, 'House of Bartels' could very well serve as PRO33's outdoor classroom or by involving students in preparing food for the neighborhood they learn to connect with different people. 

 Lisette van Heijst, SME. 

This article discusses the opportunities and challenges for a school to collaborate with the school environment around sustainability. Research firm Oberon and SME conducted a multi-year research project in the period 2022 - 2024. They did so on behalf of the Ministry of IenW, which initiated the interdepartmental Sustainable School Working Group in which five ministries are represented: Education, Culture and Science (OCW), Agriculture, Nature and Food Quality (LNV), Interior and Kingdom Relations (BZK), Economic Affairs and Climate (EZK) and Infrastructure and Water Management (IenW). This interdepartmental working group will use the information gathered to draft future policy. Want to read more about the entire research process? You can do so at here.

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