Manual for School

Environmental Clubs
2019
Acknowledgments

The development of this manual has been facilitated by UNEP, as part of the Support for Advancing and Measuring Sustainable
Consumption and Production (SCP) in Ethiopia for a Low-Carbon Economy project, for use by the Government Federal Democratic
Republic of Ethiopia to promote sustainable youth lifestyles. The Environment, Forest and Climate Change Commission facilitated and
coordinated the process of validation and adoption of the Manual.

Queries with regard to this document should be directed to: Director General - Environmental and Social Impact Assessment,
Environment, Forest and Climate Change Commission, Addis Ababa.

Supervision, Technical Editing and Support: Shiferaw Negash Bira, Teshome Abune Holat, Genene Mulugeta Nedi and Azenega Seifu
Beyene (Environment, Forest and Climate Change Commission), Patrick Mwesigye, Sylvia Munuhe and Nelson Kimanzi (United Nations
Environment Programme, Nairobi) and Beatriz Martins Carneiro (United Nations Environment Programme, Paris),

Technical Experts: Shiferaw Negash Bira, Teshome Abune Holate, Genene Mulugeta Nedi, Azenega Seifu Beyene, Tolosa Yadessa Terfa
and Habtamu Denboba Araro (Environment, Forest and Climate Change Commission), Patrick Mwesigye, Mari Nishimura and Nelson
Kimanzi (United Nations Environment Programme, Nairobi), Beatriz Martins Carneiro (United Nations Environment Programme, Paris)
and Dr. Nebiyeleul Gessese, UNEP Consultant

Cover Design & Layout: UNON Publishing Services Section – ISO 14001-certified

© Copyright Environment, Forest and Climate Change Commission of the Federal Democratic Republic of Ethiopia 2019

This publication may be produced in whole or in part and in any form for educational or non-profit purposes without special permission from the copyright
holder provided acknowledgment of the source is made. The Environment, Forest and Climate Change Commission of the Federal Democratic Republic of
Ethiopia would appreciate receiving a copy of any publication that uses this publication as a source. No use of this publication may be made for resale or for
any other commercial purpose whatsoever without prior permission in writing from the Environment, Forest and Climate Change Commission of the Federal
Democratic Republic of Ethiopia.
Foreword

It is now established that Africa has the youngest population in the world. By 2055, the continent’s youth population (aged
15-24), is expected to be more than double the 2015 total of 226 million. Today, Africa as an estimated population of 1.2
billion people of which 107 million are Ethiopians of which 60% are under the age of 25. This ranks Ethiopia as the second
most populous country in Africa and twelfth in the world.

The potential to influence the quality of life for the more 60 million youth in the next few years could have a critical impact
on the ability of the country’s natural resources to sustainably meet the needs of the growing population. This means that
investment in the capacity of the youth population to make informed choices on sustainable consumption and production
decisions will go a long way in ensuring that their decisions promote sustainability in the country.

This manual is the result of concerted efforts by different stakeholders in the country to identify actions that are not only
relevant and within the means and abilities of the country but also are practical to ensuring transformative behavioural change
in the lifestyles of youth. With the existing school environment clubs as an entry point, the manual will go a long way in
strengthening the ability of these clubs to model and form responsible and well-informed consumers and producers who are
mindful of the finite state of the available resources that need to be conserved for future generations.

The manual is a major boost to the efforts of the Federal Democratic Republic of Ethiopia to implement to Climate Resilient
Green Economy (CRGE) Strategy to ensure that the country is resilient in the face of increasingly adverse effects of climate
change. A healthy environment is conducive for a vibrant society and a thriving economy, the three pillars of the SDGs.

My sincere appreciation is extended to our partners that contributed to this highly participatory process of developing the
manual. I am particularly indebted to the ministries and state entities in the Federal Democratic Republic of Ethiopia and the
United Nations Environment Programme (UNEP), that committed time, technical assistance and resources to ensure that a
practical manual for school environmental clubs is developed. It is my hope that, with the heightened understanding, we can
enhance our collective commitment to bringing up responsible and sustainability conscious generations for posterity.

H.E. Prof. Fekadu Beyene

Commissioner, Environment, Forest, and Climate Change Commission of Ethiopia

Foreword  3
Acronyms

BAU business as usual

CCE Climate Change Education

CRGE Climate Resilient Green Economy Strategy

EESD Environmental Education for Sustainable Development

EFCC Environment, Forests and Climate Change commission

ESD Education for Sustainable Development

FDRE Federal Democratic Republic of Ethiopia

IMP Illick’s Mill project

IPCC International panel for climate change

MoE Ministry of Education

T.G.I.F Turn Grease into fuel

UNDP United Nations Development Program

UNEP United Nations Environment Program

UNESCO United Nations Educational, Scientific and Cultural Organization

UNFCCC UN Framework Convention on Climate Change

4  Manual for School Environmental Clubs

Table of Contents
Foreword ........................................................................................................................................................................... 3

Acronyms.......................................................................................................................................................................... 4

1. Introduction............................................................................................................................................................... 6
1.1 General objective................................................................................................................................................. 8
1.2 Specific objectives............................................................................................................................................... 8

2. Environmental Education............................................................................................................................................ 9
2.1. What is Environmental Education.......................................................................................................................... 9
2.2. Goals of Environmental Education...................................................................................................................... 10
2.3. Guiding Principles of Environmental Education................................................................................................... 11
2.4. Benefits of Environmental Education.................................................................................................................. 11

3. Environmental Clubs................................................................................................................................................ 13
3.1. Meaning of Environmental Clubs........................................................................................................................ 13
3.2. The Purpose of Environmental Clubs................................................................................................................... 13
3.3. Benefits of Environmental Clubs......................................................................................................................... 14

4. Sustainable Consumption and Production................................................................................................................. 19

4.1 Sustainable Consumption and Production Principles........................................................................................... 20
4.2 Eco- labels......................................................................................................................................................... 20
4.3 Examples of Youth Making a Difference in their Communities.............................................................................. 21

Annexes.......................................................................................................................................................................... 23
Annex 1: Sample Bylaws............................................................................................................................................ 23
Annex 2: Sample Officer Roles................................................................................................................................... 26

Ta b l e o f C o n t e n t s   5
Chapter One
Introduction

T
he world is currently facing serious environmental
challenges. Unsustainable use of natural resource
and associated environmental impacts affect basic
ecosystem services as provision of food, water and nutrient
cycle. Large amount of resources will be needed for creating a
decent life for growing population in developing economies.
Development pathways could be either sustainable or
business as usual (BAU) with conflicting goals. Therefore, it
becomes necessary to take care of people today as well as
future generations by following the sustainable development
pathways challenge can be solved by less environmental
impacts, fair distribution among people locally and globally,
also save resource for future generations.

Planet Earth is facing a severe global crisis. Economic and

social development is putting an unbearable strain on
our environment. Inefficient production and consumption
patterns, together with uneven distribution, have widened
the existing gap between North and South.

Global warming has been great challenge for earth and its
populations. Climate change poses challenges to growth
and development. It will amplify existing risks and create
new risks for natural and human systems. Risks are generally
greater for disadvantaged people and communities in
countries at all levels of development. Increase magnitudes
of warming increases the likelihood of severe, pervasive and
irreversible impacts for people, species and ecosystems.
Continued high emissions would lead to mostly negative
impacts for biodiversity, ecosystem services and economic
development and amplify risks for livelihoods and for food
and human security.
The risk is very severe in Africa and other least developed Children and youth constituting this implication is clear
countries where their livelihood and income are depend on Environment and Climate Change is a critical issue for
climate sensitive primary sector such as agriculture and Ethiopia’s youth constituting over half of the nation’s
fisheries, sectors which are affected by rising temperatures, population and who likely continue to encounter the
rising sea levels and erratic rainfall. Stress on water multifaceted adverse impacts of environment and climate
resources, reduced crop productivity, and changes in the change in the foreseeable future.
incidence and geographic range of vector- and water-borne
diseases are identified as a key risk in Africa. According to Schools are the convenient place to teach and equip
IPCC AR5 report,. Climate change challenges fundamental children and youth students in environmental and climate
social and economic policy goals such as growth, equity and change issue as they make up a substantial proportion of
sustainable development. Ethiopia is also one of LDCs which the children and youth by encouraging them to engage in
has been severely affected by impact of climate change. formal environmental education and school club. Nearly
30 million (over 27%) of the nation’s total population is
Drought, Floods and soil erosion are the three major climate enrolled in 41,310 schools in the year 2014/15 according to
related hazard in country. Drought is a critical climate related the National Background Study (GoE, 2017).
hazard in Ethiopia, frequently occurring in many parts of the
country. Major floods, leading to loss of life and property, Strengthening Environmental club play a vital role to build
have occurred in different parts of the country in different a green and resilient economy by enhancing awareness and
period. The other major climate related hazard is soil erosion, understanding of school community about environmental,
linked strongly to rainfall in the hills and highlands. climate change, and sustainable consumption and
production issues. This also changes the life styles and
Enhancing the awareness and understanding of individuals/ values of school community.
citizens about the environment including the relationship of
humans to the natural world, is highly contribute to address This manual is designed to assist students to start and
the serious environment and global warming challenges maintain a successful environmental club. It suggests many
currently the world encounter. In this regard Environmental activities that clubs can pursue and where to go for help.
education plays an important role through fosters the
development of the skills, attitudes and motivations It encourages students to study the local environment and to
that enable citizens to make informed decisions and contribute to solving environmental problems. In so doing,
take responsible actions that incorporate environmental students will be playing an important role in Environmental
considerations. Education for Sustainable Development (EESD).

Inculcating children and youth in environmental education is (EESD) involves among other things, understanding the
an important and effective strategy to address environmental consequences of human actions for the earth and its
and climate challenges facing the world because they resources; understanding decisions and actions that can
constitute a large proportion of the people. It is also create be taken locally and globally to encourage sustainable
an opportunity to intervene at a key developmental stage living and to avoid unsustainable practices, taking personal
of life and children can be an important influence on the responsibility for living in a sustainable way.
environmental behavior of their parents.

Introduction   7
An environmental club is an ideal place for students to gain 1.2 Specific objectives
these understandings. Through (EESD), the club promotes • To help students acquire an awareness and sensitivity to
environmental literacy as well as raises the quality of the total environment and its problems
student’s total educational experience. By promoting the • To help student acquire experience in using their
study and actions on issues that really interest students, acquired knowledge and skills in taking thoughtful,
environmental club increases their participation in all areas positive action toward the resolution of environmental
of learning. issues and problems
• To guide students establish and strengthen school
environmental clubs
1.1 General objective • To encourage students participation in Environmental
The objective of school environmental club is to help students clubs
become environmentally conscious and enable participation • To help student acquire a set of values and feelings of
in school clubs to develop environment friendly skilled, and concern for the sustainable production and consumption
attitudes dedicated and responsible citizens who are willing and participate in environmental maintenance and
to work, individually and collectively towards achieving high improvement.
quality of life and environment.

8  Manual for School Environmental Clubs

Chapter Two
Environmental Education

2.1. What is Environmental Education

As educational process, environmental education.(EE)deals
with man’s relationship with his natural and man-made
surroundings. Environmental education has been defined
in a number of ways. However, since the early 1970s, they
have all tended to emphasize similar points to those in
the Nevada Conference of the International Union for the
Conservation of Nature and National Resources. Accordingly,

“Environmental education is the process of

recognizing values and clarifying concepts in order to
develop skills and attitudes necessary to understand
and appreciate the interrelatedness among man, his
culture and his biophysical surroundings”.

Environmental education, therefore:

1. Is a process that allows individuals to explore

environmental issues, engages in problem solving,
and takes action to improve the environment. As a
result, individuals develop a deeper understanding
of environmental issues and have the skills to make
informed and responsible decisions. EE is a process in
which individuals gain awareness of their environment
and acquire knowledge, skills, values, experiences,
and also the determination, which will enable them
to act - individually and collectively to solve present
and future environmental problems.

Environmental Education   9
2. Provides learners with awareness and knowledge about The first Intergovernmental Conference on Environmental
the environment including the relationship of humans Education organized by UNESCO in co-operation with UNEP
to the natural world, and fosters the development of the was held at Tbilisi, Union of Soviet Socialist Republics,
skills, attitudes and motivations that enable learners in 1977. According to the Tbilisi Conference, the goals of
to make informed decisions and take responsible environmental education are the following:
actions that incorporate environmental considerations.
Environmental education, therefore, entails practice • To Foster clear awareness of, and concern about economic,
in decision-making and self-formulating of a code social, political and ecological interdependence in urban
of behavior about issues concerning environmental and rural areas;
quality Proceedings of the Organization of American • To provide every person with opportunities to acquire
States Conference on Education and Environment in the the knowledge, values, attitudes, commitment and skills
Americas, 1971, stated: needed to protect and improve the environment; and
• To create new patterns of behavior of individuals, groups
“Environmental education involves teaching about and society as a whole towards the environment.
value judgments and the ability to think clearly about
complex problems - about the environment which are Environmental education objectives endorsed at Tbilisi are
as political, economic, and philosophical as they are as follows:
technical.”
• Awareness: to help social groups and individuals acquire
3. Focuses on children and youth is a particularly an awareness and sensitivity to the total environment
important because it’s an opportunity to intervene at a and its allied problems; knowledge: to help social
key developmental stage of life and because children groups and individuals gain a variety of experience in,
can be an important influence on the environmental and acquire a basic understanding of, the environment
behavior of their parents. In summary environmental and its associated problems;
education is an action process related to the work • Attitude: to help social groups and individuals acquire a
of almost all subject areas. It is concerned with the set of values and feelings of concern for the environment,
dynamic relationships between man and nature and the motivation for actively participating in
environmental improvement and protection,
• Skills: to help social groups and individuals acquire
2.2. Goals of Environmental Education the skills for identifying and solving environmental
The overall goal of environmental education is to generate problems;
environmental action so as ‘to improve all ecological • Participations: to provides social groups and individuals
relationships including the relationship of humanity with with an opportunity to be actively involved at all levels in
nature and people with one another’ (Belgrade Charter, working towards resolution of environmental problems.
1975).

10  Manual for School Environmental Clubs

2.3. Guiding Principles of Environmental • Emphasize the complexity of environmental problems
and thus the need to develop critical thinking and
Education problem-solving skills;
The Tbilisi Conference also stated the guiding principles of • Utilize diverse learning environments and a broad array
environmental education which are as the following: of educational approaches to teaching/learning about
and from the environment with due stress on practical
Environmental education should: activities and first-hand experience.

• Consider the environment in its totality - natural and To achieve the goals and objectives of environmental
built, technological and social (economic political, education, it was seen that environmental education needs
technological, cultural historical, moral, aesthetic); to be planned nationally. In the formal school, environmental
• Be a continuous lifelong process, beginning at the pre- education concepts may be carefully integrated with different
school level and continuing through all formal and non- subject areas in a creative and functional manner. However,
formal stages; it requires careful planning and implementation strategies.
• Be interdisciplinary in its approach, drawing on the
specific Content of each discipline in making possible a
holistic and balanced Perspective; 2.4. Benefits of Environmental Education
• Examine major environmental issues from local, national, Environmental Education connects us to the world
regional and international points of view so that students and teaches us about both natural and human made
receive insights into environmental conditions in other environments.  EE raises awareness of issues impacting the
geographical areas; environment upon which we all depend, as well as actions
• Focus on current and potential environmental situations, we can take to improve and sustain it.EE has many benefits
while taking into account the historical perspective, for youth, educators, schools, and communities.
• Promote the value and necessity of local, national and
international cooperation in the prevention and solution Among the benefits of Environmental Education are:
of environmental problems;
• Explicitly consider environmental aspects in plans for 1. Heightening the imagination and enthusiasm
development and growth; EE is hands-on, interactive learning that sparks
• Enable learners to have a role in planning their learning the imagination and unlocks creativity. When EE is
experiences and provide an opportunity for making integrated into the curriculum, students are more
decisions and accepting their consequences; enthusiastic and engaged in learning, which raises
• Relate environmental sensitivity, knowledge, problem- students’ achievement in core academic areas.
solving skills and values clarification to every age but
with special emphasis one environmental sensitivity to 2. Learning transcends classroom
the learner’s own community in early years; Not only does EE offer opportunities for experiential
• Help learners discover the symptoms and real causes of learning outside of the classroom, it enables students
environmental problems; to make connections and apply their learning in the real

Environmental Education   11
 world. EE helps learners see the interconnectedness 7. Encouraging the healthy lifestyles
of social, ecological, economic, cultural, and political EE gets students outside and active, and helps address
issues. some of the health issues we are seeing in children
today, such as obesity, attention deficit disorders,
3. Enhancing the critical and creative thinking skills and depression.  Good nutrition is often emphasized
EE encourages students to study, investigate how and through EE and stress is reduced due to increased time
why things happen, and make their own decisions spent in nature.
about complex environmental issues.  By developing
and enhancing critical and creative thinking skills, EE 8. Strengthening the communities
helps foster a new generation of informed consumers, EE promotes a sense of place and connection through
workers, as well as policy or decision makers. community involvement. When students decide to learn
more or take action to improve their environment, they
4. Supporting the tolerance and understanding  reach out to community experts, donors, volunteers,
EE encourages students to investigate varying sides and local facilities to help bring the community together
of issues to understand the full picture. It promotes to understand and address environmental issues
tolerance of different points of view and different impacting their neighborhood.
cultures.
9. Taking a responsible action to the better environment
5. Meeting the state and national learning standards for EE helps students understand how their decisions and
multiple subjects actions affect the environment, builds knowledge and
By incorporating EE practices into the curriculum, skills necessary to address complex environmental
teachers can integrate science, math, language arts, issues, as well as ways we can take action to keep our
history, and more into one rich lesson or activity, and environment healthy and sustainable for the future.
still satisfy numerous state and national academic
standards in all subject areas. Taking a class outside or 10. Empowering Students and teachers are
bringing nature indoors provides an excellent backdrop EE promotes active learning, citizenship, and student
or context for interdisciplinary learning. leadership. It empowers youth to share their voice
and make a difference at their school and in their
6. Declining the bio phobia and nature deficit disorder communities. EE helps teachers build their own
By exposing students to nature and allowing them environmental knowledge and teaching skills.
to learn and play outside, EE fosters sensitivity,
appreciation, and respect for the environment.  It
combats “nature deficit disorder” … and it’s FUN!

12  Manual for School Environmental Clubs

Chapter Three
Environmental Clubs

3.1. Meaning of Environmental Clubs

Environmental Club is a group of concerned students,
teachers and volunteers that are committed to raising
awareness about  environmental 
issues and to reducing
environmental impact as individuals, a school community,
and as citizens of the world.

3.2. The Purpose of Environmental Clubs

The purposes of Environmental club are to:

• Create awareness of environmental protection, conservation,

preservation, and restoration
• Provide students with the opportunity to learn more
about their surroundings, participate in environmental
activities at school and in the community.
• Promote environmental awareness and develop social
and life skills.
• Increase student awareness of environmental issues and
give them power to make change.
• Provide opportunities for students to become directly
involved in a variety of activities relating to the
environment.
• Promote environmental awareness and empower students to
take action and work toward building a sound environmental
ethic.

Environmental Club   13
3.3. Benefits of Environmental Clubs The Environment will be benefited by:
Students will be benefited by:
• Starting and sustaining a grass roots movement
• Expanding their eco-consciousness and gain knowledge committed to acting on behalf of a sustainable earth can
about the environment. benefit the Environment.
• Perform actions to improve their environment. • School Environmental club will educate children in
• Help to solve local environmental problems. environmental sustainability and give them access to the
• Educate others about the environment. natural world around them to create a lasting connection
• Enjoy oneself and have fun. with the health of the planet.
• Learning about green technology. • Protecting environment enhance ecosystem services
• Meeting and collaborating with other school clubs from such as regulation, provision, supporting and culture.
varying socio-economic backgrounds and cultures.
• Developing leadership skills.
3.3.1. Procedure to Establishing Environmental
• Finding their voice.
• Stretching their expectations of self.
School Clubs
• Positively impacting their peers, families, schools and 3.3.1.1. Steps to Form Schools Environmental Clubs
communities.
• Creating and building upon a vision of a sustainable Step 1: Talk to Your School how to establish an Environment
future. Club
• Opportunities to engage politicians, leaders, peers and
educators. Ask your school how to start a student organization or club.
• Participating in a grass roots movement to sustain the Typically, schools require student organizations to adopt a
planet. set of by-laws or rules, have a core-group of officers, a faculty
• Participating in field trips. advisor and agree to abide by school rules and set a vision
and mission.
Educators will be benefited by:
Step 2: The Basics of Setting-Up an Environment Club
• Gaining access to a wide network of volunteers to aid in
projects, provide classroom lectures, hands-on teaching • Recruit 4-6 core people to help you: find a few friends or
assistance, and guide field trips as well as nearby nature class mates or teacher at your school to help you with the
walks; club. This core group can form your leadership team.
• Participating in guided field trips • Appointment of a temporary chairman or president: at
• Connecting classrooms with practical activities (science, first you will need to assign a temporary leader to preside
technology, engineering, art and mathematics) over the drive to form the club. This may or may not be the
• Accessing a dynamic events calendar offering teacher person who serves as permanent chairman or president.
workshops ,training and information on upcoming • Election of temporary officers: the members should
events; discuss which officer appointments are necessary for
your club. Decide whether you want a president or
chairman; whether you want a vice president; whether

14  Manual for School Environmental Clubs

 you need a treasurer; and whether you need someone to To have meetings you will need to reserve a meeting room.
keep the minutes of each meeting. Most schools allow student groups to use classrooms or
• Preparation of by-laws or rules: Decide upon a committee meeting rooms for their gatherings. A meeting room or
to write the by-laws or rule booklet.(Annex 1) classroom which holds 20 to 40 people is ideal for a meeting
• Adoption of by-laws or rules: once the by-laws or rules (Roles and Responsibilities permanent officers attached in
are written to everyone’s satisfaction, you will vote to Annex 2).
adopt them.
• Election of permanent officers: at this time you can 3.3.1.2 General order of a meeting
decide if your club has enough officer positions or if you You can use these steps as a guideline for your meetings.
need to add some positions. Some of the positions you Your specific style can be less formal, or even more formal,
should consider are listed below. according to your goals and tastes. These also works for
regular meetings
President: Leads meetings
Vice president: Supports the president and helps 1. Welcome everyone, ask new members to introduce
plan events themselves.
Secretary: Records and reads minutes
2. Pass around the register for those present to sign it;
Treasurer: Handles funds collect dues. (Decide: when do they pay these? Monthly?
Auditor: Audit finance Weekly?)
Historian: Keeps a picture book and notes
Publicity Officer: Makes and distribute 3. Ask the coordinator/chairperson to recap the last
meeting for those who missed it (doesn’t need to be
minutes of meeting, just brief recap).
Step 3: Review and sign the bylaws.
4. Ask for questions, comments and make clarifications.
Complete the bylaws and print and put for record
5. Ask for updates on what has taken place since the last
Step 4: Prepare for first meeting and publicize. meeting.

Spread the word and call for your first meeting! It is helpful 6. Review progress; ask members for their comments
to have a game plan-- a calendar of events or topics for on progress or lack of progress; get suggestions for
discussion. While all the planning doesn’t have to be done continuance, for improvements.
before the club first forms, it helps to have at least a basic
idea of what sorts of topics you will cover, activities you 7. Re-organize actions by doing the following: a) List all
will do, and speakers you will host before you get started. actions with time deadlines b) Add names of those
A science teacher or local Environmental office manager or responsible for each action c) Ensure that everybody in
expert could make a speech. the club is doing something.

Environmental Club   15
8. After this business session is completed, have a game 3.3.1.4 Suggested Activities for Environmental School
or something “fun” done by some member (previously Clubs
prepared). Or 3.3.1.4.1 Choosing Appropriate Activities for Your Club
Making decision for your club’s project or activity is the first
9. Share some environmental information with the whole step in planning the activity. The challenge lies in finding
club. Discuss it by asking questions: who, what, when, the right activity for your own club. Here are some areas to
where, why, how? Or do some work on the project at this consider when making your choice:
time.
• What you want to achieve
3.3.1.3 School Environmental Club Program • Select priority activities
The club will include one or many of the following programs. • The number of people in your club
• The time of year most appropriate for the activity
Table 1: School Environmental Club Programs • The rules and regulations at your school.
• The time needed to complete it
Program
Purpose • The amount of money needed.
Name

School Club Establish and support after school and If the activity being considered will not fit well with these
classroom clubs where students can participate
in environmental projects and gain exposure to
considerations, choose another activity or project!
the environment and sustainability principles
N.B. Start small, involve everyone in planning, work together
Field Trips Facilitate a eco-educational field trips
and enjoy it.
School Engage in an eco- projects
Projects 3.3.1.4.2 Organizing Your Chosen Activity or Project
Youth Offer leadership workshops, seminars, and • Make a list of jobs to be done and who will be responsible
Leadership conferences to develop and train students for each.
Training focusing on developing the next generation of • Make up a timetable with deadlines.
environmental leaders. • Inform your teachers in writing.
Ask an Establish partnerships with universities, • Schedule an evaluation meeting after the activity.
Expert corporations, and foundations to create video • Send out “thank you” notes to those who helped you.
or Gust shorts designed to improve environmental
speaker awareness
3.3.1.4.3 Educating others
Eco Share Inspire and empower youth to share information • Prepare an environmental literacy campaign: get posters
through articles, photographs, film, blogs, put up on bulletin boards, send home a newsletter to
forum chats, Facebook, Twitter, Skype, U-Tube
and social networking to increase collective eco-
parents, have photos on exhibition: do this for different
consciousness themes each month of the year.
• Prepare and carry out assemblies for the school
Source: Ministry of Education, Ethiopia
community on the different environmental days in the
school year: National Peace Day, Desertification Day,

16  Manual for School Environmental Clubs

 Heritage Week, Earth Day, World Water Day, World • Set up a Litter Control campaign on campus (put up dust
Environment Day, forest Day, etc. bins and garbage containers.
• Mini media and social media • Organize fund rise program” – a walkathon to raise
• Prepare and run a school environmental quiz, drama, money, for example, for planting trees around the fence
poster, and Essay and poetry competition with prizes for line of the school, or for repairing leaking water pipes,
winners. toilets, faucets.
• Prepare some environmental games for students to play • Visit a home for the elderly and entertain them or assist
and learn with. in personal grooming or simple tasks.
• Maintain an Environmental Notice Board with interesting • Campaign for mass mobilization
news on the environment and set up Environmental
Corners in the library. 3.3.1.4.5 Follow up and Monitoring
• Organize a mini-conference or rally on an environmental Clubs are required to undertake monitoring and follow-
issue in your community. up the implementation of planned activities to ensure the
• Arrange for interesting people to speak on a topic or progress of their activities.
issue
• Prepare and show an environmental video of your 3.3.1.4.6 Discussion or Meeting Topic Ideas
campus focusing on any aspect of the environment, e.g., Discuss:
the natural, the buildings, etc. • How to be more eco-friendly in your home.
• Do research on interesting local issues and topics, and • Ways to reduce the amount of water we use every day.
make presentations, or have debates. • How to make recycling easier at your house, at school,
and in your community. Then implement.
3.3.1.4.4 Activities: Working Outdoors • About alternative sources of energy (wind, solar,
• Identify a local environmental problem, propose geothermal, etc.) and their benefits as well as the
solutions and act where possible to solve the problem. challenges associated with lessening our reliance on
• Go on field trips to interesting areas, e.g., heritage sites, fossil fuels (political reasons, not cost-effective in the
national parks short term, governmental reluctance, etc.). Brainstorm
• Have a “clean-up” day of in your community. potential speakers and field trips.
• Manage the resource of the school with respect to use of • How to compost (i.e., resources, best practices, different
water, electricity, and paper; give your recommendations ways to compost, and benefits of composting). Start
to the principal; assist with fund-raising to remedy the composting at home, school and/or your community.
situation. • How to be more eco-friendly when gift giving. “Green
• Prepare and care for a school vegetable garden; beautify Gift”:
the school grounds with ornamental plants that do not • About Ecological footprints and what each club member
require much watering. can do to reduce their own footprint.
• Prepare a compost heap, bag compost, and use it in the • About Green Transportation and making it work for you:
school garden, or at home Instead of driving consider biking, walking, riding or
• Sort garbage (remove paper, plastic, glass, composting taking public transportation.
materials) and recycle (i) recycle paper to make new
paper for cards or notes (ii) sell bottles to recyclers

Environmental Club   17
• How to reuse everyday products: Example: Instead of • About ozone depletion and what Club members could do
throwing out plastic bags from your lunch, take them to prevent it.
home and reuse them. • About Integrated solid waste management
• How to eat green in a way that works for your family and • About Environmental pollution (air, soil, noise and water)
budget. and how to reduce.
• About the green initiatives in your city and how your Club • How to pack a waste free lunch bag. Start doing this.
can get involved. • About less common types of pollution (light, noise,
• Effects of climate change in your backyard: and how you visual) and how these affect your everyday life. Think
see climate change affecting your surroundings (i.e., of steps we can take to target the sources of these
animals, humans, extreme weather events, etc.). pollutants in order to lessen their negative impact in our
• About animals on the endangered species list. communities.
• About urban gardens and help members learn how to • About the importance of clean water on both local and a
create and sustain them. global level.
• About the controversy surrounding genetically modified • About how climate change and climate instability affects
foods. people’s ability to have access to clean water for drinking,
• About nuclear issues: nuclear power, nuclear weapons, cooking, and growing food.
radiation accidents, nuclear safety and waste • Integrated forest management
management, and nuclear fallout. Request speakers.

18  Manual for School Environmental Clubs

Chapter Four
Sustainable Consumption
and Production
Planet Earth is facing a severe global crisis. Economic and
social development is putting an unbearable strain on
our environment. Inefficient production and consumption
patterns, together with uneven distribution, have widened
the existing gap between North and South.

Young people today constitute an important group within our

consumer societies, and the habit they develop now will play a
decisive role in future consumption patterns. Their decisions
as consumers exercise a growing influence on markets and
lifestyles. Therefore, they deserve special attention in efforts
to change our wasteful consumption patterns into ones that
are more towards sustainable development.

Sustainable Consumption and Production (SCP) is about

“the use of services and related products, which respond to
basic needs and bring a better quality of life while minimizing
the use of natural resources and toxic materials as well as
the emissions of waste and pollutants ...

The concept of Sustainable Consumption is complex and its

definition is sometimes hard to pin down!

Most definitions have the following common features:

• Satisfying human needs

• Favoring a good quality of life through decent standards
of living
• Sharing resources between rich and poor
• Acting with concern for future generations

Sustainable Consumption and Production   19

• Looking at the ‘cradle-to-grave’ impact when consuming • Return bottles and refillable containers whenever you
• Minimizing resource use, waste and pollution can; buy returnable bottles if possible.
• Reuse and refill as much as you can. Items such as
envelopes, bottles and plastic bags can all be reused.
4.1 Sustainable Consumption and Take unwanted clothes to a charity shop - not only are
Production Principles you recycling but someone else will appreciate and
• Improve quality of life without increasing environmental benefit from them.
degradation and compromising resource needs for future • Repair things rather than throw them away.
generations • Recycle paper, cans and bottles by taking them to your
• Reduce material intensity, wastes, emissions from local recycling center.
extraction, production, distribution, consumption and
disposal activities We should look at what and how we produce and consume.
• Promote shift to materials with lower material and energy But in order to do so without too much cost, we - as
intensity. consumers - need:
• Apply life
• clear information;
Generally Production and consumption of goods/services • accessible sustainable products & services;
require the use of material and energy from the environment • adequate infrastructures
and results in release of wastes and emissions to the
environment. It is clear that we must stop and reverse this
trend if we want to avoid being overwhelmed by rubbish. We 4.2 Eco- labels
have to end long-term ways of preventing waste for two basic Eco: relates to ecological or environmental terms. Eco-
reasons: labeling a product signifies that standard requirements (of
that product) for environmental attributes have been met.
• The more waste, the more potential pollution;
• Garbage is full of materials that can be reused and Eco-label (green label): a visual communication tool
recycled: less waste, more money! How can we rethink indicating environmentally preferable products and services.
waste? First, use less! Second, consider the product’s Eco-labeling promotes economic development while at the
design. Redesigning products to minimize or even same time promoting:
prevent creating waste must also be part of the solution.
To further explore the complex issue of eco design, try • environment responsibility
visiting these and other sites. • social responsibility
• economic responsibility
These are simple ways to reduce the amount of waste • life cycle approach transparency
we produce in our everyday lives. Remember the 5 R’s of • assured credibility of the affiliated eco-label
recycling:
Organic Standards provides requirements for minimizing use of
• Refuse unnecessary packaging and encourage external inputs and promotes natural agro-ecosystem health.
manufacturers to stop over-packaging their products. Organic standards found suitable for coffee sector in Ethiopia.

20  Manual for School Environmental Clubs

 Figure 1: Ethiopian Labelled coffee to purchase Bioheat®, a bio-fuel, from a local distributor to
Class discussion – Identify ecolabels on labels of coffee
give to local charities.

This project has been, and continues to be, a success

for the environment and local families in need of heating
assistance. To date, this project has collected over 36,000
gallons of waste oil and produced 30,000 gallons of bio-fuel
a year, which eliminated 600,000 pounds of carbon dioxide
from being released into the atmosphere. The students have
donated 4,000 gallons of Bioheat® to local charities and
helped 40 families with emergency heating assistance.

Another important part of the project is educating school

children and local residents about energy alternatives. The
30
students have made numerous presentations to the local
elementary school and local residents to encourage them
4.3 Examples of Youth Making a to participate in the T.G.I.F. project and to teach them about
Difference in their Communities alternative energy sources, the town’s recycling program,
and global warming.
4.3.1 Project .Turn Grease into Fuel (TGIF) .
4.3.2 Steps to a More Sustainable School Josh
Westerly Innovations Network/Westerly Middle School,
Westerly, Rhode Island these groups of middle school
Rubin, Syosset, New York
students, who are passionate about community service, When Josh entered Solomon Schechter High School of
decided to do their part in tackling global warming by Long Island, he was surprised that there was no recycling
creating a sustainable project to collect the town’s waste program in his school. Paper, plastic and aluminum were
cooking oil, refine it into bio-fuel, and then distribute it. constantly discarded into the trash to be hauled away to
a landfill; however, the lack of recycling was not due to a
The students presented their project to the local town lack of awareness. For almost 40 years, the environmental
council and convinced them to place a grease receptacle at movement and the media have brought light to issues like air
the town’s transfer station to collect waste cooking oil from and water pollution, conservation, and deforestation. Locally,
residents. The group also convinced 64 local restaurants to towns on Long Island have required residential recycling of
donate their waste cooking oil, which is a by-product of fried newspapers, plastic containers, and aluminum containers.
food. To collect the waste oil from restaurants and the transfer Al Gore’s documentary film “An Inconvenient Truth” was a
station, the students collaborated with a local company to very popular film after its release in 2006, and yet so many
collect the waste oil and bring it to a biodiesel refinery where people still found recycling and active conservation to be
waste cooking oil is recycled into bio-fuel. Funds received too inconvenient. Many were still skeptical and they did
from the refinery for the recycling of the waste oil were used not believe that their personal actions or individual efforts
would make a difference.

Sustainable Consumption and Production   21

Josh investigated and he found a private company called Center due to the hard work and dedication of many
Royal Recycling that was willing to pick up the school students. The mission of the center is to serve as a home for
recyclables for free. The school now recycles paper, plastics, environmental action to preserve and protect the Monocacy
aluminum, and cardboard on a weekly basis. In addition, the Creek watershed and its abundant wildlife, and to provide a
club led a successful boycott this year of the lunch program’s model of environmental sustainability and technology.
disposable trays.
IMP students participate in a non-traditional classroom
The club began with 8 charter members and has grown to course at the local high school that emphasizes inquiry-
include more than 50 students from a total population of based learning, with learning objectives based on
180 students. Teachers at the high school are active partners community needs. During the yearlong course, the students
in the project and have helped to facilitate the collection of organize events and membership drives, write grants, create
paper, bottles, ink cartridges and used battery drives. Each presentations, engage in environmental work, and learn
week, members of the club collect recycling bins from each how to run a nonprofit organization and an environmental
classroom. In the past year alone, more than 7 tons of paper, education center. This year’s students have been recognized
cardboard, plastic, and aluminum collected from Solomon as the “new pioneers” of the center. In recent months, they
Schechter High School were recycled. have designed, built, and planted four native gardens,
wrote a mission statement for the center, and are currently
Josh’s work with the club has shown that the school’s efforts developing curriculum for courses taught at the center.
to recycle really do make a difference. Students, teachers, Under their inspiring leadership and enthusiasm, the Illick’s
and administrators are more aware of how their actions can Mill Partnership for Environmental Education has evolved
improve the environment. Working together, Josh and club from a restoration effort to a site now focused on full-time
members have taken measurable steps to increase recycling environmental education and action.
at the school and are actively promoting how to make their
school as eco-friendly as possible. Under the supervision of IMP students, along with members
of the supporting consortium, the education center is
now open to the public and hosts habitat preservation,
4.3.3 Illick’s Mill Project
bird watching, fly fishing, water quality monitoring, green
Illick’s Mill Partnership for Environmental Education, technology efforts, and stream bank restoration. Through the
Bethlehem, PA: the Illick’s Mill Partnership for Environmental committed efforts of students and others, Illick’s Mill serves
Education is an innovative consortium that has transformed environmental groups across the Lehigh Valley, and in turn,
Illick’s Mill in Bethlehem, Pennsylvania into a thriving has become an exciting center for environmental learning
community environmental center. Illick’s Mill was a grist throughout the community
mill built in 1856 that was later abandoned. Junior and high
school students and one dedicated teacher from Liberty High
References:
School launched the Illick’s Mill Project (IMP) to finish the
restoration of Illick’s Mill into an environmental education school in Environmental club in Wisconsin
center. With funding raised by IMP, the mill reopened in
2009 as a Stream Science and Environmental Education http://www epa,gov/education/what-environmental Education.

22  Manual for School Environmental Clubs

Annexes

Annex 1: Sample Bylaws

Article 1: Club Mission
• Increase eco-consciousness by learning about
Environment, Sustainable development
• Provide a positive forum in which students can be
creative, innovative, and develop leadership skills
• Positively impact peers, families, schools, communities
and planet by participating in community service projects
• Promote school environmental activities and community
projects
• Participate in field trips to increase knowledge about eco
related issues
• Bring noted speakers to School to inspire and educate
peers about sustainability
• Participate in habitat restoration
• Increase school-wide energy efficiency and waste
management
• Inspire others by participating and planning Earth,
Environment, Forest and water day events, projects and
competitions
• Participate in legislative policy and changes to protect
the planet
• Establish and support projects which protects
environment
• Draft and submit grant proposals to various foundations
to raise funds for sustainability projects at your school or
within your community
• Establish and maintain an e-newsletter and/or regular
submit articles to School min-media or local FM radio
stations for broadcast

Annexes   23
• Adopt a physical location for regular habitat restoration Article5: Officer Tasks
or clean-up • President - is the principal officer and therefore
• Become experts in a particular estuary, wetlands, responsible for leading the club in meetings and activities
dessert, green technology, waste management, etc. and in accordance with guidance established by your school
and these bylaws.
Article 2: Code of Ethics • Vice President - will assist the president in club
• All individual members will be responsible for their management, will supervise club meetings in the
actions and be respectful of other members. absence of the president, and will carry out other duties
• All members will continuously work to improve their assigned by the President.
knowledge and skills to benefit themselves, their Club • Secretary - will keep minutes of club meetings, maintain
• Members will act as representatives of club and will not the attendance roster for the club, and maintain club
engage in activities harmful to the mission or vision of membership records with the names and email addresses
club of all current members.
• Members shall abide by the student code of conduct • Treasurer - receives and disburses all club funds,
published by your school and/or school district. maintains a current balance sheet, makes a financial
• The club shall operate in accordance with current school report to the club twice a year or whenever the faculty
policy. sponsor or President believes it is necessary.
• Historian - creates and maintains a book of photos,
Article 3: Membership newsletters, committee notes, programs from community
• Membership is open to any currently enrolled school services projects, letters from the community, any written
student. accolades, and anything else of historical significance to
• Membership is open to any current faculty and staff at the club.
School. • Publicity Officer - responsible for reporting and promoting
• At this time, only enrolled students are allowed to run for club activities and community events
club offices.
• Clubs shall not discriminate based upon race, religion, Article6: Faculty Sponsors
gender • The club needs at least one faculty, administrative or
adult sponsor (additional faculty sponsors are allowed).
Article 4: Officer Positions • Sponsors may vote in meetings and participate in all club
• The officers of this club shall be President, Vice President, activities.
Secretary, Treasurer, Historian, and Publicity Officer. • A sponsor must be present at all club meetings.
Officer positions may be deleted or established by a • A sponsor will be responsible for organizing elections at
majority vote of the club. the beginning of each school year.
• Officers will be elected for one year by a vote of the club • A sponsor will work closely with the club officers in
at the beginning of each term year. business matters of the club
• If an officer position opens for any reason, the club will
hold elections at the next club meeting.
• Officers must attend every club meeting (they have one
excused absence every quarter).

24  Manual for School Environmental Clubs

Article7: Meetings • Field Trips- a large body of educational research supports
• General meetings will be held monthly during school that field trips are a key component of school instruction.
months. They are not an add-on, or something that can be
• At least one adult sponsor is required to attend each eliminated or reduced without serious consequences for
meeting. student academic achievement.
• Current members may bring up new business during the • Fundraisers - proceeds from fundraisers will be deposited
open forum portion of regularly scheduled meetings. into the club’s school account and be used for club
activities projects and events.
Article 8: Dues
• The Club Treasurer will collect the annual membership Article 11: Changes to Bylaws
dues of ______ at the beginning of each school • Articles in this set of bylaws may be deleted or modified
• The dues will go toward expenses the club program by a majority of the club.
• Dues will be deposited into the club’s school account • Changes to the bylaws will be done as amendments.
and maintained by the Treasurer.

How to Use the Bylaws

Article 9: Voting
• All proposed changes to these bylaws must be approved These sample bylaws are to serve as a template for the
by a _ majority vote by members of the club. rules and regulations of Club. All clubs are free to use these
• Each member that has paid dues may vote. articles as they are listed or add or remove articles as they
• Any member may bring up an issue during the open apply to the specific club.
forum portion of the club meeting and ask it to be put to
a vote.

Article 10: Club Activities

• Community Service Projects – the members of the club
will participate in community service projects to expand
their eco-consciousness, help teach people in the
community about the mission of their club, and positive
impact their community and planet It is recommended
that the club engage in at least two events per year.
Examples include habitat restoration, environmental
clean-up, Earth or environment Day activities, recycling
events, speaking engagements etc.

Annexes   25
Annex 2: Sample Officer Roles 2. Vice President – Roles and Responsibilities:
1. President – Roles and Responsibilities: • Assist the President in club management and will
• Conduct monthly meetings during school year. supervise club meetings in the absence of the president.
• Attend all club meetings (if unable to attend due to • Attend all club meetings (if unable to attend due to illness
illness or emergency the president needs to contact the or emergency the vice president needs to inform the club
Vice-President to run the meeting in their place). officers and read the meeting notes to get caught up on
• Make sure all club meetings are fun, organized, start club business and project progress).
and end on time, and follow the agenda you set at the • Assist the President in any way he or she needs and
beginning of the meeting. become familiar with presidential duties should he or
• Lead the club in meeting and activities in accordance she be absent at club meetings or community service
with guidance established by the School and bylaws. projects.
• Sustain and/or increase the membership • Help spread the word about the club to students at your
• Help to execute successful projects that address the school and help them decide if the club is right for them.
needs of your eco community. • Give advice, support, and encouragement to all officers
• Help to develop the leadership skills of the other Club and members of the Club.
officers as well as members of the Club.
• Delegate tasks to club officers and members of the club 3. Secretary – Roles and Responsibilities:
and ensure such tasks are completed timely and in line • Keep minutes at club meetings.
with the mission and vision of the Club. • Attend all club meetings (if unable to attend due to illness
• Evaluate and set attainable goals for the club. or emergency the secretary needs to inform another club
• Inspire the officers and members of the Club. officer to keep minutes at the meeting).
• Present with a report at the end of each academic • Maintain the attendance roster for club meetings and
semester detailing the activities of the Club and number community projects.
of members during the past semester and indicating their • Maintain club membership records of all current
future goals and any needed assistance and/or support members including: name, address, phone and email
from club. contacts, grade level, birthday, Club joining date, any
• Helping all officers fulfill the goals of their club position officer positions held, and eco related interests.
and providing guidance and encouragement. • Maintain all other important club record files including:
• Meet regularly with faculty or parent advisor to go over copy of the Club guidebook, bylaws, past achievement
monthly agenda, community service projects, and any reports, past monthly reports, past and current rosters of
club issues. members and officers.
• Conduct elections of new officers and help all candidates • Give advice, support, and encouragement to all officers
who are running to understand about the roles and and members of the Club.
responsibilities of the positions. Elections should be • Help spread the word about the Club to students at your
scheduled in April to allow the new officers to learn about school and help them decide if the club is right for them.
their offices and formulate club and project ideas for the
coming year.

26  Manual for School Environmental Clubs

4. Treasurer – Roles and Responsibilities: • Creates and maintains a book of photos, newsletters,
• Receives and disburses all club funds. committee notes, programs from community services
• Attends all meetings (if unable to attend due to illness projects, letters from the community, any written award,
or emergency the treasurer needs to inform another club and anything else of historical significance to the club.
officer about his or her absence). • Responsible for creating any award certificates given to
• Maintains a current balance sheet of club funds. officers or members for outstanding service to the Club.
• Lead and organize fundraisers to raise funds for the Club. • Provide necessary documentation to any other officer to
• Makes a financial report to the club twice a year or aid in the completion of their duties.
whenever the faculty sponsor or president thinks it is • Give advice, support, and encouragement to all officers
necessary. and members of the Club.
• Give advice, support, and encouragement to all officers • Help spread the word about the Club to students at
and members of the Club. school and help them decide if the club is right for them.
• Help spread the word about the Club to students at
school and help them decide if the club is right for them. 6. Publicity Officer – Roles and Responsibilities:
• Attends all meetings (if unable to attend due to illness
5. Historian – Roles and Responsibilities: or emergency the historian needs to inform another club
• Attends all meetings (if unable to attend due to illness officer about his or her absence).
or emergency the historian needs to inform another club • Responsible for publicizing the club, fundraising events,
officer about his or her absence). community service projects, and club members.
• Takes photos and/or video at club meetings, community • Lead and organize projects designed to promote the Club
project events, field trips, and any other club event. and work to build a list of local media contact

Annexes   27
 Federal Democratic Republic of Ethiopia,
Environment, Forest and Climate Change Commission