Gardens in schools project
The "Gardens in Schools" project (September 2021 to December 2022) aimed to establish gardens in 15 schools across four municipalities within the Communauté d'Agglomération du Centre de la Martinique (CACEM), including Fort-de-France. The goal was to provide educational and technical resources for teachers to conduct workshops on sustainable development, pollution, and agroecology. The project encouraged schools to maintain these gardens autonomously as long-term educational tools. Students were involved in greening their schools and growing their own fruits and vegetables, while teachers received three training sessions and ongoing support through the community-based "Koudmen" tradition (Ref 1; 3). The project also involved distributing 45 gardening kits to schools across the island.( 1; 2; 3).
The project was led by the Ypiranga da Pastinha Popular Cultural Center (CCYPM) in collaboration with the STE2D academic mission on sustainable development education (a joint effort of the Martinican School Rectorate and CACEM). Financial support came from the Ministry for Food, Agriculture, and the Forest (DAAF) and CACEM (Ref 1; 3).
The project was designed to promote sustainable development education, enable self-sustaining school gardens, and raise awareness about pollution and agroecology among students and teachers.
The project supported the municipal strategy to develop urban gardens and aimed to integrate environmental education into school curriculums and it aligned with the urban gardening strategy "Jaden l’anmou," which included the municipality of Fort-de-France (Ref 1; 2; 3). (Ref 1; 2; 3)
The project was led by the Ypiranga da Pastinha Popular Cultural Center (CCYPM) in collaboration with the STE2D academic mission on sustainable development education (a joint effort of the Martinican School Rectorate and CACEM). Financial support came from the Ministry for Food, Agriculture, and the Forest (DAAF) and CACEM (Ref 1; 3).
The project was designed to promote sustainable development education, enable self-sustaining school gardens, and raise awareness about pollution and agroecology among students and teachers.
The project supported the municipal strategy to develop urban gardens and aimed to integrate environmental education into school curriculums and it aligned with the urban gardening strategy "Jaden l’anmou," which included the municipality of Fort-de-France (Ref 1; 2; 3). (Ref 1; 2; 3)
National Botanical Garden
Peru is classified as one of the 17 most biodiverse countries in the world, so biodiversity and its conservation are important national aspects (2, 3, 4). However, one-third of the native flora currently assessed is threatened (3, 4). Thus, the creation of the Botanical Garden represents the opening of a space to learn about, study and conserve the national flora by strengthening Peruvian society's awareness of its value (4, 5).
The Botanical Garden is in its early stages of development and is not open to the public yet, but its development and implementation have the support of several associations such as the British Council, Concytec, the Ministry of Environment, the Ministry of Culture, the British Embassy and the Asociación Pro Jardín Botánico Nacional de Lima (1). The initiative has been incorporated as part of the Bicentennial City project of the Ministry of Environment in Ancon (6).
The implementation began in 2021 on a 10-hectare plot of land donated by the Universidad Nacional Agraria La Molina (UNALM) in Lima (3), and it will be carried out in several stages. An Inter-Institutional Committee has been established to oversee its development (3). In addition, it is planned to extend the idea of botanical gardens to other regions of the country, creating a network that will allow the conservation and study of flora in different contexts (4, 5), as the purpose of its development is to condense in one place all the biological richness of the country (7).
With this project, they aim to strengthen the conservation of plant species, the generation of inputs for education, and as a source of cultural spaces and for the well-being of its citizens, among others (1, 2). The Botanical Garden is intended to house a select sample of the more than 25,000 species in Peru, emphasising those that are endemic, threatened and of social, cultural and economic relevance (8).
The Botanical Garden is in its early stages of development and is not open to the public yet, but its development and implementation have the support of several associations such as the British Council, Concytec, the Ministry of Environment, the Ministry of Culture, the British Embassy and the Asociación Pro Jardín Botánico Nacional de Lima (1). The initiative has been incorporated as part of the Bicentennial City project of the Ministry of Environment in Ancon (6).
The implementation began in 2021 on a 10-hectare plot of land donated by the Universidad Nacional Agraria La Molina (UNALM) in Lima (3), and it will be carried out in several stages. An Inter-Institutional Committee has been established to oversee its development (3). In addition, it is planned to extend the idea of botanical gardens to other regions of the country, creating a network that will allow the conservation and study of flora in different contexts (4, 5), as the purpose of its development is to condense in one place all the biological richness of the country (7).
With this project, they aim to strengthen the conservation of plant species, the generation of inputs for education, and as a source of cultural spaces and for the well-being of its citizens, among others (1, 2). The Botanical Garden is intended to house a select sample of the more than 25,000 species in Peru, emphasising those that are endemic, threatened and of social, cultural and economic relevance (8).
The Orchards of the School
“The Orchards of the School” is a project led by Antibiotice S.A. through its foundation, "Știință și Suflet" (Science and Soul), which focuses on corporate social responsibility programs. Implemented between 2017 and 2019, employees volunteered to participate in planting orchards in the yards of several schools around the metropolitan area of Iași, including a special education school . The students assisted in planting the orchards and took responsibility for their management afterward.
The primary goal of the project was to instill respect for environmental protection, promote a healthy lifestyle, and cultivate civic spirit within the community among the younger generation. The local authorities prepared the yards for planting, while the Research and Development Station for Fruit Culture in Iași provided standardized methods for proper orchard cultivation.
By 2021 and 2022, the orchards were reported to be thriving and yielding their first fruits for the students (Ref. 1-9).
The primary goal of the project was to instill respect for environmental protection, promote a healthy lifestyle, and cultivate civic spirit within the community among the younger generation. The local authorities prepared the yards for planting, while the Research and Development Station for Fruit Culture in Iași provided standardized methods for proper orchard cultivation.
By 2021 and 2022, the orchards were reported to be thriving and yielding their first fruits for the students (Ref. 1-9).
Invasive Alien Species Itinerary
In September 2018, a new didactic itinerary on invasive alien species was inaugurated in Cagliari's botanic garden. The initiative has been initiated in order to raise awareness and share important legislative and scientific knowledge on the matter (Refs. 1, 2 & 3). It has been curated by Life ASAP, which is an EU co-funded project focused on targeting the introduction of animal and vegetal alien species in Italian territory (Refs. 4 & 5). The initiative in the botanic garden focuses on a 13-pannels pathway through the garden, which will guide visitors towards the discovery of the issue of the introduction of alien invasive species on the territory. The goal is to attract the population's attention to the topic through a sensorial and interactive experience. In fact, the panels are easy to understand, colorful, and accompanied by explanatory images and bas reliefs. Children and youngsters can also participate in a laboratory called "the alien's identikit," according to which they have to recognize the newly learned alien species around the garden (Refs. 1, 2 & 3). This Path represents the first (and only) permanent space dedicated to biological invasion processes and invasive alien species in the network of Italian Botanical Gardens. (Ref.2).
Therefore, the project, in collaboration with the University of Cagliari, promotes education for all ages on the risks and consequences of such an underestimated problem and aims to educate citizens on how their actions can prevent the phenomenon from spreading further (Refs. 1, 2 & 3).
Therefore, the project, in collaboration with the University of Cagliari, promotes education for all ages on the risks and consequences of such an underestimated problem and aims to educate citizens on how their actions can prevent the phenomenon from spreading further (Refs. 1, 2 & 3).
Africatown Heritage House Bioswale
The Africatown Heritage House Bioswale is a gently sloping green space with multiple functions which include catchment of runoff water and filtration of pollution in the runoff water (Ref 2), erosion control (Ref 2), and creation of habitat for biodiversity (Ref 1). It also has an educational purpose for students and the local community (Ref 2) and contributes to overall beautification (Ref 5).
The Bioswale was built by Birmingham-Southern College’s Environmental Center (Ref 6) and developed through the collaboration between the Mobile County Commission, the Mobile Area Lodging Association, Mobile County Training School, Mobile County Training School Alumni Association, and the National Academies of Science (NAS) Gulf Research Program (Ref 2). The project aims to address heavy rainwater management (Ref 5) and drainage issues (Ref 3).
The Bioswale was built by Birmingham-Southern College’s Environmental Center (Ref 6) and developed through the collaboration between the Mobile County Commission, the Mobile Area Lodging Association, Mobile County Training School, Mobile County Training School Alumni Association, and the National Academies of Science (NAS) Gulf Research Program (Ref 2). The project aims to address heavy rainwater management (Ref 5) and drainage issues (Ref 3).
Grangegorman Community Garden
The Grangegorman Community Garden is a collaborative project involving several stakeholders in restoring a neglected space within the TU Dublin campus and transforming it into a community garden. The project emerged from a partnership between academic and service departments of the university, a primary school, a land development agency, a multinational organization, and a property estate agent.
The project's ultimate goal is to establish a permanent community garden with strong investment, ensuring ongoing support for current users and welcoming a new, diverse group of participants. (1,6)
Launched at the start of 2024, the project focuses on rejuvenating the space, with restoration efforts continuing until December 2024. The garden features four allotment-style beds separated by gravel paths and is surrounded by 12 foliage beds (Ref 1). The initiative aims to provide educational opportunities centered on sustainability and horticulture, while also developing a sustainable, collaborative governance framework for the garden (Ref 6). It aligns with various national, local, and inter-organizational frameworks, strategies, and plans related to community engagement, biodiversity, and climate action (Ref 1).
The project's ultimate goal is to establish a permanent community garden with strong investment, ensuring ongoing support for current users and welcoming a new, diverse group of participants. (1,6)
Launched at the start of 2024, the project focuses on rejuvenating the space, with restoration efforts continuing until December 2024. The garden features four allotment-style beds separated by gravel paths and is surrounded by 12 foliage beds (Ref 1). The initiative aims to provide educational opportunities centered on sustainability and horticulture, while also developing a sustainable, collaborative governance framework for the garden (Ref 6). It aligns with various national, local, and inter-organizational frameworks, strategies, and plans related to community engagement, biodiversity, and climate action (Ref 1).
Bangkok City Farm
Due to the growing population density and extreme climate events in Bangkok, Thailand, food security has become a more and more pressing issue for urban people. As a response, the Bangkok City Farm project was launched in 2010 by the Food and Nutrition Programme of the National Health Promotion Foundation. Implemented in collaboration with the Sustainable Agriculture Foundation Thailand (SAFT), the project aims to encourage and enable people in urban areas to grow their own food. The project offers financial support to anyone who wishes to start their own urban agricultural project, as well as training courses, access to food markets and knowledge sharing platforms. The implementation sites of the farms varies from private house gardens, community gardens, areas in informal settlements, school gardens and institutional green areas (such as hospitals and factories).(Ref. 1,2) The Bangkok City Farm's role in promoting food self-reliance and food security grew further during the COVID-19. As a result of the pandemic, many people in Bangkok - especially from underprivileged communities lost their jobs and their livelihood and access to sufficient and health food was threatened. Thus, as part of the project, green areas on vacant sites of the city were also created to support the out-of-work people with enabling them for self cultivation of their food. (Ref.6) As of 2022, there are 165 farms in Bangkok created through the project. Given the success and importance of the project, the project was scaled up into a nation-wide initiative called ‘Thai City Farm’. 'Thai City Farm' expanded the network to five other cities in Thailand. (Ref. 1,2)
Green Campus Initiatives at Nazarbayev University
Nazarbayev University (NU) launched the Green Campus (GC) project in 2016 to promote environmental sustainability (2). The GC concept is based on principles of the sustainable development and aims to focus on the greenhouse gas emissions reduction and waste management processes (1, 5). The university has established a Green Campus office, a Green Campus University Committee and the NU Green Society for the implementation of the project (2).
One of the main activities of the Green Campus is organizing tree-planting events on campus. To date, more than 1000 trees have been planted, with funds donated by university sponsors or raised via the collection and recycling of campus wastepaper [3, 4]. Additionally, the initiative also implemented a separate waste collection process for six types of waste: paper, plastic, glass, metal, batteries, and light bulbs. The collected waste is sent for recycling to selected companies [2].
Before Earth Day, NU also hosts an annual Green Week in April, to promote sustainability practices within its community. The Green Week program typically includes eco-talks by experts, workshops, garage sales, vegetarian food fairs, eco-trips, art exhibitions, and environmental movie screenings [2, 4, 5]. Climate Week, training courses, and Climate Launchpad are also part of the university's green initiatives to educate students on environmental practices [5].
One of the main activities of the Green Campus is organizing tree-planting events on campus. To date, more than 1000 trees have been planted, with funds donated by university sponsors or raised via the collection and recycling of campus wastepaper [3, 4]. Additionally, the initiative also implemented a separate waste collection process for six types of waste: paper, plastic, glass, metal, batteries, and light bulbs. The collected waste is sent for recycling to selected companies [2].
Before Earth Day, NU also hosts an annual Green Week in April, to promote sustainability practices within its community. The Green Week program typically includes eco-talks by experts, workshops, garage sales, vegetarian food fairs, eco-trips, art exhibitions, and environmental movie screenings [2, 4, 5]. Climate Week, training courses, and Climate Launchpad are also part of the university's green initiatives to educate students on environmental practices [5].
Biophilic Green Roof at Prestige University
A low-rise building located within Prestige University's existing 32-acre campus in Indore will feature an entirely walkable, stepped green roof. The green roof is planned to be punctuated with courtyards for temperature regulation and accessible to its users (university staff, students and other visitors etc.) from the ground level (1,2). It is designed and implemented by 'Sanjay Puri Architects', Architecture Consultancy based in Mumbai (1,2,6). This building is planned to be used for administration offices, an auditorium, lecture halls, and a library and cafeteria (1,2,3). The green roof mainly serves as a space for recreational activities for the users. The terraces will also include different-sized open-air sections, providing the building's interior with natural ventilation (2,4,5). This project truly blends with the traditional Indian Architecture approach in an innovative and modern way (4,5) and targets problems related to central India's oppressive heat (1,2,4).
Despite the initial target completion date of June 2022 (9), the construction phase of the project has not yet been finalized. The responsible architecture firm anticipates the completion date within the forthcoming months. This information was disclosed in January 2023 (10).
Despite the initial target completion date of June 2022 (9), the construction phase of the project has not yet been finalized. The responsible architecture firm anticipates the completion date within the forthcoming months. This information was disclosed in January 2023 (10).
Environmental trainings at the Ecological Education Center of NUM
The Ecological Education Center (EEC) is a nationally recognized institution committed to promoting awareness and sustainability through its environmental education programs in Mongolia. As the only organization in the country dedicated to providing such programs, the EEC operates under the National University of Mongolia (NUM) and was founded in 1957 as the "Central Station of Young Naturalists". With over 60 years of experience in environmental education, the EEC offers its programs not only to NUM students but also to children of varying ages. Since 2011, the center has developed and introduced various cognitive-based environmental training programs, providing visitors with interactive learning opportunities that takes them through different learning stations. The EEC has several facilities to support the learning experience, including a nature experience garden, a greenhouse, and a small zoological museum. The nature experience garden is continuously enriched with new tree species each year, and as a result, it is now home to over 3500 trees and bushes of 30 different species. In addition to its educational programs, the EEC also provides advice on gardening and plant care to further promote environmental sustainability. (Ref. 1, 2, 3)
