Vegetal wall created in a preschool

1. General information

Location and description of the intervention

City or FUA

Rouen

Region

Europe

Native title of the NBS intervention

Réalisation d’un mur végétal dans une école maternelle

Short description of the intervention

A class of thirty students of a preschool "Jeanne Hachette of Rouen built, in the playground, an overgrown plant wall where climb non-toxic plants blooming from June to August (Ref. 1). Students engaged in a six-week educational module prior to planting the wall (Ref. 1). Engineering students from engineering school ESIGELEC assisted in delivering the program which taught students about the importance of plants and respecting the environment (Ref. 1).

Address

Ecole maternelle Jeanne Hachette de Rouen
2 Rue Saint-André
76000 Rouen
France

Location

Point location, which indicates where the NBS takes place

Type of area before implementation of the NBS

Building

Website of the intervention

http://www.ac-rouen.fr/academie/politiques-educatives/realisation-d-un-mur-vege…

Timeline of intervention

Start date of the intervention (planning process)

unknown

Start date of intervention (implementation process)

2011

End date of the intervention

2011

Present stage of the intervention

Completed

Please specify "other" stage of the intervention

Module of six weeks (from January to March 2011) (Ref. 1)

2. Objectives of the intervention

Goals of the intervention

-Educational towards sustainability and preserving nature (Ref. 2)
-Teach students to become eco-citizens: "Regularly maintaining and respecting the "garden" gives children an eco-friendly and responsible attitude." (Ref. 1)
-"Make this wall "beautiful"" (Ref. 2)

Quantitative targets

-30 students of preschool (Ref. 1)
-6 weeks for implementation (Ref. 1)

Monitoring indicators defined

Number of students participated; Number of weeks to construct the wall (Ref. 1).

Sustainability challenge(s) addressed

Green space, habitats and biodiversity (SDG 15)

Green space creation and/or management

Regeneration, land-use and urban development

Regulation of built environment

Social justice, cohesion and equity (SDG 10)

Environmental education

Health and well-being (SDG 3)

Enabling opportunities for physical activity

Implementation activities

-"The pedagogical project consisted of a six-week module (from January to March 2011), in which the engineering students took part once a week." (Ref. 1).
-"Students first observed their surroundings (class, school, neighborhood) to distinguish the natural elements from human constructions. From documentaries (books or films on the detection of nuisances, waste sorting ...), they discovered the effects of non-respect of the environment." (Ref. 1).
-"In plastic arts, they imagined a vegetal wall, cutting out in gardening magazines, images of plants and flowers."
-"Finally, on one of the walls of the playground, they planted the plantations with the students." (Ref. 1)

Type of NBS project

Creation of new green areas

Knowledge creation and awareness raising

3. NBS domains, ES and scale

NBS domain and interventions

Ecological domain(s) where the NBS intervention(s) is/are implemented

Nature on buildings (external)

Green walls or facades

Grey infrastructure featuring greens

Green playgrounds and school grounds

Type of Green Wall

Climbing façades

Substrate / soil-based living wall

Vegetation Type

Other

Amenities offered by the NBS

Playgrounds

Services

Expected ecosystem services delivered

Cultural services

Aesthetic appreciation

Inspiration for culture, art and design

Recreation

Mental and physical health and wellbeing

Intellectual interactions (scientific and / or educational)

Physical and experiential interactions with plants and animals

Other

Please specify "other cultural service"

environmental education: -Teach students to become eco-citizens (Ref. 1)

Scale

Spatial scale

Sub-microscale: Street scale (including buildings)

Beneficiaries

Primary Beneficiaries

Public sector institution (e.g. school or hospital)

Researchers/University

Young people and children

Other

Please specify "other primary beneficiary"

A class of thirty students of preschool "Jeanne Hachette of Rouen (Ref. 1)

Please specify other local relevant strategy

sustainable development plan in schools: "Since 2005, the Rouen Academy has been involved in the regional system of institutions and schools of sustainable development (EDDD), specific to Haute-Normandie. Currently, 293 schools and institutions are involved in the process." (which the preschool of the intervention is part and listed on the website with this specific green wall) (Ref. 3)

4. Governance and financing

Governance

Governance arrangements

Led by non-government actors

Non-government actors

Public sector institution (e.g. school or hospital)

Researchers, university

Please specify the roles of the specific government and non-government actor groups involved in the initiative

-The main actor is the preschool "Jeanne Hachette of Rouen" (Ref. 1).
-"The students were helped by students from ESIGELEC, a school of engineers." (Ref. 1).
-"The CREA (community of Rouen Elbeuf Austreberthe) is a partner of the operation." (Ref. 1)
-The Académie of Rouen (Regional teaching governing academy of Rouen) must have approved this project by posting the informations of their website under their "Academic Projects". (Ref. 1)

Key actors - initiating organization

Public sector institution

Researchers/university

Land owners

Educational actor (schools or universities)

Key actors - Other stakeholders involved (besides initiating actors)

Public sector institution

Researchers/university

Land owners

Educational actor (schools or universities)

Participatory methods/forms of community involvement used

Taskforce groups

Dissemination of information and education

Consultation (e.g. workshop, surveys, community meetings, town halls)

Joint implementation (e.g. tree planting)

Co-management/Joint management

Citizen science

Policy drivers

NBS intervention implemented in response to an Regional Directive/Strategy

Unknown

NBS intervention implemented in response to a national regulations/strategy/plan

Unknown

NBS intervention implemented in response to a local regulation/strategy/plan

Yes

Please specify the "local regulation/strategy/plan"

"Since 2005, the Rouen Academy has been involved in the regional system of institutions and schools of sustainable development (EDDD), specific to Haute-Normandie. Currently, 293 schools and institutions are involved in the process." (which the preschool of the intervention is part and listed on the website with this specific green wall) (Ref. 3)

Mandatory or voluntary intervention

Voluntary (spontaneous)

Please specify other type of voluntary intervention

System of institutions and schools of sustainable development (EDDD) (Ref. 3)

Enablers

Presence of specific city-level GI/NBS vision/strategy/plan - mentioned in connection to the project

Unknown

Presence of specific city-level GI/NBS section/part in a more general plan - mentioned in connection to the project

Yes

Please specify the general plan with GI/NBS section

As the CREA (Local Authority of Rouen) was partner in this project (Ref. 1), therefore the city must had a strategy to improve awareness and education towards sustainability (assumption). Also, the Agenda 21 of the city refers to "Valorisation of biodiversity in urban areas" and "Develop environmental education activities" (Ref. 4, page 12)

If there is a relevant strategy or plan, please specify the theme / type of the plan.

City specific climate change policy or plan

Other

Please specify other vegetation type

Described as "non-toxic" plants (Ref. 1). Images show a box with various plants in soil alongside a wall with a lattice for plants to climb (Ref. 2).

Presence of city network or regional partnerships focused on NBS - mentioned in connection to the project

Yes

Please specify

-"The CREA (community of Rouen Elbeuf Austreberthe) is a partner of the operation (which is the metropole of Rouen, the local authority) (Ref. 1)
-Also, the school of engineering "ESIGELEC" had helped in this project. (Ref. 1) the school is involved in a regional system of institutions and schools of sustainable development (EDDD), specific to Haute-Normandie. Currently, 293 schools and institutions are involved in the process." (Ref. 3)

Presence of GI / NBS research project - mentioned in connection to the project

Yes

Please specify

The students of the engineering school were involved in this intervention which was one of their school project (Ref. 1 and 2)

Subsidies/investment for GI / NBS in the city - mentioned in connection to the project

Unknown

Please specify

By saying the CREA (local authority) was partner of the project, it should mean financially also (Ref. 1).

Co-finance for NBS

Unknown

Co-financing governance arrangements

Unknown

Was this co-governance arrangement already in place, or was it set up specifically for this NBS?

Unknown

Financing

Total cost

Unknown

What is/was the Cost/Budget (EUR) of the NBS or green infrastructure elements?

Unknown

What are the total amount of expected annual maintenance costs?

Unknown

What is the expected annual maintenance costs of the NBS or GI elements?

Unknown

Please specify cost savings

unknown

Please specify total cost (EUR)

-CREA (Local authority) is a partner with this project (Ref. 1)
-Being a school from the State's Education Academy (article of the academy website Ref. 1) (this state education academy is owned by the government, therefore it is public national fund).

Source(s) of funding

Public national budget

Public local authority budget

Type of fund(s) used

Earmarked public budget

Non-financial contribution

Yes

Type of non-financial contribution

Provision of labour

Who provided the non-financial contribution?

Citizens (e.g. volunteering)

Business models

Green education model

Which of the involved actors was motivated by this model?

Public actor (e.g. municipality)

Citizens / local communities

5. Innovation

Type of innovation

Technological

Infrastructural innovation

Social

Governance innovation

Cultural innovation

Please specify technological innovation

Plantations and renovation of the planter. (Ref. 2)

Novelty level of the innovation

Unknown

Please specify novelty level of the innovation

unknown

Replicability/Transferability

Unknown

Please specify Replicability/Transferability

Unknown

6. Evaluation and learning

Impacts, benefits

Environmental impacts

Environmental quality

Improved air quality

Green space and habitat

Increased green space area

Description of environmental benefits

Green space and area:
-Increased green space area: this initiative involved the creation of a green wall on a previously bare section of building (Ref. 2).
-A class of thirty students of a preschool built, in the playground, an overgrown plant wall where climb non-toxic plants blooming from June to August. (Ref. 1)
--"Protect trees and plants which help us to breathe", "animals need nature to live" (Ref. 2)

Economic impacts

Unknown

Description of economic benefits

Unknown

Type of reported impacts

Achieved impacts

Indicators

-Education for Sustainable Development (Ref 1, 2 and 3)
-"Protect trees and plants which help us to breathe", "animals need nature to live" (Ref. 2)
-Students from the preschool and the engineering school were both participating in this green wall. (Ref. 1 and 2)

Environmental, social and economic impacts

Green space, habitats and biodiversity (SDG 15)

Inclusive and effective governance (SDG 16)

Sustainable consumption and production (SDG 12)

Analysis of specific impact categories

Job creation: The NBS created ...

No information available

Negative impacts: Did the project cause any problems or concerns?

No information was found regarding negative impacts of the project

COVID-19 pandemic

As of September 3, 2020, Ref. 3 indicates that the school is re-opening for the 2020 school year. Stay at home orders were active in all of France from March 16, 2020 to May 11, 2020 (https://www.gouvernement.fr/en/coronavirus-covid-19).

Methods of impact monitoring

Process of recording NBS impacts

No evidence in public records

Methods used to evaluate the impacts of NBS

Unknown

Evidence for use of assessment

Presence of an assessment, evaluation and/or monitoring process

Unknown

Presence of indicators used in reporting

No evidence in public records

Presence of monitoring/evaluation reports

No evidence in public records

Availability of a web-based monitoring tool

No evidence in public records

Impact assessment mechanism

Name of any specific impact assessment tools

The Class notebook could be an impact assessment tool, though it provides no updated information (Ref. 2).

Link to the output of assessments

http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_13080…

Use of GIS in mapping impacts

No evidence in public records

Citizen involvement

Citizens involvement in assessment/evaluation

Unknown

Citizens involvement in the analysis of the assessment/evaluation

Unknown

Follow-up to the evaluation / assessment

Yes

Please specify

"The children will maintain this wall until the end of their schooling. They will then pass the relay to a lower level class by organizing a discovery module." (Ref. 1)

7. Sources

References

Web links relevant to the intervention

Documents relevant to the intervention

Attachment	Size
Class notebook on the vegetal wall project (2.38 MB)	2.38 MB

List of references

1. Académie de Rouen (2011). "Réalisation d’un mur végétal". Available at: http://www.ac-normandie.fr/ (Website not available in 2020).
2. Ecole J. Hachette - Rouen (2011). "Class notebook". Available at: http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_1308047052796.pdf (Accessed: September 3, 2020).
3. Académie de Rouen (2015). "Développement durable". Politiques éducatives. Available at: http://www.ac-normandie.fr/?RH=DOSSIERS (Website not available in 2020).
4. Ville de Rouen (2015). " Agenda 21 Local de la ville de Rouen". Available at: https://rouen.fr/sites/default/files/publication/rdd_2015.pdf (Accessed: September 3, 2020).

Comments and notes

Comments

2020 comments:
Ref. 1 and 3 were unable to be located in the archives of the school's website and no additional sources were found as of September 3, 2020. This questionnaire is therefore based on limited data.

Section 4 "ENABLERS"/ Subsidies/Financing to the NBS: By mentioning in Ref. 1 that CREA (local authority) was partner of the project, it should mean financially also, but I couldn't find more information.

SECTION 4/ENABLERS/CONCEPT: As the CREA (Local Authority of Rouen) was partner in this project (Ref. 1), therefore the city must had a strategy to improve awareness and education towards sustainability (Brahmi 2017). Also, the Agenda 21 of the city refers to "Valorisation of biodiversity in urban areas" and "Develop environmental education activities" (Ref. 4, page 12)

Public Images

A group of students in front of a green wall

http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_1308047052796.pdf

http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_1308047052796.pdf