Future Foundation School: Sustainability in Educational Perspectives

This report examines the integration of sustainability into educational perspectives, using Future Foundation School as a case study. It details the school's initiatives, including the installation of solar panels, water conservation measures, and the development of a large garden to promote environmental awareness and hands-on learning. The report also highlights the role of Mr. Kobaye, an environmentalist, in leading the Environmental Sustenance Program (ESP) and fostering a sense of responsibility among the students. Furthermore, the report explores the five pillars of education in the context of environmental sustainability, emphasizing the importance of learning to know, learning to be, learning to live together, learning to do, and learning to transform oneself and society. The initiatives have resulted in raising awareness for the environment and contributing to a more sustainable future. The report also emphasizes the importance of environmental education and the need for schools to take a proactive role in promoting environmental consciousness among students. The report is a valuable resource for understanding how educational institutions can contribute to environmental sustainability.

Running head: SUSTAINABILITY IN EDUCATIONAL PRSPECTIVES
Sustainability in Educational Perspectives
Name of the Student
Name of the Organization
Author note

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SUSTAINABILITY IN EDUCATIONAL PRSPECTIVES
Executive summary
The purpose of this report is to shed light on the fact that the management of New Horizon
School has taken up the responsibility to teach the students how to become a responsible
citizen and how to contribute something for the betterment of the environment that gives us
all we need. It is seen that the management of the school has taken the help of Mr. Kobaye, a
famous environmentalist and how he made a team and doing great job for the sustenance
program of Mother Nature.

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Table of Contents
Introduction................................................................................................................................3
Initiatives....................................................................................................................................3
Environmental education...........................................................................................................7
Five pillars of education regarding sustenance of environment.................................................8
Learning to know...................................................................................................................8
Learning to be Knowledge.....................................................................................................8
Learning to live together........................................................................................................9
Learning to do........................................................................................................................9
Learning to transform one self and society............................................................................9
Result........................................................................................................................................10
Conclusion................................................................................................................................12
References................................................................................................................................14

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Introduction
Environmental education in school is a long process aiming to raise environmental
awareness to the pupils who attend the classes. In today’s world, all the schools must come
forward with an intention to raise their concerns regarding this issue and aiming to fight for
the sustenance of our mother earth. Environmental education stresses on the teaching of the
environment by interdisciplinary and issue-solving approaches (Okoza, Aluede & Akpaida,
2012). This type of education has to start in the early developmental years of the pupils so
that they can develop a concern for the nature from the childhood. It is a matter of fact that
schools are the primary place, where the students need to get familiar with the environment at
that stage of their lives. As at this level, they should look at this in a holistic view.
Initiatives
The management of the educational institutions must look into the matter of global
warming and should be concerned regarding this issue. In the year 2020, The Future
Foundation School has rightly taken a huge step by building solar panels, building reservoir
to save water and by building a huge garden with varieties of vegetables and fruits. It is a
matter of fact that, in today’s world, the resources are getting very limited and all the
residents of earth must take initiative to preserve them. Since schools are the first society for
the young population of this world, so the schools are the place where the pupils should be
given the basic learning regarding, the environment and they must know how to preserve its
natural resources (Okoza, Aluede & Akpaida, 2012). It is a matter of fact, due to rapid
industrialization, the nature is getting victimized day-by-day and uncontrolled extraction of
its natural resources is behind most of the natural disasters nowadays. Thus, it should be our
duty to learn how to preserve and help Mother Nature to sustain from all the oddities. The
reputed educational institution Future Foundation School has thus taken some innovative

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initiatives to contribute at least something for the aid of Mother Nature (Gadotti, 2016).
Within the school compound, the management has build a giant garden where the pupils are
trained how to plant trees and how to take care of them. In there, the pupils have displayed a
great passion, they delightfully planted many trees producing various types of fruits, and they
have successfully grown numerous types of vegetables in large quantity. The school owns a
huge compound and the management is using every corner of the land in a productive way.
There are two separate gardens, one for fruits and one exclusively for growing vegetables.
The pupils of the school take great care of those plants, they sell those fruits and vegetables to
the local people, and a huge fund for the benefits of the school is thus raised each year.
The management of Future Foundation School has done a great job in building a team
in the school and appointing a professional people for leading the team for the Environmental
Sustenance Program of the school. ESP team is greatly popular among the pupils of the
school (Davis, Spaniol & Somerset, 2015). The school provides education to the students
within the age group of 3 to 12 years old. This age group is the prime time for the kids to
learn something about the nature and they would put in their best learning that whatever they
have has come from the environment only (Eskay & Oboegbulem, 2013). The leader of the
team is a professional environmentalist and he has agreed to spare his valuable time for the
school as he thinks the same way as the management of the school does. It is a matter of fact
that Mr Kobaye is doing a great job with the pupils of the school. Future Foundation School
is located at the centre of New South Wales and thus is in a prime location for the residents of
that area to send their wards to this school for a complete childhood development program.
The school has gained huge popularity within two to three years, as they had to expand their
infrastructure after completing the second academic year of the school (Gadotti, 2016). Apart
from the neighbouring residents, people from different cities send their children to this school
who are particularly aware of their children’s overall awareness regarding environment. It is a

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matter of fact that in today’s world, in 2020, due to rapid growth in industrialization, and
increased usage of uranium to produce energy is decreasing the general life expectancy of
human beings. In this scenario, the management of this school is showing great awareness to
groom their students in a way that they will contribute something for the benefit of the
environment. The management has built an unique reservoir where they can store excess
water and rainwater (Okoza, Aluede & Akpaida, 2012). They recycle the water for many
purposes, and along with that, they grow many fishes in several artificial ponds inside the
school compound. The ESP team very carefully grows edible fishes there and they sell it in
very low cost to the specific poor sellers, so that the sellers can benefit a bit more by selling
them. the management of the school is contributing a lot for the society and for the
environment by taking such initiatives (Gbenu, 2012). The director of the school, Mr Roger
Sullivan stated that they strongly condemn the excess use of uranium to produce energy and
thus they have installed huge solar panels on the roof. In this manner, they produce immense
energy and out of that, they use only 40 to 50 percent energy and the rest of it they allow the
local hospital and clinics to share. . On the other hand, under the leadership of Mr. Kobaye
the pupils made a pool, and in that pool they use dynamo to produce electricity and the
needed wave to let the fishes grow more (Davis, Spaniol & Somerset, 2015).
The management of the organization has taken these basic initiatives under the
leadership of Mr Kobaye, a reputed environmentalist. It is a matter of fact, that these types of
activities are very important in the year of 2020, and more institutions that are educational
must come forward with the same intention (Eskay & Oboegbulem, 2013). Three to twelve
years is the most important years for the children to learn something and Future Foundation
school is doing exactly what is expected. It is a fact that if these children grow a passion to
save the environment, they would teach many individuals to do the same and some of them
would teach some people the same (Adeolu, Enesi, & Adeolu, 2014).

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. In this manner, a greater awareness regarding environment can be seen within a few years.
In this context the concept and execution of the concept done by the management of Future
Foundation School under the leadership of Mr. Kobaye is commendable. It is seen that, Mr,
Obaye is very popular among the students of the educational institution and his innovative
and constructive ideas are very dear to the young students of the school. They look at those
tasks playfully and it is a proven fact that all the ways that Mr. Kobaye has chosen, are rightly
serving the purposes (Gadotti, 2016). Future Foundation School has set an example to all the
educational institutions and is still raising the bars high continuously under the leadership of
Mr Kobaye and they are becoming a matter of pride for the residents of New South Wales
(Okoza, Aluede & Akpaida, 2012). The basic intention behind this huge project is to
encourage an approach that takes some basic ideas and aadapts them according to the local
needs. There might be many traditional ways to do these kinds of works, but Mr. Kobaye
found ways, so that the little responsible citizens find it interesting to do and grow a natural
love for the Mother Nature. The pupils under the observation of Mr. Kobaye are managing a
poultry farm and a small farm for goats and lambs (Gadotti, 2016). These chickens and
animals are not used for commercial purposes, and there are many animals like guinepigs,
rabbits and numerous types of birds under a huge enclosed area so that they can move freely.
The birds are provided with a garden like enclosed area so that they can be in peace and the
animals are kept in a scientific manner so that they face no issues there (Gbenu, 2012). It is a
matter of fact that, Mr. Kobaye wants his students to spend at least a few hours on a daily
basis very close to the mother nature in their these crucial constructive years of their lives
(Davis, Spaniol & Somerset, 2015).

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Environmental education
Environmental education is something that simultaneously tries to raise
awareness, develop knowledge and practices for the preservation and sustenance of Mother
Nature from all the oddities (Gbenu, 2012). There are various types of ways to raise the
general awareness regarding the environment, and those can be done by cognitive and
affective behaviour modification. Environmental education can be seen as a process that
helps to build skills and attitude much needed to understand and accept the relationship
between mankind and environment or the biophysical world. Thus, it can be said that, all the
programs related to environmental education are consist of the acquisition of knowledge and
basic understanding and the development of skills (Eskay & Oboegbulem, 2013). Thus, under
the leadership of Mr. Kobaye, the pupils of Future Foundation School aims to investigate the
components that made this biophysical world and try to consider some of its ways those can
be adapted by human society for the betterment of the society. In this manner, the pupils can
explore the geographical and ecological components rather than cultural and social factors of
day to day human life. It is a matter of fact that, the management of Future Foundation
School has taken up oath to raise the awareness regarding environmental issues into the next
level and they are doing it quite successfully (Okoza, Aluede & Akpaida, 2012). In the year
of 2020, beside them there are no other educational institutions that have done anything
distantly similar to their kind regarding this matter. The institution has thus earned a hue
reputation within a couple of years after it was established as a commercial organization for
educational purpose. In the current scenario of 2020, people needs to raise awareness among
themselves for the sustenance of mother nature. People must understand that all we have
came from the environment and it is the duty of the humankind to help Mother Nature to
fight all the oddities and sustain (Adeolu, Enesi, & Adeolu, 2014).
.

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Five pillars of education regarding sustenance of environment
In this section of this report, five pillars of education regarding the sustenance of
environment is discussed.
Learning to know
 Learn to learn
 Obtain a taste for learning all the way through life
 To develop critical thinking
 Get hold of tools for understanding the world
 To understand the sustainability concepts and issues
 Education for Sustainable Development of nature
 Recognizes the evolving nature of the concept of sustainability
 Reflects the ever-growing needs of societies
 Acknowledges that satisfying local needs often has international effects and
consequences (Okoza, Aluede & Akpaida, 2012)
 Addresses the content, , global issues, context and local priorities
Learning to be Knowledge
 See oneself as the main individual regarding defining the positive outcomes
for the future
 Encourage discovery and experimentation for the pupils
 Obtain universally shared values
 Build up one’s personality, self-fulfilment, self-knowledge and self-identity
 The pupils must be able to act with greater independence, judgment and
personal responsibility regarding Education for Sustainable Development of
environment in future
 Education built on the principles and values those underlie sustainable
development (Davis, Spaniol & Somerset, 2015)
 Providing education that deals with the interests of all the realms of
sustainability of environment
 This sort of education contributes greatly to an individual’s complete
development of mind and body, intelligence, sensitivity, aesthetic appreciation
and spirituality.

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Learning to live together
 Providing education that would help the pupils to participate and co-operate
with others in increasingly pluralistic, multi-cultural societies
 This education helps to develop an understanding of other individuals and
their histories, traditions, values, cultures and beliefs.
 This helps pupils to become tolerate, welcoming, respectful, embracing, and
even being able to celebrate various differences and diversities in society
 This type of education allows pupils to respond constructively to the cultural
diversities and economic differences found around the world
 Taught like this the students would be able to cope with situations of tension,
exclusion, conflict, violence, and terrorism Education for Sustainable
Development of environment
 These educations build civil capacity for the community-based decision-
making, environmental stewardship, social tolerance, adaptable workforce and
quality of the life
Learning to do
 The students must learn to be an actor as well as a thinker
 The pupils must understand and act on global and local sustainable
development issues regarding environment
 The students must get hold of technical and professional training
 They must apply learned knowledge in day to day life
 They should be able to act creatively and responsibly in one’s environment
Education for Sustainable Development
 The education is locally germane and culturally suitable
 The education must become a concrete reality for all our daily decisions and
activities
 This is about helping to build a sustainable and safe world for every
individuals (Davis, Spaniol & Somerset, 2015)
Learning to transform one self and society
 The students must work toward a gender neutral, non-discriminatory society
 They must develop the ability and determination to integrate the sustainable
lifestyles for themselves and others
 The students should promote behaviours and practices that reduce the
ecological footprint on the world around the humankind
 The pupils must be respectful of the Earth and life with all its diversities
 The learners must act to achieve the social solidarity

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 They must encourage democracy in a society where peace prevails Education
for Sustainable Development for the environment
 This type of education integrates the values innate in sustainable development
into all the aspects of learning
 This encourages changes in behaviours to create a more viable society for
everyone
 These learning teaches people to reflect essentially on their own communities
 empowers people to assume responsibility for creating and enjoying a
sustainable future
It is seen how under the leadership of Mr. Kobaye, the pupils of the New Horizon
School are working as a team for the sustenance program regarding the environment (Adeolu,
Enesi, & Adeolu, 2014).
. Mr. Kobaye has made 4 sub groups in his team and in each group there are more
than 50 students in the age group of 3 to 14 and it is seen how they contribute in the
environmental program of the educational institution (Gbenu, 2012). Mr. Kobaye named the
groups by the names of the legendary people who have great contributions towards the
development of mother earth (Okoza, Aluede & Akpaida, 2012). He named the groups
respectively by the names of John Muir, Rachel Carson, Edward Abbey and Aldo Leopold.
The group members have a proper routine, and based on that routine they work in specific
fields on a daily basis. They work either in a way that each day each group looks after the
poultry farm, or after the vegetable garden or after the fruit garden or they look after the
natural pond where they are growing fishes within the school compound (Davis, Spaniol &
Somerset, 2015).
Result
The students under the leadership of Mr. Kobaye grows vegetables, fruits, poultry
products and fishes within the school compound and they also have installed a huge solar

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panel on the roof of the building and it is seen how they are doing great in recent times. It can
be said that in the year of 2020, the activities where the management of the school is trying to
engage their students is commendable. The activities under which the students are engaged,
in the end these activities would be proved as the base of their learning regarding the Mother
Nature. The age group of 3 to 14 is the most precious time for any child and if within this age
they are taught to respect and love the nature that is saving us from all the oddities, that
would be a great achievement for the mankind (Davis, Spaniol & Somerset, 2015). It is a
matter of fact that, the management of the school is doing a great job by engaging the
students in the activities regarding the developmental work for the environment. The students
are learning to grow plants, fishes and they are even learning how to pet birds and domestic
animals (Eskay & Oboegbulem, 2013). The students are learning not to waste the natural
resources and rather to preserve them. Standing in the year of 2020, it is a sure thing that the
pupils need to understand that, earth is not so rich with its natural resources anymore due to
the uncontrolled extraction of the minerals and rapid industrialization has harmed the
biosphere immensely. Thus at this point of time it will be better if all the people starts
showing concern for the environment for the betterment of all (Adeolu, Enesi, & Adeolu,
2014).
The institution New Horizon School has already became an example nowadays and
they are continuously making the bars higher for all other educational institutions. It is seen
that the school has gained immense popularity in last couple of years and many business
leaders are trying to come up with the innovative idea that the management of New Horizon
School has came forward (Davis, Spaniol & Somerset, 2015). The business leaders are
considering to set up schools following the model of New Horizon School as a part of their
Company Social Responsibility.