Our mission in Suriname
The unprecedented growth in material wealth has also led in the past two decades to an unprecedented drop in global resources and an extreme increase in CO2 in the atmosphere has led to global climate change. The global ecological footprint is in excess (where demand for resources per person exceeds the available resources), and the world is struggling to limit global warming to the target of 1.5 degrees.
The environmental and social impacts associated with our current lifestyles and consumption patterns, have made a significant contribution to trends that are unsustainable.
Sustainable lifestyle possible requires more than the promotion of green consumerism. Sustainable living goes beyond consuming the most durable material goods and / or services in redesigning ways of living, feeling, communicating and thinking. For example, personal and corporate attitudes; how values are determined during life; how we interact and transact in the economic system; how our cities and education provide the infrastructure and skills for lifestyles that support sustainable societies.
Raising awareness, increase knowledge and build sustainable living must begin at the local level and the best medium to achieve that is through the schools in Suriname.
As the twig is bent the tree is inclined!
The key in this project will be to involve students, teachers and their communities to deepen their understanding and knowledge of sustainable lifestyles and how to integrate these lifestyles in their daily routines and activities.
The areas in which this can be done are:
Through national workshops, consultation sessions and roadshows will be dealt with the shared vision of the concept of sustainable schools. These workshops, sessions and roadshows held in all districts of Suriname. These 10 districts are: Paramaribo, Commewijne, Para, Saramacca, Coronie, Nickerie, Marowijne, Brokopondo, Sipaliwinie, Wanica
Activities will be undertaken in Suriname to implement plans in six schools to increase their durability. In addition will be placed links to the project Basic Life Skills and Education of the Ministry of Education, Science and Culture (MINOWC). As a result, children learn skills to cope with social change. As a result, it is expected of them that they think critically, have problem solving and social skills and demonstrate creative thinking. The trinity approach that focuses on the pupil, teacher and parent environment contributes to the success of the project.
The curriculum of the project Basic Life Skills and Education includes 31 lessons divided into five themes that teach students knowledge, skills and attitudes that enable them to work on their personal development, solve problems more effectively, think critically and communicate effectively. This curriculum can be expanded with the training material developed for this project looking for sustainable schools. This can be done by adapting the training materials / lessons from the project seeking sustainable schools in the curriculum of the project Basic Life Skills and Education.