Last updated: October 2021
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).
http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_1308047052796.pdf
Overview
Nature-based solution
- Nature on buildings (external)
- Green walls or facades
- Grey infrastructure featuring greens
- Green playgrounds and school grounds
Key challenges
- 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
Focus
Creation of new green areas, Knowledge creation and awareness raising
Project objectives
-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)
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)
Main beneficiaries
- Public sector institution (e.g. school or hospital)
- Researchers/University
- Young people and children
- Other
Governance
Management set-up
- Led by non-government actors
Type of initiating organisation
- Public sector institution
- Researchers/university
Participatory approaches/ community involvement
- 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
Details on the roles of the organisations involved in the project
-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)
Project implemented in response to ...
... an EU policy or strategy?
Unknown
... a national policy or strategy?
Unknown
... a local policy or strategy?
Yes
("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))
Financing
Total cost
Unknown
Source(s) of funding
- Public national budget
- Public local authority budget
Type of funding
- Earmarked public budget
Non-financial contribution
Type of non-financial contribution
- Provision of labour
Who provided the non-financial contribution?
- Citizens (e.g. volunteering)
Impacts and Monitoring
Environmental impacts
- Environmental quality
- Improved air quality
- Green space and habitat
- Increased green space area
Economic impacts
- Unknown
Socio-cultural impacts
- Health and wellbeing
- Gain in activities for recreation and exercise
- Education
- Increased support for education and scientific research
- Increased knowledge of locals about local nature
Type of reported impacts
Achieved impacts
Presence of formal monitoring system
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
References
1. Académie de Rouen (2011). "Réalisation d’un mur végétal". Available at: Source link (Website not available in 2020).
2. Ecole J. Hachette - Rouen (2011). "Class notebook". Available at: Source link (Accessed: September 3, 2020).
3. Académie de Rouen (2015). "Développement durable". Politiques éducatives. Available at: Source link (Website not available in 2020).
4. Ville de Rouen (2015). " Agenda 21 Local de la ville de Rouen". Available at: Source link (Accessed: September 3, 2020).
2. Ecole J. Hachette - Rouen (2011). "Class notebook". Available at: Source link (Accessed: September 3, 2020).
3. Académie de Rouen (2015). "Développement durable". Politiques éducatives. Available at: Source link (Website not available in 2020).
4. Ville de Rouen (2015). " Agenda 21 Local de la ville de Rouen". Available at: Source link (Accessed: September 3, 2020).
http://www.ac-rouen.fr/medias/fichier/ecole-hachette-cahier-vie-de-classe_1308047052796.pdf