Vila - Sustainable School V

Direct

• Promotion of environmental responsibility: the school implements environmentally responsible practices such as eco-friendly materials, composting, dry toilets, green roofs, water reuse systems, and the use of renewable energy.

• Contribution to the decarbonization of Portugal, avoiding CO2 emissions: the energy production for own consumption will reduce energy costs, enabling the school to improve its services for the community, and directing resources to its core activity. The decentralized energy production through renewable sources, close to the consumption site, helps to avoid distribution costs, making this a more competitive option than reverting to the national grid. Furthermore, the decreased dependency of the organization on the national grid, makes it less vulnerable to price fluctuations and fiscal charges.

Indirect

• Building of an accessible and inclusive school: 500m2 of a building will be renewed to receive the school facilities, with pre-school, 1st, and 2nd cycles. Furthermore, there is potential to expand to the 3rd cycle and secondary education.

• Access to quality education, collaborative and for sustainability: 150 (first phase up to 2nd cycle) to 300 children and young people (with 3rd cycle and secondary) with access to a pedagogical model focused on project-based learning, with Waldorf and social-emotional and ethical practices, and of social-ecological innovation, with the main pillars of gender equality and human rights, multiculturalism, participation, and community. Also, 14 teachers periodically participate in training in social-emotional curriculum, non-violent communication, practices for Learning Communities, Waldorf pedagogy, gender equality, and human rights.
• Promotion of equal education: focus on the promotion of Gender Equality as a pillar of pedagogy, and on equality in the choice of professions, areas of interest, life projects, and sports.
• Promotion of community empowerment and resilience activities: a community of 3000 people in one school cycle is impacted through extracurricular programs in community gardens and agroforestry. The school curriculum strengthens values of collaboration and sustainability.
• Promotion of entrepreneurship and social innovation: the school as a Hub for social and ecological impact projects for real learning contexts.
• Job creation: 6 new full-time jobs will be created with the expansion of the school structure, among them head and assistant teachers, and complementary functions to the operation of the school.

Direct

• Promotion of environmental responsibility: the school implements environmentally responsible practices such as eco-friendly materials, composting, dry toilets, green roofs, water reuse systems, and the use of renewable energy.

• Contribution to the decarbonization of Portugal, avoiding CO2 emissions: the energy production for own consumption will reduce energy costs, enabling the school to improve its services for the community, and directing resources to its core activity. The decentralized energy production through renewable sources, close to the consumption site, helps to avoid distribution costs, making this a more competitive option than reverting to the national grid. Furthermore, the decreased dependency of the organization on the national grid, makes it less vulnerable to price fluctuations and fiscal charges.

Indirect

• Building of an accessible and inclusive school: 500m2 of a building will be renewed to receive the school facilities, with pre-school, 1st, and 2nd cycles. Furthermore, there is potential to expand to the 3rd cycle and secondary education.

• Access to quality education, collaborative and for sustainability: 150 (first phase up to 2nd cycle) to 300 children and young people (with 3rd cycle and secondary) with access to a pedagogical model focused on project-based learning, with Waldorf and social-emotional and ethical practices, and of social-ecological innovation, with the main pillars of gender equality and human rights, multiculturalism, participation, and community. Also, 14 teachers periodically participate in training in social-emotional curriculum, non-violent communication, practices for Learning Communities, Waldorf pedagogy, gender equality, and human rights.
• Promotion of equal education: focus on the promotion of Gender Equality as a pillar of pedagogy, and on equality in the choice of professions, areas of interest, life projects, and sports.
• Promotion of community empowerment and resilience activities: a community of 3000 people in one school cycle is impacted through extracurricular programs in community gardens and agroforestry. The school curriculum strengthens values of collaboration and sustainability.
• Promotion of entrepreneurship and social innovation: the school as a Hub for social and ecological impact projects for real learning contexts.
• Job creation: 6 new full-time jobs will be created with the expansion of the school structure, among them head and assistant teachers, and complementary functions to the operation of the school.