he Lahore Biennale Foundation, in partnership with the Environment Protection Department of the provincial government; District Education Authority; School of Education; Lahore University of Management Sciences; World Wildlife Fund; Lucky Core Industries; and others, recently finished the pilot project of what is being hailed as the first-of-its-kind Green School Certification Programme (GSCP), in select schools across the city.

According to Qudsia Rahim, the executive director at LBF, the aim is to educate and engage the next generation of eco-citizens “through advocacy of long-term sustainable practices at the grassroots level.” It seeks to foster an understanding of pressing environmental issues such as water conservation, air pollution and waste management.

The programme is designed for schools only. For now, schools cannot register to be a part of the programme. As Rahim put it, “This was the first phase, which focused on public schools. We’re currently moving towards expanding it to private schools.” The focus is on “developing a robust pedagogical framework that can holistically and inclusively disseminate climate knowledge.” Once fully developed, the focus will be on getting the GSCP integrated into the educational curriculum across government schools.

A registration process will be introduced for private schools.

Asked if the LBF and partners would continue to monitor the progress of the schools, Rahim said, “One of the project goals is to engage curiosity, observations and collective action. The other goal is to give the schools autonomy to decide how much and how far they would like to take this approach. The idea is not to engage with them indefinitely but to let them decide the level of engagement they would like to design for themselves.”

She added, “Do note that the programme’s purpose is to not ‘monitor’ these schools, but [to] introduce baseline green practices that can empower them with the agency and confidence to navigate their unique journeys and foster further development.”

Pakistan is one of the many countries that are severely impacted by the climate crisis. Encouraging schools to adopt climate-positive policies is a step towards creating awareness of the threat. “The project has successfully initiated conversations on climate and the environment, instilling the necessary confidence, will and interest to take meaningful action and become active members of the community. This grassroots-level engagement empowers individuals to be the change they wish to see,” Rahim added.

As part of the programme, several activities were conducted to equip students and teachers with the knowledge and skills needed to address climate-related challenges. These included teacher training workshops, the initiation of student-led eco clubs, and waste recycling projects.

According to Rahim, the students and teachers who participated in the GSCP showed remarkable receptiveness. “The process of encouraging schools to adopt climate-positive policies was not a matter of ‘convincing’ but an equitable exchange of knowledge and learning. Mutual engagement contributed to the success of the initiative and the cultivation of a climate-conscious mindset within schools.”

Given the current environmental crisis, it is time to integrate climate education into the curricula. The GSCP, by combining art and education, is making learning about climate responsibility more palatable for children. The future generations will have to bear the burden of colossal climatic challenges if action is not taken to mitigate the damage already caused.

Rahim explained that by integrating art and education, the GSCP fosters critical thinking and whole systems learning on climate education, specifically in the context of the Global South. Understanding the grave climatic challenges, the GSCP empowers the next generation with the knowledge and skills to navigate these challenges. It operates alongside the academic curriculum, advocating for long-term sustainable practices at the community level.

The success of the GSCP pilot project is indicative of shifting attitudes towards environmental issues. The project’s objectives are clear and well-formed.

It is important to note that the project’s structure allows for scalability and replication across institutions. This means it can be expanded to other regions in the country.

The writer is a staff member