Schools in the Maldives are transforming into spaces for environmental and climate conscious learning. Through the implementation of green school activities under the Fehi Madharusa framework (Green school framework), designed in partnership between the NGO Soneva Namoona, and the National Institute of Education, students and teachers are taking action to promote eco-literacy, reduce their environmental footprint and enhance climate prosperity.
As part of the country’s ESD for 2030 Country initiative, the Fehi Madharusa framework has been integrated into classroom practices in schools nationwide, adopting a holistic approach that encompasses transformative school governance, systems, educational programmes, and community involvement. This initiative has already been implemented in seven pilot schools, with 68 teachers receiving capacity development training.
At one of the pilot schools, the Hiriya School in Male’, Deputy Principal Dhiyana Ahmed Didi, is leading the eco-conscious movement alongside dedicated teachers and students; using the programme to spark a cultural shift toward an environmentally conscious ethos in the school’s community.
“We have adopted alternative, eco-friendly practices such as abstaining from balloon use in decorations and phasing out plastic bottles and bags on campus,” says the Deputy Principal.
Dhiyana Ahmed Didi and her peers are incorporating more hands-on experiential learning to encourage curiosity and inquisitiveness from students. Through the school’s Environmental Club, the development of a hydroponic, or soil-less farming, system is helping students grow lettuce in the school’s greenhouse. This practice uses less water, encourages organic agriculture and instills values of sustainability.
Supporting educators to green their schools
At the Maafushi School, another pilot school in Male,’ Atoll, teacher Aishath Asifa shares her experience implementing green activities as part of the school’s sustainable practices: “We are more conscious of the resources we use. For example, use of water, electricity and also reduce the number of papers used for printing.”
The project recognizes the need to support educators with the tools necessary to teach key competencies and values related to climate change resiliency and environmental sustainability in schools.
“Our collaboration with the Ministry of Education and the National Institute for Education of the Maldives in developing the Fehi Madharusa Framework has been a dynamic journey of discovery and innovation,” says Azhoora Ahmed, Manager at the NGO Soneva Namoona. “Through the initial pilot programme, we encountered and addressed the challenges in implementing the framework's lesson plans and activities. This iterative process empowered us to adapt and refine the framework, ensuring its effectiveness in nurturing green schools. Our commitment to sustainable education remains as we continue to evolve and enhance the Fehi Madharusa Framework for the benefit of future generations.”
The project has inspired young students to better comprehend local and global sustainability challenges.
“Thanks to the Fehi Madharusa programme, students have become deeply attuned to our environment, actively participating in eco-friendly initiatives and embracing sustainability as a way of life,” says Ms Didi, Deputy Principal at Hiriya School. Their heightened awareness and enthusiastic engagement in environmental activities signify a promising future for our planet.”
The implementation of Maldives’ green school framework is great example showing how teachers and learners are empowered to act together as sustainable agents of change, mainstreaming ESD into school activities. As this initiative spreads throughout the country, the influence of prioritizing sustainability within schools is more impactful in transforming learning environments.
