The Green ROSE Programme:
Developing
Environment Literacy and
Awareness among Young
Children
Professor Dr. Hazita Azman
Faculty of Social Sciences and Humanities
Universiti Kebangsaan Malaysia
ASIAENGAGE 7-9 th May 2012
THE TEAM
Prof. Dr. Hazita Azman (Head)
Prof. Dr. Sharifah Mastura Syed Abdullah (Advisor)

Environmental Sciences
Prof. Dr. Maimon Abdullah
Prof. Dr. Mastura Mahmud
Assoc. Prof.Dr. Abd. Hair Awang
Assoc. Prof. Dr. Khatijah Hussin
Assoc. Prof Dr. Anizan Isahak
Dr. Azima Bt. Abdul Manaf
Dr. Suhana Saad
Dr. Maisarah Ahmad
• Environmental Literacy
Assoc. Prof. Dr. Siti Hamin Stapa
Assoc. Prof. Dr. Jamilah Mustaffa
Dr. Ravichandran A/L Vengadasamy
• Environmental Communication
Assoc. Prof.Dr Dr. Latiffah Pawanteh
Dr. Mohd Yusof Abdullah
Abdul Latiff Ahmad
Helmi Abdul Rahim
Mohd Nor Shahizan Ali
Hasrul Hashim
PROJECT APPROACH
Raise
Awareness
Reduce
ClimateProvoking
activities
Environmental
literacy
approach to
communicate
climate change
impacts to
young children
Collective
Responsibility
as Change
agents
Deepen
Knowledge and
Understanding
THE
CONCEPT
Reduce : Trimming down on the scale of activities and life cycle
in order to lessen the demand on natural resources by
individuals and communities. Practices—Recycling, Composting
Offset : Augmenting environmental services and functions exsitu or paying for the reduction of environmental footprint
elsewhere. Practices—Replanting, Reuse
Substitute : Maintaining the same scale of activities and life
style but utilizing goods, services and processes that require
less demand in natural resources . Practices—Using energy
saver light bulbs; Pedal power
Enhance : Improving the environmental services or functions
provided by areas within the school premises. Practices—Creating
Mini Jungle, Eco art
PROJECT OBJECTIVES

To raise awareness among young children and emphasize on the
importance of acting as an individual and as a community to make a
difference on issues relating to climate change

To introduce the ROSE approach – reduce, offset, substitute and
enhance principles initiated by UKM to inculcate green values among
young children, their families and school community.

To empower the young children, their families and school community
by providing the knowledge and tools for monitoring and measuring
their energy consumption and reducing their energy footprint through
multimodal environmental literacy materials and eco-science-based
activities.

To transform young children into climate change ambassadors/change
agents through the cultivation of values and practices towards solving
the causes of climate change.

To assess the impact of the green project on action and motivation of
climate change behaviours among participants of the programme.
PROJECT FRAMEWORK
Facilitator-Child
Implementation
of the ROSE
model and
monitoring
carbon footprint
Child-ParentTeacher
Impact of intervention on
action & motivation
Development of
age and cultural
appropriate
environment
literacy
materials;
Training
modules
Home & school Practices
Awareness building &
educational input
UKM -- Corporate Partners – Primary schools
Assessment of
action and
motivation of
climate change
behaviours
Child as Change
Agent
UKM Climate Change Niche Research team
Corporate Partners
Training Of Trainers Module & Programme (UKM)
STRUCTURE OF GREEN ROSE
SCHOOL PROGRAMME
1.
Materials preparation
2.
Training of UKM interns
3.
Training of teachers and volunteers
4.
Launch preparation
5.
Conduct ROSE workshops at schools
6.
Monitoring phase—3 months
7.
Project assessment — Measurements of ROSE
activities (reduce climate provoking practices)
practiced by students at end of 3 months, 6 mths
and 1 year.
KNOWLEDGE DEVELOPMENT: AWARENESS
BUILDING
ENVIRONMENT LITERACY EDUCATIONAL
MATERIALS – 7 Products
Siri Mari Selamatkan Bumi Kita
Let’s Save Our Earth Environment Education Series
ORIGINAL CHARACTERS CREATED AS “SAHABAT BUMI” –
LOCAL HEROES OF NATURE
Gambi– In children’s local mythology the Elephant is
strong and smart in protecting the environment and also in
resolving disputes between forest animals
Obe– In local legends, the hornbill is especially portrayed
as strong and is a symbol of purity
Napu— The Reindeer is always portrayed as smart, fast,
strong and has the characteristics to survive in local
folklore.
TonTon-- The Tortoise is associated with extraordinary
wisdom, patience, and symbolism of longevity
Mari Selamatkan Bumi KitaAsas Perubahan Iklim
(Introduction to Climate Change)
AUTHORS
Hazita Azman, Jamilah Mustafa, Mastura
Mahmud, Maimon Abdullah,
Rakmi Abd. Rahman, Maisarah Ahmad
YEAR OF PUBLICATION / ISBN
2011/ 978-983-2795-16-2
Multimedia
Documentary
Song
Cheers
Mari Selamatkan Bumi Kita-
Folio Hijau
(Green Folio-Daily practices)
AUTHORS
Abd. Hair Awang, Azima Abd. Manaf,
Suhana Saad
YEAR OF PUBLICATION / ISBN
2011/ 978-983-2795-17-9
Mari Selamatkan Bumi KitaPanduan Seni Bunga Tekan
(Guidebook for Art of Pressed Flowers)
AUTHORS
Sharifah Mastura Syed Abdullah,
Khatijah Hussin, Maimon Abdullah &
Samiah Kadri
YEAR OF PUBLICATION / ISBN
2011/ 978-967-5878-65-7
Panduan Manual Latihan
(Facilitator Training Manual)
AUTHORS
Hazita Azman, Sharifah Mastura Syed
Abdullah, Mastura Mahmud, Maimon Abdullah,
Abd. Hair Awang, Khatijah Hussin, Siti Hamin
Stapa, Jamilah Mustafa, Latiffah Pawanteh,
Azima
Abd.
Manaf,
Suhana
Saad,
Ravichandran A/L Vengadasamy, Mohd Yusof
Abdullah, Anizan Isahak, Mohd Helmi Abd
Rahim, Mohd Nor Shahizan Ali, Hasrul Hashim,
Abdul Latiff Ahmad & Samiah Kadri
YEAR OF PUBLICATION / ISBN
In press
Panduan Manual Pelatih UKM
(Student Training Manual-UKM)
AUTHORS
Hazita Azman, Sharifah Mastura Syed
Abdullah, Mastura Mahmud, Maimon
Abdullah, Abd. Hair Awang, Khatijah
Hussin, Siti Hamin Stapa, Jamilah
Mustafa, Latiffah Pawanteh, Azima Abd.
Manaf, Suhana Saad, Ravichandran A/L
Vengadasamy, Mohd Yusof Abdullah,
Anizan Isahak, Mohd Helmi Abd Rahim,
Mohd Nor Shahizan Ali, Hasrul Hashim,
Abdul Latiff Ahmad & Samiah Kadri
YEAR OF PUBLICATION / ISBN
In press
Website
Programme Outcomes


Raised environmental literacy and awareness among primary school children
through multimedia materials and learning aids on climate change, designed to
be age- and culture-appropriate.
Increased Awareness 43% Before Green ROSE
63% After Green ROSE
Increased Literacy
59% After Green ROSE
27%Before Green ROSE
The children and schools practice the ROSE concept in their living environment
and practice composting at the school as well as appreciate forest functions
through the mini forest eco-system created.
Composting system introduced by the Green ROSE programme used to manage
canteen and school garden waste

The children conscientiously monitor their own carbon footprints on a daily
basis.
Regular entry of energy saving activities in the Green Folios and applying the
carbon footprint calculation taught by the Green ROSE programme.
•
A cadre of Climate Change Agents is set up among the young children on signing
up as Climate Ambassadors through the website at
http://www.pkukmweb.Green_Rose
Open access to scientific updates on climate change, sharing of ideas and
experiences on conservation activities among members
(To date approximately 500n primary school children)
•
Teachers and volunteers are trained in climate change issues,
challenges and ways of mitigating the problems using the ROSE
principles model introduced by the programme.
These cohort of trainers will inturn train other teachers and volunteers,
thus expanding the reach of the principles and the practices learned and
transferred from the programme.
To date a total of 130 teachers and volunteers have been trained from 50 schools.
•
UKM undergraduate interns are trained as Green School advocates
to interact with the young children at schools and to contribute ideas
on how to communicate climate change issues to engage the youth population
to be included in future programmes.
To date a total of 65 first and second year students have been trained as project
managers and facilitators through the Learning Contract course
HHHC 9118.
UKM Students on the Green ROSE experience
Thank you for giving me this great opportunity to be
in an organization that provides space for members
to think creatively, critically and innovatively. I have
learned how to work with fellow students, fellow
lecturers and fellow corporate partners while
developing a deeper love and appreciation for
nature and the importance of preserving it.
Muhammad Nazmi A Razak A133192
The Green Rose programme educated me about the
environment…how to save the planet earth and how to love nature.
We have improved ourselves and have better perspective on how to
make our living space a better place to live and how to make it last
for the future. I have also improved my soft skills and have got
more confidence. Thank you Green Rose Programme!
Nurul Nadiah Md Azam
Communication and Information
Management
Future Development
 Visual engagement of young children in conservation and carbon
reducing activities– self made visual productions to be posted on
YouTube through the website
 Full development of Green ROSE portal to create online
communities of climate change cadre of ambassadors across the
country and globe
 Increasing children’s input and voice in the design of the
programme to provide a sense of ownership towards the cause of
saving the environment and the planet
 Animate the Green ROSE characters for online educational
environment games
Challenges
1.
Budget allocation to run the project:
a.
Development of materials
b.
Training of students
c.
Training of teachers and volunteers
d.
Launching and workshop sessions at schools
e.
Monitoring phases
2. Work relationship with industry partners and
schools
a.
Intent and Motivation
b.
Buy-in
c.
Corporate and Institutional will
3. Key Drivers—Core Team and UKM Leadership
support
PROJECTS CONDUCTED
2010-2012
April 2010 & May 2011
UEM Pintar Schools, Johor
April 2011-CIMB CSR at SK Saujana Impian, Kajang
Sept 2011-Iskandar Johor Khazanah schools
Launched by MB of Johor
March – Sept 2012
Pintar Foundation Schools

50 selected schools nationwide

Training workshops (ToT) – March and June 2012

35 UKM students

100 Pintar school teachers

20 Pintar foundation volunteers
Thank You