From Awareness to Systems Development
Patricia Armstrong and Jim Grant
FROM AWARENESS TO SYSTEMS DEVELOPMENT
HOW RESEARCH HELPED US TO MOVE FROM AWARENESS TO
ACTION AND THEN TO SYSTEMS DEVELOPMENT
Patricia Armstrong
Deputy CEO, Gould Group, Victoria, Australia
pata@gould.edu.au
Jim Grant
CEO, Gould Group, Victoria, Australia
jimg@gould.edu.au
Key Words
Culture change, sustainability education, target-based, outcomes, organisational change, systems
thinking, leadership, sustainable development, waste minimisation, partnerships
Abstract
How can an organisation move from awareness raising, in the form of natural history poster
production, to the development of systems that change organisations? Through close integration
of research and practice, the Gould League has achieved this transformation. It began with
extensive research into best practice environmental education, going beyond the traditional
boundaries of environmental education to areas that included the psychology of culture change,
business management, systems thinking, governance, drug education, marketing and
organisational psychology.
This broad approach to research has led to the development of highly effective sustainability
education programs, such as the Waste Wise Schools Program and to Sustainable Schools.
Through on-going action research and evaluation the Gould League, with partnerships with
organisations such as CERES and EcoRecycle Victoria, has continuously improved their
programs and identified key factors for success of sustainability education programs and key
factors for target-based programs in organisations including schools and local government. These
key factors have provided the foundation for the development of Gould League programs,
websites, publications and toolkits. The Gould League is now developing other toolkits and
complete systems to assist and support other organisations in the development of their
environmental education programs.
The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation
with the Gould League (www.gould.edu.au), is an action-based waste education program for
schools. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools
and has led to widespread outcomes, including waste reductions of up to 95%. There is evidence
from surveys that this program is sustainable in schools over time, and research confirms that the
program is contributing to changes in the waste wise thinking and behaviour of the families of the
children at these schools. There are also indications that the program is supporting student
learning.
A model for culture change in schools has been developed, based on the experiences of the Waste
Wise Schools Program. This model has been a valuable tool in the continual improvement of the
Program. Developed into a framework for Sustainable Schools with twelve key elements, it has
applications to sustainability education in general.
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Introduction
The Gould League
The Gould League has been active since 1909 in educating people to enjoy and care for the
environment. It has pioneered the development of outcomes-based education for sustainability in
Victoria through student and community programs, professional development, resources and
website development. The Gould League continues to have an important impact on the actions of
the community in the areas of waste minimisation, conservation of wildlife and environments,
and the development of sustainable lifestyles. For the past six years, it has managed, in
consultation with EcoRecycle Victoria, the Waste Wise Schools Program and is working closely
with CERES and other sustainability education organisations on Sustainable Schools.
Early approach to research
Traditionally, environmental education has focussed on raising awareness, providing knowledge
and skills, changing attitudes and values and then taking action, with the expectation that
behaviour change will follow. This is the familiar linear, mechanistic approach used by many
organisations.
However, there are many research papers (e.g. Hines, Hungerford and Tomera, 1987; Hungerford
and Volk, 1990) that show the disjunction between awareness, knowledge and behaviour and the
limitations of this mechanistic approach in bringing about sustained change. This disjunction was
also the experience of Gould League staff and many of our peers.
In the mid 1990s, the Gould League looked at the results of their work in environmental
education and could not see long-term cultural change in schools. We discussed our experiences
as educators and revisited the research, going beyond the traditional boundaries of environmental
education to areas that included: psychology of culture change, business management, systems
thinking, governance, marketing, organisational psychology and leadership.
We found that traditional transmissive (focusing on teaching, communicating messages etc.) was
not effective. We redesigned our approaches to use transformative education (focusing on whole
system or organisational, permanent change).
Figure 1. Traditional (transmissive) approach to environmental education
School
Less Sustainable
Creating Ethical Communities Now: Footprints, Pathways, Possibilities
More Sustainable
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Patricia Armstrong and Jim Grant
This model shows that in a typical school, you may find that small groups, (environment club
or a class) work on a sustainable activity, such as building a compost bin, but these activities
are often conducted in isolation and their effects are usually only short-term. Meanwhile, the
rest of the school is moving in the other direction of becoming less sustainable.
Figure 2. Transforming systems
School
Less Sustainable
More Sustainable
On the other hand, in transformative education, all sectors of the school are involved in the
change process and all move in the same direction towards becoming more sustainable. In this
case, there is a process of co-learning and a sense of ownership and empowerment. In schools
where we have observed this happening, there has been a shift in the culture of the whole school
community and these changes have been long-lasting.
This was the approach that EcoRecycle Victoria was looking for when it called for tenders and
established the Waste Wise Schools Program. This broad approach to research led to the
development of highly effective sustainability education programs, such as Waste Wise Schools
Program and the framework for Sustainable Schools.
This paper looks at some of research methodology, key achievements and results for the Waste
Wise Schools Program.
Waste Wise Schools Program
In the beginning
The Waste Wise Schools Program was developed with a sound framework of education and
learning principles consistent with those developed through extensive consultation for the overall
EcoRecycle Waste Wise Program (McQuire and Malcolm, 1997).
When we first delivered workshops for the Waste Wise Schools program, we ‘presented’
information, but soon learnt that this was not what the teachers wanted. Rather they wanted a
chance to share their experiences, to be recognised for their achievements, to learn from the
practical experiences of the other teachers in the group and to share their problems, needs and
aspirations. In other words, they wanted control of their own learning. As presenters, we
changed our roles from being deliverers of information (the ‘experts’) to facilitators of learning
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Patricia Armstrong and Jim Grant
and in the process became co-learners. This shift in approach was a major turning point in the
program and has been applied to other programs such as Sustainable Schools. Our experience,
although developed independently, supports the later findings of other environmental educators
(e.g. Sterling, 2001 and Wals and Jickling, 2002).
About Waste Wise Schools Program
The Waste Wise Schools Program, which began in Victoria in 1998, offers a package of support
services to schools to assist them to develop and run their own waste and litter programs,
covering both curriculum and school operating practices. This support includes a comprehensive
resource kit; funding towards teacher release for professional development; professional
development for teachers and waste educators; ongoing access to specialist advice; a network of
support schools to provide working examples of best practice approaches; a website
(www.gould.edu.au/wastewise); annual Awards; and Waste Wise Schools accreditation.
The Waste Wise Schools Program is fully integrated with, and a key element of, EcoRecycle
Victoria’s overall Waste Wise Program for whole community change. Waste Wise Schools is a
long-term program funded and led by EcoRecycle Victoria. Managed by EcoRecycle Victoria in
consultation with the Gould League, it is delivered through the combined efforts of a state-level
consortium headed by the Gould League and CERES and a regional and local network of
education officers of Regional Waste Management Groups, local Councils, waste contractors,
education centres and other organisations.
Philosophy
The philosophy of the Waste Wise Schools’ Program can be summarised as follows:

It is fundamentally a school culture change program, rather than just a program on an
environmental topic.

It uses co-learning and action on waste and litter as a process to empower schools to
rethink and reshape their future approach to sustainability.

It simultaneously achieves major outcomes for both school education and for community
sustainability.

It facilitates close links with parents and the wider local community, including
partnerships with local councils, businesses and community organisations.

It emphasises student ownership, teamwork and real and relevant learning experiences,
leading to a range of important generic educational outcomes.

It provides a very useful context for facilitating specific learning outcomes in each Key
Learning Area.

It offers many different ways in which schools can access the program to suit their own
local circumstances.
Methodology
Evaluation has been an important part of the program from the beginning. A wide range of
indicators was measured to guide different aspects of the program. These included teacher
satisfaction with training, number of teachers trained, number of schools participating, percentage
inclusion of waste education in school curricula and sustainable operating practices in school
operations, percent reduction of garbage by schools, percentage of parents in selected schools
influenced by the program, level of ongoing participation by schools, key success factors and
constraints to progress identified by schools and program partners.
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The evaluation tools used for this program were:
Questionnaires
Participants completed evaluation forms at the completion of each workshop and a questionnaire
three to twelve months after the workshop.
Stratified random surveys
To date, nine separate surveys have been undertaken, providing on-going evaluation of the
effectiveness of the program in bringing about a sustained waste and litter education program in
schools (e.g. Sharpley, 2001a; Sharpley, 2002).
Case histories
Detailed case histories were completed for two advanced Waste Wise Schools, Rutherglen
Primary School and Cobden Technical School (Sharpley, 2001; Sharpley, 2003). Additional case
histories were undertaken by the Gould League staff (Lomdahl and Bellissimo, 2003) and for the
case studies of the winners and finalists for the annual Waste Wise Schools Awards.
Focus groups
Focus groups were held with teachers, education officers and education specialists at various
points in the development and implementation of the program.
Achievements and Key Results
Highlights of the achievements
Some highlights of the achievements of the Waste Wise Schools Program in Victoria for the first
six years include:

964 schools are involved in the Program in Victoria (more than one in three).

1120 teachers have been trained in 91, free, one-day workshops.

Fifty-two Waste Wise Support Schools provide support to local schools.

More than 90 waste and recycling educators have been trained.

Since the Program began, schools have diverted an estimated 15,400 tonnes of waste from
landfill.

Some schools have reduced waste going to landfill by up to 95%, with savings of up to
$6500 per year.
1. Change in school waste-conscious practices
Schools that began the program in 1998 were surveyed in 2002.
the program commenced, there had been a marked increase
participating in various waste practices, including recycling,
practices and curriculum. (See Figure 3.) With some practices,
fold.
Creating Ethical Communities Now: Footprints, Pathways, Possibilities
This survey showed that since
in the percentage of schools
reducing, reusing, purchasing
this increase was three to four
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Patricia Armstrong and Jim Grant
Figure 3. Comparing the recycling and composting practices occurring in pre-workshop
schools with 2002 sample schools
Percentage of schools
100
80
60
40
20
0
Paper
recycling
Cardboard
recycling
Aluminum Milk and juice Composting
can recycling
carton
recycling
Pre-workshop (n = 95)
Worm
Composting
2002 sample (n=44)
2. Change in waste wise behaviour of students and families
In one of the leading rural secondary schools, students and families were asked if the Waste Wise
Schools Program had changed their waste wise behaviour.
Figure 4. Parents’ and students’ responses to the question: “Has the program at Cobden
Technical School changed what you do in the following Waste Wise areas?”
(Students n=61, Parents=36)
100.0
Percentage
80.0
60.0
40.0
20.0
0.0
Reusing
Reducing
Students
Composting
Recycling
Parents
The results (Figure 4) show that the students reported that the Program had changed their
behaviour towards waste and at a level higher than that reported by their parents (Sharpley,
2003).
3. Sustained participation in the program
As described above, schools that started the program in 1998 were surveyed four years later. The
results of this survey demonstrated not only widespread uptake of the program, but also sustained
participation. 82% of the schools in the survey had adopted waste conscious practices and these
practices had continued over the four years, despite the fact that more than half the teachers that
attended the original workshop were no longer involved with the program (retired, resigned or on
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Patricia Armstrong and Jim Grant
other duties) (Sharpley, 2002). This sustained participation of schools in Waste Wise Schools is
unusually high for an environmental education program.
4. Flow-on effect from schools to parents / local community
Surveys at several active Waste Wise Schools indicate that school waste wise activities can
change the thinking and behaviour of the students’ families. At Rutherglen Primary School,
50%-60% of the families reported that the school program had changed their thinking about waste
wise (Figure 5, Sharpley, 2001). Similar results were reported at Woodend Primary School, with
changes of 40-60% (Fennell, 2002, pers. comm.). At Cobden Technical School, 18-44% of
families said that the school waste program had changed their waste wise behaviour (Sharpley,
2003).
Figure 5. Family responses to the question ‘Has the program at Rutherglen Primary
School changed your thinking about the following areas of being waste wise?’ (n=36)
Percentage of responses
100
80
60
40
20
0
Reusing
Reducing
Yes
No
Composting
Recycling
Already
5. Waste Wise Schools Program – a framework for change
In 2002, a telephone survey was conducted of 35 teachers from Victorian Government,
Independent and Catholic primary and secondary schools with highly developed waste wise
programs.
Percentage of schools
Figure 6. Areas of sustainability developed by schools beyond Waste Wise. (n=35)
100
90
80
70
60
50
40
30
20
10
0
Energy
Water
Biodiversity
Air
The survey showed that there is a significant correlation between the nature of the Waste Wise
Schools Program and the participation of schools in other areas of sustainability (Sharpley,
2003a). 77% of teachers reported that their schools have, or are in the process of, developing
education programs in other areas of sustainability (Figure 6). All these teachers saw the Waste
Wise Schools Program as providing an important framework for extension into these other areas.
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6. Educational and social benefits
Waste Wise Schools has demonstrated many Educational and Social Benefits. For example,
a 2002 survey of the percentage of the original 1998 Waste Wise Schools showed that most
(95%) now include waste and litter topics within their curriculum. This is three times the
pre-workshop rate (Sharpley, 2002). Recent research indicates that the program supports
student learning (Figure 5, Sharpley, 2004).
Figure 7. Percentage of respondents who agreed or strongly agreed with five statements
about the value of the Waste Wise Schools Program in supporting learning.
Working with others
Problem solving
Innovative and creative
Student leadership
Positive attitude to learning
0
20
40
60
80
100
Percentage
Case histories highlight the immense social value of the Waste Wise Schools’ Program. For
example, many schools report that the program helps boost student’s self-esteem by
providing leadership roles for children of all ages and all abilities (Lomdahl and Bellisimo,
2003; Sharpley, 2003). At Cobden Technical School, there is a high student attendance rate,
low teacher absenteeism and high parental opinion of the school’s education environment,
compared with the State average. The Principal believes that the Waste Wise Schools
Program has been one of the initiatives by which this has been achieved (Sharpley, 2003).
7. Transformation
There is growing evidence that the program has led to transformation across a number of sectors:
students, teachers, schools and families.
There is now participation of over one third of Victorian schools in Waste Wise Schools and the
active involvement of many stakeholders. We believe that the systems-based programs, such as
Waste Wise Schools, are helping to influence and transform the State education system.
Discussion
The Waste Wise Schools Program has been shown to be a highly effective sustainability
education program. Early results from the pilot Sustainable Schools show it to be similarly
effective.
The Waste Wise Schools system has been licensed to Western Australian and ACT government
departments. In both cases, the system has been effectively adapted to meet local differences.
Based on on-going research and evaluation of its programs, the Gould League is now developing
toolkits and complete systems to assist and support other organisations in the development of
their sustainability education programs.
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Patricia Armstrong and Jim Grant
Factors for Success of the Waste Wise Schools Program
The key factors that have contributed to the success of the Waste Wise Schools Program include:

It uses an ecological* approach, rather than a behaviourist or mechanistic approach.
(Sterling, 2002)

It focuses on changing the whole school system, rather than just small groups, facilitating
a culture change process for improved learning and action.

It is encourages a transformative, instead of transmissive approach. (Sterling, 2002)

It provides a clear framework for schools to identify issues, set goals and targets, plan an
approach and take actions to achieve these targets.

It is learner-centred and engages people cognitively and emotionally.

It is a strategically planned, statewide system of support for those driving local change,
based on stable, long-term funding and inclusive (rather than competitive/adversarial)
relationships.

It recognises that behavioural change is a long-term process requiring the commitment
and engagement of the whole school.

It is outcomes-based. (Educational, Economic, Social and Environmental).

Evaluation of the Program was built into the program design and undertaken every six
months. This has allowed continuous improvement of the Program.

It encourages teachers, students and parents to take ownership of the program. This has
led to highly innovative solutions and approaches by schools.

It is built around partnerships between groups such as councils and regional education
officers, industry groups and sustainability education providers.

It focuses on the positive and provides inspiring case studies to show what different
schools have achieved.

It can be customised to suit the needs of different schools and different regions or States.

It recognises that every school and every teacher is different and provides a package of
resources and services for implementation and on-going support.

In workshops, the facilitators recognise and build on the prior waste wise achievements
of the schools, adapting the course to meet the needs of the participant teachers. Followup workshops and local teacher networks provide local support.

It provides funding towards teacher release for the training workshops. These teacher
release payments have been a strong incentive for schools to send teachers to the
workshops.

Accreditation and the Awards provide additional incentives.

There are several entry points into the program, through which teachers can join the
Program.
*"Ecological thinking entails a shift of emphasis from relationships based on separation, control
and manipulation towards those based on participation, empowerment and self-organisation."
(Sterling, 2002, p 49).
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Factors for Success in Schools
There are a number of factors that appear to be crucial for the success of a waste wise program in
a school. These are:

The school principal and leadership team are committed and supportive.

The whole school community is involved in the planning and implementation.

Students are empowered and encouraged to take ownership of the program.

The program is planned and implemented in a strategic way with a committee or team,
audit, policy, targets, action plan and curriculum plan.

Operational changes are integrated into the curriculum.

There are good systems in place – these are simple, easy to use and well-maintained.

The school community strives to achieve cultural change, while understanding that
change is often a long-term process.

There is a process of continuous improvement.

There is fun and enjoyment in the program, a sense of common purpose and opportunities
to celebrate successes.
Our work in programs such as Waste Wise Schools and Sustainable Schools has many parallels
with Community-based Social Marketing (CBSM) (McKenzie-Mohr, 2003), but does not use a
CBSM methodology. We believe that it is very important to use a deep interactive approach,
based on co-learning, addressing human and social needs, local ownership and, most importantly,
facilitating change instead of controlling change. This approach reinforces the findings of Wals
and Tickley (2002) and Sterling (2002) about community-based processes for Sustainable
Development.
The Gould League’s work in school and community-based processes supports the UNESCO
approach of the Decade for Education for Sustainable Development (DESD) in fostering
“cooperation at all levels with the aim of strengthening local level effectiveness.” (UNESCO,
2003).
A Change Model
A Change model was developed based on the experiences of some of the leading schools in the
Waste Wise Schools Program. This model identified that there are a number of stages that
schools pass through: Awareness, Engagement, Action, Involvement, Interaction and Leadership.
The pathway of a particular school is not necessarily linear or identical to other schools, but the
model provides a useful tool for schools to track where they are at any point and to identify what
they may need to do in order to progress further along the pathway to leadership. This model has
been a valuable tool in the continual improvement of the program. Developed into a framework
for Sustainable Schools with the addition of key elements, it has applications to sustainability
education in general (Figure 8).
Conclusions
The Gould League has moved from awareness raising to developing systems that change
organisations. This has come about through the close integration of ongoing action research,
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From Awareness to Systems Development
Patricia Armstrong and Jim Grant
evaluation and practice. The Waste Wise Schools, a systems-based program, has been shown
to be a highly successful environmental education program. Research has shown that the
program is effective in bringing about cultural change in schools towards minimising waste
and litter; it has influenced the thinking and behaviour of the families of the children at these
schools; the waste wise program in many schools is sustainable over time; and in developed
waste wise schools, the program has been a springboard for developing into other areas of
sustainability and is transforming the waste wise culture within these schools.
Key factors of success have been identified and these have been applied to the development
of other Gould League activities, such as programs, websites, resources and Sustainable
Schools.
Further research will help identify other success factors and to tease out more of the
educational and social outcomes of the Gould League’s activities and programs.
Acknowledgements
With thanks for their contribution to this paper: Dr Brian Sharpley, Briar Solutions, Australia;
Steve Malcolm, EcoRecycle Victoria, Australia; Eric Bottomley, CERES Community
Environment Park, Australia.
References
 Armstrong, Patricia et al 1998. A Model for Change in Schools, based on the Waste Wise
Schools Program (Victoria) Gould League Melbourne Victoria
 Fennell, Kerrie 2002. Pers. Comm.
 Hines, Jody, Hungerford, Harold & Tomera, Audrey 1987 Analysis and Synthesis of
Research on Responsible Environmental Behaviour: A Meta-Analysis Journal of
Environmental Education 18, Winter 1986/87: 1-8
 Hungerford, Harold & Hines, Jody 1990 Changing Learner Behaviour Through
Environmental Education Journal of Environmental Education 18 (3), Spring 1990: 8-21
 IUCN 2003 Supporting the United Nations Decade of Education for Sustainable
Development 2005-2014, Retrieved from the World Wide Web August, 2003,
http://www.iucn.org/cec/documents/ESDstatementJune.pdf
 Lomdahl, Andrea & Bellissimo, Sarina 2003 Green Schools' Case Studies
<http://www.gould.org.au/case_studies.htm> Accessed 30 June 2004
 McKenzie-Mohr, Douglas & Smith, William 1999 Fostering Sustainable Behaviour An
Introduction to Community-Based Social Marketing New Society Publishers Canada
 McQuire, Stuart & Malcolm, Stephen 1997 Becoming Waste Wise: A Strategy for Waste
and Litter Education at the Local Level EcoRecycle Victoria
 Sharpley, Brian 2001 A Waste Wise survey of families at Rutherglen Primary School.
Paper prepared for EcoRecycle Victoria EcoRecycle Victoria
 Sharpley, Brian 2002 Waste Wise Schools Program: Final Report to EcoRecycle, Victoria
30 June 2002 EcoRecycle Victoria
 Sharpley, Brian 2003 A Report on the Waste Wise Schools Program at Cobden Technical
School. Prepared for the Gould League and EcoRecycle Victoria April 2003 EcoRecycle
Victoria
 Sharpley, Brian 2003a Sustainability education, litter and Waste Wise Schools: A report
investigating how schools in the Waste Wise Schools Program deal with two important
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From Awareness to Systems Development
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


Patricia Armstrong and Jim Grant
issues – sustainability and litter. Prepared for the Gould League and EcoRecycle
Victoria, June 2003 EcoRecycle Victoria
Sharpley, Brian 2004 Evaluation of the Waste Wise Schools Program: Report June 2004
EcoRecycle Victoria
Sterling, Stephen 2001 Sustainable Development, Re-Visioning Learning and Change,
Schumaker Briefings, Green Books
UNESCO 2003 United Nations Decade of Education for Sustainable Development
(January 2005 – December 2014). Framework for a Draft Implementation Scheme. July
2003
Wals, Arjen. & Jickling, Bob 2002 “Sustainability” in higher education: from
doublethink and newspeak to critical thinking and meaningful learning Higher Education
Policy 15, 2002, 121-131
.
Presenter contact details
Patricia Armstrong
Deputy CEO,Gould Group
PO Box 1117, Moorabbin Victoria 3189, Australia
Telephone 61 03 9532 0909
Fax 61 03 9532 2860
Email pata@gould.edu.au
Jim Grant
CEO, Gould Group
PO Box 1117, Moorabbin Victoria 3189, Australia
Telephone 61 03 9532 0909
Fax 61 03 9532 2860
Email jimg@gould.edu.au
Gould League Website www.gould.edu.au
Gould Group Website www.gould.org.au (For research papers on Gould Institute)
Creating Ethical Communities Now: Footprints, Pathways, Possibilities
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13
Awareness
Engagement
Excursions /
Incursions
Easy Projects
Action
Involvement
Interaction
Leadership
Best Practice
EE / ESD
Accreditation
Key Elements
Awards
Introduction to
Sustainability
Assessment /
audit
Curriculum
plans
Baseline data
Policy
Implementation
Recognition /
rewards /
grants
Mentoring
Whole school
Commitment
Goals and
targets
Monitoring and
evaluation
Committee
Action plans
Community links
Figure 8. Cultural Change Model for Effective Sustainability Education
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Continuous
improvement