- 2 months ago
At SK Kuala Pomson, students are putting sustainability into practice through the Eco-Schools Programme, with projects ranging from rainwater harvesting to growing lemongrass for tea production.
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00:06Hello and welcome to a very special episode of It's About Youth. I'm your host, Fahna Sheh.
00:11Today we are at SK Kuala Pomsun, where the school is embarking on a journey to earn its green flag
00:17certification
00:18by taking part of a program called Eco School Program, supported by Yayasan Estro Kaseh.
00:25Now, through this program, teachers and students are involved working together on environmental projects
00:32with the aim to strengthen its sustainability practices in the school.
00:36And today we'll find out more about the program itself and how the journey looks like
00:39from the people that are right at the heart of this.
00:43We have, let me introduce our guests to you, we have Noor Afiqah, teacher Noor Afiqah Johari,
00:48teacher and public relations of Eco Schools SK Kuala Pomsun,
00:52as well as student secretary, 10-year-old Adeline Elaine Inissa.
00:57Thank you so much for joining us, both of you.
01:00I'm very excited to be here. The school is lovely.
01:04Teacher Noor Afiqah, maybe we can start with you.
01:07For viewers hearing about the Eco School Program for the first time,
01:10what is it? What inspired the school to be a part of it?
01:13And what inspired you to be, you know, handling this as well?
01:16So, hi, my name is Teacher Noor Afiqah.
01:22Eco Schools is a program to sustain.
01:26We maintain the sustainability and environmental care.
01:30So, as a part for Eco School Systems, we inspired to do this
01:36because we believe that this program will enhance the leadership of the students.
01:44They will think, they will plan, they will find solutions
01:48and they will monitor their own projects.
01:51So, based on the 21st century learning itself,
01:57it is a students-oriented, which is make them to learn by themselves,
02:02make them to find solutions by themselves
02:04and they have to find how to be a great leader,
02:11how to make this project successful.
02:13So, they have to figure out how.
02:16So, it has inspired us to do this
02:19because they will learn more, they will lead more,
02:25they will have projects more.
02:27So, for us, we are delighted to do this
02:33and this program will, we believe that we will achieve a full successful in future.
02:38Thank you so much, teacher Noor Afiqah, for explaining to us
02:42the motivation and inspiration behind this school taking part in the Eco School program.
02:47Now, Adeline, if you don't mind me asking,
02:50when you first heard about this project
02:52and that the school is taking part in this Eco School program,
02:56how do you feel?
02:57And you play such an active role too.
02:59You're a student secretary with this program.
03:01Tell me a little bit about that.
03:02At first, I was quite excited,
03:06but honestly, I didn't really know what Eco School was about.
03:09I thought it was mainly about recycling and keeping the school clean.
03:14When the teachers explained the program,
03:17I realized it was much bigger than that.
03:20We also can be involved in planning projects,
03:25explain our ideas,
03:28and documenting our activities.
03:32I've never imagined that I have such an active role
03:37to be a secretary.
03:40In the project?
03:42Yeah.
03:43That's nice.
03:44I mean, I'm pretty sure you have a lot on your plate.
03:47I'm pretty sure when they first introduced you to this program,
03:50you think it's just going to be, you know,
03:52a small experiment,
03:54but now you're a student secretary
03:55and you're doing all this sort of project and planning, right?
03:58Yeah.
03:58Okay, so I understand the school has two projects that are ongoing,
04:04the planting teserai,
04:07as well as rainwater harvesting, right?
04:10Maybe we can get both of you to explain
04:12a little bit further about these projects.
04:14Adelaide, you want to start first?
04:16You want to start, Adelaide?
04:17Yeah.
04:18For the rainwater project,
04:19we learn that rainwater can actually be collected
04:23and we use instead of being wasted.
04:27And for this project,
04:29we use the rainwater
04:31for other purpose,
04:34like using to toilet flushing
04:38and planting watering plants
04:42and washing the cows.
04:46Do you realize when you do this project
04:48that rainwater has a lot of news?
04:52Yes.
04:54Every time it's rain,
04:55we can collect.
04:57So our rainwater...
05:02not be wasted.
05:03We will not be wasted.
05:05Right, right.
05:06So that's one of the projects.
05:07We have another,
05:09Tesserai.
05:10Okay, Tesserai is a project
05:13that students were going to know
05:15the whole process itself,
05:16starting from planting,
05:18starting from harvesting,
05:21and then also fertilizing,
05:23and all that.
05:25So for Tesserai,
05:26the first thing when they learn
05:29is they know that
05:30it is the sources
05:31around students themselves.
05:34So Tesserai makes them
05:37to process
05:39and to realize
05:41that the things that around them,
05:44they can make it into
05:47entrepreneur program.
05:49They will sell it.
05:50They will marketing.
05:51They will do all that stuff.
05:52So it is a kind of
05:56a good program,
05:57a good activity for them as well.
05:59So they will figure out
06:00what to do after this.
06:01So marketing,
06:02how we want to do.
06:03So how we want to sell this
06:05to who, to where.
06:07So...
06:08I understand that Tesserai
06:09also was involved
06:10in some competition as well, right?
06:12Yes, they do.
06:13And then we joined,
06:15we did join for competition
06:16last year.
06:18And it went well.
06:20Unfortunately, yeah,
06:21we went for an experience.
06:24So they learn,
06:26they learn how to
06:29make it as a health product.
06:33So we just,
06:34I find it very good.
06:35I find it very interesting as well.
06:37And then they feel like
06:39they are good in that.
06:40So they will do that.
06:43So Tesserai and
06:46rainwater is two things
06:48that ongoing right now,
06:50which is more to come
06:52and another another project
06:54will come.
06:54So at the moment,
06:55we will do
06:56we do the
06:57this two
06:58project.
06:59Right.
06:59So teacher Norifika,
07:00that was the Tesserai project.
07:02Adeline, do you mind
07:03explaining or maybe sharing
07:05a little bit of stories
07:06about your involvement
07:07in the project?
07:08What do you do
07:09during the Tesserai project?
07:11And what do you do
07:11even during the rainwater
07:12rainwater harvesting?
07:15What surprised you
07:16about the project?
07:17Or what do you like
07:18most about it?
07:19I feel happy.
07:21I also
07:23have some of my friends
07:25that are involved.
07:27And before we
07:29make the Tesserai,
07:30we need to dry
07:32and leave it
07:33under the sun.
07:36Well, for the rainwater,
07:38even though I'm not
07:39involved, some of my
07:40friends are still involved.
07:41They collect the rainwater.
07:43So we used to,
07:45like, I say,
07:46watering
07:47and the toilet flushing.
07:50So we don't get,
07:52we don't use too much
07:53water every day.
07:54Because a few days,
07:56one day that a few
07:57people use the toilets.
07:59So the rainwater
08:01will not go to waste.
08:03Right.
08:04Teacher Nafika,
08:04do these students
08:05enjoy this kind of program?
08:07Do they feel that,
08:08you know,
08:08they're part of something
08:09big or do they
08:10like being outside?
08:11Do they feel that,
08:12you know,
08:13they don't get this kind
08:13of exposure anywhere else?
08:16Yes, they are.
08:17They feel so excited
08:19about this.
08:21Okay.
08:21Then,
08:22they have,
08:22actually,
08:23they have a lot of ideas
08:24and they execute it
08:26very well,
08:27which is I'm amazed
08:28with their,
08:29their competency.
08:30actually,
08:31they have a lot
08:32of amazing ideas,
08:35which is,
08:35which is they share
08:36with their friends.
08:37So,
08:38for me,
08:39it's a lot of excitement
08:41more about,
08:42about this project
08:44when they,
08:44when,
08:45when they execute it
08:46and then,
08:47when they,
08:47they go,
08:49going through the process.
08:51Okay.
08:51Step by step,
08:53then they learn.
08:54A lot,
08:54a lot of student,
08:56actually,
08:56if we give them
08:57the opportunity
08:57to do it by themselves,
08:59actually,
08:59they can,
09:00which is,
09:01I'm very impressed.
09:02So,
09:03I hope,
09:04when I say
09:05more projects
09:05to come after this,
09:06so,
09:07I hope
09:07they have
09:08a lot more ideas
09:10that they can
09:12do.
09:14It's actually amazing
09:15because,
09:15you know,
09:16when we talk about,
09:16you know,
09:17sustainability,
09:18environment,
09:19talk about,
09:20you know,
09:20all this big,
09:21big words,
09:23it sounds really huge
09:25and it sounds
09:26like a big task
09:28but when you break it down,
09:30students are just learning
09:31to taram serai,
09:34collect rainwater,
09:35and it's a very simple act
09:36that you can sort of
09:37even do at home sometimes,
09:39right?
09:40And it's really inspiring
09:41that,
09:41you know,
09:42this school is taking
09:43on this journey
09:43to make sure
09:44that students can lead
09:46and students can be a part
09:48of environment practices
09:50that are,
09:52you know,
09:53easy to do
09:53as well as
09:54very meaningful as well
09:56even though it's just
09:57small changes
09:58that you see every day.
09:59Right,
10:00okay,
10:01we want to talk
10:02a little bit more
10:02about,
10:03you know,
10:03the EcoSchool projects
10:05that this school is doing
10:06but we're going to go
10:07for a quick break first.
10:21Hello and welcome back
10:22to It's About You.
10:23I'm your host,
10:24Fahna Shea,
10:25and today we are joined
10:26by Teacher Nurafika
10:27as well as Adeline
10:28to talk about
10:29SK Kuala Pomsun's
10:30initiative in the EcoSchool project.
10:33Now,
10:33before this,
10:34we talked about
10:34how the school
10:35has been planting
10:36teserai
10:37and collecting rainwater
10:39as part of the project.
10:41Now,
10:41we want to learn
10:42a bit more
10:42about their motivation,
10:44inspiration,
10:45and, you know,
10:46talk a little bit more
10:47about, you know,
10:49what is there to do
10:50moving forward
10:51when it comes to
10:52making sure
10:53that their school
10:54can be green certified
10:55in the future, right?
10:57Okay,
10:59Teacher Nurafika,
10:59maybe we can start with you.
11:01One thing that makes
11:02this program unique,
11:03the EcoSchool project,
11:04is that the students
11:05are trusted to lead.
11:06So,
11:07we talk about just now
11:08from,
11:08I mean,
11:09Adeline itself is
11:09the student secretary
11:11managing project
11:12and then they will also
11:13be presenting them
11:14to the green flag audit
11:16because I understand
11:17this is to get
11:18the green flag certificate
11:19within the program.
11:21So,
11:21why is it important
11:22to give students
11:23this kind of role
11:24and responsibility
11:25instead of having,
11:26you know,
11:27just sort of teachers
11:28doing it?
11:30Like I said just now,
11:31it is on us teachers
11:33who give them,
11:34put trust on them,
11:36give them the task,
11:37give them the actual problem,
11:39what should they do,
11:40and they will execute it
11:42very well.
11:42Actually,
11:43we need to,
11:43when we give the trust
11:45on them,
11:45they know that,
11:46oh,
11:47I got this kind of opportunity
11:49to show,
11:50to prove to others,
11:52to prove to the teachers
11:53and we give them guidance,
11:58okay,
11:59but on the top of that,
12:01we let them to explore
12:04by themselves,
12:04let them to do by themselves
12:06and then once they know,
12:09okay,
12:09this kind of problem,
12:10we should do that,
12:11this thing,
12:12this plan.
12:13so they started to planning,
12:15they started,
12:15okay,
12:16you go this thing,
12:17I will do this thing,
12:19so it's a teamwork
12:21which makes them
12:22more supportive,
12:26more motivation,
12:27so we as the teachers
12:28as well,
12:29we give them guidance
12:31which is just put them
12:34into a situation
12:36which is they able to do,
12:39not too hard,
12:40not the very hard task,
12:41not the easiest task
12:43on by their level,
12:45so we give them,
12:48we give them time,
12:50we give them a place to do,
12:52we give them like things to get
12:57and then eventually,
12:59they will do it
13:01and it went very well,
13:02yeah,
13:02it went very well
13:03and as long as
13:06they are on the correct path,
13:08we put trust on them,
13:10actually,
13:12we feel like
13:14they're able to do,
13:16so just let them,
13:17let them do.
13:18I mean,
13:19I think the kind of trust
13:20that you put in your students
13:21to do something
13:22that they might not be familiar of,
13:24because I guess
13:26a lot of this
13:27sort of environment action
13:28or climate action
13:29are not really,
13:31I would say,
13:32fully embedded in syllabus,
13:34so this kind of things,
13:35you really need
13:36the kind of support
13:36and guidance from teachers,
13:38but the fact that teachers
13:39are able to sort of
13:40be a little bit hands-off
13:41and make sure
13:42that the students can lead
13:43and do the project
13:44on their own,
13:44I think it's very amazing
13:46and inspiring
13:46and Ellie,
13:47you're an example of that,
13:48you're a student secretary
13:49of the EcoSchool project
13:51and you will be a part
13:53of the team
13:54that will also represent
13:56the school
13:57to present your findings
13:59of all the projects
14:00that you're going to do later
14:02and now,
14:03to external auditors,
14:05how do you feel about that?
14:07For the first time,
14:08I feel nervous,
14:10like I can't even do that thing.
14:12Then suddenly,
14:13when I saw it,
14:15I thought it was very hard,
14:16now I feel it's like easy
14:18because I got motivated,
14:20excited,
14:21so everything,
14:22and my friends,
14:23we can do it as work as a team.
14:29And then I am the Aquaponics project,
14:33so about the fish,
14:34we can sell the fish
14:37and we take care of the fish
14:39for the river,
14:41we catch the fish for the river
14:42and keep it.
14:44And they enjoy it very well.
14:45They like it.
14:46They really like it.
14:49So, does it make you feel confident
14:51when you're sort of leading
14:52this kind of project,
14:54so you're doing the Aquaponics one
14:55later, is it?
14:56Yes,
14:58yes,
14:58this responsibility
14:59made me change my confidence.
15:04Then,
15:05we also could learn
15:06some other things.
15:08I think the biggest change
15:10that made me confidence
15:11that learning and talk,
15:14working as a team
15:15makes me even more happy.
15:17So,
15:19one more confidence
15:20that made me
15:22excited that
15:23now I
15:24feel that I can talk
15:26in front of other people
15:27clearly and confidently.
15:30I mean,
15:30look at you right now.
15:31You're talking
15:32in front of national TV
15:34and it's your first time
15:35and you're doing
15:36very well as well.
15:38And you're talking
15:38about the things
15:39that you love to do
15:40and you're making people
15:41be inspired by you.
15:43So, I think that's amazing
15:44and I'm pretty sure
15:45it's the skill
15:45that you learn
15:46from being involved
15:47in this project
15:48as well as the guidance
15:49from your lovely teacher
15:50as well.
15:51Right.
15:52Let me talk a little bit
15:53about the skill.
15:55So, we mentioned just now
15:57confidence is one.
15:58Is there any other skills
15:59that you feel
16:00that the students
16:01are developing
16:02when it comes to
16:03learning or being
16:05more involved
16:06in this kind of projects?
16:08I realise
16:10a few of skills
16:11that they develop
16:11and they're able to get
16:13which is
16:14communication skills
16:16and then the
16:16leadership skills,
16:18finding solution skills,
16:20how they solve
16:21the problem,
16:22how they manage
16:24to get
16:26customers,
16:27let's say,
16:27okay.
16:28It's entrepreneurship skills.
16:30So,
16:31this kind of skills
16:34instead of making them
16:35throughout the process,
16:36making them
16:37more strong
16:39and building
16:39their own character.
16:41So,
16:41for me,
16:43it's
16:43for me personally,
16:45I like it.
16:47I want them
16:48to make them
16:48more independent.
16:49So,
16:50in the future,
16:51they know,
16:52okay,
16:52if this thing,
16:53problem happens
16:54in my life,
16:55it happens
16:55in some kind
16:56of situation,
16:57they know
16:57how to solve it,
16:59they know
16:59how to communicate
17:00with it,
17:00they know
17:00how to be
17:01a leader
17:02with it.
17:03So,
17:03this kind of skills
17:06is not
17:06gain like
17:07one day,
17:08two days.
17:09It's a long-term
17:10skills they need
17:11to get.
17:13So,
17:13day by day,
17:14I can see
17:16I can see
17:16this skills,
17:18they get to,
17:19they manage to get it
17:20and they manage
17:22to handle it
17:22very well.
17:23Right.
17:24I mean,
17:25you know,
17:25back when we were
17:26at school,
17:27probably,
17:27you know,
17:28there's probably
17:29some opportunities,
17:30you know,
17:31with regards to
17:31doing this kind
17:32of project,
17:33but I feel
17:33that nowadays,
17:34there is plenty
17:35more opportunities
17:36for students
17:38to be involved
17:38with this kind
17:39of very hands-on
17:40project.
17:41And Adelaide,
17:42if you don't mind
17:43me asking,
17:44you know,
17:45besides confidence
17:46and teamwork,
17:48what else
17:48do you feel
17:49that you gain
17:50from this kind
17:50of projects?
17:51Okay.
17:52Like,
17:53you ask the,
17:54you're going to teach
17:55us the house kids
17:56and I'm going to
17:56talk about some.
17:58We are the
17:59many kids,
17:59but we don't
18:01always get
18:01from textbook.
18:02We know
18:03how to communicate
18:04with our friends,
18:05work as a team,
18:06solve problems
18:07and manage the project.
18:08We also learn
18:10how important
18:10data and
18:13documentation
18:13is important.
18:18Those are the proof
18:19that our project
18:20is good.
18:24And through presentation
18:26and interviews,
18:27we are also learning
18:28how to talk clearly,
18:31explain our ideas
18:32confidently.
18:34Right.
18:35I mean,
18:36she mentioned
18:36the word data just now
18:37and I think that's
18:38something that even
18:39we at a professional
18:40level are concerned
18:42about data
18:43and now these young kids
18:44are learning about
18:45how to collect data
18:47and making sure
18:48that the data is accurate
18:49and the importance
18:50of having data.
18:51I think that's
18:52something huge
18:53that you learn
18:54at just 10 years old.
18:55Don't you think so,
18:56Adeline?
18:57Yes.
18:57You?
18:58I want to add on
18:59about the documentation
19:00as well.
19:01Actually,
19:01for the documentation,
19:03they know
19:03the actual
19:04how to document
19:06the project itself,
19:07the organization,
19:08how they build up,
19:10how to make
19:11into a paper project.
19:13So,
19:14this thing,
19:15this kind of things,
19:16as you said,
19:17just our professional levels,
19:18we learn
19:19when we are adults.
19:20They are very young kids
19:22started to do
19:23this kind already.
19:24So,
19:25I feel
19:26it's
19:28huge
19:28and it
19:29will make them
19:31more mature
19:32in this kind of thing,
19:33even more
19:35experience
19:35they will get.
19:37So,
19:38the documentation
19:38that they
19:40do
19:41is the actual
19:42documentation
19:43that we do.
19:44So,
19:45it's good.
19:46It's good.
19:47They execute
19:50and they do
19:50it very well.
19:51So,
19:52I like it.
19:53I mean,
19:53people at corporate level
19:55now are talking
19:55about ESG reporting,
19:57making sure
19:58that
19:59they track
20:00all the
20:03progress
20:04and progress
20:05when it comes
20:06to making sure
20:06that your company
20:07is green.
20:08So,
20:08the fact that
20:09EcoSchool Project
20:10is also helping
20:11students
20:12to do this,
20:13I think
20:14it's a very
20:14great initiative.
20:16Right,
20:17Teacher Navika,
20:18if you don't mind
20:18me to ask you
20:19a little bit more
20:20about the project
20:21itself
20:21and what it hopes
20:22to achieve,
20:23right?
20:25When we talk
20:26about sustainability
20:26or environment
20:27practices,
20:28it's always
20:29this very huge
20:30global issue.
20:31We talk about
20:32climate change,
20:32we talk about
20:33global warming,
20:34it's very
20:36distant sometimes.
20:37But,
20:38here at the school,
20:39you know,
20:40students are taking
20:40part
20:42very hands-on
20:43and they learn
20:44about,
20:45I guess,
20:46the impacts
20:47of climate change
20:47very hands-on
20:48when they're
20:49doing this
20:49kind of projects.
20:52What makes
20:53you think
20:54that this
20:54kind of project
20:55helped them
20:55realize that
20:56even,
20:56you know,
20:56small action
20:57like collecting
20:58rainwater
20:58can make
20:59such a big
21:00change?
21:00change?
21:02Well,
21:04this EcoSchools
21:04program,
21:05actually,
21:05they need
21:07to learn
21:08that they don't
21:09have to make
21:10a very big
21:11action to
21:12do the changes.
21:13Actually,
21:14from the small
21:14action like
21:16the projects
21:17we do
21:17and going
21:19on going
21:19right now
21:20can make
21:23difference
21:23even a little
21:24bit.
21:24So,
21:25they need
21:26to realize,
21:26students need
21:27to realize
21:27that a small
21:28action
21:30will develop
21:31to a bigger
21:32action
21:33and it will
21:33develop more
21:34after this.
21:35day by day,
21:36if we do
21:37that,
21:38one day we
21:39do this,
21:40another day
21:40we upgrade
21:42and another day
21:43we upgrade
21:43a lot more
21:44action.
21:46It's,
21:47it gives
21:48impact,
21:49actually.
21:50It gives,
21:50even small,
21:52it does
21:52make our
21:54environment
21:54more cleaner,
21:55greener.
21:56So,
21:57for me,
21:58I really
21:59personally,
22:00I really
22:00agree
22:01and I really
22:02support
22:03my students
22:04as well.
22:05So,
22:05I really
22:06encourage them
22:06to do this
22:07even like
22:09the small
22:10things.
22:12So,
22:12it is
22:14give big
22:14impact,
22:15actually.
22:15It does
22:16make
22:16our,
22:18it does
22:18give
22:19good benefits
22:20to us,
22:20to our
22:21earth.
22:22Right.
22:22Adeline,
22:23do you
22:23think that
22:24by planting
22:25teserai
22:26and collecting
22:27rainwater,
22:27for example,
22:29do you
22:29think it's
22:30something that
22:32you know,
22:33probably would
22:33change this
22:34earth in the
22:35long,
22:35you know,
22:36in the
22:36long term?
22:37Do you
22:37think that
22:37you're
22:38contributing
22:38to probably
22:40helping with
22:40climate change
22:41or helping
22:42making the
22:42earth a
22:43little
22:43cooler?
22:44Or is
22:44it something
22:44that you
22:45also teach
22:45your
22:47siblings at
22:48home
22:48or your
22:49parents at
22:49home?
22:51Actually,
22:52about the
22:53climate change,
22:54I don't
22:55know some
22:56of it.
22:57So,
22:57I'm going to
22:58talk about
22:58something else.
22:59Okay,
22:59sure.
23:02To
23:02make the
23:03earth
23:03cooler,
23:04we usually
23:05use
23:05air
23:05cold,
23:06spares at
23:07home.
23:08Usually,
23:09the air
23:09is
23:10suited the
23:11earth.
23:12You can
23:12make it
23:12cold or
23:14hot.
23:15Last,
23:16when I
23:16go to
23:17school,
23:17secondary
23:18school,
23:19I hope
23:19the other
23:20students,
23:21the young
23:21students will
23:22take over
23:23and continue
23:23this project
23:24until
23:26the following
23:27years in
23:29the future.
23:30So,
23:31that's all I have
23:32to say.
23:33Okay,
23:34right.
23:35We're at the
23:36end of our
23:37show,
23:38sadly.
23:40Before we
23:40leave,
23:41I want to
23:41talk a little
23:42bit about
23:43I guess our
23:44hopes and
23:45aspirations for
23:46the future,
23:46right?
23:47I understand
23:47this school
23:48is taking
23:48on the
23:49eco-school
23:49project.
23:51If there's
23:51another school
23:52that is
23:52watching or
23:53another teacher
23:53or another
23:54student from
23:54another school
23:55is watching,
23:56when wondering
23:57whether to
23:57join the
23:58eco-school
23:58project or
23:59not,
23:59what would
24:00you say
24:00to these
24:01people and
24:02what are
24:02your hopes
24:03for these
24:03projects
24:04in the
24:05years ahead?
24:06Maybe
24:06teacher
24:06Navigavi
24:07can talk
24:07with you.
24:09for me
24:10personally,
24:12for other
24:13schools to
24:13join,
24:14please do
24:14join the
24:15eco-schools.
24:16It's not
24:17just about
24:18the project
24:19itself,
24:20not just
24:20completing
24:21the project
24:22itself,
24:22it is more
24:23beyond that.
24:24We let
24:24people know
24:25that we
24:26can start
24:27it actually
24:28around us,
24:29the things
24:29around us,
24:30we can
24:30start it.
24:31don't
24:32wait for
24:32a big
24:34things,
24:34a big
24:34project to
24:36do.
24:36Just
24:37start with
24:37ourselves,
24:38our home,
24:39our schools,
24:39and even
24:40the community
24:43around us.
24:44Right.
24:44I mean,
24:45I think
24:45that
24:46capsules
24:46pretty much
24:47what
24:48teacher
24:48Navigavi
24:49and Adeline
24:49has been
24:49saying that
24:50you know,
24:50this small-small
24:51projects
24:52can accumulate
24:53to something
24:53big as well.
24:54Teacher Navigavi,
24:55if you don't
24:55mind,
24:56what are the
24:56projects
24:56in the pipeline?
24:57I understand,
24:58you know,
24:58I'm here today
24:59and there's
25:00two projects
25:00ongoing,
25:01but what
25:01other projects
25:02are in the pipeline?
25:03We do have
25:06aquaponics
25:07projects,
25:08and also
25:09the
25:10River for Life
25:10projects
25:11will be implemented
25:12next year,
25:15coming,
25:15coming
25:16months maybe,
25:17and then
25:18we do have
25:20hydroponic
25:21as well,
25:21water harvesting,
25:22that's one,
25:23taste the right,
25:24that's one,
25:25and also
25:25we have
25:26the
25:29composting.
25:31Composting
25:31coming.
25:33Quite a lot
25:35there.
25:36Adeline,
25:37are you excited
25:38about the
25:38projects that
25:39are coming
25:39ahead?
25:40Will you be
25:40telling your
25:41friends all
25:41about it?
25:42Yes,
25:43I'm very
25:43excited.
25:44Of course,
25:45I'm going
25:45to tell my
25:46friends.
25:46And I
25:48will say
25:48yes,
25:49it's also
25:49worth it
25:50because
25:50EcoSchool
25:51give the
25:52opportunity
25:52for children
25:54to learn
25:55something
25:56new
25:57and
25:58learn
26:00something
26:00real
26:00even though
26:01we watch
26:02TV,
26:04right?
26:04Yeah.
26:05For me,
26:06EcoSchool
26:07is about
26:08like
26:08those projects
26:09even though
26:10it's not
26:11my,
26:12it's also
26:12my responsibility
26:13but it's
26:14also
26:14everyone's
26:15the community
26:16responsibility.
26:18Right.
26:18I think
26:19that's a nice
26:20way to end
26:20this.
26:21You know,
26:22the
26:23responsibility
26:24to take
26:24care of
26:24the earth
26:25doesn't
26:26just fall
26:26on one
26:27person,
26:28it falls
26:28on everyone
26:29and it
26:29starts with
26:30little-little
26:30changes like
26:31planting
26:32teserai,
26:33collecting
26:34rainwater,
26:35aquaponics
26:35and we have
26:36people like
26:37teacher
26:38Norapika
26:38and as well
26:39as Adeline
26:40who are
26:40spearheading
26:41this kind
26:41of
26:41initiatives
26:42with the
26:43EcoSchool
26:43project
26:44supported
26:45via
26:45Ayasan
26:45Astro
26:46Kaseh.
26:46Thank you
26:47so much
26:47both of you
26:48for being
26:48here.
26:49I understand
26:49all this
26:50projects
26:50will be
26:50the findings
26:51from all
26:51this project
26:52will be
26:52sort of
26:53accumulated
26:54and then
26:55later
26:55it will
26:56be presented
26:57to the
26:57auditors
26:57so I guess
26:58we'll be
26:59there for
27:00that later
27:02on
27:02during the
27:03year
27:03probably
27:03early
27:04next year
27:04so for
27:05now
27:05that's all
27:06for me
27:06thank you
27:06so much
27:07both of you
27:07here
27:08such a pleasure
27:08to have
27:09both of you
27:09I'm fine
27:10Asheh
27:10thank you
27:10for
27:10watching
27:21asheh
27:22asheh
27:23asheh
27:23asheh
27:23asheh
27:24asheh
27:25asheh
27:25asheh
27:25asheh
27:25asheh
27:25asheh
27:25asheh