This article is part of an extensive storytelling series delving into Lebanon’s gems, best practices, successes, and unique features with a special focus on environmental issues and protection. The series strives to portray Lebanon through the lens of its places and people.
The public-school biology teacher Faten Sleem, 40 has brought Lebanon the top honour of the Green Skills Award 2023, bestowed by the European Training Foundation (ETF). Selected from a pool of over 600 entries spanning 60 countries, Sleem’s ‘Zero-waste Project’ won first prize, surpassing Kenya and a collaborative effort between Morocco and Spain.
Launched in 2021, the global initiative behind the Green Skills Award aims to spotlight innovation exemplary practices and inspire change across the globe. It showcases a diverse array of projects advanced by individuals and institutions, all aimed at promoting sustainable development.
Sleem, who also pursues doctoral studies and research endeavors at the Lebanese University, has devised a pioneering model of a zero-waste school, with a vision to instill green skills within educational frameworks and beyond. “The project’s holistic approach was its cornerstone. We actively engaged all stakeholders within the school community and equipped students with transferable skills applicable in their households. Awareness was the key”, Sleem remarked. Over a span of two years, the initiative resonated throughout the local community of Aley, a city located in a hilly area just outside Beirut.
The 2015 garbage crisis sparked the initiation of the project, initially involving students aged between twelve and sixteen. Collaborating with colleagues and students at the Public Intermediate Mixed Public School of Aley, and with the support of the former principal, Jamal Mrad, Sleem orchestrated a multifaceted strategy targeting various aspects and actors of waste management.
Parents of students participated in workshops focused on sustainable cooking practices. Instead of sandwiches or processed food, students started bringing homemade food in reusable containers. “Our school breaks transformed into picnics, fostering a culture that students eagerly shared with their peers,” Sleem explained.
The organic waste was collected and distributed to the local farmers to be turned into compost. “Every teacher contributed to integrating environmental education into their respective disciplines. For instance, biology classes delved into composting techniques, while maths monitored progress through data analysis,” Sleem emphasized, underscoring the skill of thinking outside the box while sticking to the school curriculum.
According to Sleem, some improvements were tracked, but not in a systematic way. “It was a spontaneous project and we did not expect such success. Moreover, the goal was to imprint a shift in mentality, not to brag about the achievement”.
Sleem’s initiative transcended school confines, extending its reach to the wider community. Cloth bags with environmental messages were distributed to local supermarkets to enhance their participation. “Families were proud to find their children’s work in supermarkets and this boosted their engagement,” she explained.
Innovative approaches also addressed paper and cardboard waste, favoring digital alternatives over traditional teaching methods. The minimal plastic waste generated by the school was given to the local NGOs for recycling purposes. The initiative also fostered partnerships with nearby factories, as in the case of detergents: “We agreed with a local factory to refill our containers in order not to produce additional waste,” Sleem said.
The progress of the initiative was shared with the community through regular newsletters. Beyond the zero-waste goal, Sleem’s initiative also focused on upcycling. “For example, we collected old CDs that turned into a decorations for the classrooms or made a carpet for the reading corner of the school using old jeans,” she explained.
Unfortunately, a change in the leadership of the school has prevented the project from continuing.
However, the model implemented in Aley can be easily exported to other schools.
As Sleem highlighted, environmental issues are not usually addressed in Lebanese school curricula, triggering a lack in education and awareness. For this reason, she is dedicating her research in developing digital citizenship education curricula for middle school students.
Article: Agnese Stracquadanio and Debora Vezzoli
Photos: Faten Sleem and Agnese Stracquadanio
via Donatello 5 B
