Pioneer Case
Bird Friendly Schoool garden in an Elementary School, Szeged
| A short description of the NBS project |
|---|
The school is surrounded by roads bearing heavy traffic, with significant amount of air pollution and noise. The quality of soil is of extremely poor quality, and the vegetation of the garden is poor in species. The goal is to help enrich the 1 and ensure an adequate habitat for birds. The objectives of the intervention are to develop habitats with a three-metre wide shrub and herbaceous plant line along the fence (divers species collection), to improve soil with compost and reaping the lawn in tracks during summer period. Mediterranen herb garden will be planted. |
NBS Implementation context
| Location | Hungary, Szeged |
| Latitude | 46.267774 |
| Longitude | 20135331.0 |
| Status | Ongoing |
| Dates | 2014.0 |
Description of the NBS
| NBS Scale | neighbourhood |
| NBS Impacts scale | city |
| Urban density/ Soil consumption | medium |
| Combined with other(s) environmental friendly solution(s)? | |
| if other |
NBS Typology
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NBS Uban Challenges
| Climate Issues | Climate mitigation | |
| Climate adaptation | ||
| Other | 0; | |
| Urban water management and quality | Urban water management and quality | |
| Flood management | ||
| Other | 0 | |
| Air Quality | Air quality at district/city scale | |
| Air quality locally | ||
| Other | 0 | |
| Urban Space and Biodiversity | Biodiversity | |
| Urban space design | ||
| Urban space management | ||
| Other | 0; | |
| Urban Regeneration and Soil | Air quality at district/city scale | |
| Other | 0 | |
| Resource efficiency | Food, energy and water | |
| Raw materials | ||
| Waste | ||
| Recycling | ||
| Other | 0; | |
| Public health and well-being | Acustic | |
| Quality of life | ||
| Health | ||
| Other | 0; | |
| Environmental justice and social cohesion | Environmental Justice: Recognition | |
| Environmental Justice: Procedural Justice | ||
| Environmental Justice: Distributional Justice | ||
| Environmental Justice: Capabilities | ||
| Environmental Justice: Responsibility | ||
| Social Cohesion | ||
| Other | 1;0; | |
| Urban planning and governance | Urban planning and form | |
| Governance in planning | ||
| Other | 0 | |
| People Security | Control of crimes | |
| Control of extraordinary events | ||
| Other | 0 | |
| Green economy | Circular economy | |
| Bioeconomy activities | ||
| Direct economic value of NBS | ||
| Other | 0; | |
| Other |
Stakeholder and Governance
| Who Started this initiative? | A private stakeholder |
| Contracting Authority | the local municipality and the school |
| Project manager (leader and main partners): entities names, and know-how involved | Leader: Ágnes Kissné Gera Main partners: teachers of the Arany János Elementary School, students of the school and their parents. |
| Who (else) was involved in the project ? (Inhabitants, local association, etc.) | The initiative came from a teacher of an elementary school, who wanted to make a schoolgarden. Her plan was to create this garden in such a way so that it would serve as a habitat for the birds, ensure production and educational purposes too. The students have the opportunity to get closer to nature and to get acquainted some agro practices in urban environment. |
| More detail on the process and the role of the different stakeholders (How did it happen?) | The schools, the municipality of Szeged, as an owner of the school and the parents were involved in the project. One of the classes (they were in the 6th year in 2014) in the school and their teacher were the creators and distributors of the project. But each class is connected to the programme, and the parents were helping to the classes in the practical work, such as pruning. |
| OPTIONAL Considering the actual impacts, who are the primary beneficiaries of the project. | students , teachers and families in the school |
| Cluster | Governance Model | Description |
| cluster4_societal_resilience | Selfgovernance_grassroots_initiatives | It is a typical coopertion model, which originated from one determind person and her followers. The implementation needed a lot energy and the mobilizing of the stakeholders. |
Financing
| Global Estimated cost of the project | > 20 000€ |
| Cluster | cluster3_citizen_inclusion |
| FM | Volunteering |
| Description of the financing mechanism | Initially she delivered of the project and mobilized only self-financing resouces, but now they looking for other resources, for example some enviroment-related tenders. |
Business Model
| Class | Type | Description |
| Technological | Substitute with renewables and natural processes | The business model is rather amateur, and it's based on self-management. School gardens are usually sucessfull because of their low-cost character. |
| Social | Adopt a stewardship role | |
| Organizational | Develop scale-up solutions |
Temporal Factor
| Expected time for the NBS to be fully effective after its implementation | short (immediately to few months) |
| Expected life time of the intervention | around 10 years |
| Already feedbacks on the project? In case, the project has already been adapted to new requisites, please explain the modifications brought | Every year every new class is connected to the project. |
Success and limiting factors
Process Enablers
Process Inhibitors
| Class | Subclass | Type | Description |
| Knowledge_drivers | Awareness | NBS_ambassadors | Co-working is the main success factor. |
| Governance_drivers | cocreation_and_participation | co-production | |
| Economy_drivers | Self_financing_and_self_management |
| Class | Subclass | Type | Description |
| Knowledge_barriers | Accessibility_to_information | Information_overload | This project is depending on the teacher's own resources and energy. The teachers are quite overloaded in Hungary with many administrative and educational obligation, so there is a risk, if the project is strongly depending on one person. |
| Governance_barriers | Participation_and_awareness | Lack_of_participation | |
| Economy_barriers | Perception_of_the_benefits | Vandalism |
What makes this project a pioneer?
| Field | Design_or_techniques_employed |
| Criteria | |
| Brief description of the innovativeness | The school garden initiation was re-introduced in Hungarian Schools after a long time of falling into oblivion. School gardens had a strong tradition in Hungary, thus, there is an existing knowledge one can rely on. The innovativeness lies in the dual purpose of enhancing the quality of 1 and ensures the education of natural sciences in real life. |
| Has the project received a prize, an award? | |
| Has the project received a media coverage? (in reviews, in press, etc.) | There are some videos available in a local media. |
IM Keywords
school
school garden
References
„Let It Grow! – Engedd élni! Gyermek- és madárbarát iskolakert az Arany János Iskolában (Zöld oázis a panelrégióban), Hungary