ECOBACH PROGRAM

The Competency-Based Education model of the College of Baccalaureate of the State of

Tlaxcala, seeks within the framework of the National Baccalaureate System to develop in students
both generic and disciplinary competencies.

In this regard, the competency 11 that frames the Comprehensive Reform of Upper Secondary Education
(RIEMS) is aimed at developing skills, abilities, attitudes, and values in the
student in relation to the environment.

This competition says:

11. "Contributes to sustainable development in a critical manner, with responsible actions"

Through the development of the following attributes:
11.1 Assume an attitude that promotes the solution of environmental problems in the areas
local, national, and international.
11.2 Recognizes and understands the biological, economic, political, and social implications of
environmental damage in a globally interdependent context.
11.3 Contributes to achieving a balance between short-term and long-term interests with
relationship to the environment.

This competency-based model considers that, in addition to having knowledge, it is

important the use that is made of them in specific situations of personal, social and
professional.

The COBAT is aware of the need to train new generations, prepared to

to contribute to generating an ecological consciousness among citizens, based on knowledge, of the
experience of experiences, the development of skills and the formation of values, so that the
individual acts responsibly, solving current and future problems in everyone
the impact aspects, including the environment.

Environmental education in formal education must generate in the student and in their community
attitudes of appreciation and respect for the environment, and in this way, foster an improvement
of the quality of life, since it is a process that allows the individual to understand relationships
of interdependence with its environment, based on reflective and critical knowledge of its reality
biophysical, social, political, economic, and cultural.

GENERAL OBJECTIVE

Make the entire educational community aware of the importance of taking an active role,
participatory and constructive, in the process of conserving the environment

SPECIFIC OBJECTIVES:

Encourage awareness and sensitivity regarding the importance of the environment.

That the students, teachers, and other members of the student community acquired
social values and a deep interest in the environment, which drive them to participate
actively in its protection and improvement.

Develop the skills necessary to solve environmental problems.

 ECOLOGICAL PROJECT

In light of what was mentioned earlier, the proposal to design and implement a project
ecological in the 24 campuses that make up the COBAT subsystem, seeks the solution of
local environmental issues leveraging the integration between different areas of
knowledge of the institution, so that the student and the educational community in
General recognizes and takes ownership of environmental activity as a practice of responsibility.
social that impacts the improvement of the quality of life of the community:

Collaborative work of the community is proposed, carrying out actions for the benefit of the environment.
environment in the scope of its campus and community, such as:

Use environmentally friendly school supplies: prioritize products made from

sustainable way, such as notebooks made from recycled paper or paints made with
natural materials. Encourage the use of local materials. Promote the proper use of the
natural resources of the school and its nearby environment. Sustainability and responsible consumption
from the resources of the community and of its own.

Strengthen efficient use of electric energy: turn off those switches that are not in use.
using, rational use of electrical appliances, reduction in the use of electric energy.

Learn recycling methods, solid waste management.

Conduct environmental talks, campaigns, and conferences.

Investigate toxic materials generated on the premises, environmental regulations,

pollution statistics and options for its treatment and final disposal.

Conduct workshops for the recycling of various waste materials and waste separation.
and handling of chemicals.

Encourage committed, responsible, proactive, dynamic participation both in a way

individual as well as in teams, in ecological actions in their school and community
.
Promote and monitor water savings and report leaks. Collection and utilization of
gray water (sanitary systems, sinks, etc.), rainwater harvesting.

School composition:compostingtry to create organic fertilizer from waste or scraps

school cafeteria food provides a different perspective regarding the
waste produced by humans, its usefulness and the importance of separating waste.

Use of clean energies.

Afforestation and reforestation. Establish school gardens and nurseries. Replacement of plants.
ornamental by producing plants (vegetables and greens). Conservation, beautification and
reforestation of open spaces and common areas, improvement of green areas. Detect and
investigate the native plants of the area and use them in the reforestation of the site. Plant.
fruit trees, timber trees, or common use trees.

Identification of birds and nest building: knowing the birds in the environment, analyzing their
habits and behaviors and even promote their existence through the construction of
sheds and nests.

Monitor that the solid waste from the school is deposited in appropriate and specific places.
Promote reuse, reduction, and recycling (PET, paper, metal containers, etc).
Promote the culture of the "3Rfrom ecology (Reduce, Reuse, and Recycle): to use only what
necessary and make the most of resources

Promote responsible paper consumption to reduce waste generation.

Clean hands: strengthen personal hygiene habits. Establish hygiene requirements in the
preparation and consumption of food in the cafeterias and dining halls of the schools.

Reduction of plastic waste

Promotion of the consumption of healthy foods: Replace industrially produced foods or those with
null nutritional properties from organic, local or seasonal foods, unless it is in
in its entirety, at least in part, eliminate the use of styrofoam and other non-recyclable plastics.

Exchange of notebooks and school supplies for books and magazines. Reuse used books.
facilitating the exchange of these among students of the same or different courses, or promoting
the donations to the community center library.

Sustainable transport: prioritize the use of public transport or school bus to get to
carpooling instead of using the car individually avoids air pollution and
acoustic due to traffic jams. Another option is to walk or ride a bike, in this way not only
contribute a benefit in favor of nature but also towards your health thanks to the
exercise practice.

For the development of the environmental project, it is necessary to seek information and request advice.
approach the municipal institutions or departments in each locality that attend to the
environmental care (air quality monitoring centers, water, stations
meteorological, among others.). On the other hand, in case of not having defined the actions to
to carry out, to take advantage of the areas of opportunity generated by the search for information.

IMPLEMENTATION

For the implementation of the COBAT ecological project, it is recommended to comply with the
following elements:

Diagnosis.
It is an activity carried out collaboratively, aimed at identifying the
most important environmental problems on campus, in order to create a program
of activities that allows designing alternative solutions. To specify the problems is
It is necessary to gather information from various sources, after observation and subsequently,
to establish a hierarchy of these problems to clearly define which one or ones are
which are intended to be resolved, so it is necessary to identify them by their impact and select
those who will correspond to the scope of the project.

Statement of the problem.

Environmental education is a process that starts from reflection and critical knowledge of the
environmental, biophysical, social, political, economic, and cultural reality, which will allow us to
understand the environment so that we can generate in ourselves and in our community the
attitude of valuing and respecting the environment. In this sense, environmental education
is linked to the values, behaviors, and attitudes that will raise awareness among the
individuals with their environment and with the problems that are currently affecting it, and
This is how you can modify the actions that are affecting you at the moment.
pertinent. In this section, a concrete description of the problem is made, in other
words must explain the problem to be solved.
Justification.
It will allow for the proposal of sustainable utilization alternatives for natural resources in the
place to intervene within the project; the participation of the community will be promoted to a
adequate training on environmental issues, as well as for the utilization
sustainable use of natural resources. Hypothetically, it is expected that this knowledge
Acquired shall be applied in the community where the project is to be implemented.

Objetivo (general y específico).

It refers to the results that are expected to be achieved based on the diagnosis, that is, they define
to what extent is it intended to reach in solving the problem, in addition to serving as a guide for
specify the project's activities through a plan of strategic actions, which
They must be implemented within a set time. It should preferably be prepared by
all the participants of the team or teams participating in the project. Additionally, be
feasible, that is, achievable within the established timeframe of the course for evaluation purposes.

Activity plan.
This plan specifies the goals and specific activities or actions to be carried out, in addition to
establish their duration, indicating start and end dates, also in this section
they must include an estimate of the material and financial resources required for the
project development. It is appropriate to point out that the activities are the actions
specific means by which it is intended to solve the problem or problems that gave rise to the
project. It is essential to establish that all the activities scheduled must be
initiative of the students and advisor, duly agreed upon, consistent with the school reality,
without losing sight that the project represents a huge opportunity to put into practice a
series of values. Among those that can be mentioned are: the exercise of democracy, free
expression, autonomy, honesty, respect, tolerance, integrity, the same ones you already know or
they have addressed in other subjects and that at this moment have the opportunity to put into
practice in project development.

Realization.

Include ecological topics related to the ecological project in the educational content.
that is taught at the school, either in subjects related to the topic or even in those
that, at first glance, seem not to be so linked, such as language classes
(creating debates with environmental themes) or in math subjects, (calculating consumption)
the energy expenditure).
Inform and involve more members of the school through posters, videos, websites,
activities, reports, etc. Also to the external community of the school such as households and
businesses that care about sustainabilityand local government.
Create a statement that demonstrates the school's commitment to the environment.
written, sound, or visual message that resonates within the community and is presented in a way
outstanding in school.

Follow-up
Monitor, evaluate, and socialize the progress of the plan based on simple quantifiable criteria.
that can be carried out by the students.