Newtown Boys RC School Environmental Education, Restoration & Recycling Programme
The Newtown Boys RC Environmental Education, Restoration and Recycling Programme is a collaboration between Newtown Boys Primary School and Trinidad Systems Ltd. For a number of years, TSL has been involved in various initiatives for Newtown Boys and views this project as a key step towards allocating benefits of a multifaceted nature to the students, staff, the community and by extension our nation. Activities will include implementation of a recycling programme including (commencing in this phase with plastic and paper materials). It will also include the planting of trees to reduce carbon dioxide emissions around the country by students (via 1 or 2 field trips over the course of a year), and the implementation of an environmental educational programme as part of the school curriculum. The teaching staff has the necessary autonomy to implement the curriculum as they see fit and there will be a partnership between Plastikeep and Newtown Boys with regards to implementation of the educational programme. There will also be the addition and maintenance of a vegetable garden on the school compound. We are of the belief that implementation of these initiatives will greatly benefit current and future students, imprinting on them the importance of the natural environment as it pertains to the multitude of services that it exhibits; regulating, provisional, supporting and cultural. By educating these generations of young persons to think about the environmental consequences in their everyday decision making, we believe that they will take this knowledge with them throughout their life, resulting in future generations that exhibit greater appreciation and understanding of our natural world.
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Project Snapshot

Grantee: Newtown Boys RC School
Country: Trinidad and tobago
Area Of Work: Chemicals
Operational Phase: Phase 5
Grant Amount: US$ 6,886.28
Co-Financing Cash: US$ 7,500.00
Co-Financing in-Kind: US$ 1,900.00
Project Number: TRI/SGP/OP5/Y2/CORE/CH/12/04
Start Date: 12/2012
End Date: 2/2017
Status: Satisfactorily Completed

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