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Documentation

The Art of Developing Global Perspectives Together

Education for Sustainable Development in non-formal education and international youth work

7/8 November 2012

The Art of Developing Global Perspectives Together - Documentation

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Table of contents

Foreword........................................................................................................................ 3

The challenge for non-formal education for sustainable development in a material

world: Learning about the coupling of welfare and resource use .................................. 4

KEY NOTE BY DR. PHILIPP SCHEPELMANN, WUPPERTAL INSTITUTE FOR CLIMATE, ENVIRONMENT

AND ENERGY .................................................................................................................. 4

Education for sustainable development: the context of resource efficiency ........... 13

Workshop 1: Money makes the world go round? Food-speculation on International

Financial Markets ......................................................................................................... 16

WHY A WORKSHOP ON THE TOPIC FINANCIAL MARKET? SEBASTIAN WELTER ............................. 16

WORKSHOP WORK ........................................................................................................ 17

Workshop 2: Energy turnaround .................................................................................. 18

YOUTH ALLIANCE FOR FUTURE ENERGY,............................................................................. 18

LENA SCHWOY AND MAXIMILIAN FRÖHLICH, GERMAN YOUNG NATUREFRIENDS, GERMANY ......... 18

RAISING AWARENESS ON ENVIRONMENTAL ISSUES AND ENERGY EFFICIENCY WITH YOUNG

POPULATION, AZRA SADIBASIC ELEZ ASSOCIATION FOR ENVIRONMENTAL IMPROVEMENT “E GROUP”

ZENICA, BOSNIA AND HERZEGOVINA ................................................................................. 20

THE WORKSHOP WORK................................................................................................... 25

Workshop 3: Lifestyle and consumption choices.......................................................... 27

EWOCA³, STEPHAN KUTSCH, JUGENDTREFF PARKHAUS, GERMANY ......................................... 27

WELTBEWUSST, JOCHEN DALLMER, YOUNG FRIENDS OF THE EARTH, GERMANY ........................ 29

WORKSHOP WORK ........................................................................................................ 30

Results ......................................................................................................................... 33

WORKSHOP: FOOD-SPECULATION ON INTERNATIONAL FINANCIAL MARKETS.............................. 33

Wheat market simulation game ........................................................................... 33

Production-of-complexity game ............................................................................ 34

Conclusion ............................................................................................................ 35

WORKSHOP: ENERGY TURNAROUND ................................................................................. 36

Energize our lifes! ................................................................................................. 36

Energy day - Training camp & national events ...................................................... 37

WORKSHOP: LIFESTYLE AND CONSUMPTION CHOICES............................................................ 38

How to find a creative approach (without losing the focus of the message)?......... 38

How to use IT-Tools to promote the topic of lifestyle/consumption among young

people? ................................................................................................................ 38

Organizers .................................................................................................................... 40


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Foreword

Climate change, sustainable development and globalisation are issues that are a concern for young people as well. They are deeply engaged in debating what the world will look like in future. Instead of an infinitely positive outlook on the future, many young people today have adopted a sceptical and realistic attitude to the personal and professional prospects that await them. Others propose taking radical steps in order to protect the planet against the consequences of environmental destruction. In addition, young people's life is becoming more and more international. The world in which they live has expanded beyond their local environment, just as the challenges of sustainable development can no longer be addressed by each country individually. With all of these issues moving higher up on the social and educational agenda a number of questions are being thrown up for non-formal education, too. Questions around awareness raising, the appropriate attitude and role of multipliers, the how-to-motivate and activate young people, including those coming from disadvantaged backgrounds and around international cooperation in view of different and sometimes even contradictory opinions. The international conference “The Art of Developing Global Perspectives Together” paid particular attention to these questions. It was an opportunity for organisations to exchange information on the various approaches and concepts of education for sustainable development in non-formal education in other countries and to jointly develop concrete ideas for implementation.

We appreciate very much the international dialogue we had during the conference that

is officially recognized as a contribution to UN Decade of Education for Sustainable Development (2005-2014).

Last but not least we would like to say many thanks to

Dr. Schepelmann, Stephan Kutsch, Jochen Dallmer, Azra Sadibasic Elez, Lena Schwoy and Maximilian Fröhlich having supported this conference with their inputs,

Jochen Dallmer and Magdalena Fröhlich for the great and informative guided tour through Frankfurt and

all the participants that enriched this conference with their ideas, questions and engagement!

Claudia Mierzowski & Sebastian Welter


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The challenge for non-formal education for

sustainable development in a material world:

Learning about the coupling of welfare and resource

use

Key note by Dr. Philipp Schepelmann,

Wuppertal Institute for Climate, Environment and Energy


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We live in a material world. The satisfaction of basic needs, our well-being and often our

social status depend on what we own and consume. Being rich and powerful is often

displayed by means of material goods like large houses, fast cars, extravagant food and

fashionable textiles. In the industrialized world consumption of material goods is driven

by much more than need. To a large extent it has become an end in itself (Fromm 2005).

This is a fundamental challenge for non-formal education for sustainable development,

because it has to challenge the material basis of our industrial societies.

Many people are preoccupied or even possessed by the pursuit of material wealth

which may be caricatured as the accumulation of things we don’t need with money we

don’t have in order to impress people we don’t like. Indeed, the egalitarian access to

material wealth can be seen as one of the driving forces behind the European model of

social partnership. Yet, even if many Europeans feel disadvantaged the majority of the

people in the world have to cope with much worse material deprivation: They have

insufficient shelter, not enough or low quality food and insufficient access to clean

water.

In the industrialized world the material goods which help to cover basic needs are

usually taken for granted. The EU citizens managed to acquire a material status which

allows almost the complete population a living in decent dwellings, with electricity,

plenty of food and water supply from the tap. Europeans are connected with a material

and energy intensive infrastructure of roads, railways and electronic means of

communication. Hunger has become a rare phenomenon. Much more common is a

material wealth and even abundance to the point of decadence. To indulge in material

luxury is advertised and displayed by the mass media as desirable state of being, and is

has become a powerful driving-force of our economy.

In Europe material abundance and waste of natural resources is not anymore a

phenomenon among rich. Industrialization and economic growth allowed the whole

society to participate to a large extent in a material and energy-intensive lifestyle. The

economic growth model was the basis for the social reconciliation between the

capitalists and the working class. In industrialized countries it was coupled with a growth

of material flows of geological proportions. Figure 1 shows with the example of the

United States of America the increase of material flows during the past century. In the

beginning of the 20th century the US economy required about 200 million tons of raw

materials. In the end of the century the US economy consumed more than 17 times

more resources: about 3.5 billion tons of minerals, metals, biomass, sand, stone and

other materials are consumed to keep the US economy running. More than the growth

of the US population it was the increased productivity of the economy during the 20ies

century which required more raw materials. The American Way of Life allowed the

average citizen a standard of living unprecedented in history. The economic growth

went along with a series of technological innovations. Synonym of the “Modern Times”

of capitalism (as portrayed for example by Charles Chaplin) became not only the

products of the car manufacturer Ford, but also the production process of the Ford

company itself: the so-called Fordism (Gottl-Ottlilienfeld 1926). More and more raw

materials could be turned with increased efficiency into more and more consumer

goods.

The mechanization of the production process was mirrored by the technological

inventions which improved considerably the life and working conditions within each

household. Washing machines, refrigerators, different generations of ovens (from gas to


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microwave) and a multitude of other electronic helpers allowed a degree of comfort

which was granted in the centuries before only to the nobles. Yet, even the most

powerful emperor could not enjoy the luxury offered by what have become standard

consumer goods such as a TV set, a water closet or vehicles powered by the equivalent

of dozens of horses.

The speed of material innovations was as remarkable as the speed with which people

took them for granted. Unprecedented innovations and their material basis became the

fundament of prosperity and progress, but the assumption of their infinite and growing

disposal is risky.

Figure 1: U.S. flow of raw materials by weight, 1900–98. The use of raw materials dramatically increased

in the United States throughout the 20th century, Source: Wagner 2002

In fact, many historical developments are connected to the alteration of the physical

basis of human development. For example, the settlement of major civilizations along

rivers, the rise and fall of the Polynesians, the industrialization of coal mining regions

and the Gulf wars of our times have a physical background reflecting the dependency on

natural resources. Even the foundations of the European Union can be traced back to an

institution for the joint management of natural resources: the European Community for

Coal and Steel. The institutional predecessor of the European Union was founded in

1951 by Belgium, Germany, France, Italy, Luxemburg and the Netherlands. Main

objective of the European Community had been to secure peace by a joint management

of coal and steel. The founding fathers of the European Union had understood that the

natural resources were not only key for the post-war reconstruction of Europe and its

economic prosperity, but that also for its peaceful development. According to the

French foreign minister Robert Schuman the aim was to “make war not only unthinkable

but materially impossible”.


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Even though the joint management of natural resources was a prominent motive for the

founding fathers of the European Union it is of little importance for contemporary

decision-makers in the EU. In general, the interest in the sustainable management of

natural resources is low. Consequently neither the EU nor its Member States have

invested significantly to develop a sound knowledge base for improved resource

efficiency.

Nevertheless, we already have a number of concrete actions to achieve more resource

efficiency which should be embedded in a more comprehensive vision of a sustainable

metabolism of industrial societies. According to Bringezu (2009) a future sustainable

metabolism may be characterised by four paradigmatic and complementary perspectives:

1. a resource-efficient and recycling-based industry,

2. the steady stocks society,

3. a solarised technosphere and

4. a balanced bio-economy which develops even further towards a

bioniconomy.

Education for sustainable development: the context of resource efficiency

The dynamics and features of visionary elements which Bringezu (2009) has described

may provide orientation for technology and policy development. With a pragmatic

approach Kristof & Hennicke (2009) propose five core elements to realize the first

paradigm of a resource-efficient and recycling-based industry, were awareness raising

and education plays an important role:

1. Sustainable markets, which provide a direction for innovation

2. Strong institutions which as a key to a successful diffusion

3. Resource efficient products and services

4. Public procurement using the market power and exemplary function of

governments as consumer

5. Awareness raising and education

Sustainable markets of the future – providing a direction for innovation

Markets should promote innovations with a focus on improved resource efficiency.

Political arrangement of the market framework conditions should create incentives for

the development of resource efficient innovations and reduce counter-productive

incentives. As a result research and development would be oriented towards the

development of resource efficient products and services. Resulting innovations need to

be introduced and established on the market. Whereby the diffusion in the EU and

export to international markets needs to be supported by instruments such as trade

fairs, market information and technology platforms. Existing RDT programs and

technology platforms need adjustment to support resource efficient solutions and their

diffusion on the markets.

Strong institutions – key to a successful diffusion

Improving resource efficiency of a company is often difficult. Usually companies have

not enough expertise and resources to implement resource efficiency measures.

Especially SMEs have not enough in-house capacity and often lack the time to launch


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resource efficiency measures. In order to realize efficiency potentials individual and

specialized consultancy services are required. These can adapt to the actual situation of

a company and follow-up the whole process of the required restructuring. This kind of

service requires a large pool of consultants. Experience from Germany has shown that

an intermediate agent can successfully support the cooperation of companies and

adequate consultants. The networking of the German Material Efficiency Agency

(Demea) or the regional NRW Efficiency Agency (EfA), informs public and private

institutions about the necessity and benefits of improved resource efficiency, trains

consultants, provides access to them and manages knowledge networks to stimulate

exchange and cooperation between different companies, consultants, sectors and

regions.

Resource efficient products and services

There are three options for political action to support resource efficient products and

services on the market:

First, cutting-edge products need to be supported especially in the phases of design and market introduction.

Second, standards need to direct average mass market products towards improved resource efficiency. Existing standards like the eco-design directive (2005/32/EC) should be upgraded by including resource efficiency requirements.

Third, new resource efficiency standards should also contain minimum requirements for products on the market. As a result products with old, resource consuming designs will be banned from the market.

The Government as consumer – setting an example and market power

Strategic consumption can force markets towards more resource efficient products and

services. Governments usually have a high market power since public procurement has a

high share of the total market consumption. Resource efficiency can be established as

an important decision factor through specific public purchasing directives. This would

also be an incentive for the design of resource efficient products, since the commercial

risk is limited by a stable demand from public institutions. Moreover, governments can

have a pioneering function. If resource efficiency is established and consistently applied,

long term cost advantages can be realised. The state can also set an example for socially

responsible behaviour.

Awareness raising and education

The four elements listed above can only be realized when people have understood the

social, individual and ecological risks of our material lifestyle. More and more people

question a model of wealth which is based on the assumption of everlasting material

growth. Non-formal education for sustainable development can build on the growing

discourse about post-industrial values and alternative lifestyles, but it is not enough to

challenge the current set of material values in industrial societies, also the importance

and opportunities of improved resource sufficiency and efficiency need to be

understood. Children and students need to learn about the resource implications of

their consumer behaviour. Later on in their education and studies they should have

awareness for resource efficient technologies and services and be able to get the

necessary professional training. Furthermore, awareness-raising campaigns should be

launched. Visualisation of the requirements and benefits of resource efficiency with best


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practice examples is essential to initiate learning and experimentation. Communication

and education about the use of natural resources must become part of everyday life.

Literature

Bringezu, S. ed., 2009. Sustainable Resource Management, Sheffield: Greenleaf Publishing. Fromm, E., 2005. To Have or to Be? Rev. ed., London: Continuum. Gottl-Ottlilienfeld, F. von, 1926. 3rd Aufl., Jena: G. Fischer. Kristof, K. & Hennicke, P., 2009. Impulsprogramm Ressourceneffizienz: Innovationen und wirtschaftlicher Modernisierung eine Richtung geben: ein Vorschlag des Wuppertal Instituts. Available at: http://www.netzwerk-ressourceneffizienz.de/fileadmin/user_shares/downloads/Downloads_to_KNOW/MaRess_Policy_Paper_7_2_Kernstrategien.pdf.


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Workshop 1: Money makes the world go round?

Food-speculation on International Financial Markets

The dramatic rise and fall of world food prices in 2007-08 was largely a result of speculative activity in global commodity markets, enabled by financial deregulation measures in the US and elsewhere. In a result the financial crisis operates to increase food insecurity and reducing the ability of vulnerable groups to purchase food. The workshop intended to develop a common understanding of approaches and methods providing knowledge on reasons for these developments to young-people in an appropriate way, with a special focus on the role of international financial transactions.

Why a workshop on the topic Financial Market?

Sebastian Welter

Dealing with the matter of sustainability in youth-education, facilitators are often confronted with the question, put by participants: who is responsible for negative trends in social, economic and ecological affairs a global prospective? Speaking about interdependencies in global-markets leads automatically to the diagnosis of sharply disparate living- and working conditions in different parts of the world. Many young people, participating in related seminars, feel cut out when they get acquainted with this „screaming“ social injustice as a result of global markets. As economical operations are related to financial transactions, the answer to the question „Who is responsible?“ seems clear: the international banking-system and its actors!

But who of those working with these young people are able to explain how economic processes are functioning? Who knows the reasons for these developments? Who is able to explain the role money plays for any economic processes? How do we contribute with our way of consumption to And how a global economic development should look like, if it is guided by the principles of sustainability?

Therefore this seminar should be taken as a real „workshop“ in order to check by the example of „speculation on food-prices“ existing learning- and education-materials and to develop ideas for a better integration of the topic „international financial market“ into non-formal youth-education. Respectively this workshop had not the intention to provide already given information but the generation of new findings related to the thematic topic.

As expected the start into the workshop proved difficult, as all participants had a common understanding but no specific knowledge towards the thematic issues. In a first set of tasks, the participants were asked to identify in small groups key-factors and reasons for „speculation on food“ and „land grabbing“ in developing countries by reading related articles and to name the impact of the financial market on these tendencies. It was among participants soon established, that


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the complexity and the specificity of terms make it difficult to understand the thematic.

Workshop work

Food crisis

Consumers worldwide / consumers in developing, importing countries

Higher prices

Sport market

Futures market

“Outsiders”

Artificially increasing prices by buying huge amounts

Tax fee on food speculation

Spot market regulation

Market transparency

International collaboration

Redistribution of stocks

All workshop-participants agreed consequently to a reduction of complexity as a prerequisite for educational processes with young people. It was established as necessary to visualize actors and to simplify complex structures in order to explain the interrelation of different actors and the impact of different developments on the whole system.

These findings led to the choice of topics for the second day of the workshop. In smaller sub-groups the following topics were discussed:

How to visualize processes dependencies and influences of different actors on the international financial market?

How to explain the role of money in economic processes?

These thematically oriented questions were parallel related to the pedagogical oriented question: How to explain these issues to young people from different target-groups, with different level of knowledge, from different socio-cultural background and different countries.


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Workshop 2: Energy turnaround

Climate Change and the question of renewable energy sources

is definitely one of the most popular topics in the discussion of

sustainability. And it is a topic of high interest for young people.

Aspects of climate change and questions of renewable and

sustainable energy sources are very complex and one is

confronted with opposed opinions about THE best way. How to

deal with the complexity of this topic? How to deal with

opposed positions and opinions? How to motivate young people

to get actively involved? These were the main questions of the

workshop on energy turnaround.

Youth Alliance for Future Energy

Lena Schwoy and Maximilian Fröhlich,

German Young Naturefriends, Germany


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Raising awareness on Environmental issues and Energy efficiency with

young population

Azra Sadibasic Elez, Association for environmental improvement

“E group” Zenica, Bosnia and Herzegovina


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The workshop work

Methods

Fish-bowle-discussion So it also works in a formal environment?!

Yes, it does!

Challenge (e.g. energy saving challenge between high schools)

Use of solar toys

Games (with a lot of pictures!)

Role games (have kids’ discuss from different points of view – even (and especially) if it’s a completely different opinion/perspectives)

Experiential activities – to let them find out connections between economy and ecology

Show practical examples > best practices

Offer campaigning workshops to youngsters to develop / promote their initiative

“Battle of the cheetahs” – competition for young professionals. Group with the most innovative solution for sustainable development wins 20 thousand € and will be supported to implement the idea

How to motivate young people?

To be a role model

Connect ecological issues with socio-economic benefits, show advantages

Give young people the empowerment to DO something and to get the feeling to be important in this process Discussions with e.g. politicians

To show advantages of sustainable behavior

Show global perspectives on all themes

Making “aware” (love this word!) that it’s not suffering having a different lifestyle → it can be fun, when everyone finds his/her way how to participate in that with ACTIVE PROJECTS dued to “daily life”

Involve an “ambassador” → famous person → always works!

Let’s have fun!

Tell the young people, that even small steps can help to change situation in the country; also: practical tips for every day for a sustainable living

Make a visit to the dumping lot with young people

Show people that our current lifestyle indeed affects our nature, economies and HOW → consequences of our way of life

Pay young people

International cooperation

Network: find partners (still existing?) » www.pe-os.de: Saving energy in schools by changing behavior in schools

To have the opportunity to compare and learn about other issues

Story telling: what happens to the rubbish in different countries?

European school competition: Which school is saving the most energy / is energy-neutral, uses green energy etc.

Information on opportunities for international cooperation

Saving energy / topic of renewable energy in individual / local life shown in very (also little) steps, pointing it out the different priorities, finding the connection also


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Online training “how to reduce my ecological footprint” for European/international youngsters

Other ideas & comments

Make a cookbook on energy-efficient cooking » Children recipes » “green” cooking

Create simulation game, where children have to make choices between different lifestyles (e.g. drinking coca cola or milk → energy impact)

Make energy-saving more “sexy”

I am tired

What comfort is so much necessary? Which “sexy” is affordable for everybody with much + little money

More pressure on the politics


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Workshop 3: Lifestyle and consumption choices

Youth cultures define themselves strongly on values und public image. But how does

this go together with sustainability? Reducing consumption doesn’t seem to be very attractive to young people, unless some positive identification is possible.

The crucial questions to be tackled within this workshop were:

What could be a sustainable lifestyle and how could it be brought closer to young

people?

How is it possible to create an interest and how can a multiplier effect be achieved?

And how can this be realized in an international context with its different

backgrounds (regarding society, conceptual framework, historical experiences,

values etc.)?

ewoca³

Stephan Kutsch, Jugendtreff ParkHaus, Germany


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WELTbewusst

Jochen Dallmer, Young Friends of the Earth, Germany


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Workshop work

Expectancies

How adress topic in African conference?

Adress underprivileged youth

Organizing a deepening event on results obtained here

Ideas for “future” project

Ideas for projects

New idea/innovative concepts

Relation to everyday life’s → educational programme

Relation to everyday life


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What could be a sustainable lifestyle?

How can it be brought closer (through international youth exchange)?

Which is the role of the team leaders / facilitators?

Being an example

To know about complex life but not to know about the “right” way

Don’t keep it to yourself, share it always

Be realistic: Don’t preach what is not attainable

To stay on the same level and don’t pretend that you know “how to save the world”

Commit that you are not perfect

Have fun → don’t be the teacher all the time

Leader is leader not parent not participant!

Don’t try to be perfect

Be human, be true

To accompany / facilitate the learning processes, not to guide them (meaning manipulating them)

Have time for the participants, they are important (not the administration, organization)

Keep the goals and aims present, despite the fun

How can issues be treated with different target groups?

Practical → Combine a practical approach with a reflection of the broader context

Use their language → What do they like? Use a trigger which seems maybe “unpedagogical” i.e. comics/spraying to get a deeper impact later on

Use “creative” languages (music, dance, arts, sculpture, pantomime,…)

Involve them in the project identification process

Breaking stereotype beliefs → Promote the understanding of the “difference” to make everyone more “equal” (respect for the differences)

Links to the context(s) of the participants → to the all-day life

Always try to rethink methods or exercise you want to use to make it more interactive, more practical, more …

Be flexible. If it does not work drop it or change it

Involve parents

Youth cultures

Values/public

image

Socio-economic

background

Sustainable

development


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How can issues be treated in an international context?

Potentials, challenges …

Different considerations

Learning from each other

Seeing different behaviours / environment issues in different countries → ‘AHA’ effect

Methods without language, based on praxis → Pictures

Emphasis on education is very paramount

Work with difference experiences

Everybody has something to share

Multi-country projects

Take into account cultural diversity

Using internet and IT-tools

Having exchange programs

Use cultural differences to approach the topic and understand why the same problem / issue can be seen from different perspectives → Find things in common as well!


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Results

Workshop: Food-speculation on International Financial Markets

Wheat market simulation game

Goals Working/understanding of the market

Understanding relation between hunger and market

Possible options for acting

Problems/challenges Finding solutions is hard (limited individual possibilities)

No overwhelming

Not over simplify the thematic

Not make it too complex

The Game

The first group developed on base of the international „wheat-market“ a role-play scenario, planning to put young people in the role of different actors (farmer, traders, consumers, millers) in different regions of the world, dealing with different dynamic market-situations. The intention is to clarify different interests and to reflect the role of every actor in the market. This should open up a discussion about alternative options for decision making and market-solutions (e.g. as fair trade or international trade-regulations).

Farmers

Consumers

Traders

Millers

Action Cards

In underdeveloped

countries

In developed

countries

Bio-fuel companies

On spotmarket

On futures market

Bad harvest

Rising demands

Increasing pro-

duction of bio-fuels

Trading bubbles

And even more…


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As problems were named:

The definition of concrete solutions is complicated, as different actors on different level exists, who have a limited or wider impact on the market.

The scenario should be easy enough to be understood by a wide range of target-groups, but not that simplified, that complex actor-relations are not simplified in a way, that the game might not be taken as serious.

Production-of-complexity game

Each actor has an individual, predefined role

All actors have different products and costs (needs) to satisfy

Running costs have to be paid / individual costs per actor

Interaction necessary to satisfy needs

Goals Understand the complexity of the market (the game starts simple, gets more

complex with time)

Understand different roles of actors and the interaction between them

Reflection / discussion: Values / ethics of the market

The second group started with the attempt to clarify basic-terms of economic processes and to explain different stages of money-transfer in small play-sequences. This led to a reflection on methods for youth-education and the idea to create a game, where young people start very simple with the exchange of goods and money, which later develops more complex by integration of further actors and new aspects, influencing the market-procedures. Similar to the first group, it was suggested to develop this as a role play, which might be used to explain market-developments in different thematic contexts. As to attract the game to young people, it could e.g. be linked with the example of fashion-production. While in the first rounds, the market-situation remains unproblematic this changes during the game and every actor has at a certain point the obligation to decide, whether he/she is willing to go on with this game

Actor 5 Actor 1

Actor 4

Actor 2

Actor 3

Connection

to external

market

(consumers)

- Unexpected events lead to unequal distribution of wheat


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or to skip it. In dependence of the participants the game might end up in a simulated collapse of the world economy, which would open space for a reflection about the reasons for such a development and a discussion on alternative options for action.

Conclusion

The task to explain functions and actor-relations of the international financial market remained in a way adapted to needs and expectations of young people, remained a difficult – but challenging tasks. During the workshop two concepts were developed, explaining actor-relations as a role-play scenario. This approach was favorised, because it seemed as inter-active method suitable for the target-group and practicable especially in the context of international youth-exchange programmes, where groups of young people from different countries come together. It is planned to proceed with the development of both role-plays in additional workshops.


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Workshop: Energy turnaround

Energize our lifes!

Online track

Online agenda setting: “Day 1: … …”

Online introduction meeting

Make a film about your hometown

www.

Camp

Intercultural exchange: party, dancing, food

Workshops: Videos from different countries

Bicycle cinema

Promoting international cooperation: practical examples

Field trips e.g. to a wind park

Games different topics

Presentation of workshop results

Media outreach with results In and around the camp

In the countries of participants

General aspects and questions Motivation

Different cultural background

Different topic background

How to deal with differences? → Video, Games


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Energy day - Training camp & national events

Our aims Energy efficiency awareness raising through an international energy day

Challenges How to make sure that participants apply the knowledge gained to

everyday use?

Different background knowledge levels

Cultural challenges: people from different countries have different priorities

How to involve as many countries as possible?

What methods should be used to adapt the input to suit everyone’s needs?

How to attract people to participate in a project about “energy efficiency”?

How to cooperate with external stake holders? How to find sponsors?

Finding a suitable place for “energy efficiency”-trips

How to fund the whole project?

How to make it affordable for young people with little money?

Working methods Training of trainers (different countries, motivation, diff.

backgrounds) → Organizers

Offer different workshops so that participants could choose (e.g. nuclear energy, isolation of buildings, domestic energy management) → Great for setting national priorities

Posters on behavior change

Building something in groups (windmill…)

Movie-showings (cinema bike)

Energy-saving party

Excursions (e.g. to wind turbine, water generator)

creating/building something e.g. solar panel

Organization

To involve sponsors with national branch → to attract finances and national financial resources

Duration of the workcamp: 4 days → gives flexibility

Attractive central location → excursion possibilities and easy to reach

Preparation meeting(s)

Pay attention to… … cultural differences … linguistic specifics … visuals & images → to make it universally attractive to everyone

Create / facilitate sharing of ideas and experiences → Input and export


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Workshop: Lifestyle and consumption choices

How to find a creative approach (without losing the focus of the message)?

To use different methods o Role plays o To use real stuff o Simulation: create first an ideal of “your

city”, than confront with problems and discuss solutions

o “Zukunftswerkstatt” / future workshop

Using all senses » Our discussion:

- Balance between content & form (method)

- Balance between awareness & the feeling of young people “it’s too much for me”

- Balance between our own feelings: “I am convinced” & “I’m losing hope”

How to use IT-Tools to promote the topic of lifestyle/consumption among

young people?

IT-TOOLS - is a tool is a tool

Database » mixxt.de » eec project group:

Facebook: eec-youth » Wiki-space/s » dosomething.org » Stepmap » jfmedia?

Channels » Twitter?

Youtube » Producing videos » Showing good examples

→ Cool, funny, fancy

Evaluation » Exchange: Picture(s), Galleries

Communication » Skype » Chats » Translate » Language » mindmaping » Etherpad (Youthpad)

Awareness » Mindmaping: Icons / pictures, Emoticons


IJAB

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Funding » Crowd-funding » Uiva » Bildungsspender

Interactive games » Mobile rally » Infos » Pictures for topic & uploading » Twitter

Free WiFi » Access to info for everybody

In general should be » Interactive » Trigger » Keep attention » Responsibility » Create together / just monitor » Transport the topic (not just fun + meet) » Not the goal


IJAB

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Organizers

The international conference „The Art of Developing Global Perspectives Together-

Education for Sustainable Development in non-formal education and international youth

work“ was jointly organized by:

IJAB – International Youth Service of the Federal Republic of Germany

Godesberger Allee 142-148

53175 Bonn

Telefon: +49 (0)228 9506-0

Fax: +49 (0)228 9506-199

E-mail: [email protected]

Web: www.ijab.de

Contact person: Claudia Mierzowski, [email protected]

&

Bundesarbeitskreis ARBEIT UND LEBEN DGB/VHS e.V. (Workers‘ Educational Association) Robertstr. 5a 42107 Wuppertal Telefon: +49 (0)202 97404-0 Fax: +49 (0)202 97404-20 E-mail: [email protected] Web: www.arbeitundleben.de

Contact person: Sebastian Welter, [email protected]

v a al a a al G v ’ C l a

Youth Plan.

With financial assistance from

mailto:[email protected]

http://www.ijab.de/



http://www.arbeitundleben.de/

[email protected]%20

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