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PRO EUROPE - Square Marie-Louise 721000 Brussels - Belgium

To learn more about the young people’s work, visit www.eyep.info

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Berlin 2004

1st European Youth Eco-ParliamentWhite Paper

on the Environment

“Environmental education from the viewpointof sustainable development is educationthat puts values first. Its aim is to makepeople aware that the Earth is our commonproperty and it is our responsibility to takecare of it, that all human beings existinterdependently with the Earth andeverything that lives on it. This educationshould develop autonomy and responsibility.Sustainable development educationgenerates a highly constructive outlook and is geared towards action. It encouragesindividuals and groups to get involved in the social and political life of their countryand the Planet. Sustainable developmenteducation is an education that encouragesparticipation and solidarity throughout space and time.”

Extract from the definition “Environmental education towards sustainable development” by the International Planet’ERE Collective (IPC) to which The Réseau École et Nature belongs

ContentsA few words from:

Laurence de la Ferrière & Rupert Neudeck p.2

Bernard Hérodin, Fritz Flanderka & Jean-Marcel Vuillamier p.3

Young Europeans are joining forces to protect

the environment p.4

Resolutions & Actions

Air p.6

Energy p.7

Food p.8

Waste p.9

Water p.10

A project that strengthens contact

and promotes meetings p.11

Air p.12

Energy p.13

Food p.14

Waste p.15

Water p.16

90 groups of Young Eco-Parliamentarians

in 10 countries p.17

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Laurence de la Ferrière “It is a great pleasure for me to be the patron of the first European Youth Eco-Parliament®! It fills me with interest andexcitement to see that children are becoming aware of the effects that our society has on the environment and thatthey understand the urgent need to protect it. I am happy to share with them the idea that, in fighting to protect the environment now, there will always be amazing things for the children of today and tomorrow to see,such as in the Antarctic, the largest desert in the world which holds the history of the earth, our indispensable universal heritage.

They are showing us, by the rich variety of their ideas and by their involvement, that they understand how we drawour strength from nature. I am sure that together they will make a sustainable project of their lives.”

Patron of the European Youth Eco-Parliament®, Mountaineer and Explorer

Rupert Neudeck“I am proud to be the Patron of the Youth Eco-Parliament® because I believe that protecting the environment is nota remote ideal; it is achieved through concrete action. From separating waste for recycling, to turning off lights whenwe leave the room, every day is a chance to avoid wasting natural resources and to take action at home or closeto home.

To ensure everyone shares in the effort, people need to feel involved and empowered, to understand why theyneed to act to protect the environment. By working together, we are protecting the planet and securing our future– the future of our generation and that of our children.

Education enables us to understand and develop our independence. Action transforms us into responsible people.Solidarity and Responsibility are two faces of the same coin. The reason I have chosen to support the EuropeanYouth Eco-Parliament® is precisely because it has that spirit of action, participation and solidarity that encourages agreater sense of responsibility in everyone – a responsibility towards the earth – the common property which we mustall protect.”

Patron of the European Youth Eco-Parliament®, Rupert Neudeck has founded the aid organisation, “Cap Anamur”, German Emergency Doctors and set up a humanitarian agency called the “Green Helmets”

(Grünhelme). The organizations are active in more than 30 countries.

A few

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Jean-Marcel Vuillamier “Promoting a value-based education, creating solidarity whilst remaining independent and responsible, facilitating theexchange, comparison and sharing of ideas, and forming a network… in the École et Nature Network, this is not simplywhat we believe in, but this is what forms the basis of our work as environmental educators. So it was only naturalthat we should become associated with the wonderful adventure of the first European Youth Eco-Parliament®.

So the project got underway, ideas were discussed, matured and prepared, countries and classes were contacted…followed finally by positive responses to our invitations to participate!

The challenge became reality and the first European Youth Eco-Parliament® came to life. Since then, these classrooms have been hives of activity, and thanks to the patient teachers and the national and European moderators who have all been keen to bring their skills and give their time to the project, but above all thanks tothe enthusiasm of the young people, the projects have taken shape, in over 100 different forms. One hundred callsfor a world that is more respectful of humans, of nature and of its development, in the long term…”

Co-President ofRéseau École et Nature

Bernard Hérodin – Fritz Flanderka“Recycling policies and the successful implementation of the Green Dot systems in many European countries showthat sustainable development can become a reality across ecological, economic and social fields. Moreover, the recycling policies and awareness campaigns that accompany them have greatly contributed to changingthe behaviour of citizens who, by sorting their waste, have developed a greater awareness of environmental issues.This opening up towards sustainable development is what we were aiming at in the Youth Eco-Parliament projectand its five topics of air, energy, food, waste and water. This educational approach shows that it is entirely possibleto put forward long-term preventive approaches that reinforce a sense of responsibility among citizens andconsumers. It also shows that real sustainable development requires a common, agreed commitment, handed downfrom generation to generation through education.

PRO EUROPE’s motivation behind the European Youth Eco-Parliament® initiative is that environmental education isessential for making people aware that the Earth is our common property, that we have a joint responsibility to takecare of it and that all human beings exist interdependently. But above all, the European Youth Eco-Parliament®

initiative is geared towards action, as Europe’s future citizens need to understand what the environmental issues areand that it is possible for them to actively contribute to resolving them.

The creativity and sense of responsibility are illustrated through the resolutions and action proposals that must bothalert us and reassure us as to the capacity of present and future generations to face up to environmental challenges.At the same time, this collective work also illustrates the young people’s ambition to share an identity with roots incommon European achievements. Tackling environmental issues is one of these common achievements.”

Co-Managers ofPRO EUROPE

words from

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This White Paper will be handed to a representativeof the European Parliament on 23 September 2004in Berlin, during PRO EUROPE’s second internationalcongress. In each of the participating countries,the PRO EUROPE member organisations have ledthis project and coordinated the work of their groupsof students.

A White Paper rooted in topical debateThe White Paper contains a series of Europeanresolutions and action proposals, the aim of whichis to recognise the rights and duties of each personto grow and be free in a respected environment,from the viewpoint of shared, sustainable development.

The proposed topics are the same as thosecontained in the European Commission’s 6thCommunity Environment Action Programme entitled“Environment 2010: our future, our choice”.They echo current, global environmental awareness.

∑Intensive mobilisation in preparation for the eventVarious educational methods have been providedto support the teachers involved in the project:- A methodology guide for teachers containing a teaching section with guidance on how to leadan educational project and activity sheets.- A dedicated website enabling the students to follow the progress of the projects, put their ideas

The company PRO EUROPE, in partnership with the Environmental EducationNetwork Ecole et Nature, has launched a European educational project entitledthe European Youth Eco-Parliament® for the 2003-2004 school year. Thisteaching aid has enabled some 2,700 young people aged between 13 and 15 -from 10 European countries (Austria, Belgium, the Czech Republic, France,Germany, Hungary, Poland, Spain, Turkey and the United Kingdom) working on an environmental education project – to write, collectively, this White Paper, a collection of resolutions and action proposals aimed at protecting the environment.

Young Europeans are joining forces

to protect the environment

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online, debate, exchange ideas and write the WhitePaper collectively.Ten national moderators have led the collective workof writing the White Paper and have supportedthe teachers and the students in their involvementin the European Youth Eco-Parliament®.

This project has been devised and achieved in linewith the values and objectives of environmentaleducation. For the young people, participation is an opportunity to experience, in their group,a form of democracy, exercise their citizenship,and become open to the cultural differences thathelp individuals to understand the importanceof diversity and to build their own lives inconsideration of others.

The two main methodological areas of focusThe working method suggested to teachers and theirstudents consisted in following a project approachthat focuses on two main areas:• First area: using observation and analysis,find solutions to a local environmentalproblem.In order to be able to formulate resolutions andaction proposals, the young people began by exercising their capacities for observation,reflection and analysis, their ability for group workand their creativity. This took shape in the formof a local environmental project, consisting in thestudy of an environmental issue linked to a nearbygeographical area. • Second area: participating in thepreparation of resolutions and actionproposals for Europe.The process of writing the White Paper was carriedout in several stages, common to all the groups. The

first stage of writing was at national level and thesecond at international level. The young peoplecarried out their work and exchanged their ideas viathe website, by Topic Committee. As the projectsdeveloped (practical on-the-ground discoveries,understanding of the challenges and the problems,possible solutions etc.), each group first concentratedon preparing a resolution for their working topicthen, after feedback, approved a resolution for theircountry. A European summary was prepared fromthe resolutions for each country. Secondly, eachgroup concentrated on preparing two actionproposals, one national and one European, thenranked the action proposals for Europe (in order ofpriority) and chose three to appear in the White Paper.

Learning to share ideasThe young people shared their ideas and negotiatedto construct a common text. This educational projectencouraged the students, starting with environmentalissues linked to their local area, to become aware of differences or similarities between these on a wider national or European scale. The joint workrequired for this project enabled them to discoverthe inventiveness of others, practise respect for ideasand make joint decisions.

This White Paper presents theresolutions and action proposalsthat the young people would likeEuropean politicians to consider, aswell as a concise description of allthe projects carried out locally,showing the diversity of topics dealtwith, the actions and activitiescarried out, and the educationalapproaches adopted.

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Breathing “pollution free” air is a right! We call for better information on air pollution and

for the development of a European action programme for a clean and healthy environment.

This programme would be based on limiting emissions from industry, our daily life (road traffic,

heating, air conditioning) and transport in order to reduce the greenhouse effect. We call

for thought to be given to the management of urban areas, introducing more green spaces

in inhabited areas and developing industrial parks far away from big cities.We call for more

support for research and development of environmentally sound vehicles and public transport.

We shall ourselves use more eco-friendly transport (car-sharing system for the school run, use

of footpaths and cycle paths).

For these reasons we propose that the following actions be examined and implemented:

Air

Promote research into newenergy resources thatcontribute to pollutionlimitation.

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Grow crops that capture andretain CO2, especially in themost polluted areas.Reclaim land, use animalsinstead of machines tomaintain wooded or grassyareas.

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Set penalties for all illegalfires and for anyone whoburns their waste in a stove.

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Resolution

Actions

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Together we can be strong! We call for better coordination between the institutions in charge

of energy problems and for a balance between the ecological and economical interests in the use

of energy.In order to be less dependent on fossil and fissile energy sources we call for an increase

in public funding for research into renewable energies, for simpler authorization procedures and

administration and for their promotion. We call for public institutions to use alternative energy

sources as well.We call for good information about the daily actions that can be taken in order

to save energy for all types of users, whether at home, school, or at work.


Organise an Energy Festivalfor young people which wouldtravel through Europe with theslogan: “Turn your energy intogood music”. The festivalwould focus on saving energy,without electronic instrumentsfor instance, or big lightshows… and participantswould have the possibility of buying food and drinksbringing their own cutlery.The entrance fee would belower for those travelling by public transport, with veryhigh parking fees on site.A solar powered truck wouldaccompany the EnergyFestival in order to makepeople aware of solar energy.

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Organise a “EuropeanRenewable Energy Day”every two years. Ideas tosave energy would be gatheredover a certain period of timeand published on that day(Internet, posters, TV etc.).Schools, companies andother institutions wouldorganise workshops forstudents. This event wouldbe under the patronage of awell known person, could befinanced by sponsors andwould be widely publicised(throughout Europe).

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Create a European networkof “Solar schools”, supportedby the European Community.

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Resolution

Actions

Energy

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FoodEveryone has the right to sufficient food! Food is a real public health issue. Let us be aware, learn

and inform ourselves about our health and the quality of the food we eat. Let us become discerning

consumers by finding out the origin of our food, its composition and manufacturing and

packaging process. Let’s buy appropriate quantities and choose healthy food. Let’s not be

influenced by advertisements. We call for the labelling of food products to be improved,

for example. We call for organic food products and local farming to be supported and promoted.

We call for European legislation on the use of food resources and on the reduction of food transport.


Include the following principlein the European constitution:“Balanced and organic foodis a right for all”. In order totransform this principle intoreality, we call for the vote oflong-term subsidies for organicfarmers, plus subsidies forconverting non-organic farmers.

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Create an advertising campaignthroughout Europe focusingon the importance of a healthy,balanced diet. This campaign would includedifferent types of printedmaterial showing all the different ways of eating well,giving many easy-to-makerecipes (especially for youngpeople) and encouragingthem to care for what they eat.Have a law concerning fastfood that makes it a requirement to give information about the ingredients used, where theycome from and the recipe.

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Write a Youth Paper describingthe fears of teenagers aboutfood and send it to the people who might be able toturn the requests into reality.

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Resolution

Actions

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WasteWe call for guaranteed sustainable treatment of our resources through continuous reduction

of the amount of household or industrial packaging or other wastes such as the ones of electric

and electronic appliances, flyers, office paper , school books,… and through minimizing

our waste production. We call for the “waste production and sorting” topic to be integrated

into the educational curriculum from an early age and in teacher training. We call for the

harmonisation of waste sorting, collecting and recycling throughout Europe and for easy access

by each citizen in any setting. We call for the speedy redevelopment of environmentally hazardous

waste dumps. We shall become aware of our daily actions (buying unpackaged food, sorting

our daily waste) in order to begin acting responsibly now, and continue when we are adults

in our own home.


Promote the use of recycledpaper, for instance by subsidising recycledpaper and by requiring institutions (government,schools etc.) to use recycledpaper.

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Set up advertising campaigns(posters, TV commercials,creating a newspaper) tomake all European citizens(young people and adults)react and to inform themabout how important it is to respect our environmentand to manage our wasteefficiently. Create TV adspromoting the use of shopping bags instead of plastic bags in order to reduce their usage.

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Make it compulsory forGovernment Institutions to establish Recycling Pointsin their buildings.

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Resolution

Actions

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WaterWater is the essential element of life, one of the most important resources and economic

components of the future. We call for common legislation in Europe with stricter controls

and higher penalties for breaches in order to achieve more responsible management and better

protection of surface waters and to prevent pollution of these waters. Let each one of us (citizens,

company directors, councillors) feel responsible for water quality, avoiding for instance the use

of toxic agents or excessive building sites close to water areas. Let’s save water every day.

Clean drinking water is a right, not a privilege. We call for the implementation of international

cooperation programmes. Let us learn from our past mistakes and from now on only use

sustainable solutions.


Equip all new buildings withan individual water purificationsystem and provide subsidiesfor installing rainwater tanks.

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Establish laws to preventmisuse of water, especiallyon islands and tourist siteswhere it is rare and expensive.Advertising campaigns fortourists encouraging them topay attention to water couldbe launched at the sametime.

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Promote the use of drinkablewater by installing drinkingfountains in public places.

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Resolution

Actions

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The national groups,

which are often spread

over several regions, have

been able to meet from

time to time at national

meetings. They have been

able to exchange their

experiences and their

proposals and,

in particular, have been

able to meet with

the representatives

of their Parliament or

national government.

The European institutions

in particular have been

made aware of the

experiences of the young

eco-parliamentarians

through the electronic

newsletter

“Youth Eco-Parliament”.

An approach that will gain widespread acceptance…

Awareness of recycling is a natural part of a wider approach towards awareness of environmental issues. It is this widervision that we wanted to represent by tackling the five environmental topics.

The environmental projects developedlocally by each of the 90 groups acrossEurope are rich in educational value, in terms of the diversity of the topics, the actions and activities carried out, and the teaching methods used.

They are presented by topic, in a summarised manner. We hope that the variety of ideas they contain will be a source of emulation and inspiration to encourage a large number of environmental education projects totake place in schools throughout Europe!

A project that

strengthens contactand promotes meetings

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Air, at the heart of our concernsEmphasising the value of car-sharing through awareness days, exhibitionsand videos on atmospheric pollution, distributing leaflets to raiseawareness about the quality of our environment, making requests to localcouncils to act to reduce atmospheric pollution… the young people arecertainly not short of imagination when it comes to ideas for improvingair quality.

A link with the presentUnderstanding the origins of atmospheric pollution, a major concern at the beginning of the 21st century,involves observing our behaviour by carrying out surveys on local residents. The better we understandour habits, in particular with regard to car use, theeasier it will be to envisage solutions. Role-play alsooffers the opportunity to study ways in which we canreduce air pollution and consider the roles and interests of each person. Visiting the respiratory diseases department of a large hospital also gives an idea of the risks we are facing.

Creating interest through actionThis intangible element can be characterised throughscientific experiments. Measuring ozone concentration,the chemical analysis of rainwater, and the use oftobacco plants as indicators of atmospheric pollutionare all methods used to highlight the presence of pollutants in the air.

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Energy, Solutions within everyone’s reachTaking an active part in the life of the school and involving as manypeople as possible: the staff, students’ parents, and above all the studentsthemselves to put in place an Agenda 21, bring a practical point of view todecisions taken in the school, design a booklet on simple everyday actionsto save energy, produce an exhibition on wood as a source of renewableenergy, construct a functional model using solar energy, create a websiteto raise awareness about saving energy… these are a few examples of the actions resulting from the group projects.

∑Defining the initial ways forwardEstablishing recommendations for respecting our environment requires an inventory to be drawn up of energy usein the school or town, followed by a survey on the habits of school pupils and local residents in terms of transportmethods. These results are cross-matched with documentary research, meetings with professionals, and site visits(wood boiler house, energy saving advice centre, solar, wind or geothermal energy production site) enabling the complexity of the issue to be understood, hypotheses to be made, solutions to be reached and awareness campaigns to be conducted, such as presenting renewable energy installations or highlighting the use of publictransport and bicycles, etc.

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Food, An inexhaustible source of knowledgeThe topic of food offers a wealth of educational opportunities: the qualityand diversity of food in the world, food safety, fair trade, majordiscoveries in fermentation, packaging and food surpluses, the role of organic farming in protecting the environment and our health… there is a vast field to explore.

From planning organic meals in the school canteen and making sets of meal trays with drawings explaining the different labels and the external indications of product quality, to putting composting into practice, producing a film and theatrical sketches… there is no shortage of projects for this topic!

Meeting with professionalsStudying this topic involves taking an interest in the people working in this field: meeting with organic farmers and gardeners to gain a practical viewpoint of the sector, their passion and their ideas as links in the agricultural economy chain.An original role-play about having a stall selling fresh fruit at the school, instead of sweets, provoked discussion of consumer habits.Other activities led to an understanding of this richly varied topic: games on food and dietary balance, making dishes from foreign countries, research into spices, scientific experiments on fermentation and pasteurisation, and so on…

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Waste, Actions in schools to gain an understanding of the issuesConstructing an environmental education project around the topic of waste means that citizenship and environmental management can beapproached from a very practical point of view, using the principle of transdisciplinarity: history, natural sciences, mathematics, economics,technology, plastic arts etc. There are many different educational approachesand the links between them are important.

Launching practical action:know-howTo launch a practical campaign for improving wastemanagement, a preliminary approach is needed inorder to understand the issue of waste and to create asense of responsibility. All the groups used thisapproach, based around:• site visits (waste treatment centres, polluted sites,

sorting centres, recycling centres, final waste burial centres) to better understand the “waste” chain;

• nature trips to study the recycling of organic matter;• interviews with local residents and waste

management professionals;• visits to companies that use waste as a raw material;• documentary research.

Schools: a very interesting microcosmRole-play created awareness of the problems associatedwith waste management, the divergent interests thatcan exist between people and institutions, and theenvironmental consequences of the solutions used.Schools and towns are often used as microcosms tostudy the different types of waste, the recycling chainand the quantities of waste produced.

In all the local projects developed by the young people, a vital stage is the transition to practical action within the school establishment: organising waste sorting, a composting area, a skip for paper, and so on…Communication campaigns were also carried out by some classes: video films, exhibitions, leaflets, a website, articles in a local newspaper, partnership with the local authority to make residents aware of domestic oils recycling.

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The educational approach leading to practical action is structured aroundthe “essentials”: the students’ initial ideas, the phase of immersion in thesubject, and the direct contact with the element of “water” are all preludesto starting the projects. Many of the projects are based on a naturalist,scientific approach: rivers, ponds, seas or beaches are all wonderfulterrains for discovering the countryside, the fauna and flora, and forstudying eco-systems...

Water, revealing the past andshaping the future

Studying history to understandthe presentThe economic relationship between man and water isan ancient one. The historical approach to water leadsto an interest in its uses over time, the development of urbanisation according to the presence of water, or even detailed study of water management at a particular time in history, with the existence and operation of structures such as canals, locks and dams.The study of current landscapes and maps from different eras are enjoyable educational tools.

A shared educational approachA number of local councils have become partners in this water education approach. Concerns about our essential water needs have led to studies on thedomestic water cycle: water collection and treatment,

use of drinking water, treatment of waste water. This concentration on the human use of water enablesa practical approach to be followed (measuring, calculation, analysis of pollutants etc.). It is then possibleto take the project into the industrial realm with sitevisits (paper mills, mineral water bottling factories). The major risks are also a topical subject. Through role-play the young people come to understand the complexity of the problem of floodprevention, according to physical and human parameters.

All these projects are enriched by the numerous meetings held by the young people with professionals(politicians, fire-fighters, technicians, oyster farmers, fishermen etc.) or local residents, who have providedevidence or responded to surveys.

Field trips, waste collection on beaches and site visits make it easier to understand the risks these environmentsface and motivate the young people to get involved in campaigns for raising awareness about their local environment.

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AustriaHall - Europahauptschule Hall - water

Lienz - Hauptschule Egger Lienz - energy

Lienz - Bundesrealgymnasium/Bundesgymnasium Lienz - air

St. Marein/Graz - Hauptschule St. Marein bei Graz - waste

Vienna - Danube International School - energy/food

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Czech RepublicPanensky Tynec - Snem detí CR

pro zivotní prostredí - waste

Horice - Snem detí CR pro zivotní

prostredí - air

Kretín - Snem detí CR pro zivotní

prostredí - food

Praha - Snem detí CR pro zivotní

prostredí - water

Hodonín - Snem detí CR pro

zivotní prostredí - energy

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BelgiumZeebrugge - School OLV Ter Duinen - waste/energy

Mouscron - Youth Centre «La Prairie» - waste/food

Dendermonde - School VHTI Dendermonde - Classe 3b - waste/food

Dendermonde - School VHTI Dendermonde - Classe 3a - waste/food

Dour - Youth Centre of Dour - waste/food

Kampenhout - School Ter Bronnen - waste/air

Borgerhout - School SHIM Gen. de Wet - waste/water

Deurne - The Stedelijk Lyceum Deurne - waste/energy

Diepenbeek - The school Sint-Gerardus Instituut Diepenbeek - waste/water

Luik - The Ecology Class of the Collège Sainte Véronique of Liège - waste/water

Eupen - The Institut Robert Schuman of Eupen - waste/food

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90 groups of Young Eco-Parliamentarians in 10 countries

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FranceCaen - Collège Villey Desmeserets - water

Caen - Classe Itinéraire de Découverte du

Collège Villey Desmeserets - waste

Pontoise - Collège du Parc aux Charrettes -

waste

Soissons - Collège Gérard Philipe - waste

Thiais - Atelier scientifique du Collège

Paul Valéry - air

Maizières-Les-Metz - Atelier de culture

scientifique «Environnement et jardins»

du Collège Paul Verlaine - energy

Strasbourg - Classe Itinéraire de Découverte

du Collège de Cronenbourg - water

Strasbourg - Collège Jean Monnet - water

Rambervillers - Collège Alphonse Cytère - air

Tavaux - Collège Les Vernaux - energy/air

Orgelet - Atelier scientifique du Collège

Michel Brézillon - food

Bletterans - Collège du Parc - water

Domène - Classe Itinéraire de Découverte

du Collège la moulinière - water

Cannes La Bocca - Classe environnement

du Collège des Mûriers - water

Martigues - Collège Honoré Daumier - waste

Saint-Clément de Rivière - Collège du Pic

Saint Loup - water

Pamiers - Lycée Agricole des Pyrénées - food

Biscarrosse - Classe Itinéraire de

Découverte du Collège Jean Mermoz - water

Jonzac - Collège Léopold Dussaigne - water

Gencay - Collège Jean Jaurès - water

Limoges - Collège Pierre de Ronsard - waste

Saint-Eloy-les-mines - Classe Itinéraire de

Découverte Collège Public de Saint-Eloy-les-

Mines - waste

Maringues - Collège Louise Michel - food

Marvejols - Collège Marcel Pierrel - water

Nantes - Collège Théophane Vénard - waste

Lorient - Collège Saint-Joseph - energy

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GermanyRadolfzell am Bodensee - Friedrich Hecker

Gymnasium - air/waste

Radolfzell am Bodensee - Friedrich Hecker

Gymnasium - waste

Gaienhofen am Bodensee - Ambrosius Blarer

Gymnasiums - energy


Gymnasiums - water


Gymnasiums - food/water

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HungaryBudapest - ELTE Trefort Teacher Training School - air

Budapest - ELTE Trefort Teacher Training School - waste

Budapest - ELTE Trefort Teacher Training School - water

Budapest - ELTE Trefort Teacher Training School - energy

Budapest - ELTE Trefort Teacher Training School - food

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PolandDynów - Gimnazjum/Szkolne Kolo Ekologiczne i

Klub Europejski - food

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SpainGalicia, Santiago de Compostela - Colegio La

Salle Santiago - waste

Asturias, Avilés - Colegio San Fernando - energy

Cantabria, Santander - Colegio La Salle

Santander - waste

País Vasco, Bilbao - IES Emilio Campuzano -

waste

Navarra, Pamplona - Colegio Santa Teresa - air

Catalunya, Badalona - Escola Betúlia - waste

Aragón, Zaragoza - O.D. Santo Domingo de Silos

- water

La Rioja, Logroño - Colegio Paula Montal - food

Castilla-León, Guardo-Palencia - IES Señorío de

Guardo - energy

Madrid - Colegio San Javier - air

Extremadura, Badajoz - IES Castelar - energy

Andalucía, Puerto de Santa María-Cádiz -

El Centro Inglés - water

Castilla-La Mancha, Illescas-Toledo - IES

Condestable Álvaro de Luna - air

Murcia - Colegio Jesús y María - food

Comunidad Valenciana, Valencia - Colegio

Vilavella - food

Islas Baleares, Palma de Mallorca - IES Guillem

Sagrera - water

Islas Canarias, Las Palmas de Gran Canaria -

Colegio Sta. Mª Micaela - water

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TurkeyIstanbul - Üsküdar American Academy - food

Istanbul - Darüssafaka Schools - air

Istanbul - Isık Schools - water

Istanbul - Terakki Schools - air

Istanbul - Robert College - waste

Istanbul - Enka Schools - energy

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United KingdomSandwick, Shetland - Sandwick Junior High School - water

Haddington, East Lothian - Knox Academy - waste

Wadhurst, East Sussex - Uplands Community Technology College - energy

Eastleigh - The Toynbee School - air

Belfast - Victoria College Belfast - food

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www.gruener-punkt.de

Germany

www.fostplus.be

Belgium

www.ekokom.cz

Czech Republic

www.ara.at

Austriawww.cevko.org.tr

Turkey

www.okopannon.hu

Hungary

www.ecoembes.com

Spain

www.rekopol.pl

Polandwww.valpak.co.uk

United Kingdom

www.ecoemballages.fr

France

The Green Dot schemes taking part in

the 1st European Youth Eco-Parliament®

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to learn more about the young people’s work,visit · to learn more about the young people’s...

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