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
IJAB
2
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
3
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
4
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
5
The Art of Developing Global Perspectives Together - Documentation
IJAB
6
The Art of Developing Global Perspectives Together - Documentation
IJAB
7
The Art of Developing Global Perspectives Together - Documentation
IJAB
8
The Art of Developing Global Perspectives Together - Documentation
IJAB
9
The Art of Developing Global Perspectives Together - Documentation
IJAB
10
The Art of Developing Global Perspectives Together - Documentation
IJAB
11
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
12
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”.
The Art of Developing Global Perspectives Together - Documentation
IJAB
13
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
14
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
15
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.
The Art of Developing Global Perspectives Together - Documentation
IJAB
16
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
17
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.
The Art of Developing Global Perspectives Together - Documentation
IJAB
18
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
19
The Art of Developing Global Perspectives Together - Documentation
IJAB
20
Raising awareness on Environmental issues and Energy efficiency with
young population
Azra Sadibasic Elez, Association for environmental improvement
“E group” Zenica, Bosnia and Herzegovina
The Art of Developing Global Perspectives Together - Documentation
IJAB
21
The Art of Developing Global Perspectives Together - Documentation
IJAB
22
The Art of Developing Global Perspectives Together - Documentation
IJAB
23
The Art of Developing Global Perspectives Together - Documentation
IJAB
24
The Art of Developing Global Perspectives Together - Documentation
IJAB
25
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
26
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
27
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
28
The Art of Developing Global Perspectives Together - Documentation
IJAB
29
WELTbewusst
Jochen Dallmer, Young Friends of the Earth, Germany
The Art of Developing Global Perspectives Together - Documentation
IJAB
30
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
31
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
32
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!
The Art of Developing Global Perspectives Together - Documentation
IJAB
33
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…
The Art of Developing Global Perspectives Together - Documentation
IJAB
34
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
35
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.
The Art of Developing Global Perspectives Together - Documentation
IJAB
36
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
37
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
38
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
39
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
The Art of Developing Global Perspectives Together - Documentation
IJAB
40
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