Yes07 Report Final 001

Youth Encounter on Sustainability YES ANNUAL REPORT 2007

Youth Encounter on Sustainability YES Annual Report 2007

ETHsustainability Center for Sustainability at the Swiss Federal Institute of Technology Zurich (ETH Zurich)

January 2008

Executive Summary The Youth Encounter on Sustainability (YES), an initiative run by ETHsustainability, has been offering upper-level undergraduate and graduate university students from around the world a unique educational experience every summer for the past nine years. During the two-week sessions, participants are sensitized to the diverse issues of sustainable development while bringing in their own perspectives, expertise, and experience from around the world. The large diversity of cultures, languages and disciplines and the opportunity to work together with other outstanding students and esteemed international faculty make the YES environment both challenging and enriching for all those involved. YES is a pioneering concept in education for sustainable development that puts ETHsustainability at the forefront of addressing the teaching and learning challenges of sustainable development. The YES program in 2007 included 5 courses, with one held in Japan in partnership with Hosei University, two courses in Switzerland, one course in Slovakia, and one course in Kenya in partnership with UNEP. A total of 174 students from 63 different countries underwent training in these courses, bringing the total number of YES Alumni all around the world to over 800 located in 95 different countries. The educational model on which the course is based supports teaching and learning through various pedagogical methodologies. Emotional and empathy-building components play a substantial role in the course framework and in differentiating it from other sustainability courses. The 2007 courses were designed under the theme of “Living for 10 Billion people by 2050”, and were structured in four modules covering the concept of sustainability; natural and human systems; physical needs (energy and materials, nutrition and health, living space); and psychological/social needs. Each of the courses offered participants diverse activities including lectures, small group discussions, student presentations, and plenary discussion with an interdisciplinary and international faculty and facilitators. Evening lectures and discussion with invited experts, conversation within the group, cultural events and excursions significantly add to the experience. This innovative approach to education relies heavily on the formation of emotional bonds among those participating. Having students live together and share responsibility as well as challenging them in new ways, for example, by having them carry out creative and artistic activities with a professional artist, serves the goal of building a community of dedicated young people. Within each program the participants were responsible for carrying out a project that focussed on the application of the knowledge and skills they had gained during the course. Within this context the participants worked over the duration of the course in small, multicultural, multidisciplinary groups to carry out background research, analysis and develop a project proposal for a concrete initiative that they could implement to contribute to sustainable development. The YES sessions conducted in 2007 were yet again highly successful and concluded with a new group dedicated, inspired, and motivated alumni. These individuals came away with a greater understanding of other cultures and their views on sustainability matters and of the interconnectedness between environmental, economic and social issues. The two weeks made them more open to others’ views and alternative solutions to problems as well as making them more aware of their own capabilities and power as students and young professionals. Each participant benefited from gaining new skills and knowledge across disciplinary and cultural boundaries and from learning that, despite regional differences, there are others around the world with similar concerns and willingness to act.

Contents

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ETHsustainability – the Organizer ...........................................................................................................4

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Background - Youth Encounter on Sustainability (YES) Program...............................................5

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The YES Approach in 2007........................................................................................................................... 7 3.1 Course content ............................................................................................................................................... 7 3.2Setting and logistical components....................................................................................................... 11

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Outcomes and Follow up from the YES Program............................................................................ 13

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Highlights from YES Courses around the World .............................................................................16

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Appendices......................................................................................................................................................20 Appendix 1: Appendix 2: Appendix 3:

Methodological Approach of YES Sample Day-to-Day Program, YES Braunwald (August) 2007 List of Faculty (all 5 courses)

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1

ETHsustainability – the Organizer

ETHsustainability was founded as the Center for Sustainability at the ETH Zurich in January of 2003. The Center was established to intensify the endeavors of ETH Zurich in the area of sustainable development by functioning as an open forum and service center in the areas of dialogue, services and education. The Center defines sustainability as a comprehensive economic, ecological, and social concept. All of these three aspects must be considered in the planning and decisionmaking processes of all stakeholders at all levels. ETHsustainability is working to bring together representatives of industry, academia and society to deal with the development and implementation of sustainable solutions by exchanging specific information, practiceoriented networking, services, and educational platforms. ETHsustainability focuses its activities in the three main areas of dialogue, services, and education: The purpose of the dialogue area is to: • Create platforms for exchanging experiences, building networks and gathering knowledge through a practice-oriented approach. The purpose of the services area is to: • Guide the interactions between various departments within the ETH and among external partners from society, industry, and academia. •

Support student initiatives in the area of sustainability.

•

Support general sustainability research, link potential project partners and provide project management

•

Function as an administrative capacity for initiatives in sustainable development at the ETH Zurich and within Switzerland.

The purpose of the education area is to: • Convey to future leaders from diverse backgrounds content that integrates discipline-specific insights within an extended frame of reference and which sensitizes them for the complex interconnectedness of systems. • Be a pioneer and experimental resource for university representatives promoting sustainability-oriented teaching within university disciplines. • Design and deliver courses outside of the traditional curricula of the current university structure. The principal educational program of the center is the Youth Encounter on Sustainability (YES). This program was originally launched in the year 2000 under the Alliance for Global Sustainability (AGS), however since 2004 has been the sole responsibility of ETHsustainability. During the 8 years the course has been run each one of the sessions has provided a unique opportunity for students worldwide to experience a new way of learning about sustainability outside of the university context.

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Background - Youth Encounter on Sustainability (YES) Program

The focus of Education for Sustainability, from the perspective of the ETHsustainability and the Alliance for Global Sustainability (AGS), is on lifelong learning in a practical context taking a multi-disciplinary and multi-cultural approach. The sensitization of young academics to critical aspects of sustainable development calls for an educational methodology that is based on a concrete framework and philosophy but that allows flexibility with regard to content and logistics. The Youth Encounter on Sustainability (YES) is the translation of this concept into an educational initiative for international undergraduate and graduate students. So far this program has benefited more than 750 students from over 90 countries and over 45 disciplines with many alumni personally testifying to the courses’ effects on their behavior and personal commitment to a sustainable future. The importance of university level students as stakeholders in the sustainable development debate is well established. As tomorrow’s leaders and decision makers they will be the ones who must live and deal with the impacts of choices made by previous generations and who have to chart the course for a more sustainable way of living. At this level of education the students are well placed to make connections and begin to understand the world from a systems thinking perspective. Furthermore, this is a very important time in an individual’s life where they are making important decisions about their future careers and directions. The YES program was developed to address deficiencies we witness in higher education systems around the world to nurture leaders who can address the challenges we are facing in the world today. As it is a long process to mainstream ESD into institutions of higher learning, the YES program aims to provide an alternative during this transitory process. YES is much more than just a series of traditional university lectures. It is a two-week seminar held in remote locations around the world, which offers participants diverse activities such as lectures, small group discussions, student presentations, and plenary discussion with an interdisciplinary and international faculty and facilitation team. The learning process itself is considered to be equally important to what is actually taught over the time period. Evening lectures and discussion with invited experts, conversation within the group, creative cultural events, excursions, and a two-week small-group case study add significantly to the experience. This innovative approach to education relies heavily on the formation of emotional bonds among those participating. Having students live together and share responsibility as well as challenging them in new ways, for example, by having them carry out creative and artistic activities with a professional artist, serves the goal of building a community of dedicated young people.

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The combination of actively participating students, young professionals and distinguished professors, all of international character, offers a unique and effective platform for knowledge sharing, for increased understanding of other cultures, mindsets and disciplines, and for experimenting with new ways of teaching and learning about sustainability. ESD differs from conventional environmental education in that it must further address complex social issues, such as the links between environmental quality, human equality, human rights, peace and the underpinning politics (Fein et al., 2004). Development towards a more sustainable society entails conceptually planning for new forms of future living (Baud, 2004). Thus, ESD must develop competencies for people to deal with highly complex, ill-defined problems with a high degree of uncertainty. As our pursuit of knowledge grows increasingly specialised within disciplines, we often lose sight of the overarching goal of a humane future where every citizen has the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society (Baud, 2004). In order to address this, the ESD model utilised in the YES program addresses 3 fundamental tiers, as illustrated in Figure 1.

he

Figure 1.0

ESD Model applied in the YES program

A total of 5 YES courses were held around the world in 2007, with one course in Tokyo, Japan, in partnership with Hosei University, two courses in Braunwald, Switzerland, one course in Bratislava, Slovakia, and one course in Njoro, Kenya, in partnership with UNEP. Each of these courses brought the ESD model presented above “to life” by taking a unique and comprehensive pedagogic approach. The details of the course framework utilised for the courses is presented in detail in the following sections.

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3 3.1

The YES Approach in 2007 Course content

The YES program has evolved over the years as part of a continuous learning process of how to best design such an innovative two-week course. It is currently set up within the umbrella theme of “Living for 10 Billion people by 2050” and is structured in four modules. These modules complement each other and are based on a framework, which is shown in Figure 2.0. An example day-to-day program is given in Appendix 2. MODULE 1

The sustainability concept is explored as an introduction to explore the participants’ basic understanding of the theme.

MODULE 2

This module is based on the description of “basic systems”; distinguishing between natural and human systems.

MODULE 3

The third module focuses on physical needs and specifically on three issues chosen because of their importance for human existence: Energy and Materials; Nutrition and Health; and Living Space.

MODULE 4

The final module analyses psychosocial needs, which are also considered essential for individual and human social existence. It also deals with related attitude changes and ethical aspects.

These 4 modules are strongly interlinked with the content of Module 3 forming the main component of the course. This module considers the options and solutions science has generated regarding the basic provision of water, food, energy, land use, etc. Just as importantly, the human living models and social and institutional structures for to support these technical systems are investigated. The course’s integrative approach looks at the following social drivers as cross-cutting themes: the economic and private sector, civil society, and national and international governance. The methodological approach of the YES course, illustrated in Figure 2.0, is based on a gradual progression of thinking, proposing, and working out practical solutions to guide human living on earth towards a sustainable future. To realize this goal, students need to understand the concept of SD (basic understanding), examine the potential goals of SD on a global and regional/local level (goals), and think about possible ways of reaching these goals (solutions). The social drivers (economy, civil society, governance) play a pivotal role in the realization of solutions, which is why we refer to these socioeconomic carriers in all our discussions.

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Basic YES Framework

Living for 10 Billion people

Module 1. Intro to Sustainable Development: an Ecological-Social Concept Module 2.1 Natural Systems

• Climate • Earth Systems • Biodiversity Module 3. Physical Needs

• Energy and Materials • Nutrition and Health • Living Space

Module 2.2 Human Systems

• Social Systems •Political Systems •Economic Systems Module 4. Psycho-Social Needs

• Behaviour and Consumption • Education • Social Relationships

Economy Sector SocialInstitutional Civil Society Drivers National and International Governmental Institutions Figure 2.0

Course Content Framework YES 2007

A number of pedagogic elements are incorporated into the course to ensure that participants can move to proposing and implementing solutions to the complex challenges that they learn about in the course. Three of these elements that are considered key are outlined below: Project Work: For the duration of the course the participants are engaged in a group project where they work with a multidisciplinary, multicultural group of their fellow participants to deliver a final project report and presentation. During the 2007 courses the students worked on developing concrete project proposals which required them to apply the knowledge and skills gained in the course. The participant group was divided into six smaller groups, each with the task of focusing on the role of a different “social-

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institutional driver” in implementing sustainable development. The six groups were as follows: 1. Governance 2. Civil Society 3. Corporate sector 4. Media 5. Education and Academia 6. Science and Technology Each group then analyzed the key challenges in terms of sustainable development for their particular social driver and selected one of these to focus on. The team was the required to carry out background research and analysis and then develop a concrete project proposal (including vision, goals, objectives, implementation plan, project management and budget) that they could implement themselves in their position as young academics. An example of the project work carried out in the YES Africa course is presented below.

YES Africa Project Work: Engaging the Social Drivers in Building Africa’s Path to Sustainability

Governance Group: Creation of economic enterprise for poverty reduction and human well being in Sierra Leone Civil Society: Increasing citizen participation in governance through knowledge based community empowerment Corporate Sector: Enhancing community enterprises: a fair tourism business model Media Group: Using media as a tool for influencing individual and social behavior towards sustainable development in Kenya Science & Technology: A water assessment framework for rural communities in Africa: Pilot initiative in Busegera District, Rwanda

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Artististic Elements: A professional artist joins the group for the duration of the course to encourage back reflection on their experience in the course and to process the course content. The artist guides the students in painting and drawing activities in small groups to reflect on their cognitive and emotional growth and transformation during the program. Over the duration of the course the participants work together to produce a mural which their experiences in the program and how this has shaped their conceptualisation of sustainable development (see Figure 3.0 below)

Figure 3.0

Example of one of the YES murals created by participants in YES Africa 07 The mural now stands in the entry hall of UNEP in Nairobi (Actual Size 4 x 2 m, Stand-alone Wooden Panel)

Team Building and Communication: In 2007 a professional psychologist joined the program to carry out activities such as psycho-drama, team dynamics and communication activites with the group. The purpose of this is to improve social interaction in the group, develop communication skills, and to improve participant’s ability to communicate, express themselves and realise their individual potential. All of these factors are important leadership skills for the individual participants to be agents of positive change in their future careers.

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3.2

Setting and logistical components

Over the past eight years of YES the team involved in organizing and running the seminar have gained extensive experience in teaching, learning, capacity building and network creation. This has allowed them to continuously review and effectively address the following critically important aspects of the course: Diverse disciplinary backgrounds: A group of YES participants might include an Economics student from Japan, a Journalism student from Switzerland, an Environmental Sciences student from Nepal, a Law student from Mexico, a Civil Engineering student from Mauritius, and a Psychology student from Germany, to name just a few. It is an aim of the YES organizers every year to involve students from a large variety of disciplines so as to take advantage of their different perspectives and skills and allow for a truly multi-disciplinary dialogue. In this way participants learn to see challenges from different perspectives and are encouraged to take a broader systems approach to problem-solving. Pre-reading material is made available to ensure that the participants are well prepared and on similar levels of understanding before the course. Diverse cultural backgrounds: Each YES course in 2007 included participants from, on average, 27 different countries. The participants are rooted in a wide spectrum of cultures, ethnic backgrounds and religions. The YES approach has always been to encourage this cultural diversity, honor it, and provide a platform through which understanding and mutual respect may flourish. Avoidance of financial discrimination: The difficulties of the poor of our planet are a significant part of sustainable development concerns, and YES organizers thus give special attention to helping students lacking financial resources. The approach is to look at each individual case so as to offer opportunities to students from poor countries but also to those who may face financial difficulties as citizens of wealthier nations. The aim is for each participant to contribute something as part of the total fee. The participation fee is all inclusive of transportation costs, food, accommodation and activities for the duration of the program. Gender equality: YES students are selected carefully according to their educational, extracurricular and professional experience and according to their discipline and nationality for sake of diversity. In addition, the selection process aims at keeping a balance between male and female participants. Promotion of different learning methods: YES participants have access to information technology during the course; however, it is a goal of the seminar to have students use different types of media to conduct research and to deliver content. A mix of targeted activities, cognitive learning modules and emotional and practical experiences has therefore been carefully designed for the course.

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From theory to action: YES students are certainly capable of formulating theoretical analyses and reports, but they are not limited to theorizing. The YES team addresses this potential in its participants during the course by involving them in practical exercises, introducing them to existing alumni initiatives and start-ups, and offering them support as members of the alumni network (now over 800 in number) to initiate activities themselves following the course. Faculty involvement: A diverse group of faculty taking part in YES is as important as a diverse group of students. The YES faculty base are top-level academics from the four partner universities of the Alliance for Global Sustainability (AGS). Over the years, faculty members from other universities and organizations (e.g. INCAE in Costa Rica, Humboldt University in Berlin, Germany, TU Vienna, UNDP, UN Habitat and UNEP in Nairobi among many more) have been brought in to give input on their areas of expertise as well as their perspectives on sustainability from different knowledge fields. The list of faculty and facilitators for YES 2007 is included in Appendix 3. Participation of guest speakers: Discussions with guest speakers are an important feature of YES. Experts involved in sustainable development from governments, media, business, NGOs and academia are invited to engage in dialogue with YES participants. The names of the participating guest speakers in 2007 can also be found in Appendix 3. Course evaluation: It is seen as important to carefully evaluate the immediate and longterm impacts of the course, especially focusing on the behavioral changes of the participants that come as a result of their participation in the course. This is achieved through written evaluations during the course and ongoing contact with the YES alumni network. Networking: YES alumni are regularly in touch through the YES alumni social networking platform (www.yesalumni.ethz.ch). The network is a communication platform, which offers dialogue space for topical discussion, web-based posting boards, participants’ information, and the possibility to work and collaborate together. The site also allows alumni to keep in touch with fellow participants and to come into contact with and access information from alumni from other sessions. Inspiring Natural Setting The physical location where the course takes place contributes significantly to the educational experience. The YES course locations in 2007 included the Swiss Alps, Mt Fuji in Japan, the countryside surrounding historic Bratislava in Slovakia, and the Rift Valley in Kenya, which all combine unique natural and man made settings and provide opportunities for outdoor activities in connection to the content of the course. An ideal environment for a holistic educational experience is one which encourages attentiveness and reflection through group interaction and personal activities, promoting the development of a collective feeling of a need for action. Having students live and work together in an isolated and inspiring environment plays an important role in building a connected community of dedicated leaders.

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4 Outcomes and Follow up from the YES Program YES participants are selected through a rigorous application procedure that assesses the individuals’ leadership skills, academic capabilities, commitment to sustainable development and their ability to fully participate in the course based on language skills, academic, extra-curricular and professional experience. Over the past eight years, this selection process has proven to be very successful with the core team being repeatedly impressed by the competent, intelligent and inspiring participants and with the students’ generally finding their expectations of the course surpassed. Via communication with the participants prior, during and after the sessions as well as via course evaluations, it has been possible to identify some of the key outcomes and benefits gained as a result of participation in the YES program. Some of those worth highlighting are the following: • • • • • • • • • • •

•

An increased knowledge and understanding of key sustainable development challenges and their potential solutions at both global and local levels; Improved cross-cultural communication and awareness Team-building and networking skills An appreciation of a systems thinking approach Intense practice in preparing and delivering effective presentations and communicating key messages and ideas The ability to explore various problem solving methodologies Increased awareness of one’s own regional situation and how this fits into the global context Enriching interactions with professionals and experts from different sectors and countries The belonging to an international network of more than 750 future leaders committed to sustainability in over 85 countries Greatly improved knowledge and understanding from various disciplines that has not been previously experienced in other academic settings The psychosocial needs module bought in social and pshycological perspectives fundamental to sustainability that are not often integrated into teaching on the topic Future support from ETHsustainability’s dedicated team of international professionals

The above listed factors can also be viewed not just as personal gains but also as future benefits to potential employers of YES alumni. As employees, YES alumni will have a superior cultural and cross-disciplinary awareness as well as the ability to access expertise in many areas of sustainable development. They will increase any organization’s intellectual and human capital on issues related to sustainable development strategies at a local and global level. Those members of the workforce that have participated in YES are individuals that were impressive students and young activists and entrepreneurs; in addition, as a result of their participation, they have gone through an extraordinary experience, which has made them more open to the need to be able to communicate internationally and to the diversity of existing perspectives and problem-solving methodologies, two aspects generally viewed as essential in today’s globalized working world. They are less likely to allow themselves to be stumped by obstacles and more able to see the holistic picture around a problem.

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Selected quotes from course evaluations in 2007:

“Most lectures were extremely well delivered and with a high academic content. An excellent working environment and facilitation with the whole course very well organised. Overall it was the best program I have ever participated in. “ YES Japan Participant “For me YES was not only a unique, deeply emotional course with highly relevant interdisciplinary issues, but an intense cultural experience.” YES Japan Participant “In my personal and cultural aspects it really influenced my motivation to act. I feel I am completely a different person as compared to when I arrived for the course.” YES Braunwald July Participant “Living and working together with colleagues from all over the world was a unique, enriching and eye opening experience” YES Braunwald August Participant “The artistic and creative activities were the most interesting approaches to sustainability education that I have seen. This aspect of the course was unique and very valuable.” YES Africa Participant

The YES alumni network has been the foundation of a number of very successful projects and initiatives. One example of this is the not for profit organisation “myclimate” (see www.myclimate.org) started by a group of YES Alumni students based at the ETH Zurich in 2002. Focusing on CO2 compensation for air travel in the voluntary market, the group has now become an industry leader. They have now expanded their operations into climate neutral companies, events and products, including the 2006 FIFA world cup and the World Economic Forum in Davos. A further example of the capabilities of the Alumni network is the annual invitation of selected groups of YES Alumni to contribute to the Academia Engelberg conferences held in Engelberg Switzerland. Each year a group gives a series of presentations to the conference plenary and hosts a series of workshops for the high level conference participants from industry, academia and government from all over Europe. The students also prepare and submit project proposals that are then implemented by a team of Alumni students from around the world. A very successful example of such a project is the “Latin American Forest Policies and Climate Change” project that commenced in 2005 and is currently coming to a conclusion. The project has been enormously successful in addressing its goal of influencing government policies to address climate change mitigation and adaptation in relation to forests in the Latin America region. Teams of YES Alumni across the region undertook extensive background research in order to prepare policy papers to be

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endorsed by policy makers in the region. The paper of the Mexican group has alredy been endorsed by the deputies chamber of the Mexican senate, and the Colombian team is working closely with the Colombian ministry of environment to integrate the policy recommendations in to the country wide development plan. Numerous other examples of YES Alumni returning home and implementing their own initiatives exist. These activities are, in many cases, supported by ETHsustainability or by other YES Alumni themselves, exchanging information and experiences within the network. In order to further facilitate this exchange, ETHsustainability launched a customised online social networking platform at the end of 2007 with the aim of leveraging the potential of the strong and continually expanding global network of YES Alumni (see www.yesalumni.ethz.ch). This allows the alumni to easily stay in contact and reach alumni in specific regions or with specific academic and work experience.

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Highlights from YES Courses around the World

The five courses held in 2007 educated a total of 174 students from 63 different countries (represented in Figure 4.0 below).

Figure 4.0:

Countries represented (red) in 2007 YES courses

Each of the courses brought together around 35 participants, coming from, on average, 20 different academic disciplines. Each of the courses followed the same general content framework developed for the YES programs, however was uniquely tailored to meet the context of the host country and the regional priorities faced there. Each of the 5 courses are briefly described below, with a list of the unique aspects of each course.

YES Japan Location: Hosei University TAMA Campus & Mount Fuji Seminar Center Partner: Hosei University Dates: 26th March – 8th April, 2007

Participants: 35 Participants representing 26 different countries: Argentina, Azerbaijan, China, Estonia, Great Britan, India, Italy, Japan, Kazakhstan, Kenya, Mexico, Morocco, Nepal, Romania, Russia, Slovak Republic, Spain, Switzerland, Taiwan, Tanzania, Thailand, Ukraine, USA, Vietnam

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Program Highlights: ƒ ƒ ƒ ƒ ƒ

Visit to Yamatake research lab Cultural visits to temples and shrines in Kamkura and Oshima Island and local history tour Case studies on “Sustainability and the Automobile Industry” with Professory Amman and Kahn, IMD Lausanne and University of St. Gallen, Workshop on “Urban Sustainability” with Dr. Marco Keiner, Head of Urban Environment, UN-Habitat, Nairobi, Nature Conservation Field Trip at the Mt Fuji Biodiversity Center with Representative from Japanese Ministry of Environment, Tokyo Urban Sustainability Tour.

YES Braunwald (July and August) Location: Alpenblick Hotel, Braunwald, Switzerland Partners: AGS Partner Institutions (ETH, MIT, UT, Chalmers) Dates: Course 1: Course 2:

7th-23rd July, 2007 4th-20th August, 2007

Participants: Course 1 (July) - 35 participants representing 25 different countries: Australia, Argentina, Azerbaijan, Brazil, Belgium, Bolivia, Canada, China, Ecuador, England, France, Germany, India, Italy, Japan, Kenya, Mexico, Nepal, Pakistan, Spain, Switzerland, USA, Uzbekistan Course 2 (August) - 36 participants representing 24 different countries: Australia, Austria, Brazil, Bolivia, Colombia, Costa Rica, England, Fiji Islands, India, Japan, Kenya, Mongolia, Nigeria, Peru, Singapore, Slovak Republic, Spain, Sweden, Switzerland, Taiwan, Tajikistan, Ukraine, USA, Uzbekistan Program Highlights: ƒ ƒ ƒ ƒ ƒ ƒ

Field trip to alpine farming region, history and viewing of farm cheese production, presentation on organic and local agriculture in Switzerland Visit to mineral Elmer water bottler in context of “Water and Privatization” module, presentation from company regarding sustainability policies Waste water treatment plant visit Hiking and climbing in the Swiss Alps Guest presentation and film viewing with “Oil Peak” film producer Ray McCormack Bicycle tour through Linthal valley including visit to historical industries and museum, reception at parliament house and overview of direct democracy concept 17

ƒ ƒ ƒ ƒ ƒ ƒ ƒ

Guest presentations from student organizations included successful YES alumni organization Myclimate Presentation from Martin Graf, Town Mayor of Effretikon and Swiss Green Party candidate Philip Morris company representative discussing and debating company sustainability policies Guest presentation from Prabhu Guptara, director of Wolfsberg think-tank Professor Jurg Minsch presenting on alternative economic models Phsycologist Ursula Hauser conducting pshyco-drama and team building activities with the participant group Political scientist Professor Joanne Kaufmann, MIT, discussing political systems, international governance and sustainable development

YES Central and Eastern Europe (Slovakia) Location: Bratislava, Slovakia Partners: Comenius University, Management Faculty, Slovakia Institute for Social Research Lithuania Main Sponsor: Velux Foundation Dates: 24th August - 10th September, 2007 Participants: 35 Participants representing 27 different nationalities: Armenia, Argentina, Canada, Colombia, Ecuador, Egypt, Hungary, India, Japan, Kenya, Kyrgystan, Latvia, Macedonia, Mexico, Montenegro, Netherlands, Spain, Serbia, Slovakia, Switzerland, Tajikistan, Tanzania, Thailand, Turkey, USA, Uzbekistan Program Highlights: ƒ

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Industry visit to French company GEFCO, and subsequent completion of student projects and presentation to company. Focus was on how to implement a corporate sustainability strategy including a set of concrete recommendations on how the company could improve its environmental performance related to its logistics and other operational aspects of its management. Visit to OSRAM Slovakia and the discussions with the Director, Mr. Johann Müllauer regarding environmental, energy consumption, social, and economic aspects of production and global distribution of light bulbs. Visit to Danube hydroelectric dam with presentations on flood management, sustainable energy supplies and water issues

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YES Africa (Kenya) Location: Egerton University, Njoro, Kenya Partner: UNEP and Egerton University Dates: 9th – 26th November, 2007 Participants: 34 Students representing 23 different countries: Brazil, Cameroon, Canada, Germany, Great Britain, Israel, Japan, Kenya, Mexico, Namibia, Nigeria, Pakistan, Poland, Rwanda, South Africa, Sudan, Switzerland, Tanzania, Thailand, Togo, USA

Program Highlights: ƒ

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Dialogue session with UNEP Executive Director Mr. Achim Steiner and meeting with senior officials of UNEP and the United Nations Human Settlements Programme (UN-HABITAT) at the United Nations Offices in Nairobi (UNON). Day-long educational trip to the River Njoro Watershed and the world famous Lake Nakuru National Park (LNNP) in Kenya’s Rift Valley facilitated by Faculty of Environment & Resources Development (FERD) at Egerton University and the Kenya Wildlife Service (KWS) covering the topics of water resources, agriculture, biodiversity, wildlife and an overview of land use pressures, socio-economic activities and environmental challenges within the River Njoro watershed. Visit to local dairy industry, discussion regarding processing, packaging and eco-design Visit to local student led development initiatives

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6 Appendices Appendix 1: Appendix 2: Appendix 3:

Methodological Approach of YES Sample Day-to-Day Program, YES Braunwald (August) 2007 List of Faculty (all 5 courses)

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Appendix 1: Methodological approach of YES The overarching goal of the YES course is to think, propose and work out practical solutions to guide human living on earth towards a sustainable future. The following figure illustrates the basic approach to addressing sustainability issues in YES. Sustainability Concept

Basic understanding

Goals

Solutions

Sustainable Development an ecological-social concept I: Basic understanding Ecological dimensions (…examples…) • Available resources • Natural systems (lifecycles, atomsphere, water balance, land use, etc.) • Processes with own dynamism (evolution, metabolism, etc.) • Growth dynamics of living systems

Psychological, social, ethical dimensions • Social systems (society, politics, religion, economy, etc.) • Psychological systems (selfdevelopment, behavior, learning processes, perception, language, spirituality, etc.) • Existential basic framework • Cultural and historical processes and ethical values

II: Goals Natural environment (….examples…) • Preservation of self-dynamic potential for development • Renewable resources • Reduction of material flow • Biodiversity conservation • Sustaining basic living requirements

Individual and Social Environment • Existential primary health care for all humans (food, medicine, etc.) • Peaceful societies, political stability • Preservation of cultural diversity • Non-growth oriented society • Self-realization, security

III: Solutions Via individual and social changes • Individual behavioral change • Learning processes, influence, manipulation • Energy-saving • New goals and reason for living • Reduced material use • Political instruments • Methods obtained from the natural • Methods obtained from the social sciences sciences Via technology (…examples..)

• Optimization of technological process • Non-toxic materials

Interdependencies

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Appendix 2: Sample day-to-day program for August 2007 session Friday 3 August Latest arrival of participants

Saturday 4 August Module 1 Introduction to the course, Framework, get to know each other, sustainability concept

Type Excursions / Activities

Village walk

Friday 10 August Group work day Student projects

Type

Group work

Excursion Specials

Morning: Art activity with K. Elle

Type Excursion Specials

Thursday 16 August Module 3.2 Health and Nutrition Excursion to Geberit, Biofarm and waste water treat. plant Lectures/ Work groups Sustainability Café 2

Sunday 5 August Module 2 Natural & Human systems Introduction, basic knowledge, Development perspectives

Monday 6 August Module 2 Human systems – Political and Economic

Lectures Work groups Film evening

Lectures Exercises Excursion to the Alps

Saturday 11 August FREE DAY Rock climbing, hiking, biking, and other activities available

Friday 17 August Module 4 Psycho-social Needs Consumpn. patterns, potentials for change/ Work Groups Workshop/ psychodrama Project 21 and WSC-SD guests

Tuesday 7 August Module 2 Human systems – Module 3.1 Energy & Materials Overview, Energy calculator “My climate “ Speaker Lectures Work groups Sustainability Café 1

Wednesday 8 August Module 3.1 Energy& Materials Sustainable Energy Future, energy calc., Cross-cutting social aspects

Sunday 12 August Module 3.2 Nutrition and Health – Water resources, global overview, privatization.

Monday 13 August Module 3.3 Living Space Urbanization Land uses. Sim. game “Fish Banks”

Tuesday 14 August Module 3.3 Living space Poverty, MDGs, Mobility

Lectures, Discussions, Poster session Film Evening: “Oil Peak”, with guest.

Lectures exercises

Wednesday 15 August Module 3.2 Nutrition and Health World food overview, agriculture in different countries, Local A21 Lectures discussions

Cultural showcase evening

Collage activity with Klaus Elle

Saturday 18 August Group work day Student Projects

Sunday 19 August Group work, presentation and Conclusions/ Course wrap-up

Lectures Work groups

Thursday 9 August Module 3.1 Energy& Materials Full day excursion with various field visits, to local parliament and companies. Lectures en route Bike tour in the valley

Monday 20 August Departure Transfers to Zurich

Group work Farewell dinner and party

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Appendix 3: Faculty, Facilitators and Guests, 2007

Name

Family Name

Country

Dr. Akpezi

Ogbuigwe

Nigeria

Dr. Achim

Steiner

Germany

Dr. Adriana

Diaz

Venezuela

Dr. Andjelka

Mihajlov

Serbia

Atsushi

Inaba

Japan

Prof. Claude

Friedli

Switzerland

Prof. Claude

Siegenthaler

Switzerland

Dr. Doulaye

Kone

Switzerland

Fabio

Segura

Colombia

Dr. Francis

Wegulo

Kenya

Hans Kaspar

Schiesser

Switzerland

Helena

Malisova

Slovakia

Prof. Hiroki

Hondo

Japan

Janine

Baud

Switzerland

Prof. Jeffrey

Steinfeld

USA

Jim

Kairu

Kenya

Role and Official Affiliation / Courses Participation Guest, Head Environmental Education and Training, UNEP Nairobi / YES Africa Guest Speaker, Director UNEP / YES Africa Facilitator, Course Organiser, ETHsustainability / YES Braunwald Lecturer, Waste Management, Former Minister for Environment / YES Slovakia Lecturer, Sustainable Consumption, University of Tokyo / YES Japan Course leader, Professor of Chemistry, EPFL Lausanne / YES Braunwald Lecturer, Economics, CSR, Hosei University Tokyo / YES Japan, YES Braunwald Lecturer, Water, SANDEC, ETH Zurich / YES Braunwald, YES Africa Facilitator, ETHsustainability Zurich, YES Alumni 2004 / YES Japan, YES Braunwald, YES Slovakia, YES Africa Lecturer, Agriculture in Developing Countries, Egerton University / YES Africa Political Scientist (VÖV) YES Braunwald, YES Slovakia Course organizer Slovakia, facilitator, ETH Zurich, YES alumni 2003 / YES Slovakia Lecturer, Energy, Yokohama University / YES Japan Facilitator, College of Education, Zurich / YES Braunwald Lecturer, Energy & Materials, MIT / YES Braunwald Lecturer, Biodiversity, Wildlife Managemetn and Toursim, Moi University / YES Africa

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Dr. Joanne

Kauffman

USA

Joseph

Edebe

Kenya

Dr. Justus

Nyanga’ya

Kenya

Kizito

Masinde

Kenya

Klaus

Elle

Germany

Prof. Ludwig

Ellenberg

Germany

Dr. Marco

Keiner

Switzerland

Martin

Graf

Switzerland

Martin

Ott

Switzerland

Matthew

Gardner

USA

Michelle

Grant

Australia

Prof. Morio

Kuninori

Japan

Prof. Patricia

Holmes

Germany

Dr. Paul

Gamba

Kenya

Prof. Peter

Edwards

Dr. Peter

Lumumba

UK / Switzerland Kenya

Philip

Osano

Kenya / Canada

Dr. Prabhu

Guptara

Ray

McCormack

India / Switzerland UK

Lecturer, Policy Making, MIT LFEE Boston / YES Slovakia Lecturer and Guide, Lake Nakuru Park Tour, Kenya Wildlife Service / YES Africa Lecturer, Political Systems and Leadership in Africa, LEAD Africa / YES Africa Facilitator, Tropical Biology Association Kenya, YES Alumni 2004 / YES Africa Interpretative artist / YES Japan, YES Braunwald, YES Slovakia, YES Africa Lecturer, Living Space, Humbolt University, Berlin / YES Africa Chief, Urban Environment, UN Habitat / YES Japan, YES Africa Guest Speaker, Mayor of Illnau-Effretikon / YES Braunwald Guest Speaker, Largest Organic Farmer in Switzerland / YES Braunwald Lecturer, Energy and Climate, MIT Terrascope / YES Braunwald, YES Slovakia, YES Africa Course organizer, facilitator, ETH Zurich, YES alumni 2002 / YES Braunwald, YES Africa Lecturer, Energy, Hosei University Tokyo / YES Japan Lecturer, Water, Head Masters Program in SD University of Basel / YES Braunwald, YES Slovakia Lecturer, Economics, Egerton University / YES Africa Lecturer, Biodiversity, ETH Zurich / YES Japan, YES Slovakia Lecturer, Constitutionalism and Governance in Africa, University of Nairobi / YES Africa Facilitator, PhD Candidate McGill University, YES Alumni 2003/ YES Braunwald, YES Africa Guest Speaker, Wolfsberg / YES Braunwald Guest speaker, Independent Film Producer: The Oil Peak / YES Braunwald, YES Slovakia

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Rodrigo

Santos

Brazil

Prof. Roland

Schertenleib

Switzerland

Robert

Ouma

Kenya

Dr. Roger

Baud

Switzerland

Prof. Sarah

Cordero

Costa Rica

Prof. Shiban

Kahn

Switzerland

Tadas

Leoncikas

Lithuania

Prof. Thomas

Bernauer

Switzerland

Dr. Ursula

Hauser

Dr. Wanyama

Wafula

Switzerland / Costa Rica Kenya

Dr. Wilkister

Moturi

Kenya

Prof. William

Shivoga

Kenya

Prof. Wolfgang

Amman

Switzerland

Prof. Wolfgang

Wimmer

Austria

Prof. Yamaji

Eiji

Japan

Guest Presentation, Biodiversity, UEA, UK / YES Braunwald Lecturer, Water and Sanitation in Developing Countries, EAWAG, ETH / YES Braunwald Guest speaker, Rural Development, International Livestock Research Institute / YES Africa Course organizer, Lecturer, Social Pshycology, ETH Zurich Lecturer, Human Systems, INCAE, Costa Rica Lecturer, Economics and Management, IMD Lausanne & University of St. Gallen/ YES Japan Lecturer, Ethics, Center of Ethic Studies of the ISR / YES Slovakia Lecturer, Political Science, CCIS, ETH Zurich Social Psychologist, Group Building / YES Braunwald Guest Speaker, Motivational Skills, Egerton University / YES Africa Lecuturer, Health and Environment, Egerton University / YES Africa Lecturer, Environment and Development, Egerton University / YES Africa Lecturer, Economics and Management, IMD Lausanne / YES Japan Lecturer, Energy & Materials, TU Vienna Lecturer, Sust. Agriculture, UT / YES Braunwald

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For more information, please contact: ETHsustainability Center for Sustainability at the Swiss Federal Institute of Technology Zurich (ETH Zurich) Bolleystrasse 9, CH-8006 Zurich, Switzerland Tel: +41-44 632-4256, Fax:+41-44-632-1597 E-mail:[email protected] Internet: www.sustainability.ethz.ch

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