Wirkungsnachweis aus der Literatur

Kurzfristig (< 1 Jahr)
Mikro (Individuum)
Sozial

increased involvement of participants in volunteer work related to sustainability

gesellschaftliche Partizipation

A couple of participants reported an intention to become involved in internships or volunteer work related to sustainability within the next six months. Ugandan students also described the impact of YLEC on the vision of their own futures and their ability to continue engaging in environmental issues. As expressed by one student: “Once the course ended I wasn’t just sitting like ‘ …what next?’ I had to go on. I had to use the knowledge I’ve got to share with other people so we can keep the fire burning” (UGD009). [...] Three participants reported involvement in environmental organisations or civic activity before YLEC. Following the programme, 10 students were involved in environmental organisations and three others reported other types of civic engagement. At this level, examples of action taken in the three months after YLEC include forming a community action group to clean a village well, participating in environment-related protests directed at industry and the government, and creating radio show programming to influence the culture of environmental conservation. The fact that these higher level forms of engagement, which often take more initiative and effort, persisted after the end of the course provides evidence for the long-term impacts of YLEC.

Beschreibung der Aktivität

Youth Leading Environmental Change (YLEC) education programme
YLEC is a multi-national education programme that engages university students in learning and action related to environmental issues, particularly environmental justice. Beginning in 2011, YLEC used a collaborative process (see Hickman and Riemer 2016) involving partners from six countries (i.e. Bangladesh, Canada, Germany, India, Uganda, and the U.S.A.) to design the pedagogical approach and content of a 11-unit workshop series. [...] The six countries involved in YLEC were selected purposefully to roughly represent two types of experience with climate change, the first being economically developing countries that face many direct impacts of climate change (i.e. Bangladesh, India, and Uganda), and the second being economically “developed” countries that significantly contribute to climate change without facing many direct impacts (i.e. Canada, Germany, and the U.S.A.).
international
Germany: 8 students Uganda: 36 students
university-aged youth
teilnehmende Kinder und Jugendliche
SchülerInnen/ Lehrlinge/ Studierende

Evaluierung der Aktivität

Qualitative Interviewbefragungen (persönlich)
In this paper, we focus on the qualitative data collected from interviews conducted with participants approximately three months after the conclusion of the programme. The same interview guide was used in both Germany and Uganda, although adjustments were naturally made to suit the particulars of each setting.
Germany: 6 students (2 women and 4 men) Uganda: 24 students (40% women)