Wirkungsnachweis aus der Literatur

Kurzfristig (< 1 Jahr)
Mikro (Individuum)
Psychisch & Physiologisch

improved sense of empowerment and confidence of participants to remain civically involved

persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen

Confidence was a major issue in developing a vision of their relationship to the issues: "…after taking the YLEC course I realized that I can promote change within myself. I can be this person who can stand up on my own and do something about the environment. I can stand up and tell other people this is wrong about what you are doing you’re cutting down trees which is not very good. I can be a strong woman and create other people to be around me, to be an activist for change." (UGD026) [...] As that student described, the action project played a major role in building students’ skills and confidence for action.

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)