Wirkungsnachweis aus der Literatur
contribution to the well-being of the community by learning how to introduce innovative elements
Erwerb von fach- und bereichsspezifischen Kompetenzen
The Ugandan action project deserves special mention in this regard. Having learnt how to build a stove that uses one-seventh of the fuel needed by a typical cook-stove and reduces negative health impacts of smoke inhalation, the participants described using this knowledge to contribute to their communities’ well-being. Nine students reported building or purchasing at least one stove for their own family and, in many cases, building up to 10 stoves for others households in their villages. Five other students stated intentions to build a stove for their families. A group of three students applied for funding to travel as a team to different villages to build these stoves and educate the residents about energy efficiency.
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
Gemeinschaft/ Gemeinden/ Kommunen
Evaluierung der Aktivität
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)
International
Journal-Artikel
Dittmer, Livia/ Mugagga, Frank& Metternich, Alexander/ Schweizer-Ries, Petra/ Asiimwe, George/ Riemer, Manuel (2018): “We can keep the fire burning”: building action competence through environmental justice education in Uganda and Germany. Local Environment. Vol. 23, No. 2, 144-157. https://doi.org/10.1080/13549839.2017.1391188
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