Volvo Adventure Conference 2006 by CrisBMonroy

Change the Present To Change the Future Volvo Adventure Conference 2006 GĂśteborg â&#x20AC;&#x201C; Sweden

Lets work together tow

Statements and inspiration from the

To develop a sustainable society we need creative minds that are able to challenge and think outside the ordinary boundaries. On May 15, 2006, participants in the global Volvo Adventure conference gathered in GĂśteborg to present their projects and to learn about environmental issues from other parts of the world They were young people from all over the world, with different backgrounds and beliefs, but with one common interest of improving our environment. This publication is the compilation of their environmental projects and an appeal to todayâ&#x20AC;&#x2122;s leaders of the world. Their environmental projects have already made a local difference. The results can now inspire people all over the world and the work will then have a global impact, according to the fundamental principle: think global and act local.

wards a sustainable future!

e leaders of tomorrow.

For me it is very satisfying to read the statements and ideas. With such enthusiasm, knowledge and inspiration, I feel confident that the next generation of leaders and decision makers will continue to create and develop solutions for a sustainable future. Letâ&#x20AC;&#x2122;s get inspired by the young peopleâ&#x20AC;&#x2122;s projects and help them to fulfill their great ideas for a greener future. Best regards,

Fredrik Arp President and CEO, Volvo Car Corporation

Table of Content

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List of participants

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Introduction

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Positive news

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Negative news

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Potential positive News

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Project summaries

Introduction

These are the writings from some young people who have found the light. We are the participants of Volvo Adventure 2006 and we have attempted to change the perspective of humankind to environmental problems and make a difference by creating sustainable projects. Here you will see our ideas and advice on solutions to the problems we have observed in different parts of the world. Educational programmes which are raising awareness amongst new generations and the decision makers of the future are becoming more widespread within communities from all corners of the world. However, we have just started in this vital campaign and we still have a long journey ahead of us to reduce the affects of industrialisation and make our planet a better place to live. Be like us: think about the issue, think why it is important, think what you can do, and think what happens to the planet if more and more of us do these simple things. Now we want you to read what we think we should all be doing to help our Earth.

List of participants: Volvo Adventure Award

Brazil

Capistrano, Rafael Student Coelho, Wyran Student de Oliveira, Natã Student de Oliveira, Leonardo Student Santos, Juliano Student Castro, Alexandre Leader

Canada

Beauchamp, Katie Student Clysdale, Donald Student Walsh-Moreau, Jessica Student Weller, Christopher Student Zylka, Alex Student Leveille, Michael Leader Monaghan, Clint Leader

Germany Franken, Dominik Student Franken, Katja Student Krausche, Jens Student Triescheidt, Thomas Student Vielmetter, Michel Student Feltes, Paul Leader Jach, Annette Leader

Greece

Hatzidakis, Kiriakos Student Hatzismalis, Anna Student Koullias, Apostolos Nomikos Student Kourounis, Manolis Student Trikoilis, Georgia Student Trikoilis, Pavlos Leader Koumpa, Themelina Leader

japan Koike, Airi Student Kusama, Junichirou Student Kusama, Yukiko Student Yazawa, Miki Student Yazawa, Yuka Student Kusama, Rieko Leader Kusama, Yasuharu Leader

mexico

Escobedo López, Denisse Alejandra Student Martínez Sánchez, Armando Student Salas Betancourt, Alfredo Student Vidal Ayala, Esbeidy Mariely Student Zúñiga Ortíz, Axinia Navera Student Becerra Monroy, Cristian Leader García Orozco, Victor Hugo Leader

turkey Akış, Ahmed Kutalmış Student Ayaz, Enes Student Öktem, Apler Student Öztüre, Kıvanç Student Baltalı, Özlem Leader

Dhanush Kodi, Rama Raja Student Narayanan, Muthu Selvi Student Nazimudeen, Tajwar Hussain Student Raja Manickam, Yuga Devi Student Suresh Kumar, Ram Prasanth Student Santosham, Selvi Leader

Student Hosts:

Aho, Elin Andersson, Caroline Andrup, Stina Berg, Emma Bexell, Marcus Blommaskog, Erik Canbäck, Rasmus Claesson Laakso, Emma Enegren, Carl-Johan Fransson, Therese Granstand, Christofer Heitmann, Emelie Holzner, Robin Ivarsson, Rickard Ljungstrand, Sofia Sparredal, Robin Stensson, Malin Stråberg, Andrea Ternström, Jonas Ullman, Caroline Jury

Andersson, Bengt Environmental Education Expert Book, Eeva-Liisa Volvo Car Corporation Horkeby, Inge AB Volvo

Uganda

Akampa, Tom Israel Student Aparo Nyero, Bridget Student Kayima Van Excel, Sampras Student Okol, Emmanuel Student Okullu, Nuru Student Nakiryowa, Catherine Leader Matovu, Abu-Bakar Leader

Oben, Theodore UNEP (Chairman of the jury) Persson, Siw WWF Organizer, Volvo

Hagström, Linda AB Volvo

Hugestrand, Kikki Volvo Car Corporation UK

INdia

Kullaviksskolan

Desmier, Kiel Student Elliot, Joseph Student Elliot, Patrick Student Marshall, Dale Student Morton, Mark Student Bonsall, Jake Leader Jones, Donna Leader Hayes, Daniel Leader

Jensäter, Lisa Volvo Car Corporation Persson, Malin Volvo Car Corporation Svedberg, Sara Volvo Car Corporation Talbot, Wayne WTA Education Services Ltd Walter-Lundin, Lena Volvo Car Corporation

Positive news Even though climate change and human beings damage our Earth - the only place where we can live - people have started to realise that there are environmental problems and that we need to work on conserving the natural resources all over the world to help save our planet and preserve life. Thousands, if not millions, of people have started taking action by setting up projects. Governments have started to pay attention and signed up against climate change for different protocols such as Kyoto. In the production of â&#x20AC;&#x2DC;white appliancesâ&#x20AC;&#x2122; for example, manufacturers of refrigerators have stopped using materials that produce chlorofluorocarbon which is bad for the environment. More countries are now starting to use renewable energy sources such as solar and wind energy in place of fossil fuels which are rapidly diminishing. The laws which are made to protect biodiversity for example hunting illegally (poaching) are now being enforced to punish people who break these laws. Here is some more of the good news:

Re-using shopping bags ■ Re-using shopping bags saves resources and reduces the use of new materials. A

‘My Bag ‘ scheme is already in use in some places and we use fewer disposable bags now. This has local effects only but can be built upon to reduce the number of plastic bags around the world.

water Awareness increased ■ Issues concerning water are being taken more seriously. People are beginning to

understand the importance of it, and water quality is improving.

■ Environmental education is improving as people are learning how to use water more

responsibly. Education is very important.

■ In Japan “grey” water is used to water plants and help save fresh drinking water.

Now Nagano city and Nagano prefecture recommend putting rainwater tanks in each house. They offer a grant for this. Rainwater tanks are useful flood-control measures and used to water plants and so on. ■ They also want to start to use grey water to flush the toilets. The amount of ground water is now increasing in Japan; agriculture has improved and people are happy.

Tree planting and reforesting ■ We plant trees locally. It helps to modify the climate, protects the species of the

forest and promotes the use of renewable technology.

■ Globally, there is less extension of the Desert, more preservation of species and

less CO2 in the atmosphere. People have begun to create solutions.

recycling ■ More people are recycling and using recycled materials. We’ve introduced bottle

recycling.

■ More people are using litter bins and more litter bins are being placed in public

spaces. This means that the amount of garbage will decrease.

■ People are using recycled papers and bikes. Using renewable resources means

that natural resources are saved.

■ We’re not cutting down as many trees because there are more recycled products.

increased communication ■ Communication between countries is getting better thanks to organisations who

want to help the environment.

■ Communication between countries accelerates awareness of their environments.

More people now know what is going on. There have been benefits to us all by raising awareness among people and sharing ideas. ■ Projects are spread out in countries such as UNEP’s tree planting in Turkey and native tree planting in UK.

Positive news

More renewable energy ■ Increased use of renewable energy is leading to more independence in developing

countries.

■ More alternative energy sources are available, thanks to extensive research done in

this field.

Decreased pollution from cars ■ This issue is important because we want to be able to breathe! Pollution from cars

is decreasing, mainly in Western countries. Less pollution from cars means less acid rain and we can breathe cleaner air. ■ People now question which vehicles they buy. ■ Public transportation has become more common, so that people don’t have to rely on using cars.

increased knowledge about environmental problems ■ People have more knowledge about the environmental problems and what can be

done to make the world a better place to live.

■ There are more and more people who try to make the world a better place to live

because environmental issues are more openly discussed and more people try to make a difference.

Increased interest ■ More interest in the environment makes more people take action in order to help

the environment and make the world a better place to be. If we get a better environment, people start to care more and then we can keep it a nice place to live in. ■ More interest means there’s less trash in the street and in natural places, and therefore less pollution.

More money and resources for environmental research ■ To make a big difference you usually need economic resources. More money and

resources have been given for environmental research and to organisations that try to help the environment.

Negative news As young people, we have been contributing to make the world a better place to live. We feel responsible to educate the community on environmental problem solving. The Volvo Adventure has given us the opportunity to learn and share our projects and ideas on the international stage. Working together as a group helped us to share and improve our knowledge. Following this you will find our own ideas and actions to help solve the environmental problems that we have encountered. We can’t take the world for granted. We have to see the big picture rather than destroying natural resources, world species, natural habitats and the beauty of nature. The world has been given to us to enjoy; we should use it in a more responsible way and we have to respect Mother Nature. If the world is a gift, then why are we using it in a disposable way? If we all agree, action needs to be taken. Why are we still waiting? It’s not work of one person, it’s everybody’s responsibility. We need to act together to reverse the catastrophic effects. Here are some of the problems we’re identified:

Negative news

Building on agricultural areas ■ We must preserve the natural habitat of animals and plants. We need to keep the

ecological system and save biodiversity. Natural environments are being disturbed - factories and houses are being built in agricultural areas. ■ We have to be able to produce our food. There is a shortage of food as agricultural land has been converted into homes. Rice and others food grains are being imported from other states. ■ Pollution (noise, air and water) is on the increase.

Poor attitude on hygiene and responsibility ■ Attitudes towards tidying up the environment need changing. People need to have

a stronger sense of responsibility, so that the world will be a cleaner place.

noises Pollution ■ This affects our physical and mental well-being. There will be less healthy people in

the world because of noise pollution. In India noise is on the increase in public places. Rules and laws are not adhered to.

too much garbage ■ We are consuming more than we need. We are wasting resources. Garbage looks

bad in our towns and it smells; it is like visual pollution.

■ The world has been turned into a bin; soil gets polluted when they bury the

garbage in landfill. There is contamination of local land and water around dumps. People can’t live near dumps. ■ Garbage dumps are not developed properly. Diseases are spread. ■ Garbage contaminates the ocean and other water bodies.

Water problems ■ We need water for life. We use too much water and waste water. ■ There is not enough water for everybody – there are many people and water is not

evenly distributed.

■ Ground water has been contaminated and there is no water treatment.

Biodiversity threatened ■ People enjoy nature and it is important for all kinds of life. Everything is connected and

balanced with biodiversity. People have no conscience about conservation.

■ There is no respect for marine wildlife and there is overuse of some species. ■ The growth of cities hurts biodiversity. There are fewer natural areas as cities grow

out into them.

■ Increased hunting and commercial traffic in endangered species is hurting biodiversity.

ozone layer ■ The ozone layer has been damaged. Lung and skin cancer risks increase; life

expectancy gets shorter. Pregnant women and their babies are in danger.

■ The ozone layer has been reduced by CFCs.

Increased deforestation ■ Trees are being cut down; there is the danger of erosion. ■ Biodiversity has been reduced as species lose habitats. ■ Oxygen percentages are decreasing.

Environmental pollution ■ Garbage on the ground has led to more illness in animals and people. ■ There are harmful and cumulative effects from using herbicides, pesticides and

insecticides.

Negative news

poaching ■ Poaching is destroying the food chain and leading to animal extinctions. ■ Poaching for illegal skins / tusks sales or animal testing is destroying ecosystems. ■ We don’t get to see all the animals anymore and don’t get to see all the beauty of

nature.

Overpopulation ■ There is hunger and not enough safe drinking water. ■ More people means there are more greenhouse effects as more fuel is needed. ■ There is more homelessness, which leads to fewer green spaces and more

immigration.

■ There is less food and less farmland. ■ We are running out of non-renewable resources.

building on wetlands ■ The wetlands provide clean water for different usage. Many species of plants and

animals live there. Wetlands control floods and help in drainage. Species are fading away due to building on wetlands. ■ There is frequent flooding in wetlands areas and a reduction in rainfall.

Global warming and climate change ■ The weather, biological and geological systems are changing. There are greater

extremes of weather and more natural catastrophes such as flooding.

■ The ice at the northern and southern poles is melting, leading to a rise in sea levels

and increasing the risk of flooding.

A lot of dumping in developing countries ■ Exporting problems such as nuclear waste to developing countries shows no

respect to the people living there. Local production is reduced, governments spend a lot of revenue and new diseases are imported. ■ The gap between developing and industrial countries is growing.

Increased use of cars in developing countries ■ Developing countries are starting to use cars more and more and they are mainly

using fossil fuels. This has a negative impact on global warming.

Potential Positive Actions Firstly we must act â&#x20AC;&#x201C; and show a good example. You have seen what we can do. Now see what actions we can all take!

Potential Positive Actions

using public transportation and bikes ■ Governments should decrease the taxes on public transportation and increase the taxes on

individual vehicles.

■ Police should use bikes and walk, where possible, instead of using vehicles that damage the

environment.

■ Bus fares should be cheaper to encourage people to use them. ■ We should use more public transport and more bicycles instead of cars. ■ Environmental stamps should be given as an incentive when public transport is used.

encourage more recycling ■ The government must make laws to enforce the collection of paper and reusable materials

for recycling.

■ The government should encourage the use of recycled paper by decreasing its price. ■ The Ministry of Education should make schools recycle paper and plant trees around their

school.

■ Government and business offices must recycle their paper. ■ The government should make a law that ensures that companies who demolish buildings

must reuse the materials from the demolished buildings when building new ones.

■ The government should give more money to encourage composting. ■ More local recycling centres should be set up. ■ Education initiatives should teach people about sorting waste and the problems caused if

it’s not done correctly.

■ We need to develop an international sorting system for waste. ■ Don’t burn plastics as this causes acid rain.

Government (Public sector) promote programs that care for the environment ■ Make the government include the community in decisions. ■ Enforce the rules and regulations that already exist. ■ Create laws that protect the environment where there are no laws.

industry (Private sector) – has to be responsible for their pollution ■ Educate industries about the pollution and its effects. ■ Have tougher laws to protect the environment from companies or people who pollute and

enforce them.

Science (academic community) – must establish parameters for industry to follow ■ Science must follow environmental ethics and establish parameters for industry to follow. ■ Give the information to government and everybody.

Reforesting ■ Plant more plants and trees. To prevent soil erosion and to improve air quality, you

can plant trees and the weather all over the world can improve.

■ More trees means increasing biodiversity and more green spaces (parks). Planting

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■ ■ ■ ■ ■ ■

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trees makes people become more aware about their environments and see the bigger picture, to help preserve life and the human race. This is important because it leads to less carbon dioxide and more oxygen, reduced soil erosion, more homes for animals, more beauty to the land and more trees. Do not litter in the forest. No development should be allowed in forests like rainforests, which are rich in biodiversity. Decision makers can make it illegal to take down the trees from the rain forests and can give people work by cultivating these trees instead. There must be no clear cutting. Control forest fires. Inform people about the problems. Help people to find alternative fuels for cooking and heating. Give people responsibility for a tree by introducing “adopt a tree” programs. Encourage the reusing of wood and other construction materials such as tetra-pak plywood. Stop buying garden furniture which is made from trees from rainforests.

Encourage the use of ecological products ■ Ecological products should be a cheaper alternative.

Reduce climate change / global warming ■ Firstly we must act – show a good example. Parents must act. School friends must

act. The community offices must act and so must the Environmental ministry.

■ Global debate is needed on climate change and what can be done about it. ■ Instead of using cars fuelled by petrol, people can use green gas powered vehicles

or take the bus more regularly.

■ Cars that use more oil should pay more taxes. ■ Car corporations and the governments should encourage the usage of LPG and

diesel by decreasing prices. More petrol stations supplying LPG should be built. We can take the bus and use our bikes more often! Drivers should turn the engine off when the car is not moving. We should buy food and other products which are produced in our countries instead of buying items which have been transported a long way. ■ Decision makers can introduce an environmental sign/label for products which have not been transported very far to make it easier for us consumers to choose the right products. ■ ■ ■ ■

Potential Positive Actions

Stop the extinction of wetlands ■ It’s important to biodiversity to maintain the wetlands, preventing them from drying

out. Governments must introduce strict laws and policies governing wetlands and help species to live in the wetlands (again). ■ Governments must give alternative places for people to build on. ■ Let governments own the wetlands.

overcome apathy and lack of knowledge ■ People tend to not care about the nature and the environment, leading to the

poisoning of the natural world. This isn’t good for the plants (which are providing us with oxygen) or us. We have to spread the message; it has been a slightly positive difference in comparison to 20 years ago, although it still isn’t good enough. ■ Projects and actions like the Volvo Adventure get more people involved and it’s the projects that add more people to the caretaking side. ■ If there is no knowledge about how to help the environment, then there is nothing that people can do about the issues. Some people are unaware of the problems that are affecting their area. Local communities need to be more conscious about the environment. They need to read more, see more and act more. ■ People have to be interested to make a change. People where we live are not interested in helping the environment because they don’t see the issues. Get them interested. No interest = no change. The environment in other places will be destroyed fast and the destruction will spread - and people there won’t know what to do about it unless they are made aware.

Use more renewable energy ■ There must be more research carried out on different kinds of renewable energies.

Researchers must find ways to produce things like solar cells cheaper.

■ Successful case studies must be implemented so we can all learn from each other. ■ Use the water cycle and solar power and reduce pollution. ■ Use less. Save energy – switch things off. We don’t have many fossil resources left.

The public have to use less fossil fuels and more renewable resources. The public have to try to affect the politicians, and use the alternatives. ■ Renewable energy resources should be used more commonly by government departments.

Stop dumping in developing countries ■ Introduce international laws against dumping. ■ The UN should create a blacklist of dumping countries. ■ The UN should fight against corruption and smuggling.

stop building on agricultural areas ■ Students can create awareness amongst fellow students about the value of

agricultural land.

■ The government should take note of this problem and have strict rules to prevent

agricultural land and river beds being converted into factories and houses.

■ One problem is that some farmers’ children don’t want to be farmers. They should

try to plant something else to maintain the green areas and not build on them. Incentives must be given to families so that they can continue in farming.

Change poor attitudes on hygiene and social responsibility ■ Schools play an important role in educating children on hygiene and caring about

the environment. Education must include hygiene and social responsibility.

■ We as students should be an active example to the public; students can be actively

involved in clean-up campaigns.

■ Decision makers can develop strict rules to punish defaulters.

reduce noise pollution ■ Students like us can create awareness among people that we know. We can enact

road shows and have this theme in our annual school plays. We can educate our own parents and complain to the city law makers to enforce discipline. ■ Trees can be planted by school students to absorb noise. ■ Decision makers can regulate road congestion by traffic police to prevent ‘horn’ noise. Strict legislations must be framed and followed. ■ Loudspeaker noise can be reduced during religious ceremonies by strict rules and regulations.

Reduce garbage ■ We need to educate people. People need to consume less, learn how to separate

their garbage and recycle it. Governments and educators need to create programs to encourage people to make these changes. ■ We need to build proper landfills (dumps) that don’t have as many problems.

Potential Positive Actions

Protect water supplies ■ ■ ■ ■

We need better ways to get water to people such as building canals and proper reservoirs. Promote the reuse of water before it is lost, as well as the treatment of water. Explain to people about keeping water public not private. When one country is self-sufficient in water, the World Bank can help less fortunate countries.

Protect biodiversity ■ We need to stop commercial fishing in coastal areas to promote the growth of marine

species.

■ Fishermen have to stop fishing rare species of fish. Fishermen must stop avoiding the laws

and driving fish to extinction.

■ We need to increase the conservation of natural areas that are not protected, and to

expand areas that are already protected.

■ Increase scientific studies that support biodiversity and conservation. ■ People must stop consuming species at risk and protected by law.

Reduce air pollution ■ Use the car less. Use public transportation, bikes or walk instead. ■ Increase taxes on vehicles using fossil fuels. ■ Encourage the usage of LPG instead of fossil fuels.

Reduce overpopulation ■ Limit the number of children each family have so that there are smaller families. ■ Increase immigration. ■ Rich governments should help poorer countries with their overpopulation problems.

reduce environmental pollution ■ ■ ■ ■

Have more recycling collection points like in parks or public places. Use fewer things. We use more then we need to. Use more public transportation, bikes and walking. Choose hybrid, solar, electric, natural gas-powered cars rather than those running on fossil fuels. ■ The politicians have to inform people and new generations about environmental problems and what we can do about them. ■ Governments have to charge taxes if producers make things in a way that’s bad for the environment.

Eliminate poaching ■ ■ ■ ■

Stop hunting. Create national forests and protect them from poachers. Support organizations protecting animals from poachers. Increase security and police to eliminate poaching.

stop developing countries relying on fossil-fuelled cars ■ We can influence companies making cars to make them for other (non-fossil) fuels

through starting debates with the community, the companies and the politicians.

■ Decision makers can give different kinds of benefits to people who use cars on

alternative fuels, such as tax reductions and free parking in cities.

■ Developed countries can share their research on alternative fuels with developing

countries and encourage developing countries to not make the same mistakes in relying too much on fossil fuels.

Potential Positive Actions

Project summaries Here are our practical projects â&#x20AC;&#x201C; we can do it, so can you!

Project summaries

brazil: Instituto Ilhas do Brasil ’Proj. Estrelas do Mar’

The project aims to conserve marine biodiversity and promote community-based tourism through youth leadership. The youths are educated via a continued educational program that will enable them to offer services and products related to scuba diving, ecology and local culture. The introduction of a Youth Entrepreneurship Development Centre (where the local Sustainable Tour Support Base functions) became a powerful tool to enhance the importance of the local youth role within the community. The participants of the program were well rated by tourists from all over the world that had the opportunity to come to Pântano do Sul.

”In this project, the children get a role and they take on a responsibility for the local environment. It shows how much they can do to create possibilities for youths to stay in their beautiful environment”

Canada: Educarium School Jean Vanier Catholic School

‘Macoun Marsh Biodiversity Project’

Our students have been recording their research, biodiversity listings, graphs and counts in personal journals. These journals are also for their written reflections. Their research work is shared with the local Wildlife Festival, the Ottawa 100th Monkey Eco-Summit for Youth, and at the Canadian Museum of Nature. News articles and a website have been prepared by the students. Students are teaching students! The students are helping the community to protect and enhance this wetland. A wetland enhancement programme is being planned. Funding has now begun.

“A real biodiversity project which includes awareness building, has a long-term view and is well structured, with great implications for local nature and a possibility to duplicate the project elsewhere.” 23

Germany: Sunworker / Gymnasium Frechen ’Power to madagascar’

“Power to Madagascar” is a solar partnership with students from Gymnasium Frechen Secondary School, Germany (near Cologne) and Andalamengoky Primary School, South Madagascar. At Gymnasium Frechen a group of students started their own firm “Sunworker” working in environmental projects to offer advice in saving energy and sell radios, which they have rebuilt using solar cells. The students started the firm because they want to show people that sustainability and economic thinking are closely connected. In Madagascar the use of renewable energies is a chance to prevent deforestation and helps people to not need expensive fuels for lighting. With “Power to Madagascar” we want to learn more in Germany about the extremely different life situation of people in this African country. We want to bring solar equipment to Andalamengoky Primary School for helping the pupils and the people of the village to learn more about the use of this future technology. In April 2005 the first contact with the school in Andalamengoky was made. The message which we want to deliver is that firstly energy saving is absolutely necessary and secondly solar technology is a future technology which even today can help to solve tomorrow‘s problems. With “Power to Madagascar” we intend to contribute our knowledge within a North-South partnership to promote the use of renewable energies in Germany and in Madagascar. We are just at the beginning of our project and many things will have to be done in future. After the first steps we are hoping to be successful in closing the gap between Europe and Africa a little bit with “Power to Madagascar”. We want to act for a better future for the African people and our living in a peaceful and sustainable world.

Our project is that recycling can save the environment. We are recycling paper, organic waste, batteries and ink cartridges at school and we have informed and showed other pupils how they can do it. We have done a survey with questionnaires to citizens, local companies and authorities to find out how big the problem is. We have informed them that recycling is the way to reduce or reuse our waste, through our regional TV. We have done a bazaar with recycled things to show to people how we can reuse things from our waste. We have talked with the mayor about recycling and we gave him an example for a local Agenda 21 program. We believe that more people now know that recycling can protect the environment.

“A very simple but innovative project that can be replicated in any community. The project is implemented by a group of dedicated children who have used all methods of communication to mobilize support from the public and private sector.” 24

Project summaries

india: Higher Secondary School ’Wastage of Drinking water’

Problems affect the environment both directly and indirectly. The project we developed ‘Wastage of Drinking Water’ works on both levels. We focused on a water tank in our school campus, which stores drinking water for about 1600 students. We found the tank emptied by late afternoon, contrary to the expectation of the caretakers, due to the way in which the water was being used. We wanted the water supply to last until the end of the school day. We requested that the leaking taps were replaced and that tumblers were provided to reduce the quantity of water lost whilst students drank from their cupped hands. We created posters and slogans to be displayed and explained the importance and right usage of drinking water with the help of teaching staff at assembly and in the classrooms. Members of the project team monitored the queues and made sure that all students used the tumblers. We could see a remarkable difference between the situations before and after our project. Before, the water spent per day was 4500 litres and now it is 2750 litres, so 1750 litres of drinking water are saved every day. The total savings for the school is around 63,000 rupees for the year. The students have learnt the ways of using a resource and to protect it. It has been running now for more than seven months successfully. The approach has now has been shared with 3152 parents of the school.

“A localized and inspiring project by a group of committed young people. Even though the project is small-scale, it addresses a very important environmental issue in a unique way.” japan: Discover Nature ‘To learn about, to inform, to keep, nature of Nagano’

The main objective of our project is to learn about nature in Nagano from different approaches such as carrying out research on fireflies, water creatures and nocturnal forests. We believe that studying broadly will encourage us all to think about our environment. We have been doing trash picking, conducting water creature surveys, and attending lectures on fireflies. We have participated in a tree-planting workshop led by Finnish students on the ‘International Day For Peace’, which was organized by UNEP. After attending lectures and events, we discussed the issues together in order to develop our thoughts and ideas into further activities. Finally, we’ve made a commitment to Nagano and it submitted to Nagano City governors, and are currently putting it into practice.

“A very interesting and nearly complete study of many animals and plants, including endangered and edible species.” 25

Mexico: Red Ambiental Scout de Nayarit

’Sociedad consciente ambiente sano / conscious society, healthy environment’

One year ago, after making evaluation expeditions, we discovered that the most important problem to solve is an awareness of environmental issues. Six young people designed a project to interest people in tackling environmental problems through youth development programs. Since then we have increased our team and achieved: forums for 2700 youths and children, workshops for 450 children, garbage separation programs and competitions in three local schools, promoting civil participation throughout, introduced reforestation programs and turtle camps. We have established partnerships with NGOs, government agencies and institutions.

“The project focused on the development of a healthy environment and on learning ways to implement this in schools, back at home and elsewhere. By carrying out training workshops for other schools, the project has also showed a successful way of communicating their ideas.”

Turkey: The Koc School ‘Recycled boxes for education’

In our project, we collected juice boxes, had them pressed, turned them into desks and donated them to schools in need. Thus, we were able to prove that the materials, obtained from garbage, can be recycled for use in the community. Even though our project was initially promoted only in our own school and a few other institutions, we were still able to achieve major accomplishments in a short space of time. Within five months, we produced 30 desks and saved 17 trees. It will be possible to respond to one of the most basic needs of many schools in Turkey within a maximum of two years.

“A highly sophisticated but achievable project by a group of dedicated young people. The team managed to develop partnerships with both the public and the private sector and engaged young people from other institutions in the community. The project uses a wide range of communication media to promote and create awareness on the issue of waste and recycling.” 26

Project summaries

uganda: Wetland and Sports

’wetlands and sports by young people’

Wetlands and Sports project was adopted four years ago by young people in response to problems caused by activities including the drainage of wetlands, the construction of structures, dumping and grazing. We have been drawing on expertise relevant to biodiversity from within the community to work with local partners. We been building a sports centre, launching an information and awareness programme and promoting sports in the community. We have shown that conserving the wetlands can be run as a business like farming and brings young people together to form social sports groups. The project has created community discussion forums and educated people on the fiscal aspects of wetlands. We also have a school, Good Samaritan Nursery and Primary School.

“A great project to save wetlands in the community through coordinated and cooperative approach with many engaged young people. The project uses sports as a vehicle to mobilize youth.”

UK: Recycle Cycles Youth Group ‘Recycle cycles’

The project creatively engages 40 alienated young people from Manor/ Woodthorpe in recycling 200 unwanted cycles donated by the community and offering them to families and young people most in need. This is community development with and on behalf of young people linking residents, forums and agencies together with young people. Community research has been undertaken with the Police, Environmental Team, Sheffield Wildlife Trust, Green Estates Team, Street Rangers and Woodthorpe Development Trust. Young people have been given skills and accredited for their project work. A package of environmental learning materials has been produced to include a film, games and a book.

“An inspiring project engaging young people in community problem solving. Through donating repaired abandoned bicycles to families and children, this project has succeeded in reducing waste and emissions.” 27

www.VolvoAdventure.org Volvo Adventure is a joint project between the Volvo Group and Volvo Car Corporation with the purpose of increasing environmental awareness and encouraging environmental activities among the decision makers of the future.