1. No category

HOW TO ORGANISE
A
YOUTH WATER CONGRESS
Concept and authors:
Murray Biedler (GREEN Belgium)
Jo Van Cauwenberge (GREEN Belgium)
Danny Van der Veken (KOGEKA)
With major contributions from:
Ray Kirtley (International Resource Centre, University of Hull)
Koulla Savva (Cyprus Pedagogical Institute)
Kestutis Navickas (REC CO Lithuania)
David Reeder (The Keyhole Trust)
Jean-Marc Wattecamps (GREEN Belgium)
This manual is developed within the framework of the Socrates Accompanying Measures project no 20030542/001-001 SO2-81AWC ‘SPLASH. The International Year of Freshwater 2003, Stepping-stone towards
Sustainable Development Education’.
This project has been carried out with the support of the European Community in the framework of the
Socrates programme.
 KOGEKA & GREEN Belgium 2004
The European Commission is not responsable for any use that may be made of the information contained in
this manual.
Table of Contents
Introduction
Chapter 1
Introducing the concept of a Youth Water Congress
Chapter 2
A Family of Events
Chapter 3
Developing Aspects of Citizenship Through Water Congresses
Chapter 4
How to Organise a Youth Water Congress
Chapter 5
Special initiatives for accompanying teachers
– the in-service training course
Chapter 6
Teaching Resources
M Biedler 2004-01-07
2
Introduction
What is a Youth Water Congress?
A Youth Water Congress is a meeting of young people committed to water-related projects with the purpose
of increasing youth participation in order to increase sustainable water management through the processes
of democracy, education and solidarity.
The programme comprises a poster exhibition of the water related projects of the participating delegations,
workshops, intercultural activities and a parliamentary session (a Water Parliament).
Where did the idea come from?
The role of European Youth Congresses for Water
There are more than 50 million young people aged from 15 – 25 living in the member states of the European
Union (the accession countries will increase this number considerably). Inside and outside of Europe
professional engaged in water and environmental issues should acknowledge the needs and opinions of
young people. The Youth Congresses for water are a dual step in this process. They not only provide an
outlet of information to increase the awareness and build the capacity of young people but they also provide
a platform in which the concerns and opinions of young people can be presented to each other, to adults and
to the institutions of the European Union.
The European Union is now in the process of finalising its most comprehensive water legislation to date: The
Water Framework Directive. We believe that not only do youth have a right to participate in this process but
that we as adults and professionals have an obligation to open the doors for this action.
The history of European Youth Congresses for Water
The first congress took place in Espalion, France, in 1999. The purpose was to launch the water parliament
process. It resulted in the Declaration of Espalion. The second congress was held in Barcs, Hungary, in
2001. The theme of the congress was the role of rivers in cross border regions and five young people were
elected as Youth Water Representatives. The third congress – SPLASH – was held in Belgium in 2003 and
included 29 countries and 400 students. It was unique in that the parliamentary session in Brussels included
members of the European Parliament. Two motions were debated by MEPs: ‘Water and Human Rights’ and
‘Water and Consumption’. Two other motions were introduced: ‘Water and Local Governance’ and ‘Water
and Solidarity’.
The Youth Water Network
The YWN was launched as part of SPLASH. During the congress the YWN were able to present their
activities, to exchange ideas and to make plans for future actions. Although young people may not be able to
vote they can still make a positive contribution. They can be involved in decision making in schools and in
the wider community and should be encouraged to think critically about their role in society and their
potential as agents of change. The principles of the YWN are:
‘Our mission is to increase youth participation in order to achieve sustainable water management through the
processes of democracy, education and solidarity’.
Why a Youth Water Congress Manual?
There is no copyright on the ideas behind a Youth Water Congress! Anyone with sufficient motivation and
enthusiasm can organise a similar event. The authors hope that you find inspiration and assistance in this
manual and go on to organise your own events.
M Biedler 2004-01-07
3
CHAPTER 1
Introducing the concept of a Youth Water Congress
International and Local Scale
The process of organising Water Congresses involves actors both on the local scale and the international
scale. At the local level there are normally the host organisation (s), an organisational team and perhaps
local participants of the Congress itself. The responsibilities of the different players are as follows:
Hosting Organisation
The host is the legitimate organisation representing the Congress to all other participants whether they are
participants, donors, local administration, press/communication agencies or the general public. In practice it
has been found that the strongest combination for a hosting organisation is between a school (or a group of
schools) and the municipality or local community. The host is responsible for presenting a Congress model
or format and a list of events for the upcoming Congress. The host will be required to develop in detail this
model of events in an agenda and to be able to explain to participants, donors and other interested parties
the logic and structure of the planned agenda.
It is important to keep in mind that when the host invites other organisations to participate in a Congress they
are also inviting them to participate in a specific model of a Congress. Depending on how well the agenda
(and model) is received, the host may need to make some adjustments to his/her Congress Model/Agenda in
order to satisfy the widest number of participants. However, it should also be mentioned that some of the
most successful results of a Congress have arisen from adjustments and adaptations that have occurred
during the Congress.
Ultimately the host organisation needs to be flexible in its goals in order to accommodate partners, take
advantage of opportunities and provide creative solutions to the problems which always arise.
The Organisational Team
 The ideal organisational team is a combination of an NGO active in water-related projects and a group of
interested and committed young people. In this instance the young people were called Youth Water
Representatives.
 The organisational team is most effective if it is functioning at or near the place or site of the Congress.
This may sound obvious but it is not always the case that the organisers are based at the same site as
the activity. It is possible to do planning at a distance but this requires a very experienced team who
already know what to expect in planning a Congress activity (for more details see Chapter 4).
New Thematic Agendas
Historically Water Congresses have focussed on ecological themes such as water quality, bio-diversity and
rd
water in the environment. Recent congresses, in particular the 3 European Youth Congress for Water
(Geel, Belgium, 2003), have taken up new thematic agendas on water issues including:




Access to Water as a Human Right
Water and Local Governance
Water and Solidarity
Water and Consumption
These newer thematics deal more with human issues related to water and they are also the current issues
and debates of the day. For example ‘Access to Water as a Human Right’ was only proclaimed officially by
the UN at the end of 2002. It is important to view a Congress is an event which can be used to focus on
current issues. In 2003 the issue was ‘Access to Water’, in previous years it was ‘Privatisation of Water’ and
a century earlier the debate was most likely ‘Water and Transportation’ or ‘Water and National Boundaries’.
This is what makes a Congress such a successful event; its capacity to capture relevant issues, provide an
M Biedler 2004-01-07
4
open platform for discussion amongst participants and to contribute to a bigger process that will implicate all
willing participants. The two key words that define a successful Congress are relevance and participation.
The Bigger Process: Networking
A Youth Congress is a focal point for a network of young people (and their advisors) which involves
participation and exchanges on a personal basis. The network is usually defined as a group of young people
from a wide range of educational and youth institutions that are involved in water education, water projects or
water issues in their home country. In the case of Youth Water Congresses the participants represent an
institution, a water project and also a project team and therefore they are already members of a small local
network in their home country.
The Youth Water Congresses have resulted in the development of an international network of Youth Water
Representatives; a group of young representatives elected by the youth participants during the Congresses.
rd
Following the 3 European Youth Congress for Water in 2003, a Youth Water Network was established. It is
composed of elected representatives and volunteer delegates from the many participating countries.
Similar events to the Youth Water Congresses have also occurred and have resulted in the formation of
other networks of young people involved in water issues. For example YWAT (Youth Water Action Team)
was born at the Youth World Water Forum held in Vlissingen, The Netherlands (June 25th-28th, 2001). In
this forum more than 200 young water professionals and students from over 40 countries participated. An
action team of 34 members was selected to equally represent all regions of the world. Professionals and
students of this action team participated in the recent Youth Water Congress and in later meetings of the
Youth Water Network. Future collaborations are planned in what has become an association of networks, a
broader
and
more
pragmatic
approach
to
sharing
objectives
and
resources.
Another recent development in Youth Water Congresses was a more clearly developed political agenda of
through activities in the Congress and through networking. Most Congresses have a political actor present
as a visitor, an observer and sometimes as a participant. It is rare that Youth Water Congress
Representatives participate in the political agenda of a governmental institution. This was a new objective of
rd
the 3 European Youth Congress in which Youth Water Representatives presented organised and clearly
stated Parliamentary Motions to Members of the European Parliament (MEPs). This took place at the
European Parliament in Brussels, Belgium. Observers from the Belgian Government were also present.
To prepare young participants for this political activity required training, skills transfer and awareness building
from specialists in a number of key areas including:







Legal aspects of the Right to Water
Rhetorics and debating skills
International Water Policy
Decision-making in European Union Institutions
Water and Solidarity
Water and Consumption
EU Water Policy and how it relates to water and local governance
The follow-up stage requires maintaining contact with the MEPs to ensure a presence and identity in the
political process. In the Network this process is equally initiated by members in all home countries at local,
municipal, regional, national institutions and (in EU countries) with their local MEPs.
M Biedler 2004-01-07
5
CHAPTER 2
A family of events
1.
Examples of Participative Water-Related Events
It is true that Congresses involve numerous activities that tend to be more along the lines of workshops,
information sessions, films etc. but there is also a sector of activities that actively promotes the participation
of people both practically and as individuals. These types of activities encourage people to create a
collective energy to support an idea and also reinforce an individual’s sense of contributing to a cause that
they value.
14 July 2001: A Call to Action, the ‘Big Jump’
This was one of the participative events that took place during the Second Youth Water Congress held in
Barcs in Hungary. On July 14 2001, all the participants marched to the Drava River, and jumped in for a
swim, symbolically reclaiming their rivers and the right to leisure activities. A group worked on spreading this
idea to the rest of Europe, and prepared an action plan for citizens to hold a ‘Big Jump’ campaign for their
river, on July 14, every year.
14 July 2002: First International Elbe Swimming Day
A few years ago, the Elbe River was one of the most polluted rivers in Europe. Following the reunification of
Germany, millions of euros have been spent on a wide restoration programme, including the building of more
than 200 water treatment units. Today what used to be an open sewer has been turned into a river in which
one can swim. To celebrate this event, the First International Elbe Swimming Day was created. Between 80
000 and 100 000 people took part in the first International Elbe Swimming Day on 14 July 2002 at 2 PM.
Celebrations were organised in 55 towns between the source of the Elbe in the Czech Giant Mountains to
the mouth of the river in the North Sea (more the 1 000 km).
On that day the Elbe became the longest European beach. Inhabitants, people on holiday as well as the
political representatives of the different towns came to see that the water quality now allowed people to swim
once again in the Elbe river.
March 26 2003: Mokatlon for Charity
rd
The Mokatlon was a participative activity held during the week-long 3 European Youth Congress for Water
held in Geel in Belgium. During this week full of workshops and cultural activities, there was also a place for
sports and amusement. The SPLASH Organisational Team organised a triathlon, on 26 March 2003, at the
kayak club in Geel Ten Aard. This triathlon was fully dedicated to ‘water’ and contained three water-related
sports: kayak, biking and running a relay race with water in containers. It was called a mokatlon because
people were kayaking instead of swimming. Teams consisted of three youngsters who changed activities
each hour: one jumped into a kayak, another one on his bike and another puts on his running shoes. The
aim of the mokatlon was not to win or to be the fastest, but to complete the circuit on time, to bring all the
water safely to the other side and to work together as a team. The whole event was for charity in which
funds were collected for donation to the South African Township Roodeport Deep in Durban.
2.
Participative Methodologies And Themes
2.1
Speak Out! On European Citizenship
Speak Out! has been developed by the Institute for Citizenship with the support of teachers, students and a
range of experts. It is a paper publication designed to provide a useful range of methodologies for use with
young people in the 15 - 18 age group who are working on some aspects of European Citizenship. It is also
supported by the website: www.citizen.org.uk/speakout Many of these ideas can be adapted and modified
for more specialised areas of interest in the citizenship agenda - including topics around water and solidarity.
In whatever way the activities are used, they have the capacity to help students develop key skills in:
•
•
•
•
•
•
Communication
Information Technology
Debate
Critical analysis
Team working
Problem solving
2.2
Teaching About Water through visits to the Environmental Education Centre – Lemithou,
Cyprus
M Biedler 2004-01-07
6
The establishment of the Environmental Education Centre in Lemithou is a result of the general interest that
was expressed in Cyprus regarding environmental issues in the1990s. In 1996, for the first time in Cyprus,
the National Plan of Action for the Environment was compiled. The basic orientation of this plan was to
determine with accuracy the need for environmental awareness within Cypriot citizenship and society. The
plan refers to the important role of education to enable citizens to become more sensitive to environmental
issues. The plan marks a new turn for education in Cyprus, which is now oriented in new ways to embed the
environmental dimension in all stages of education.
Specifically these include:
 Many schools now participate in various environmental programmes, such as Ecoschools, Globe etc.
 The curriculum programme of all stages of education has been reformed, and aims to educate citizens to
be more sensitive to environmental issues
 The First Governmental Centre for Environmental Education was founded in 2000, this centre organises
which environmental programmes for all stages of the education system.
Courses at the Centre for Environmental Education
The Centre started with one and two day courses concerning forest ecosystems and water. These cover all
stages of education and are closely connected with the school curriculum. Through the courses, the forest
ecosystem is investigated and its connection with the history and the culture of the area is examined. Each
course comprises three phases:



The theoretical part which takes place in the Centre. The students are introduced into the basic concepts
related to that course
The practical part, which concerns a field study and takes place in a chosen area in order to cover the
needs of the course
The third part concerns extension work which is carried out when the students return to school.
Three day courses also take place and are a combination of three one-day programmes. Students are again
hosted at the Centre and work through the course programme in a more thorough way. The Center works
together with various governmental and non-governmental organizations, which contribute, considerably to
the successful outcome of the courses.
One such example is a field study of the Diarizos River near the Centre. In addition to the physical and
chemical measurements of the water and collecting macro-invertebrates for a biological investigation,
students also have the opportunity to study the natural surroundings of the river. In addition, they can
connect the natural environment with the historical one, as this is also the site of an ancient Venetian bridge
nth
of the 16 century.
This specific course has the following objectives:









To trace the main rivers of Cyprus with the use of a map of the island
To discuss the main characteristics of Cyprus rivers
To discuss ways with which the water of the rivers is used
To become informed about the importance of Diarizos river for the area
To find out about pollution sources in the river area
To become informed about the cultural heritage in the area of the river and develop a positive attitude
towards its protection and conservation
To develop scientific skills of observation and measurement
To identify specific species of plants and animals in the river ecosystem
To develop teamwork strategies and cooperative learning.
2.3
Teaching about water through a visit to a Desalination Plant
Objectives
For students to:
•
•
Become informed about desalination through a visit to a desalination plant
Become aware of the scarcity of water on their island and to develop and interest in water
conservation.
Background
Domestic use and irrigation are the two main water-consuming sectors in Cyprus. A recent study prepared
by the Water Development Department in co-operation with the Food and Agriculture Organisation of the
United Nations (FAO) states that agriculture accounts for about 69% of the total water consumption and the
domestic sector for 25%. The remaining 6% are used for industrial (1%) and environmental purposes (5%).
Usually, the tourist and industrial sectors are included in the domestic sector because the system of water
distribution in urban areas is common for all uses. The water problem and its exacerbation over the years,
M Biedler 2004-01-07
7
was recognised early enough by the relevant state authorities, which aided by international organisations,
designed a long-term program to combat the problem effectively.
Despite the impressive results of the water development policy pursued in Cyprus, there is an increasing
demand for water. Taking into account the reduction in rainfall due to the climate changes worldwide and the
impact of the green-house effect, the quantities of water available for domestic and irrigation purposes are
not sufficient to cover the island's needs. As a result, in the past few years water-rationing measures had
been introduced which have had an adverse impact on agriculture, social life and generally on the economy
of the island. Desalination units were set up to combat this situation with the aim to eliminate the
dependency on rainfall to supply the potable water to large urban and tourist centres on rainfall. The first
desalination plant commenced operation on 1 April 1997 at Dhekelia, while in April 2001 commenced its
operation the second desalination plant, near the Larnaca Airport. The new desalination plant near Larnaca
Airport, the largest of Cyprus in this sector, coupled with the Dhekelia plant produce 33 MCM of water a year.
This quantity along with the quantity of water in the dams constitutes safe quantities for final lifting of water
restrictions. After many years of hardship caused by the well known water rationing measures, every
household has, since January 2001, continuous provision of water. Water rationing now belongs to the past.
2.4
Teaching about Water and Citizenship
Worldaware Education Programmes
Worldaware works in the UK in order to raise awareness of international development issues. For over thirty
years, Worldaware has played a part in producing geography, citizenship and sustainable development
resources for the school curriculum. It does this by engaging with people who positively influence the UK's
relationship with developing nations - young people, teachers, journalists, business leaders, politicians, and
development workers.
The purpose of Worldaware is to cultivate an understanding of global perspectives and of international
development. In schools and colleges, as ever, this is significantly a matter of institutional values, ethos and
management style. It must also be evident in the taught curriculum, through and in different subjects areas.
Worldaware's learning resources have mainly provided for primary and secondary school geography. The
challenge is to strengthen the educational requirements on sustainable development and active global
citizenship. Worldaware Projects and publications reflect the opportunities presented in order to prepare
young people in and for the twenty-first century.
Worldaware helps teachers provide a global dimension to the school curriculum. It provides:
 services - advice and support for teachers' working groups
 curriculum guidance - for specific subjects at both primary and secondary levels
 publications - teaching materials from a wide range of sources: catalogue and on-line sales
 global eye - the award winning website and magazine designed for pupils
 projects - activities for teachers and others to get involved
 partners - Worldaware works in partnership with schools, local education authorities, government
departments, national organisations, community groups and the business sector.
Worldaware provides pedagogical materials and guidance on:








Geography - primary and secondary school level
Citizenship - primary and secondary school level
Education for sustainable development
Development education
Economics and business education
Information and communications technology
Key skills and 'wider' key skills
Resolving conflict fairly
M Biedler 2004-01-07
8
‘Whose Right to Water?’
This project has produced learning resources for geography, citizenship and education for sustainable
development. The booklet examines global water issue including rights to water and health concerns related
to water. Current issues of water management and sustainable development are explored with connections
made between local and global perspectives. 'Whose right to water?' is highly visual and contains learning
activities for 11-14 year olds.
2.5
Discussions and Debates
Discussions and debates are structured versions of activities that we engage in all the time. This structure
exists in order to provide a reasonable set of conventions, which allow students to appreciate that all sides of
an issue need to be given equal priority. Specifying time limits for speakers, providing some formality with
respect to questioning and providing rules about who is to be selected to ask questions all enhance the
discussion or debate. Students appreciate that even apparently rule-free environments such as a chat show
are actually tightly scripted and that the rules exist to everyone a fair hearing.
A debate is a more formal occasion for presenting an argument in which one side of the issue or policy is
given an uninterrupted but time-controlled airing. This is the proposition and it is followed by an opposing
view - the opposition. A further speaker might then support the proposition and attempt to answer criticism;
this will be opposed again and so on. The delivery of these inputs takes place in front of an audience who
offer their opinions through individual speeches and possibly through a vote on whether the advocated policy
should be adopted.
A formal discussion is generally less structured than a debate in the sense that a more flexible approach to
the initial presentation will be used. The discussion can start with an open question to a panel followed by
the audience reacting to their individual replies. A discussion also needs an active moderator capable of
guiding the interchange so that opposing views are fairly aired.
Facilitating a Discussion
A formal discussion of 40 minutes might require four panellists, a moderator, and an audience. The following
issues should be considered in the planning process:







How much time should the moderator allow for each speaker to answer questions?
Will the audience be allowed to ask questions? If this is the case, will a similar time limit be imposed?
Should a questioner from the audience be expected to state their name before speaking?
Will the audience be allowed to make statements? If so the moderator must be able to represent the
statement as a challenge to the views of one of the panellists.
Will the moderator be allowed to re-phrase questions in a shorter or more coherent form?
The moderator may be neutral (attempt to have every possible view aired), agenda-driven (attempt to
have a particular question answered), biased (have their own position on the topic and may actively
oppose some views being presented) or an agent provocateur (attempt to show how each view is
countered by an opposing argument).
Will the panel members be ‘experts’ or simply have particular views? Experts can bring a fresh
perspective to an issue.
Will there be a timekeeper for questions? Although the moderator should pay close attention to time it
might be useful to ask an assistant to hold up cards with ‘time remaining’ messages to speakers or to the
audience.
Preparing for a Discussion
General preparation might include finding the major issues within the topic, researching about who
advocates these issues and why, finding those who are opposed to these views and why, as well as
researching the history of all these opinions. If students are debating an issue such as ‘Whose right to water
is it?’ this might take them into local, national or even world history as a starting point. In addition to this
general preparation the moderator might need some specific preparation:



Prepare open questions - those not characterised by a ‘yes or no’ answer.
Complement open questions with a set of focussed questions, which can be answered by panellists.
Summarise the views of a panellist by one or two paragraphs.
Much of the preparation for the moderator can be allocated to specific groups of students. The audience
might also need to prepare to ensure that a discussion really does take place!
Running a Debate
An example format for a debate might be four speakers speaking for 5 minutes each in the following order:
first speaker for the proposition, first speaker for the opposition, second speaker for the proposition etc.
These could then be followed by short speeches from the floor, perhaps not exceeding 2 minutes in length
followed by summary speeches from each side. The debate ends with a vote by the audience, not forgetting
M Biedler 2004-01-07
9
those who wish to abstain. A Chairperson who introduces each speaker and selects members of the
audience who wish to speak moderates the debate. Some issues, which the organisers might like to decide
with the involvement of the audience, include:
Will you debate a fact, value or policy? Questions of fact are statements about the way the world is now. An
issue of value generally is about whether an action or activity is right or wrong whereas a policy is a
statement which the presenter believes will be beneficial (or non-beneficial). In general the more lively
debates are about questions of value or policy:



Will you mix students with experts?
Will the Chairperson be a student or a teacher?
Will you focus on presentation or content? In practice audiences find it difficult to separate
presentation form content but it is worthwhile making the audience aware of the difference.
Preparing for a Debate
Research on debates differs only in one significant detail: the questions should not be prepared beforehand.
One of the most useful preparatory exercises for each team is to:




Write out the motion, then the sense of the motion.
On one side of a piece of paper list all the possible arguments in favour of the motion leaving space
beneath each one.
Now on the other side write down all the arguments against the motion in the same way.
Finally try to write a counter argument to each point in favour of the motion in the spaces provided.
Using the Internet
Debates and discussions are frequently initiated on the Internet and it is quite possible that debates and
discussions in future ‘Water Parliaments’ will begin with an Internet discussion set up by the organisers.
There are a few rules, which will help make this experience more rewarding for the young people involved:
 Be polite and non-offensive. The Internet reaches a diverse community where it is easy to
(unintentionally) give wrong impressions.
 Be honest and write your real opinions but remember how easily they can be passed to others who
may not be on your address list!
 Express yourself clearly and logically - your written word is the only way people have to get to know
you at this stage.
 Share your knowledge and research findings.
 Do not believe everything you read - the Internet is largely unregulated.
 Think carefully before giving away personal details or passwords.
 Be forgiving to people operating in a foreign language - it is sometime difficult for all but the expert
linguist to be anything other than very direct in their written communications.
1
2.6
Youth Water Parliaments
The concept of Youth Parliaments for Water emerged at the Solidarity Water Europe (SEE) in 1999 in
Espalion,
at
the
first
European
Youth
Parliament
for
Water.
The Youth Parliaments for Water are intercultural and intergenerational meetings which bring together
around the theme of water, professionals (educational professionals, scientists, local representatives,
technicians, and engineers...) together with young citizens involved in a local project (public awareness, site
cleaning,
water
resource
protection,
access
to
water...).
The Parliaments' aims are to involve young people in water management by supporting those who take
action for water throughout Europe, at school, in an organisation or within their family. They encourage
young people to participate in the process of learning about democracy and citizenship and also heighten
youth and adults' awareness of active water management. The Parliaments also promote exchanges,
intercultural meetings and debates between young people and adults on the theme of water management.
1
http://www.rivernet.org/educ/parlements/parlements_e.htm
M Biedler 2004-01-07
10
The theme adopted by the parliament very much depend on the location. Some of the Youth Water
Parliaments that have taken place in recent years are as follows:







2.7
The First European Youth Congress for Water (Espalion 1999 France, organised by SEE in
co-operation
with
the
city
of
Espalion
and
Green
Belgium)
The First European Youth Water Parliament (Rhine River Basin) (Selesta / France, 2000,
organised by SEE in co-operation with ERN and others)
The
Second
European
Youth
Water
Parliament
(Verviers)
(Belgium, 2000, organised by Green Belgium)
The Second European Youth Congress for Water in Barcs (2001, Hungary, organised by
SEE in co-operation with, ERN, Green Belgium and Panonia, Collège Louis Denayrouze, DunaDrava National Parkand the Comenius Freshwater Network)
SPLASH, Third European Youth Congress for Water, (2003, Geel, Belgium,
organised by KOGEKA schools community, the city of Geel, the NGO GREEN Belgium and five
young people elected at the previous Congress as Youth Water Representatives (YWR’s)
The Third European Youth Water Parliament (Mediterranean Basin) (Malta 2003, coorganised by SEE and ERN)
The Fourth European Youth Water Parliament (Central and Eastern Europe): September 17, 2003 in Stara Zagora Bulgaria in collaboration with NGO Earth Forever.
The Fifth European Youth Water Parliament 'From the source to the Delta’ (Switzerland,
October 2003) organised by Solidarity Water Europe in co-operation with ERN (European Rivers
Network), and supported by the Swiss Agency for Development and Co-operation, as part of the
United Nations Year of Freshwater.
Further Participative Activities
Case Studies
A Case Study helps to focus an audience by looking at an exemplar set of activities, which may help to
highlight the issues involved. A favourite Case Study is a ‘life experience’ - an account of an individual whose
life is influenced by a wider situation. For example the daily life of a child who must walk for many hours a
day to collect water can be pictured more easily than the debt problems, which prevent a less developed
country developing the necessary infrastructure to provide a clean water supply.
Card Sorting Exercises
These work best with a small groups of 4-6 students. Each group is equipped with 12 cards on which are
written statements or viewpoints. The students must agree on a priority system for the cards with the most
important at the top and the others are arranged in rows beneath to form a pyramid. At the end of the activity
a rapporteur should report back not just on the finished pattern but also on the discussion that accompanied
its creation.
Dramatic Scenario and Role Play
These short pieces are useful as ‘scene setters’. They may be scripted or improvised from an idea but in
neither case should they occupy more than about 5 minutes.
Statistical analysis
Presenting students with a table or other statistics can help inform debates or discussions. However
participants should be asked to look carefully at the authors of the material and also at the ways in which
figures or graphs are arranged -perhaps to convey a particular viewpoint.
Analysis of opinions
In this activity students are presented with a range of opinions on paper and need to analyse the views and
motivation of the authors.
Water-Related Topics
The theme of ‘water’ is a great stimulus for the activities described above. Here are some examples:




Competing uses of water: farming, industry, domestic, leisure. Who has greater rights? Who should
pay more or less?
Water in cross border politics: Israel/Palestine, USA/Canada, the Rhine, the Danube, India/Pakistan
- are examples of contentious cross border disputes in which water supply plays a part.
Water should be a free resource/should be priced according to the ability to pay/should be part of the
market like any other commodity.
The European Union should outlaw bottled water!
M Biedler 2004-01-07
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CHAPTER 3
Aspects of citizenship
A handbook of good practice is an instrument based on shared reflections, which structures the thoughts and
influences our actions, consciously or not. This chapter clarifies the concept of citizenship, which is the
unifying theme of this manual. It is recommended that before organising meetings the organising group
begins by reflecting on aspects of citizenship in order to create a common philosophy for the event.
The concept of citizenship implies:
•
•
•
•
•
•
A willingness to learn more about other Europeans
A respect for differences and similarities
A recognition of mutual dependence
A willingness to participate and to be an active citizen
An awareness of how the EU has an effect on everyday life
An awareness of Europe’s place in an increasingly globalised society
In addition to the above concepts this manual proposes a systematic vision of citizenship based on four
fundamental dimensions, which are:
1.
Ecological citizenship which refers to the relations of the individuals in the ecosystems (natural
resources, supports and life itself in all its forms);
2. Intercultural citizenship which refers to the relations between the people and their cultures;
3. Social citizenship which refers to the relations between individuals within the framework of social
systems;
4. Political citizenship which refers to the relationships that individuals maintain with each other.
The topic of water allows us to illustrate a systematic vision of citizenship and to contribute to its
2
development. This can be illustrated in the following diagram The Citizenship Approach to Water.
2
GREEN Belgium, European Youth Congres for Water Education: a Good Practice Guide for Teachers, Educators and Pedagogical
Planners, March 2002
M Biedler 2004-01-07
12
Citizenship Approach To Water
ECOLOGICAL
Environment
Biodiversity
Heritage
Pollution
Waste
Protection
Conservation
INTERCULTURAL
Values
Tolerance
Respect
Diversity
Meeting
Exchange
Lifestyles
Traditions
Culture
Arts
People
Nations
WATER
River Basins
Water Uses
Health
Hygiene
Costs
Sustainability
SOCIAL
Solidarity
Cooperation
Education
Future
Rights
Decisionmaking
POLITICAL
Democracy
Ecological Citizenship
All of us have a personal relationship with water. Water is the universal transport agent that ensures the
circulation in both plants and animals. It also helps to maintain our body temperatures at a constant level and
is the most important constituent of all living things. The ecological dimensions of water are also well
understood as are the human activities that cause the degradation of freshwater or block or decrease the
flow of water from one nation to another. How does the concept of citizenship relate to these activities?
In the European Union today the concept of the active citizen with an interest in ecology (as well as other
factors) is more relevant than ever before. This concept is present in many school curricula and is routinely
presented to young people in schools. Concretely, ecological citizenship at the school level has many
applications in the classroom:
M Biedler 2004-01-07
13



Geography: the water cycle, life in fresh water and in the oceans, the associated chemistry, concepts of
volumes and river flow;
Science: the interaction between man and the environment including pollution, the degradation of
ecosystems; monitoring of the quality of water, identifying species, and the importance of accuracy in
experimental procedure particularly when the data has to have validity in the public domain. Participating
in activities to conserve fauna and flora;
Mathematics and ICT for example in gathering and processing raw data including mapping, graphing
and tabulating findings;

Languages are enhanced through the interview process in gathering and recording information plus
letter writing and oral communication;

Technology skills are also employed in gathering and manipulating data;

Creative and performing arts may also be employed as a means of communicating concern and sharing
student’s findings with the community or within the school.
Evaluation of this process should be ongoing with students’ knowledge and skills being demonstrated and
rewarded as they successfully complete each component of the study. A longer-term assessment can be
based on the impact that the unit of work has on the participants and the local community. Debates and
3
other forms of meetings also provide a broader platform through which to reinforce the training.
Intercultural Citizenship
Water is a means of transport but it also connects peoples and countries. Water is a vector of change in
many ways other than just its physical nature. Everywhere it generates myths and legends, traditions and
habits, which have become part of the lives of many individuals. For example the myths of a great flood are
present in the philosophies and religions of many cultures. Water is artistic and has long been a factor of
inspiration. The topic of water therefore facilitates the meeting of cultures. Constructing an inter-cultural
citizenship with water can be based on meetings between people of different cultures, by the presentation of
their work with water and by other joint activities. Meetings can take the form of town or school twinning
which can be supported by the European Union.
Social Citizenship
The management of water supplies is a social necessity:
 Water of sufficient quality and quantity is necessary to maintain a minimum level of health;
 Many goods and many services are dependent upon water;
 Recreation and leisure often depend upon a beach or the sound of a waterfall.
Sustainable Development seeks to combine the social dimension and the ecological dimension in an attempt
to reconcile the various uses of water.
Political Citizenship
Clearly water management has a social and economic dimension, it also has a political dimension in
counties both inside and outside of the Europe Union. Behind the political dimension hides the capacity of
politics to influence its distribution. This political culture usually revolves around ethical issues as well as
practical ones:






Water as an inalienable human right for all;
Humanistic values and multiculturalism: challenging intolerance and dogmatism by being open,
receptive, promoting exchange and respect for others;
A democratic debate with the emergence of collective resolutions;
Choices in a spirit of solidarity with affirmation of the importance of each one of us in this process;
Awakening citizens to the values of co-operation, solidarity and responsibility;
Individual responsibility.
3
ACTIVE AND INFORMED CITIZENSHIP THROUGH ‘WATERWATCH’ CATCHMENT STUDY AND WATER QUALITY
MONITORING, http://education.qld.gov.au/tal/ddemo/docs/ef-uppp3.doc
M Biedler 2004-01-07
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CHAPTER 4
How to organise a Youth Water Congress
1.
The Organisational Structure
1.1
General remarks
A member of the Host Organisation is usually an executive (often the Co-ordinator or leading member) of the
Organisation Committee. He or she provides guidance to ensure that the proposed agenda model is being
followed and that a budget is being adhered to. The co-ordinator is also the focal point for discussions on
problem solving that may require changes to the planned agenda. Other Partner Organisations may be
working with the Host and may also be involved in the Organisation Committee. Partner Organisations can
contribute people to the Committee as observers but ideally it is preferred that all members of the Committee
are present because of their technical, organisational or logistical capabilities and expertise.
The Organisation Committee will need to demonstrate a good capacity of logistics to match the level of their
objectives, which may include, for example:
 Quality of food and accommodations
 Transportation, visa invitations and introductory letters
 Equipment for communication
 Equipment and software for data base management, printing and production
 Other materials and accessories such as power point, slide and film projectors or other pedagogical
materials to be used during workshops
4
Develop Your Organisation Committee, The First Steps
Many jobs need to be done as you work toward your common vision. Before assigning tasks to individuals,
go through the list of responsibilities as a group, making sure that everyone has a clear understanding of
each role. The Organisation Committee should decide if all of these jobs are relevant to your congress (for
example, if no transport is necessary for the congress, a transportation co-ordinator is not needed). The
group should review the specific responsibilities of each position.
Keep in mind your particular needs and revise descriptions and divisions accordingly, but try to make sure
that you do not overload any one person with too many responsibilities (staff burnout is a common problem).
Remember that youth-adult co-operation is essential and the more that youth and adults are a unified part of
the congress community, the better your congress will be. Adults, however, should be involved in the
organisation process. Following is a potential list of job titles for the Committee:
 Advisor(s) on Themes or Thematic Issues
 Site Co-ordinator
 Business Manager
 Transportation Co-ordinator
 Registrar
 Publicity Co-ordinator
 Logistics and Supplies
 Food Co-ordinator
 Workshop Co-ordinator
 Special Events or Games Co-ordinator
After reviewing the roles, the committee should brainstorm information and ideas for organisation activities,
such as a list of possible sites, a list of workshop topics and possible workshop leaders, themes, information
committee members would like to see on the registration form, etc.
Now it’s time to assign roles. Usually interests have emerged among the members of the committee during
the previous discussions. Taking volunteers for positions usually works well, but it is important that everyone
feel comfortable with decisions so that the staff can be a mutual support network. Don’t feel pressed to
choose every staff member at one meeting. Allow a chance for people who may be absent to be a part of the
organisation staff. Having the group create its own process for filling positions ensures the investment of the
group in a successful process. Pay attention to personalities. If someone in the group doesn’t usually take a
leading role but would like to, give her or him some responsibility. If some people are unsure of their ability to
take on a major role, have them work in pairs.
Consider carefully the role of accompanying adult advisors. The more clearly that the advisors are aware of
what is expected of them, the more likely they are to agree to participate in the congress. Your group should
clarify adult advisor roles in the organisation meeting. Consider these questions:
 What do you expect of adult advisors in terms of the overall congress activities?
 Are they expected to follow the rules of the congress (e.g., no smoking, curfews etc.)?
4
How to Be a Con Artist, http://www.uua.org/YRUU/resources/conartist/index.html
M Biedler 2004-01-07
15




Are they expected to attend workshops or and special congress events? If so, this must be made clear in
their job description.
What will sleeping arrangements be for advisors? (and how much sleep should they expect to get,
realistically?) Is there a curfew for the youth? Is there a time when things quiet down? All of this
information should be spelled out.
What are the lines of communication in case of rule infractions or other problems?
Who is the advisor responsible to? How will she or he interact with the congress staff? with the parents
of the youth? What kind of support and appreciation will be offered to advisors before, during, and after
the congress? Who will be there for them to talk to? Are there compensations for adults who act as
advisors? How will they be recognized in the congregation or district? What are the non-tangible benefits
of such an investment of time?
After you have discussed these questions and others, write up a job description for adult advisors. This will
serve as one of your primary advisor recruitment tools. Once the roles are assigned, have a final go-around
to make sure that everyone understands her or his role as the rest of the group understands it. Many
communication breakdowns occur because of poorly defined roles. Making sure that roles are clearly
understood before the work begins and throughout the organisation process is a good way to avoid trouble.
Choose a Theme
A theme gives any type of congress its own flavour. The theme provides a focus around which your
workshops and other events can cluster, provide a title, and make your publicity more visible. With broad,
general themes, a variety of activities can be linked. More specific, idiosyncratic themes are eye-catching,
and are more effective in linking to a major event of the congress. Speciality congresss, too, benefit from
themes. For instance, a leadership development congress can focus on one aspect of leadership, or teach
leadership by having the group deal with a particular issue. Pick a theme that excites your organisation
group and the participants.
Where Will the Congress Take Place?
Congresses need a place to happen. One of the first major activities a Co-ordination Committee must decide
is what type of site they want. Your major concerns should be accessibility, appropriateness of the facilities,
and cost. Site options include school facilities, a church, a camp, a community facility (such as a YMCA- or
YWCA) a congress centre or a hostel. You may want to organise a meeting space only and have participants
rd
stay at home hospitality in the area as was done with SPLASH, the 3 European Youth Congress for Water.
You may want a rural setting instead of in a city. Searching for organisers and potential sites on the Internet
is an economical way to get the word out that you are looking for assistance or information. The Organisation
Committee should create a list of things it wants in a site before the search for a site begins, including first
and second choices.
Plan Meetings and a Time Line
Create a game plan for the time before the congress. Depending on the distance from one to another,
members should set intervals for the organisation groups to meet. If meetings are difficult, arrange a protocol
and dates for e-conferences, regular e-mails or tele-conferences or for everyone to mail updates to the rest
of the staff. Make agreements about when particular tasks will be finished (especially mailing the publicity).
Set dates such as the late-fee deadlines and the registration deadline (highly recommended for the sanity of
your registrar).
1.2
Practical applications for the Youth Water Congresses
The following table summarises the structures that were found to be most effective in the organisation of the
Youth Water Congresses which are the subject of this manual.
Organisational Committee
Hosting organisation
Organisational team
Partners
•
•
The school community
The municipality
•
•
Water-related NGO
Committed young people (YWR)
Responsibilities
•
Accommodation
•
Concept
M Biedler 2004-01-07
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•
•
•
Subsistence
Logistics
Practical organisation
•
•
•
Selection of participating
delegations
Programme headlines
Programme content
Partner organisations
These should be involved both by the hosting organisation and by the organisational team for specific
aspects of the event.
Sponsors
Sponsors might ask to be involved as observers
5
2.
Site Selection and Preparation
Organisers will all have their own site requirements and will be limited by the accommodation available. For
general guidance refer to the website below.
3.
Budget
The most critical factor in organisation and producing a successful congress is developing and managing the
budget. The following notes are intended as general advice, it is assumed that the organisers will have
previous experience of handling large and complex budgets and have the necessary mechanisms in place.





Review records from previous meetings and compare budgets v. actual costs.
Identify and understand major discrepancies
Research costs with suppliers (hostel, travel agent, transportation providers, audio-visual services)
Get quotes in writing
Take into account any adjustments to the programme which influence costs
Clarify Authorisation and Decision Making
 Who makes the final decisions on expenditures?
 Who authorises master bills?
 Limit and clearly identify people who can make decisions on-site regarding expenditure
 If more than one person is involved in financial decision making, clarify the expense levels at which
further authorisation is required
Record Keeping
 Keep files current and up to date, daily if possible
 Copy all bills
 Create and review regular budget reports
 Develop a clear and well-defined registration process for both advance registration and on-site
registration of participants
 Prepare detailed final accounts for the funders and for future use
Managing the Budget
 Use available software for record keeping and budget projections
 Revise projections regularly and inform others of any changes
 Conduct formal budget reviews to ensure expectations are clear to those who need to know
 Know your budget well and if asked to cut expenses, be aware of the impact of those cuts and share that
information with those who need to know
Some Guidance On Budget Headings
Income
Description
External
funding
Advertising
Registrations
5
Explanation
Subsidies from project funders (EU, national, regional, municipal, other)
Income from advertisements placed in congress programs and directories
Income from individual registrations for meetings, seminars and congresses especially if
participants have been granted funding to attend the event
Organisation a Successful Congress and Exposition, http://www.shrm.org/chapters/resources/successconf.asp
M Biedler 2004-01-07
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Sponsorships Support from outside organisations for various items and activities at congresses
Miscellaneous
Sales of congress audio tapes and other product sales
Income
Expenditure
Description
Explanation
Accommodatio
Hotel, dormitory or hostel
n
Rental of A/V equipment, labour to set up equipment in meeting rooms, cost of a
Audio Visual
technician to monitor or run equipment during the meetings
Awards
Awards given during meeting (plaques, etc.) and expenses for award recipients
Decoration
Decoration of registration area, theme parties, etc.
Rental of exhibit space in facility. Service contractor fees including; pipe and drape,
Exhibits
drayage and other equipment rental. May include printing and mailing of exhibit
prospectus.
As above, may include exhibit hall rental, meeting room rental, convention centre
Facility Rental
charges or facilities for special events
Food and
Cost of planned meal functions, refreshment breaks, receptions
Beverage
Gifts
Items purchased for VIPs (speakers, board members/spouses, key staff)
Cost of cancellation/interruption insurance (an additional clause in the insurance policy
Insurance
may be required for off-site events)
Labour
Cost of labour to move boxes, equipment, set up meeting rooms
Music/Entertai
Professional/amateur musicians for events
nment
Office
Copiers, fax machines, computer and printers as needed on-site or in the office
Equipment
Postage &
Cost of mailing promotional material, shipping materials to meeting site
Shipping
Printing &
Printing of promotional materials, congress program, exhibit directory and prospectus,
Artwork
directory of participants, congress logo development, photography
Professional
Production support, consultants (etc.)
Services
Registration
Cost of badges, tickets, forms, bags or t-shirts, other materials
Speakers Fees Fees charged by professional speakers including expenses
Staff Expenses Sleeping rooms, travel and other expenses for staff
Supplies
Office supplies
Temporaries Cost for temporary staff to support regular staff both pre-meeting and on-site
Transportation Charges for tour operator and shuttle bus
Volunteers
Charges incurred by volunteers, including supplies, food and beverages
Miscellaneous
4.
Sources Of Funding
General Information
Sponsorships
The key to successful sponsorship is perceived value. If you choose to involve sponsors in your event make
sure that sponsors receive value for their money. Invite your sponsors to the event and ensure that those
contributing the most are the ones having the most benefits. Recognise your sponsors and give them
appropriate thanks.
Here are a few ideas:


Include sponsor names and logos on your congress web-site
Print company name and logos in pre-congress brochures and on-site programs
M Biedler 2004-01-07
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
Acknowledge sponsors during general sessions
EU Funding Programmes
Background information
In 1995 The European Commission created two funding programmes in order to support the international cooperation in education and training: SOCRATES and LEONARDO DA VINCI. Both programmes operated
until the end of 1999. New programmes using the same names and sharing many of the original aims and
objectives succeeded them. This Unit concentrates on the Socrates programme, which deals with education.
It does however provide sufficient information on Leonardo da Vinci – the vocational training programme – to
enable information to be located. In general Leonardo da Vinci is directed at students who are taking part in
initial vocational training courses at school or college. Both new programmes are designed to operate up to
st
31 December 2006. In addition a third programme YOUTH deals with young people who are outside the
formal education system.
The EU funding programmes do not easily come to the assistance of organisers of events such as the Water
Parliaments. They can be seen as only one component in a complicated funding structure. The following
notes give some starting points. Organisers should also carry out some research beginning with the website
of their national agency for Socrates. These can be found at:
http://europa.eu.int/comm/education/programmes/socrates/nat-est_en.html
Some countries have appointed a different agency for Leonardo da Vinci and for Youth - but these can be
found from the Socrates websites.
1. Socrates – European Action Programme for Education
The main aims of the programme are:
 to strengthen the European dimension in education at all levels;
 to improve the knowledge of European languages;
 to promote and facilitate co-operation in education;
 to encourage innovation in education.
Thirty-one countries are eligible to take part in the programme:
 All the 15 member states of the EU:
 The 3 EFTA countries: Iceland, Liechtenstein and Norway;
 The Candidate Countries of the EU: Bulgaria, the Czech Republic, Cyprus, Estonia, Hungary, Latvia,
Lithuania, Malta, Poland, Romania, Slovakia and Slovenia;
 Turkey - from 2004;
 Schools in Switzerland may also take part but their funding is from national sources and their
participation must be in addition to the minimum number of schools required for project eligibility.
SOCRATES supports projects from all types of schools and training institutions and is aimed at all levels:
pre-school education, primary, secondary, higher education and life long learning.
M Biedler 2004-01-07
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A Summary of the Programme
The European Commission manages the SOCRATES programme. The programme is divided into Actions.
Some of these actions are administered directly by the Commission. These are called centralised actions.
Other actions are administered by the member states and applications are made to the National Agency
(N.A.). These are decentralised actions. This agency may be in an independent institution or within the
administration of the Ministry of Education of the Member State concerned.
The following pages aim to provide readers with a broad understanding of the Socrates Programme. For the
majority of teachers the practical application of the programme will be within Comenius. The elements of
Comenius, which relate to school partnerships, are detailed as part of the In-service Course for Teachers.
ACTION 1
COMENIUS
The Training of School Education Staff
Aims
To improve the quality of and develop the European dimension in education by:
 Promoting quality in the teaching of EU languages;
 Promoting intercultural awareness in school education in Europe.
Comenius 1 – School Education
See the section included in the In-service Course for Teachers
Comenius 2.1 – European Co-operation Projects
These are projects (generally of 3 years) which create, test and deliver training courses for teachers or other
educational staff. They may involve the development of curricula for initial teacher training, promote the
mobility of student teachers and develop teaching strategies for specific learner groups. In general these
projects are accessible to educational institutions other than schools and colleges – but schools may be
involved e.g. as partners to local authorities or universities.
Comenius 2.2 – Individual Mobility Activities
Individual mobility and training opportunities for teachers are published annually in the Comenius Catalogue,
which can be downloaded from the Internet at:
http://comcdb.programkontoret.se/
This lists in-service training courses of all types. Many of these are concerned with language learning and
resemble the Lingua B courses well known to teachers of modern foreign languages under the previous
programme. There are also courses concerned with particular curricular areas or school management
issues. Funding is available to cover individual members of staff in terms of the cost of the course plus travel,
accommodation and subsistence. Courses last up to a week for non-language training and up to 4 weeks for
language courses. Grants are available up to €1500.
Note: Many of the teachers who attended the Splash event in Geel (March 2003) independent of a student
group, were funded by Comenius 2.2 grants. Prior to the event the organisers advertised the course on the
above catalogue.
Comenius 2. 3 – Comenius Language Assistants
These are for prospective teachers of foreign languages who apply to work in a school for 3 to 8 months.
They take part in activities, which broadly support the European dimension across the curriculum and help to
introduce their own language and culture to the host institution. Your school can host a Comenius Language
Assistant wholly supported by the Socrates programme.
Comenius 3 – Networks
Comenius 3 provides support for Networks of institutions who have already been involved in Comenius
projects in order that they may share experience, good practice and innovation. Comenius Networks involve
at least one organisation from each of at least six different countries, and partnerships should be designed to
bring on board new organisations during the course of the project. Activities may include:
 conferences, seminars and symposia
 publication of findings and experiences including best practice guides, resources and materials
 Cross-sector and / or cross-phase Networks are particularly encouraged.
M Biedler 2004-01-07
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Applying for a Comenius project – Summary of Deadlines
Comenius School Projects
1 Feb or 1 March
De-centralised
Comenius Language Projects
1 Feb or 1 March
De-centralised
Comenius School Development Projects
1 Feb or 1 March
De-centralised
Comenius 2.1 European co-operation in-service
training projects
Comenius 2.2 Individual training grants for
school and college education staff:
Initial training
Comenius Language Assistants
In-service training
Comenius 3 Networks
1 March
Centralised
Deadlines vary –
contact your agency
De-centralised
1 November preproposal
1 March full proposal
Centralised
Notes:
Some National Agencies may require earlier deadlines
De-centralised applications are submitted to National Agencies.
Centralised applications are submitted to the European Commission with a copy sent to the National
Agency of the co-ordinating country, with the exception of Networks, where applications should only be sent
to the European Commission.
The Remainder of the Socrates Programme
ACTION 2
Higher Education Erasmus
This action aims to enhance the quality and reinforce the European dimension in higher education.
ACTION 3
Adult Education and Other Educational Pathways: Grundtvig
Grundtvig complements the school education and adult education actions by promoting a European
dimension in lifelong learning. It is targeted in particular at young people who have left the school system
with insufficient training and wish to resume their studies. Grundtvig will encourage the creation of European
networks and enable greater co-operation in these areas.
ACTION 4
Teaching and Learning of Languages Lingua
This action aims to promote the teaching and learning of foreign languages in all the official languages of the
Member States. Financial assistance is available to trans-national language learning projects such as:
 Awareness raising activities;
 Activities to promote innovation such as the early learning of languages;
 The development of new curricula, teaching materials and instruments of language proficiency;
 The networking of resource centres.
ACTION 5
Open and Distance Learning: Information and Communication Technologies in the
Field of Education Minerva
The purpose of this action is to complement and enrich the other actions of the programme by promoting the
use of new information and communication technologies, especially in terms of Open and Distance learning.
Support is available for:
 Projects which develop quality criteria for the use of educational multimedia;
 Projects to develop materials and methodologies;
 Projects to support the exchange of ideas and experience including the networking of resource centres.
ACTION 6
Observation and Innovation
This action aims to develop the quality of education through the observation of education systems including
study visits for decision makers (ARION), information on national education systems (Eurydice) and the
Network of National Academic Recognition Information Centres (NARIC).
ACTION 7
Joint Actions
The Commission intends to implement joint calls for proposals that may involve Vocational Training
Programs and Youth Programmes.
M Biedler 2004-01-07
21
ACTION 8
Accompanying Measures
This part of the new programme will promote activities that are not eligible for assistance under the other
actions but which still promote the objectives of the programme. Accompanying Measures is a centralised
action which event organisers may find helpful in funding supporting mechanisms or conferences about the
rd
event. Following is an example that occurred during the 3 European Youth Congress for Water.
2
Leonardo da Vinci
This is the European Commission programme for Vocational Training launched at the same time as the new
Socrates programme with the same lifespan. Leonardo provides support for young people over the age of 14
to take part in work related activities with a partner school or college. To qualify they must be enrolled on an
initial vocational education course. This is probably the least likely source of support for water-related
activities. All eligible countries have a National Co-ordination Unit to oversee the Leonardo programme.
3
Youth
The YOUTH Programme provides one of the best opportunities to fund the mobility of young people for what
are, after all, youth events. The YOUTH programme is the EU’s mobility and non-formal education
programme targeting young people aged between 15 and 25 years. The Programme is open to youth in 30
European countries. The YOUTH programme offers possibilities to young people in the form of both group
exchanges and individual voluntary work, as well as support activities. The YOUTH programme started in
spring 2000 but incorporates, and is based on, the experiences faced by the former Youth for Europe and
European Voluntary Service programmes.
There are National Agencies for the YOUTH programme established in all 30 Programme Countries who
assist with the promotion and implementation of the Programme at national level. The Euro-Med Youth
programme II, involving 27 Euro-Mediterranean partner countries, is one of the YOUTH programme’s main
activities. National Co-ordinators based in the 12 Mediterranean partner countries facilitate the
implementation of this Programme. The YOUTH programme also supports co-operation activities with other
third countries in Southeast Europe (SEE), the Eastern Europe and the Caucasus (former CIS Commonwealth of Independent States) and Latin America (LA). The Commission has created eight
Resource centres within the YOUTH National Agencies. These Resource centres are called SALTO-YOUTH,
and their role is to provide different kinds of resource and support to improve the quality of YOUTH projects
in priority areas. The SALTO-YOUTH Resource centres provides training courses, training tools, information
on good practices, networks and partnerships development, partner finding etc. They work in close cooperation with the National Agencies and the National Co-ordinators to reach the users of the YOUTH
programme. For further information, consult: www.salto-youth.net. For an overview of the programme see:
http://europa.eu.int/comm/youth/index_en.html
Other International Programmes
Organisers should also consider the possibilities of asking other international organisations for support
(outside of the EU frameworks). These include UNESCO, UNICEF and possibly international conservation
groups.
Other Programmes
Many countries have domestic funding programmes to support international activities for their own schools,
colleges and youth organisations. Some of these operate alongside the EU funded programmes and first
enquiries should be to the appropriate National Agency.
5. Recording The Event
Evaluating Your Congress
An evaluation process creates a specific time, space and structure in which to exchange information and
feelings. The goal of an evaluation process is to identify the elements that shaped your congress. The main
question is not whether things went well, but why they happened as they did. Finding the deciding factors—
the elements that hindered or helped the congress community—can provide valuable insight and experience
for the future.
An evaluation also plays a vital role in individual leadership development. Organisation a congress is a
challenging experience for young people; it allows them to try out their skills in many areas. Providing
feedback for people is part of the learning process.
Participant Evaluations
The first step in creating an evaluation process is deciding what information you’re looking for:
• Whose feedback do you want?
M Biedler 2004-01-07
22
•
On what subjects?
After you have decided, you can formulate ways to gather the information.
Evaluations by participants may be generated with an evaluation form or through verbal evaluation in a large
group. If you use evaluation forms, hand them out with pens or pencils and ask the group to fill them out on
the spot. This process is best done at the end of each day or in a large group just before the last event
(usually the closing event). Despite having the best intentions participants will not usually mail back
evaluation forms.
If the evaluation occurs verbally, participants should know that their experiences have been recorded by the
congress leaders and will be taken seriously. Making a chart or a list of what participants did and didn’t like
can be useful to evaluate your congress. Make someone responsible for facilitating the participant’s
evaluation session, and have someone else write down the comments.
The simplest way to facilitate an evaluation session is to divide a sheet of paper down the middle with a line.
On the left-hand side, write a plus sign (+). On the right-hand side, write an arrow pointing up (^). Begin with
the positive, asking, “What did you especially like about this congress?” These comments should be written
on the left hand side. Spend a lot of time here. Some comments will combine positive and negative
responses, such as “I liked the food, except for the sandwiches every day!” Separate the responses and
write “food” on the left side and “sandwiches” on the right. When you are ready, move on to the section
headed “What could be improved next time?” trying to facilitate the feedback to be as constructive as
possible. Positive responses are important feedback for what worked well and they also provide recognition
for the congress planners. When you discuss positive aspects of the Congress with the participants it is good
to highlight the work of the organisers. It is also important for the participants to realise all of the elements
that made up the congress, and all the work that went into it.
The Staff Evaluation Process
Although the staff evaluations may not take place at congress itself, plan a time for this evaluation as you
would plan any congress event. Set up a specific time and place, decide who should attend, whose feedback
you want, and what you will do with the compiled information. Organisation and preparing beforehand will
focus the evaluation process and give it meaning, making it more productive and useful. Let the congress
organisation staff rest and have some space before they start on the evaluation process. This distance gives
everyone a chance to digest the experience and approach it more objectively.
Once feedback from participants is compiled and your group is gathered, you can begin your own evaluation
process. Make sure ground rules on respect are in place. Many times people have very different opinions
and perspectives on the dynamics of a congress—one person might have had the time of his or her life,
while another felt like everything that he or she was involved with was a complete failure. Both these views
are important and valid.
How to Evaluate
Brainstorming thoughts and feelings on how the congress went is a good way to start working with a group; it
gets people thinking and brings back the congress experience. After the mood is set, allow people to talk
about what they liked and didn’t like. This activity can be another brainstorm, especially if the group is large.
With any method, have someone write things down on poster paper or flipcharts. This information is
important and valuable and should be retained.
The next step is to look at the compiled participants’ evaluations. Did people seem to like or not like any
specific events? What was the majority opinion? Did people have a lot of comments about particular areas?
What did participants suggest to improve the congress? What would they keep the same? Having the
participant’s evaluations well organised can facilitate answering these questions.
With an overview of what worked and what didn’t, the next step is to ask why. Consider the list of things that
didn’t work, and discuss ways to improve them. Remember that although most problems at congresses have
solutions, occasionally there are simply no viable solutions available.
The Unexpected
A kitchen fire that spoils the banquet dinner obviously goes on the list of things that didn’t work, but in all
fairness, no amount of organisation prepares for these kinds of problems. Identify the mishaps that you
couldn’t have controlled as isolated incidents. Instead of wasting time figuring out how you could have
prevented the unknowable, look at how the congress staff dealt with the problems, and see how you think
that could have been improved.
Some Things Just Don’t Work
Despite your organisation and enthusiasm and leadership skills, the participants just didn’t like your activity.
Not every activity will work with every group. Look for reasons: Was your event not suited to the age group?
Did people in the group have enough sleep? Were unusual or unexpected interpersonal relations going on in
M Biedler 2004-01-07
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the group (e.g., a couple of friends were angry with each other)? If no one can find a reason and the
participant’s evaluations shed no light on the problem then you need to move on —some things just don’t
work.
Congratulate Each Other
A session where each staff person names one thing they liked about their contribution to the congress as
well as one thing they learned from the experience can structure a creative closing for the evaluation
meeting.
Post-Evaluation
You now have precious information from the evaluation process. Put it into the congress organisation
materials for the next organisation group, so they can learn from your successes and failures.
M Biedler 2004-01-07
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CHAPTER 5
Special initiatives for accompanying teachers
The in-service training course
Chapter contents:
1
Background and rationale for the course
2
The participants
3
The programme
DAY 1
Support materials
Getting to know one another
DAY 2
The Comenius Freshwater Network – guidelines and video
Carousel workshop
Project Management
Examples of good practice
School Fair
DAY 3
Creating a Comenius School Project and applying for funding
Practical work in the field
DAY 4
Small group work leading to project applications
Course Evaluation
4
Appendices and supporting information
M Biedler 2004-01-07
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Background
The Splash event, which took place in Belgium during July 2003 was primarily aimed at school students in
the 15 – 19 age range. However almost without exception the groups of students were accompanied by at
least one teacher. Many of the contributory events were organised and run without the need of significant
participation from these teachers. Indeed one of the underlying principles of the whole occasion was for
young people to work with their contemporaries and to make new contacts and friends, with similar interests,
from schools in other countries. It might be claimed that the presence of familiar teachers could have an
inhibiting effect on this aim. Furthermore accompanying teachers were seen as an important resource in their
own right with an evident interest in water related issues and the motivation to infect other colleagues with
their enthusiasm.
It was with these factors in mind that the idea of a parallel in-service training event was conceived. Many of
the activities are loosely based on a predecessor course. This was organised in the United Kingdom in 2001
and 2002 as part of the EU-funded Comenius Freshwater Network project. However the following chapter
uses as a reference point the event of 2003 and is intended to serve as a guide for any organiser of a
freshwater course for teachers.
Rationale
The course has two main aims. One is to create a mechanism through which the participating teachers can
get to know one another and to share their common interests as teachers but also in the specialist fields
concerning water. The second aim is to provide teachers with the information they need to continue working
together in the framework of a project where water is the theme. The course is orientated around the
possibilities of a Comenius project but most of the ideas and methodologies could equally well be applied to
other funding routes.
Participants
The participants on the course associated with the Spash event were nearly all teachers in the secondary
phase. However they came together in the course through a number of routes:
•
•
•
The majority were accompanying their students and left the main programme to attend the course
Some had been recruited separately through an application to the European Commission to run a
Comenius 2.2 course to coincide with the course – these individuals came without a student group
but were encouraged to join the main Splash programme when appropriate
Some were attending a parallel European week
All the teachers were asked to complete a profile of their school (including any current projects) before the
course. These were made available to everyone in the course folder. If the course numbers exceed 20 it is
also a useful idea to ask everyone to bring a small passport photograph which can be displayed with a copy
of their profile.
Appendix 1 - Profile
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26
The Programme
The programme was constructed in line with the draft presented with the Comenius 2.2 application and
featured in the Comenius Catalogue. The main facilitators were:
Ray Kirtley (European Resource Centre, University of Hull)
Koulla Savvas (Cyprus Pedagogical Institute)
Both facilitators had considerable experience of similar courses organised through the Comenius 2.1 project
– the Comenius Freshwater Network (1999 – 2002) mentioned in the introduction. However both are also
experienced in-service trainers for their own institutions.
SPLASH
In-service Training Sessions
MONDAY 23 MARCH
15.00 – 16.30 Introduction – Course objective - Getting to know other participants
16.30 – 17.00 Daily Evaluation
TUESDAY 24 MARCH
09.00 – 10.30 Good Practice Guide and video
11.00 – 12.30 Carousel Workshop
14.00 – 15.30 Project Management
16.00 – 17.30 Examples of good practice
17.30 – 19.00 School Fair and Daily Evaluation
WEDNESDAY 25 MARCH
09.00 – 12.30 Creating a Comenius School Project and applying for funding
Practical work in the field
THURSDAY 26 MARCH
09.00 – 12.30 Preparation of new projects – small group work
12.30 – 13.30 Presentations and Evaluation
M Biedler 2004-01-07
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DAY 1
Support materials
Each participant received a file containing:
•
•
•
•
•
•
Programme
Course Evaluation Form
Participant profiles
Comenius 1 Application Form
Comenius 1: basic guidance
Comenius Freshwater Network Guidelines (this was used as a reference text throughout the course
– copies are available from the author)
Other materials were available during the course and could be added to the file at the discretion of the
participants.
Introduction – Getting to know other participants
The course objectives were introduced using the following OHP:
SPLASH
In-service Training Sessions
THE COURSE AIMS TO:
Help teachers to set up new projects and to apply for funding
Provide some guidance on the management of trans-national projects
Give teachers the opportunity to attend a range of congress sessions so providing ideas and themes
for their own projects
The process of getting to know each other was achieved with a simple icebreaking activity. The aim is for
each member of the group to speak to everyone else through a series of light-hearted questions. The activity
was put together using material from the profiles. Organisers may also choose to include some general
questions that several participants could probably answer.
Appendix 2
Find the person who….
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DAY 2
The Comenius Freshwater Network, objectives and outputs
This input related to the Comenius 2.1 project which gave rise to the course outline in the first instance.
Course organisers will need to adapt this section to some degree but the key messages are that:
•
•
•
Freshwater related topics are part of most curricula and are often studied by pupils several times
during their time at school
Freshwater topics are ideal as a subject for trans-national projects
‘Freshwater’ is a truly cross-curricular theme and is accessible to pupils of all abilities
This input also relied on the Case Studies which are included as appendices in the Comenius Freshwater
Network Guidelines. Copies of this document are available from the author of this chapter. An alternative
strategy for this section would be to invite an experienced teacher or other educational professional to talk
about their own freshwater project. In order to motivate others to get involved this input should stress the
benefits of the project for both pupils and staff involved.
Carousel workshop – an activity to stimulate discussion around European projects
This interactive session is designed to widen the experience of the participants in working together in multinational groups. To begin the participants should be divided into groups of 4 – 6. These groups should be
mixed nationality although any participants experiencing difficulties with the working language may be paired
with a more linguistically skilled partner. The activity works best in a large room equipped with 5 or 6 flip
charts where one sheet on each chart has already been given a title. The titles used for the exemplar training
course were:
•
•
•
•
•
•
A freshwater project which will involve students with learning difficulties
A freshwater project which will involve local partnerships between primary and secondary schools
A freshwater project which will have a creative arts focus
A freshwater project which requires extensive fieldwork (biotic and abiotic water sampling)
A freshwater project where Information technology is important
How to use a freshwater project to involve the local community
To start the process each group is asked to read the title and to ensure everyone has a common
understanding of the terminology used. The participants are then asked to write down the key elements of
the suggested project or strategy. However the work of each group is suspended after 10 minutes and all but
one of the group is required to move on to the next title. The teacher who is left behind must explain the
emerging strategy to the newcomers who may then add further comments. After a shorter interval of 5
minutes the process is repeated leaving a different individual in charge. At the end of the session (which can
take up to 50 minutes) the papers are detached and displayed around the room – this helps to set the
atmosphere for the remainder of the course.
The serious message of this activity concerns the relative instability of partnerships and the constant need to
re-evaluate and re-focus project work.
Management of an EU funded project – planning, organisation, evaluation
A freshwater project is like any other, it requires the co-ordinator and partners to possess or acquire a
number of skills from the world of project management. The following OHP was used as a starting point to
illustrate the planning process:
SPLASH
In-service Training Sessions
The role of planning in project management:
Ideally 80% of the time and energy in a project is spent on defining aims and planning and only 20%
is spent on realisation:
Planning preparatory visits
Planning the first meeting
Planning for changes and amendments
Planning for evaluation
Planning for dissemination
M Biedler 2004-01-07
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Planning for the financial administration of the project
The following OHP was used as a starting point to illustrate the organisation of a project:
SPLASH
In-service Training Sessions
Organisation of a project is the realisation of the planning process
Main tasks:
Managing contractual relations with the project partners
Defining roles
Building up a project culture
Forming European and national teams
Setting up and maintaining a communications system
Setting up and maintaining an information and reporting system
Managing critical phases in the life of the project
This section could be extended to cover the organisation of trans-national meetings which may not be
familiar to many teachers.
The whole area of project evaluation may require careful explanation. Evaluation needs to be viewed as an
on-going process which should be planned alongside other aspects of the project – this may surprise some
participants who see the process purely as retrospective.
The following OHPs were used to illustrate aspects of on-going project evaluation:
SPLASH
In-service Training Sessions
In the ideal project evaluation should:
Begin early in the project
Involve the whole partnership
Predict the development of the project
Assist in the process of quantifying results
Reduce the work of the final report
Involve others
SPLASH
In-service Training Sessions
Why is evaluation important:
To improve quality and raise standards
To provide a context for open discussion on content and project performance
To identify strengths as well as weaknesses
SPLASH
In-service Training Sessions
Stages in evaluation:
Planning for evaluation
M Biedler 2004-01-07
30
Collecting and interpreting evidence
Using the evidence to implement changes
Incorporating data in to the final report
The Comenius Freshwater Network Guidelines provide a detailed chapter in support of this section which
was used during the course. This chapter opens up the ideas of target groups for evaluation (the pupils,
teachers, wider community etc) and also suggests many evaluation tools which have already been used
successfully in a trans-national context.
Examples of good practice – a variety of inputs concerning water testing, water quality, using rivers in
education programmes. At this point in the Splash course exemplar projects were used from the Comenius
Freshwater Network Guidelines. Facilitators should use this time as an opportunity to include inputs from
teachers, NGOs, conservation groups or to refer to the CFN Case Studies:
Case study 1:
River profiles in Sweden and Hungary
Crosscultural partnership between Naturbrukgymnasiet and Dráva Völgye High School.
Case study 2:
From the Source to the Mouth’ transboundary educational programme
on the River Drava
The chronology of a new project stimulated by a CFN activity.
Case study 3:
A Bird’s Eye View of European Freshwaters
A Comenius project with a freshwater theme.
Case study 4:
Water in the Mediterranean (MIO – The Mediterranean Information Office)
A multidisciplinary learning package focusing on freshwater issues in the Mediterranean basin.
Case study 5:
The Little Frog and Karagiosis
A drama activity with a message about environmental degradation and the role of young people in raising
environmental awareness.
Case study 6:
The National Hellenic Environmental Education Network
Young people share information about their local rivers and take responsibility for their own project
applications and activities.
Case study 7:
River Day
A pan-Hellenic school activity day.
Case study 8:
Wiser with Water
A Comenius project with a freshwater theme.
Case study 9:
Water Congresses
Young people from many countries meet together to take part in water related activities and to debate some
of the issues around freshwater.
Case study 10:
Lemithou Environmental Education Centre
Getting to know the Diarizos River and the Kelephos Bridge in Cyprus
School Fair
This is an informal activity which gives the course participants opportunities to learn more about each others
schools and regions. Well before the course each teacher was asked to bring with them some materials
about their school, their home town and their country. They were also requested to bring pupil work and
details of any current projects or activities involving freshwater. Each participant was given a table to display
these materials plus access to a data projector, video and PCs if required. The result was a lively session as
participants view the materials and take the opportunity to sample any characteristic delicacies – food or
drink – which also occupied the displays.
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The School Fair fits well into the evening programme and can also be seen as a means of bringing
accompanying students into the proceedings of the course.
M Biedler 2004-01-07
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DAY 3
Creating a Comenius School Project and applying for funding (AM)
This session was based around a presentation of the Comenius Actions of the Socrates Programme.
Facilitators may choose to use a powerpoint presentation or produce OHPs based on the following notes.
Whatever methodology is chosen it is important to illustrate the funding programme with real examples of
school partnerships based on freshwater projects.
Background
In 1995 the European Commission created a new funding programme called Socrates designed to support
international co-operation in education. The section of the programme aimed specifically at schools is known
as Comenius. Since the programme started hundreds of schools across Europe have taken part and many
thousands of teachers and pupils have benefited from new contacts and ideas generated by these funding
schemes. Getting involved is easier than you might think and since this is a ‘decentralised’ programme the
application procedure and the administration of projects is in the hands of a National Agency in each
participating country.
Who can get involved?
Any school or college (4 – 18) is eligible to become involved. Partnerships may be formed
with:
•
•
•
•
All the 15 member states of the EU
The 3 EFTA countries: Iceland, Liechtenstein and Norway;
The candidate countries of the EU: Bulgaria, Cyprus, the Czech Republic, Estonia,
Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia;
Turkey – from the 2004 deadline
Switzerland may be included in a Comenius School or Development Project but only in
addition to the minimum number of three countries required.
The main aims of the programme are:
•
•
•
•
To strengthen the European dimension in education at all levels
To improve the knowledge of European languages
To promote and facilitate co-operation in education
To encourage innovation in education
The schemes available:
Comenius offers three main ways for pupils and teachers to get involved:
Comenius Action 1 1 - Comenius School Projects
(Most freshwater projects fall into this category)
These projects must include at least three schools or colleges across at least three countries. These
institutions can range from Nursery Schools to Vocational Colleges. Up to three years of funding is available
to support such projects. There are several important criteria. Comenius School Projects:
•
•
•
•
•
•
Must be integrated into the regular activities of the school
Take place within the curriculum
Involve several class groups
Have a wide impact in school
Involve pupils in the planning, organisation and evaluation of the work
Be multi-disciplinary
The projects may be completely focused on the process of co-operation and linking but for many there will
also be outcomes: Newsletters, websites, CD-ROMs
Projects are funded on an annual basis. The school that takes on the responsibility to run the project (the coordinator) may receive up to €2000 per year while the partner schools receive up to €1500. This may be
used for materials, communication costs, the purchase of software and a proportion of the lease of IT
equipment for use in connection with the project. In addition to these amounts travel and accommodation
costs for meetings are paid and are related to the geographical location of the partnership schools (for
example a partnership featuring Finland, Greece and Ireland would receive a higher travel costs than a
partnership between the Benelux countries). Most projects will organise 2 or 3 meetings per year and use
M Biedler 2004-01-07
33
these occasions to organise and evaluate the work of the project. It is also permissible for a small number of
pupils to accompany teachers to these meetings. They act as project workers and ambassadors for their
school. Up to six teachers can apply to undertake some kind of mobility activity each year and up to four
pupils can participate in the planning or evaluation meetings for the project each year. Partnerships can also
apply to include headteacher study visits, teacher placements and short teacher exchanges into their
mobility plans.
Comenius Action 1 2 - Comenius Language Projects
These are language learning projects between two schools from two eligible countries.
Comenius Action 1 3 - School Development Projects
This is a new element of Comenius which enables school heads and teachers to exchange experience and
information with partner schools elsewhere in Europe and work together on a strategic area of common
interest.
How to apply
To become involved in Comenius schools need first to identify suitable partners from eligible countries and to
work together on the project application. Many schools will already have links with other institutions across
Europe but for those which looking for new or additional partners the best plan is to use a website such
www.wotw.org.uk or www.eun.org. Alternatively a group of schools can apply for Preparatory Visit Grants to
st
st
allow them to meet for a similar time prior to the project application deadline of 1 February or 1 March. The
autumn term is the most popular time for looking for partner schools.
Before the deadline all participating schools in the partnership should submit an application form to the
appropriate National Agency for Socrates – these forms can be downloaded from the websites of National
Agencies. The projects are usually assessed at a national level in March. In a Comenius School or School
Development Project there must be at least three funded partners for the project to begin work so many
partnerships begin with 4 or even 5 schools as a precaution of one being turned down. It is possible to add
additional partners in Year 2 or Year 3.
The benefits of a Comenius Project
‘It’s the best thing that has ever happened to our school’
‘We’ve broadened our horizons, thus raising the profile of the school and community’
Here are some outcomes for pupils reported by schools which got involved:
•
•
•
•
•
•
Raising pupils’ self-esteem, confidence and motivation
Development of pupils’ interpersonal and communication skills
Increased motivation for language learning
Reduced stereotyping
Awareness and appreciation of life outside their own environment
Increased awareness as citizens of Europe.
Of course there are also benefits for staff who get the opportunity to visit other schools and to compare and
contrast many aspects of school life. For some teachers this will be the first time they have had the
opportunity to visit a classroom in another country and to experience at first hand some of the common
issues facing the teaching profession across Europe. Comenius Projects can also provide opportunities to
involve the whole school community including non-teaching staff and governors. Of course not everyone will
want to take part in project meetings abroad but there are also opportunities to host visiting teachers or to get
involved in social occasions or performances stimulated by the project. Comenius projects can also attract
the attention of the media and may well be a useful mechanism for wider community involvement in the
activities of the school.
Comenius has two additional strands which are independent of the Comenius projects but can form an
important part of the international strategic planning of any school:
Comenius Action 2.2 – Individual Mobility Activities
These are training opportunities for teachers and take place in any of the eligible countries. There are usually
a wide range of themes available some focussing on specific curricular areas, including many on
M Biedler 2004-01-07
34
environmental themes while others cover whole school issues. Courses last for a minimum of 5 working days
and a grant of up to €1500 is available to cover course fees, travel and a contribution towards subsistence
costs. The Comenius Freshwater Network courses are examples
Comenius Action 2.3 – Comenius Language Assistants
These are prospective teachers of foreign languages who apply to work in school for between 3 and 8
months. They take part in activities which broadly support the European dimension across the curriculum
and help to introduce their own language and culture to the host institution. Your school can host a
Comenius Language Assistant wholly supported by the Socrates programme although it is helpful if the host
school can assist with finding accommodation.
Where to go for further information
All of the National Agencies have websites – these are listed by the British Council and the Socrates and
Comenius pages of their website are an ideal way to explore these funding opportunities more thoroughly:
www.socrates-uk.net
Practical work in the field (PM)
The aim of this session was to demonstrate some simple fieldwork activities which could be used by school
partnerships as a means of collecting data from local rivers, streams or lakes. In a Comenius project
participating schools will need to find ways of comparing this data and evaluating each others fieldwork
techniques. The types of tests used in the Splash event were:
•
Biotic assessment of water quality - this method uses the invertebrates found in the water as
indicators of water quality. Very little equipment is needed apart from nets, dishes for examining the
catch, low power microscopes and identification charts
•
Chemical assessment – this method uses a variety of chemical tests for the same purpose. The
equipment needed will be found in most secondary school science laboratories
•
Electronic assessment – this method uses a series of probes linked to a meter to measure
temperature, pH, biological oxygen demand and flow rate
The practical work was carried out in local streams. It is firmly based in the science curriculum but also
demonstrates to participants how non-scientists can become involved in water sampling. However facilitators
may wish to emphasise that co-operative projects around the theme of water may just as easily be
associated with art, poetry, music or many aspects of citizenship. Looking at the contrasts in access to clean
water in rich and poor countries and also to our daily use of water are further themes which pupils find
interesting and motivating.
M Biedler 2004-01-07
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DAY 4
Working together on project ideas
This was small group work, supported by a facilitator and in the Splash course led to the presentation of
potential applications for the Comenius programme. This part of the programme is less easy to manage and
facilitators may wish to create alternatives for teachers who do not wish to take their schools into cooperative projects – or perhaps do not have the authority to plan projects on behalf of their school.
The working sessions can be planned in three phases leading to presentations from potential project groups.
The following OHPs provide some structure for each session:
st
1 Session
•
Appointment of leader of discussion and rapporteur
•
Introduction of the participants, their institutions and areas of interest
•
Presentation of any project ideas
•
Identification of common thematic areas
•
Definition of project themes and main aims
•
Documentation of intermediate results for this session
2
nd
Session
•
Appointment of leader of discussion and rapporteur
•
Design of the project’s aims
•
Documentation of intermediate results for this session
activities
target groups
results or
outcomes
rd
3 Session
•
Appointment of leader of discussion and rapporteur
•
Work on the remaining parts of the application form
•
Appointment of project co-ordinator
•
Decisions:
Do we need or want:
More partners?
More countries involved?
Types of institution?
Particular expertise?
• Documentation of result on Project Description Form
The Project Description Form enabled all of the participants to take away a brief outline of their plans. It is
important for the facilitator to emphasise that the groups will need to be in frequent contact with each other if
they are to make a successful application for project funding.
Appendix 3 – Project Description Form
Conclusion and evaluation of the course
The participants were asked to complete an evaluation form for the entire in-service training session. There
was also an opportunity for an informal evaluation of the course through a group discussion.
Appendix 4 – Evaluation Form
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The participants were encouraged to occupy the remaining working day by attending Splash sessions.
These were seen as an integral part of the whole training experience although no recommendations of
particular sessions were made by the facilitators.
M Biedler 2004-01-07
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APPENDIX 1 – PARTICIPANT PROFILE
SPLASH
Third European Youth Congress for Water
PARTICIPANT PROFILE – TRAINING SESSIONS
Surname:
First Name:
Date of birth:
Address:
Post code:
Country:
Email:
INSTITUTION
Title and position:
Teaching subjects:
and
Teaching class level:
Age of students:
Full legal name of the institution:
Address:
Post code:
Country:
Name of the Head:
Number of students:
Mixed?
Type of institution: (secondary, primary, teacher training etc):
EXPERIENCE WITH INTERNATIONAL PROJECTS
Have you worked in international projects before?
Class or group with whom projects could be set up:
Themes:
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APPENDIX 2 – FIND THE PERSON WHO
SPLASH
Third European Youth Congress for Water
22 - 29 March 2003
Find the person who ……
Who comes from Estonia
NAME
Who has been on a Comenius Freshwater Network course
NAME
Who was on the same course
NAME
Can tell you what SEMEP stands for
NAME
Who comes from the Czech Republic
NAME
Who would not be surprised at a question about Nordrhein-Westfalen
NAME
Who will be able to answer a maths question (no Ruse)
NAME
Who is works in an Acropolis
NAME
Who could tell you about River Day
NAME
Whose local city is Firenze
NAME
Who will tell you about the ‘GLOBE’
NAME
Who is the Head of their school
NAME
Who would like to set up a project on Ecotourism
NAME
Who comes from Croatia
NAME
Who knows the Wetlands of Rodopi well
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NAME
Who is from Baia Mare
NAME
Whose school is number 98
NAME
Who can tell you about ‘People and Water’
NAME
Who lives near to Madrid
NAME
Who knows what a School Development Project is – and comes from Latvia
NAME
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APPENDIX 3 – PROJECT DESCRIPTION FORM
Preliminary project title:
Co-ordinator (Name/institution/country/email):
Partners (Name/institution/country/email):
Partner 1:
Partner 2:
Partner 3:
Partner 4:
Partner 5:
Aims
Main activities
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Target groups:
Envisaged results or products:
Tasks still to be completed:
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APPENDIX 4 – COURSE EVALUATION
PART ONE – WHOLE EVENT EVALUATION
1
What were your expectations of this event?
2
To what extent have these expectations been met?
3
Please comment on the working environments used for the event
4
Please make any additional comments here
PART TWO – SESSION EVALUATION
Please give each session a rating: 4 = the best rating, 1 = the worst rating
Example:
‘Carousel Workshop’
A performance meriting 4 would be illustrated by:
1. Each participant has been able to contribute to the workshop
2. There are real benefits which participants can use in their own projects
A performance meriting 2 would be illustrated by:
1. The organisation or themes of the workshops were not helpful
2. It was not easy to make my views known in the workshop
Day 1
Support materials
RATING 
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Getting to know one another
RATING 
Day 2
The Comenius Freshwater Network
RATING 
Carousel Workshop
RATING 
Project Management
RATING 
Examples of good practice
RATING 
School Fair
RATING 
Day 3
Creating a Comenius School Project and applying for funding
RATING 
Practical work in the field
RATING 
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Day 4
Small group work leading to project applications
RATING 
Any other comments
YOUR NAME (optional):
Thank you
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CHAPTER 6
Teaching Resources
This chapter presents useful resources concerning water and educational themes in a worksheet format.
6
From a variety of sources the authors have compiled a series of worksheet activities for young students that
touch on water through the following themes:




Social-cultural
Ecological
Spiritual
Economic
The first exercise is from the Lifelines Series on Blue Gold, which focuses on freshwater and young people’s
perceptions on freshwater issues.
Worksheet 1: Blue Gold
Aims



To help children appreciate the importance of freshwater
To challenge assumptions about the availability of freshwater
To encourage individuals to use water wisely
Preparation:
Pupils will need:
 Copies of Resource Sheets 1-4. These will give the pupils useful background information.
 An atlas.
 Access to books and web-sites for research.
Introduction
If you asked people to list the five most precious materials in the world, how many would include ‘blue gold’?
Freshwater is sometimes referred to as ‘blue gold’: its value comes from the fact that it is essential to life and
becoming increasingly scarce.
Let’s look at some of the shocking facts. More than one billion people don’t have access to drinking water
and over three billion lack basic sanitation. Unclean water kills one person every three seconds, in some
countries one baby in very five dies before reaching the age of five. Little wonder then; that in 2002,
delegates at the World Summit on Sustainable Development committed themselves to halving the number of
people without access to clean water and basic sanitation by 2015.
Supplies of freshwater are limited. Populations are increasing and the environmental damage caused by our
demand for water is already immense. So how can we improve access to water supplies without causing
further environmental damage?
The resource sheets and activities in this exercise enable pupils to explore freshwater issues, investigate
some of the scientific background and explore developments that are helping to solve the problem.
6
Resource Bank for WWF Learning, http://www.wwflearning.co.uk/resource/fullresourceslist.asp
M Biedler 2004-01-07
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Activities Linked To Skills
Science
 Ask pupils to draw a large diagram showing the water cycle. They should include geographical
features such as ice caps, wetlands and forests, and evidence of human activities such as wells,
farms, dams; irrigation channels; discharges of untreated sewage and de-salination plants. How do
these human activities affect the water cycle?
 Almost 98% of all water is salty and almost 70% of freshwater is locked in ice caps and glaciers. Ask
pupils to research if it would be possible to extract freshwater from oceans or ice caps (e.g. desalination). Are these processes sustainable? Ask them to explain their reasons
 Split the class into groups and ask each group to research the food chain and life cycle of a
particular freshwater animal (e.g. fish, water bird, and otter). What are the human threats to their
chosen species; e.g. dams, disappearing wetlands etc.
 Invite pupils to research what sort of chemicals are poured down household drains. What are the
effects of doing this? Why is it important to reduce the amount of chemicals we use?
 Ask pupils to design an experiment to show the three stages of cleaning water: settlement tanks to
allow dirt to sink, filters to remove materials in suspension, and chemicals to kill germs.
Language
 Ask pupils to write a ‘news report’ outlining the main problems associated with freshwater. They
should suggest solutions to the problems.
 Providing clean water to 1.2 billion people in developing countries will cost $180 billion.
Brainstorm with the class how they think this could be achieved. Who should provide the
money?
 Ask pupils to design a leaflet or poster to encourage people to save water. The leaflet should
include a list of practical suggestions.
 Children could also write guidelines for people who are going on holiday to countries where
water is in short supply. How can they make sure that they do not use more than their fair
share? Use Resource Sheet 4 as the focus for a debate or piece of persuasive writing.
 Every year 89 billion litres of bottled water are sold in a trade worth $30 billion. A million tonnes
of plastic is used and much of the water is sold overseas. Critics doubt that the water is any
cleaner than tap water in most European countries despite being 1,000 times more expensive.
Invite pupils to investigate the environmental effects of this trade and to produce a newspaper
story ‘exposing’ their findings
 Invite children to write a poem describing a lake from different viewpoints; e.g. a frog; water bird,
a water company executive, a child, a sports person, a recreational fisherman, an artist etc.
They can then illustrate their poems and form a class display
 Children could also be invited to write a cautionary fairy tale about a group of animals or people
who didn’t take care of their water supplies
Geography and Mathematics
 Use an atlas to trace the course of rivers that flow through more than one country before
reaching the sea (e.g. Nile, Rhone, and Danube). What sorts of action might cause conflict
between countries that share a river? How might conflict be avoided?
 Invite pupils to carry out a water audit for their home and/or school. They will need to agree
which types of water use to measure. Resource Sheet 1 gives some average usage figures for
typical activities) and how to represent their findings (as individual, group or class graphs). How
much water do they/their family/the class use on an average day? Invite pupils to design a plan
to reduce the amount of water used. Agree on a set time period over which to implement their
plan, and monitor any changes in water consumption. A comparative graph could be produced
 Rainfall measurements play an important role in planning water use. In groups, ask pupils to
design and build a rain gauge. They should record the rainfall over an agreed period and
suggest how these records might be used as part of a water management plan
 Ask the students to investigate an imaginary (or proposed if it exists) dam construction planned
on a river near their home. The water level of the lake created by the dam will be 20 metres
higher than the present level of the river. They should use the contours on a local map to find the
land that will be lost beneath the lake. Ask them to make a class list of the advantages and
disadvantages of building a dam. This could be followed by a class debate in which children are
required to speak for and against a proposal to build a new dam.
Design and Technology
 The urinals in a boys toilet ‘flush’ around four times per hour, 24 hours each day including
holidays and weekends. This can use up to 250,000 litres of water every year. Can pupils
suggest how these toilets could be re-designed or adapted to reduce water wastage?
M Biedler 2004-01-07
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

In developing countries, women and children can spend up to eight hours per day collecting
water. This work can stop children going to school and means women are unable to complete
other work. Water is heavy (1kg per 1 litre) and people are often injured when carrying it. Invite
pupils to design a person and environment-friendly container for carrying water.
Various types of water pumps are used to provide water in developing countries. Some pumps
are designed to deliver water from turning around and they are also designed to be childrenfriendly for children to play with (the Roundabout Play Pump). The pump draws water while
children play and fills a nearby water tower for the village. Ask pupils to draw a diagram to show
how they think this pump works. Can they design their own type of water pump? Invite them to
find out about the history of water pumps (e.g. Archimedes screw, shaduf etc.). The following
web-page contains useful information about water pumps in developing countries:
www.wwflearning.co.uk/ourworld/news/nws_0000000394.shtml
Other Useful web-sites:
www.wwflearning.xo.uk/ourworld/
www.panda.org/about_wwf/what_we_do/freshwater/index.cfm
www.wateraid.org.uk/
www.waterorg.uk/index.nhn?raw=262
Resource Sheet 1
Freshwater: The Facts







All life on the planet needs water to survive.
About 2.5% of the planet’s water is fresh-and 70% of this is frozen.
We currently use about 54% of available supplies-this is expected to rise up to 70% by 2025.
Agriculture uses 67% of water supplies, industry uses 19% and homes use 9%.
There is the same amount of water on Earth now as there was when the planet was created-but
some of this water is now polluted and cannot be used.
Wetlands are essential to the health of the planet. Providing feeding and breeding grounds for
many species, and helping to regulate water levels.
Freshwater habitats are a rich source of food-25% of the total world fish catch comes from
freshwater.
Water use in an average household in the UK (this will differ slightly for other west European
countries) is 355 litres per day. This figure includes: washing machine-65 litres; bath-80 litres;
showers-35 litres; flushing the toilet-10 litres.
Resource Sheet 2
Freshwater: The problems
 Between 1970 and 1999, a WWF Living Planet index recorded a dramatic fall in populations of
freshwater species.
 Half of the world’s wetlands have disappeared in the last 100 years.
 Between 1990 and 1995, demand for freshwater rose by seven times. This was twice the rate of
population growth.
 By 2025, two out of every three people will be living in water stressed areas. Countries have
come into conflict over the use of water from rivers that run through more than one country.
 Diseases carried in unclean water kill around 10 million people each year. Agriculture loses
around 80% of the water used in irrigation and some cities lose up to 50% through leaking pipes.
 In developing countries, 90% wastewater is discharged into rivers without treatment. One cubic
metre of wastewater contaminates 10 cubic metres of freshwater. Agriculture and industry also
cause water pollution.
Resource Sheet 3
Freshwater: What Went Wrong?
 Forests have been destroyed and wetlands drained to create more agricultural land. These
natural ecosystems act like sponges, soaking up and storing water, slowly releasing it over time.
They also have a ‘cleaning’ function, filtering out impurities.
 Farmers were persuaded to use irrigation to grow crops needing water in replacement of
traditional drought resistant crops.
 Dams were built to provide hydroelectric power and water for irrigation – there are 800,000 dams
worldwide, 60% of river habitats are fragmented and 80 million people have been forced to leave
their homes to make way for dams.
M Biedler 2004-01-07
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

Both flood control and inland navigation schemes have destroyed river habitats.
Increased demand from farms, factories and a growing population means that more water is
being extracted – much of this water is returned to rivers in a less usable condition.
Resource Sheet 4
Following are some statements and often-quoted observations that can be presented to encourage reflection
about freshwater from a variety of viewpoints.
Talking About Water
If the wars of this century were fought over oil, the wars in the next century will be fought over water - (Ismael
Serageldin, vice president of the World Bank 1995)
Water is a basic human right. Without it, societies wither and people die - (Joanne Green, Tearfund)
If I save water, will I be helping people who don’t have water in other countries? People should pay more for
their water so that they stop wasting it! Few people realise the range of products that are derived from
freshwater habitats - (WWF Living Waters Campaign)
Worksheet 2
Rethinking Water
Introduction
Sometimes change is really difficult, even when the problem is obvious – ideas can get ‘frozen’. For example
the QWERTY keyboard on typewriters was designed to prevent keys from clashing together, but in fact it
slows typing down but we still use it today on computer keyboards. Look at the railways: the width of the
track is derived from the width of an imperial Roman war chariot. I K Brunel, an English engineer, tried a
wider and more stable gauge but was unable to convince the railroad companies of the value of his idea.
Sometimes too much has been invested into the way things are. Yet in their sustainable development
strategy many governments have stated that we need to think in different ways and find new ways of doing
things. They are right of course: the world is so committed to unsustainable practice that rethinking is the first
and most important task. This should be a job for education – to get to the heart of the debate. But like
questioning the QWERTY keyboard, this sometimes looks like a fantasy.
Of the many issues surrounding freshwater a ‘new way of doing things’ is also a priority, but once more it is
hard to consider how it can happen. Take the loo, or water-closet toilet, perhaps one of the worst inventions
of modern times (according to the gurus of eco-efficiency and the World Health Organisation). See
Resource Sheet 1: The world’s worst invention. How to justify water management in the household when
each one is equipped with such a wasteful device?
Water conservation is assumed to be a ‘good thing’, like eating all that is on one’s plate or not dropping litter.
Young people are often given the task of seeing where water is being wasted and offering some ‘solutions’ –
fixing the dripping tap, adjust the toilet which is constantly running, stop using old and inefficient washing
machines, always closing the tap, taking too many baths etc. A bundle of solutions are then offered: taking
showers instead of baths, placing a brick in the cistern of the toilet (making sure however that the toilet still
functions effectively and hygienically), reusing bath water for the garden etc.
To many pupils this all seems a normal part of adults’ moralising, an everyday ‘things you should do’ list. It
can be treated very cynically or ignored. In some parts of Europe there is no water shortage; in many places
the water price is fixed so conserving water brings neither personal or family benefit; and all over the country
the volumes of water that are being used and wasted in water distribution (18 – 35%), in agriculture and in
other user sectors dwarfs the potential savings from the household level. Plus, many households are
spending more on bottled water than on the provision of perfectly good tap water.
In this exercise we look at three ‘bigger’ issues about freshwater and the home:
• The toilet – what next?
• Water for a purpose?
• The world of villages and water
The activities try to refocus pupils on our own inadequate solutions as a way of allowing a more informed
approach to the real crisis: that nearly one-third of the world population is without decent water or sanitation.
M Biedler 2004-01-07
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Activities
Activity 1
The toilet – what next?
 Students must read ‘Extract 1: The world’s worst invention?’ from Resource Sheet 1. They are
then asked ‘What are the arguments against the conventional modern toilet?’
 Using the listed weblink and/or the ‘Extract 2: Compost toilets’ from Resource Sheet 1, students
are asked to consider some of the alternatives. What are the advantages and disadvantages? In
what circumstances might they be extremely appropriate?
Weblink: http://www.re-think.org/toilets_links.htm
Activity 2
Water for a purpose?
 Explain to students that one of the major arguments against our current way of using water is
that we use drinking water for everything – including the toilet, watering the lawn or cleaning the
car
 Ask students to consider some other possibilities such as capturing and using rainwater and
reusing water from baths and sinks (grey water) for toilets and in the garden. Students could
consider the information in Resource Sheet 2 and visit the web-sites listed below to help with
their thinking.
 How would students encourage people to consider such systems? What sort of incentives do
they think might help? Or do they think that in their country there is no major problem about
water? What about low-income families who can’t afford existing water bills very easily – is it a
problem for them?
Weblinks:
http://www.groundworkwales.org.uk/water/devices.htm
http://www.tapmagic.co.uk
Activity 3
The world of villages and water
 Discuss with students how big an issue they think water is in the UK. How does it compare with
other parts of the world? In many countries it is one of the most important issues: without clean
water to drink, illness and death are common; and with illness and death comes little chance of
making a better world for themselves. In many places the basic activity of collecting water can
also strongly influence the human experience, taking up a good proportion of the day. What are
the alternatives? A large scale water distribution system is often too costly to imagine and, as we
have seen in Activity 1, it is not always very efficient anyway.
 Ask students to consider the technology in Resource 3. It is a solar powered pump and filter.
What needs does it claim to meet? Does it look like a successful solution? Is it a useful device?
What might be the problems in having and using such a pump and filter in a remote part of the
world?
 Invite students to research some other technologies for providing clean water in remote or poor
places. What prevents a rapid acceptance of some of these ideas?
Weblink: http://www.solar-fabrik.de
Resource Sheet 1
Extract 1: The world’s worst invention?
Since Thomas Crapper invented the water closet, many sanitation experts have come to view it as one of the
stupidest technologies of all time. In an effort to make waste ‘invisible’, it mixes pathogen-bearing faeces
7
with relatively clean urine. Then it dilutes the slurry with about 100 times its volume in pure drinking water,
and further mixes the mess with industrial toxins in the sewer system, thus turning an excellent fertiliser and
soil conditioner into a serious, far-reaching, and dispersed disposal problem.
Supplying the clean water, treating the sewage and providing all the delivery and collection mechanisms
require systems whose cost strains the resources of even the wealthiest countries, let alone the 2 billion
people who lack basic sanitation.
The World Health Organisation has stated that waterborne sanitation cannot meet any of its declared
objectives – equity, disease prevention, and sustainability – and suggests that only with more modern
(waterless) techniques can the world’s cities be affordably provided with clean water for drinking, cooking
and washing. Meanwhile a new, solar-powered water purifier can stop the tragedy of waterborne diseases
and is affordable by most villages.
7
Lovins, A., Natural Capitalism (Chapter 11), Earthscan, httm://www.natcap.org/images/other/NCchapter11.pdf
M Biedler 2004-01-07
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Extract 2: Compost toilets
Composting of human faeces is as old as the hills – it is nature’s way of safely reintegrating human waste
with the soil. All compost toilets, however simple or complex, are devices for helping nature achieve this.
Contrary to popular opinion compost toilets can be very clean and hygienic and do not smell. They save
huge quantities of water in a world where water is becoming an increasingly precious resource. For example,
a family with a flush toilet would use at least 100,000 litres of water a year for flushing. They protect surface
and groundwater from sewage pollution and, unlike water flush toilets, compost toilets do not produce
8
sewage and do not smell.
Resource Sheet 2
Some technical methods of reducing domestic water use:





Waterless toilets
Rainwater harvesting
Efficient taps and shower heads
Toilet flush control
Flow restriction of water
9
Example Product: The Tap Flow Regulator
The Tap Flow Regulator reduces the flow of the average washroom tap from 20 litres of water per minute to
an adequate 5 litres, and the standard kitchen tap from 30 litres to 15 litres. This brings the individual taps up
to their optimum flow and efficiency, saving in excess of 50% of water without compromise on hygiene
standards. For hot water there is also the added benefit of energy savings. The tap regulator is designed for
insertion into the tap inlet and comes in various sizes to suit the type of tap and the flow rate required.
Weblinks:
http://www.groundworkwales.org.uk/water/devices.htm
http://www.waterconservation.co.uk/tapflow.htm
Resource Sheet 3
10
Water Pumping and Purification Systems (Waterpps): examples of simple technology.
Waterpps converts cistern, surface and groundwater into hygienically pure drinking water and pumps water
for other domestic uses. Each system can meet the daily water needs of up to 50 people. The water is
physically disinfected by microfiltration: no chemicals are used. Two solar modules with battery storage
provide Waterpps with a reliable source of energy, allowing the system to run autonomously at remote water
sources far away from sources of electrical power services.
Desalination: Teaching about water through a visit to a desalination plant
Objectives.
For students to:
• be informed about the way with which water is desalinated through a visit to a desalination plant
• be aware of the scarcity of water in their island and be ready to conserve it.
Background.
Domestic use and irrigation are the two main water-consuming sectors in Cyprus. On the basis of
conclusions reached within the context of a recent study prepared by the Water Development Department in
co-operation with the Food and Agriculture Organization of the United Nations (FAO), provided that all needs
are satisfied, agriculture accounts for about 69% of the total water consumption and the domestic sector for
25%. The remaining 6% is used for industrial (1%) and environmental purposes (5%). Usually, the tourist
and industrial sectors are included in the domestic sector because the system of water distribution in urban
areas is common for all uses. The consumption of water for tourist purposes accounts for about 5% of the
total water consumption.
Water for domestic purposes is mainly supplied through the Government Water Works and is sold on a bulk
basis to the Nicosia, Limassol and Larnaca Water Boards, to Municipalities and Community Councils, which,
in their turn, undertake its supply to the consumers. Nevertheless, in some cases various communities have
their own water supply sources, which they manage themselves.
Water for irrigation purposes is supplied through the Government and Non-Government Water Works.
Contrary to the supply of water for domestic use, water for irrigation is distributed to farmers, on a retail
basis, through the Government Water Works and in isolated cases is also provided on a bulk basis to
Irrigation Divisions. The Non-Government Water Works consist of small irrigation schemes, which are
8
Technical Brief: Compost Toilet, Intermediate Technology, http://www.itdg.org
From Flow Control Water Conservation Ltd. Merseyside
10
For more information contact Solar-Fabrik AG
9
M Biedler 2004-01-07
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managed and operated by Irrigation Divisions or Associations. Moreover, some water quantities from private
boreholes are also used for irrigation purposes.
Groundwater, dams, desalination plants and recycled water are the principal sources of water in Cyprus. In
the decade 1020-1030 and after the relevant research studies were conducted, the Government started the
exploitation of groundwater, which was then, the main source of water for both domestic and irrigation
purposes. By the time of declaration of the Cyprus Republic in 1960 thousands of boreholes had been drilled
in all areas of Cyprus and as a result the water reserves in the main aquifers in areas likeFamagusta, Morfou
and Akrotiri were faced with depletion due to overpumping.
The water problem and its exacerbation over the years, was recognized early enough by the relevant state
authorities, which aided by international organizations, designed a long-term program to combat the problem
effectively.
Following independence, attention was turned to the systematic study and construction of water
development infrastructure, both for storage and recharge purposes, which included the construction of a
great number of dams and off stream reservoirs so as to ensure the long-term use and fair distribution of
water on the whole of the island.
Presently, the storage capacity of dams totals 307,5 MCM of water compared to 6 MCM in 1960. Water from
dams, is used for domestic and irrigation purposes as well as for recharge purposes.
Despite the impressive results of the water development policy pursued in Cyprus, because of the
increasing water demand and the reduction in rainfall due to the climate changes worldwide and the
impact of the green-house effect, the quantities of water available for domestic and irrigation
purposes were not sufficient to cover the island's needs. As a result in the past few years waterrationing measures had been introduced which had an adverse impact on agriculture, social life and
generally on the economy of the island.
Desalination units were set up to combat this situation with the aim to eliminate the dependency of the
potable water supplied to the large urban and tourist centres on rainfall. The first desalination plant
commenced operation on 1 April 1997 at Dhekelia, while in April 2001 commenced its operation the second
desalination plant, near the Larnaca Airport. The new desalination plant near Larnaca Airport, the largest of
Cyprus in this sector, coupled with the Dhekelia plant produce 33 MCM of water a year. This quantity along
with the quantity of water in the dams constitutes safe quantities for completely lifting restrictions. After many
years of hardship caused by the well-known water-rationing measures, every household in the Government
controlled area has, since January 2001, continuous provision of water. Water rationing belongs to the past.
(The above material for desalination was prepared by the Cyprus Delegation as one part of their
project for splash).
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