DOCSLIB.ORG

4.2 the Role of Systemic Transition Management

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
4.2 the Role of Systemic Transition Management scp-centre.org 1 scp-centre.org Final Version: July 7, 2010 AUTHORS/ RESEARCH TEAM Thomas Petruschke Elli Kotakorpi Neil Coles PROJECT MANAGEMENT Elli Kotakorpi Thomas Petruschke LAYOUT Ina Schneider SUPERVISION Michael Kuhndt UNEP/Wuppertal Institute Collaborating Centre on Sustainable Consumption and Production (CSCP) Hagenauer Straße 30 42107 Wuppertal | Germany Phone | +49.202.45 95 8.10 Fax | +49.202.45 95 8.31 www.scp-centre.org [email protected] FUNDED BY The Norwegian Ministry of the Environment ACKNOWLEDGEMENT The authors would like to thank Adriana Zacarias Farah (United Nations Environment Programme – UNEP) and Fabienne Pierre (UNEP) for their valuable inputs to the study. 2 scp-centre.org Content 1 Introducing Basic Concepts Related to Sustainable Consumption........................ 5 2 A Framework for Selecting the Case Studies.......................................................... 10 2.1 Using the 4 E’s for Supporting Sustainable Lifestyles............................................... 10 2.2 Case study selection................................................................................................. 12 3 The case studies ........................................................................................................ 13 3.1 Cases Studies of Initiatives that Encourage Sustainable Consumption.................... 13 3.1.1 EcoEnergy Retrofit programme in Canada......................................................................... 13 3.1.2 The “One tonne less” campaign – Denmark....................................................................... 15 3.1.3 The Environment Train in Algeria ....................................................................................... 17 3.1.4 UN Intercultural Sister classrooms ..................................................................................... 19 3.1.5 UNEP/UNESCO YouthXchange platform........................................................................... 21 3.1.6 One Did It............................................................................................................................ 23 3.1.7 The Story of Stuff documentary.......................................................................................... 25 3.2 Case Studies on Engaging Consumers in Sustainable Consumption ..................... 27 3.2.1 Transition Towns ................................................................................................................ 27 3.2.2 Energy neighbourhoods in Europe ..................................................................................... 29 3.2.3 One Planet Sutton .............................................................................................................. 31 3.2.4 Communities Supporting Sustainable Agriculture in China – The Agri-Fond Association.. 33 3.2.5 TeamS - Sustainable Lifestyle Award................................................................................. 35 3.2.6 The 10:10 Campaign .......................................................................................................... 37 3.3 Case Studies that Exemplify Sustainable Consumption ........................................... 39 3.3.1 Vegetarian Alternative ........................................................................................................ 39 3.3.2 Echt Elly reality show – The Netherlands ........................................................................... 41 3.3.3 Cool Biz campaign in Japan ............................................................................................... 43 3.3.4 Green Public Procurement Activities by Swedish Environmental Management Council... 45 3.4 Case studies that Enable Sustainable Consumption ................................................ 47 3.4.1 The “Velib” Bike Sharing Programme – Paris..................................................................... 47 3.4.2 Top ten in Switzerland ........................................................................................................ 49 3.4.3 Sustainable Mobility in the City of Freiburg in Germany..................................................... 51 3.4.4 Sustainable Weeks in Austria ............................................................................................. 53 3.4.5 Making Public Transport Attractive ..................................................................................... 55 3.4.6 Smart Start Up .................................................................................................................... 56 3 scp-centre.org 4 Conclusions................................................................................................................ 58 4.1 The Top Ten Recommendations for High Impact Sustainable Consumption Policies58 4.1.1 From product and service information to emotional storytelling ......................................... 58 4.1.2 From one off actions to brand building for lasting relationships.......................................... 59 4.1.3 From targeting individuals to facilitating collective action ................................................... 59 4.1.4 From sporadic changes to truly sustainable lifestyles in high impact areas ....................... 61 4.1.5 From static to evolutionary information instruments ........................................................... 61 4.1.6 From predicting doom to creating positive visions.............................................................. 62 4.1.7 From stand alone facts to comparative and contextual information ................................... 62 4.1.8 From asking for change to providing concrete alternatives ................................................ 62 4.1.9 From awareness raising to learning by doing ..................................................................... 63 4.1.10 From giving orders to leading by example......................................................................... 63 4.2 The Role of Systemic Transition Management ......................................................... 66 4.3 The Importance of Impact Evaluation ....................................................................... 66 4.4 The Road Ahead....................................................................................................... 67 5 Annex 1 - Case categorization .................................................................................. 72 6 Annex 2 - Additional cases ....................................................................................... 75 7 Screened studies ....................................................................................................... 78 4 scp-centre.org 1 Introducing Basic Concepts Related to Sustainable Consumption Changing consumption patterns towards environmental and social sustainability is one of the most pressing challenges of our time. Despite increasing efficiency in production processes and energy needs of products, consumption patterns continue to put high pressures on the environment. These pressures are already exceeding the planet’s carrying capacity and are likely to increase dramatically by the growing consumption trends in emerging economies. However, some innovative approaches have already been taken that hold the promise of really impacting lifestyles. In addition to developing new effective approaches, these existing good practices need to be mainstreamed, replicated and scaled up. This paper is a review of projects and initiatives aimed at encouraging sustainable consumption pat- terns and changing our lifestyles. We present more than 20 case studies from around the world and show how positive impact has been created. The first chapter sets the scene for changing consump- tion patterns and highlights key concepts related to encouraging sustainable lifestyles. Chapter 2 ex- plains how the cases were selected and describes the approaches that can be taken to achieve behav- ioural change. Chapter 3 contains a selection of cases highlighting these key approaches and chapter 4 draws up conclusions from the case study analysis, to give recommendations on the best procedures to be followed in sustainable consumption initiatives. This paper has been produced by UNEP/Wuppertal Institute Collaborating Centre on Sustainable Consumption and Production (CSCP) for the Norwegian Ministry of the Environment. When using the term “consumers” within the frame of the study, mainly private households are meant. However in the few cases dealing with public procurement the term refers as well to institutional con- sumers. In addtion the paper follows a definition of Sustainable Consumption the UN CSD established in 1995: "The use of services and related products which respond to basic needs and bring a better quality of life while minimizing the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life-cycle so as not to jeopardize the needs of future generations." 5 scp-centre.org The Four E’s The actions government can take to change con- sumption patterns towards sustainability can be grouped as the “Four E’s” encourage, engage, ex- emplify and enable. Encourage means measures that set incentives for behavioural change e.g. through price signals and information dissemination. Engaging means involving people in the formation of sustainable lifestyles as active agents, not just tar- gets of campaigns. Exemplify refers to practically demonstrating the importance, possibilities and op- portunities for sustainable consumption and giving
Load more

Recommended publications
  • Reading Guide
    THE STORY OF STUFF Reading Guide Story of Stuff Project 1442 A Walnut St., #242, Berkeley, CA 94747 510.883.1055 [email protected] www.storyofstuff.org THE STORY OF STUFF: Reading Guide This reading group guide for The Story of Stuff includes an introduction, discussion questions, ideas for enhancing your book club, and a Q&A with author Annie Leonard. The suggested questions are intended to help your reading group find new and interesting angles and topics for your discussion. We hope that these ideas will enrich your conversation and increase your enjoyment of the book. Introduction Where do our computers, soda cans, and T-shirts come from? Who and what was involved in their production? How far did they travel to reach us? And where will they go when we throw them away? Annie Leonard, creator of the internet film sensation "The Story of Stuff," takes readers on an epic journey around the world and back in time to understand our consumption-driven economy. Her conclusion is clear: we have too much Stuff, too much of it is toxic and we’re not sharing it well. With staggering revelations about the economy, the environment, and cultures around the world, alongside stories from her own life and work, Leonard demonstrates that the drive for a "growth at all costs" economy fuels a rampant expansion of production, consumption, and disposal that is jeopardizing our health, our happiness and the very survival of the planet’s ecosystems. Yet there is hope. Nearly every page offers alternatives and solutions that can stop the environmental damage, social injustice, and health hazards we face.
    [Show full text]
  • “Away” the Law of Conservation of Matter and Solid Waste Pollution
    There Is NO “away” The Law of Conservation of Matter and Solid Waste Pollution Mercy Aycart, Science Teacher E-mail: [email protected] South Miami Senior High 6856 SW 53 Street Miami, Florida 33155 School Mail Code #7721 Phone: (305)666-6871 Fax: (305)666-6359 For information concerning IMPACT II opportunities including Adapter and Disseminator grants, please contact: The Education Fund 305-892-5099, Ext. 18 e-mail: [email protected] web site: www.educationfund.org Table of Contents Goals and Objectives ........................................................................................... 1 Sunshine State Standards..................................................................................... 2 Course Outline/Overview ...................................................................................... 3 Background Information ....................................................................................... 4 Engage Activity ..................................................................................................... 8 Class Discussion .................................................................................................. 9 Internet Activity ................................................................................................... 14 Film ..................................................................................................................... 17 Lab ....................................................................................................................
    [Show full text]
  • The Story of Stuff: Increasing Environmental Citizenship
    Teaching Idea The Story of Stuff: Increasing Environmental Citizenship Amy L. Versnik Nowak, Heidi Hale, Jessica Lindholm, and Elizabeth Strausser ABSTRACT Objectives: After this lesson, students will be able to: (1) list the five stages of materials production, (2) report key facts related to the materials economy, (3) identify sustainable solutions that positively impact the environment, and (4) recognize how the environment affects health. Target Audience: This activity is designed for students in middle school and junior high school. Nowak ALV, Hale H, Lindholm J, Strausser E. The story of stuff: Increasing environmental citizenship through critical thinking. Am J Health Educ. 2009;40(6):346-354. INTRODUCTION dition to high rates of resource use, there are knowledge, skills and attitudes in order to Environmental health involves the as- also high rates of product consumption and incorporate appropriate environmental sessment and control of physical, chemical waste. For many products, such as electron- considerations into daily decisions about and biological factors that potentially affect ics, consumer use in America continues to consumption, lifestyle, career and civics, health,1 and it encompasses a vast range of climb while the recycling rate for out-of-date and to engage in individual and collective topics including air quality, climate change, electronic devices remains under 20%.6 That action.”9(p1) There are three primary stages water safety, natural disasters, conservation means much of the waste in the United States of environmental literacy: nominal literacy, and waste management.2 As it affects every ends up in landfills. functional literacy and operational literacy.10 human being, environmental health is a hot Despite the national policy of 1969 and People with nominal literacy have little or topic in political, educational and health care the statistics regarding consumption and no understanding of environmental top- arenas around the world.
    [Show full text]
  • Overview of SUST 240 Waste
    SUST 240 Waste Spring 2015 | Online Prof. Mike Bryson Overview of SUST 240 Waste Welcome to Professor Mike Bryson's Spring 2015 online section of SUST 240 Waste, which is one of the core courses in the SUST undergraduate program at RU. This document provides a snapshot overview of its theme, goals, format, activities, and requirements. For more detailed information, including useful tools for web-based research, consult the Syllabus section of our course Blackboard (Bb) site. SUST 240 is a required 200-level course in the Sustainability Studies major and may be taken for elective credit by students in other programs. Pre-req: ENG 101. Cleanliness is next to godliness, so the saying goes; but more importantly, it also is vital to the daily management of urban and suburban systems, lest we be plagued with epidemic disease and other unpleasantries. How society manages sewage, garbage, and recycling involves far more than dropping bins off on our curbs and watching the waste magically disappear. SUST 240 examines sustainability dilemmas involving waste management of various kinds (municipal, hazardous, toxic, and wastewater) assesses consumption trends past and present, and explores the connection of waste production and siting to environmental justice. Students learn about and analyze issues of waste policy and management and critically evaluate the economic, political, and chemical/environmental impacts of waste stream practices. Key learning objectives include: • Understanding the environmental, economic, and social impacts of waste management
    [Show full text]
  • Using Social Studies and Languages to Teach Sustainability at the Upper Secondary Level (Clarifications, Recommendations, Best Practices, Examples of Tasks)
    Using Social Studies and Languages to Teach Sustainability at the Upper Secondary Level (Clarifications, recommendations, best practices, examples of tasks) Programme EEA/Norway Grants Scholarship Programme Estonia Action Cooperation projects at upper secondary education level Project partners Narva Vanalinna Riigikool (Estonia, Narva) Kópavogur Grammar School (Iceland, Kópavogur) Tallinna Õismäe Vene Lütseum (Estonia, Tallinn) 2014 – 2016 Contents Chapter 1. Introduction .................................................................................................................... 3 1.1. Our philosophy .................................................................................................................... 3 1.2. The Project Team's Aims, Basics and Results ...................................................................... 3 Chapter 2. Sustainability ................................................................................................................. 6 2.1. The Icelandic National Curriculum Guide for Upper Secondary Schools ........................... 6 Chapter 3. Fallen societies ............................................................................................................... 7 3.1. Fallen Societies - Can they teach us anything? .................................................................... 8 3.2. My Generation ...................................................................................................................... 9 3.3. The Portrait of My Generation ..........................................................................................
    [Show full text]
  • Let There Be...Stuff?
    LET THERE BE...STUFF? A SPIRIT-FILLED RESPONSE TO A CONSUMER-CRAZED WORLD A Faith-Based Program for Christian Teens created by www.storyofstuff.org www.greenfaith.org version 1.0 THANK YOU Acknowledgements... A very heartfelt thank you goes out to all those in the Christian community and the broader faith community who reached out to the Story of Stuff, sent us emails, wrote us letters, and phoned in, to tell us about how you were using the film and encouraging us to make this curriculum. Your work has been an our inspiration and we hope that this will help you on your way. Additionally, an enormous debt of gratitude is owed to Gwen Gordon who shepherded this project forth and put in countless hours of research, design, and development into these pages. As it is, this project would not have been possible without her. Thank you. LET THERE BE...STUFF?: AN INTRODUCTION TABLE OF CONTENTS INTRODUCTION Introduction • The Big Picture • Story of Stuff Program Overview • Facilitator Overview Preparing for the Program • Setting the Tone • Enrolling Parents • Preparing for Sessions Facilitation Tips • Conducting Exercises • Debriefs and Group Conversations SESSION 1 – CARING FOR CREATION TABLE OF CONTENTS TABLE Preparing for Session 1 • Materials • Facilitation • Bible notes • Biblical Text Session 1 – Plan Appendix • Course Roster • Point Tally Sheet • Biblical Text - Genesis • Session 1 Readings Sheet • Promise Sheets • Action Plan Instructions • Action Plan – Session 1 SESSION 2 – THE STORY OF STUFF Preparing for Session 2 • Materials • Facilitation
    [Show full text]
  • New Methods in Graphic Design and Radical Environmental Change
    Portland State University PDXScholar University Honors Theses University Honors College 2016 Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change Nina Berry Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/honorstheses Let us know how access to this document benefits ou.y Recommended Citation Berry, Nina, "Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change" (2016). University Honors Theses. Paper 283. https://doi.org/10.15760/honors.287 This Thesis is brought to you for free and open access. It has been accepted for inclusion in University Honors Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change by Nina Berry An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in University Honors and Graphic Design Thesis Adviser Meredith James Portland State University 2016 Abstract This paper explores the ways in which graphic design has approached and interacted with sustainability throughout the last quarter of the 20th century and into today. Following two collaborative manifestos of graphic designers discussing design's potential outside of the commercial realm, this paper examines the way that graphic design has assisted with environmentalism thus far and makes a proposal for the way that graphic design should be used in an environmentally sustainable context into the future. Using the tenets of the new scholarly realm of Transition Design, this paper dissects how graphic design can assist a transition away from a centralized, fossil-fuel based economy toward a radically localized sustainable system using information design, persuasive design, and future-oriented visualizations.
    [Show full text]
  • Ethical Consumerism in European Education
    Ethical Consumerism in European Education Contents Background p. 3 Workshops p. 6 Campaigns p. 23 A Shared Economy p. 27 Further Resources p. 29 ABOUT THIS PROJECT Ethical Consumerism in European Education (ECEE) is a consortium of European part- ners with a shared interest in ethical consumerism and fair trade (FT/EC). This toolkit is designed to provide a practical guide to teaching FT/EC for NGOs, activists, social or- ganisations, educators, trainers, etc. who work with young people, adults and the com- munity. The aim of the toolkit is to promote sustainable consumption based on ethical values through motivating change in individuals, families and communities. This toolkit offers examples of good practice for non-formal and informal educational set- tings based on work done in six European countries. It recognises the ever-increasing need for raising awareness about responsible consumer consumption. This toolkit pro- motes the active engagement of the public on issues of consumption within their own communities and on a global scale. The toolkit includes workshops, campaigns, activities and other useful tools that promote critical thinking, reasoning and help to find ethically and environmentally suitable solu- tions in our daily lives. Educators and activists are encouraged to adapt this material to meet their needs and the needs of their groups and to use their own knowledge and creativity to improve the ac- tivities. There is a lot of information about these issues and topics and we encourage edu- cators to learn more about them as they work with their learners. 2 BACKGROUND This toolkit was developed out of the project "Ethical Consumerism in European Edu- cation".
    [Show full text]
  • Kearsarge Valley Transition and Happiness Initiative Final Report
    1 Kearsarge Valley Transition and Happiness Initiative Final Report Colby-Sawyer College Environmental Studies and Science Community Based Research Project Fall 2012-Spring 2013 This report is respectfully submitted by the Colby-Sawyer College Environmental Studies and Sciences Community Based Research Project. The members of this project are: Ryan Bernstein, Luke Boyajian, Paul Boynton, Victoria Dake, Jillian Dervishian, Garrett March, Andrew Pehoviak, Phurchhoki Sherpa, Jenisha Shrestha, George Sousa and Jonathan Wylie. 2 Table of Contents Acknowledgement .................................................................................................................................................. 5 Executive Summary ............................................................................................................................................... 6 Background ............................................................................................................................................................... 9 Introduction ........................................................................................................................................................... 16 The Happiness Initiative .................................................................................................................................... 17 Happiness Survey ............................................................................................................................................ 18 Outreach for Happiness
    [Show full text]
  • Story of Stuff Glossary
    Story of Stuff Glossary Brominated Flame Retardants (BFRs): a class of toxic industrial chemicals routinely added to con- sumer products such as clothes, furniture, and electronics to reduce fire-related injury and property damage. BFRs are applied to 2.5 million tons of plastics annually. North American industry is the largest user of BFRs globally; however, a significant proportion of products manufactured in North America are destined for international markets. Within the U.S., and worldwide, the electronics indus- try accounts for the greatest consumption of BFRs. In computers, BFRs are used in printed circuit boards, components such as connectors, plastic covers, and cables. BFRs are also used in a multitude of products, including plastic covers of television sets, carpets, paints, upholstery, and domestic kitchen appliances. A 2005 report released by Health Care Without Harm called Brominated Flame Retardants: Rising Levels of Concern, has this to say: “Whereas flame resistant products save lives and prevent property damage, there are increasing concerns about the environmental and health effects of flame-retardants such as BFRs. Overall, the available literature on BFR toxicology is incomplete. Based on the available data, however, we know that BFRs are associated with several health effects in animal studies, including neurobehavioral toxicity, thyroid hormone dis- ruption, and possibly cancer. Additionally, there are data gaps but some evidence that BFRs can cause developmental effects, endocrine disruption, immunotoxicity, reproductive, and long-term effects, including second-generation effects.“ Byproduct: something produced while producing something else. Usually byproducts are not inten- tional, and often are not desired. A byproduct can be useful and marketable, or it can have severe ecological and health consequences.
    [Show full text]
  • Earth Day 2020 Sustainability Film List 1.5 Stay Alive
    Earth Day 2020 Sustainability Film List 1.5 Stay Alive (2015, 53 minutes). Part music video and part documentary, 1.5 Stay Alive brings an urgent message from the Caribbean to the international community: limit global warming to 1.5°C, so that their islands are not overtaken by the sea. Popular Caribbean musicians express their experiences with rising seas by composing and performing songs about climate change, and their visions of how to confront it. Full movie on youtube. Acid Test by NRDC (2009, 22 minutes). Ocean acidification is the “other” problem caused by burning fossil fuels and poses a fundamental challenge to life in the seas and the health of the entire planet. Full video on youtube. American Outrage (2008, 55 minutes). Two elderly Western Shoshone sisters battle the U.S. government for land rights after their livestock herds are seized and they are sued for trespassing. Full video on youtube. An Invitation for Wildness (2016, 20 minutes). In the small town of Riverton at the bottom of New Zealand’s South Island is Robert and Robyn Guyton’s amazing 23-year-old food forest. The 2-acre property has been transformed from a neglected piece of land into a thriving ecosystem of native and exotic trees where birds and insects live in abundance. Robert and Robyn are a huge inspiration, not only for their beautiful approach to healing the land and saving heritage trees and seeds, but for the way they’ve impacted on their local community. Full video on youtube. Before the Flood (2016, 96 minutes).
    [Show full text]
  • Going Green for Beginners
    GOING GREEN FOR BEGINNERS a totally painless introduction to reducing our environmental footprint Becky Haltermon, Boone County Solid Waste Becky Haltermon Boone County Public Works, Division of Solid Waste Management [email protected] 859-334-3151 5645 Idlewild Road Burlington, KY 1 DISCLAIMER * Disclaimers are never a good sign … I have to admit that I really don’t like the term “going green.” It implies a fad or a small segment of your life when making a real change is neither ephemeral or restrained. Making a real change begins with the way we see our lives as a whole … 2 I want you to be happy. • Let‟s discuss • Health • Dollars • Happiness • “We hope that students will appreciate that the good life is more than having more stuff and more money…” – Barbara Duncan, The Vermont Earth Institute I am not trying to harsh on your happiness by promoting environmental ideals. I am trying to make your life happier. Everything that is important to us is effected by the world we live and the systems on this planet. Everything that we care about can be positi vely impacted by a healthier planet. Environmental Health Concerns: Air quality, including both ambient outdoor air and indoor air quality. Climate change and its effects on health. Disaster preparedness and response. Food safety, including in agriculture, transportation, food processing, wholesale and retail distribution and sale. Hazar dous ma ter ia ls managemen t, incl udi ng hazar dous was te managemen t, con tam ina te d s ite remedi a tion, the preventi on of l eak s from underground storage tanks and the prevention of hazardous materials releases to the environment and responses to emergency situations resulting from such releases.
    [Show full text]