“Volunteers in Parks” Are Welcome!

“My most memorable experience was sitting on the Helgoland dunes for an entire day with a camera, observing and photographing grey seals.” Maike Paul, volunteer at Wadden Sea National Park of Lower Saxony

“It is always nice to discover new and hidden springs in the course of our investigations.” Udo Kaiser, volunteer at the Rhön Biosphere Reserve

“It is amazing to stand at the Tauerwiesen Pond with a group and see approximately 150 cranes fly overhead, hear the distant roaring of stags and observe great white egrets at the edge of the water.” Gisbert Hiller, volunteer at the Upper Lusatia Moorland Biosphere Reserve

“It is always a pleasure to show the national park with its motto ‘Let nature be nature’ to hiking groups, whether children or adults, and see how they gain a greater understanding for nature. Hiking in the fog between dead wood at the side of the trail is a spooky highlight. It’s easy to imagine a dwarf behind every tree and bush, telling strange stories.” Jutta Obst, volunteer at Harz National Park

VOLUNTEER MANAGEMENT: A WEALTH OF EXPERIENCE AND IDEAS “Volunteers in Parks” are welcome!

CONTENTS 1

VOLUNTEER MANAGEMENT: A WEALTH OF EXPERIENCE AND IDEAS “Volunteers in Parks” are welcome!

Preface 3 International “Volunteers in Parks” 23 Breathing life into cross-border cooperations with parks 23 Volunteer management in the The European Voluntary Service 26 National Natural Landscapes 4 International work camps 28 Overview of the volunteer program 4 E-volunteering 32 What is volunteer management in parks? 7 Guidelines for working with “Volunteers in Companies as “Volunteers in Parks” 33 Parks” in the National Natural Landscapes 8 Doing good together 33 Corporate volunteering in the National Natural Education and “Volunteers in Parks” 10 Landscapes – experiences and recommendations 34 What does volunteer work have to do with education? 10 Working with companies – practical examples 36 Education for sustainable development and “Volunteers in Parks” 10 Equal opportunity in the volunteer program: Getting schoolchildren involved – school outreach the example of gender mainstreaming 39 projects within the volunteer program of the Equal opportunity and diversity 39 National Natural Landscapes 13 Gender mainstreaming for parks and volunteers 40 Requirements for successful cooperation programs Gender mainstreaming in volunteer management – with protected areas and schools 16 how is it done? 42 Practical examples – school cooperations in the volunteer program 18 Summary of the project phase and future outlook 45

References 47 Partners and imprint 48 2

“The ‚Volunteers in Parks‘ program impres- sively demonstrates how each of us can get involved in maintaining Germany‘s most beau- tiful and treasured landscapes. It‘s well worth the effort because helping out in the National Natural Landscapes is also about expanding our own horizons, discovering natural wonders and sharing experiences with kindred spirits.”

Rüdiger Nehberg, alias Sir Vival Survival expert and human rights activist (TARGET e.V. Rüdiger Nehberg) PREFACE 3

Dear readers,

allow us to take you on a special voyage of gether, we have developed and consolidated deutsche Stiftung für Umwelt und Entwick- discovery through the National Natural the role of volunteer coordinators in parks, lung/NUE (Northern German Foundation Landscapes1! created guidelines for volunteer manage- for Environment and Development), and ment in the National Natural Landscapes, the Manfred Hermsen Foundation. Thanks Discover a wealth of experience in volunteer established a wide range of cooperations to their collective support, they have made management – collectively acquired and designed to foster volunteer involvement it possible to continuously develop the pro- consolidated by numerous colleagues – and and, most importantly, recruited volunteers gram. I would also like to extend a special incorporate into your daily work this exten- for Germany‘s conservation areas. thanks to the park administrations and or- sive pool of knowledge relating to all aspects ganizations responsible for the stewardship of “Volunteers in Parks”. This brochure Key sources of motivation and drive for of Germany’s National Natural Landscapes, presents a sampling of the results from the developing the program came from the and particularly to their volunteer coordina- past three-year project phase of this Ger- “Volunteers in Parks” themselves, with tors, who have invested energy and re- man nationwide volunteer program. their enthusiasm for nature and natural sources in this “common cause” over the past landscapes, their interest in conservation few years. You have made a key contribution The present brochure complements and issues and their desire to help. But positive toward the success of “Volunteers in Parks”. expands upon the previous publication feedback from outside Germany – such as “Teamarbeit in Großschutzgebieten – when we received the “Active Citizens of Now the challenge is to combine the experi- Freiwilligenmanagement in Planung und Europe Award” from Volonteurope and ence of the past years with the willingness Praxis” (Teamwork in large scale protected gained recognition as an official project of to continue to use the latest volunteer areas – volunteer management: planning the United Nations Decade of Education management techniques in the future. This and practice)2, which illustrates volunteer for Sustainable Development – has shown well-established, solid foundation will allow management techniques and their use in us time and again that we are on the right “Volunteers in Parks” to keep on prospering. conservation areas. The brochure that you track, i.e., one that paves the way toward I invite you all to take part in this challenge now hold in your hands focuses on high- a brighter future for Germany’s National for the future – as volunteers, advisors and lights and special approaches in the world of Natural Landscapes. With satisfied volun- supporters. volunteer management. It deals with school teers who are professionally organized, our partnerships that foster involvement, the parks gain priceless outside input and ideas, international “Volunteers in Parks” program, along with advocates and multipliers and, of corporate volunteering and the issue of course, new friends! equal opportunities. We would like to express our heartfelt Axel Tscherniak In 2008 we celebrated the fifth year an- thanks to those who have funded this Project Leader and Managing Director of niversary of “Volunteers in Parks”. These project, in particular the Heidehof Founda- EUROPARC Deutschland years have been a real learning process for tion, which has been involved right from us marked by ambitious pioneering work – the start, the German Federal Agency for and countless rewarding experiences. Along Nature Conservation (BfN) and the Ger- the way, the nationwide volunteer program man Federal Ministry for the Environment, has helped 29 protected areas join forces to Nature Conservation and Nuclear Safety collectively improve professional volunteer (BMU), the Saxon Regional Conserva- 1 National Natural Landscapes: an umbrella name, management in parks, for the benefit of tion Foundation/Conservation Funds, the established in 2005, for Germany’s national parks, nature parks and biosphere reserves protected areas and volunteers. Working to- BINGO! Environmental Lottery, the Nord- 2 EUROPARC Deutschland 2006 4 VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES

Volunteer management in the National Natural Landscapes

“Volunteering is perhaps our most valuable form of renewable energy.”

European Parliament, Committee on Regional Development, 2007

Overview of the volunteer Financing: potential “Volunteers in Parks” to get program Heidehof Foundation, the German involved Federal Agency for Nature Con- – Recruit new active volunteers and Previous program phases: servation (BfN) with funds from advocates for the National Natural – “Preparatory project for integrating the Federal Environment Ministry Landscapes volunteers into the work of Natur- (BMU), Saxon Regional Conserva- – Establish and expand cooperations wacht Brandenburg (ranger organization Foundation/Conservation Funds, with schools, mobilize schoolchildren tion in Brandenburg)” (2003) BINGO! Environmental Lottery, as volunteers and thereby secure the – Project: “Establishing a volunteer pro- Norddeutsche Stiftung für Umwelt future of volunteer nature conserva- gram in German large scale protected and Entwicklung/NUE (Northern tion areas” (2004-2006) German Foundation for Environment – Establish and expand international Current program phase: and Development), Manfred Hermsen cooperations between conservation Project: “Establishing a Germany- Foundation areas and open up German parks to wide volunteer program in large scale Budget: international volunteer programs protected areas with international 608.200,– Euro – Integrate additional regional partners, diversification” Overall objective: for instance from education, indus- Time frame: Establishment of a Germany-wide try and politics, into the volunteer 03/2006–01/2009 volunteer program similar to the US program as part of regional and/or Project organizers: National Park Service’s Volunteers-in- Germany-wide cooperation programs EUROPARC Deutschland e.V. Parks Program – Promote public awareness of volunteer Project management: Specific goals: management in parks and strengthen Axel Tscherniak – Establish/stabilize and further develop the role of nature conservation Project coordination: volunteer management structures in throughout the German volunteer Anne Schierenberg Germany’s National Natural Land- movement Project partners: scapes Methods: Conservation area management/stew- – Network the volunteer management – Conceptual and structural preparation ardship organizations, Gesellschaft zur of National Natural Landscapes of volunteer management in parks that Förderung des Nationalparks Harz throughout Germany are new to the program (Friends‘ Club of the Harz National – Create more opportunities for citizens – Training and professional develop- Park), Akademie für Ehrenamtlichkeit to actively take part in society and help ment for “old” and “new” volunteer Deutschland (German Academy for shape their surroundings, i.e. increase coordinators in participating National Volunteer Work) the number and diversity of ways for Natural Landscapes VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES 5

– Definition of new fields of activity and Fig. 1: The volunteer coordinators of Germany’s National Natural Land- scapes (Nov. 2006) development of new job descriptions for volunteers From front to back, left to right. First row: – PR work, development and running of Imke Zwoch (Wadden Sea NLP of Lower Saxony), Anne Schierenberg advertising campaigns (EUROPARC Deutschland), Anne Spiegel (Lower Saxony Elbe Valley – Training and assignment of volunteers, Meadows BR); recognition of their achievements Second row: Manuel Krause (Naturwacht Saarland/Bliesgau BR), Uwe Müller – Establishment and expansion of part- (Eichsfeld-Hainich-Werratal NRP), Carolin Mölich (Hainich NLP), Heike nerships with schools Flemming (Lower Oder Valley NLP), Ingo Höhne (Nuthe-Nieplitz NRP); – Establishment and expansion of inter- Third row: national partnerships Annett Rabe (Vesser Valley-Thuringian Forest BR), Peter Körber (Ham- burg Wadden Sea NLP), Uwe Brückner (Middle Elbe BR), Thomas Kegel – Evaluation of the volunteer program (German Academy for Volunteer Work); – Establishment of structures for Fourth row: long-term financing of the volunteer Uwe Ipsen (Lauenburg Lakes NRP), Birgit Kieschnick (Upper Lusatia program Moorland BR), Michael Künzel (Erzgebirge/Vogtland NRP), Kerstin Didt (Schaalsee BR), Steffen Küppers (Harz NLP); – Ongoing supervision and coordination of the project by EUROPARC Fifth row: Sabine Wieter (Drömling NRP); Deutschland Sixth row: – Professional supervision and direction Martin Kremer (Rhön/Hesse BR), Markus Plate (NRP Teutoburg Forest/ of the project by a coordinating com- Eggegebirge NRP), Annemargret Behrens (EUROPARC Deutschland); mittee, composed of representatives Seventh row: from the participating conservation Rüdiger Biehl (Hainich NLP), Timo Kluttig (TERRA.vita NRP), Stefan Büchner (Southern Black Forest Nature Conservation Center), Sibylle areas and cooperation partners von Hoff (Müritz NLP), Sabine Stab (Saxon Switzerland NLP Center), Volume of volunteer work: Kristina Brendler (Southeast Rügen BR); 2006: approx. 1,700 volunteers do- Not pictured: nated more than 38,000 hours Roland Ertl (Bavarian Forest NLP), Jürgen Herper (Elbe-Brandenburg 2007: more than 2,000 volunteers (in- River Landscape BR), Elfi Laack (Schorfheide-Chorin BR), Matthias Pan- telmann (Lüneburg Heath NRP), Jeanett Moszeik (Düben Heath NRP), crease of approx. 17%) donated more Silke Ahlborn (Schleswig-Holstein Wadden Sea NLP) than 59,000 hours (increase of approx. 55%) 6 VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES

Participating conservation areas: Saarland: Baden-Württemberg: – Bliesgau Biosphere Reserve What is a volunteer activity? – Southern Black Forest Nature (Naturwacht Saarland) What are its particular qualities? Conservation Center/Feldberg Nature Saxony: Conservation Area – Upper Lusatia Moorland Biosphere It is Bavaria: Reserve • Voluntary – Bavarian Forest National Park – Saxon Switzerland National Park • Unpaid Brandenburg: Center • Oriented toward public welfare – Elbe-Brandenburg River Landscape – Düben Heath Nature Park • Organized Biosphere Reserve – Erzgebirge/Vogtland Nature Park – Schorfheide-Chorin Biosphere Reserve Saxony-Anhalt: What is volunteer management? – Lower Oder Valley National Park – Middle Elbe Biosphere Reserve – Nuthe-Nieplitz Nature Park – Drömling Nature Park • Planning, organizing and Hamburg: Schleswig-Holstein: coordinating volunteer work in – Hamburg Wadden Sea National Park – Schleswig-Holstein Wadden Sea an organization Hessen: National Park • Balancing the goals, tasks and – Rhön Biosphere Reserve – Lauenburg Lakes Nature Park interests of the organization with Mecklenburg-Vorpommern: Thuringia: the motivations, expectations, – Schaalsee Biosphere Reserve – Vesser Valley-Thuringian Forest interests and needs of volunteers – Southeast Rügen Biosphere Reserve Biosphere Reserve – Müritz National Park – Hainich National Park Lower Saxony: – Eichsfeld-Hainich-Werratal Nature – Lower Saxony Elbe Valley Meadows Park Biosphere Reserve – Harz National Park Awards and honors: – Wadden Sea National Park of Lower – “Active Citizens of Europe Award”, 3 The German phrase „Freiwilligen-Management“ Saxony presented by Volonteurope is a word mark of the German Academy for Volun- teer Work (fjs e.V.). For more information, email: – TERRA.vita Nature Park (October, 2007) [email protected] – Lüneburg Heath Nature Park – Official project of the United Nations 4 For more information (in German) about North Rhine-Westphalia: Decade of Education for Sustainable volunteer management in the National Natural Landscapes, please refer to: EUROPARC Deutschland – Teutoburg Forest/Eggegebirge Nature Development, recognized by the Ger- 2006: Teamarbeit in Großschutzgebieten – Freiwilli- Park man national committee for the UN genmanagement in Planung und Praxis (Teamwork Decade (November, 2007) in large scale protected areas – volunteer management: planning and practice) VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES 7

Fig. 2: The process model of volunteer management (according to the German Academy for 1. Estimating the demand & Volunteer Work, 2004) planning the program Decision by protected area management, 2. Developing volunteer areas & with the assistance of those at lower levels task profiles and the volunteer coordinator

3. Recruiting and retaining volunteer staff

4. Interviews & placements The necessary framework for volunteer work, guidelines for volunteer management, 5. Orientation, on-the-job quality criteria training & qualifications

6. Support, assistance, supervision & motivation Including employees in the process

7. Recognition

8. Evaluation Including project partners in the process

9. Program optimization

What is volunteer management How does volunteer management The volunteers often sign up as individuals, in parks?4 work? but groups – particularly from schools and Volunteer management makes use of companies – also perform volunteer work in Why implement volunteer manage- recognized, tried and tested management the National Natural Landscapes. “Volun- ment in the National Natural Lands- techniques, including formulating tasks and teers in Parks” work in the following fields: capes? goals, implementing measures to achieve Volunteer management is the organiza- them, obtaining and deploying resources, Practical species and biotope conser- tional framework and working method used evaluating results and optimizing manage- vation: e.g., installing and inspecting in the National Natural Landscapes to in- ment (see Fig. 2). But strategic planning also amphibian fencing, mowing meadows, tegrate volunteers into protected area man- requires flexibility. After all, we are dealing planting and caring for trees agement in a professional manner. But why with people who want to contribute their Nature observation: e.g., mapping do the National Natural Landscapes want own ideas and have a say in things. flowers, counting various animal spe- to integrate volunteers? Because conserva- cies, work in research projects tion areas and their paid staff receive vital What are „Volunteers in Parks“ in PR work/environmental education: practical assistance from volunteers and Germany and what do they do? e.g., leading field trips, staffing visitor volunteers are particularly valuable as park “Volunteers in Parks” are people of all ages, information centers, planning and advocates and multipliers. The volunteers male and female, with diverse qualifications, carrying out programs for groups of also benefit from their activity; volunteering skills and interests, who perform volunteer children and youth in Germany’s national parks, nature parks work in Germany’s Natural National Land- Monitoring/upkeep of visitor facilities: and biosphere reserves is a great way for scapes. Their assignments may be one-time, e.g., maintaining nature trail stations them to do something meaningful, meet sporadic or ongoing in nature, and they and rest areas, adopting nature and others with similar values, learn new things typically originate from “their” protected hiking trails and expand their horizons. area or its surroundings. Occasionally they Office work: e.g., data entry and analy- come from completely different regions in sis, press relations, (photo) archiving Germany or even from abroad.

8 VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES

What makes it work, and what causes problems? – Ambiguous legal and financial frame- Guidelines for working with Experience with the volunteer program works “Volunteers in Parks” in the shows that certain conditions promote or – Lack of authority for the volunteer National Natural Landscapes hinder the success of volunteer management coordinator in the National Natural Landscapes. – Lack of support for the volunteer coor- Goals and tasks of the National dinator by protected area management Natural Landscapes Productive conditions include: and other paid staff As mandated by law, the fundamental goal – Appointment of a volunteer coordina- – Shortage of time on the part of the of management and stewardship organiza- tor who is familiar, accepted and well- volunteer coordinator tions responsible for the National Natural qualified within the protected area Landscapes5 is to protect, maintain and – Volunteer coordinator supported by develop Germany’s most valuable land- protected area management and other scapes. The primary tasks of the National paid staff Natural Landscapes are to promote nature – Clearly defined areas of assignment conservation, sustainable land use, educa- and activities for volunteers tion for sustainable development, ecologi- – Regular contact between protected cally sound tourism, and environmentally areas and volunteers and socially responsible regional develop- – Sharing experiences among protected ment, and enlist the support of the general areas population in these areas. – Individual support from the protected The National Natural Landscapes areas in organizational and content- participating in the “Volunteers in Parks” related issues; step-by-step instruc- program are convinced that integrating tions and coordination by the project volunteers into protected area manage- organizers ment significantly helps them fulfill their responsibilities, as described above, and Unproductive conditions include: achieve their goals.

Quality standards for national parks – cooperations and partners

Volunteer management: Germany’s National parks welcome cooperating with volunteers as a way of enriching their activities and solidifying the regional standing of their conservation areas. The conservation areas offer opportunities for people of various ages, training, skills, and interests. Volunteer management involves providing professional support and organization, integrating volunteers into the team of paid staff and acknowledging the achievements of those who donate their time and effort. 5 Hereafter also referred to simply as „��Natio- nal Natural Landscapes“ or „protected areas“; organizations responsible for the National Natural (Results of the research and development project “Entwicklung von Qualitätskriterien Landscapes include state governments, municipal und -standards für deutsche Nationalparks” (Developing quality criteria and standards authorities and associations. for German national parks), June, 2008)

VOLUNTEER MANAGEMENT IN THE NATIONAL NATURAL LANDSCAPES 9

Definition of “Volunteers in Parks” and ideas enrich the ways that paid learning and personal development, “Volunteers in Parks” are people who, in staff approach their work. and recognition for the achievements cooperation with the respective protected – Volunteers are not a stopgap measure. of volunteers. area, donate their time, skills and knowl- They complement the activities of paid – Collegial interaction between paid edge to support the conservation area in its staff but are no replacement for them. staff and volunteers forms the basis for activities.. They may not be used to reduce costs successful volunteer management. Volunteers or eliminate staff. – As a permanent element of their – Decide for themselves how to get conservation area management, the involved because they are interested in Volunteer management in the National National Natural Landscapes continu- and enjoy a certain activity Natural Landscapes ously invest in volunteer management – May work on an ongoing basis or on – Professional volunteer management structures and processes, particu- a specific project, for a limited time or enables the National Natural Land- larly in the form of human resources, indefinitely, by arrangement scapes to fulfill their responsibility to materials and funding. This includes – Act independently within the frame- society and promote citizen involve- assisting volunteer coordinators by work agreed upon with the respective ment in their spheres of action. supporting them conceptually and protected area – The National Natural Landscapes practically in their responsibilities and – Are not paid for their work (reim- active in the volunteer program see helping them develop and expand their bursement of out-of-pocket expenses professional volunteer management skills in volunteer management. is not payment) as an integral component of protected – Conservation areas active in the vol- area management. It is one of their unteer program see networking with The role of “Volunteers in Parks” key areas of activity in the context of other parks in the umbrella organiza- – Volunteers provide a valuable link education for sustainable development. tion of EUROPARC Deutschland as between management/organizations – Professional volunteer management an essential component of volunteer responsible for protected areas and is an indispensable basis for working management that allows them to take society. Thanks to their backgrounds with volunteers and a prerequisite for advantage of synergistic effects, learn and personal interests, this gives rise to reaping long-term benefits from the from the experience of other Na- a lively interplay among administrative cooperation, both for the protected tional Natural Landscapes and achieve actions, societal interests, the popula- area and paid staff as well the volun- greater public awareness. tion, other institutions and develop- teers and society at large. ments in the region. – Only with the proper structures and Last update: Dec. 12, 2008 – Volunteers make it possible for conser- programs in place can the protected vation areas to carry out additional or areas provide individuals and groups more extensive activities and projects of various ages, levels of qualification, by donating their time and expertise as skills and interests with attractive additional unpaid workers. opportunities to personally contribute – Volunteers are key advocates and to the positive development of the multipliers for “their” conservation area National Natural Landscapes while and serve as role models in society. uniquely experiencing the characteris- – The “outside perspective” of volunteers tics of the respective protected area as provides management and organiza- “participants”. Thanks to professional tions responsible for the National volunteer management, protected Natural Landscapes with helpful areas ensure meaningful volunteer feedback on their actions and identity. assignments, the necessary support Their unique understanding, insights and information, opportunities for 1 0 EDUCATION AND “VOLUNTEERS IN PARKS”

Education and “Volunteers in Parks”

“The real purpose of learning is not knowledge, but action.”

Herbert Spencer (1820–1903), English philosopher and sociologist

What does volunteer work have to do people need specialized skills – skills that above-mentioned competencies and, at the with education? allow them to recognize tasks and problems same time, offers an opportunity to put in context, use interdisciplinary approaches, them to use – and this is true at every age. It is often said that we live in a knowledge acquire and select specific information, In short, volunteer work educates people society. But what does that mean for our develop ideas to meet challenges and ap- throughout their lives. education at a time when knowledge in- ply these ideas to everyday situations. But creases exponentially within just a few years education involves more than just learning Education for sustainable development and, at the same time, becomes obsolete about strategies and work methods. It also and “Volunteers in Parks” more quickly than ever before? focuses on social learning. This includes, for example, the ability to communicate, For a number of years, the concept of “Lifelong learning” is a highly promising cooperate and work in a team. It also entails “education for sustainable development” has approach to this situation, and one that is developing special sensitivities and learning demonstrated that learning is about more increasingly gaining in importance. Further- how to act both independently and respon- than absorbing specialized knowledge. The more, it is becoming increasingly clear that, sibly. What role does volunteer involvement United Nations has proclaimed the period instead of detailed specialized knowledge, play here? Volunteer work requires the 2005-2014 as the UN Decade of Education

Have you acquired skills during volunteer work that are important for you? (2004) All volunteer activities (responses in %)

14–30 years 55 39 6

31–45 years 41 45 14

45–65 years 43 46 11

Ages 66 and above 34 52 14

to a very high degree to a certain degree not at all (BMFSFJ 2006) EDUCATION AND “VOLUNTEERS IN PARKS” 1 1

Fig. 3: Photo of schoolchildren from Grossengottern elementary school exploring areas that they have adopted in the Hainich National Park.

for Sustainable Development. During this decade, it is aiming to establish the ideas What is the objective of “education What is non-formal education? and principles of sustainable development for sustainable development”? Non-formal education is defined as in all areas of education. Education for sustainable develop- long-term organized education that ment (…) aims to empower people to does not necessarily follow the tiered What types of institutions are required actively shape an ecologically sound, system of formal education. It can be here? Of course traditional educational economically effective and socially conveyed both inside and outside of institutions, from elementary schools to equitable environment, taking into schools and is intended for individu- universities, are the first that come to mind, account global aspects. (German als of all ages. (Swiss Commission for but schools that offer adult education and Federal Ministry of Education and UNESCO, 2008) – with increasing importance – all actors Research, 2002) in what is known as “non-formal education” What is informal education? and “informal education” also play a large What is lifelong learning? Informal learning is defined as role (see box). It encompasses all formal, non-formal learning processes that take place in and informal learning at various daily life, without clearly formulated Germany‘s National Natural Landscapes learning venues, from early childhood objectives. This is a lifelong learning have an educational mandate, which falls to – and including – the retire- process in which all individuals de- into the areas of non-formal and infor- ment phase. The word “learning” is velop approaches, values, competen- mal education. Protected areas achieve an understood here as the constructive cies and knowledge that are based on impact on their target groups to a certain processing of information and experi- their experiences and the educational degree with traditional forms of learning, ences to engender knowledge, insights influences and resources in their sur- and to certain degree as a “byproduct” of an and competencies. (Bund-Länder roundings, including their family and activity that primarily serves other pur- Commission for Educational Plan- neighbors, work and play, markets, poses. One example of this is the volunteer ning and Research Promotion, 2004) libraries and media. program. Although the primary aim of (Swiss Commission for UNESCO, the program is to recruit “helping hands” 2008) for the parks, the volunteer program also has a diverse educational impact and thus overlaps in many ways with the UN Decade of Education for Sustainable Development (see page 12.) 1 2 EDUCATION AND “VOLUNTEERS IN PARKS”

Elements of education for sustainable development – their role in the volunteer program

ROLE IN THE VOLUNTEER PROGRAM

LEARNING BY INTEGRATING AN The combination of enthusiastic people from diverse social groups, age groups, etc. with OPEN-MINDED APPROACH WITH the “culture” of the protected areas promotes among all participants openness to other BROADER HORIZONS points of view and the mutual learning required to achieve collective (work) results.

FORESIGHTED THINKING AND Full-time and volunteer staff in protected areas are oriented toward long-term develop- ACTION ments aimed at maintaining and, if possible, enhancing the ecological (and, to some extent, economic) and social value of the landscape. This entails farsighted thinking and action.

GAINING INTERDISCIPLINARY Thanks to their wide range of vocational skills and other qualifications and competencies, INSIGHT AND TAKING ACTION volunteers add to the expertise and expand the range of options available to the protected areas. Supported by the structures of the volunteer program, the combined efforts of full- time and volunteer staff provide lessons in interdisciplinary cooperation.

COLLECTIVE PLANNING Full-time and volunteer staff contribute their skills and knowledge toward achieving AND ACTION shared objectives, which fosters collective planning and action.

PARTICIPATING IN Volunteers participate by selecting their activities and the extent of their involvement and DECISION-MAKING PROCESSES shaping their activity to suit their own interests, abilities and skills. They also participate in internal park meetings and task forces, supervise new volunteers, and contribute to the further conceptual development of the program, for example, during the annual assess- ment of the volunteer working season. Thanks to their close contacts with the project organizers, volunteer coordinators have a direct influence on the program (strategic planning, content of further education, development of working aids, etc.) and independently implement the program inside the park.

MOTIVATING OTHERS TO At regular professional development courses, volunteer coordinators receive additional BECOME ACTIVE qualifications and support in motivating volunteers. They then pass this on to others in the protected areas, for example, to other full-time or volunteer staff who supervise new volunteers.

REFLECTING ON THEIR OWN Regular continuing professional development for volunteer coordinators help them IDEALS AND THOSE OF OTHERS crystallize their own expectations, goals, etc. and those of the volunteers. Thanks to their activities, volunteers are exposed to new points of view (of the protected areas, other volunteers). This encourages them to examine their own ideals and those of others.

INDEPENDENTLY PLANNING Regular professional development courses enable volunteer coordinators to independ- AND TAKING ACTION ently plan and take action within the scope of volunteer management in their conservation areas. Depending on the agreed range of tasks, volunteers are given an opportunity to independently plan and take action. At the same time, they receive support from the volunteer coordinators.

SHOWING EMPATHY AND Disadvantaged groups (for example, the unemployed, people with a low level of education, SOLIDARITY WITH etc.) are given equal opportunities in the volunteer program. Full-time staff members ex- DISADVANTAGED INDIVIDUALS perience how important it is to value these individuals and, thanks to this experience and the project organizers, learn how to stand side by side with disadvantaged groups.

MOTIVATING ONESELF TO GET Professional development courses for volunteer coordinators also focus on people‘s own INVOLVED motivational factors and encourage them to explore what can be achieved through self- motivation. Experiences in volunteer management help volunteers become more familiar with their own motivational factors and pursue ideal conditions in the future. EDUCATION AND “VOLUNTEERS IN PARKS” 1 3

Getting schoolchildren involved – school outreach projects within the volunteer program of the National Natural Landscapes

The volunteer program in the National Natural Landscapes allows individuals to volunteer their services and use this involvement as a non-formal educational opportunity. However, the program can also be linked to formal education – usually with schools. This is an easy and practical way for children and young people to help out in “their” protected areas. At the same time, the volunteer work fosters young people‘s education.

Learning volunteering at an early age Anyone who engages in volunteer work at an early age is more likely to volunteer their services to non-profit organizations later on in life. Half of all volunteers in Germany have already worked as volunteers before they reached the age of 20. Many of them take on volunteer positions at an early age (see Picot 2001). Fig. 4: Photo of students from Rosslau High School removing rubble that has been illegally dumped in the Middle Elbe Biosphere Reserve Role models, but also targeted measures, underscore the importance of social issues and the willingness to do something for the common good and take responsibility for oneself and for others. In addition to families, schools can contribute a great deal toward helping young people develop this “It goes without saying that schoolchildren have to be able to read, willingness and the required skills. Aside write, do arithmetic and understand cause and effect. They have to be from providing contact to an important age able to use modern media, master foreign languages and much more. group, what makes schools special is that All of this is important, and yet it‘s still not enough. We face social they have access to all social groups and changes which require that each and every one of us exercise a new strata. If volunteer work is promoted here, degree of personal responsibility, self-determination and solidarity. it ensures that providing community ser Only those who have learned to get involved and take responsibility vices does not evolve into a privilege of the for themselves, as well as for the community, – only those who dare to “socially advantaged.” tackle unsolved problems and, together with others, venture into new territory will be prepared to meet the challenges of our modern society.” Involving schoolchildren in volunteer work as a complementary activity to traditional Ursula von der Leyen, German Federal Minister for Family Affairs, Senior classroom instruction is becoming increa Citizens, Women and Youth, 2007 singly important in Germany, partly because many schools in Germany are moving to a full-day format. A wide range of experiences have been gained abroad, for example, in the 1 4 EDUCATION AND “VOLUNTEERS IN PARKS”

Fig. 5: Photo of schoolchildren experiencing nature first-hand along the banks of their adopted stream, the Schilde, in the Schaalsee Biosphere Reserve

US, where “service learning” – integrating But schools and families should not be Types of cooperation and benefits for volunteer work into school instruction – alone in promoting volunteer work for the cooperation partners has already been incorporated into the cur- young people. Other groups and organiza- There is an extremely wide range of types of riculum, and to a certain extent in the UK. tions, including companies, associations cooperation that protected areas can estab- Similar initiatives have been launched in and cultural institutions, should also see lish with schools. These include: Baden-Württemberg and in selected schools themselves as sharing responsibility for – Project-related or long-term coopera- across Germany. the education of the young people in their tions, such as campaign days, project surroundings. Both sides – schools and po- weeks and sponsorships tential partners – should venture to broaden – Activities as part of school instruction their horizons and be prepared to jointly or outside the time spent at school test new approaches. – Involving study groups, entire classes or the entire school, in some cases with the participation of parents, siblings, etc. – Arts and crafts, scientific or public relations activities by the schoolchildren “Systematic cooperation with extracurricular partners enhances the opportunities and options available for educational work in schools. In principle, all types of schools, from This makes it possible to expand the range of issues addressed, and it elementary schools to high schools, are suit- can also foster competencies that are primarily acquired at non-school able for collaborations with protected areas learning venues and programs. (…) In addition to civil society organi- in the volunteer program. zations and scientific institutions, companies are key cooperation partners of education for sustainable development. Cooperation programs with these partners can, within the scope of education for sustainable development, lead to the development of school partnerships, student companies and jointly run projects and campaigns.”

Standing Conference of the Ministers for Education and Cultural Affairs of the Länder of the Federal Republic of Germany (KMK) and the German Commission for UNESCO (DUK) 2007 EDUCATION AND “VOLUNTEERS IN PARKS” 1 5

The National Natural Landscapes and schools in the volunteer program – the benefits of cooperation projects

Benefits for schoolchildren Benefits for the National Natural Benefits for schools Landscapes – Ensuring that school days are more – Enriching the atmosphere and learn- eventful and exciting – Launching effective initiatives to ing at the schools thanks to a strong- – Taking pleasure in being able to fulfill their own educational mission er connection to the social setting “at actively change their surroundings – Mobilizing young people and rais- their doorstep” and a more practi- according to their own convictions ing their awareness for issues that cally-oriented approach to teaching; (schoolchildren generally WANT to concern the conservation areas (and, learning venues and programs in get involved; see Picot 2006) to a certain extent, raising the aware- school settings add to the range of – Enjoying a growing sense of commu- ness of their parents), and enlisting issues addressed and methods used nity in the class, study group, etc. schoolchildren as the next generation in teaching; a “school” evolves to be- – Creating incentives to develop an in volunteer nature conservation come a diversely networked “learning interest in certain issues and areas – Enriching conservation area work center” (see Deutscher Bundestag, of focus, thus helping to develop thanks to the schoolchildren‘s and 2002) personal and vocational orientation, teachers‘ impartial and unbiased – Receiving practical and non-material contacts for internships, training, etc. points of view, fresh ideas, energy and support for the planning and imple- – (Further) developing – also from enthusiasm mentation of new forms of learning mutual learning – social competen- – Receiving practical support from and learning projects thanks to the cies and key qualifications (ability to schoolchildren, teachers, parents etc. addition of new members of the engage in teamwork, communication in nature conservation and environ- “school community,” for example, and problem-solving skills, independ- mental education projects protected areas in which schoolchil- ence, leadership and management – Strengthening the conservation area‘s dren can familiarize themselves with competencies, developing empathy, foundation in the region volunteer fields and forms of volun- a sense of responsibility, reliability, – Enhancing public awareness and me- teering and where volunteer roles can etc.) that are helpful in later training dia interest and creating an increas- be tried out and practiced and professional life ingly positive image for the conserva- – Enjoying an improved school climate – More intensively and sustainably ab- tion area and learning atmosphere thanks to sorbing knowledge through learning enhanced social competencies and by doing, testing themselves in real- increased learning motivation among life situations that are appropriate for the schoolchildren and their stronger their age group, and gaining oppor- identification with the school tunities to apply this knowledge in – Boosting the school‘s image and en- concrete situations and experiencing hancing the quality of the school; this the impact of their own actions ensures people‘s loyalty to the school and helps attract new students and parents (particularly important in rural areas with an increasing lack of schoolchildren as a result of demo- graphic changes) 1 6 EDUCATION AND “VOLUNTEERS IN PARKS”

Fig. 6: Photo of students from Lindenberg high school in Ilmenau mowing and raking hay on a mountain meadow near Breitenbach in the Vesser Valley-Thuringian Forest Biosphere Reserve

Requirements for successful coope- Obligations and commitments eration have been clarified, the tasks and ration programs with protected areas A high degree of personal and ongoing responsibilities should be clearly established and schools commitment is needed on both sides. This to avoid any conflicts. Ideally, this division is where the motivation of the staff of the of labor is laid down in the form of a coop- Mutual understanding and National Natural Landscapes and the eration agreement between the partners. To transparency teachers plays an important role. Outstand- ensure the ongoing success of the project, it Schools and protected areas each have their ing school cooperation programs only is extremely important to keep the lines of own working methods and approaches. succeed thanks to personally motivated communication open between the school When they collaborate on projects, this can key individuals and continuity among the administration and the staff members of the quickly give rise to prejudices, skepticism of personnel. For long-term cooperation pro- park administration. other working methods, misunderstandings grams, it is also essential to firmly establish and disappointments. In order to prevent the collaboration in the structures and work Financial resources and logistics this, it is important not only to be genu- processes of the schools and conservation Since the volunteer locations in the Na- inely willing to accept the new partner and areas (“institutionalization”). tional Natural Landscapes are often difficult the new tasks, but also to recognize and to reach with public transit, it is usually addressing the differences. The perspectives Work organization necessary to organize transportation for the of diverse professions and skills have to be From the perspective of the National Natu- schoolchildren. The involvement of parents mutually recognized and appreciated as ral Landscapes, it is often difficult to intro- and grandparents should also be taken into productive and stimulating. Furthermore, duce conservation projects into the school‘s consideration here. Additional costs will the participants should clearly define what daily routine. Concrete activities are severely be incurred for equipment, tools, seeds and they expect from each other and what the restricted by strict curricula, tight class seedlings, specialized literature, etc., and fi- individual partners can and would like to schedules, and reductions in the number of nancing for these items needs to be secured, contribute to the cooperation project. What years attending school. Over the long term, possibly from sponsors. do the partners hope to gain from the col- policymakers, school administrations and laboration? What is the guiding educational extracurricular partner organizations have and methodological concept for the work? to work together to remove such obstacles. Where are problems likely to arise? Once the required conditions for a coop- EDUCATION AND “VOLUNTEERS IN PARKS” 1 7

Focus Demands placed on the partners in asm for the project and enable a sense The main focus of the collaboration is on school cooperation programs of achievement for the schoolchildren the needs of the schoolchildren. So it is Both cooperating partners – schools and (both short and long-term); acknowl- important to recognize their motivations, protected areas – need to meet each other edge and support the activities of this expectations, needs, skills and abilities, halfway to achieve a productive collabora- person along with their fears and concerns, and to tion. It is necessary both to make resources take these into account when planning and available and rethink their own routines – Demands placed on the National Natural implementing projects. and alter them if required. Landscapes include: – Determine suitable volunteer fields What do young people (ages 14-24) expect Examples of what schools need to do: and activities for school cooperation from their volunteer activities? They expect – Expand their own educational mission programs, which depend, for example, that: to go beyond imparting theoretical on the specific environmental and or- – The activities will be fun knowledge and focus on promoting ganizational conditions in the conser- – They will interact with nice people social competencies and a sense of vation area, and thus define coherent – They will be able to expand their own community; teachers then see it as demands placed on the cooperation knowledge and experience their job to accompany and facilitate partners – They will be able to help other people learning processes and create oppor- – Prepare for special requirements and – They will be able to do something for tunities that link the experiences – interests of the schools, which, for the common good which the schoolchildren have gained example, depend on the type of school, – They will take on responsibilities and within the scope of the cooperation the social background and age of the have opportunities to make decisions project – with classroom instruction schoolchildren, the planned type of – They will also receive recognition for – Launch a school development process: cooperation, etc. their activities Make “learning to be involved” a key – Create a realistic budget for the – They can pursue justified personal mission of the school and not just treat planned activities (this must be al- interests it as an afterthought to an other- located to the National Natural Land- – The activities will also improve their wise unchanged routine, i.e., recruit scapes by the appropriate authorities career opportunities participants, adapt work structures in order to work successfully) – They can thus also use this to tackle and processes, clarify the allocation of – Select a main responsible figure in the and find solutions to their own prob- responsibilities and, if possible, locate protected area with sufficient time lems (see Picot, 2006; rated according sponsors and/or apply for grants and and educational qualifications who is to importance) manage the projects, etc. capable of creating a positive work- – Share the responsibility for education ing atmosphere between the project In order for projects with schoolchildren to with other people and institutions; partners, generating enthusiasm for be successful, it is necessary to offer them recognize that there are outside knowl- the project, conveying an apprecia- opportunities and place demands on them edge and skills, which are important tion for nature, and enabling a sense that are appropriate for their age group. To for the school of achievement for the schoolchildren help motivate them, the tasks and expecta- – Recognize and integrate non-school (both short and long-term); the se- tions should be clearly defined. It is helpful partners as permanent, valuable and lected person should act as a long-term to establish a connection to current issues. reliable elements of school life, and not contact for the schoolchildren and be Endless, monotonous activities should be just as service providers; join forces at their disposal; acknowledge and avoided. The schoolchildren should also with them to develop new forms of support the activities of this person be taken seriously and be allowed to face learning; regard them as equals and challenges on their own. Concrete results support them and independent achievements are impor- – Recruit a teacher (or a number of tant and motivating experiences – and they teachers) who would like to assume boost children’s level of involvement. the responsibility of acting as a “key person” and is capable of creating a positive working atmosphere between the project partners, generate enthusi- 1 8 EDUCATION AND “VOLUNTEERS IN PARKS”

School cooperations in the volunteer program – practical example 1 Organizing school cooperations Vesser Valley-Thuringian Forest Biosphere Reserve: (according to Strenger, 2006) Project week with Lindenberg high school in Ilmenau 1. How can I get my foot in the door? Non-school partners generally first try (Annett Rabe) calling the school to set up an appointment. This first step is often rather difficult because you cannot get past the school secretary, who screens access to the busy school principal. Nonethe- less – don‘t give up, remain flexible and BACKGROUND ESTABLISHING CONTACT WITH THE SCHOOL/ accept an appointment for a phone Without maintenance, there would be no LAUNCHING THE COOPERATION conversation, even if the time of day meadows. In the 1960s, the agricultural sector – Autumn 2006: A biology teacher called the seems a bit odd at first, for example, engaged in more intensive use of land and, as administration of the biosphere reserve a result, farmers stopped using many marshes – Project week approved for July 9-13, 2007 8:35 a.m., because that is precisely and smaller mountain meadows, which – April 2007: in-house coordination of pos- when the children have recess. You can provide a habitat for a wide range of species. sible fields of application also try to recruit the teachers who Natural vegetation, such as shrubs and bushes, – May 2007: action plan coordinated with gradually returned and a number of these the school focus on the subject areas concerned. areas slowly returned to forestland. In order – June 2007: schedule for the week elabo- It is important to underscore your own to maintain the existing meadows in the bio- rated, insurance issues clarified expertise, what you are offering, and sphere reserve, we therefore have to do more than just protect them. Such initiatives only the benefits for the schoolchildren. make sense if they go hand-in-hand with usage ACTIVITIES OF THE STUDENTS designed to maintain their current state. To – Monday: project week introduced, working this end, maintenance contracts are concluded 2. The first meeting on the moors and funding is made available to support the Everyone is working under a tight – Tuesday: meadow maintenance farms. When it comes to particularly valuable – Wednesday: meadow maintenance and schedule, so it is important to be well areas, the administration staff assume respon- peeling spruce sibility for the maintenance. On the topic of prepared. Your own objectives should – Thursday: excursion through the area, collaborating with schools, the administration be presented in a highly structured awarding certificates of the biosphere reserve also cooperates with – Friday: impact of project week within the manner. This includes putting your other schools in the region, although this tends school assessed to be of a traditional nature within the frame- own expectations into words. Cooper- work of project days for elementary school ation partners have something to give children. Nevertheless, close cooperation OUTCOME and would like to receive something with individual schools ensures that contacts are established with the same children on a – The schoolchildren and their teacher were in return, and both of these aspects number of occasions – laying the cornerstone highly motivated should be clarified right at the begin- – The in-house technical staff reacted posi- for additional cooperations in the future, for ning. example, as volunteers! tively to the collaboration – The press showed a great deal of interest in the project 3. The cooperation agreement GOALS – Awarding certificates: the schoolchildren If the cooperation partners are of the The purpose of conducting project days and were pleasantly surprised and proud volunteer activities with schoolchildren is to – A positive outcome of the week is the same mind, they should at any rate desire to repeat this type of volunteer work provide participants with access to nature. conclude a written agreement covering again with other schoolchildren Moreover, it allows young people to cultivate the objectives, framework, controlling, and re-structure social contacts in a different environment, test their own limits and experi- design, use of space, materials and spe- ence things outside of the everyday school cifics. It is a good idea to finalize this routine. Volunteer projects also help protect in a festive atmosphere to underscore and maintain mountain meadows. the special importance of the collaboration. EDUCATION AND “VOLUNTEERS IN PARKS” 1 9

How can we acknowledge the School cooperations in the volunteer program – practical example 2 schoolchildren‘s volunteer work? Schaalsee Biosphere Reserve: The Friedensring A personal commitment to community services definitely deserves recognition. elementary school in Wittenburg adopts a stream Young people in particular feel a sense of (Wolfram Lindenkreuz) accomplishment and recognition when they receive: – Certificates and similar documents that they can use later in professional life – ID cards, passes, documents – Small presents, vouchers or mementos BACKGROUND ACTIVITIES OF THE STUDENTS that relate to the work done The section of the Schilde stream that is lo- Each third-grade class agrees to adopt the – PR activities, for example, writing cated in the biosphere reserve is being restored Schilde for a period of two years. This in- to its natural state. The project’s acceptance cludes: articles in the newspaper, receiving is boosted by additional multipliers from the – Conducting worksite inspections congratulations from celebrities and region. – Participating in beaver excursions making use of opportunities to pub- – Planting new vegetation – Monitoring fish populations licly present their own activities and OBJECTIVES – Conducting water studies accomplishments – The schoolchildren are to be involved in the – Designing an exhibition planning, education and implementation – Building a micro wastewater treatment process (in addition to stakeholders such as plant Young people are generally more motivated owners, users etc.). by short-term rewards for their volunteer – In keeping with the principles of education OUTCOME work than by long-term recognition. for sustainable development, the project aims to foster the competencies of the – Received positive feedback from both the schoolchildren, including: schoolchildren and their teachers. • Thinking ahead – The adopt-a-stream project was honored • Remaining open to new prospects with the 2006 environmental award of the • Thinking and acting in an interdiscipli- district of Ludwigslust. Further reading online: nary manner – The regional media reported favorably on • Planning and acting in a way that is the adoption project. oriented toward sustainability – Factors contributing to the success of – www.servicelearning.de • Showing commitment project include: Service learning network – learning • Motivating oneself and others • The motivation of the schoolchildren to through volunteer work • Reflecting cultural models take responsibility for “their” Schilde • The motivation of the teachers to use – www.transfer-21.de this extra instructional activity Transfer-21 program, Free Uni- ESTABLISHING CONTACT WITH THE SCHOOL/ • The motivation of the biosphere reserve versity of Berlin, Department of LAUNCHING THE COOPERATION administration to engage in education for sustainable development over an Educational Future Studies; educa- At the outset of the Schilde project, the administrative office in charge of the Schaalsee extended period tion oriented toward the concept of Biosphere Reserve contacted the Wittenburg • Staff continuity in biosphere reserve sustainability elementary school because the restoration management • Funding/logistics – www.blk-demokratie.de measures were to take place within the school‘s catchment area. The immediate proximity “Living and Learning Democracy” of the restoration project, and the practical program of the Bund-Länder Com- instruction that this entailed, encouraged the elementary school teachers to enter into mission for Educational Planning a cooperation agreement. They adopted the and Research Promotion Schilde stream in June, 2005. 2 0 EDUCATION AND “VOLUNTEERS IN PARKS”

School cooperations in the volunteer program – practical example 3 Middle Elbe Biosphere Reserve: Project days with Rosslau high school (Uwe Brückner)

BACKGROUND ACTIVITIES OF THE STUDENTS The Middle Elbe Biosphere Reserve is the Within the scope of the project days, students only large scale protected area of its kind in in the 11th and 12th grades can voluntarily opt Germany that features a typical stretch of river to take part in an ecology day at the biosphere landscape. The goal is to preserve the appear- reserve (alternative activities include, for exam- ance of the flood-plain meadows and forests ple, watching a film), which includes practical along a near-natural winding river course. activities on the Elbe meadows, such as: – Replanting and maintaining the oak groves to restore the appearance of the Dessau- OBJECTIVES Wörlitzer Gardens – Renovating fences surrounding tree plant- – The idea is to bring children and young Fig. 7: Photo of schoolchildren from the ings in the soft and hardwood meadows people on board as future multipliers who Friedensring elementary school inspecting – Removing refuse and debris after floods will carry on with the idea of the biosphere their adopted stream, the Schilde, in the reserve. Schaalsee Biosphere Reserve – They are to convince their future fellow cit- OUTCOME izens to adopt a (more) sensible approach to nature; these young people (hopefully) – A high degree of satisfaction with the will pave the way to a brighter future for young people’s interest in nature and the our society. biosphere reserve. – In today‘s general climate of increasing – Particular dissatisfaction with the fact that apathy and lack of motivation, there is an teachers often think that they can just drop expectation that those who “have been with off their students and kick back and relax us” will acquire – and have acquired – an all day long. appreciation for their surroundings (in oth- – The schools need to realize that such er words, I can only love and protect what initiatives are excellent advertising for their I understand). Nevertheless, there is often school (within the context of school clos- a sense of helplessness when searching for ings). ways to capture young people‘s interest. – Schoolchildren should get involved of their own volition and work in a team (interest of the school, the teachers). – Schoolchildren acquire a greater sense of self-esteem and the feeling that they have done something good.

ESTABLISHING CONTACT WITH THE SCHOOL/ LAUNCHING THE COOPERATION At first, the biosphere reserve sent letters of invitation to all schools in the region, which prompted a request submitted by Rosslau high school.

Fig. 8: Photo of members of the youth volunteer group in Hainich National Park monitoring a device designed to lure wildcats. EDUCATION AND “VOLUNTEERS IN PARKS” 2 1

School cooperations in the volunteer program – practical example 4 Hainich National Park: Sponsorship schools (Carolin Mölich)

BACKGROUND ACTIVITIES OF THE STUDENTS Sponsorships help prompt schools to conduct Environmental studies of the sponsorship independent work activities in – and for – the areas (forests, meadows, ponds etc.) based on national park. The schools’ study results are “work contracts” awarded by the national park added to the research work of the national administration, e.g: park. The sponsorships are deliberately ar- – Mapping meadow plants ranged with schools (eight elementary schools, – Mapping tree species and forest composi- two combined lower and intermediate second- tion ary schools and one high school) in order to – Documenting transitional processes ensure a long-term collaboration. This has – Documenting water levels sparked so much interest in sponsoring an area – Photographic documentation of sponsor- in the park (with supervision by the park staff ) ship areas that the personnel simply cannot keep pace – Writing annual research reports on the with the demand. sponsorship areas

OBJECTIVES Note: Depending on the school, the activities of the – Promote the development of a non-school schools within the scope of the sponsorship learning venue program either take place on individual days – Engender an understanding of complex or regularly and in connection with regular natural systems instruction. – Offer opportunities to gain practical experience – Foster a willingness to cooperate within the OUTCOME school groups and engage in volunteer work The first annual meeting took place in Sep- – Help develop a feeling of responsibility for tember, 2008. The schools have presented the our environment initial results of their research and experiences in the sponsorship forests, demonstrating impressive accomplishments and a wide diver- ESTABLISHING CONTACT WITH THE SCHOOL/ sity of approaches. After only one year, many LAUNCHING THE COOPERATION schools already strongly identified with “their” Contact has existed for years via school study small piece of the national park. groups focusing on the area of the national park and environmental education. The sponsorship forests were officially assigned to 11 schools in the summer of 2007. 2 2 EDUCATION AND “VOLUNTEERS IN PARKS”

School cooperations in the volunteer program – practical example 5 Bliesgau Biosphere Reserve: Meadow orchards project with the Bellevue comprehensive school from Saarbrücken (Manuel Krause, Naturwacht Saarland)

BACKGROUND ESTABLISHING CONTACT WITH THE SCHOOL/ Meadow orchards are a prominent element LAUNCHING THE COOPERATION of the cultural landscape in the Bliesgau The school approached the biosphere as- Biosphere Reserve. Many years ago, meadow sociation, which then contacted the Natur- orchards were planted around villages in Ger- wacht Saarland. The collaboration began in many. Many of these are now endangered or September, 2008 and is planned to continue have disappeared altogether due to new hous- until 2013. The launch went well. There was a ing construction, lack of maintenance, land meeting on location with the Naturwacht staff consolidation and similar developments. members, the class and the teachers involved in the project. On another occasion, the class Before the school project was launched, many went to the location on its own. A schedule of these orchards were in extremely poor has been drawn up for 2009 with all the agreed shape, with thick bushes growing up around maintenance activities and other deadlines. nearly all the trees. Over half of the fruit trees needed to be replaced with new saplings. To pave the way for the project, a license ACTIVITIES OF THE STUDENTS agreement was signed between the owner and A school class with approximately 10-15 stu- the Bellevue comprehensive school in Saar- dents is taking part in this project. The group‘s brücken. The project was supervised by the activities include: Naturwacht Saarland (ranger organisation) – Caring for the old orchard trees and the biosphere’s association. – Removing dead fruit trees – Planting old types of fruit trees – Mowing the meadows and removing the OBJECTIVES cut grass – Students (all from the state capital, Saar- brücken) were to be given an opportunity to gain new experience, work outdoors and, OUTCOME at the end of each job, see what they have Anyone working in a protected area who accomplished and thus enhance their level would like to engage in a school project like of motivation during their daily school this should budget sufficient time, since teach- routine. ers require adequate support, especially at the – Thanks to the maintenance and care of beginning of the project. Experience to date meadow orchards close to the city, valuable has revealed that the most effective approach work in nature conservation was to be involves allowing the school to take the first performed for the biosphere reserve. step because highly committed teachers are required if such projects are to be a success for both sides. INTERNATIONAL “VOLUNTEERS IN PARKS” 2 3

International “Volunteers in Parks”

“We generally say that the Germans are much better than us in ecology, so I was interested to see how it actually works there. A biosphere reserve was a good place to start because it really shows how man can live – as close as possible – in har- mony with nature.”

Martin Nouis (Frankreich), Freiwilliger im Biosphärenreservat Südost-Rügen

Breathing life into cross-border ships, via institutions of higher learning, via International cooperation can, for example, cooperations with parks6 direct requests from students, via private entail that volunteers from other countries contacts and via the offices of the European become involved in protected area work. Nature conservation extends across borders, Voluntary Service (EVS). This involvement comes in a number of Europe is growing together and global is- different forms, as described in detail in the sues are gaining in importance. These are all This experience has shown that internation- following text, for example: good reasons in the volunteer program as al cooperation is demanding, complicated – Individual volunteer activities well to promote our natural desire to make in some cases, and often requires a great – Volunteer activities organized via the new discoveries, expand our personal hori- deal of determination. But the enormous European Voluntary Service zons and contribute our ideas and energy rewards usually make it well worth the ef- – International work camps to international activities. Many National fort. Without one key ingredient, however, – E-volunteering Natural Landscapes have already gained it is neither possible to successfully launch experience with international contacts, a project nor to achieve satisfactory results collaborations and, in many cases, volun- over the long term. What‘s needed is a “driv- teer activities. Existing contacts have been ing force,” i.e., people who bring an enor- established in a variety of ways, for example, mous amount of motivation and personal 6 The following content is based on the bachelor‘s via official partnerships with protected areas commitment to international work, from thesis by Hinske 2006; a study of 40 national parks, abroad, via city and community partner- the initial idea to the realization. nature parks and biosphere reserves

Fig. 9: The exchange of knowledge, experience and Organization and working methods in conservation areas ideas between National Cultural, social and political importance/treatment of environmental and nature conservation Natural Landscapes and international volunteers

Social, cultural, scientific and National parks, nature political exchange of International parks and biosphere knowledge, experi- volunteers reserves ence and ideas

View “from the outside,” experience and ideas, knowledge (of languages) 2 4 INTERNATIONAL “VOLUNTEERS IN PARKS”

Benefits of involving international volunteers in the National Natural Landscapes

BENEFITS FOR SOCIETY AND INTERNATIONAL BENEFITS FOR THE NATIONAL VOLUNTEERS NATURAL LANDSCAPES

– By integrating international volunteers into – Existing contacts of the National Natural – National Natural Landscapes can reward their work, National Natural Landscapes Landscapes to conservation areas abroad “their” volunteers, e.g., within the scope of the meet their obligation to help Europe grow can be enlivened, intensified and enriched by European Voluntary Service, by arranging for together and, in a remarkable way, fulfill the exchanging volunteers. them to work in a foreign protected area. educational mission that has been bestowed upon them. – People with other cultural backgrounds bring – National Natural Landscapes receive new viewpoints to ongoing activities at the organizational support and advice from – National Natural Landscapes foster the National Natural Landscapes and enrich the EUROPARC Deutschland. This includes personal initiative and social commitment work by adding new momentum. There have making information available, helping with of European citizens. Volunteer activities in been excellent experiences with the inspiring applications, promoting exchanges of experi- protected areas give people an opportunity involvement of foreign volunteers, particular- ence, recommending partners abroad, etc. to actively familiarize themselves with nature ly when it comes to the parks‘ environmental This significantly reduces the workload of the conservation in areas outside their home education work. individual parks. country and forge a personal and emotional link to a region or a landscape by working in – Working together with volunteers from other nature conservation and environmental edu- countries primarily gives National Natural cation projects, and it allows them to develop Landscapes an opportunity to expand their openness and understanding for lifestyles activities for third parties in the areas of and environmental protection activities in environmental education and PR work. This other countries. This also helps them develop includes offering printed and online informa- on a personal level, for instance, by fostering tion in additional languages, conducting greater self-confidence and a deeper aware- multilingual events, etc. ness of environmental issues. Self-confident and environmentally conscious people are the – The staff of the National Natural Landscapes key to successful (international) nature and forge personal contacts to individuals abroad environmental conservation. and/or intensify these networking activities. This allows them to improve their compe- – In the primarily rural regions where conserva- tencies in dealing with foreign individuals tion areas are located, which only have a small – and to enhance their knowledge of foreign proportion of foreigners, the National Natu- languages, which is instrumental to their ral Landscapes promote tolerance by bringing own daily work in the protected areas (for people from abroad into contact with the example, when communicating with foreign regional population and by highlighting and guests). acknowledging their successful voluntary work. – National Natural Landscapes have an opportunity to present their work in a positive – By establishing and maintaining contacts light. Activities by foreign individuals, EU with “colleagues” in the foreign partner funds, etc. convey a sense of importance, organizations, and integrating foreign volun- which generates more prestige for the park teers into their work, the staff of the National over the long term. Natural Landscapes demonstrate openness and tolerance toward other countries and – By linking the National Natural Land- cultures, and thus serve as role models. scapes to the existing EU “YOUTH IN ACTION”/ European Voluntary Service program, conservation areas and their staff benefit from established structures and previous experience. This includes cost-effective continuing education offers and financial support, e.g., to cover food and lodging for volunteers and fund information services. INTERNATIONAL “VOLUNTEERS IN PARKS” 2 5

Fig. 10: Importance of sharing experiences Importance of sharing experiences gained during international collaborations by gained during interna- large scale protected areas (Hinske 2006) tional collaborations by large scale protected areas (Hinske 2006) very impor- hardly im- tant 47% portant and unimportant 0%

neutral 10% important 43%

Fig. 11: Interest of large scale protected areas in Interest of large scale protected areas (LSPA) in taking on (additional) international taking on (additional) volunteers (Hinske 2006) international volunteers (Hinske 2006) high 42% extremely 17 LSPA high 8% 3 LSPA

very low 0% 0 LSPA

low 8% neutral 42% 3 LSPA 17 LSPA

What are the National Natural Lands- Republic, Estonia, Finland, France, Indone- area, and in other situations they were capes looking for? sia, Italy, Kyrgyzstan, the Netherlands, the placed by a third-party organization or they Ninety percent of the National Natural Philippines, Poland, Russia, Sweden, Spain, independently applied for a volunteer posi- Landscapes rate the exchange of experience South Korea, Turkey and the UK. The con- tion in Germany. with other protected areas that comes with tacts to the individual partner protected ar- international cooperation projects as ‚impor- eas and the joint activities undertaken differ Existing contacts to partner protected areas tant‘ or even ‚very important.‘ Nevertheless, in terms of their intensity. It is not possible abroad and the predominately positive nearly all of the parks that Hinske (2006) in every situation to actually benefit from experiences with international volun- surveyed feel that international cooperation the opportunities afforded by cross-border teers suggest that cross-border volunteer is only possible if it entails no additional exchanges among partners. This has meant activities should be further consolidated as costs, or if funds have been provided to that a number of the international partner- a cornerstone of the international coopera- cover this expenditure. Resources such as ships that have been built up with a great tion among parks. Not surprisingly, there time, money and personnel are key limiting deal of dedicated effort have eventually lost is a great deal of interest on the part of the factors for all conservation areas. momentum and been discontinued. Over National Natural Landscapes (see Figure one-third of the protected areas surveyed 11). Although involving international A total of 18 out of the 40 surveyed (38%) already have experience specifically volunteers can be an extremely enrich- National Natural Landscapes have part- with international volunteers. Four-fifths of ing experience, having sufficient means of nerships with one or more conservation these protected areas rate their experiences communication is the key to success. All areas abroad. These are located in Austria, as good to very good. In some cases, the surveyed National Natural Landscapes thus Bulgaria, Colombia, Croatia, the Czech volunteers were sent by a partner protected feel that it is necessary for the international 2 6 INTERNATIONAL “VOLUNTEERS IN PARKS”

Fig. 12: Areas of respon- Home country sibility and activities in the European Voluntary Sending organization Service (in some cases, there is also a coordinating 1. Establishing contact organization, see text)

4. Making travel arrangements (outbound and inbound Volunteer

Volunteer work 2. Application management 6. Food, lodging, pocket money 3. Approval Cooperation, conflict Cooperation,

Conflict managementSupervision Conflict management support Host project (organization)

National agency Tutor Conflict management support Host country

volunteers that work with them to have at The European Voluntary Service7 The project partners can locate each other least a basic working knowledge of German. independently or use the EVS database8. Three-fourths of the parks feel that a work- The European Voluntary Service (EVS) is ing knowledge of English is also necessary. part of the EU “YOUTH IN ACTION” 1. The role of the volunteers The required linguistic knowledge varies, program (2007-13) and a “learning service” – Work for a nonprofit project for 2 to of course, depending on the activity, such primarily for individuals ages 18-30. In 12 months (may not serve as a replace- as working outdoors, conducting scientific Germany the EVS is handled by the Ger- ment for paid staff ) research, doing office work or conducting man agency JUGEND für Europa, which – Participate in accompanying seminars: informational and educational activities, for has its headquarters in Bonn. Thanks to • Pre-departure training in the home example, with guests. Two factors should organizational and financial support from country, at least 3 days generally be taken into consideration. First, the EU, the activities of the EVS include • On-arrival training in the host the staff members of the protected areas offering protected areas an opportunity to country, 10-12 days during the first often have a poor knowledge of English and send volunteers abroad and host volunteers 4 weeks following their arrival have few opportunities to practice using from abroad. • Mid-term meeting (sharing experi- the language. Second, the National Natural ences) in the host country within Landscapes are typically located in rural Taking in and sending out EVS volun- 7 days of the service‘s mid-point regions. A limited knowledge of English teers – who does what? (only if the EVS lasts longer than 4 among the local population makes it even Every EVS project is based on a partnership months) more difficult to integrate volunteers into among the following project players: • Final evaluation meeting in the the area‘s social activities. In conjunction – One or more volunteers home country, at least 3 days with this publication, a checklist has been – One or more sending organizations (in made available for placing international the home country of the volunteer) volunteers in the National Natural Land- – One or more host organizations (at scapes. the volunteer‘s placement site) – A coordinating organization (= applicant) can simultaneously serve as a sending or a host organization 7 Information last updated 26 January, 2009, subject to change 8 Database of EVS host and sending organizations: http://ec.europa.eu/youth/evs/aod/hei_en.cfm INTERNATIONAL “VOLUNTEERS IN PARKS” 2 7

Costs and EU-funded services in the European Voluntary Service

SERVICES FOR THE HOST ORGANIZATION

NUMBER OF VOLUNTEERS PER usually 1 (to 100) individual(s) PLACEMENT SITE

AGE 18–30 years (exception: from 16 years)

LENGTH OF SERVICE, TIMEFRAME from 2 weeks (usually at least 6 months) to 12 months, flexible timeframe

VOLUNTEER HOURS/WEEK 30–35 hrs/wk

INSURANCE FOR VOLUNTEERS liability, health, accident insurance

RESPONSIBILITIES/COSTS FOR THE HOST ORGANIZATION

ORGANIZATION AND SUPERVISION preparing, supervising voluntary work on location COMMUTING COSTS (E.G., BETWEEN LODGING depending on the local conditions; approx. AND WORKPLACE) €40 per volunteer for each service month 2. The role of the sending organization LODGING depending on the local conditions; approx. – Supporting the volunteers in the €200 per volunteer for each service month search for a suitable project and estab- MONTHLY ALLOWANCE FOR €205 per volunteer for each service month lishing contact MEALS FOR VOLUNTEERS – Preparing for the stay abroad and the LANGUAGE COURSES/INSTRUCTION depending on the local options; approx. corresponding individual needs of the €50 per volunteer for each service month volunteer RESPONSIBILITIES/COSTS FOR THE SENDING ORGANIZATION – Ensuring that volunteers take part in ORGANIZATION AND SUPERVISION before and after the EVS; ongoing contact the pre-departure training (e.g., phone/postage costs) – Maintaining contacts during the vol- EU SUBSIDIES unteer service FOR THE HOST ORGANIZATION €400 per volunteer for each service month – Supporting the volunteers during FOR THE SENDING ORGANIZATION €450 per volunteer, one-off payment reintegration following their return TRAVEL COSTS (INBOUND/OUTBOUND) FOR 100% 3. The role of the host organization VOLUNTEERS – Preparing and organizing the place- VISAS, RESIDENCY PERMITS, 100% ment site (safe and appropriate living VACCINATIONS and working conditions for the volun- POCKET MONEY €105 per volunteer for each service month teers) SEMINARS FOR VOLUNTEERS 100% – Organizing/financing lodging, mobil- ity on location and food COORDINATING COSTS (FOR THE €126 per partner organization and €105 per – Organizing/financing language in- COORDINATING ORGANIZATION, WHEN volunteer, one-off payment (only for projects MORE THAN ONE HOST AND/OR SENDING with more than two partners; a portion for the struction (during working hours) coordinating organization only if it is also acting ORGANIZATION IS INVOLVED) as the host or sending organization) – Personal support and guidance for the volunteers by providing a tutor (staff OVERALL COSTS FOR THE HOST ORGANIZATION member at the placement site) COSTS SEE ABOVE: COMMUTING COSTS, if paying for lodging costs = LODGING, FOOD, LANGUAGE €200 per service month: INSTRUCTION 1 service month = approx. €500 EU subsidy: €400 per service month 2 8 INTERNATIONAL “VOLUNTEERS IN PARKS”

4. The role of the coordinating organi- volunteers can, yet need not be, already International work camps zation (= the applicant, but can also selected; the duration of the project is be the host or sending organization) longer than the amount of time that Work camps with international volunteers – Administrative and quality enhancing the volunteer spends working for the are an excellent opportunity to pool re- support for the project partners and host organization, since it also entails sources for the use of international volun- their networking preparatory and follow-up work (total teers, mobilize a large number of people – Submitting applications for funding max. 24 months). to achieve tangible results and a sense of – If the application is granted, the achievement, win over partners and attract Applying for EVS funding – what is coordinating organization receives a public attention. A work camp can be the process? funding agreement; furthermore, the planned and implemented either independ- coordinating, host and sending organi- ently or with a partner organization. The 1. Applying for recognition as a sending, zations confirm their cooperation in amount of work involved should not be host and/or coordinating organiza- the form of an activity agreement. underestimated, but it is already possible tion to point to many positive experiences (see – An application9 to be recognized as following examples). a sending, host and/or coordinating organization is submitted in German and English to the German agency Agentur JUGEND für Europa (may be submitted at any time); a concrete volunteer project and concrete volun- Additional information on the teers are not required for this applica- European Voluntary Service tion. – After the application has been submit- The German agency JUGEND ted, the German agency JUGEND für für Europa Europa will contact the applicant or, if – www.jugend-in-aktion.de/ necessary, pay a visit on location. europaeischer-freiwilligendienst – Acceptance or rejection generally Point of contact in single German states comes within six weeks after the ap- – www.jugendfuereuropa.de/jfe/ plication has been submitted. direktkontakt – If the application is accepted, it is valid for three years; it is possible to receive an extension

2. Funding application for sending and hosting volunteers – The coordinating organization submits an application for the funding of a concrete EVS project10 on behalf of the established host and sending organizations; the application is sent 9 Form can be downloaded at to the German agency JUGEND für www.jugend-in-aktion.de Europa in accordance with predeter- 10 Form can be downloaded at mined deadlines (five per year); the www.jugend-in-aktion.de INTERNATIONAL “VOLUNTEERS IN PARKS” 2 9

. Work camp – practical example 6 Work camp – practical example 7 Wadden Sea National Park of Lower Saxony: Erzgebirge/Vogtland Nature Park: ijgd Work Camp Eco Camp (Imke Zwoch) (Michael Künzel)

WHO WORKED – 11 participants from Slovakia, Ukraine, Italy, South Korea 15 young people (16 to 20 years old) from the Czech Repub- AND WHEN? and Germany; three weeks, summer 2007 lic, Poland and Germany; two weeks, summer 2008 (8th Eco Camp) HOW WAS THE Contact to the organizer Internationale Jugendgemeinschafts- Word-of-mouth and a follow-up visit in each neighboring CONTACT dienste (ijgd) was established via the administrative district of country; in Poland, by visiting the Chelmy Nature Park and ESTABLISHED? Wesermarsch; ijgd recruited participants in the Czech Republic by visiting the Dalovice agricultural school; this paved the way for building close ties

WHAT WAS IMPORTANT Organizing lodging, food, bicycles, recreational programs, Putting together a schedule and a program of events; early IN THE PREPARATION instructors, building materials and permits, press conferences, exchanges of information, cultivating contacts with partners PHASE? financing (obtaining funds from foundations and sponsors) to select the young people and make inbound and outbound travel arrangements

WHAT WORK DID THE Construction of a 150-m-long wooden walkway with a railing Maintaining mountain meadows and doing clearing work VOLUNTEERS and non-slip planks on Sehestedt Moor; at the end of the (removing trees and bushes on the Arnica Meadow in Win- PERFORM? HOW WAS walkway, after the work camp activities were finished, a view- selburg) with a diverse supporting program: presentations on THIS SUPERVISED? ing platform was built as an additional attraction for guests. conservation, environmental and climate protection, herb- Supervision by the ijgd work camp leader, professional guid- picking trips, trips along the moor and mining nature trails ance by the Meyershof training workshop (six young people as well as the German and Czech mountain meadows, visits from there also took part); The “networker” on location was to the Oberlauterbach Environmental Center, the Riedelhof the administrative district‘s nature conservation commissioner, in Eubabrunn, the Gläserner Bauernhof in Siebenbrunn (a whom the national park administration has closely worked model working farm), the Schneckenstein visitor mine and with for many years; he used his contacts and was also on the the Saxon-Bohemian Mineral Center, the Arboretum and site during the work to look after the young people. Vogtland Arena in Klingenthal, and a German-Czech-Polish evening of cultural events

WHO WERE THE People and institutions from the region, including the We- The Eco Camp was jointly organized by the Erzgebirge/Vogt- SUPPORTERS? sermarsch administrative district and the Meyershof training land Nature Park, the Vogtland district and the Oberlauter- workshop (practical experience for the trainees, with supervi- bach Environmental Center. sion from the professional staff of the training workshop), – Vogtland district: sponsored minibuses for transportation the Jade community (lodging in the school and kindergarten and prepared certificates buildings), the German Red Cross (provided cots), the lost – Oberlauterbach Environmental Center: helped with the and found office of the city of Brake (bicycles), Wadden Sea preparation and provided equipment for mowing the mead- Foundation, Hoppe Foundation, BINGO Environmental ows and transporting wood Lottery, sponsors like a water and dyke association (Deich- – Financial support was provided by the Saxon Regional band) and a local bank Conservation Foundation, the Orden Silberner Bruch, EU- ROPARC Deutschland and countless other sponsors HOW WAS THE Very good, very effective, helping to integrate all participants This voluntary work, which has now become a tradition, is ACTIVITY ASSESSED in the national park region, excellent multiplier impact and rated very highly because it makes it possible to maintain IN RETROSPECT? highly attractive for the media valuable mountain meadows with their unique combination of species, e.g., arnica, orchids and moor meadows where it is not possible to use heavy equipment. The camp made it possible to exchange experiences and make new friends.

WHAT FEEDBACK The young people had a really great time, and also enjoyed get- It was a great experience, the work was useful and interesting DID THE PARTICIPANTS ting to know and spending time with young people from other and they would like to return next year. GIVE? countries; prejudices were overcome; during the recreational/ weekend events, they also felt very warmly received in the region (thanks to positive media coverage, people were aware of who they were during their volunteer stay).

WHAT CONCLUSIONS The ijgd camp entails a great deal of organization on location Continuation of the Eco Camp; transferring the experiences CAN BE DRAWN – (see “Preparation”), approx. ½ year of preparation time; defi- from each camp to the following year and/or using this to WHAT LESSONS nitely worthwhile for all participants, but staff need sufficient derive improvements; it would be good to have a permanent CAN BE LEARNED? availability. main source of funding.

WHAT IDEAS AND Currently no suitable initiatives are planned for such groups; Continuing with the Eco Camp over the coming years to PLANS ARE THERE the ijgd is very interested, however, in organizing camps in the maintain the current condition of the mountain meadows FOR SIMILAR national park in the future. and further expand our ties to neighboring countries; student ACTIVITIES? exchange programs for similarly oriented projects are under consideration in the neighboring countries. 3 0 INTERNATIONAL “VOLUNTEERS IN PARKS”

Potential cooperation partners for international work camps in the National Natural Landscapes (Last update: 19 Jan. 2009, subject to change)

Internationale Jugendgemeinschaftsdienste Service Civil International (ijgd) (SCI)

INFORMATION/ www.ijgd.de www.sci-d.de www.ibg-workcamps.org www.bergwaldprojekt.de CONTACT ONLINE

SERVICES FOR THE NATIONAL NATURAL LANDSCAPES SERVICES FOR THE NATIONAL NATURAL LANDSCAPES

NUMBER OF VOLUN- 10–20 10–20 10–20 10–28 NUMBER OF VOLUN- TEERS PER CAMP TEERS PER CAMP

AGE 16–26 years from age 16 18–30 years old (exception: from 16 – over the age of 30) from age 18 AGE

CAMP DURATION 2–4 weeks (usually 3 weeks) 2–4 weeks (usually 3 weeks) Usually 3 weeks 5 days (+ 2 inbound/outbound) CAMP DURATION

TIMEFRAME June-Sept. March/April, July-Sept. Usually June–Sept. March–Dec. TIMEFRAME

AMOUNT OF WORK 5 hrs/d, 5 d/wk 5-6 hrs/d, generally Mon.-Fri. Usually 30 hrs/wk, Mon.–Fri. 8 hrs/d, 5 d/wk AMOUNT OF WORK PER DAY/WEEK PER DAY/WEEK

SUBSIDIES usually €8 per participant per day SUBSIDIES (€5,50 deducted for food)

INSURANCE Liability, health; accident insurance when not working Health, accident insurance Liability, health, accident insurance Accident insurance, participants must have INSURANCE their own health insurance

RESPONSIBILITIES/COSTS FOR THE NATIONAL NATURAL LANDSCAPES RESPONSIBILITIES/COSTS FOR THE NATIONAL NATURAL LANDSCAPES ORGANIZATION Organizing the work project, work materials, Organizing the work project, work materials, Organizing the work project, work materials, professional Organizing the work project (professional guidance provided ORGANIZATION SUPERVISION professional guidance professional guidance guidance by the Bergwald forest ranger) SUPERVISION

COMMUTING COSTS Between lodging and workplace Subject to negotiation From lodging to the worksite, preferably a distance that can COMMUTING COSTS be reached by foot

LODGING Lodging for groups with cooking + sanitary facilities Lodging for groups with cooking + sanitary facilities Lodging for groups with cooking + sanitary facilities If required, lodging for groups with cooking + sanitary facili- LODGING ties

INSURANCE Occupational accident insurance (for time spent working + Possibly liability insurance INSURANCE commuting)

FOOD AND/OR Approx. €200 per participant for two weeks, approx. €270 A max. of €290 per participant €13 per participant and day Total of €4,000 to €4,500 FOOD AND/OR ONE-OFF ONE-OFF PLACEMENT per participant for three weeks is charged afterwards (regardless of the duration of the placement) PLACEMENT FEE, PRO- FEE, PROGRAM FEE is charged afterwards GRAM FEE

COSTS FOR PARTICIPANTS COSTS FOR PARTICIPANTS

PLACEMENT FEE/ €80 per participant and camp (from Germany) €82 per participant and camp €60 per participant and camp Free of charge; exceptions: family and family-child projects PLACEMENT FEE/ PROGRAM FEE (program fee of €100 per child), company and group projects, PROGRAM FEE forest schools for classes (upon request)

TRAVEL COSTS 100% 100% 100% 100% TRAVEL COSTS (INBOUND/OUTBOUND) (INBOUND/OUTBOUND)

TOTAL COSTS FOR THE PLACEMENT SITE TOTAL COSTS FOR THE PLACEMENT SITE 2 weeks, 15 participants: approx. €3,000 2 weeks, 15 participants: approx. €3,800 2 weeks, 15 participants: approx. 2,700 1 week: €4,000 to €4,500 for 15–28 participants, depending 3 weeks, 15 participants: approx. €4,000 3 weeks, 15 participants: approx. €3,600 3 weeks, 15 participants: approx. €4,100 on the lodging transportation, accident insurance, possibly lodging possibly transportation, possibly lodging possibly transportation, possibly lodging

CONSERVATION AREAS WITH EXPERIENCE CONSERVATION AREAS WITH EXPERIENCE

Barnim NRP, Westhavelland NRP Harz NLP, Rhön BR (Bavaria), Kellerwald-Edersee NLP, Rhön BR (Hesse) 2009, Eifel NLP 2009

OTHER OTHER The precise amount of the program fee is subject to negotiation; SCI work = Project of the UN Decade for Sustainable Education INTERNATIONAL “VOLUNTEERS IN PARKS” 3 1

Potential cooperation partners for international work camps in the National Natural Landscapes (Last update: 19 Jan. 2009, subject to change)

Internationale Begegnung in Gemeinschaftsdiensten (IBG) Bergwaldprojekt (BWP) (Mountain forest project) (International encounters in community service) (only partially with international volunteers)