Symposium on Water – Education

EDUCATION | SCIENCES | CULTURE | COMMUNICATION

Documentation of the Symposium on Water – Education – Future

Water in Education for Sustainable Development 22. September 2008 in the Landesakademie des Sports in Hannover

UN Decade of Education for Sustainable Development (2005-2014)“ Publishing details This is the English documentation of the symposium on “Water – Education – Future: Water in Education for Sustainable Development”, which was organized by the German Commission for UNESCO in the context of the 2008 focus topic “water” of the UN Decade of Education for Sustainable Development and in the context of the nationwide days of action on Education for Sustainable Development on 22 September 2008 in the Landesakademie des Sports in Hanover. Co-organiser was the Ministry of Education for Lower Saxony.

Publisher: German Commission for UNESCO (DUK) Secretariat, UN Decade of Education for Sustainable Development Langwartweg 72 53129 Bonn Tel.: +49 (0) 228/688-444-10 Fax: +49 (0) 228/688-444-79 Email: [email protected] www.bne-portal.de, www.unesco.de

In cooperation with the working group of the Arbeits- gemeinschaft Natur- und Umweltbildung Bundesverband e.V. (ANU) Philipp-August-Schleißner-Weg 2 63452 Hanau Tel.: 06181/1804778 Fax: 06181/3049152 Email: [email protected] www.umweltbildung.de

Editors: Günter Klarner, CREative TAten (ANU) Dr. Henning Smolka, Environmental Communication (ANU) Anke Sobieraj (DUK) Sebnem Kurt (DUK)

Translation: Karen Schneider Translation Services Translated by Karen Schneider, Christine Orth

ISBN 978-3-940785-09-1

Layout and printing: Brandt GmbH, Bonn 2009 Circulation: 1000

The workshop documentation is available for download at www.bne-portal.de.

The symposium and the workshop documentation were supported with funds from the Federal Ministry for the Environment, Nature Conservation and Nuclear Safety and the Federal Ministry for Economic Cooperation and Development. Tagungsdokumentation Seite 3

CONTENTS

Preface and Welcoming address Preface ...... 5 Sigmar Gabriel – Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Preface ...... 6 Heidemarie Wieczorek-Zeul – Federal Ministry for Economic Cooperation and Development Welcoming address ...... 7 Andreas Markurth – Lower Saxony Ministry of Education Welcoming address ...... 8 Dieter Offenhäußer – German Commission for UNESCO

Introduction Introduction to the symposium topic ...... 9 Water in the context of the UN Decade of Education for Sustainable Development, Panel Discussion: “Water for life” and the “International Year of Sanitation” ...... 10 Dr. Uschi Eid – German Parliament and Prof. Dr. Gerhard de Haan – Free University Berlin

Expert Contributions Hidden Water and Virtual Water Trade ...... 12 Prof. Dr. Petra Döll – Goethe-University Frankfurt am Main Education, Health, Water and Sanitation ...... 15 Franca Schwarz – Federal Institute for Geosciences and Natural Resources (BGR) Common development of future water landscapes...... 18 Dr. Joachim Bley – Ministry for the Environment of Baden-Württemberg Water and Extreme Events ...... 20 Prof. Dr. Uwe Grünewald – Brandenburg University of Technology Cottbus Quality criteria for educational material...... 22 Working Group Water and Education – Ministry for the Environment, Nature Conservation and Nuclear Safety Seite 4 Tagungsdokumentation

Workshop Reports “I see water that you don’t see” ...... 25 What role does virtual water use play? “Education, Health, Water and Sanitation” ...... 27 How one causes the other. “Common development of future water landscapes” ...... 30 How do education opportunities support the implementation of the European WFD? “Too much water – too little water” ...... 33 Are we prepared for extreme events? Workshop Summaries – Results and Prospects ...... 36

Tips and Links, Participants and Institutions Tips and Links ...... 38 Speakers, moderators and panel members ...... 43 Symposium Participants ...... 46 Exhibitors at the Project Exhibition ...... 50 Tagungsdokumentation Seite 5

Preface By the Federal Minister for the Environment, Nature Conservation and Nuclear Safety

Dear Readers, what an activity centred education for sustainable development must look like. In general, Germany is blessed with a This cooperation has proven to be very sufficient water supply. Due to a nation- successful. wide, state of the art wastewater treatment and production techniques that use One of the results of that cooperation was reduced amounts of wastewater, we are the initiative for the symposium “Water – able to keep these valuable water resour- Education – Future“, hosted by the Ger- ces pure. Throughout the last decades, man Commission for UNESCO during German rivers have become less polluted the German days of action initiated by and nowadays swimming in many of the UN Decade. It took place in the them is possible again. Does that mean “Landesakademie des Sports” in Hanover that everything is alright? Unfortunately, on September 22, 2008 and was meant to it does not. inform teachers and multipliers about the complex international field in the water Like in all the other states of the Euro- sector by focusing on the issues of virtual pean Union the quality of the water bo- water trade, sanitation and development dies in Germany will continuously be cooperation, the EU Water Framework improved until 2015. It is our aim to Directive and the protection of water bo- achieve good ecological conditions: dies and drinking water as well as flood Water bodies will once again become ha- prevention. bitat for animals and plants. The public is intensively involved in the planning pro- More than 200 participants and numerous cess in order to take the interests of all school classes have visited the Project water users into account. Education for Exhibition. This overwhelming response sustainable development may and must clearly shows the growing interest in the convey the competences which are ne- subject but also points out the need for cessary for those involved in the plan- continued training where education for ning: starting with the technical sustainable development is concerned. understanding of the processes, continuing with the ability to take into account Let me finish by thanking all those who the different interests, up to the organisa- have contributed to the success of this tion of those processes. symposium by their commitment, and who enhanced the UN Decade of Educa- The sustainable use of water throughout tion for Sustainable Development with the world is one of the main challenges their ideas and examples of good prac- of the future. The German National Com- tice. mittee of the UN Decade of Education for Sustainable Development has taken Yours, on that challenge and has chosen “water” Sigmar Gabriel as the focus topic for 2008. My Ministry has led a working group which united experts on education and water. They considered in their discussion the different initiatives of the United Nations i.e. the UN Decade of Education for Sustainable Development (2005-2014) and the Inter- national Decade for Action “Water for Life” (2005-2014) and the International Year of Sanitation (2008) and decided on Seite 6 Tagungsdokumentation

Preface By the Federal Minister for Economic Cooperation and Development

Dear Readers, water management and wastewater dis- pate in the UN Decade of Education for posal. The Federal Government supports Sustainable Development and global Life on earth depends on water. Without water management systems in the Middle learning. water, a person can only survive for ap- East, along the Mekong River, in Kabul, proximately four days – but lacking along many of the African river systems Yours, water also affects entire countries and so- like the Nile, the Congo or the Niger with Heidemarie Wieczorek-Zeul cieties. the intention to provide clean drinking water and sanitation. Thus Germany’s ex- Today approximately 884 million people perience is made available throughout the – one sixth of the world’s population – world. lack access to clean drinking water. About 2.4 billion people live without However, even here in Germany anyone adequate basic sanitation. Water shortage can help. Our consumer behaviour di- and poor water quality are among the rectly affects the global water consump- main causes of poverty, diseases and the tion level. For the production and the destruction of the environment. transportation of food and other consumer products much water is often nee- This is why one of the objectives of the ded, which is called hidden or “virtual” seventh Millennium Development Goal water. As a result, we, the industrialised (to ensure environmental sustainability) nations use the water resources of other, states: to halve, between 1990 and 2015, partly much drier, regions. Producing for the proportion of the population without example one cup of coffee may take up sustainable access to safe drinking water to 140 litres of water; for the production and basic sanitation. of one sheet of paper (size DIN-A4) up to 10 litres of water are needed; manufactu- Better access to water and sanitation is ring one cotton T-shirt takes ca. 2.000 li- also the basis for achieving other Millen- tres of water. All in all, Germany belongs nium Development Goals such as to end to the ten biggest importers of virtual hunger, to fight poverty, to combat disea- water. The extent of our water consump- ses and to fight for gender equality – girls tion may be influenced by the responsible are often charged with the time-consu- behaviour and the sustainable use of ming task of collecting water and thus do every citizen. Thus everyone can make a not have time to attend school. In addi- global contribution. Raising the aware- tion, a large number of girls do not attend ness of the general public was among the school because there are no sanitation fa- main topics of the symposium “Water – cilities. Education – Future”. The use of water has become a vivid example for the prin- Clean water is also the basis for progress. cipal aim of education for sustainable de- If there is sufficient water, a country’s development: to convey competence in velopment gains momentum. This is the light of these complex global relations- reason why the water sector plays an im- hips. portant role in German development cooperation. Germany is one of the three This documentation makes the discussi- biggest bilateral donors. It accounts for ons and results of this successful sympo- an annual volume of approximately 350 sium available to a large public. I am million Euros. In 27 partner states the grateful for this further contribution to German development cooperation con- the active debate and, at the same time, centrates on the sectors for drinking would like to thank all those who partici- Tagungsdokumentation Seite 7

Andreas Markurth Welcoming address

Ladies and Gentlemen, Among the German states, Lower Sa- come together in order to look at this xony is one of the richest when it comes subject from different kind of angles and On behalf of the Lower Saxony Ministry to water: From mountain streams and re- to thoroughly discuss the issue. I am ea- of Education, I have the honour to wel- servoirs in the Harz Mountains down to gerly looking forward to the various con- come you to the symposium “Water – the dykes along the coasts. Water is an tributions and discussions in the different Education – Future” in the Lower Saxony essential basis for life. It is a source of workshops. And I would be very glad if capital Hanover. It is with great pleasure food for mankind, animals and plants as this symposium helped us to advance a that the Ministry of Education accepted well as a resource for many industries. little on our way. the proposal of the German Commission Therefore it is important to protect and for UNESCO to co-host this symposium conserve our water resources. Later gene- Andreas Markurth during the days of action concerning the rations should not only learn from books Lower Saxony Ministry of Education UN Decade. I would especially like to or movies what life was like when water thank those Federal Ministries which could be used by mankind. In Lower Sa- were involved in this project and the Ger- xony, drinking water supply and waste- man Commission for UNESCO for the water removal have reached a high good and productive cooperation throug- quality level. In order to provide future hout the planning process of this extraor- generations with a sufficient supply of dinary symposium. clean water, one of the most important tasks of this century is to protect surface Water is the focus topic for 2008 of the and ground water by means of environ- UN Decade of Education for Sustainable mentally friendly water management. In Development in Germany and the subject order to clean up our rivers and oceans a of this symposium. This symposium is lot has been undertaken, at least in this not only meant for water experts but also, part of the world. in the light of education for sustainable development, experts on education. Thus In Africa, however, water and especially this symposium also addresses teachers clean drinking water is a very rare com- and multipliers in formal and non-formal modity. In many areas water may cause education and in teacher training pro- sickness and disease. Even wars have grammes. been staged because of this resource and some say that access to water will increa- singly be the cause of conflicts in the future.

Therefore it is our duty to teach our children the importance of using our water resources sustainably. How can we make a difference, in our schools, in our institutions, in our communities or just tal- king to other people? This is why this symposium is very special, because water Photo credits: RaBoe/Wikipedia experts and experts on education have Seite 8 Tagungsdokumentation

Dieter Offenhäußer Welcoming address

“We haven’t inherited this planet from quo. We are faced with a dilemma: We important role the EU Water Framework our forefathers; we have only borrowed it realise the necessity of sustainable deve- Directive plays. from our children.” Is there any other lopment, yet we continuously have to sentence which points out any better the prove our sincerity towards the rest of the However, what does this mean with re- ambition and mission of the UN Decade world. spect to education for sustainable deve- of Education for Sustainable Develop- lopment? This is the question discussed ment? Within the next ten years a change Especially with respect to the credibility by the Working Group “Water and Edu- in mentality should take place, in indivi- of our international efforts, the now 700 cation” of the UN Decade. This Working duals as well as in policy matters. The projects, which the National Committee Group was set up by the Federal Ministry ideal of sustainable development in our has categorised as official German con- for the Environment and developed the global society, which ensures the quality tributions to the UN Decade, play an im- concept of this symposium and the qua- of life of the present generation without portant role. These projects exemplify lity standards for good educational mate- limiting the chances of future generati- innovative and broad implementation of rial on the topic of water. This material ons, has to become a given fact for edu- education for sustainable development in will be discussed in the different work- cation in every country of the world. The Germany. shops. I would like to thank those present German Commission for UNESCO loca- here, and those who were not able to at- ted in Bonn has been charged by a unani- This is why I highly appreciate the vo- tend, for the work the entire group has luntary commit- accomplished. This symposium will ment which fills make a contribution by bringing together “We haven’t inherited this planet from this decade with water experts, education experts and the our forefathers; we have only borrowed it “life”. The com- UN Initiatives that concern education and from our children.” plexities of su- water, because the answers to these que- stainability and stions can only be found in a combined the tensions that effort. mous decision of the German Federal can arise when solving problems in a glo- Parliament in 2004 with the implementa- bal context can be easily demonstrated by Dieter Offenhäußer tion of the UN Decade in Germany. using the topic of water as an example: Deputy Secretary-General of the German 1.2 billion people do not have access to Commission for UNESCO Policies can only be politically successful clean drinking water and almost double if they convince people. The urgency of the amount do not have adequate sanita- sustainable development has reached a tion. Scientists of the UNESCO Institute new level due to the globalisation of mar- for Water Education in the Netherlands kets and social upheaval. With respect to have calculated to which extent the cot- material prosperity and in part even de- ton imports from Uzbekistan have added mocratic achievements, many former de- to the decline of the Aral Sea. The Anda- veloping countries and emerging markets lusian province of Almeria owes its eco- have drawn level with the former centres nomic miracle to large-scale growing of of the world, Europe and North America, tomatoes and vegetables in green-houses. and are adopting western life-styles and However, these plants need irrigation and consumption habits along with all the this causes groundwater depletion. Due non-sustainable consequences. It is often to climate change, people have to face an said – and quite rightly so – that Europe increasing number of extreme weather has long since procured, and not always events, for example floods and droughts, gently, its share of the earth’s resources. which had not occurred to such extremes It is often suspected that our commitment in their regions before. Considering that to sustainability is only a new way of the all large European rivers are transboun- already rich countries to keep the status- dary rivers, it is easy to comprehend the Tagungsdokumentation Seite 9

Introduction to the symposium topic

Background Group of water and education identified modern approaches for education for these issues as particularly important: sustainable development (see page 22) With the UN Decade of Education for • Water for sustainable consumption and • Become acquainted with practical tea- Sustainable Development (2005-2014), sustainable production ching and studying material as well as the International Decade for Action • Primary drinking water supplies and various stakeholders and vendors, insti- “Water for Life” (2005-2014) and the wastewater treatment tutions and associations at the Project “International Year of Sanitation (2008)”, • Water protection and the European Exhibition the United Nations has undertaken di- Water Framework Directive (WRR) • Talk about and try out interdisciplinary verse initiatives to raise global awareness • Water, climate change and extreme teaching methods on environmental for responsible water use. Against this events background, the German National Com- and equal opportunity issues mittee of the UN Decade selected water This symposium provided insights into Teaching materials as the focus topic for 2008. This expert issues facing water and educational ex- symposium was held to promote interac- perts dealing with education for sustaina- This documentation also contains a CD tion between water experts who are inter- ble development. with numerous teaching and educational ested in education and education experts In this framework, dealing with complex materials, which were compiled on the who are interested in water. relationships and conveying them coher- basis of the quality criteria for use in edu- ently was just as important as the issue as cation for sustainable development. Questions and Issues to what are the opportunities for participa- What knowledge and expertise must we ting in water decision making processes. It became clear that connecting criteria have to use water sustainably? What can for good educational material to sustaina- each individual do to meet the global chal- Workshop ble development with contextual issues lenge of securing our water resources? In the workshops, participants were able such as water in educational discussions What does contemporary and relevant to: is still crossing uncharted waters and re- education on water issues need to contain? • Develop quality criteria for educational quires close cooperation between water Against this background, the Working materials on water that are oriented on and education experts.

„Wenn man in seinen Gedanken versinkt, darf man sich nicht mit seichtem Wasser begnügen.“ Übersetzung fehlt Ernst R. Hauschka Seite 10 Tagungsdokumentation

Dr. Uschi Eid and Prof. Dr. Gerhard de Haan in a panel discussion with Dr. Helle Becker Water in the context of the UN Decade of Education for Sustainable Development, “Water for Life” and the “International Year of Sanitation”

national context and that global problems and strategies are only rarely taken up.

Why is sanitation so important? Uschi Eid: Sanitation is an urgent development-policy matter. Not having access to sanitation is a health care catastrophe that is not covered in the media. Around 5000 children under the age of five die each day from drinking unsafe water. Di- arrhoea is the second most frequent cause of death of children and could be reduced by half simply by ensuring adequate sanitation. Inadequate sanitation and unsafe drinking water cause high health costs, an enormous work deficit and loss in pro- ductivity: Costs, which amount to five per cent of the economic power south of the Sahara, according to the UN development programme. It is hard to maintain dignity if people have to perform their red the year 2008 as the “International The UN Decade “Water for bodily functions in public or if they live Year of Sanitation”. Life” and the UN Millennium in a quarter where faecal matter is spilled Development Goals out onto the streets. Women and girls Water education in schools who are able to perform their bodily Uschi Eid: In 2004, the former UN Se- functions in private are also better protec- cretary-General, Kofi Annan, declared Gerhard de Haan: Traditionally, water ted against sexual assault. Stalls that can- that the UN Millennium Development issues are highly relevant in school curri- not be locked or unisex toilets contribute Goals can only be achieved if all coun- cula. Discussing the water cycle, drin- to the reason that girls in puberty fre- tries acknowledge that water is of utmost king water supply and wastewater quently miss school or even no longer at- importance. All nations must set up their disposal are well-established topics even tend school. own plans for ensuring access to safe in primary schools. Not quite as well-de- drinking water and adequate sanitation, fined is the importance of this complex as well as designating their own contact issue in secondary schools, since water is What are the new water is- partners for drinking water and wastewa- only dealt with here in terms of subject- sues that will arise with re- ter issues. It was in this context that the related partial aspects. Overall, it can be spect to education for United Nations General Assembly decla- said that water is mainly considered in a sustainable development? Gerhard de Haan: Sanitation and the „Water is the basis of all matter then everything is mentioned effects upon development op- based on water and one day will return back to water.“ portunities and gender issues are topics Thales of Miletus “Water is the first principle” that have received very little attention up to now. Tagungsdokumentation Seite 11

An issue that is currently receiving quite a bit of attention is so-called virtual Re-using wastewater and faeces is more sustainable and more econo- water, which is used to establish a direct mical than discharging them into connection between our lifestyles and surface waters. Ecological waste- consumption habits and the amount of water concepts are based on this water needed to maintain them. principle and are internationally Up to now, little attention has been paid known as “ecological sanitation” or to cultural dimensions: Understanding just “ecosan”. the role water plays in aesthetical, ethical and religious connections is necessary www. gtz.de/themen/umwelt-infrastruktur/wasser/8524.htm when dealing with future strategies.

Political Challenges The praxis orientation is obvious: Be it which is another reason that cooperation Uschi Eid: The bad example of industrial orange juice in the cafeteria or fresh fibre is desirable. And even if it is not possible countries of predominantly using drin- paper from pulp for copiers – the concept to stay continuously and permanently in king water to flush toilets can only be of virtual water provides a range of diffe- contact, media and Internet provide good countered if appropriate technologies are rent options for action. prime possibilities for constructive dia- developed in the course of development log. cooperation and also implemented in the Encounters with two UN De- industrial countries. Otherwise, it could cades – Opportunities arise! Dr. Uschi Eid appear that poorer countries were being Member of the Committee on Foreign expected to be satisfied with second-rate Uschi Eid: The initiators and organisers Affairs in the German Parliament and sanitation. are to be thanked for their efforts that Spokesperson for foreign cultural policy An example of good work that has been with this symposium, a long overdue step of the parliamentary group of the Alli- has been taken. Synergy effects will ine- done in this area is the work carried out ance 90/The Greens; Deputy Chair of the by the German cooperation enterprise for vitably arise and it would be desirable if UN Secretary General’s Advisory Board sustainable development, the Gesell- sanitation could be raised out of the on Water and Sanitation. schaft für Technische Zusammenarbeit taboo zone. A first step is dealing with (GTZ), with the Ecosan concept (see our standards of wastewater treatment. box). Prof. Dr. Gerhard de Haan Department of Educational Science and How can these new and Psychology, Head of the Institute for complex relationships be Educational Future Science of the Freie Universität Berlin, Chairperson of the realised on a daily basis in German National Committee of the UN schools and educational cur- Decade of Education for Sustainable De- ricula? velopment (2005-2014) and of the Ger- Gerhard de Haan: It is clear that these man Association for Environmental relationships cannot be handled as isola- Education. ted topics in a 45-minute class. However, they can be excellently handled in inter- Dr. Helle Becker disciplinary projects and in cooperation Freelance science publicist, author and with nature and environmental centres as journalist non-formal educational activities. Im- pressive examples of this could be seen among exhibitors at the Project Exhibi- tion. In addition, cooperations with inter- Another issue that should be dealt with in national partners can provide us with education is producing biogas out of fae- completely new experiences and changes ces not just in large biogas plants, but in perspective. It is precisely these nume- also in small local applications. Hope- rous schools that have reduced their fully, more than just this one exchange of water and energy costs and now have ideas will arise. these savings to work with, which exemplify the astonishing opportunities for in- Gerhard de Haan: Education for sustai- ternational partnerships with schools and nable development urgently requires glo- other institutions. bal perspectives and anticipatory actions, Seite 12 Tagungsdokumentation

Prof. Dr. Petra Döll Hidden Water and Virtual Water Trade

Why do people need (fresh-) water, how use of surface water, in which the water The total water use of a consumer is do they use it? Water is withdrawn from is used directly, but not withdrawn. The made up of the direct use of liquid water surface waters and from groundwater for amount of water “used” in this important at home and the indirect use of virtual use in homes, industries and agriculture. type of water use, e.g. for generating water through the consumption of goods. In homes, water is used for drinking and electricity in hydropower plants, for navi- Virtual water consumption is dominated eating, for washing and for disposing of gating ships and for swimming and fis- by the consumption of food, since plants excrements. In industries, water is used hing, cannot be very well quantified and have to evaporate water to grow. This for the production of goods and electri- is not considered any further in the follo- total water use is called the “water foot- city (cooling thermal power plants) and wing. print” (see www.waterfootprint.org). The in agriculture, above all, for irrigation. If water footprint is an indicator of the an- this water use is to be quantified, the A new view of water use has established thropogenic use of the natural resources, amount of water that is withdrawn must itself recently that is a useful complement comparable to the “ecological footprint”, be determined with pumps or the amount to the water management view. Here, whereby the virtual water content of a that is supplied to the user – in industrial water use is considered from the perspec- product can be considered as a part of the countries usually via pipes. Actually, the tive of the consumers of the goods and “ecological backpack” of a product. The term water consumption should be avoi- the water used for their production. From water footprint in Germany is ca. 4,000 l ded, because water is not “consumed” this viewpoint, the amount of water is per day and person and is ca. 30 times as during its use. This is the classical water quantified that is used to produce the large as the household water use of ca. management view of water use from the goods and is called “virtual” – or hidden 125 l per day and person (see Fig. 1). perspective of a professional water sup- – water. Allan (2003) developed the con- plier – liquid water, which is withdrawn cept of virtual water, to show that water Vegetarians have a smaller water foot- within a spatial unit and provided to an scarcity in the Near East could be comba- print, because ca. 10 kg of plants as feed for the animals are needed for the pro- “end user”. ted by importing food instead of irriga- duction of 1 kg meat. Thus, the virtual Another type of water use is the in-situ ting the fields to grow crops. water contents of meat – but also of dairy products – are by far larger than that of Deutschland vegetarian food (factor 5-15). With the concept of virtual water, the influence that the individual consumer, through global trade of food and other goods, has upon the global water resources can be recognised. For example, by eating beef from a cow from Lower Sa- Haiti xony that was fed soy grown in Brazil, a German consumer indirectly influences Deutschland the water use and water resource situation in Brazil. Thus, “virtual” water and Haiti the water footprint are parts of a holistic view of the resources used by mankind, which is suitable for an enhanced understanding of the human-environment-system in a globalised world.

1 m = 1000 mm 1 m = 1000 mm However in dealing with the virtual water Fig. 1: Daily per-capita–water use in households in Haiti and in Germany (left content of a product, it is necessary to side) as well as daily per-capita-water footprint in both countries (right side). differentiate whether the water used in Half of the water footprint in Germany is caused by the net-import of goods the production was “blue” or “green” to Germany. Data on the water footprint are available at www.waterfoot- water (Falkenmark, 2007). Green water print.org. is the part of precipitation that falls on Tagungsdokumentation Seite 13

the field and evaporates, thus enabling Thus, the use of blue water can lead to now should be calculated according to the plant to grow. It accounts for the lar- the drying up of rivers, as e.g. in the case green and blue separately. First steps gest part of the agriculturally used water. of the Colorado River in the USA, with have been carried out. (see Fig. 2, page Blue water is the water in surface water negative consequences for the aquatic 13) shows the global total water use for bodies and in groundwater that can be ecosystem and the downstream water crops in 2000 as well as the percentage of withdrawn and used. If fields are irriga- users. Using green water does not have the blue water. The latter is high in areas ted, in addition to the green water, blue such effects. However, agriculture, and with intensive irrigation and often leads water is also used. The use of blue and thus virtual water use, often leads to a de- to water scarcity. green virtual water has very different crease in water quality, e.g. through the A discussion on virtual water and the consequences. Using blue water to irri- use of pesticides. Thus, it makes sense to water footprint of people and countries gate a field competes with water used in quantify not only the blue virtual water, should always be preceded by a clear households and industries, and also for but also the green virtual water. Up to portrayal of the earth’s water resources. It water use in aquatic ecosystems. now, this has not been differentiated, but is very important to emphasis the rene-

Fig. 2: Water use for crop production in 2000. Top: Total water use from precipitation and irrigation in mm/a. Bottom: Percentage of blue water from irrigation in percent.1 mm water column corresponds to 1 l water per m2 area (own calculations). Seite 14 Tagungsdokumentation

wable water resources instead of the Prof. Dr. Petra Döll usual portrayal of the water amounts in Professor of Hydrology, Goethe-Univer- the oceans, glaciers, groundwater, etc. sity, Frankfurt/Main. Renewable water resources in a region are defined as the long-term average of the difference between precipitation and actual evaporation. Furthermore, it should be shown how differently the renewable water resources are globally distributed (see Fig. 3, page 14).

Literature Allan, J. A. (2003): Virtual water: the water, food, and trade nexus – useful concept or misleading metaphor? Water International, 28, 4-11. Falkenmark, M. (2007): Shift in thinking to address the 21st century hunger gap – Moving focus from blue to green water management. Water Re- sources Management, 21(1), 3-18.

Fig. 3: Renewable global water resources, in mm/a (climate period 1961-1990, own calculations). Tagungsdokumentation Seite 15

Franca Schwarz Education, Health, Water and Sanitation

Recognising feedbacks and making better use of them

During the past century, the global popu- countries do not have adequate standards • Fewer diseases: 90 percent of the diar- lation increased four-fold, but at the same or guidelines, planning tools or enforce- rhoeal diseases in developing countries time, the global water demand – due in ment authorities), a lack of knowledge are caused by unsafe water and inade- part to economic development – increa- regarding the correlation between water, quate sanitation. Almost two million sed ten-fold. Whereas only approxima- sanitation, education and health is a people die yearly because of diarrhoea, tely two percent of the population lived major problem. This lack of knowledge over 90 percent are children under the in cities around 1800, in 2000 ca. 50 per- often leads to money being used to buy age of five. Improved water manage- cent did and in 2030 it is estimated that consumer goods instead of investing in a ment reduces breeding places for mos- ca. 75 percent will. This rapid growth is better (drinking) water supply or sanita- quitoes and thus occurrences of accompanied by a just as massive in- tion facilities. malaria. Investments and campaigns crease in problems, especially in infra- In this context, the positive effects of lead not only to improved infrastruc- structure: According to official figures providing safe drinking water and sanita- ture, but also to increased awareness from the World Health Organisation tion facilities are manifold and cannot be and better hygiene education of the po- (WHO), ca. one billion people have no dismissed: pulation, thus avoiding additional access to safe drinking water at this time; diseases. more than two billion have no basic sani- • Improved education: If children no lon- • Improved economy: The time gained tation. In many countries, drinking water ger have to haul water and sanitation by no longer being sick can be used for is only available in the residential areas facilities are available in the schools, it economic activities, i.e. household in- of the prosperous and the rich. The poo- has been proven that more children at- comes increase and thus there is econo- rer population can only get their water mic growth as a whole. In addition, the from a few taps or buy from tank cars – tend school. The education opportuni- often at exorbitant prices. Untreated wa- ties for both boys and girls are costs needed to treat the diseases, stewater is disposed into groundwater or improved. A lack of or unhygienic which were caused by unsafe drinking rivers, which are important sources of school toilets often lead to girls leaving water and inadequate hygiene, are drinking water. This fre- school when they start menstruating. saved. quently leads to diarrhoeal diseases such as typhoid, dysentery or cholera. Every year, several million children die due to inadequate hygiene conditions, a lack of sanitation and unsafe drinking water. The World Health Organisation attributes ca. 90 percent of all diarrhoeal diseases in developing countries to unsafe drinking water and inadequate sanitation. In addition to treating the wastewater management issue as a taboo, as well as policy shortfalls (e.g. many Seite 16 Tagungsdokumentation

• Gender equality: In general, women Among other goals, the Millennium Goal and girls are responsible for securing 7 aims to halve the proportion of people INTERNATIONAL YEAR OF the family’s water supply as well as ca- who do not have access to water and ring for the sick. However, when ap- basic sanitation, by 2015. Since there is SANITATION propriate water and sanitation facilities much work still needed, especially in the are available, there are clearly less sick area of sanitation, the United Nations people. Thus, girls and women have also declared 2008 as the “International more time, which they use to enhance Year of Sanitation”. the household income or other meaningful things, thereby stabilising their Therewith, this declaration calls for in- social position. creased activities in the areas of house- • Environmental protection: Inadequate hold hygiene and wastewater drinking water supplies are generally management. 2008 accompanied by overuse of rivers, In detail, this means: lakes and groundwater. Worldwide, more than 90 percent of industrial and • Secure, affordable and dignified access household wastewaters remain untrea- to sanitation the infrastructure; furthermore, the popu- ted when disposed into groundwater • Sustainable wastewater and waste ma- lation’s basic hygiene awareness must be and rivers, which are then used for nagement, which protects people from enhanced. By demonstrating and impar- drinking water. In addition, fertilisers infections and is environmentally ting the correlations between basic hy- and pesticides are often washed out sound giene and health, independent, from agriculturally used fields. This • Improved awareness for necessary responsible actions, as also claiming gua- overuse, in combination with pollution, basic hygienic behaviour. ranteed rights, are enhanced and enabled. frequently leads to the destruction of Germany contributes to this process in ecosystems that had been intact. At the same time, every contribution that multiple ways. For example, water and aids in achieving the Millennium Deve- sanitation areas have been in our main Since water resources are global public lopment Goal 7 (water) is also a contri- focus for more than 30 years in German goods, the United Nations declared the bution that aids in achieving the development cooperations. Bilateral fun- time period 2005 to 2015 as a Decade for Millennium Development Goals 1 (re- ding amounts to ca. 350 million Euros Action with the title “Water for Life”, duction of poverty), 2 (education), 3 annually. which should also help in implementing (gender equality) and 4-6 (health). It is The basis for this is Integrated Water Re- the UN Millennium Development Goals. not enough to only promote setting up sources Management (IWRM), which hopes to ensure that the development and management of water, land and corresponding resources are coordinated and promoted. The goal is to maximise economical, ecological and social effects. In practice, this means that in addition to improving wastewater management through financing infrastructure, that the responsible institutions are advised. In particular, it is of great importance to the German federal government that hitherto undersupplied and under-represented population groups are supplied as rapidly as possible, in accordance with national sector policy.

In doing so, it must be ensured that this supply is sustainable and that it can be maintained by the people locally. These challenges in areas of water and sanitation and bordering sectors can only be solved together with international and national partners. In other words: Coope- ration between the recipient and donor Tagungsdokumentation Seite 17

countries and the implementing organisa- Co-author: Kirsten Dölle tions, between water supply and waste- Deutsche Gesellschaft für Technische water disposal companies, consulting Zusammenarbeit (GTZ) GmbH (German companies, universities, governmental cooperation enterprise for sustainable de- and private institutions are absolutely es- velopment) sential for success. There is no standard solution, but rather various approaches and locally suited and sustainable solutions must be found. In the future, inter- sectoral approaches in water and sanitation must receive more attention. „Die Erde ist ein gebildeter Stern mit sehr viel Franca Schwarz Wasserspülung.“ Federal Institute for Geosciences and Na- Erich Kästner tural Resources (BGR)

Übersetzung fehlt

Making drinking water protection in rural areas understandable! Project of the Federal Institute for Geosci- ences and Natural Resources (BGR) in Paraguay

Requirements for Integrated Water Resource Management (IWRM) Seite 18 Tagungsdokumentation

Dr. Joachim Bley Common development of future water landscapes

How do educational opportunities support implementation of the European Water Framework Directive?

A biologist working in a water management administration has determined a deficit in the microorganism community in a water body. The upstream sewage plant is quickly suspected as the cause and the community that owns and operates the facility is required to further invest in it, although it already has good discharge values. A self-evident inference could be drawn between the deficit and the upstream inflow.

When the European Water Framework Directive (WFD) went into effect, more comprehensive approaches became man- datory in water protection. Now the goal is to sustain ecologically functioning water systems. Thus, the WFD stipulates a catchment area-wide consideration of all impacts and a differentiated investiga- tion of the water bodies. It is no longer (macrophytes) and algae (phytoplank- dies that have water quality deficits are enough to only consider the invertebrates ton). Furthermore, the chemical water determined. (macrozoobenthos), but rather, the biolo- quality must also be considered as well A change from evaluating water quality gical water quality must also be deter- as hydromorphology. Based on these to a comprehensive evaluation of the mined based on fish, water plants comprehensive investigations, water bo- quality of the water body is taking place. The water management administration cannot carry out these tasks alone. It is dependent upon an informed population as well as upon their acceptance of the measures. How can these new evaluation approaches be communicated? In Baden- Württemberg, a modular education concept was set up that was oriented for use with target groups in kindergartens, at schools and universities, for adults and families, in administrations and with specific user groups. This concept will be presented in detail using active public participation with respect to WFD as an example. For the “poor” sections of the water bodies, measures are to be identified with which bet- Tagungsdokumentation Seite 19

ter quality of the water bodies can be volved and the search for balanced so- achieved. How can the general public be lutions that take into account the inte- made aware of these topics? rests of all stakeholders, water protection as well as water use, must 1. Baden-Württemberg invited partici- be predominant. If ecologically and pants at the water catchment area level, economically meaningful solutions for where all participants could identify our waters can be found under these with their water body, to an active par- premises, then all will benefit from the ticipation of all stakeholders. These solution. events were always made up of three phases, an initial information phase, Dr. Joachim Bley then an active phase, in which partici- Ministry for the Environment of Baden- pants had the opportunity to directly Württemberg, Member of national and enter their knowledge and recommen- international river commissions (Rhine, dations in existing maps, and a final Intact water bodies have high aes- Danube). conclusion phase. thetic qualities

2. At this level of public participation, as be well signposted and allow a good many people as possible should be mo- presentation of the informational mate- tivated to actively participate in formu- rials. This includes maps – and aerial lating specific measures to improve the photos, if available – and the use of state of the water bodies. Thus, the in- modern information technology. vitations to the events should be distributed widely: Involved communities 3. In an introductory talk, easily under- and administrations, regional and na- standable key indicators as examples ture protection associations and other are used to explain the complexity of users as well as the general public. In the problems and solution approaches addition, the place and time of such are addressed. Above all, fish can be events should be well-planned, so that used as understandable key indicators. For example, in the Rhine, Up to your neck in hot water the successful resettlement of sal- Walking on thin ice mon in the river was chosen as a To be thrown into deep water symbol for the improvement of That’s water under the bridge the state of the water body. Du- Water proverbs and sayings ring this phase, it must be made clear that the administration already has specific knowledge and employed participants could attend – notions, but that in some cases, the that means at the earliest after 5 local population is involved more clo- o’clock in the afternoon. The location sely in the current development of the of the place should be easily reached situation and thus can provide suggesti- by all and preferably in a public buil- ons and constructive critique. On the ding. The event and its location should other hand, it must also be made clear that all suggested measures will be cri- tically evaluated and that not every suggestion can be incorporated into the programme. Furthermore, the measures are subject to further official procedures and legal approval.

4. Comprehensive considerations of water quality include biology, chemistry and above all hydromorphology. This overarching approach must be re- Intact water bodies have high aes- flected in educational material. The thetic qualities (Biotoppass am Breit- communication between all those in- bach, Scherermühle) Seite 20 Tagungsdokumentation

Prof. Dr. Uwe Grünewald Water and Extreme Events

Usually, the general public is only aware breaks down and all or some essential so- of the natural resource “water” if there is cial functions cannot be fulfilled. too little or too much of it or if its quality In this respect, damages due to extreme does not allow important uses, which are events (water related) should always be now taken for granted. connected to a “likelihood of occur- Of all worldwide natural disaster occurrence”. The intersection of both is often rences, floods are the most frequent, called “flood risk”. The necessary “Flood cause the most economic damage and Risk Management” can be displayed as a also cause the largest number of deaths. cycle of flood prevention and flood coping (see Fig. page 21). Flood risk management is an in- Water, water everywhere and tegrated task that cannot be sol- Flood in New Orleans 2005 not a drop to drink. ved in only one sector. Still waters run deep. Coping with the various indivi- To throw water on fire. dual elements of flood preven- Water proverbs and sayings e.g. for floods in the public mind often tion – such as e.g. providing fade quickly. space for flooding by stopping Particularly seldom, extreme riverine the inclusion of “values” into potential It is especially this context of communi- floods – as in August 2002 in the Upper flood risk areas – and their links are still cation that should be stressed in the deve- and Middle Elbe – have mercilessly unsolved problems. In particular, the lopment of educational materials on shown again and again the weak points in multitude of stakeholders and the various water and extreme events. our public and private flood prevention department competencies cause difficul- Alpine countries such as Switzerland and measures, here in our regions throughout ties again and again, especially in fede- Austria, which are confronted with natu- history. rally governed Germany with 16 ral disasters much more frequently and different water laws (see Fig. on page directly, tackle these complex problems Extreme low water flow, as occurred 21). much more offensively. In Germany, throughout Germany in 2003 and 2006, Another special problem is the communi- there is a tendency to talk down such (na- are not unusual in our region. Low flow cation of the risk of (water related) ex- tural) hazards and give the population a also produces constraints upon the usual treme events, because the risk awareness, false sense of security. usages and also again and again displays the weak points in our highly industrialised and seemingly highly organised society (e.g. restrictions in navigation and energy generation; local drinking water Flood types problems; drastic impairment of water quality, e.g. in backed up rivers). Floods that are caused by bodies of water High water flow and low water flow are part of the spatially and temporally very • Coastal floods (from e.g. storm surges or tsunamis) unevenly distributed water cycle on • Inland floods (rain, snow melt, ice, mixed forms) earth. Inasmuch as they are parts of “na- • Catastrophic floods, which were caused by impoundage (of rivers) ture”, they are not actually catastrophes. (through landslides, rockslides, dam failure from moraines and through failure of However, floods are viewed as catastro- man-made dams such as dykes, concrete dams) phes by mankind if their characteristics (e.g. flood peak flow, flood crest, flood Floods that are not caused by water surfaces or bodies duration) are so concentrated in one region that society undergoes severe ha- • Flash floods zards. In the course of these events such • Hydrometeorologically influenced or caused mudslides (landslides or heavy damages to property and life can debris flow) occur that the local societal structure Tagungsdokumentation Seite 21

Übersetzung fehlt

Possible educational opportunities are manifold. They range from (travelling) exhibits, senior and children universities and brochures, on to integration in school and university courses. Especially children can serve as multipliers.

Unfortunately, mass media tends towards portraying catastrophe scenarios than to problem related processing of the problems. Chances could arise in the development of adaptation strategies and tactics with respect to climate change, whereby however, history has shown that improvements in risk communication and risk management are desperately needed today, even without climate change.

Prof. Dr. rer. nat. Uwe Grünewald Flood Risk Management – an integrated task that cannot be solved BTU Cottbus in only one sector Professor for Hydrology and Water Ma- nagement at the TU Cottbus, (now Bran- Übersetzung fehlt denburg University of Technology, BTU)

Fig. 2: The variety of stakeholders in flood risk management

Übersetzung fehlt

Figure on the right: Lessening of hazard awareness with time (International Commission on Rhine Protec- tion) Seite 22 Tagungsdokumentation

Quality criteria for educational material

Within the framework of the UN Decade ment, which should find their way into which correspond to the core topics Education for Sustainable Development areas of education and their materials? mentioned above. (2005-2014), the German National Com- The experts from the Working Group 2.The perspectives ecology, economy mittee selected water as the focus topic water identified four main areas. and social issues are chosen as central for 2008. Under the auspices of the Ger- themes and are made workable with re- man Federal Environmental Ministry, a • Water for sustainable consumption and gards to their conflicts of goals and va- Working Group (AG) “water and educa- sustainable production patterns lues along with their respective tion” was formed with experts from the • Basic drinking water supply and waste- stakeholders areas of water and education for sustaina- water treatment 3.Target group adapted options of action ble development. At the interface of their • Water protection and European Water are identified and opportunities for in- work areas, these experts will establish a Framework Directive dividual initiative and participation professional basis that will ease the selec- • Water, climate change and extreme with respect to planning and policy are tion and evaluation of educational mate- events dealt with. rials and projects. 4.Relationships to the living environment These quality criteria will help educatio- Education criteria and possible links to private and pro- nal experts in selecting suitable material, fessional daily life of the students are authors in developing materials on water The goals set down in the UN Decade of provided. and education, and funding institutes in Education for Sustainable Development 5.With respect to the educational goals, it choosing eligible projects. in Germany were summarised by the education experts in the working group is mentioned, among others, which competencies are enhanced and how Fresh water core topics into five points: the teaching materials can be incorpo- What are the most important core topics 1.The topic should belong to the central rated in the curriculum, if they are to in fresh water and sustainable develop- key topics of sustainable development, be used in schools.

Overview of the institutes in the Working Group “water and education”

Allianz Umweltstiftung Nature Conservation and Nuclear Safety Bavarian society for the protection of (BMU) birds (LBV) Arbeitsgemeinschaft Natur- und Um- weltbildung Bundesverband e.V. (ANU) Deutsche Gesellschaft für Technische LBV Kindergarden “arche noah” Zusammenarbeit GmbH (GTZ) Programme Transfer-21 S.O.F. Save Our Future – Umweltstif- German Association for Water, Waste- tung Federal Institute for Vocational Educa- water and Waste (DWA) tion and Training (BIBB) German Commission for UNESCO German Development Institute (DIE) (DUK) Federal Ministry for Economic Coope- ration and Development (BMZ) Helmholtz Centre for Environmental Federal Environment Agency Research (UFZ) Federal Institute for Geosciences and Ministry for the Environment of Baden- Natural Resources (BGR) Inwent - Capacity Building Internatio- Württemberg nal, Germany Federal Ministry for the Environment, German Association of Water Protection Tagungsdokumentation Seite 23

Fresh water and salt water – two different viewpoints of the topic with multiple cross-references.

Selection of Internet sources Basic attributes for selecting mical aspects and the resulting conflicts on competency models in educational materials and dilemmas). Integrated topics that are education for sustainable de- The quality criteria correspond exclusi- relevant for various areas or respectively vely to work at the interface of water and represent an intensification of the chal- velopment: lenges such as climate change, the right Programme Transfer-21 – Explanations education for sustainable development and assume that their users know, what to physical integrity, life styles and use on design competency: conflicts, are always relevant when hand- http://www.transfer21.de/index.php?p=222 characterises good educational materials with respect to good methods: ling the issue of water and must be taken Freie Universität Berlin, working group into account in various places. for educational future science. • Contextual quality • Educational goal: Increasing the com- Educational goals Orientation framework for the educatio- petencies for designing the future nal area global development in the course Education for sustainable development • Service orientation, especially with re- of education for sustainable development: should allow independent handling of the spect to materials that are recommen- http://www.globaleslernen.de/coreme- topic, in which forming own opinions ded for use in schools dia/generator/ewik/de/Downloads/Diver- and evaluating as well as contributing to ses/Orientierungsrahmen_20Globale_20 the formation of one’s personal and pro- Entwicklung.pdf Contextual quality fessional surroundings with respect to su- BMZ and Education Ministry Conference. In this respect, this means not only con- stainable development is possible. This textually and factually correct, but rather must be reflected in the materials overall, Core curricula for grade schools, grades also with respect to relevant issues of su- e.g. through corresponding methods, 1-4, general studies/social studies: stainability as well as multiple perspecti- even if for instance, individual compo- http://db2.nibis.de/1db/cuvo/ausgabe/ ves or system-theoretical approaches nents are concentrated in providing Lower Saxony Ministry of Education (above all ecological, social and econo- know-how or other standpoints. Seite 24 Tagungsdokumentation

Service orientation competency areas, which can be achieved given for tasks, etc. Due to the numerous Pedagogic material can be used more wi- with the materials, are included in the educational areas (age groups / formal – dely if it is linked to the tasks that are to materials. non-formal / professional education) re- be accomplished anyway. There are only Furthermore, understood under service ferences to the curricula and educational a few pedagogical situations, in which it orientation is everything that leads to the standards cannot be given in detail. is possible to incorporate additional con- immediate use of the material or respecti- Specific educational criteria for the core tents. Thus it is very helpful for pedago- vely that which can be easily adapted for topics will be handled in the workshops. gical experts, if the curricula and own teaching goals, answer possibilities Tagungsdokumentation Seite 25

Workshop I “I see water that you don’t see”

Due to optimised household appliances, thrifty fixtures and consumer • Projects for prolonged use of school- behaviour that is more conscious, the daily water demand in Germany is owned devices and electronics now less than 130 l per person. However, the actual water use is up to • Agriculture as the largest water uses 4.000 l per person and day! (often for export to Germany) • Water scarcity in Germany Implementing the educatio- 3. Options of action are identified and nal criteria for this area opportunities for individual initiative 5. With respect to the educational and participation with respect to goals, it is mentioned, among others, planning and policy are dealt with: which competencies are enhanced and 1. The topic is a key topic of sustaina- • Requesting labels or respectively regu- how the teaching materials can be in- ble development and has the following lations for using water efficient techno- corporated in the curriculum, if they aspects: logies are to be used in schools: • Virtual Water • Consumer decisions • To be open-minded and to use new per- • Life styles and water use (tourism, • Support for projects and initiatives for spectives to integrate knowledge, to agriculture, food production – in parti- sustainable economic activities analyse global change: To recognise cular meat, clothing, electrical applian- • Support for regional initiatives, which the relationships between global trade ces and other industrial goods) provide alternatives to products with and water fluxes as well as global eco- • Water footprint (by country) large water footprints nomical links, the impact upon water • Links to climate protection and adapta- • Support for ecological cultivation, also resources through global trade tion (e.g. biogas) as a permanent part of the school profile • To obtain and deal with interdiscipli- • Political concepts on virtual water trade nary results: there is relevance to all of 4. Social living environment references the natural sciences, politics and eco- 2. The perspectives ecology, economy and possible links to the private and nomics, social studies as well as ethics and social issues will be are chosen as professional daily life of the students • To obtain information and process it: central themes and are made workable are provided: Research via www.waterfootprint.org with regards to their conflicts of goals • Water footprint as a tool for reflecting and other Internet sites and values along with their respective daily habits • To recognise diversity: Loss of biodi- stakeholders: • Decreasing the consumption of meat, versity, e.g. through monocultures since the virtual water use of meat is • To differentiate operating levels of so- Principal stakeholders: much higher than that of needed to cial action: Personal consumption le- • Consumers grow crops vels, political and economical control • Trade, Industry, Agriculture • School management: Recycling paper mechanisms in global trade, (Euro- • Energy sector instead of white sheets pean) policy and consumer organisati- • Tourism • Critical review of the selections offered ons: Enhancement of eco-labels with • Nature protection agencies and asso- in the cafeteria and stands in the respect to water in production ciations • To think and act providently: To com- schools prehend strategies of economic opera- Principal goal conflicts/problems: ting levels • Ecology: soil erosion, salinisation, • To reflect on one’s own concepts and changes in the groundwater levels, bio- those of the others: To reflect upon diversity one’s own lifestyle in dealing with • Social issues: Women, children, indige- water in cultural comparisons nous peoples as those mainly affected, • To make use of critical reflection and corruption and violence; international opinions conflicts and water as political leverage • To evaluate and decide about design • Economy: Bioenergy and water use, ri- options: to save water directly and in- sing standards of living (in emerging directly markets) and meat consumption (espe- • To motivate oneself to become active: cially production techniques that are Daily reminder: exotic fruits play an Increase in the quality of life through water intensive) important role in virtual water trade buying regionally made, organic pro- Seite 26 Tagungsdokumentation

ducts and knowing where it came from Material 2: Didactic Evaluation • To motivate others to become active: “Virtual water” for grade schools by The definite classification according to Competition: comparing the water Margret Datz. grade and school type and clarification of footprints from different schools www.lehrer-online.de the initial competencies of the pupils • To show empathy and solidarity for when using the materials are necessary those less fortunate: Contact to people, and often not satisfactory. whose lives have been impaired Questions should be less ambiguous and • To show understanding and conflict re- adapted to the educational objective-ope- solution: Through role playing between rators, as given in the curricula (e.g.: In- stakeholder groups stead of “think” or “gather information”, • To plan and act independently and with it would be correct to write “name” or others “explain” or something similar). Multiple • To participate in decision making pro- choice questions should be the exception. cesses Photos, diagrams and figures should sup- Material 3: port the text in suitable sizes and forms. “Saving water and virtual water” by Ni- Sources and supporting documents for kolaus Geiler from the Federation of the indicators and numerical data should be German Consumer Organisations e.V. clear and definite for enquiries and easily www.vzbv.de traceable. Moderation:

Workshop Transcript The following three educational and tea- Rainer Berg ching materials were considered: German Association of Water Protection Material 1: The worksheets on virtual water from Contextual Evaluation “Lifestyle and water” by the German Fe- deral Ministry for the Environment, Na- The selected materials can only provide ture Conservation and Nuclear Safety. an introduction into the complex topic of www.bmu.de/bildungsservice virtual water. In handling this topic, it must be stressed that water resources should be introduced as “renewable water resources” that, in terms of long- term averages, are equal to precipitation Prof. Dr. Petra Döll minus evaporation. A comparison of re- Professor for Hydrology at the gional precipitation and water use would Goethe-University in Frankfurt/Main be helpful. Thus, physical and geographi- cal facts as well as climate diagrams for clarifying the material should be included in the lesson. Especially important is the connection between consumption and virtual water and how virtual water is used in the chain of production. To do this, the difference between blue and green water (cf. page 13) must be made clear. Dr. Henning Smolka Environmental Communication Tagungsdokumentation Seite 27

Workshop II Education, Health, Water and Sanitation

Almost seven billion people have to share the freshwater that is available • Situation during vacations and the on earth. Water use is increasing due to population growth and econo- water, educational and health situations mic development. Over a billion people do not have access to safe, clean there drinking water and in many countries there is an everlasting water scar- • Direct connections through German in- city, which has grave consequences for health and education. fluence in development cooperations (governmental, parochial, non- deno- Implementing the educatio- Principal goal conflicts/problems: minational NGOs) nal criteria for this area • Planning problems, as long as informal settlements are not formalised 5. With respect to the educational 1. The topic is a key topic of sustaina- • Scarce provision of funding goals, it is mentioned, among others, ble development and has the following • Lack of competency in countries (set- which competencies are enhanced and aspects: up, operation, maintenance) how the teaching materials can be in- • Global political goal: To halve the • Conflict due to commercialisation and corporated in the curriculum, if they number of people without access to privatisation (“water is not a good” or: are to be used in schools: drinking water and sanitation Willingness to pay for the provision of • To be open-minded and to use new per- • Different business models for water the infrastructure) spectives to integrate knowledge, to supply and wastewater management • Lack of regulations, laws and enforce- analyse global change: Educational (privately owned services and public ment agencies material can be used to encourage supplies) • Unsettled responsibilities: Conflicts of dealing with the taboo topic of sanita- • Access to drinking water is a human interest between ministries tion and to recognise the connections. right, equitable distribution – social • To obtain and deal with interdiscipli- and political factors of water supply 3. Options of action are identified and nary results: Water and sanitation can • Services of general interest, right to opportunities for individual initiative be covered as interdisciplinary topics physical integrity, health aspects and participation with respect to plan- (e.g. geography, chemistry and ethics). • Water management and wastewater ning and policy are dealt with: • To obtain information and process it: management as core tasks in develop- • Partnerships between educational and references to information sources, e.g. ment cooperations research institutes and public suppliers BMZ, “Bread for the World”, UNICEF, • Development and establishment of de- in the course of city partnerships centralised sustainable sanitation con- • Participation opportunities for students WHO. cepts during their studies or their apprentice- ships: Commitment in NGOs 2. The perspectives ecology, economy • Support of school competitions and and social issues will be are chosen as projects (e.g. German Toilet Organiza- central themes and are made workable tion) with regards to their conflicts of goals • Voluntary Community Service (FSJ), and values along with their respective “weltwärts” (world-wards): develop- stakeholders: ment volunteers service of the German Federal Ministry for Economic Coope- Principal stakeholders: ration and Development, ecological sa- • Poor populations in rural and semi-arid nitation (ecosan, see page 11) in school regions of developing countries (infor- gardens mal settlements, slums) • Local governmental stakeholders and 4. Social living environment references in development cooperations and possible links to the private and • Public and privately own suppliers professional daily life of the students • Technology providers are provided: • Non Governmental Organisations • Empathy with the involved people in (NGOs) developing and emerging countries Seite 28 Tagungsdokumentation

• To recognise diversity: Material should contribute to gaining intercultural insights • To differentiate operating levels of social action: To recognise cities and communities, national political structu- res and NGOs as stakeholders • To think and act providently: Water and sanitation and hygiene are represented as elements that belong together in sustainable development • To reflect on one’s own concepts and those of the others: Contemplating the situation in developing countries en- courages reflecting on the responsibilities for the environment and one’s own health • To make use of critical reflection and opinions: What is the water and sanitation management like in my home town? Are there still challenges? Am I affected by the situation in the other • To participate in decision making pro- Material 2: countries? Can I do something to cesses: Stress sanitation as an issue in The magazine “Kinder, Kinder” – “Ro- change the situation there? development cooperations (govern- binson in Ethiopia” by the Kindernot- • To evaluate and decide about design mental and privately owned) more hilfe. options: Is the significance of the issue strongly and introduce it in further edu- www.kindernothilfe.de correctly represented in development cational areas (e.g. higher education) cooperations? Strategic considerations with respect to limited funding: Prio- rity for a functioning water supply and Workshop Transcript sanitation? Or integrated management? • To motivate oneself to become active: The following three educational and tea- School sponsoring, among others, ching materials were considered (more through the German Toilet Organiza- details on contents and references in the accompanying CD): tion. Talk about beautifying the lavato- ries at one’s own school or plan to Material 1: install water conserving toilets The worksheet “In the beginning there • To motivate others to become active: was a village” (“Am Anfang war das Participation in events from govern- Dorf”) from “Lifestyle and water” by the Material 3: mental institutions (e.g. BMZ and part- German Federal Ministry for the Envi- The brochure “Clean water for all” ner organisations); Supporting NGOs ronment, Nature Conservation and Nu- (“Sauberes Wasser für alle”) from the such as Bread for the World, Kinder- clear Safety. German Association of Water Protection. nothilfe and others. www.bmu.de/bildungsservice www.vdg-online.de • To show empathy and solidarity for those less fortunate: Being able to put oneself in another one’s living situation and realising that sanitation aspects need to be openly discussed • To show understanding and conflict re- solution: Being able to also understand perspectives and situations from other cultural surroundings • To plan and act independently: To be able to also influence hygiene decisions in one’s own circle of influence • To plan and act with others: Develop stronger intercultural competency Tagungsdokumentation Seite 29

The Educational Materials Moderation: Although there are numerous high quality informational materials in German on this issue, there are only a few that deal with didactics. According to the participants, the material that was presented here is only conditionally suitable for teaching. The main points of criticism were the, in part, factually incorrect representations, the inadequate designation of the target groups, Kirsten Dölle the indiscriminate use of teaching materi- German cooperation enterprise for su- als for very different age groups, the lack stainable development (Deutsche Gesell- of integration of international perspecti- schaft für Technische Zusammenarbeit ves as well as insufficient didacticism of (GTZ) the materials. In addition, a stronger link to practice would be preferable. The educational materials of the project Transfer- 21 were pointed out in the course of the discussion. (www.transfer-21.de).

The Quality Criteria With respect to this issue, the participants expressed the need for further expert in- Günter Klarner formation on water and sanitation. Thus CREative TAten it would be desirable that material inten- ded for education for sustainable development include a definition of sustainability and how it is used. Basi- cally, the criteria were evaluated as an important basis for evaluating and prepa- ring didactic materials, which should be further elaborated. Photos and methods as well graphics and legends should be appropriately adjusted to the age of the target groups. Franca Schwarz Federal Institute for Geosciences and Natural Resources (BGR)

Go, I say, Go on your way, do not tarry, water carry, let it flow abundantly, and prepare a bath for me! From: Johann Wolfgang von Goethe „The Sorcerer’s Apprentice“ Seite 30 Tagungsdokumentation

Workshop III “Common development of future water landscapes”

With the European Water Framework Directive (WFD), the countries of who live on those water bodies with re- the EU have created a legal framework for a common sustainable and spect to good quality and leisure activi- environmentally friendly water management. ties • Indirect responsibility as a consumer: Implementing the educatio- Principal goal conflicts/problems: Potential contamination of the water nal criteria for this area • Energy supply: Water power or flow bodies through agriculture near banks continuity of the water body? and shores or through fisheries 1. The topic is a key topic of sustaina- • Renewable primary products or • Water quantity: Personal actions with ble development and has the following groundwater protection? respect to water (e.g. saving water). In aspects: • Water use in energy production with Germany, this is only locally relevant, • Implementation of the WFD coal and nuclear power but in countries with water scarcity, a • Transboundary cooperation, conflicts main issue! of use, use concepts, taking into ac- 3. Options of action are identified and count of the environmental characteri- opportunities for individual initiative 5. With respect to the educational stics in catchment areas and participation with respect to plan- goals, it is mentioned, among others, • Precautionary principle – Avoidance of ning and policy are dealt with: which competencies are enhanced and water pollution due to “new” substan- • Involvement of interested parties and how the teaching materials can be in- ces (e.g. miro-contaminations, pharma- population in implementing the WFD corporated in the curriculum, if they ceutical residues), avoidance at the • Agriculture: Applying good ecological are to be used in schools: source practices, providing for buffer strips, • To be open-minded and to use new per- • Sustainable use of water resources, etc. groundwater protection, intergeneratio- • Stream sponsorships through the gene- spectives to integrate knowledge: Holi- nal justice, climate change ral public, schools and nature protec- stic views of water bodies from all tion groups perspectives, national and international 2. The perspectives ecology, economy • International exchange of water body • To obtain and deal with interdiscipli- and social issues will be are chosen as observation data of, e.g. between nary results: See section 2 on “per- central themes and are made workable schools spectives...” with regards to their conflicts of goals • Policies: Approving intervention pay- • To obtain information and process it: and values along with their respective ments (eco-account) for water body Indicate that the official agencies are stakeholders: measures required to provide information and • Industry: Use of industrial water, inter- that there are (re)search possibilities of Principal stakeholders: nal water cycles, minimisation of water data in the Internet and for own data • Water management operators use through process changes, etc. capture on water quality • Farmers • Tourism: Behaviour near and on water • To recognise diversity: The value of • Fisheries bodies biological diversity, e.g. adaptation of • Tourism branches and associations the flora and fauna to flow conditions. • Nature protection associations 4. Social living environment references Diversity of restoration methods. Im- • Power plant operators and possible links to the private and portance of diversity for the natural pu- • Professional inland navigation professional daily life of the students rification of water bodies • Consumers are provided: • To analyse global change: Climate • Industries • Demands on the water bodies of people change effects upon water bodies (mi- nimal flow and flash floods). Common „The air is fresh and it darkles, projects with developing countries as And smoothly flows the Rhine; comparisons The peak of the mountain sparkles, • To differentiate operating levels of so- In the fading sunset shine.” cial action: EU-requirements and im- From: Heinrich Heine „Ich weiß nicht, was soll es plementation in member countries; bedeuten“ (Buch der Lieder, Nr. 2) federal framework competence, imple- Tagungsdokumentation Seite 31

mentation in 16 federal states, stake- river continuity, critical handling of tion procedures holders on water bodies, including lei- (over-) regulation by WFD • To plan and act independently: Rights sure activities. Regulations e.g. with • To evaluate and decide about design and limits of own actions with respect respect to industrial chemicals in loca- options: Material provides contextual to water bodies tions with different river catchment knowledge for evaluating design op- • To plan and act with others: Encourage areas portunities on the waterfront project work in the course of water re- • To think and act providently: Long- • To motivate oneself to become active: naturation and common events in lei- term effects of agricultural use upon Material provides incentives for attrac- sure areas (fisheries and tourism). Get groundwater and medicinal residues in tive events and the sources where other to know the perspectives of other sta- surface waters stakeholders (nature protection associa- keholders in the participation procedu- • To reflect on one’s own concepts and tions, Agenda 21 groups) can be found res those of the others: Leisure activities • To motivate others to become active: • To participate in decision making pro- such as fishing, boating in unspoiled Material provides examples such as vi- cesses: Role playing and simulation nature; Food production (quality pro- sits from farmers whose fields abut games in the decision-making proces- ducts, organic crops), Medicinal resi- water bodies and provides motivation ses. Opportunities for co-determination dues for implementing buffer strips in spatial-planning and policy matters, • To make use of critical reflection and • To show empathy and solidarity for for example in water continuity opinions: WFD participation procedure those less fortunate is explained and thus offers motivation • To show understanding and conflict re- Workshop transcript to take a stand on issues. Designation solution: Role playing and simulation The following educational and teaching of dilemmas such as water power vs. games for simulating public participa- materials were considered: Seite 32 Tagungsdokumentation

Further criteria for evaluation of water protection materials can be found in the media database “H2O-Wissen” of the Federal Environment Agency (UBA). Appro- ximately 80 of the ca. 400 described educational materials that deal mainly with water protection for schools and extracurricular sectors were evaluated from the viewpoint of education for sustainable development. http://www.h2o-wissen.de/

References to school curricula A comprehensive catalogue of references to curricula for various grades in the Elbe riparian federal states can be found under http://fgg-elbe.de/lernmaterial/mach_mit/lehrplan.php#

Bürgerinnen und Bürger konnten Material 1: “Our Stream under the Microscope” ihre Anliegen und Vorschläge zum Material on rivers, Ministry for the Envi- (“Unser Bach unter der Lupe”) Schutz lokaler Gewässer auf Karten ronment of Baden-Württemberg European otter protection befestigen. http://85.10.209.136/wbw/news/GWP_M Übersetzung fehlt aterialien_Fliessgew_2008 Material 4: Moderation: Danube-Box, International Commission for the Protection of the Danube River (IKSD) www.donaubox.de

Dr. Joachim Bley Material 2: Ministry for the Environment of Baden- Water in the 21st century, Federal Mini- Educational criteria Württemberg stry for the Environment, Nature Conser- The publicity carried out in the forefront vation and Nuclear Safety of the participation processes on the im- www.bmu.de/bildungsservice plementation of the European WFD clearly shows how important careful planning and preparation are for reaching the target groups. Even if there are already concepts for educational institutions and a continuing education community (see www.wbw- fortbildung.de), the available information material can only serve as a basis for Annette Dieckmann educational work and must be adapted to Arbeitsgemeinschaft Natur- und Um- the respective specific local conditions. weltbildung (ANU) Communication between all those invol- Material Group 3: ved and searching for balanced solutions Deutsche Umwelthilfe that consider the interests of all water Schools for a Weser that’s alive – works- users and water protectors are practical heets (on the Internet) examples for participation that is hard to www.duh.de/sflw-arbeitsm.html implement.

CD from the Environment Education Quality criteria Berlin “Bach Land Fluss” (CD) The quality criteria were proven to be www.duh.de/291.html helpful, because aspects such as relationship to the environment, action orien- Dieter Gadermann “Ecological Evaluation of Rivers” from the tation and the acquisition of Deutsche Kommission zur Reinhaltung German Association of Water Protection competencies for participatory processes des Rheins in the Ministry for the Envi- www.vdg-online.de play an important role. ronment of Baden-Württemberg Tagungsdokumentation Seite 33

Workshop IV “Too much water – too little water”

Natural events such as floods and droughts are parts of our natural envi- tion in river catchment areas ronment and occur again and again. These phenomena are only cata- • An increase in heavy rains can be assu- strophes if people and their goods are involved. These weather events med due to climate change. could be occurring more frequently and more extremely due to climate change. “Too little water”: • Usage competition due to limited water Implementing the educatio- • Municipal, regional, state and EU policies availability can require concerted ef- nal criteria for this area • Regional planning e.g. through regio- forts and can lead to regional or tempo- nal planning measures rary use restrictions, e.g. in agriculture 1. The topic is a key topic of sustaina- • Water supply agencies: Implementing (irrigation), industry and energy supply ble development and has the following water protection and flood prevention (production limits), inland navigation aspects: measures. (limitations on traffic or transport also • Institutions involved with flood pre- for fossil energy sources with feedback • Flood risk management: This includes, vention: Regional planning and risk to energy generation), in among others, increasing the natural management, early warning systems, households/tourism (limits for use) flood retention capacity of the catch- hazard maps ment areas, technical flood protection 3. Options of action are identified and measures, disaster prevention and assi- Behavioural provisions: opportunities for individual initiative stance, support for reconstruction; • Insurance companies and participation with respect to plan- create premises to enable self-reliant • Media ning and policy are dealt with: actions of the residents. • Private households • Behaviour during acute flood events or • Drought management: Providing provi- drought situations, including helping sions and dealing with low water and Principal stakeholders for “too little neighbours or volunteering in emergen- droughts. water” (drought management): cies • Based on current knowledge, climate • Water management agencies • Behavioural provisions in flood protec- change increases the occurrence of ex- • Agriculture tion and prevention: Appropriate buil- treme events. • Industry ding types in floodplain areas, or • Private households respectively, changing existing and fu- 2. The perspectives ecology, economy • Energy providers ture zoning plans/decentralised rainwa- and social issues are chosen as central • Inland navigation, tourism ter infiltration; rainwater retention and themes and are made workable with use through own rain barrels or garden regards to their conflicts of goals and Principal goal conflicts/problems: ponds/decreasing sealed areas values along with their respective sta- • Involvement in the given participation keholders: “Too much water”: processes, e.g. within the framework of • Especially competing land uses in na- the planning assessment procedure. Principal stakeholders for “too much tural floodplains and retention areas water” (flood risk management): due to settlements, agriculture, traffic 4. Social living environment references • Flood risk management (“too much and industrial areas, as well as impacts and possible links to the private and water”) concerns all those who are sta- upon the natural water balance in professional daily lives of the students keholders with regards to land use in catchment areas through land use over- are provided: catchment areas or water use (i.e. hou- all ses, traffic, agriculture, industries and • Upstream and downstream riparian • Directly affected, e.g.: life-threatening businesses, shipping and power genera- conflicts (measures that are carried out extreme rainfall events, basement floo- tion) and which thereby have an impact in the upper part of a catchment area ding, power outages, water scarcity upon the water budget of the landscape can positively or negatively affect the • Dealing with water more consciously and the runoff properties; in particular, flood situation in the lower parts, this • Indirectly affected, e.g. as helpers du- these are: also concerns transboundary coopera- ring extreme events (e.g. fire depart- Seite 34 Tagungsdokumentation

ments, search and rescue units, Techni- sches Hilfswerk)

5. With respect to the educational goals, it is mentioned, among others, which competencies are enhanced and how the teaching materials can be incorporated in the curriculum, if they are to be used in schools.

• To be open-minded and to use new perspectives to integrate knowledge, to analyse global change: To recognise the dimensions and connections of the impact factors of flood development and prevention. [To recognise the global dimensions of man-made climate change]. • To obtain and deal with interdisciplinary results: to detect trans-sectoral impact factors and possible courses of action, to understand consequences of material and immaterial damages. • To obtain information and process it: Use local, regional, national and international data sources, select and evaluate information. To recognise the possible impacts that the individual stakeholders and their interactions have in the flood risk management cycle. • To recognise diversity: Comprehend the importance of different landscape elements. Importance of periodic floods and droughts as prerequisite for life communities and cultures (e.g. floodplain biotopes, nomads). • To differentiate operating levels of social action: Private, municipal, regional, federal and international provision in schools, especially through using si- surance sufficient? Should I insure my through flood risk / drought manage- mulation games. property? ment within the river catchment plans, • To evaluate and decide about design • To motivate others to become active: including climate change adaptation options: These can be discussed based Through awareness raising and being strategies, internationally agreed proce- on the flood risk management cycle. an example dures for climate protection. Before a flood, these could be e.g.: • To show empathy and solidarity for • To think and act providently: Floods Possibilities for individual preparation those less fortunate: e.g. through vo- and droughts through structural changes of one’s lunteering with the fire department or • To research and discuss consequences own home, buying flood insurance. the disaster prevention, e.g. THW of climate change and adaptation opti- Participating in participative processes • To show understanding and conflict re- ons (see this helpful web-site: www.an- during the planning e.g. technical flood solution: participating in participative passung.net) protection. During a flood: appropriate processes and local projects, role • To reflect on one’s own concepts and flood behaviour … games, simulation games that focus on those of the others / To make use of • To motivate oneself to become active: the catchment area critical reflection and opinions: Que- Assuming responsibility for regional / • To plan and act with others: Participa- stion reasons for wanting to live di- local surroundings and volunteering, tion in local agenda groups, which deal rectly on the waterfront, question why contributing to flood awareness (under- with flood/drought related issues, e.g. agricultural fields are protected from taking responsible actions) / reflecting efficient water use in agriculture, rain floods, these competencies can be won upon one’s own flood hazard. Is my in- barrels in the garden, etc. Tagungsdokumentation Seite 35

Workshop transcript used or that the educational material be Moderation The following film was shown as the connected to the students’ own spatial en- basis for the discussion of the educational vironment. However, this is quite a bit criteria: harder to realise.

Flood – what now? Released by the city The Educational Criteria of Cologne and published by the DKKV It must be able to apply the educational (German Committee for Disaster Reduc- criteria to the diversity of the media avai- tion) as a supplement to Volume 1/2007 lable, i.e. also to film material. The parti- of the educational series “Praxis Schule” cipants stated their concerns as to grades 5-10: Living with floods/Rhine whether the criteria “ability to act” and floods “relationship to the environment” could Günter Bernert be combined. In addition, an additional Transfer 21 – Lower Saxony The Educational Material criterion is needed that refers to the target Viewing the film, together with a short group that the educational materials deal contextual introduction to the flood topic, with and checks if students can grasp the were the starting points for the discussi- subject matter of the educational mate- ons about the educational criteria in this rial. Also, the educational criteria should workshop. The differences in perception be broken down into the specific contents and evaluation of these impulses were, of the individual subjects. Furthermore, considering the heterogeneous back- the wide difference between conveying grounds of the participants, hardly surpri- the contents and design competencies sing. The educational material was was pointed out. The educational criteria evaluated as only conditionally suitable provide an approach for combining both for use in schools. In particular, not as in- aspects. On the whole, the discussion troductory material, since a working showed that the debate about educational Dr. Johannes Cullmann knowledge of the connection between criteria is a challenge that must be carried German Secretariat of the UNESCO flood development and influencing fac- out in the context of the “What should water programmes tors was a prerequisite. To facilitate intro- our (future) schools look like” and ducing the topic to students, it was “Which competencies can and should suggested that examples from real life be they convey?” discussion.

You never miss the water until the well is dry. No sweat! “Cry Me a River”. Almut Nagel Water sayings and proverbs Ministry for the Environment, Nature Conservation and Nuclear Safety Seite 36 Tagungsdokumentation

Workshop Summaries – Results and Pro- spects

Reports from the Workshops

Workshop I “I see water that you don’t see” (virtual water) Henning Smolka summarises: Although the concept of “virtual water” has only received public interest for a relatively short time, there is already quite a large selection of material. However, at times, the quality leaves much to be desired and is a reason for critique. The criteria have proved worthwhile in considering the material. Regarding the water footprint as a key topic has found common consent. The goal conflicts in ecology, economy and social affairs can be well-represented. Upon closer examination, it became clear that the political conflict fields need to be named more clearly. This is all the more important be- Berichte und Ausblicke – v.l.: Günter Klarner, Dr. Henning Smolka, cause the relationships between con- Prof. Dr.-Ing. Heribert Nacken, Dr. Helle Becker, Dr. Ralf Klingbeil, sumption and life-style offer complex Almut Nagel, Dieter Gadermann Übersetzung fehlt starting points. The tight focus on the natural and social sciences should be com- into the traditional core subjects with dif- participatory process play an important plemented by teaching materials for other ficulty. As a future necessity, an inven- role. Indeed, there are materials availa- disciplines that could provide important tory and evaluation of all available ble, but they can only serve as a basis for contributions. material would be reasonable. educational work and must be adapted to the respective specific local conditions. It Workshop II Workshop III is exactly the work being done within the Education, Health, Water and Sanita- Common development of future water context of the European WFD that provi- tion landscapes des the opportunity to give more atten- Günter Klarner summarises: The quality Dieter Gadermann summarises: Exem- tion to adult continuing education. criteria were very helpful as a guideline plarily, the public relation work and the for evaluating the teaching materials. As participation processes carried out in the Workshop IV a result, it can be said that interdiscipli- frame of the European WFD clearly “Too much water – too little water” nary concepts and the comparison bet- showed how important careful planning (extreme events) ween the German and global situation and implementing are in reaching the tar- Almut Nagel summarises: Viewing a film need to be presented in a more definite get groups. on floods was the starting point for this manner and that alternative options The quality criteria were helpful, because workshop, which had a very heterogene- should be shown. As cross-cutting topics, aspects such as relationships to the envi- ous group of participants. Thus, the diffe- the manifold connections between educa- ronment, action orientation and acquisi- rences in perception and evaluation of tion and sanitation can only be integrated tion of competencies regarding the these impulses were hardly surprising. According to the group, the educational “The dignity of movement of an iceberg is due to only criteria discussed are a good bridge bet- one ninth of it being above water.” ween teaching of the subject and acquisi- Ernest Hemingway tion of competencies. However, the prerequisites for the individual subjects Tagungsdokumentation Seite 37

and study groups are so varied that a too the sciences, mutual appraisals and qua- operations and projects usually only de- detailed breakdown of the criteria could lity control have been well-established velop slowly and must prove themselves also cause problems. An important crite- and proven procedures for quite some in real use. Unfortunately, by then, the rion should also be the question as to time now. Feedback and evaluations from funding for the promising project has whether the learning material is really as- users are important tools for quality de- usually stopped. certainable for the group. velopment in continuing education and Internet-based courses. Thus, feedback Future Prospects forms should become standard evaluation Additional Participants tools for all teaching material. Thinking outside the box With similar procedures, the didactical Ralf Klingbeil contributes: Still, in much and methodical quality could be continu- of the material, the German or Western ally improved and, at the same time, European situation dominates and thus would mean security for the users. hinders the change in perspective that is needed in education for sustainable deve- An Overview lopment. However, there are opportuni- The H2O-database of the Federal Envi- ties for partnerships with schools in other ronment Agency (UBA), the CD that ac- countries, which are supported by nume- companies this documentation and the rous programmes, e.g. the United Nati- collection of links presented here, already Prof. Dr.-Ing. Heribert Nacken ons. In addition, internationally provide good opportunities for finding exchanging teaching and study materials appropriate material on water topics for University Professor at RWTH Aa- chen University in Engineering Hy- could broaden the horizons. Changes in one’s own work. Enhancing the range of drology perspective are also possible by taking a topics to include further water topics and glance at one‘s own past, thus creating a detailed systematization with respect to the opportunity to integrate other subjects a differentiation of the methods and ap- into the topic. plication possibilities would be meaningful during further development of the A Look at Quality database. Heribert Nacken contributes: Developing quality teaching and study materials is Possible Cooperation Partners carried out on several levels, which need Not only international partnerships are to be considered as a whole. beneficial – cooperations with partners in There are several possible tools for chek- the region often provide a basis for long- king actuality and technical accuracy, term planning and are an enhancement. Dr. Ralf Klingbeil which derive from other disciplines. In An important aspect is that networks, co- Senior Programme Officer for the UN Water Decade Programme on Capa- city Development (UNW-DPC) in Bonn

Perspektivwechsel: Waschen in Indien Übersetzung fehlt Seite 38 Tagungsdokumentation

Tips & Links

Selected organisations in the fields of water and education

Arbeitsgemeinschaft Natur- und Umweltbildung (ANU) In ANU, environmental centres, associations, initiatives, freelancers and individuals who are active in environmental education and education for sustainable development, are networked. Further information about projects and teaching and study materials on water can be found on their homepage. www.umweltbildung.de

Federal Ministry for the Envi- clean and sustainable toilet and sewage water in its catchment area. Numerous ronment, Nature Conserva- systems. media are available on their homepage. tion and Nuclear Safety www.germantoilet.org www.iksr.de (BMU) International Commission for International Hydrological Important task areas of the Federal Mini- the Protection of the Danube Programme (IHP) stry are water and ocean protection. The BMU education service publishes tea- River (ICPDR/IKSD) IHP is UNESCO’s international scientific cooperative programme in water research ching and study materials on current to- The goal of the IKSD is securing the su- that deals with water resource manage- pics in education for sustainable stainable and balanced use of the (fresh) ment, education and capacity-building development, e.g. water. water resources of the Danube. Publisher (Internet pages in English, French and www.bmu.de of the Danube Box for classroom use in grades 4 to 6. Spanish). www.unesco.org/water/ihp Deutsche Bundesstiftung www.icpdr.org Umwelt (DBU) International Commission for International Water and Sa- The Deutsche Bundesstiftung Umwelt nitation Centre (IRC) (German Environment Foundation) is the Protection of the Odra IRC facilitates the sharing, promotion one of the largest foundations in Europe River against Pollution and use of knowledge about water and and promotes innovative projects on en- (ICPO/MKOO/IKSO) sanitation in order to support developing vironmental protection. The DBU exhibit The ICPO is based upon government countries to obtain water and sanitation “WasserWissen” was chosen as an offi- treaties between Poland, the Czech Repu- services (Internet pages in English, cial project of the UN Decade, see page blic, the Federal Republic of Germany French, Spanish and Portuguese). 40. and the European Union. www.irc.nl www.dbu.de www.mkoo.pl Michael Otto Foundation German Toilet Organization International Commission for The Michael Otto Foundation funds and e.V. (GTO) the Protection of the Rhine supports projects for the protection of ri- The GTO is a non-profit association that (ICPR/IKSR/CIPR) vers and streams, lakes, seas and wet- uses public relations to promote environ- Currently, work of the ICPR is focusing lands. mental protection and to improve health on sustainable development of the Rhine, www.michaelottostiftung.de by enhancing the public awareness for its floodplains and good quality of the Programme Transfer-21 „The rivers of our brothers they quench our thirst.“ The programme is oriented towards pro- Chief Seattle’s speech viding formation competency for the future. In the frame of this program, a Tagungsdokumentation Seite 39

multitude of educational materials among UN-Water Decade Pro- German Association of others on the topic of water, have been gramme on Capacity Deve- Water Protection (VDG) developed. lopment (UNW/DPC) Through information and education, the www.transfer-21.de The programme focuses on developing VDG promotes water protection. The on- countries and aims to strengthen the trai- line-media shop has numerous water ma- Federal Environment Agency ning and educational initiatives of UN- terials, e.g. virtual water. (Umweltbundesamt, UBA) Water. www.vdg-online.de The UBA was founded in 1974 and is http://www.unwater.unu.edu/ Germany’s central federal authority on World Water Assessment environmental matters. The H2O-data- Federation of German Con- Programme (WWAP) base of the Federal Environment Agency sumer Organisations The UN programme addresses the state (UBA) contains numerous materials on The Federation of German Consumer Or- of the world’s freshwater resources. water protection, see page 40. ganisations promotes the strengthening www.unesco.org/water/wwap/ www.umweltbundesamt.de and enhancing of consumer education in schools and adult continuing education UN-Water and publishes numerous education material materials, among others, on the topic UN-Water is a UN mechanism that of water. strengthens co-ordination and coherence www.verbraucherbildung.de among countries in achieving the water related MDGs by 2015. A multitude of Übersetzung fehlt information and a comprehensive collection of background documents from the „Wasser ist eine farblose Flüssigkeit, die schwarz UN are available on the homepage (in wird, wenn man sein Gesicht darin wäscht.“ English). Mickey Mouse, Comic-Figur www.unwater.org Seite 40 Tagungsdokumentation

Selected Official Projects of the UN Decade on Water

International Wadden Sea Exhibit WasserWissen German Alumni Water Net- School The interactive exhibit “WasserWissen – work (GAWN) The International Wadden Sea School is the wonderful world of water” runs until The German Alumni Water Network is a an initiative of the “Trilateral Coopera- October 2009 in the Zentrum für Um- joint effort of German universities and tion for the Protection of the Wadden weltkommunikation (ZUK) of the Ger- the German Academic Exchange Service Sea”. Its goal is to raise the awareness of man Environment Foundation (DBU) in (DAAD) and offers German universities the unique natural and cultural heritage Osnabrück and then will become a travel- and their international alumni who study among children and youths in the three ling exhibit. In accompaniment, the ZUK water the possibility of strengthening and bordering countries of the Wadden Sea: offers a diverse, learning by doing, pro- enhancing their cooperations with univer- Denmark, Germany and the Netherlands. gramme for children of all ages and sities, enterprises and institutions in Ger- www.iwss.org school types. many and in partner countries. www.wasser-wissen.net www.gawn.de

Living Lakes Living Lakes is an international network and partnership of the Global Nature Fund Living Lakes whose mission is to enhance the protection, restoration and Marine Competition “Re- rehabilitation of lakes, wetlands, other search at Sea” Wasserwerkstatt freshwater bodies of the world and their Since 2005, the Hamburg Centre for Ma- The Wasserwerkstatt is a didactic concept catchment areas. The main purpose of rine and Atmospheric Sciences has orga- to learn about and experience complex this international initiative is the conser- nised the marine competition “Research systems. Starting with a water analysis, a vation and protection of natural resour- at Sea”. The competition is open to all river or stream is investigated with inter- ces, chiefly the drinking water reservoirs children in grades 9 and up in Northern disciplinary measures. These include of the earth. Germany. In small teams, the students flow experiments and experimental foun- www.globalnature.org develop their own research ideas in disci- tains. plines such as marine biology, marine www.creta.de chemistry or marine physics and enter the competition for a ship ride with a project sketch. www.meereswettbewerb.de

Further Decade Projects on the topic of water and other areas of education for sustainable development can be found at: www.bne-portal.de/dekade-projekte Tagungsdokumentation Seite 41

Selected materials on the topic of water

BMU education service Das Parlament Nations Association of Germany contains The Federal Ministry for the Environ- The August issue (Volume 32) in 2008 of videos, photos and interactive graphics. ment, Nature Conservation and Nuclear the political magazine, published by the www.dgvn.de Safety publishes teaching materials on German Parliament, covered topics on various topics in education for sustaina- water. Virtual Water – hidden in the ble development. www.bpb.de shopping cart www.bmu.de/bildungsservice Fluter – Das Wasserheft Information booklets, posters and works- BMZ Spezial: “Entwicklungs- Volume 23/June 2007 of the magazine heets for secondary schools. zusammenarbeit im Bereich published by the Bundeszentrale für poli- www.vdg-online.de tische Bildung covered topics on water. Siedlungshygiene und Ab- www.fluter.de World Map “WorldWater” wassermanagement” This coloured world map published by This brochure contains information about Every drop counts – Water is the “Welthungerhilfe” has information the connections between water, sanita- Life about the water availability in various tion, health and education. This UNICEF publication uses contribu- world regions and presents forecasts for www.bmz.de/de/service/infothek/fach/sp tions, texts, statistical tables and graphics our water resources. ezial/spezial158pdf.pdf to provide information on the water situation in developing countries. www.welthungerhilfe.de Biosphere reservation Elbe www.unicef.de (Biosphärenreservat Fluss- WASSER lesen landschaft Elbe): CD-ROM Not just a question of Scar- CD with texts from well-known authors Flora and fauna along the Elbe River are city – Power, Poverty and the and writers on the topic of water from presented. Global Water Crises two and a half centuries. www.elbetourist.de This multi-media DVD from the United www.sabinewaffender.de/wasserlesen.html

„Auf einem Dampfer, der in die falsche Richtung fährt, kann man nicht sehr weit in die richtige Richtung gehen.“ Weitere Materialien Michael Ende, Zettelkasten. Skizzen und Notizen finden Sie auf der beigefügten CD! Übersetzung fehlt Übersetzung fehlt Seite 42 Tagungsdokumentation

Selected Internet pages on the topic of water

Sustainable Sanitation Alliance (Su- Water is a Human Right! UNESCO Water Portal SanA): www.susana.org www.menschen-recht-wasser.de www.unesco.org/water

International Year of Sanitation 2008 UNEP – Freshwater Water Education for Teachers http://esa.un.org/iys/ www.unep.org/themes/freshwater www.projectwet.org International Year of Freshwater 2003 UN-International Decade for Action www.wateryear2003.org Water Footprint “Water for Life” 2005-2015 www.waterfootprint.org www.un.org/waterforlifedecade Internet portal: Education for Sustai- nable Development: 2008 Focus Topic World Water Day Water of the UN Decade Water is Life www.worldwaterday.org www.bne-portal.de www.h2o-ist-leben.de

Media database H2O-Wissen Water Glossary (German) World Water Week 2008 www.h2o-wissen.de www.wasser-lexikon.de www.worldwaterweek.org Tagungsdokumentation Seite 43

Speakers, moderators and panel members (in alphabetical order)

Dr. Helle Becker Günter Bernert flood forecasting and prevention. Contact: [email protected] Dr. Becker works as Certified ESD-Con- a freelance publi- sultant and asso- Prof. Dr. Gerhard de Haan cist, author and ciate in the Lower journalist in conti- Saxony state-co-or- Dr. de Haan is Professor at the Depart- nuing education. dination of the Pro- ment of Educational Among other to- gramme Science and Psy- pics, her work focu- Transfer-21, where chology and Head ses on educational he is responsible for of the Institute for theory, political and communication, Educational Future cultural youth and multi-media and Science of the Freie adult education and education for sustai- public relations. He has taught art and hi- Universität Berlin. nable development. She works for mini- story in high schools since 1991 and is a In addition, he is stries, associations and educational Corporate Identity Consultant for Chairperson of the institutes at the federal and state level Schools. German National and is NRW-Project Head in the BLK- Committees of the UN Decade of Educa- Pilot Project “Agenda 21 in schools” as Dr. Joachim Bley tion for Sustainable Development” well as Project Head of the GEMINI-Pro- (2005-2014) and of the German Associa- ject “Politics & Participation in All-Day Dr. Bley, an agricul- tion for Environmental Education. Before Schools”. tural scientist, is that he was Head of the Committee for Contact: [email protected] speaker for the Ger- “Education for Sustainable Develop- man Committee of ment” at the German Association for En- Rainer Berg the International vironmental Education. Commission for the Contact: [email protected] He is the Chief Protection of the Executive Officer Rhine. Furthermore, Annette Dieckmann of the Bonn-based he is head of the German Association project group European Water Framework She is the head of the Arbeitsgemein- of Water Protection Directive (WFD) and speaker of the State schaft Natur- und (VDG). During his of Baden-Württemberg in national and in- Umweltbildung studies in biology at ternational river commissions (Rhine, Da- Bundesverband e.V. the University of nube). Before that, he worked for the (ANU), the um- Bonn, he speciali- EU-Commission in the EU-Twinning brella organisation sed in open land Project Germany-Hungary and was CEO for environmental ecology and hydrology. After receiving of the LAWA-EU-contact committee. education centres his degree in 1989, he worked in a re- Contact: [email protected] and other stakehol- search project of the Federal Environ- ders in non-formal ment Agency on water protection Dr. Johannes Cullmann environmental education. Since 2000, she requirements in best practice agriculture. has carried out nationwide projects on He was then a research associate at the Dr. Cullmann, a hy- continuing development for environmen- German Association of Water Protection drologist, is CEO of tal education as education for sustainable until he became its CEO in 2001. the IHP/HWRP-Se- development for ANU. She is a member Contact: [email protected] cretariat at the Fe- of the National Committee of the UN De- deral Institute of cade Education for Sustainable Develop- Hydrology in Ko- ment and on the jury for awarding the blenz. Before that, designation as official Decade Projects he worked as a and Communities of the UN Decade. scientific researcher Contact: [email protected] at the Ruhr-Univer- sity Bochum in integrated water resource management in the framework of the Eu- ropean WFD and at the TU Dresden in Seite 44 Tagungsdokumentation

Prof. Dr. Petra Döll (UNSGAB). Before that, she was a Par- Günter Klarner liamentary Undersecretary in the Federal Dr. Döll is Profes- Ministry for Economic Cooperation and He has a degree in sor for Hydrology Development and G8-Africa-Delegate pedagogy and at the Goethe-Uni- under Chancellor Gerhard Schröder. works as a freelan- versity in Frankfurt Contact: [email protected] cer in environmen- a. Main. Her work tal education. His focuses mainly on main focus is in de- quantifying global Dieter Gadermann veloping didactics water resources and in environmental their use, in order to He is the CEO of education using assess future developments. She is the the Deutsche Kom- multi-media, natural sciences and aesthe- author of 29 peer-reviewed publications mission zur Rein- tics. He supervises multi-media class in international journals and an additional haltung des Rheins field trips and works in continuing tea- 25 peer-reviewed publications. Further- in the Ministry for cher education. In addition, he volunteers more, she is the lead author of the Fourth the Environment of in the Bundessprecherrat of the ANU and Assessment report of the IPCC, as well Baden-Württem- in the board of directors of the Akademie as the IPCC Technical Report on Climate berg. He is respon- Remscheid. Change and Water. sible for water Contact: [email protected] Contact: [email protected] quality and implementing the WFD in the Rhine and its catchment area as well as Dr. Ralf Klingbeil Kirsten Dölle for implementing the WFD in Baden- Württemberg. Before that, he worked as Since June of 2008, After her studies in the CEO of the LAWA-Commission he is the Senior political sciences Menge at the Landesanstalt für Umwelt, Programme Officer and international Messungen und Naturschutz Baden- for the UN Water technical and eco- Württemberg. Decade Programme nomical coopera- Contact: [email protected] on Capacity Deve- tion at the RWTH lopment (UNW- Aachen, she worked DPC) in Bonn. as a GTZ-consul- Prof. Dr. rer. nat. habil. Uwe From 2001 to the tant at the Federal middle of 2008, he Ministry for Economic Cooperation and Grünewald worked as Officer and Project Head for Development (BMZ). Since 2003, she Dr. Grünewald is a the Federal Institute for Geosciences and has been working as a consultant in the Professor for Hy- Natural Resources (BGR) in Hanover. competency field of water at the GTZ in drology and Water Before that, he worked as a hydrogeolo- Eschborn near Frankfurt. In addition to Management at the gist in the areas of contaminated sites and supporting the BMZ at the international TU Cottbus, now groundwater exploration in consulting political level, she has mentored several called the Branden- companies in Hamburg and Shrewsbury, GTZ-water projects, among others in burg University of England. Furthermore, he has worked as Yemen and Egypt. Technology (BTU). a hydrogeological consultant for NGO- Contact: [email protected] One of the main fo- Projects in Eastern Africa and as a Post- cuses of his work is basic research in Doc at the University of Tübingen on Dr. Uschi Eid MdB water and matter cycles in catchment groundwater in the Near East. areas. He is a member of Review Board Contact: [email protected] Dr. Eid is a member on Water Research of the German Re- of the German Par- search Foundation (DFG) and Chair of Andreas Markurth liament and of its the Main Committee “Hydrology and Permanent Commit- He is an Officer for Water Resources Management” of the tee on Foreign Af- the area of environ- German Association for Water, Wastewa- fairs as well as mental ter and Waste (DWA). Speaker for Foreign education/education Contact: [email protected] Cultural and Educa- for sustainable de- tional Policy of the velopment in the Bündnis 90/Die Grünen parliamentary Lower Saxony Mi- group. Furthermore, she is the Deputy nistry of Lower Chair of the UN Secretary-General‘s Ad- Education. After his visory Board on Water and Sanitation studies, he worked for the German Parlia- Tagungsdokumentation Seite 45

ment. After his student teaching and state Dieter Offenhäußer Dr. Henning Smolka examination, he worked in the Lower Sa- xony Ministry for Environment. He re- Since 2004, he has Dr. Smolka has presents Lower Saxony at the Round been Deputy Secre- worked with his en- Table talks at UN Decade Education for tary-General of the vironmental com- Sustainable Development 2005-2014 and German Commission munication business is the Head of Division ESD at the Con- for UNESCO and its in the areas of pu- ference of German cultural ministers. spokesman since blic relations, envi- Contact: 1993. Before that, he ronmental [email protected] was Officer for Inter- education and mo- national Media Poli- deration since 1989. Prof. Dr.-Ing. Heribert Nacken tics. After he studied history and romance He has worked for the programme Trans- studies in Freiburg and in Aix En Pro- fer-21 and the Umweltschule in Hesse. Dr. Nacken is Pro- vence, he taught as a high school teacher On behalf of the German Association of fessor at RWTH and then as a lecturer for Portuguese and Water Protection (VDG), he developed Aachen University non-European Literature in Freiburg and brochures on the topics virtual water and in the Academic Zürich and worked as a radio journalist. carries out nationwide continuing educa- and Research De- He has written numerous publications on tion seminars. partment Enginee- literature, culture, Portugal and UNESCO Contact: ring Hydrology. In topics. [email protected] addition, he is dean Contact: [email protected] of studies at the fa- culty for Civil Engi- neering and responsible for the transition Franca Schwarz to Bachelor and Master Degree Program- mes. He received his professorship at the She is the Head of FH Aachen in Data Processing in Civil Division for Engineering. Before that, he worked for Europe, Asia and several years for engineering companies Oceania at the Fe- in water management. deral Institute for Contact: [email protected] Geosciences and Natural Resources Almut Nagel (BGR). Among others, she advises She is an Officer at Federal Ministries on fundamental water- the Federal Mini- relevant matters in regional areas and stry for the Envi- further. For ten years, she has been active ronment, Nature in diverse roles in international water po- Conservation and lices for the Federal Ministry for Econo- Nuclear Safety. She mic Cooperation and Development as is responsible for well as for the Federal Ministry for the coordinating the Environment, Nature Conservation and formulation of the Nuclear Safety. German adaptation strategies to climate Contact: [email protected] change as well as education and water. Before that, she worked in contamination site remediation, environmental education, flood management and EU-funding programmes. Contact: [email protected]

“Your task is not to foresee the future, but to enable it.” Antoine de Saint-Exupéry, The Wisdom of the Sands Seite 46 Tagungsdokumentation

Symposium participants

Dr. Christian Ahrens Manfred Böttcher Allianz Umweltstiftung Kreisvolkshochschule Viersen Hiltrud Althaus Wolfgang Böttcher Schule am Osterberg Göttingen Atelier Wasserart Ingrid Althoff Elke Brandt-Kriebel FWU Forschungsinstitut Wasser und St. Schule Sozialpädagogik Harburg Umwelt der Universität Siegen Antje Breit Britta Apelt Eichendorff-Gymnasium Koblenz Network for Urban Rivers – a non-profit Roman Breuer Association Rheinisch-Westfälische Technische Wolfdietrich Barkowski Hochschule Aachen Regionales Umweltbildungszentrum Na- Brunhild Bullerdiek tionalpark Harz Heinrich-Göbel-Realschule Springe Maria Bartram Ulrike Bünte Integrierte Gesamtschule Roderbruch Gymnasium Stolzenau Axel Bauer Udo Büsing Regierung Unterfranken Landeshauptstadt Hannover/Fachbereich Dr. Helle Becker Umwelt und Stadtgrün Expertise und Kommunikation für Bil- Dr. Uschi Eid Marianne Candreia Member of the German Bundestag dung Helvetas, Schweizer Organisation der in- Dr. Gerhard Becker Andrea Ellmer ternationalen Entwicklungszusammenar- Wilhelm-Busch-Gymnasium Stadthagen Universität Osnabrück beit Reinhard Becker Dr. Jutta Emig Dr. Johannes Cullmann Käthe-Kollwitz-Schule Federal Environment Ministry IHP/HWPR-Sekretariat, Bundesanstalt Sandra Bender Elke Ettrich für Gewässerkunde Hölty-Gymnasium Celle Emschergenossenschaft/Kommunikati- Prof. Dr. Gerhard de Haan Rainer Berg onsbüro Freie Universität Berlin German Association of Water Protection Anja Fasse Jochen Debouisson Günter Bernert Institut für Umweltökonomie und Welt- Gesellschaft für angewandte Stadtökolo- Programme Transfer-21 Lower Saxony handel, Universität Hannover gie (GFAS mbH) Bianca Bilgram Florian Fegeler Annette Dieckmann German Commission for UNESCO Johannsen und Kretschmer, Strategische Heike Bischoff Arbeitsgemeinschaft Natur- und Umwelt- Kommunikation GmbH, Beisheim Center Gymnasium Harsewinkel bildung Bundesverband e.V. Eva Maria Finsterbusch Dr. Joachim Bley Freya Diepenbrock Landesamt für Umwelt, Wasserwirtschaft Ministry for the Environment of Baden- Programme Transfer-21, Freie Universi- und Gewerbeaufsicht Württemberg tät Berlin Caroline Fischer Meike Bock Nina Dittrich Arbeitsgemeinschaft Natur- und Umwelt- Umweltbildung Mühlenbergschule Edenüsse, Hannover bildung, Landesverband Bayern e.V. Ingrid Böhme Prof. Dr. Petra Döll Gudrun Fleczoreck Regionales Umweltbildungszentrum Na- Johann-Wolfgang-Goethe Universität Heinrich-Göbel-Realschule Springe tionalpark Harz Frankfurt/Main Jürgen Forkel-Schubert Heidi Boje-Mühlenbäumer Kirsten Dölle Freie und Hansestadt Hamburg, Amt für Oldenburgisch-Ostfriesischer Wasserver- Deutsche Gesellschaft für Technische Natur- und Ressourcenschutz, Abteilung band OOWV Zusammenarbeit (GTZ) Nachhaltigkeit Jan Boll Dr. Gisbert Döpke Elfriede Förster Landesschulbehörde Standort Braun- Gymnasium „In der Wüste“ Osnabrück Bayerisches Staatsministerium für Um- schweig Lisa Dobutowitsch welt, Gesundheit und Verbraucherschutz Julia Bolzek International Wadden Sea School Lina Franken polymorphing Peter Dornbusch German Commission for UNESCO Reinhold Bömer Biosphärenreservat Mittelelbe Christa Fritzke Verein Niedersächsischer Bildungsinitia- Nadiya Dorokhova Staatlich anerkannte Umweltstation tiven e.V. Migranten für Agenda 21 e.V. Natur- und Umweltgarten Reichelshof Tagungsdokumentation Seite 47

Dieter Gadermann Ministry for the Environment of Baden- Württemberg Peter Ganske Schulzentrum am Waller Ring, Bremen Heidi Geiler Gemeinschaftsschule Heide-Ost, Heide Roland Gimpel Industriegewerkschaft Bergbau, Chemie, Energie (IGBCE) Katrin Godde Veolia Wasser GmbH Tanja Greiß BUND Bremen e.V. Reiner Grube Naturschutzzentrum Ökowerk Berlin e.V. Prof. Dr. rer. nat. Uwe Grünewald Astrid Hölzer Gabriele Knoch Universität Cottbus Büro für Kinder- und Jugendbeteiligung, Umweltamt der Stadt Bamberg Ehrenfried Hampel Moderation und Umweltbildung Stephanie Koch Ministerium für Landwirtschaft und Um- Stefanie Hönle Gymnasium Süderelbe, Hamburg welt Sachsen-Anhalt Fachschule für Sozialpädagogik Alten Ei- Ariane Kolberg Jens Hattendorf chen, Hamburg Molitoris Schule Harsum Stadtschule Rodenberg Corinna Hornemann Petra Kollorsz-Treede Heike Franziska Haug Federal Environment Agency Landesschulbehörde Niedersachsen Deutsche Gesellschaft für Technische Karin Hruska-Quest Klaas Korte Zusammenarbeit (GTZ) Ökowerk Emden Leibniz University Hannover Julia Hegner Gerhard Hurek Michael Kowalczyk Universität Lüneburg Stadtschule Rodenberg Rheinisch-Westfälische Technische Sandra Heidenreich Karl-Friedrich Hutter Hochschule Aachen Hochschule Bremen Rudolf Rempel Berufskolleg Bielefeld Martin Kröll Sabine Heinrichs Angelika Imgrund Ministerium für Umwelt, Forsten und CREative TAten – Insyde e.V. Staatlich anerkannte Umweltstation Verbraucherschutz Sylvia Heinzel Natur- und Umweltgarten Reichelshof Dr. Gabriela Krumbiegel-Schroeren Jürgen Ißleib Gymnasium am Silberkamp, Peine Universität Hildesheim, Fachbereich Bio- Regierung Unterfranken Helena Henrich logie und Chemie Kim Jakobiak de Flores Johannsen und Kretschmer, Strategische Sebnem Kurt Federal Environment Ministry Kommunikation GmbH, Beisheim Center German Commission for UNESCO Sören Janssen Friedrich Hetzel Alexander Leicht Die Multivision e.V. Bundesanstalt für Geowissenschaften German Commission for UNESCO Nicola Karmires Dina Leipner und Rohstoffe Bildungsprogramm Siemens Genera- Marie Luise Hilger tion21 – Agentur unicat communications Oldenburgisch-Ostfriesischer Wasserver- Schule am Osterberg Bovenden Dr. Günther Kehlenbeck band OOWV Wolf-Michael Hirschfeld Umweltberater Dr. Hans-Jürgen Leist Bildungs- und Demonstrationszentrum Martina Kehlenbeck Forschungsstelle Recht, Ökonomie und dezentrale Abwasserbehandlung Haupt- und Realschule Badenhausen Umwelt, Leibniz Universität Hannover Dr. Verena Höckele Ulrich Keller Dr. Sibylle Lindenberg Forschungszentrum Karlsruhe, Projekt- United Nations Association of Germany SOROPTIMIST INTERNATIONAL träger Forschungszentrum Karlsruhe, Be- Dr. Ernst Klahsen Thomas Lucker reich Wassertechnologie und Entsorgung Bischöfliches Hilfswerk Misereor e.V. Aktion Fischotterschutz e.V. Susanne Hofmann Günter Klarner Ulf Luth Kampagne WasSerleben 2008 der Ein- CREative TAten – Insyde e.V. Gemeinnützige Internationale Entwick- richtungen und Netzwerke „Umweltbil- Gunnar Klick lungspartnerschaft (GEP) der SBB-Kom- dung Bayern“ Max-Brauer-Schule Hamburg petenz GmbH Hanne Hollstegge Dr. Ralf Klingbeil Georg Mades die neue Gesellschaft – Vereinigung für UN-Water Decade Programme on Capa- Deutsche Gesellschaft für Technische politische Bildung e.V. city Development Zusammenarbeit (GTZ) GmbH Seite 48 Tagungsdokumentation

Julia Marcus Lore Otto Henrike Saile Arbeitsgemeinschaft für sparsame Ener- Arbeitsgemeinschaft Natur- und Umwelt- Leineverband gie- und Wasserverwendung im VKU bildung, Landesverband Hamburg Kerstin Schiele Andreas Markurth Klaus Pellmann Schleswig Holsteinische Landesforsten, Ministry of Education for Lower Saxony Senatsverwaltung für Bildung, Jugend ErlebnisWald Trappenkamp Cindy Mathan und Sport/Landesstelle für gewerbliche Ebba Schlöpke Federal Environment Agency Berufsförderung in Entwicklungsländern Schulzentrum am Waller Ring, Bremen Karl-Heinz May Ulrike Peters Sabine Schlue Studienseminar Oldenburg – Fachbereich Deutsche Bundesstiftung Umwelt Gutenberg Realschule Northeim Biologie Sebastian Preuß Prof. Dr. Thorsten Schlurmann Gudrun Meischner Zentrum für Erlebnispädagogik und Um- Franzius-Institut für Wasserbau und Kü- Werkstatt Schule Hannover weltbildung ZERUM steningenieurwesen, Leibniz Universität Dr. Andreas Meißner Heike Raabe Hannover Naturschutzzentrum Ökowerk Berlin e.V. Bernhard-Varenius Schule Lüneburg, Erich Schmidt Dr. Götz Meister Haupt- und Realschule Wasser-Info-Zentrum Eifel Unabhängiges Institut für Umweltfragen Martin Rammensee Hans-Jörg Schmidt UfU e.V. Senatsverwaltung für Bildung, Jugend Haupt- und Realschule Bomlitz Udo Mensing und Sport/Landesstelle für gewerbliche Martina Schönfeld Caroline-Herschel Realschule Garbsen Berufsförderung in Entwicklungsländern Gesellschaft für angewandte Stadtökolo- Maren Meyer Barbara Rasche gie (GFAS mbH) Wilhelm-Busch-Gymnasium Stadthagen Arbeitsgemeinschaft Natur- und Umwelt- Achim Schreier Anne-Christin Meyer zu Holte bildung Landesverband Bayern e.V. – Federal Environment Ministry Deutsche Bundesstiftung Umwelt Marketing für die Umweltbildung Anke Schröpfer Prof. Dr.-Ing. Heribert Nacken Dr. Elke Rasenack Thüringer Kultusministerium Rheinisch-Westfälische Technische Berufsbildende Schulen III Stade Kerstin Schulte Hochschule Aachen Dr. Caroline Rettig Zentrum für Umweltkommunikation der Almut Nagel Sonairte – The Ecology Centre Deutschen Bundesstiftung Umwelt Federal Environment Ministry Dr. Sandra Röck Martin Schulte Anneliese Neidhart Albert-Ludwigs-Universität Freiburg, In- Zentrum für Umweltkommunikation der Deutschen Bundesstiftung Umwelt Molitoris Schule Harsum stitut für Landespflege Elke Schulz Hans Volker Neidhart Werner Rohrmoser Federal Environment Ministry Umweltberatung Federal Environment Ministry Ingrid Schulz Astrid Nellner Katja Römer Landeshauptstadt Hannover/Fachbereich Max-Brauer-Schule Hamburg German Commission for UNESCO Umwelt und Stadtgrün Rainer Neumann Sigrid Rönneke Sven Schulz Gymnasium Stolzenau Theodor-Heuss-Gymnasium Wolfenbüttel Flussgebietsgemeinschaft Elbe/Ge- Dieter Offenhäußer Harriet Sablatnig schäftsstelle Magdeburg German Commission for UNESCO Werkstatt Schule Hannover Karin Schulze Koordinationsstelle Umweltbildung und Globales Lernen Diedrich Schulze Realschule Misberg Dr. Sybille Schumann Institut für Geoökologie und Land- schaftsökologie, Technische Universität Braunschweig Michael Schwager Neue Osnabrücker Zeitung Franca Schwarz Federal Institute for Geosciences and Na- tural Resources (BGR) Christian Schweer Abgeordnetenbüro Nicole Maisch, MdB Sabine Schweitzer Umwelt Bildung Bremen Tagungsdokumentation Seite 49

Nicole Siegmund Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH Klaus-Peter Sieling Gesellschaft für angewandte Stadtökolo- gie (GFAS mbH) Eva Skrzypczinski Institut für Grenzgebiete der Psychologie und Psychohygiene (IGPP e.V.) Dr. Henning Smolka Umweltkommunikation Smolka Anke Sobieraj German Commission for UNESCO Judith Sprenger Behörde für Stadtentwicklung und Um- welt, Amt für Umweltschutz, Abteilung Gewässerschutz Anka Szczesinski International Wadden Sea School Burkhard Verch Barbara Wessels Helen Tamchina terre des hommes – Hilfe für Kinder in Michael Otto Stiftung für Umweltschutz Regionales Umweltbildungszentrum Not Sabine Teufert Reinhausen Jan Henning Wicke Arbeitsgemeinschaft Natur- und Umwelt- Klaus von Freyhold bildung Hamburg e.V. AGEG Consultants e.G. Schulzentrum am Waller Ring Bremen Bettina Thiel Gesine von Kalm Ursula Willenberg Ministerium für Umwelt, Forsten und Schule Pestalozzistraße Braunschweig Regionales Umweltbildungszentrum Do- Verbraucherschutz Daniela Waber-Keutieu wesee, Braunschweig Joachim Thiel German Commission for UNESCO Peter Winkels Haus der Kulturen der Welt Haupt- und Realschule Badenhausen Gerd Wach Gabriele Wollstein Ralf Thielebein-Pohl BUND Landesverband Niedersachsen Oldenburgisch-Ostfriesischer Wasserver- Save our future – Umweltstiftung e.V. band OOWV Schoukri Thyssen Angelika Wagner German Commission for UNESCO Michael Wolpmann Querwaldein Dieter Tornow Gymnasium Heide-Ost Dr. Ingrid Wattenberg Agenda 21 – Stiftung Diepholz Andrea Wolter Jörg Utermöhlen Rudolf Rempel Berufskolleg Bielefeld Senatsverwaltung für Gesundheit, Um- Landesschulbehörde Lüneburg Martina Weiß welt und Verbraucherschutz Vanessa Vaessen Federal Environment Ministry Malte Wördemann Federal Institute for Geosciences and Na- Bruni Weißen Behörde für Stadtentwicklung und Um- tural Resources (BGR) Federal Environment Ministry welt Hamburg Johanna Vages Daniele Welter Machado Meike Wunderlich Gymnasium Harsewinkel NABU Schutzgebietsbetreuung Haseldorf Save our future – Umweltstiftung

“And the flood was forty days upon the earth; and the waters increased, and bare up the ark, and it was lift up above the earth. And the waters prevailed, and were increased greatly upon the earth; and the ark went upon the face of the waters. And the waters prevailed exceedingly upon the earth; and all the high hills that were under the whole heaven, were covered. Fifteen cubits upward did the waters prevail; and the mountains were covered. And all flesh died that moved upon the earth, both of fowl, and of cattle, and of beast, and of every creeping thing that creepeth upon the earth, and every man.” The Bible, First Book of Moses, Chapter 7 Seite 50 Tagungsdokumentation

Exhibitors at the Project Exhibition

Arbeitsgemeinschaft Natur- und Umwelt- bildung – Bundesverband e.V. www.umweltbildung.de

Atelier Wasserart www.wasserart.de

Bildungsprogramm Siemens Generation21 www.generation21.siemens.de

Federal Environment Ministry www.bmu.de

Federal Institute for Geosciences and Na- tural Resources (BGR) www.bgr.bund.de Übersetzung fehlt CREative TAten – Insyde e.V. Schülerreporter berichten von dem vielfältigen Angebot der Bildungspro- www.creta.de jekte und Materialien auf dem Markt der Möglichkeiten. Der Bericht befindet sich unter www.gidw-os.nibis.de/aktuell/2008/noz/noz_24_09_08.pdf United Nations Association of Germany www.dgvn.de Neue Osnabrücker Zeitung Unabhängiges Institut für Umweltfragen www.neue-oz.de www.ufu.de German Commission for UNESCO www.unesco.de Regierung Unterfranken German Association of Water Protection www.regierung.unterfranken.bayern.de www.vdg-online.de Gesellschaft für angewandte Stadtökologie RWTH Aachen University – Lehr- und www.gfas-bremen.de, Wasser-Info-Zentrum Eifel Forschungsgebiet Ingenieurhydrologie www.wasser-info-zentrum-eifel.de www.lfi.rwth-aachen.de International Wadden Sea School Wasserschutz macht Schule www.iwss.de Senatsverwaltung für Bildung, Jugend www.danubebox.org und Sport – Landesstelle für gewerbliche Kampagne „WasSerleben 2008“ Berufsförderung in Entwicklungsländern Zentrum für Umweltkommunikation der www.wasserleben.bayern.de www.berlin.de/sen/bwf Deutschen Bundesstiftung Umwelt www.dbu.de Network for Urban Rivers – a non-profit Staatlich anerkannte Umweltstation Association Natur- und Umweltgarten Reichelshof www.netzwerk-flur.de www.umweltstation-reichelshof.de Tagungsdokumentation Seite 51

Photo copyright Page 36: Panel discussion, German Commission for UNESCO © Freya Diepenbrock Cover picture: Water and Hands, Pixelio © Momosu Page 37: Washing in India © Vasant Dave; Prof. Dr.- Page 5: Sigmar Gabriel, Federal Ministry for the En- Ing. Heribert Nacken © private; Dr. Ralf vironment, Nature Conservation and Nuclear Klingbeil © private Safety © Frank Ossenbrink Page 38: Logo BMU Bildungsservice, Page 6: Heidemarie Wieczorek-Zeul, Federal Ministry www.bmu.de/bildungsservice © Federal Mi- for Economic Cooperation and Development nistry for the Environment, Nature Conserva- © Bundesbildstelle tion and Nuclear Safety Page 7: Andreas Markurth, German Commission for Page 39: Water drop © Christopher Bruno UNESCO © Freya Diepenbrock; Hannover, Page 40: Bird tracks, International Wadden Sea School; http://commons.wikimedia.org/wiki/Image:Ha Logo Wasserwerkstatt, Creative Taten; Logo nnover_maschsee_rathaus_01.jpg © German Alumni Water Network, German RaBoe/Wikipedia Alumni Water Network; Children at river, Page 8: Dieter Offenhäußer, German Commission for Global Nature Fund; Research at sea, Aldeba- UNESCO © Freya Diepenbrock ran Page 9: Students with water bowl/Plenum, German Page 41: Water bottle © Jayesh Nair Commission for UNESCO © Freya Diepen- Page 42: Drain © Carlos Gustavo Curado brock; Page 43: Dr. Helle Becker © private; Günter Bernert © Page 10: Panel discussion, German Commission for private; Dr. Joachim Bley © private; Rainer UNESCO © Freya Diepenbrock Berg © private; Dr. Johannes Cullmann © pri- Seite 11: Logo Ecosan, Deutsche Gesellschaft für Tech- vate; Prof. Dr. Gerhard de Haan © private; nische Zusammenarbeit (GTZ) GmbH; Annette Dieckmann © private Signpost Washroom © Peter Skadberg Page 44: Prof. Dr. Petra Döll © private; Kirsten Dölle Page 12: Water usage, Prof. Dr. Petra Döll © private; Dr. Uschi Eid © private; Dieter Ga- Page 13: Figure 2 above and below, Map green dermann © private; Prof. Dr. rer. nat. water/Map blue water, Prof. Dr. Petra Döll habil.Uwe Grünewald © private; Günter Klar- Page 14: Prof. Dr. Petra Döll, © privat; Figure 3: Rene- ner © privat; Dr. Ralf Klingbeil © private; wable water ressources, Prof. Dr. Petra Döll Andreas Markurth © private Page 15: Map access to sanitation, WHO/UNICEF JMP Page 45: Prof. Dr.-Ing. Heribert Nacken © private; Page 16: Logo International Year of Almut Nagel © private; Dieter Offenhäußer © Sanitation,http://esa.un.org/iys/newsroom.sht private; Franca Schwarz © private; Dr. Hen- ml; Logo Water for Life, www.un.org/water- ning Smolka © private forlifedecade/pdf/waterforlifebklte.pdf Page 46: Students standing at model, German Commis- Page 17: Franca Schwarz, German Commission for sion for UNESCO © Freya Diepenbrock UNESCO © Freya Diepenbrock; Chart ma- Page 47: Plenum, German Commission for UNESCO nagement of water ressources, Franca © Freya Diepenbrock Schwarz; Infochart Paraguay, Bundesanstalt Page 48: Plenum, German Commission for UNESCO für Geowissenschaften und Rohstoffe © Freya Diepenbrock Page 18: Children and waterbodies, Deutsche Umwelt- Page 49: Workshop, German Commission for hilfe; Chart basic idea WRRL, Umweltmini- UNESCO © Freya Diepenbrock sterium Baden-Württemberg © Joachim Bley Page 50: Student reporters/Stand/ Water truck/Labora- Page 19: Intact waterbodies © Christa Richert; Dr. Joa- tory, German Commission for UNESCO © chim Bley, German Commission for Freya Diepenbrock UNESCO © Freya Diepenbrock; Spawn places, Wasserwirtschaftsamt Aschaffenburg The copyrights of the material used in this documenta- Page 20: Flood in New Orleans © Isidro Magana tion were checked as thoroughly as possible. If howe- Page 21: Chart Flood water risk managment und Chart ver, copyrights from any individuals or institutions Variety of stakeholders © Prof. Dr. rer. nat. were used and not mentioned, the editors kindly request Uwe Grünewald; Chart Decrease of danger that they be notified. awareness, Internationale Kommission zum Schutz des Rheins Page 23: Fresh ans salt water © Rainer Sturm Page 24: wash woman © Dietmar Meinert Page 25: Fruits © Meliha Gojak Page 26: Dyer of textiles, http://commons.wikimedia.org/wiki/File:Ma- rokko_Fes_-_GerberFaerber_03.jpg; Work- shop, German Commission for UNESCO © Freya Diepenbrock; Rainer Berg © private; Prof. Dr. Petra Döll © private; Dr. Henning Smolka © private Page 27: Lavatory © Davide Guglielmo Page 28: Workshop, German Commission for UNESCO © Freya Diepenbrock Page 29: Kirsten Dölle © private; Günter Klarner © private; Franca Schwarz © private Page 31: Flood control at the Elbe near Breitenhagen, Federal Ministry for the Environment, Nature Conservation and Nuclear Safety © transit Härtrich. Page 32: Dr. Joachim Bley am Schreibtisch © private; Dr. Joachim Bley © privat; Annette Dieck- mann © private; Dieter Gadermann © private Page 34: Dry soil © Robbie Ribeiro Page 35: Günter Bernert © private; Dr. Johannes Cull- mann © private; Dr. Almut Nagel © private