Environmental Awareness for a Teachers/Trainers Training
Table of Contents
Environmental Awareness for a Teachers/Trainers Training........................................................................1
1. System Approach, ToT Program, Acknowledgement, Important Notice, Learning Attributes............1
2. Curriculum..........................................................................................................................................4
3. Introduction.........................................................................................................................................7
4. The Air................................................................................................................................................9
5. Energy..............................................................................................................................................11
6. Water................................................................................................................................................16
7. Earth.................................................................................................................................................19
8. Waste................................................................................................................................................20
9. Reduce, Reuse, Recycle ("RRR")....................................................................................................23
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Environmental Awareness for a Teachers/Trainers Training
Compiled by
Ole Frahm−Reindell
Bangkok, Aug. 2001
1. System Approach, ToT Program, Acknowledgement, Important Notice, Learning
Attributes
System Approach
ToT Seminar/Workshop
Title
Environment (Ecology, Energy Saving and Environmental Protection)
Maximum Number of
Participants
18
Language
English
1
Target Group
Instructors from DSD
Learning Objectives
The instructors are able to use the educational material and counsel trainees
environmental projects
Content
Curriculum, Overview on environmental issues, Air, Energy, Water, Earth,
Waste, RRR and Project Work
Resource Speaker
Method
1. Day:
• Introduction into the topic
• Exercise 1
• The curriculum
• Start up group work: "ecology"
• Study material and preparation of one lecture, preparation of media
(OH−transparencies and/or poster, develop role play)
2. Day:
• Lectures presentation and exercises of the different groups on their topic
• Introduction into RRR
• Introduction into project work
Time/Duration
10.09. − 11.09.2001, 09.00−18.00 h
Location
Workshop Program (ToT)
Objective: The participants study the content of the different chapter, prepare their own training material and
present one training sequence to their colleagues. At the end of the workshop each participant has the same
understanding and knows how to present the subject matter to their students.
No.
Activity
Media/ Remark
1.
Organizational matters
Coffee chart
2.
Presentation of participants
Name, Instructor of …in….etc.
3.
Expectation of participants
Card questioning
Chart # 1
4.
Introduction: WS plan, how we want to do
the WS, objectives, organization etc
Translation of
OH
Chart # 2
OH # 1
5.
Overview and legal basis
Translation of
OH
OH # 2
6.
Exercise 1, single work: Environmental
problems in my country
7.
Curriculum presentation
Chart # 3
Translation of
OH
OH # 3−7
2
8.
Learning objectives
Translation of
OH
OH # 7.1
9.
Structure of the handout/ content
Translation of
OH
OH # 7.2
10. General Awareness Show Video No 7
Video no. 7
11. Group work: Ecology Discuss results
Copy of Worksheet no. 2
Show OH # 8
Result: OH # 9
12. Introduction into the task Prepare one
lecture
Chart # 5 Task for group work
13. Role of Trainer/ interpreter
Chart # 6 Role of trainer/ interpreter
14. Rules of group work
Card question Chart # 7
15. Rules for presentation, lectures
Card questions Chart # 8
16. Presentation of the different subjects
through the participants
17. Introduction into RRR
Translation
necessary
OH 10
18. Idea collection (Show Chart: "What is
wrong"?)
Card questions or problems from the
beginning (worksheet no 1, results)
Chart # 9
19. Introduction into the project work
Copy of Worksheet
Chart # 9 + 10
20. Problem analysis
Mind map
Chart # 11
21. Final conclusion of the WS
Acknowledgement
I would like to express my appreciation to the management of the Women and Child Skill Development
Division of the Department for Skill Development (DSD) and their staff for their kind and valuable contribution
to this work and to Khun Kewalee Gukun who did the survey which, served as an initial input for this training
of trainers for instructors of the DSD as well as Khun Sureeporn Tuppasoot who was instrumental to
translate and act as interpreter in the first training of trainers.
Important Notice
This handout is for trainers and not for trainees. It serves as background information for instructors/teachers
and is designed in a way that each instructors/teachers can and should add relevant information on
environmental issues based on his/her own experience. At the end of the chapters 3−10 there are proposals
(!) for the media which can be used, the method of teaching/learning and the estimated time needed for the
training sequence.
• On the attached disk there are the different chapters of this manual in Winword 6.0 format.
Please feel free to change and add things which you might see as important for you and/or for
your trainees/students.
• Each Chapter corresponds to one file. In order to work with the files you have to boot the
different files and work with them.
Tip: Before working check the format in "File" Page set−up and Margins: Top 1,5 cm / Bottom
1,5 cm / left 2,5 cm / Right 2,5 cm / Gutter 0 cm.
• With the help of "My Computer" you can open a new folder "EM". Copy the fils from the
floppy by help of the Windows explorer on your computer.
3
• The names of the files remain the same like in the list of content.
Learning Objective − Attributes
In order to understand the curriculum it is necessary to study the different levels of learning attributes shown
in the following table:
Knowledge
Insight =
Means a general insigth (first touch) of the subject.
Overview =
Means a systematic overview after the learner has gained an insight in different areas of the
subject
Knowledge =
Means the exact knowledge of facts in one field of the subject. Its necessary to have the
overview (in this field) and in addition detailed knowledge/ information is required. The
knowledge gained is anchored to a certain extent.
Familiarity =
Means extendet and recessed background knowledge of the subject. The knowledge gained
is anchored and ready to be called for.
Skills
Competency =
Means the knowledge which is necessary to execute a certain task (work).
Skill =
Means the ability to execute a certain task (under supervision) with high precision.
Master =
Means the ability to execute a certain task with high precision and defect free (without
supervision).
Recognition Awareness =
Is the step before the recognition. Awareness is the step which stimulates for further inquiry.
Perception =
Is a basic value which has been aquired and will be considered whenever problems are
discussed and solutions are sought.
Understanding =
Is based on conclusions and perceptions in order to come to a resonable judgement.
2. Curriculum
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Learning
Objective
Learning
Content
Method
Media
Time
(h1)
Create awareness
and gain
knowledge about
the Earth's overall
ecology system
and the
inter−dependence
of different
? Introduction
? The Air
• Our
ecology−system.
Climate change.
The impact of
polluted: air,
water, soil and
the impact of
• Show video film,
clip
• Start student −
teacher
discussion about
the
inter−relationship
of Air, Water,
Radiation, CFC,
Video clip on overall
ecology No.: 7
Environment in General
"Awareness" Blackboard
Video
clip
25
min
?4
Quality Check
Knowledge the
overall
dependencies
(interpret the
BIOSPEHRE
graph)
4
influencing factors
radiation and
waste. The
limited energy
resources and
the impact of
heavy usage of
energy, raw
materials and the
destruction of the
environment.
CO2, Fertilizer
etc.
• Summarize the
discussion on
blackboard
• The Montreal
Protocol.
5.
6.
5
The students know
conventional
sources of energy
as well as become
familiar with
renewable
energies.
The students are
familiar how
valuable water is
and know the
interrelation
between polluted
water and health
? The Energy
• Overview
(principles)of
conventional
energy power
plant production
and distribution
• Overview
renewable
energies
• The main
energy consumer
(cars, heating
and cooling
elements, bulbs
etc) and their
positive/negative
impact.
• Products and
their energy
requirement:
Plastic products,
paper, steel,
beverage, beer,
coke etc., light
(bulbs),
refrigerator,
washing
machine, railway,
cars etc.
Discussion of
energy
requirement
during production
and during
lifetime, product
life cycle.
• Energy saving
measures
• Open
questioning (who
knows about…?
How does a …
work?
• Write down
answers on a
chart.
• Presentation of
products
• Student −
teacher
discussions
? Water
Demonstration
Fresh water, safe
drinking water,
rain,
groundwater,
water supply and
demand
OH−transparency set,
1
Video clip No 3
25
min
Different products
1
1
?3
Knowledge of
different power
sources and
knowledge the
negative and
positive argume
Knowledge of at
least 5 major
energy consume
Knowledge of
energy saving
measures
4 glasses of water
25
min
Video clip no. 3
?1
Overview of imp
of polluted wate
on human being
7.
The students gain
deep
understanding that
the growth is
limited. They know
that the growth of
population is a
major factor which
hamper
development
? Earth
Discussions,
Biosphere, forest, lecture, video
population
growth, food
supply,
consumption
behavior
OH transparency
The students
acquire
competency on
how to handle
waste and knows
the negative
impact if not
properly disposed
? Waste
Hazardous
waste, household
waste, type of
waste in our
training center.
Video clip No 6
The students know
the concept of
"Reduce, Reuse
and Recycle"
? RRR
Lecture and
• Introduction into discussions
the "RRR"
concept: How to
"Reduce, Reuse
and Recycle"
(RRR) of
materials in order
to save energy.
OH transp.
The students
apply the skills
they learned in a
real life situation
and plan to
implement an
improvement
project
? Project work
• Initiate small
RRR projects
among the
students.
• Introduction in
to project work,
roles of group
work and major 6
steps.
• Mind map,
Presentation
techniques
Discussions
Flip Chart or
blackboard,
OH−transp./Flip−Charts
etc. Poster of planning
steps (6 steps)
10.1 The students
present their
results
• Presentation of
different projects
Group
Presentations
10.2 The students
implement
(master) one
project
Implement one
project
8.
9.
10.
• Handling
(separate, store,
transport,
disposal)of waste
and materials
current situation
in e.g. the
training center,
municipality, at
home, on the
market, in the
canteen etc.
Questions and
discussions, role
play
Field trip in
groups to
different places in
the training
center/institute
and outside
Presentation
exercises
?1
Biosphere graph
repetition
Knowledge of the
limitation of
development
?4
and/or
OH transp.
Competency to
handle(hazardous)
waste (storage and
disposal).
Field trip/research
Concept of RRR
?1
Project ideas
OH−transp./Flip−Charts
etc.
Project plan
?2
?3
Max.
11
hrs
Assessment of the
group result
Impact assessment
6
Time requirement without a project is
? 19
It is assumed that the students work also in their leisure time on the project. Time
requirement with a project is estimated by
? 30
1
One lecture hrs. is 45 min
3. Introduction
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Environmental protection today is not only a national task. Solutions must come through agreements and
actions from the international community. A nation by itself cannot solve problems like global warming through
NOx gases, depletion of the ozone layer through CFCs and others, dyeing of trees in Europe and the
destruction of tropical forests in Asia and Latin America.
The challenge
To integrate social, economic and environmental goals in a sustainable development agenda for the region.
The facts
• In the early 1970s, half of the population of the Asia−Pacific region was poor. Today, one
third, or some 900 million, of its people still live in poverty; lacking nutrition, potable water,
decent sanitation, acceptable housing, literacy, primary health care, security in times of crisis
and participation in social and political forums.
• The poor in rural areas are often the victims of environmental degradation. But desperation
also forces them to contribute to it; clearing steep slopes for cultivation, cutting down
remaining trees, overgrazing and shortening fallow periods to eke out a living.
• Poor people generally live nearest to natural hazard−prone areas, dirty factories, and busy
roads and waste dumps, making them more vulnerable.
• The overwhelming majority of those who die each year from air and water pollution because
of respiratory infection or diarrhoea are poor. So are those worst affected by desertification
and by floods, storms and harvest failures.
• In 1997, Asia suffered 33 per cent of the world's catastrophic events, 67 per cent of the
casualties and 28 per cent of economic losses −all of which exacerbated poverty levels in the
affected areas.
• Food security is related to patterns of poverty and distribution. Of the three main sources of
food in the region, two −oceanic fish and cattle from rangeland −have both reached limits for
production. Aquaculture has the potential to increase production but not without
environmental impact.
• Future growth in food supply will need to come mainly from crops. Irrigation water supply,
however, may not expand much further and the marginal utility of fertilizer is diminishing in
many areas of the region.
• New developments in biotechnology have the potential to raise land productivity but this also
presents many risks.
• Industry and the private sector now accounts for much more investment in the region than
official government development assistance. Currently less than five per cent of investment
goes into pollution control, most of it end−of−pipe.
7
General classification
WORKSHEET FOR EXERCISE 1:
ENVIRONMENTAL PROBLEMS IN MY COUNTRY
Purpose: To sensitize the participants to environmental problems, to get the participants thinking about the
purpose of environmental management. To identify important environmental issues affecting your
organization.
What are the (maximum three) most important environmental problems in the neighbourhood where you live?
...in the area of your enterprise/ organization/ training center?
...in your town/city?
...in your region?
...in your country?
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Please explain your choices and bring evidence to support them to the Training Course. (photos, newspaper
or magazine articles, government or private reports, etc.)
4. The Air
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Key Note: Atmosphere and related ecosystems, Climate change Impact of pollution, global warming, green
house effect, Montreal Protocol
The world becomes smaller. In the year 2025 so one prognosis of the UNO, 8.5 Billion people will live on our
planet. 1985 there had been only 4.8 billion 40 years ago only 2.5 billion. All of them needs food, beverage,
shelter and work. As a consequence we need to produce more energy. Since 1950 and now the production of
energy has been fourfold. Most of the energies gained come from fossil materials. The materials is used as
fuel in order to produce electricity. Unfortunately also the burning of fossil materials contributes to air pollution
through carbon dioxide thus creates the so called "greenhouse effect" resulted in global warming.
The challenge
A major challenge for the region is to ensure a clean atmosphere through air monitoring, pollution control and
use of technologies that minimise greenhouse gas emissions and ozone depletion.
The facts
• The threats posed by haze, acid rain and other transboundary pollution problems have
increased substantially in recent years, linked to rapid deforestation and industrialisation in
the region.
• Demand for primary energy in Asia is expected to double every 12 years while the world
average is every 28 years.
• Acid rain, caused mainly by coal−fired power plants and industrial sources, is a major
concern, particularly in North−East Asia, and is expected to worsen over the medium−term.
• Transboundary haze from Indonesian forest fires in 1997 caused significant environmental
and economic damage, as well as health costs estimated at $US1.4 billion.
• Asian countries −particularly China and India −have the capacity to greatly aggravate global
warming through the release of greenhouse gases generated in their process of
industrialisation.
• The rapidly industrialising economies of the region also have the potential to contribute to
the global problem of stratospheric ozone depletion, through the continued production and
use of ozone depleting substances used mainly in refrigeration.
• Projected sea level rises caused by climate warming, of between 5 and 95 centimetres by
2100, would bring enormous human cost to the region. The densely populated river deltas of
Bangladesh, China, Indonesia and Vietnam, as well as the small island developing states, are
particularly vulnerable. Other consequences of global warming are likely to include increased
natural disasters (floods, droughts and storms) and disruption of agriculture and biodiversity
due to changes in climatic zones.
• The level of carbon in the atmosphere is increasing. Global average temperatures are
increasing. Carbon dioxide (C02), the predominate "greenhouse gas," is responsible for
approximately 60 per cent of the global warning.
• Six countries, two of which are in the developing world (Brazil and India), are responsible for
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55.8 per cent of the total atmospheric impact of current global emissions. The United States is
the largest emiter.
• The stratospheric ozone layer filters dangerous radiation and keeps it below tolerable levels
to enable life to exist on Earth. This protective stratospheric ozone layer is diminishing due to
chemicals created by humankind.
• Air pollution does not respect boundaries; it affects agriculture and ecosystems far from its
source.
• More than 600 million people live in urban areas where sulfur dioxide (S02) levels exceed
World Health Organization guide− lines. More than 125 million live in cities with unacceptable
levels of suspended particulate matter (SPM).
• For megacities in general, SPM is the single most threatening air pollutant. Particularly high
levels of S02 and SPM occur in five cities: Beijing, Mexico City, Rio de Janeiro, Seoul and
Shanghai.
• Of the cities for which there is sufficient data to compare, Mexico City has the worst overall
air pollution.
• When pollutants are released into the sky from industries, they often fall back to Earth as
"acid rain." According to the World Resources Institute, Europe has already lost at least 22
per cent of its total forest cover to acid rain, or a total of 214,016,000 hectares. The United
Kingdom alone has damage caused to more than two million hectares, or about 57 per cent
of its forest. As unsustainable industrialization spreads around the world, so too could this
phenomenon.
Montreal Protocol on Substances That Deplete the Ozone Layer.
Representatives from more than 100 signatory countries met in Montreal in September to celebrate the 10th
anniversary of the signing of the Montreal Protocol on Substances that Deplete the Ozone Layer and to
discuss ways of improving it. Some of the most important proposais focused on CFCs. Participating nations
sought to discourage the illegal trade in CFCs and to seek alternatives to their use in medical products
including asthma inhalers. Governments agreed to adopt a licensing system for the transport of CFCs and to
review their procedures for ensuring compliance with the regulations. The decision would give greater power
to police and customs officials to intercept cargoes. Participants also agreed to ban most uses of the
ozone−depleting pesticide methyl bromide by 2005 in developed countries and by 2015 in less− developed
countries. Poorer nations would have access to a fund of $18 million to help farmers convert to alternatives.
Copyright @ 1994−2001 Encyclopcedia Britannicat Inc.
Instruction for the training sequence:
Media
Method
Introduction: OH Transparency
Present some information about Asia, see
Handout.
Video clip no. 7
Show video
Approximately
time requirement
(min)
10
25−30
Student teacher discussion
10
Exercise: biosphere
Group work 4−8 persons each group work on the
picture "biosphere" from Chapter 1
30
Black board
Group work introduction and presentation rules
10
Flip−Chart
Each group present their result
Black board if necessary
Summarize discussion by instructor
10 each (30)
15
10
OH−Transparencies: Ozone
layer etc.
Montreal Protocol
45
Quality check: question bank
Test
15
Total time
180 = 4,25 hrs
Reference literature:
− Taking Action; Environment Guide for You & Your Community, 1995, UNEP
− UNEP IN THE REGIONS
− International Environmental Law Aiming at Sustainable Development, UNEP
WORKSHEET FOR EXERCISE 2:
ECO−SYSTEM
Purpose: To sensitize the participants to environmental problems. To identify important environmental issues
affecting the world.
Instruction: Please discuss in your group the important factors and add your result in the drawing. Present
your result to the audience.
POSSIBLE RESULT:
5. Energy
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Key note: Conventional sources of energy, renewable energy, main energy consumers, products and their
energy (and other resources) requirement some examples. The energy resources like crude oil, gas and coal
are limited. It is expected that the resources will be used up approx. by the year 2050.
Energy is needed to produce the goods that we consume and to transport us and our products from one place
to another. Energy also is the engine of industrial development. It is needed for transporting farmers' products
to markets, children to school, and people to their jobs. It is needed to run hospitals, to feed malnourished and
growing populations, to create industries that can compete globally, and to provide households with lighting,
heating, cooking and refrigeration.
Traditionally, people in low−income countries mostly use non−commercial and non−conventional sources of
energy, including human labour and animal power for agriculture, transportation, construction and industry,
and in households, firewood and crop wastes for cooking and heating. As countries develop, and especially
as people move from rural areas to cities, they require energy derived from different, more conventional
sources. Motorized transport and agricultural machinery need oil and/or gas. Manufacturing industries require
electricity generated from oil, coal, gas or hydro power stations. Households usually prefer kerosene or
electricity to non−commercial sources of fuel such as dung or wood. Therefore, in assessing how to mobilize
communities to take action against environmental abuse, it is to the subject of conventional or "commercial"
energy use that we now focus our attention.
5.1 Conventional Energy
Most energy use around the world is currently unsustainable. We now depend largely on limited,
non−renewable sources of energy such as fossil fuels, which cause a great deal of pollution and are the
biggest contributor to global warming and localized air pollution.
Energy is also produced using nuclear power in an increasing number of countries from India and China to
France and Canada. Nuclear power will probably always playa role in meeting energy needs. However, the
11
break− down of the nuclear reactor at Chernobyl in the former Soviet Union shook confidence in nuclear
power among a public already skeptical about its safety. The disposal of radioactive waste is a major problem
associated with this form of energy.
Many forms of energy production involve some degree of risk to human health or the environment. Fossil−fuel
burning has long been shown to cause both local pollution and "acid rain" in distant areas. It also adds
significantly to the build−up of "greenhouse gases," caused by carbon emissions.
At present, the developed world consumes most of current energy production while the developing world
struggles to meet its energy needs. It has been estimated that the developed world, which comprises 20 per
cent of the planet's population, uses about 80 per cent of the energy produced globally. This unequal share of
energy use among nations contributes greatly to environmental degradation.
Inefficient use of energy is a problem today because it devours excessive amounts of our already scarce
non−renewable resources. This problem is especially prevalent in the developed countries of the world where
a good supply of relatively cheap energy has enabled people to become used to wasteful and unsustainable
patterns of consumption. To prevent this pattern from being adopted in the South, important lessons must be
learned from developed countries.
Conventional Energy Sources
• Hard coal
• Brown coal
• Oil fired power plant
• Gas fired power plants
• Nuclear power
The principles (Sketch see last page)
5.2 Renewable Energy
Solar, wind, geothermal and hydro power are all examples of how we can harness the renewable energy from
natural sources. Solar energy can be used for heating or to convert sunlight directly into electricity with
photovoltaic technology. Photovoltaics are now commonly used everywhere from producing electricity in
remote areas that lack power lines to powering space satellites. Another form of solar energy, called solar
thermal, produces heat and electricity by concentrating sunlight on a container of fluid. The heated fluid runs
through pipes that are submerged in water, which then create steam to power an electric turbine.
Improvements in solar technology over the past 15 years have greatly reduced its cost, making it competitive
with conventional energy sources in many circumstances.
Geothermal energy uses natural steam from the Earth to produce electricity. More than 250 geothermal plants
are in operation worldwide with a total and planned capacity of 13,000 megawatts. These natural steam
resources provide the U.S. state of California− which on its own consumes more energy than most
countries−with almost seven per cent of its electricity needs. Also in California, which has the highest per
capita use of alternative energy in the world, wind generates nearly 2 billion kilowatt hours of electricity per
year, enough to meet the needs of a city the size of San Francisco. Every year, energy generated from wind
turbines in California keeps 11 million pounds of air pollutants and 1.8 billion pounds of greenhouse gasses
from passing into the atmosphere.
Although less polluting than fossil fuels and safer than nuclear power, methods of harnessing renewable
energy often have problems of their own. Many take up a lot of space relative to the amount of energy
produced. As well, the technology involved is often expensive and the amount of money available for research
in this area is limited. While large−scale production of renewable energy is bound to grow in the future, it is
not likely to replace other energy technologies for a long time.
Biomass − A Green Source of Energy
Biomass, such as wood, animal wastes and other organic matter, is perhaps the oldest source of energy in
the world. Since primordial times, humans have used the energy stored in plants as a source of food, heat
and light. These plants take energy from the sun and store it in chemical com− pounds through a process
known as photosynthesis.
12
Unlike commercial sources of energy that are the main concern for most environmentalists, the use of
biomass on a small scale does very little harm to the Earth. However, on a large scale, using it unsustainably
can destroy entire ecosystems. Today, people rely more on biomass for energy than on all hydroelectric dams
and nuclear fuel plants in the world combined. Ac− cording to the World Resources Institute, developing
countries account for 80 per cent of the world's population, but consume about 26 per cent of a11 the
commercial energy sources and 85 per cent of all traditional biomass fuels.
Each year, according to UNEP, people clear and burn 22,000 square kilometres of trees to cook food and
heat their homes. Much of the wood is made into charcoal, because charcoal weighs little, burns hot and
slowly and is easily broken up into manageable, burnable pieces. This process, however, wastes 70 per cent
of the energy of the wood. According to UNEP estimates, if this waste continues, nearly three billion people
will be short of the fuel they need by the year 2000.
Sources of renewable energy
• Water power
• Wind
• Solar
• Bio mass/gas
5.3 Main Energy Consumers
Facts about: Gasoline and diesel driven M/c
Motor cycles, cars, trucks etc.
Electrical M/c:
E.g. washing machine, refrigerator, Air Con machine, late machine, drilling machine, compressor, fan etc.
Remarks:
Each and any M/c has a label were the energy consumption kw/h (kilowatt per hrs) is mentioned. The kw/h x
energy prize gives you the cost per unit. If label is not existing, look in the operating manual, which is attached
when you buy the machine.
5.4 Products and their Energy Requirements
The "ecological backpack" is defined as the material density per performance that means the resources
needed over the life cycle of a product. Here some examples:
• For 10g gold you need to move 3.5 tons of minerals
• For 3 billion tons hard coal you have 15 billion mining debris and water additional to this
there are 10 billion tons CO2 emission
• Production of 1 liter beer you need 20 liter water
• Production of 1 ton steel you need 25.000 liter water
• Production of 1 ton plastic materials you need 500.000 liter water
• Production of 1 ton paper (for writing) you need 1.000.000 liter water.
"Energy balance" means the relationship between the existing energy and the input energy in calories:
• For 1 calorie beef you need input of 30 calories (1:30).
• Greenhouse vegetable have a factor 500−100:1
• Potatoes have a factor 1:2
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• One fax−letter versus a letter via post have a factor 2−10 depending of the usage of a fax
(factor 10 if you sent 50 faxes per day)
• An e−mail has a factor 1: 1000
• A yogurt from a supermarket makes a travel (Germany) of 3.500 km and you have to add
4.500 km which comes from basic material from subcontractors (corn flower, wheat flower.).
The African Energy Research Institute conducted a study that showed that Kenyan hornes could save 10 per
cent of their energy use by shutting down machinery that was not in use.
Key Facts
• An estimated 72 per cent of world commercial energy use is in the developed world,
compared to 28 per cent in the developing world.
• People rely more on biomass for energy than on all hydro− electric dams and nuclear fuel
plants in the world combined.
• In Africa, per capita energy consumption is only 20 per cent of the world average, according
to the World Resources Institute−
• In Europe, energy consumption is 2.3 times the global average. In the United States, it is 5.4
times the global average.
• The demand for energy in developing countries has been rising at an annual rate of 4.7 per
cent over the last 20 years.
• Over the next 30 years, the world delliand for energy will grow by 50 to 60 per cent. Most of
the increase will collie from developing countries as they seek to industrialize, raise standards
of living, cope with urbanization and attend to the needs of expanding populations.
• The developing world's share of carbon dioxide emissions could increase from 26 per cent
in 1985 to 44 per cent by 2025.
• According to the World Resources Institute, as much as 25 per cent of the energy used in
the developing world could be saved with investments that would pay for themselves in two
years.
Instruction for the training sequence:
Media
Method
OH Transparency Type and principles of
conventional energy production
Question Techniques:
• What do you know
about….?
• What Type of energy
you know?
• Where comes the
electricity from?
Video clip no. 3
Show video
Student teacher
discussion
OH Transparency: Renewable Energy
Approximately time
requirement (min)
10
25−30
10
10
OH Transparency: Facts about…
presentation
10
Sample from household or workshop, task:
identify power consumption
Group work
20
14
Each group present their
result
10 each (30)
Black board if necessary
Summarize discussion by
instructor
15
Quality check: question bank
Test
30
Total time
145 = 3 hrs
Roof−Top PV Grid Connected Demonstration Project
WORKSHEET FOR EXERCISE 3, (GROUP TASK):
Purpose: The participants know at least 5 major energy consumers.
List 5 major energy consumers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
WORKSHEET FOR EXERCISE 4:
Purpose: To familiarize the participants with the limited energy resources in our world.
Select two electrical devices or others and check their energy consumption. Calculate the costs and think
about how to improve the situation (reduce energy) if you were the producer. E.g. a washing M/c consume
also water check the consumption in the operation manual. Present the result to the audience.
15
Notes:
Principles of Energy Production:
6. Water
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Key note: Fresh water, rain, ground water, waste water, industrial water, coastal water, purification of water,
health.
The human being can survive weeks without eating anything but only 4−6 days without drinking anything. Our
organism is 3/4th made out of water. The daily requirement of water for a human body is 2,5 − 3,5 liters.
Vegetables and fruits contain 90% water. However, 97% of the water in the world (1.4 billion cubic meters) is
not drinkable because it is maritime water (saltwater). The remaining 3% freshwater is mostly bond in form of
ice (poles and glaciers). The remaining water for consumption and agriculture is only 0,3 %! The fresh water is
continuously used and in circulation. The water quality decreases when circulating. Water has to be purified
before consumption is possible. Problems are nitrates and phosphates (from fertilizers). The body converts
nitrate in nitrite which is particularly dangerous for babies (nitrites are considered as resistors when
transportation of oxygen in the blood takes place). Without oxygen in the blood we will die slowly.
6.1 Fresh Water
The challenge
Sheer population numbers present the region with the major challenge of ensuring adequate, quality water
supplies for domestic and agricultural use, without compromising ground water resources.
The facts
16
• E.g. in Germany 1950 the consumption of water/head was 85 liter. Today the average
consumption is 145 liter. Besides this 26 billion water are necessary for power stations as
cooling water.
• Water supply is a serious problem in the region. Already at least one in three Asians has no
access to safe drinking water.
• Massive withdrawals from rivers, lakes and underground reservoirs in several countries
have led to an imbalance between water supply and demand. There is critical competition
and conflict between sectors − between irrigation for agriculture and other end−users. In the
Mekong River catchment demand is expected to exceed water supply by 2020.
• In many places water tables in under−ground aquifers have sunk, leading to land
subsidence and saltwater intrusion. Arsenic contamination has become a serious problem in
Bangladesh and Burma.
• Asia's rivers typically contain four times more suspended solids and three times more
bacteria from human waste (faecal coliform) than the world average, surpassing levels
recommended by the OECD by 10 to 20 times.
• Pollution in the form of organic matter, pathogenic agents, and hazardous and toxic waste
are also responsible for serious environmental and health problems.
• Removal of riparian vegetation, sedimentation, siltation and unsound dam construction bring
economic as well as environmental costs, through lost production and the need for control
and remedial measures.
6.2 Marine and Coastal Environment
The challenge
To maintain the richness of marine resources in a region, which has a longer coastline than any other region
and intense pressures from urban population growth along the coast, fisheries development, and habitat loss.
Most of the pollution is coming from industrial waste like NOx, Dioxin, Mercury, and Cadmium and Lead.
The facts
• Sixty per cent of the people living in Asia and the Pacific are coastal dwellers yet the
resources they depend on are deteriorating at an alarming rate.
• Eighty per cent of the region's coral reefs are at risk from coastal development, pollution,
over−exploitation and cyanide and dynamite fishing.
• Only a third of the original mangrove forests remain, claimed for settlements− industrial
areas or tourist resorts, chopped for wood chips or firewood, or converted into shrimp farms.
• The flow−on effects of increased sedimentation and nutrients, as well as destructive fishing
practices, are also being feit in seagrass communities −the least−known of the region's three
major coastal habitat types −of which 20 to 50 per cent is thought to be degraded.
• Several of the region's most important fishing areas and almost two thirds of the major fish
species are now either fully or over−exploited.
• Land−based activities contribute significantly to pollution through effluent discharges from
rivers, agricultural and urban run−off, and drainage from inappropriately planned and
engineered coastal developments.
• Algal blooms (such as red tides) have become increasingly common in the last 20 years,
causing economic losses and human morbidity.
• Stratospheric ozone depletion and climate change may also take their toll on oceans and
seas. Massive bleaching of corals was reported throughout the tropics in the spring of 1998,
17
including reefs in the Indian Ocean, linked to an increase in sea surface temperature of 1°
Celsius.
The Circulation of Water
Instruction for the training sequence:
Media
Method
Approximately time
requirement (min)
3 Glasses of water (different pollution
grade)
Present and ask if they (trainees)
can see something.
What is the difference…..?
Color?
Sediments?
Smell?
Taste? (careful!)
10
Exercise: Importance of water,
Classification of water
Exercise sheet and discussion
10
Information Freshwater Coastal water
OH−transparency
Presentation
5
Show video
Video No. 1
25−30
Total time
50 = 1,0 hrs
Reference literature:
− Taking Action; Environment Guide for You & Your Community, 1995, UNEP
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− UNEP IN THE REGIONS
− Faktor Vier, von Weizsaecker, Lovins, 1997 Knaur Verlag
7. Earth
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Key note: Biosphere, population growth, food supply, consumption
The area of some thousand meters above the earth and some meters earth and water beneath our feet this is
called the biosphere. In the height of 20 kilometers we would freeze before we would recognize that we
cannot breath any more. And in the depth of 100 kilometers the temperature of our globe is approx. 3000° C.
It is only a very small layer which gave us live and which can be used by human being. Our earth contains
mineral resources, filters the rainwater, store ground water, produces the humus layer and offers lebensraum
(biosphere)to plants, animals as well as human beings
The challenge
In this populous region, the major challenge is to ensure sustainable development for all in a healthy
environment.
The facts.
• In Asia and the Pacific some 60 per cent of the world population depends on 30 per cent of
its land area;
• Approximately 214 million hectares of cropland, 37 per cent of today's cultivated area, has
been damaged by agricultural mismanagement during the last half century. About 13 per cent
have suffered irreversible degradation −an area equivalent to the size of India and Iran
together. This equates to a loss of potential grain production capable of feeding 650 million
people. Dramatic examples of this process of degradation can be seen in the encroachment
of desert in Western China, India and Pakistan, and dust problems in the two Koreas and
Japan;
• Asia has 13 per cent of the world's forestland, which is shrinking at 3.6 million hectares (1.2
per cent) per year. Among the tropical regions of the world, Asia and the Pacific has the
fastest rate of deforestation, the most rapid rate of commercial logging and the highest
volume of fuel wood removals;
• Increasing habitat fragmentation has depleted the wide variety of forest types that used to
be the main source of food, medicine and income for indigenous peoples;
• Degradation has also made forests more vulnerable to uncontrolled fires, such as those in
Indonesia, which caused months of choking haze throughout the South East Asian region in
1997 and 1998;
• The Asian and Pacific region boasts a rich biodiversity −with over 40 per cent of the world's
species of fauna and flora. But more than 10,000 higher plant species and over 3,000
vertebrate animal species in the region are threatened;
• Protected area systems in the region are limited in extent and constitute on I y 5 per cent of
the total area, with many important habitats either not represented or under−represented.
Instruction for the training sequence:
Media
19
Method
Approximately time requirement
(min)
OH Transparency: Information
Question Techniques:
• What do you know about….?
10
Student teacher discussion
10
OH Transparency: Facts
about…
presentation
10
Black board if necessary
Summarize discussion by
instructor
15
Total time
45 = 1,0 hrs
Reference literature:
− Taking Action; Environment Guide for You & Your Community, 1995, UNEP
− UNEP IN THE REGIONS
− Faktor Vier, von Weizsaecker, Lovins, 1997 Knaur Verlag
− Status Report Cleaner Production in Asia Pacific 1998, UNEP
− Ecodesign Manual, UNEP
− Life Cycle Assessment, What is it and How to do it, UNEP
− Technical Report Series No. 10: Hazardous Waste Policies and Strategies, UNEP
8. Waste
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Key note: Types of waste, household waste, hazardous waste. Handling, storage, transport and disposal of
waste.
The challenge
The major challenge for the region is to manage accelerating urban growth and ensure healthy living
environments in the megacities of the region.
The facts
• The region's urban population of 1.4 billion is expected to swell to 2.2 billion by 2020, adding
pressures to resources such as land, forests and water.
• With housing, transport and infrastructure such as water supply and sanitation, already
overstretched in many of the region's cities, the quality of life is likely to decline for many
residents.
• Rising incomes and consumerism have also brought about a dramatic increase in sol id
waste in the region, particularly the use of more non−compostable materials like plastic and
paper. Much domestic waste goes untreated, contaminating groundwater and contributing to
various health risks. The disposal of increasing amounts of hazardous waste from
manufacturing, health−care facilities, nuclear power and fuel−processing plants is also a
problem. This is compounded by imports of hazardous waste from developed countries,
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estimated at 3.5 million tons between 1994 and 1997.
• Increasing numbers of vehicles are major contributors to deteriorating air quality as well as
growing traffic congestion. Of the 15 cities in the world with the highest levels of totally
suspended particulates (TSP) in the air, 12 are located in the region. Asia also has six of the
15 cities with the highest levels of sulphur dioxide, three to four times above levels
recommended by the World Health Organization.
8.1 Household waste
Waste disposal is ending either in our earth or we burn it. Toxic materials penetrate the deeper earth layers
and might become dangerous for the groundwater.
As everybody knows households produce a certain amount of waste every day. Just look at the typical waste,
which is generated: food waste, newspapers, yard waste, plastic bags, steel scrap (construction). The waste
we dispose of improperly handled can add to the waste of our surroundings, whether city, beach or forest.
Moreover, garbage is piling up around the planet.
RECOMMENDED SUBSTITUTES FOR COMMON HOUSEHOLD PRODUCTS
House plant
insecticides
Soapy water on leaves and ladybugs, hand picking
Chlorine bleach
Diluted solution
Toilet−bowl cleaner
1/2 cup bleach diluted with water
Air freshener
Set lemon juice out in an open dish; light incense sticks
Disinfectants
Soap and water
Window cleaner
Two tablespoons of lemon juice in one liter of water; rub moist newspapers on
glass
Mothballs
Spread newspapers around closets
Cockroach spray
Chopped bay leaves and cucumber skins
Scouring powder
Salt and baking soda can both clean and disinfect
Drain cleaner
Pour boiling water or hot water plus 1/4 cup baking soda down drain
Metal polisher
Lemon and mild detergent
Face cleanser
Mix equal quantities of lemon juice, honey and milk and apply on one's face
Face bleach
Juice of radish
Lemon (or lime) juice and its skin are very effective and useful as cleaners, preservatives, and flavor
enhancer. Use of lemon should be encouraged and enhanced.
8.2 Hazardous waste
Toxic waste: chemicals, pesticides, batteries, and insecticides in
Hazardous substances in household products:
Household products
Chemical substances
Cleaners
Aromatic hydrocarbons, acids, alcohol
Detergents
Linear alkyl sulphonate, phosphates
Disinfectants
Formaldehyde, phenol, turpentine
Paints
Esters, glycol, arsenic
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Aerosols
Chlorofluorocarbons (CFCs), aliphatic hydrocarbons, aromatic
hydro−carbons
Medicines
Various chemicals
Pesticides
Lead, cyanide, arsenic, chlorinated hydrocarbons
Cosmetics
Formaldehyde, boric acid, acetone, glycol
Stationery
Lead, formaldehyde, glycol
Food additives
Aspartame, tannin, sulfite, nitrites, quinine, caffeine, saccharin,
monosodium glutamate
Improper utensils and food
containers
Lead, mercury, arsenic
Instruction for the training sequence:
Media
Method
Approximately
time requirement
(min)
OH Transparency
Question Techniques:
• What do you know about….?
• What Type of waste you know?
10
Video clip no. 5
Show video
30
Introduction to field trip
lecture
10
Field trip make pictures foto or video
Group work:
Task: Elaborate how the waste is treated
in your home or in our workshops
30
a) handling (container)
b) stored
c) disposed
Flip Chart or black board
Present of results by students
10 (30)
Video no. 6
Shoe video Discussion
25−30
OH Transparency:
Types of Waste
presentation
Sample from household or workshop,
task: identify type of waste at home
Home work
10
Each group present their result
10 each (30)
Black board if necessary
Summarize discussion by instructor
15
Quality check: question bank
Test
30
Total time
185 = 4 hrs
Reference literature:
− Taking Action; Environment Guide for You & Your Community
− International Environmental Law Aiming at Sustainable Development
− Status Report Cleaner Production in Asia Pacific 1998, UNEP
− Life Cycle Assessment, What is it and How to do it, UNEP
− Environmental Good Practice in Hotels,
22
− Technical Report Series No. 10: Hazardous Waste Policies and Strategies, A Trail
− Environmental Management System Training Resource Kit
− UNEP IN THE REGIONS
− Pesticides, Human Health and the Environment, Technical Manual I, UNEP 1992
− Household Chemicals, their Safe Handling and Use, Technical Manual II, UNEP 1992
9. Reduce, Reuse, Recycle ("RRR")
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If we want to change our garbage habits we must change the way we think about garbage. Look at it this way,
what may be garbage to you may be a valuable resource (material) to someone else.
So what does "Reduce, Reuse, Recycle" really mean? And why do they come in that order?
Step one: Reduce
Reduce means to "use less" of something. This is the first step to making waste management decisions
become reducing waste at the source means less resources used and generally has immediate cost savings.
Step two: Reuse
Reuse means to use something again in its same form. If an item can be reduced for the same or a different
purpose you keep it out of the waste stream and can find cost savings be reducing the need for purchasing
another item.
Step three: Recycle
Recycle means to actually break an item down and make it into something new. This is the last step because
even though recycling means resource savings in processing, recycling still requires energy, water and often
the addition of virgin raw materials and other resources.
You can easily reduce the amount of waste generated in your area or unit by designing a waste management
program following the three R's.
Just follow the simple leading questions (steps):
1. What are all of the materials used in your area (at home, at the training center, in the canteen, at
work etc.?
2. What is the flow of the material (Where it comes from? For what do you use it? How you dispose it?
Etc.)
3. How much of the material is used per day/week/month?
Let's take a look at one material which is used in hotel as an example:
Paper is one of the largest and most expensive source of waste for a hotel. Paper is used in almost every
area and for a wide variety of purposes: photocopying and printing in the business center and administrative
areas, guest rooms, room service, restaurants, accounting, front office and on and on. And yet is made from
trees through a process which utilises a large amount of water, energy and chemicals. The trees themselves
are cut down leaving vast tracts of clear cut areas, causing soil erosion, loss of habitat, climate change and a
host of other environmental problems. So the environmental benefits of reducing paper consumption are
23
enormous.
And consider this, one of Thailand booming cottage industries is handmade paper. Handmade paper is
generally made of 100% recycled materials including recycled paper waste, cotton and other fibres. The
process uses little energy and few chemical additives. It provides employment to many particularly women.
Examine the use of paper in your area. How is the paper being used? Can you reduce or eliminate certain use
of paper? Can you use a computer for certain tasks rather than paper? Take a report for example: rather than
making copies of the report for everyone, circulate a copy by putting the names of the concerned people at
the top who check their name off as they pass it on to the next person.
Then see if there are ways that you can reuse paper. In order to do this you mast segregate the paper waste
from the rest of the garbage.
• When you toss a scrap of paper in the waste−paper basket, think about this: 40−50% of what we throw
away happens to be paper and it takes 17 trees to make a tonne of paper.
• Consider using reject print−outs from the copier and the fax machine.
• You could even write non− business letters on scraps of paper.
• You could also take your own shopping bag to the market.
• There, you've already saved a few trees from ending up in the waste−paper basket.
Finally paper waste, which was previously discarded with other garbage, can be collected and given or sold to
local handmade paper manufacturing outfit.
Reduce: Can the item be eliminated? Is it essential? Can it be reduced in size or quantity of use?
Reuse: If it cannot be eliminated, cannot it be reduced? Can it be displaced or made out of a material which
can be reused?
Recycle: Finally, once you reduced or reused the item, can it be recycled after use rater than just thrown
away?
Other ideas: Reduce of energy, reduce of plastic, proper handling of waste, oil grease etc.
Instruction for the training sequence:
Media
OH −Transparency: Concept of
RRR
Method
Approximately time requirement
(min)
Presentation and
discussion
30
Discussion
15
Total
45 = 1 hrs.
Reference literature:
− Status Report Cleaner Production in Asia Pacific 1998, UNEP
− Environmental Good Practice in Hotels,
− Technical Report Series No. 10: Hazardous Waste Policies and Strategies, A Trail
− Environmental Management System Training Resource Kit
− UNEP IN THE REGIONS
− Pesticides, Human Health and the Environment, Technical Manual I, UNEP 1992
24
− Household Chemicals, their Safe Handling and Use, Technical Manual II, UNEP 1992
− Ecotaj, Brochure from Taj Group of India (Hotels)
Project idea/Improvement Area/ Project Title (brainstorm ideas and/or fieldtrip):
No.:
Step
Activity
1
Present Condition and/or Observations and/or The
Problem
Describe your observations or the
condition in your words. A Problem is
always a negative impression or
something which is missing.
Start in your own work area!
Always question from "RRR"
Collect information and cluster.
2
Problem Analysis and/or Mind Map
(Attach separate page, if necessary)
Create a "Mind Map"!
When you do this properly, you will
experience that your team will find
already the right solution to solve the
problem.
This is important that you and the
instructors/directors knows what will
happen if we will not do this project.
3
Set Target
If you do not know where you are
going, any way will bring you any
where!
It will take the following people equipment, time, money
Calculate the project time, manpower
other resources needed.
5
Action Plan for Improvement. Plan the necessary activities
in order to achieve the target:
Nos.
Activity
Who?
Planned
Date:
Actual
Date:
5.1
5.2
6
Target/Result achieved: The result is the final status you
got through the project. Please describe this status.
Sign. (The
Team)
Date:
Date:
7
Evaluated: After a certain period (3−6 month) you check
again the result and report it to the Director
Sign.
(Instructor)
Date:
Date:
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Mind−Map
Instruction for the training sequence:
Media
Method
Approximately
time requirement
(min)
Examples, pictures, OH
−Transparencies
Show pictures, photos from training center or field
trip
10
Guidelines for brainstorming on
a flip chart
Brainstorming, fieldtrip, collect suitable ideas,
screen the ideas together with the trainees
30
Mind map
Analyse a problem
15
OH −Transparency With 7
project steps
Presentation techniques
10
(Home work)
Guide the project work, each step must be
discussed
10 (30)
Flip Chart of project work
Presentation techniques
10
Flip Charts
Final presentation of the project
135
Total 240 = 5 hrs.
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