1. LLP Programme Education for active citizenship and sustainable development in schools Study Visit 206, Dublin 13-16 may 2014 Prof.ssa Anna Maria Bevacqua Istituto U.Mursia, Carini - Italy

2. Three main points of discussion This presentation includes : A general view of the school system in Italy. A presentation of my school and the implementation of sustainable development and active citizenship in the school curriculum and activities, with a reference to the school participation to a Comenius multilateral project “Different but equal in Europe” for the assertion of the human rights and the fight against women’s descrimination. A general view of Sustainable development in Italy. Local Agenda 21 The school involvement in ecological issues and the results of a school project on waste disposal and sustainable development with a collection of the students ‘materials on the topic. (As an integration to the presentation)

3. Challenges/barriers To promote a synergetic collaboration with local environmental associations as WWF or the CNR( national Centre of researches) or Enea (a natioanal agency operating in the field of new technologies, energy and environment, aiming at enhancing the research and innovations for the implementation of sustainable development in Italy) To propose an action green plan for a sustainable eco-city to the Major of Carini To develop the students’ social and ecological awareness as active citizens To find potential partners for future projects

4. Example of Good practice A cross-curricular project “Expert in Waste processing” Classes IIIA, IIIB, IIIC Lyceum Subjects involved : science, physics, chemistry, English, economy, statistics, business management with a final stage in a local business enterprise Objetives: To raise awareness on ecological issues and active citizenship To enhance a wider knowledge concerning renewable energy, recycling, waste disposal…. To encourage a synergisism between the school and local agencies and university To develop cross-cultural competences to spend for labour market To increase the use of IT Methodology: Interactive and innovative approach with an active partecipation of the students Multimedial approach (songs and internet resources) Flexibility and creativeness Final Product and good practise A power point presentation of the material produced to publish in the school website To organize an exposition of the material in the school environmental corner To encourage integrated collection in my school

5. Educational System in Italy

6. Location The town of Carini stands on a hill, 181 meters above sea level, on the mountains Ericini. The town was identified with the mysterious Hyccara, who according to the legend was founded by Daedalus. Located about 26 km from Palermo and about 10 from the airport of Punta Raisi, its territory extends to the sea. The country has a rich artistic, cultural and historical heritage and it is also famous for its sites of great archaeological interest, a legacy of ancient settlements. In recent decades, the country has undergone considerable changes since the industrial development and the building expansion have radically changed its internal territorial morphology with a high rate of migrants coming from the town of Palermo.

8. Istituto d’Istruzione Superiore “Ugo Mursia” The Mursia Institute is a secondary school located in Carini and includes three different courses: A vocational Catering and Hospitality course specializing in restaurant and bar service for cooks, waiters and bartenders and tourism A science oriented -lyceum A Human Socio-Psycho-Pedagogical lyceum Our school is supplied with laboratories for chemical and astronomic studies, a kitchen laboratory, a linguistic and computer science laboratory, a reception desk for welcoming and hospitality, a big auditorium and a well equipped gymnasium. Our institution has got about 1200 students coming from a diversified social background. The school insists in a risky area with a high rate of drop- out and problems of integration of migrants and weak students, therefore our “Mission” is to enhance social cohesion, inclusion and legality.

9. Kitchen Multimedia Science Ugo Mursia’s Laboratories

10. The school and Europe: active citizenship Comenius Project: Different but Equal in Europe Comenius Project: A CUISINE RECIPE WORKS Ahead Creating a United International Scene or Innovation iN Europe: a REstaurant Company In a Proactive Environment Working On its RisKS

14. Active Citizenship

15. Sustainable development Save Nature Protect the environment

16. What’s sustainable development? For our students According to Our Common Future and the Brundtland Report, the definition of sustainable development is “meeting the needs of the present days without compromising the ability of future generations to meet their own needs” promoting environmental, economic and social well-being for today and tomorrow A Sustainable development strategy aims at improving the quality of life ensuring prosperity, environmental protection, social cohesion and inclusion A real progress integrates social, cultural, economical and political actions as inseparable and interdipendent components of the human progress Governements should be capable of promoting an integrated approach where policy-makers, education, research and finance have to play an active role for the development of all the world’s populations.

17. Active citizenship and sustainable development in the school curriculum In secondary schools students acquire competences of active citizenship as part of the curriculum in the first two years (biennio) Students are involved in environmental and ecological issues as cross-cultural competences thanks to extra- curricular projects The concepts of legality, democracy, social cohision are a priority in my school as a part of the school “Mission” Students are sensitive to environmental issues as in the local context waste disposal and management is a huge concern often due to municipal difficulties and lack of funds

18. Steps for sustainable development in Italy 1992 Rio de Janeiro Earth Summit to implement the guidelines of the Agenda 21 CIPE Inter-ministerial Commitee for Economic Planning adopted the guidelines of Agenda 21 in Italy (1993) 1994 Aalborg Strategical guidelines for sustainable development 1999 Ferrara Charter put into action the guidelines of Local Agenda 21 1999 Firenze Document promoted a new approach to local sustainability 2001 A new environmental action strategy has been adopted by CIPE for an highly integrated vision of the following priorities: - Climate - Nature and bio-diversity - Management of the natural resources and waste disposal - Quality of life in urban areas

19. Sustainable development in Italy The Environmental Action Strategy for Sustainable Development in Italy (NSDS) was developed by the Ministry of the Environment, Land and Sea, in accordance with the 6th Environmental Action Plan and the guidelines of Barcelona 2002 European Council and was approved by the Inter-ministerial Committee for Economic Planning (CIPE) on 2nd August 2002 (CIPE Deliberation n. 57 of 2nd August 2002 (available in Italian only). CIPE an Inter-ministerial body responsible for the national economic policies has the task to put into action the NSDS, with a double effect: on one hand, the integration of the environmental concerns in the decision-making processes and on the other hand, the increasing co-ordination among the three pillars of development. 2007 Implementation of the first National report to EU with the adoption of a strong co-ordination among Central Administrators and Regions, in collaboration with the Ministry for the Environment, Land and Sea.

20. Local Agenda 21 in Italy The local Agenda 21 persuits the goals of implementing social cohesion and solidariety as well as the protection of nature and environment. The Ferrara Charter following the guidelines of Aalborg and Goteborg indications, has been adopted by 288 Administrations and the number is still on the increase. In general, the concept of sustainable development and the guidelines of the Local Agenda 21 have been adopted not only by the local and national administrations but also by the common citizens so that expressions as active citizenship, protection of the environment, eco-city, pollution, climate changes, waste treatment, integrated collection have entered the daily debates with a general mobilization by the Italian citizens.

21. Active Citizenship and civil initiatives in Italy 1.400 million signatures were delivered to the Supreme Court on July 2010 calling for a referendum on the public managment of water, after the Ronchi’s Decree stated that water service and other public services as waste managment were reserved to private companies. 95% of the citizens on a referendum voted to abolish the implementation of nuclear power plants and in defence of renewable, safe and clean energy. A large movement of teachers, students from high school and university protested in 2010 against the government’s cuts in eduction and research, with hundreds of schools occupied throughout the country. Million women and men demonstrated in the streets in February 2011, to vindicate the dignity and the rights of the women and a proper legislation to fight sexual abuse and violence against the women.

22. Italian government’s priorities Adopting strategies to reduce carbon dioxide emissions to meet the European reduction targets with investments on renewable sources, energy efficiency and savings enhancing a national biodiversity strategy for the protection of the animals and the flora Promoting a new model of development centred on the enforcement of the fundamental human rights, the reduction of social inequality and a real commitment on environmental sustainability Providing incentiveness for an ecological conversion of industrial production and consumption patterns, supporting companies investing in the field of research in favour of the environment Promoting sustainable development issues and the idea of active citizenship in education and in schools

25. Make the recycling collection Try to make the recycling collection both at home and at school

26. Use your bike Don’t use private cars if you do short journeys

27. Use public transports Don’t pollute the air and use the public transport to move

28. Use glasses and plates Don’t use plastic plates and bags

29. Use biodegradable bags When you go the grocery store use biodegradable bags

30. Use eco-friendly nappies Traditional nappies’s degradation requires 500 years

31. Use low consumption light bulbs they consume 5 times less and last 10 times longer

32. Use rechargeable batteries Batteries can be recharged up to 500 times

59. Glossary Classe IIIB

60. Chlorofluorocarbons Chemical hazardous compounds widely used as refrigerants, cleaning solvents and aerosol propellants

61. Ecology The study of the relationship between plants, animals, people and their environment

62. Acid rain It is caused by acid discharged into the atmosphere from factories

63. Green peace Active environmentalist group

64. Greenhouse

65. Ozone Thin layer of triatomic oxygen that absorbs the Sun’s ultraviolet radiation

66. Pollution The contamination of water, air and atmosphere by means of poisonous chemicals and other substances

67. Biodegradable What decomposes without any special treatment and is thrown away without causing pollution

68. Overpopulation Excessive population of an area causing depletion of natural resources and environmental deterioration.

69. Melting of ice caps When a high latitude region that is covered with ice becomes smaller and slowly disappears

70. Global warming The rise in the average temperature of the earth’s atmosphere and of oceans

72. Burning plastic releases dioxins and nanoparticles, highly polluting substances for man

73. The solution is one:

74. Pretend that plastic bags do not exist: If you throw the plastic in a landfill it takes more than 1000 years before it decomposes

75. Consume local products: the transport of goods consumes oil and increases the greenhouse effect.

76. Get the sun. How? With the solar pannels.

77. Change the car: choose natural gas or gpl. And, above all, use it as little as possible

79. To store food use glass and aluminum

80. Use energy saving light bulbs: they consume 5 times less and last 10 times longer.

81. Disposable? No, thanks. Use rechargeable batteries: batteries can be recharged up to 500 times.

82. Recycling is the smartest and the most important contribution you can give to the environment

84. ”together we make the difference”

85. … a set of strategies to recover materials from waste to be re-used Classe IIIC

86. Paper GLASS ALUMINIUM PAPER AND CARDBOARD ORGANIC PLASTIC

87. Collection Pick to separate it from impure materials Pressing and Tying bales Reduction in mixture Spreading of mixture and production of these materials

88. Collection Separation of the different types of glass Crushing Which becomes a secondaryRaw material Transport in glassware Fusion and Solidification with the formation of a new container

89. Collection Separation from magnetic materials throught a separator Pressing To bales Fusion at 800° and production of ingots

90. Collection Separation From different materials Trituration And Dessication Granulation and production of new objects

91. Collection Treatment Transformation into Electrical,thermal Energy and Composting

92. Composting is a biological process that brought to the production of a mixture called compost consisting of animals or vegetal residues.

93. … reuse the raw materials, reduce waste in landfils, reduce pollution, save energy and money. Recycling…

95. Throughout most of history, the «amount» of waste generated by humans was insignificant Low population density Low exploitation of natural resources Irrilevant amount of waste Common waste produced during pre- modern times was mainly ashes and human «biodegradable waste» and these were released back into the ground locally, with minimum «environmental impact» Tools made out of wood or metal were generally reused or passed down through the generations

96. However, some civilizations do seem to have been more profligate in their waste output… Maya, for instance, used to have a fixed monthly ritual, in which the people of the village would gather together and burn their rubbish in large «dumps» An example of Maya’s dump

97. The modern era represents a time of changes: following the onset of industrialization and the sustained urban growth of large population centres, the build up of waste in the cities caused a rapid deterioration of sanitation and the general quality of urban life. industrialization Waste increasing Deterioration of the conditions of life

98. Waste management consists of different stages :  collection of rubbish  transport  disposal  managing  monitoring  recycling

99. « Waste management» usually relates to the materials produced by the human activities and the process is generally undertaken to reduce their effect on health, the environment and the quality of urban life. There are different kinds of waste materials: solid, liquid, gaseous and radioactive materials. Waste management practices aren’t equal all over the world, in fact they can differ for developed and developing countries, for urban and rural areas, and for residential and industrial producers. Management of non-hazardous waste residential and institutional waste in metropolitan areas is usually the responsibility of local government authorities, while commercial and industrial waste management is usually the responsibility of local, national or international authorities.

100. Liquid waste Gaseous waste Radioactive waste Solid Waste