Journal of Cleaner Production 13 (2005) 1107e1112

www.elsevier.com/locate/jclepro

Report of educational initiatives

Education for sustainable development and the

Young Masters Program
Kes McCormick*, Elisabeth Mühlhäuser, Birgitta Nordén, Lars Hansson,
Carl Foung, Peter Arnfalk, Mårten Karlsson, Dolores Pigretti
International Institute for Industrial Environmental Economics (IIIEE), Lund University, P.O. Box 196, SE-221 00 Lund, Sweden
Accepted 20 December 2004

Abstract

Education is the foundation for achieving sustainable development. The United Nations Decade of Education for Sustainable
Development declared from January 2005 to December 2014 demands a concerted effort to expand environmental education around
the world. The Young Masters Program (YMP) is an international education course, which utilises the Internet to connect students,
teachers, and tutors in different parts of the world. The YMP is designed for 15e18 year old students and for their teachers. It was
developed by and continues to be coordinated by the International Institute for Industrial Environmental Economics (IIIEE) at
Lund University. The focus of the Young Masters Program is preventive environmental strategies in the context of sustainable
development. More than 2300 students and teachers in 109 countries have participated in the Young Masters Program since 1998.
Ó 2005 Published by Elsevier Ltd.

PACS: Education 01.40; Environmental studies 89.60

Keywords: Education; Sustainable development; Environmental education; Eco-schools; Green schools; Education for sustainable development

1. Introduction Industrial Environmental Economics (IIIEE) at Lund

The world is facing immense environmental and
sustainability challenges in terms of climate change,
water and air pollution, mountains of waste, and
diminishing biodiversity. High schools are places where
students and teachers share knowledge, learn skills, and
shape values. Developments in information technology
and the internet open up possibilities for communi-
cation and interaction around the world to develop
global networks on the environment and sustainable
development.
The International Masters Program in Environmental
Management and Policy at the International Institute for
* Corresponding author. Tel.: C46 46 222 02 00; fax: C46 46 222
02 10.
E-mail address: kes.mccormick@iiiee.lu.se (K. McCormick).
University in Sweden has provided the foundation for
the development and implementation of the Young
Masters Program (YMP), which is designed for the
students between the ages of 15 and 18 years. The YMP
is an international education course on preventive
environmental strategies, which utilises the internet to
connect students, teachers, and tutors in different parts
of the world.
This paper begins with a discussion about the United
Nations (UN) Decade of Education for Sustainable
Development; briefly introduces the IIIEE and high-
lights activities in research, education, and outreach;
describes the content and structure of the YMP;
evaluates the positive outcomes of the YMP and further
challenges; and concludes with some reflections on both
the YMP and Education for Sustainable Development
(ESD).

0959-6526/$ - see front matter Ó 2005 Published by Elsevier Ltd.

doi:10.1016/j.jclepro.2004.12.007
1108 K. McCormick et al. / Journal of Cleaner Production 13 (2005) 1107e1112

2. Expanding Education for Sustainable develop and implement environmental education pro-
Development (ESD) grams for all of their students.

Education is crucial to expand understanding, skills,

3.1. Design of the Young Masters Program (YMP)
and motivation to shift society towards sustainable
development [1,2]. The UN Decade of Education for
There are three parts in the YMP spread over
Sustainable Development declared from January 2005
approximately 20 weeks (see Box 1). Students and
to December 2014 is an opportunity to continue
teachers devote between 2 and 4 h each week on the
building the foundations for sustainable development.1
YMP. Part 1 is dedicated to the study on environmental
Commitments to sustainable development agreed to
problems, nature, ecology and biodiversity, and sustain-
by countries around the world rely on education to
able development. Part 2 is focused on the concepts and
mobilise people, organisations, and governments to alter
approaches of preventive environmental strategies. Part 3
both policies and practices [1,2].
involves project work to apply the learned concepts to
ESD is more than education about sustainable
real situations.
development. It is increasingly recognised that rather
than focus on the transfer of knowledge, ESD needs to
enhance the capacity of individuals and organisations to
change [1,2]. Learning about how to influence systems
and participate in decisions are the underlying goals of Box 1. Content of the Young Masters Program
ESD. The audience is both adults and youth from all
Part 1 e Introduction to environmental issues
parts of the world and across all sectors of the society.
(topics)
To put it simply, all people need to critically examine the
ways of thinking, living, and working. - What is nature?
- What roles and impacts do humans have
upon nature?
- What are ‘Ecology and Biodiversity?’
3. Developing the Young Masters Program (YMP) - What is meant by ‘Sustainable Develop-
ment?’
The IIIEE was established based on research, educa-
tion, and outreach.2 In terms of education, the IIIEE has Part 2 e Preventive environmental strategies
a respected International Masters Program in Environ- (topics)
mental Management and Policy with an alumni network
- Who are the main actors in the society?
of 298 people spanning 72 countries. Research concen-
- What can consumers do about environ-
trates on the identification of viable strategies to bring
mental problems?
about sustainable development and the challenges facing
- What is ‘Design for the Environment?’
economic, technological, and social systems. Outreach
- What is our role in societal ‘Production and
shifts attention to interactions and collaborations with
Consumption?’
industry, government, and society. Outreach is a defining
mission of the IIIEE based on the assumption that
Part 3 e Project work (examples)
sustainable development requires action.
Since 1998, the IIIEE has worked with environmental - Discuss the impacts of different energy
education of students between the ages of 15 and 18 years sources (coal, natural gas, bioenergy, so-
through the YMP. Adapted from the International lar, wind, etc.) and how you can save
Masters Program in Environmental Management and energy at your school.
Policy, the YMP focuses on preventive strategies to - Select a product that you buy and analyse
environmental problems in the context of sustainable the impacts during production, use, and
development. More than 2300 students and teachers in waste. Suggest changes in the life cycle to
109 countries have participated in the YMP. The make the product more environmentally
underlying objectives of the YMP are: (1) to provide friendly.
students with knowledge, skills, and insights on envi- - Visit a national park and analyse the impact
ronmental and sustainability challenges, and (2) to bring of tourism. Take pictures of dustbins,
teachers into the learning process so that schools rubbish, buildings, etc. Give suggestions
1
about how to improve the environmental
Visit http://www.gdrc.org/sustdev/un-desd/ for information on
the UN Decade of Education for Sustainable Development.
management of the park or of your school
2
Visit http://www.iiiee.lu.se/ for information on the IIIEE at Lund and community.
University in Sweden.
 K. McCormick et al. / Journal of Cleaner Production 13 (2005) 1107e1112
Fig. 1. Structure of the Young Masters Program.
The YMP utilises the internet to connect students,
teachers, and tutors in different parts of the world. The
pedagogy behind the YMP promotes multi-disciplinary
teaching and thinking on environmental and sustain-
ability challenges. The YMP also involves a combination
of activities, including interactive presentations on
a CD-ROM, studies in the classroom, excursions in
the field where students become involved with pre-
ventive environmental strategies, and discussion via the
internet (see Fig. 1). The activities described are repeated
through each year’s YMP.
The YMP encompasses the Global Environmental
Youth Convention (GEYC) and the Young Masters
Program in China (YMPiC). The GEYC is organised
every 2 years culminating in conventions where students
and teachers from different parts of the world are able
to meet and share experiences. The YMPiC recruits half
of the participants from the Chinese Green Schools
Program and the remaining half from a variety of
countries. The IIIEE plans to expand the YMPiC each
year, so that by 2008 over 10,000 students will
participate [3,4]. Finally, there are plans to organise
the GEYC at the ‘Green’ Olympics in Beijing in 2008
(see Fig. 2).
Fig. 2. Timeline of the Young Masters Program.
1109
3.1.1. Global Environmental Youth Convention
(GEYC)
The GEYC is an opportunity for students and
teachers concerned about the environment and sustain-
able development to gather and share results of the
project work from the YMP. The GEYC is organised
every 2 years with meetings so far in Lund, Sweden in
2000, Turin, Italy in 2002, and Alexandria, Egypt in
2004 (see Box 2). Next time, in 2006, GEYC will be held
in Dubai, UAE on holding the GEYC for 2006 in
Dubai, UAE. There are ambitions to expand coopera-
tive efforts on environmental education in North Africa
and the Middle East. The organisation for 2008 is
moving ahead with the commitment to hold the GEYC
at the ‘Green’ Olympics in Beijing, China.3
3.1.2. The Young Masters Program in China
(YMPiC)
The Centre for Environmental Education and Com-
munications (CEEC) of the State Environmental Pro-
tection Administration (SEPA) of China has agreed to
recruit participants for the YMPiC from the Chinese
Green Schools Program (see Box 3). There are 16,000
certified schools working towards the objectives of the
Chinese Green Schools Program, which involves stimu-
lating environmental education and awareness in
schools, helping to establish effective and environmen-
tally friendly management practices, improving the
environment on campuses, and cultivating a culture
that encourages environmental protection among teach-
ers, students, and parents.4
3.2. Outcomes of the Young Masters Program
(YMP)
The evaluations of the YMP have involved surveys of
teachers and students (especially in China and Egypt) as
well as discussions with staff from participating organ-
isations, including the CEEC of SEPA, the Foundation
for Environmental Education, and Caretakers of the
Environment International, among others. The evalua-
tions show that there are positive outcomes for students,
teachers, and schools, which include expanded environ-
mental knowledge, improved communication skills,
engagement in extra-curricula environmental activities,
extensive international friendships, and enhanced com-
puter skills.
3
Visit http://en.beijing-2008.org/ for more information on the
‘Green’ Olympics in Beijing, China.
4
Visit http://www.chinaeol.net/greenschools/ for more information
on the Chinese Green Schools Program and visit http://www.eco-
schools.org/ for more information on the International Eco-Schools
Program.
1110 K. McCormick et al. / Journal of Cleaner Production 13 (2005) 1107e1112
Box 2. Background on the Global Environmen-
tal Youth Convention
Lund, Sweden in 2000
Participation: The inaugural YMP attracted the
participation of approximately 750 students
from schools in over 100 countries around the
world. From the 15 to 19 June 2000 more than
550 students, along with 200 teachers, gath-
ered for the GEYC in Lund, Sweden.
Theme: The theme was Global Environmental
Issues from a multi-disciplinary perspective
and discussed in terms of preventive environ-
mental strategies.
Partners: The main partner for the GEYC was
Caretakers of the Environment International.
Turin, Italy in 2002
Participation: From the 29 June to 3 July 2002
the GEYC was organised in Turin, Italy attract-
ing 350 students and teachers.
Theme: The theme was Sustainable Mobility
and Information Communication Technology
in the framework of preventive environmental
strategies. With society moving from the ‘In-
dustrial Age’ to the ‘Information Society’ the
theme encouraged considerable discussion
among the students.
Partners: The main partners for the GEYC were
Caretakers of the Environment International
and the Italian Consortium for Research and
Education, which is composed of research
institutions, entrepreneurial organisations, and
industrial companies.
Alexandria, Egypt in 2004
Participation: On the 11e15 September 2004
the GEYC was in Alexandria, Egypt. The GEYC
was the culmination of the YMP for approxi-
mately 750 students from around the world.
Theme: The theme of the GEYC was Environ-
ment, Culture, and Peace, both nationally and
globally.
Partners: The main partners for the GEYC were
the Bibliotheca Alexandria, the Arab Academy
for Science and Technology, and the Swedish
Institute in Alexandria. There are discussions to
expand cooperative efforts on environmental
education in North Africa and the Middle East.
3.2.1. Environmental knowledge
The International Masters Program in Environmen-
tal Management and Policy at the IIIEE provides the
foundations for the YMP. Participants in the YMP,
Box 3. Background on the Young Masters
Program in China
1st YMPiC in 2003
Participation: In 2003 over 100 students in the
Chinese Green Schools Program and 100
students from countries around the world
participated in the YMPiC.
Training: Before the start of the YMPiC in
February 2003 a group of 30 teachers from the
participating schools in China were trained in
Beijing by the authors of this paper.
Seminar: In December 2003 staff from the
CEEC of SEPA along with teachers and head-
masters from the Chinese Green Schools Pro-
gram visited Lund, Sweden to take part in
a seminar. Teachers and headmasters from
schools in Sweden as well as representatives
from the Foundation for Environmental Educa-
tion and staff from the IIIEE also gathered at the
seminar to exchange views, opinions, and
experiences regarding environmental educa-
tion and the prospects for cooperation between
the Chinese Green Schools Program, the In-
ternational Eco-Schools Program, the Founda-
tion for Environmental Education, and the IIIEE.
2nd YMPiC in 2004
Participation: In 2004 over 300 students in the
Chinese Green Schools Program and 400
students from 26 countries around the world
participated in the YMPiC.
Training: Prior to the start of the YMPiC in
February 2004 a group of 30 teachers from the
participating schools in China were trained in
Beijing by the authors of this paper.
Seminar: In July 2004 the CEEC of SEPA
organised the International Seminar on Green
Schools in China. Arranged in Taizhou, China,
the seminar attracted teachers, students, and
a variety of organisations working with envi-
ronmental education from several countries
around the world, including Sweden, Australia,
Germany, Spain, South Africa, India, Korea,
and Ireland, among others. Presentations and
discussions on the YMPiC were prominent.
including both students and teachers, improve aware-
ness and understanding of sustainable development,
and most importantly, how to develop and implement
preventive strategies to respond to environmental
problems in the context of sustainable development in
their own communities and regions.
 K. McCormick et al. / Journal of Cleaner Production 13 (2005) 1107e1112
3.2.2. Communication skills
The working language in the YMP is English, and for
most students using English is both a challenge and an
opportunity to improve. However, the YMP is much
more than expanding the participant’s language skills, it
involves communication and discussion of environmen-
tal and sustainability ideas, concepts and tools. Students
expand their capacity for critical thinking and learn how
to clearly express opinions and arguments about why
and how to make the transition from unsustainable to
sustainable societies.
3.2.3. Extra-curricula environmental activities
The YMP actively encourages teachers to take
students on excursions in the field. Interactions with
individuals and organisations are intended to help
students to learn and understand about environmental
problems. Within the school, students often speak with
the headmaster and the janitor to gather information
about how the school is managed and operated. Students
also meet people in the local community and staff at the
local municipality to learn about local campaigns
designed to address local environmental challenges.
3.2.4. International friendships
Participants from all over the world take part in the
YMP. The students in the YMP are able to communi-
cate via the internet with people from different countries
and may have built lasting, long-distance friendships.
The opportunity for them to discuss environmental
issues and sustainable development in the context of
different cultures and countries encourages students and
teachers to participate in the YMP.
3.2.5. Computer skills
The YMP utilises the power of information technol-
ogy and the internet. Both teachers and students have
the opportunity to improve their computer skills from
participating in the YMP. Furthermore, the emphasis in
the YMP on moving from the ‘Industrial Age’ to the
‘Information Society’ is intended to encourage students
to think critically about information technology and
environmental issues.
3.3. Challenges for the Young Masters Program
(YMP)
The IIIEE is facing challenges to develop global
networks on the environment and sustainable develop-
ment. The ambition is to deliver the YMPiC to over
10,000 students in China and around the world in
conjunction with the GEYC at the ‘Green’ Olympics in
Beijing in 2008. The IIIEE needs funding and support
during the UN Decade of Education for Sustainable
Development to expand and to promote the YMP,
globally. The barriers to overcome for the YMP include
1111
language difficulties, time scarcity, integration issues,
and technical complications.
3.3.1. Language difficulties
The use of English as the working language is
challenging for some teachers and students. The pre-
sentations on the CD-ROM in the YMP are continually
improved through editing text, adding images to illustrate
the text, possibilities to click on the text and listen to
spoken English, and expanding the glossary. For the
YMPiC, the plan is to provide translations in Chinese to
facilitate learning in China. There are also discussions
about the development of the YMP in Spanish and
Arabic.
3.3.2. Time scarcity
It is important to appreciate the pressures on students
and teachers. There are often considerable workloads
for students completing regular studies. The IIIEE
attempts to make learning fun in the YMP by putting
the emphasis on discussion and excursions in the field,
rather than upon creating more teaching and assign-
ments. The YMP challenges students in innovative ways
to enhance critical thinking.
3.3.3. Integration issues
Students, parents, teachers, and headmasters need to
see clearly how the YMP activities can be integrated
with their other school activities and thereby offers
a unique, international environmental learning experi-
ence. The YMP acts as a catalyst for environmental
education in schools giving teachers the freedom to
shape it to their specific needs and circumstances.
3.3.4. Technical complications
The YMP relies on the internet for students, teachers,
and tutors in different parts of the world to communi-
cate. Unfortunately, there are occasionally technical
problems that hinder the YMP. There is also the ‘Digital
Divide’ where schools have insufficient funds for
information technology or access to the internet.
4. Conclusions
This paper describes the development of the YMP
and highlights positive results from past programs and
looks to future challenges. The experiences from the
YMP, especially in China and Egypt, suggest that many
students, teachers, and headmasters of schools are
enthusiastic: (1) to participate in environmental educa-
tion that is international and interactive, and (2) to learn
more about preventive environmental strategies in the
context of sustainable development. The UN Decade of
Education for Sustainable Development is a window of
opportunity to expand environmental education around
1112 K. McCormick et al. / Journal of Cleaner Production 13 (2005) 1107e1112
the world. However, a concerted effort is needed to leap
through the window and grasp the opportunity!
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www.unesco.org/education/esd/.
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