JUMP! Training for Change

Technik ohne Vision ist wertlos, Vision ohne Technik ist wirkungslos

Technology without vision is worthless, Vision without technology is ineffective

J U M P! …

J U M P! …

… ist ein Train-the-Trainer-Projekt im Bereich ökologisches Bauen. Es will Technik und Vision zu etwas Größerem verbinden: Nachhaltigkeit – Ganzheitlichkeit – Menschlichkeit.

… is a train-the-trainer project in the field of ecological building. It aims to combine technology and vision into something greater which is sustainable, holistic, and humanistic.

Want the Change

Want the Change

In puncto Technik baut das Projekt JUMP! auf den über Jahrzehnte erarbeiteten Fertigungsmethoden im Strohballenbau und im Earth Building auf; beide Bauweisen werden in ECVETzertifizierten Trainings gelehrt. Im Fokus stehen der Einsatz nachhaltiger, baubiologisch vorteilhafter Materialien, Ressourcenschonung, erneuerbare Energien, Solararchitektur …

In terms of technology, the JUMP! project is based on the manufacturing methods developed over decades in straw bale and earth building.

Both methods of construction are taught in ECVET-certified courses. The attention is focused on the use of sustainable, biologically beneficial materials, conservation of resources, renewable energy, solar architecture …

Join the Change

Join the Change

Die Vision fügt dem das Attribut „ganzheitlich“ hinzu und bestimmt Werte auf der immateriellen Ebene. „Probleme kann man niemals mit derselben Denkweise lösen, durch die sie entstanden sind“ (A. Einstein) bedeutet: Eine Veränderung des Systems ist nur möglich durch eine Veränderung der Grundlagen des Systems.

The vision adds the attribute “holistic” and specifies values at the intangible level.

Albert Einsteins word “Problems can never be solved with the same way of thinking that created them” means: to change a system

Kooperation statt Konkurrenz, Mitbestimmung, ein Ende von Profit als oberstem Ziel des Wirtschaftens auf der Basis des gefährlichen Mythos vom ewigen Wachstum – der Fokus liegt auf dem Gemeinwohl.

Cooperation rather than competition, co-determination, an end to profit as the paramount economic objective based on the dangerous myth of eternal growth – the focus lies on the common good.

Be the Change

Be the Change

Für einen so fundamentalen Paradigmenwechsel bedarf es wahrlich eines mutigen JUMP! Damit auch dieser selbst nachhaltig ist, fließen alle erworbenen Kompetenzen, Kenntnisse und Fähigkeiten in die Ausarbeitung eines

For such a fundamental paradigm shift, you really need a brave JUMP! To make this truly sustainable, all acquired competences, knowledge and skills contribute to the creation of a

Lernen ist Entwicklung und Veränderung.

Lernen ist menschlich!

Learning is development and change.

Learning is human!

Ein Systemwandel ist unumgänglich:

Lehrgangs zur erweiterten Trainerausbildung.

Teach the Change

a system change is inevitable.

course for extended training of trainers.

Teach the Change

Fédération Ecoconstruire –The lead partner of the project is the umbrella organization of the French eco-construction training organizations.

Fédé represents, harmonizes training methods, accredits training organizations and is responsible for nationally valid training certificates.

JUMP!ers are: Lydie Didier, Camille Melquiond, Julien Cerri, Agnès Lapouge AsTerre –The association of French earth builders has been responsible since 2006 for communication, cooperation and exchange of knowhow of relevant (inter)national stakeholders.

JUMP!ers are: Luc Van Nieuwenhuyze, Sylvie Wheeler, Grégoire Paccoud ASBN –The Austrian Strawbale Network documents, researches, develops and advises on straw bale building – since 1998. Operator of one of the world’s largest information and network websites, active training organization.

JUMP!ers are: Herbert Gruber, Helmuth Santler, Florian Steinleitner, Karin Julia Haas BiWeNa –The “education workshop for sustainable development” develops advanced vocational training on ecological building and sustainable development in general.

JUMP!ers are: Dittmar Hecken, Michael Fischer

ArTUR – Since 2001 , “architecture for sustainable development” has established itself as top Slovak network and training organization for environmentally sound construction and renovation.

JUMP!ers are: Zuzaná Kierulfová, Marián Ontkóc, Roman Miškov EBUKI – Earth Building UK & Ireland, a partner organization of the UNESCO chair Earthen Architecture, promotes earth building since 2007 through research, information and training.

JUMP!ers are: Rowland Keable, Tom Morton, Louise Halestrap Stiftelsen Johannesdalsinitiativet –The Swedish initiative aims to protect and promote the inner, intangible values of people and to activate and develop their creative abilities. Their main instrument: Tilitsverket – the trust agency.

JUMP!ers are: Anders Freudendahl, Johannes Riesterer, Patrick Kratt RFCP –The French straw bale building network, a non-profit organization with about 500 members, promotes this type of construction since 2006 mainly by education. Europes first provider of professional training.

JUMP!ers are: Dirk Eberhard, Pierre Pintard, Damien Grumbach

O1.1

GLOSSARY OF CONCEPTS, PRINCIPLES AND VALUES FOR TRAINING IN ECO-CONSTRUCTION So we have this big plan: Our “house” will be called “charter” and it will represent in a beautiful, creative and precise way everything we stand for, everything we are aiming at, everything that we want to change to make this world a better place.

Feels a lot like the Earth Charter, only this one, the result of 6 years of work consulting the brains of millions of people, expressively takes it to the global scale and "seeks to inspire in all peoples a sense of global interdependence and shared responsibility for the well-being of the human family, the greater community of life, and future generations.”

European Charter for Solar Energy in Architecture and Urban Planning,

The Agenda 21 we could call the contract version of the Earth Charter: It’s what the 178 signatory states agreed upon in the Earth Summit of 1 992 (officially: UN Conference on Environment and Development). Unfortunately, ignoring or breaking this “contract” is not sanctioned in any way. The agenda’s sequel, the Agenda 2030, is toothless in that sense as well, but naming 1 69 specific targets to accomplish 1 7 “global goals for sustainable development” makes it certainly harder to argue if you are part of the ones still steering our lifeboat in the wrong direction.

The next on our list of “founding fathers and mothers” speak for themselves: “We, signatories of the Ecobâtir charter, express our desire to respect, in the act of building, the logic of the living and the cordial bonds existing between the human being and nature.”

The Economy for the Common Good ’s answer to why that is: It’s all about money. “Our current economic system is on its head. Money has become an end in itself rather than a means for what really counts: a good life for all.”

How to begin? It’s obvious: foundations have to be done. Luckily for us, a lot of inspired people have done a lot of groundbreaking work already and came up with tons of ideas on principles and values on ecoconstruction. There is the focusing mainly on technical issues of how to build most economically and ecologically. The Laufen Manifesto for a Humane Design Culture agrees and adds to this the essential human need for equality and beauty. Yes!

Pilot: Redaction Group: pCloud:

O1.2

INVENTORY OF TASKS AND ACTIVITIES OF TRAINERS IN ECO-CONSTRUCTION Now that the foundations are laid, it’s time to appoint specific tasks to the builders. The aim is getting answers to one treacherously simple question: What do trainers in eco-construction do?

Star charters and group discussions were meant to pave the way to a conclusive response, but the pilots had to face some kind of disappointment – or so they thought: „People discussed a lot about how they do training, the skills you use to be a good trainer, which was interesting but is not our question.“ But in the end this assessment changed: “There is a lot we hold in common with trainers in other things, but there are some key things that define us as special. The important things we do are: 1. Practical things that can be taught and assessed; 2. Intangible things that are to do with being human, which we see in how we are with each other.

So what we do and how we do it are both key, the process is as important as the product”.

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One of these how-tos especially prominent among us is: We do things motivated. Which leads to the why above all, an aspect that can’t be overestimated: Arguably the single most essential quality for a teacher or trainer is – to die for your thing (in German we figuratively “burn” for our favourite things, but maybe the British take it even one step further?)

Motivation among eco-constructors is so big mainly for emotional reasons: There is a lot of awareness and hope going around, a good and strengthening feeling of actually doing something about the world’s crazy, of doing good and important and positive work (the dark side of which is (self-)righteousness).

We are keeping ourselves in good mental and physical health, are being in touch with nature and natural materials (that is, integrable in a material cycle).

And: We are working together, empathic and in fairness and equality, which is the core of being human.

The task at hand is: Finding out “how to deliver the intangible” – so that working together works out on every possible scale from the smallest training group to the whole planet, works out with every possible group of people.

O1.3

INVENTORY OF EXISTING UNITS, LEARNING OUTCOMES AND ASSESSMENT TOOLS FOR TRAINERS IN GENERAL … or was it the other way round?

Anyway, while some are digging in, a lot more are watching them, taking notes, assessing, judging – after all, we are living in the age of ratings. Talking of this: Who watches the watchmen? Or more specifically: Who rates the raters?

Well, we do. Because, any personal feelings about the global obsession with measuring and rating everything and everybody put aside: Used with the right intentions (as outlined in O1.2), these tools can actually be helpful in our lifelong learning process. They structure our reflection on things and make it easier to compare results over the course of time; but from one country/ area/population to another as well, which comes with a lot of abusing potential.

Also: be careful not to start working for a good rating instead for the actual task at hand. Non scholae, sed vitae discimus

(We do not learn for school, but for life)

goes the old latin saying. But do we? Or do we just try to find the best answer to the same questions over and over again because that secures the best rating?

And isn't learning all about asking NEW questions?

Enough of that: Every tool can be used and abused. Let’s just bear that in mind and move on to the results: Pilot: Redaction Group: pCloud:

32 entries found the way into our inventory. And the winner is an ECVET trainthe-trainer program: XXI Trainer (www.xxitrainer.eu) . It's a logical choice: We are also JUMP! ing towards a training within the European Credit System for Vocational Education and Training (which is a rating system, btw ...) Conclusion: “ The partnership has

developed a wide range ofpedagogical materials and tools considered by teachers and trainers to be ‘very useful for their daily practice’ to enhance effective VETin line with the needs emphasized by the European Commission.” So it’s useful stuff – and perfectly in sync with all EU technicalities.

Then there is CEDEFOP (cedefop.europa.eu) , where the “best overview about certified training programmes in the different European countries” can be found. Based on it the ongoing Erasmus project ESCOT (which is not based on ECVET principles) is listing eight core skills around trainer ethics and identity.

Also worth mentioning: http://eu.trainerguide.eu (remarks: great resource, training methods instead of training knowledge!) and ESD Training ofTrainers (https://esd-expert.net). The latter comes with recommendations due to its especially JUMP!-compatible characteristics: Sustainability is key in this “holistic” approach, it also targets the overall topic of change.

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O1.4

SPECIFIC COMPETENCE STANDARD FOR TRAINERS IN ECO-CONSTRUCTION COMPLYING WITH ECVET We laid our foundations (intentions, O1.1 ), organized the work groups by defining what trainers in eco-construction do and how they do it (O1.2), and prepared our toolboxes to do the work and measure its quality (O1.3). So now it’s time to bring it all together: We are eco-builders. This has to be specified, in our case focusing on the intangibles (the how) rather than technical skills, construction methods etc.

With this task at hand, we are in the middle of now: According to our work schedule, a draft for O1.4 is due for this very meeting, M3 in Austria.

Three initial questions were asked to link O1.2 and O1.3 with O1.4: 1. What are the tasks and activities of trainers? (O1.2 extended) 2. What skills, knowledge, competences are needed to fulfill these tasks? (O1.3 extended) 3. What do we need to teach and how are we going to teach it? (outlook on O2, learning outcomes and teaching modules) Pilot: Redaction Group: pCloud:

ad 1. Extending O1.2 was done by interviewing each partners trainers, which resulted in 43 transcript pages. Power to the redaction group! ad 2. With the specification “complying with ECVET” a thorough inspection of the XXI trainer units was undertaken, with ESCOT being reviewed also. XXI did not came out satisfactory: “The content is very general, too ‘neutral’ for our case; construction works and site conditions are not taken into account at all.”

On the other hand, the 6 units of XXI trainer have perfectly ECVET compliant learning outcomes.

This is how the path ahead might be outlined: Formally following XXI trainer, we have to condense (4 or 5 units instead of 6) and adapt the contents of that programme. The latter using our O1.2results, the ESCOT skills list and this little AIDE about aspects trainers (not only, but especially) in eco-construction have to deal with: 1. Attention: How can we get people interested?

2. Information: Which knowledge is relevant? How is it to be delivered?

3. Demonstration: Two principle strategies for teaching practical works: repetition (exercices, reversible results, “virtual” building site) and real building situations 4. Evaluation: Assessing the results (manual skills, technical choices, the what, how and why of all that has been done) is essential. It can be done by telling the trainees or encourage them to tell themselves.

O1.5

CHARTER FOR TRAINING FOR CHANGE Back to the roots (foundations, in our case). And no, O1.5 isn’t done at all. This 1 2 points are merely a super condensed abstract of the results of O1.1 (with very few additions). Well worth to think about, though...

1.The form of our future built environment must be based on a responsible and empathetic approach to nature and the use of the inexhaustible energy potential of the sun. We respect, in the act of building, the logic of the living and the cordial bonds existing between the human being and nature. We respect Earth and life in all its diversity.

6. “Something impractical can never be beautiful.” (Otto Wagner) 7. It should be possible to meet comfort requirements (temperature, air, noise, light …) largely through the design of the building by incorporating passive measures with a direct effect.

8. In towns and cities, especially in public spaces, steps should be taken to improve the urban climate, temperature control, wind protection and the specific heating or cooling of these spaces.

2. When using, exploiting, transporting, and processing natural resources for construction purposes, when assembling and dismantling building components, we seek to reduce the imbalances caused by our interventions on the ecosystem and to preserve biodiversity.

9. We must produce spaces that counter exploitation, control and alienation, whether in urban or rural landscapes.

With all our expertise, creativity and power, shifting from topdown planning to transparent cooperation, we need to contribute more to the global quest for equality.

3.The energy content and the life cycle of materials must be taken into account, recycling, reuse or ecologically sustainable disposal should be guaranteed.

10. We need to contribute to building and continually strengthening democratic societies that are just, participatory, sustainable and peaceful.

4. Architects and engineers must design their projects with a knowledge of local (and) geophysical conditions, the genius loci, existing resources, local building traditions and space hierarchies.

11. We need to eliminate all direct and indirect subsidies for activities harmful to the environment and the common good, in particular in the energy and transport sectors, the manufacturing industry, the financial sector and the agriculture.

5. Beauty is an essential human need, linked strongly to dignity. We must strive for an authentic harmony that resonates with people, the genius loci and their territory.

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1 2. The wellbeing of people and the environment needs to become the ultimate goal of business.

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