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Description
The aim of the project is to promote and strengthen the awareness of citizenship in environmental issues among young people aged 15-25 in Latvia by: training about the culture of democracy, forms of civic participation, critical thinking and successful argumentation; involving them in informal - theoretical and practical - civic activities and encouraging them to represent their interests in decision-making processes.
Only 19% of students in Latvia have a full understanding of citizenship (Čekse, Geste, & Pole, 2017), although the importance of civic education in the existence of democracy has been emphasized in numerous studies. Therefore, every year in February, 20 motivated young people from the regions of Latvia will be admitted to the “Advocacy School” - a 3-month non-formal education course. The project will train young people and involve them in activities that promote their faith in personal ability to influence decision-making in the country, encourage them to act in advocacy and to influence political initiatives. The selection of participants will mainly take place through visits to educational institutions, youth centers (10 each year), thus enhancing the project''s goal not only among school participants but also teachers. Each year, school participants will meet in summer to review what has been learned and motivate them to develop plans for how they will commit to putting the knowledge into practice.
Young people will be encouraged to believe in their ability to influence processes in the country and to develop the various skills needed for an active personality.
Before the start and at the end of each “Advocacy School”, a self-assessment of the school participants'' ability to influence decisions, the level of existing knowledge, and readiness to engage in civic activities will be carried out. After graduation, their knowledge of democracy and interest in advocacy is expected to increase by 50%, based on a pre-established evaluation methodology.
Summary of project results
The main challenges identified before the ACF project were:
- Low interest and understanding among state institutions (ministries) regarding the integration of environmental issues into policy documents and legislation, as well as their monitoring and implementation.
- Misunderstanding or misuse of Latvia’s "Greener Country" status.
- Increasing pressure for more intensive use of natural resources.
- Limited financial resources for environmental organizations to advocate for environmental interests.
There was a strong need to facilitate more effective communication about environmental issues and civic engagement opportunities, while also creating interest in careers or leisure activities related to sustainable development and public interest advocacy. Additionally, the project aimed to address the lack of continuous training and mentoring in environmental NGOs, which limits youth''s ability to advocate effectively, and to improve the reputation and sustainability of the NGO sector by building youth belief in their ability to influence decisions. It also focused on training youth to defend their interests, understand civic activities, and gain the civic competence necessary for long-term involvement in the NGO sector and public interest advocacy.
Advocacy Academy – theoretical and practical training course for young environmental advocates
The Advocacy Academy began each year with visits to schools across Latvia to inform students about the opportunity to join the academy and to educate them about the concept of democracy and the role of civic organizations in solving society''s key issues. The curriculum provided insights into contemporary environmental problems and the theory of interest advocacy. Students engaged in practical exercises, such as a role-playing game developed by the Latvian Debating Association, which used examples from the game "Populists" to teach advocacy skills. Over the course of three years, more than 1,100 young people from 47 schools participated in these sessions.
Following these initial visits, motivated high school students were selected through a competitive process to participate in a three-month training course. The students completed a final project as part of their training. During the academy, young advocates developed essential skills, including how to substantiate their opinions, refute arguments, identify logical fallacies, and lead constructive debates. In addition to these skills, they gained expertise in environmental issues, such as greenwashing, ecoterrorism, and other emerging trends. Experienced lecturers trained participants in communication skills, public speaking, campaign development, and using platforms like "Manabalss.lv" for advocacy. Participants also learned about decision-making processes in the country and had the opportunity to engage in debates with policymakers, such as the Minister for Environmental Protection and Regional Development. Throughout the training, mentors played a crucial role in motivating the students and guiding them toward future involvement in advocacy. By the end of the academy, 62 students graduated. Initially, some students were skeptical about the benefits of the academy, but by the end of the program, they were significantly more energetic and motivated to engage in environmental advocacy. This transformation was evident in their enthusiasm for presenting their projects and their continued involvement in other environmental initiatives.24 interest advocacy initiatives by young environmental defenders
As part of their training, each participant of the academy developed a civic advocacy project on environmental issues, similar to a university course project. Over three years, the students implemented 24 such projects, addressing real-world environmental problems. The topics they chose were diverse but focused on practical, current, and solvable environmental challenges. For example, one project, titled "Water in Your City," arose from the recognition that there was a lack of publicly available drinking water fountains in Riga. The students conducted a survey of Riga residents to gather opinions on potential locations for such fountains and sent the results to the Riga City Council. Another initiative focused on waste management, with students advocating for the installation of recycling bins at the Kandava Multifunctional Youth Initiative Center. In another project, aimed at reducing paper consumption in schools, the students succeeded in getting recycling bins for paper waste installed at Riga''s 64th Secondary School. These projects spanned various levels of advocacy, from local schools and municipalities to national ministries. For example, one group sent a reasoned letter to the Ministry of Agriculture, urging the revision of the Animal Protection Law regarding the use of animals in experiments.As part of the process, before and after each session of the academy, participants conducted self-assessments regarding their ability to influence decisions, their knowledge levels, and their readiness to engage in civic activities. The results indicated an average 20% increase in knowledge about democracy and advocacy each year, with the most significant change observed in students’ confidence in their ability to influence environmental policy at the national level, which increased by 30%. The project’s contribution to strengthening democracy was recognized at an international level when it won the European Charlemagne Youth Prize in 2022, competing with national winners from other EU member states.
Study on youth interests and views on priorities for Latvian decision-makers over the next decade
This study surveyed and interviewed over 300 young people (ages 16-25) on environmental and sustainability issues that should be prioritized by Latvian decision-makers in the next ten years. The study provided a first-of-its-kind public insight into youth views on environmental challenges. Its findings informed the curriculum of the academy and were shared with over 200 stakeholders, including youth and environmental organizations and government bodies. The results continue to inform public interest advocacy work.Summer school for academy graduates
Annually, a 2-3 day summer school was organized for academy graduates and other interested participants, totaling 60 individuals over the course of the project. The summer school refreshed the participants'' knowledge, encouraged them to develop future plans, and allowed them to reflect on how to apply their newly acquired skills. Additionally, it collected feedback from graduates, providing valuable insights for improving the project and future activities.
Increased civic engagement and environmental advocacy: Academy graduates became actively involved in NGOs and environmental initiatives, participating in climate campaigns, protests, and volunteer work. This demonstrated a clear rise in their commitment to environmental issues.
Stronger belief in influencing decisions: Participants showed increased confidence in their ability to influence decisions at both local and national levels. Their belief in their capacity to affect change rose significantly after completing the Academy.
Growth in knowledge and interest in advocacy: Graduates’ knowledge of democracy and interest in advocacy increased substantially, with knowledge about environmental and nature issues rising by 40% after the Academy’s completion in 2023.
Rising recognition of the Academy brand: The project helped establish the Academy''s brand, with increasing recognition from other NGOs, schools, and even businesses. This extended to invitations to present at conferences and festivals.
Development of recommendations for education: The project led to the creation of recommendations for integrating sustainability and civic engagement topics into formal education. These were shared with teachers and policymakers to further promote sustainable development in schools.
Valuable insights for future programs: The organization gained valuable experience in engaging youth in environmental issues, which, alongside the developed methodology, will inform future civic education initiatives.