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This
model can be used as a tool
when working with young people to
introduce sustainable development
through examining personal behaviour
and linking this to the external environment
and social structures. It is a starting
point for discussion about what is
important in our lives and how do
we work towards more sustainable ways
of living.
The
model outlines five types
of resources or 'assets'
that are needed to develop a more
sustainable lifestyle and to improve
the quality of life of an individual
or group.
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Human
Assets
Skills, knowledge, good
health, family and capacity
to work.
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Financial
Assets
Cash income, credit,
state benefits, the
'informal economy',
goods in kind. Young
people are less likely
to have access to assets
such as savings, property
or credit.
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Natural
Assets
Natural resources people
rely on for income,
wellbeing (physical
and spiritual), public
goods such as clean
air. Access to and use
of natural assets varies
for different social
and economic groups.
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Social
Assets
Interactions,
membership of
structured groups,
relationships
of trust, identity,
belonging and
spiritual development.
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Physical
Assets
Basic infrastructure
and physical goods
that support the
livelihoods of
individuals and
communities, transport,
water, sanitation,
housing, communications
and access to
information.
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Together these assets can form a more
sustainable lifestyle which can lead
to the following outcomes:
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increased
wellbeing |
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reduced
vulnerability |
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more
sustainable use of natural resources |
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more
sustainable income |
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active
citizenship. |
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Using
the model
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Stage
1. Working with
an individual young
person or a small
group you can begin
by asking the questions
'what is your life
like?' and 'why?'. From
the responses you
can begin to list
some of the assets
that they possess
and have access to,
and those that are
limited or they have
no access to. |
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Stage
2. The next stage
is to map these various
assets using the star
model on a flip chart
or using drawings,
cartoons or images
from magazines. You
may come up with a
very uneven star shape
where a young person
has very limited access
to financial assets
but very strong social
assets (see definitions
of these). These can
be shared and discussed
in groups. This can
lead to questions
such as 'are the issues
the same for each
member of the group?'
and 'what differences
do you think there
would be for young
people in other parts
of the UK or other
countries?'. |
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Stage
3. The final stage
is to identify the
external influences
on young people's
lives. Which structures
and processes restrict
or distort the young
person's access to
various assets? How
does the context locally,
nationally and globally
affect their access?
How can young people
expand their access
to important assets
in a sustainable way?
For example, is it
OK to focus your life
on striving for one
asset e.g. social
or financial, at the
expense of the others?
You can introduce
the global dimension
through discussing
how our actions might
affect those of people
in other countries.
This process can lead
to an action plan
where an individual
or group can decide
the actions they need
to take and who they
need to influence.
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Having
completed this process,
visit the section
on Resources
for ideas on creative
ways for young people
to explore these issues
further. |
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Other
models
There
are several other models which have been
developed to explain sustainable development
and these focus on the interaction between
economy, environment and society.
A
Venn diagram shows the interaction of these
three elements through overlapping circles.
However, a problem with this model is exactly
what is being represented outside of the
area of overlap. For example, is it possible
to have an economy and society without an
environment, or to understand one aspect
without the others?
An
alternative model presents the same three
aspects within concentric circles. The economy
is placed in the centre, surrounded by society,
which is in turn encompassed within the
environment. This model suggests a dependent
relationship: economic activity depends
on social organisation, and both are dependent
upon the environment.
For
further information, see Sustainability
and Learning by Professor William Scott
(PDF file).
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