Training Implementation Plan on Life Cycle topics for Educational Organizations in Europe

CALCAS D12 1

Project no.037075 Project acronym: CALCAS

Co-ordination Action for innovation in Life-Cycle Analysis for Sustainability

Instrument: Co-ordination Action

Thematic Priority: Sustainable Development Global Change and Ecosystem

D12 – Training Implementation Plan on Life Cycle topics for Educational Organizations in Europe-

Due date of deliverable: December 2008 Actual submission date: February 2009

Start date of the project: 1st September 2006 Duration: 36 months Organisation name of lead contractor for this deliverable: Institute of Environmental Sciences, Leiden University (CML)

Revision 1

Project co-funded by the European Commission within the Sixth Framework Programme (2002-2006) Dissemination Level

PU Public PP Restricted to other programme participants (including the Commission Services) X RE Restricted to a group specified by the consortium (including the Commission Services) CO Confidential, only for members of the consortium (including the Commission Services)

CALCAS D12 2

Training Implementation Plan on Life Cycle topics for Educational Organizations in Europe

Deliverable (D12) of Work Package 8 (WP8) CALCAS project

Authors

Sonia Valdivia, Tatiana de Feraudy United Nation Environment Programme, Division of Technology, Industry, and Economics (UNEP

DTIE)

Paolo Masoni, Alessandra Zamagni Ente per le Nuove Tecnologie, l’Energia e l’Ambiente (ENEA)

Contributors

Gjalt Huppes, Reinout Heijungs Institute of Environmental Sciences, Leiden University (CML)

Tomas Rydberg

Swedish Environmental Research Institute (IVL)

Mike Mozur Society for Environmental Toxicology and Chemistry, Europe (SETAC EUROPE)

Mike Pitts

Chemistry Innovation Limited (CI)

CALCAS D12 3

SUMMARY This report is deliverable D12 of Work Package 8 of the CALCAS project. Through this report, CALCAS aims at identifying ways to promote and assist the incorporation of life cycle thinking in academic curricula and research. As there was no up-to-date assessment of the current development of life cycle thinking in European educational programs, research institutions and Business Schools, this report highlights the realities of incorporation of life cycle thinking in curricula and research in European countries, providing useful information on the needs and expectations of educational and research organizations. This report also presents a number of exemplary research and education programs to illustrate the different results and successes found throughout Europe. This report evidences the different levels of incorporation of life cycle thinking in educational and research programs: while most organizations have incorporated life cycle thinking at a basic level, there is a need for assistance and guidance for the furthering of this implementation and its adaptability to different contexts. This report also proposes a training plan to promote the dissemination of life cycle thinking and more advanced levels of training and research in this area. This training plan evidences some of the strategies to achieve the above-mentioned goals, by making use of the possibilities of sharing knowledge and experience, and by exploiting the cooperation opportunities between the organizations addressed. This survey has evidenced the incorporation of life cycle topics in more than 50 different educational and research programs across Europe; from which 75% are focused on basic level topics. Some challenges still need to be faced in order to move forward: these include the need for different or tailor-made material, support and promotion of networking initiatives for experience and knowledge-sharing, development of relationships with the industrial and business sector, clarification of methodologies and improvement of the accessibility of the life cycle approach. The action plan provides an answer to these challenges by setting a number of actions that could be undertaken: organization of workshops and conferences, improvement of education material and tools, conversion of methodologies in practice, improving the availability of information and case studies, and improving information

CONTENTS Aknowledgements....................................................................Error! Bookmark not defined.

1 Introduction ................................................................................................................. 5

1.1 The CALCAS project.................................................................................................. 5 1.2 Background ................................................................................................................. 6 1.3 Structure of the report ................................................................................................. 8

2 Identification of Business schools, PhD, Master Degree programs and research lines that incorporate life cycle thinking.............................................................................. 9

3 Selected cases on educational programs incorporating Life Cycle Issues ................ 10

3.1 What is already there? ............................................................................................... 18 3.2 What is still needed? ................................................................................................. 19

4 What can be incorporated in educational programs?................................................ 22

5 Plan for the introduction of life cycle topics in educational programs and research activities .................................................................................................................... 23

6 Conclusions and recommendations........................................................................... 26

Annex 1. References ................................................................................................................ 29

Annex 2. Survey used............................................................................................................... 33

Annex 3. List of european PhD, Master Degree programs and research lines that incorporate life cycle thinking in the curricula............................................................................. 34

Annex 4. List of guiding questions for the interview to educational organizations or programs................................................................................................................................... 44

Annex 5. List of training and education material..................................................................... 45

1 INTRODUCTION This chapter presents the EU-FP6 CALCAS project and its aims (in particular the one on promotion of life cycle thinking in educational and research programs), the background behind the topic addressed by this report, and finally it outlines the structure of the report.

1.1 The CALCAS project CALCAS stands for the EU 6th Framework Co-ordination Action for innovation in Life-Cycle Analysis for Sustainability, aiming to achieve an efficacy increase in the use of Life Cycle Assessment by going beyond the boundaries of ISO-LCA, towards innovative Life Cycle Analysis approaches. The general objective of CALCAS is to develop ISO-LCA by: • “deepening” the present models and tools to improve their applicability in different

contexts while increasing their reliability and usability • “broadening” the LCA scope by better incorporating sustainability aspects and linking to

neighbouring models to improve their significance • “leaping forward” by a revision/enrichment of foundations, through the crossing with

other disciplines for sustainability evaluation. Specific goals or tasks to mend main deficiencies and limitations as indicated are: • to derive specific models and tools for specific decision situations, including also new

applications as for instance in prospective technology assessment; • to link social mechanisms to technical and physical relations; • to link micro level choices to macro level sustainability requirements, involving not only

environmental but also economic and social sustainability aspects; • to build a common framework for sustainability evaluation; • to link the development of informational tools to the newly emerging modes of

governance. The report at hand here is deliverable D12 of work package 8 (WP8) of the CALCAS project. In D12 a plan for the introduction of life cycle topics in educational programs and research activities is outlined. By assessing the current development of life cycle thinking in European educational programs, research institutions and Business Schools, CALCAS aims at identifying ways to promote and assist the incorporation of life cycle thinking in academic curricula and research.

Moreover, a number of research lines will be formulated. To successfully implement those, a previous assessment of the current status of European educational programs and research activities was needed.

This report will therefore provide useful information on needs, gaps and expectations of addressed organizations in terms of life cycle thinking integration. It will also present a number of exemplary research and education programs for sustainability decision support.

1.2 Background Twenty-seven European Union Member States and Switzerland are part of the scope of this report. First, in order to understand the level of international recognition of European universities in the world some international rankings of World Universities publicly available (e.g. http://www.webometrics.info/Distribution_by_Country.asp) were researched. One indicator says that 182 European Universities are among the top 500 in the world. A more detailed distribution per country is presented in picture 1. This ranking does not say anything about the level of incorporation of life cycle thinking (LCT) in the educational programs; however, it gives us an idea of numbers of potential partners in various European countries who could be interested in work on their curricula toward more LCT incorporated. Seventeen European countries have been identified with at least two best ranked universities.

Figure 1. Number of universities among the top 500 worldwide. Source: http://www.webometrics.info/Distribution_by_Country.asp (2007).

Moreover, 12 European networks have been identified by the UNEP/SETAC Life Cycle Initiative. They mostly have national coverage, except the NorLCA network which integrates Norway, Denmark, Finland and Sweden. National networks identified are the following: Germany, Italy, The Netherlands, UK, Portugal France and Switzerland. The presence of a national network in a country is also interesting for later discussion on ways to support educational and research programs in countries in their journey to incorporate LCT in the curricula and research lines. On the level of implementation of life cycle thinking in the curricula or in research lines, two levels have been identified:

Number ofUniversitiesamong thetop 500worldwide

55

12

52

1011 9

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20

96

30

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0

10

20

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40

50

60

Austria FranceHolland

Finland

GreeceSweden

Irland

Norway

Check Republik

Belgium

Germany

Italy

SpainSwitzerland

UK

Portugal

Denmark

Number ofUniversitiesamong thetop 500worldwide

55

12

52

1011 9

2

20

96

30

53

52 2

0

10

20

30

40

50

60

Austria FranceHolland

Finland

GreeceSweden

Irland

Norway

Check Republik

Belgium

Germany

Italy

SpainSwitzerland

UK

Portugal

Denmark

1. Advanced Level “Advanced level” takes into consideration more sophisticated topics that are under research which involve, for example, interdisciplinary approaches towards sustainability by including environmental, economic and social disciplines, methodologies related to Input-Output models, consequential LCA, computational general equilibrium models, etc. These programs are usually related to PhD and research activities level and carried out by research institutions. Some Master Degree programs can also develop advanced research activities. Examples: a. PhD program: PhD in Industrial Ecology hosted by the Faculty of Engineering Science and

Technology in Norway b. Research organisation: EC JRC: European Platform on LCA c. Master Degree program: Industrial Ecology MSc Program at CML Leiden, The Netherlands 2. Basic Level Within “Basic level” a general understanding of LCA and ISO 14040 series and standard applications in business, for example, is provided. This type of level is most suitable for business schools, some postgraduate educational programs and also for consultants’ training. Examples: a. Business application: BASF and the eco efficiency indicator b. LCA or ISO 14040 courses: Various universities that offer this course at Under-graduate and

postgraduate level c. Master Degree program: Industrial Ecology MSc Program at CML Leiden, The Netherlands Up-to-date no detailed report on level of incorporation of LCT in the curricula of universities or research lines has been done. General findings obtained from the review of publications and authors’ organizations in the International Journal of Life Cycle Assessment and from the list of partners and community members of the UNEP/SETAC Life Cycle Initiative indicate that some leading organizations in teaching and research areas with international scientific acknowledgement and with great potential for expansion are limited in their integration of LCT in curricula due to a lack of efficient coordination and resources. While the number and scope of LCA applications have increased in the last years, LCT is not as widespread as expected at “academic” level.

As LCT is a cross-cutting issue, belonging to several disciplines, it should be incorporated at an early stage when defining academic or research topics. It also demands an integration effort between different departments. At the moment, incorporation of LCT is driven more by an individual will than by a will at institution-level.

This report will highlight the realities of incorporation of LCT in curricula and research in European countries, with the objective to propose a training plan to promote the dissemination of LCT and more advanced levels of training and research in this area. CALCAS emerges as a feasible option to serve as a bridge between different efforts and as a link between the demand of basic and advanced levels of training and research with the supply of resources and knowledge. Initially, the scope of work of CALCAS is within Europe but deliverables, results and tools generated are aimed to be disseminated worldwide. This is a challenge but also a great opportunity to help organizations and countries leapfrog the learning curve and bring LCT application to more students and researchers.

1.3 Structure of the report This report is deliverable D12 of work package 8 (WP8) of the CALCAS project. It aims at proposing a plan for the introduction of life cycle topics in educational programs and research activities.

The research to elaborate this report was organized in several complementary phases, working with CALCAS partners:

• Identification of European educational and research programs incorporating Life Cycle topics

• Research on the specific programs conducted by the identified universities/ business schools/ research centres.

• Interviews of relevant persons in several educational and research programs in Europe to gather information on the programs and the challenges faced

• Consultation with CALCAS partners on the plan for incorporation of Life Cycle topics in educational and research programs in Europe.

• Consultation with CALCAS partners to identify the subjects to be developed in new courses on Life Cycle topics.

• Summary and analysis of answered received and incorporation of propositions in the report.

This report is structured in four parts.

The second chapter of the report focuses on the programs identified that incorporate Life Cycle issues. This study has allowed identifying advancements and successes in the activity as well as challenges faced by the educational and research institutions.

In chapter 3, best stories of educational programs incorporating Life Cycle issues are presented to understand the course of studies concerned, and the different ways in which Life Cycle thinking has been developed in educational programs in Europe.

The fourth chapter defines topics from Life Cycle thinking that can be incorporated in educational programs, to broaden and deepen the education and research conducted throughout Europe. These topics are built up in a scientific framework including research lines identified with CALCAS partners. This framework will take into consideration the limitations of current LCA and form a guide to expected developments in the study of Life Cycle thinking and the research related to the subject

The challenges are addressed in Chapter 5, as well as the Plan for introduction of Life Cycle topics in educational programs and research activities. After the assessment of difficulties and obstacles faced, this report introduces reflection tracks on how Life Cycle thinking can be further integrated in educational and research programs. This includes options for scientific advancement, but also cooperation and networking between programs, to facilitate the dissemination of information and know-how related to Life Cycle topics.

The report will conclude (Chapter 6) by summing up the main points addressed: the successes and advancements in incorporation of Life Cycle topics in educational and research programs across Europe, the challenges faced in this incorporation, and the possible responses for the dissemination of Life Cycle thinking in a more advanced manner.

2 IDENTIFICATION OF BUSINESS SCHOOLS, PHD, MASTER DEGREE PROGRAMS AND RESEARCH LINES THAT INCORPORATE LIFE CYCLE THINKING

Based on responses received from 18 European countries, 49 schools, universities and one prominent research center have been identified which have taken a great step forward in integrating Life Cycle issues to their curricula and/ or research programs. Results from this survey are in Annex 3 (for Master degree, Business schools, PhD programs and Research institutions).

Incorporation of life cycle topics is verified at all levels: in Bachelor degrees, Masters, and PhD or research programs. Life cycle issues find relevance mainly in engineering and management areas. Product development and design, waste management and chemical engineering appear to be the subjects in which Life Cycle is most frequently addressed.

Master degree programs have been identified throughout Europe in Business Schools and Universities. Life cycle topics are often presented as part of one more general class, and linked to other related approaches. In some cases, life cycle methodologies and tools can be the object of a practical course (on Life Cycle Assessment, Life Cycle Management, or other tools), and can reach a very concrete level by demanding the realization of a life cycle study as a course project (e.g. conduction of a Life Cycle Assessment for a product).

PhD programs go into further detail. There has been a growing demand from PhD students of teaching and research related to life cycle thinking, in terms of thesis subjects, research focus, etc. PhD programs, although they are less frequent, reach for a very advanced level in life cycle thinking understanding and application.

Research institutions have proven to be far ahead in the incorporation of life cycle thinking. Most institutions, whether focused on scientific topics or business and management topics, have proven to have integrated life cycle thinking and have moved to very advanced level research. While most programs, a few years ago, focused on the conceptual side of life cycle thinking, there has been a great diversification in incorporating life cycle methodologies and studying their concrete application in diverse fields.

3 SELECTED CASES ON EDUCATIONAL PROGRAMS INCORPORATING LIFE CYCLE ISSUES Find the list of guiding questions used for the interviews in Annex 4.

Following the criteria of having at least one type of organization and each country represented, and according to the positive interest to cooperate with the interviews, the UNEP/SETAC Life Cycle Initiative conducted research and a series of interviews in orders to better understand their work, their challenges and their successes. These selected cases are presented below. They represent six countries and the European Union, and different levels of implementation.

Chalmers University of Technology. Sweden.

Life cycle thinking started being incorporated in the courses about 20 years ago. The 1st person to use the concept in teaching and in the Journal of Cleaner Production was Thomas Rydberg. The first LCA course was launched in 1992 for PhD students. LCA is now taught in detail at Chalmers in the masters programs for Industrial Ecology, Environmental Measurement and Assessment and the program for Geo and Water Engineering. For more information: http://www.chalmers.se/en/sections/education/masterprogrammes.

Aside from these master programs, every program addresses life cycle thinking at some point. Environmental courses (such as Environmental Systems Analysis) integrate Life Cycle topics, often introduced through a specific lecture. To improve the quality of compulsory classes related to sustainable development in all programs, a reform project has been launched on learning for sustainable development. A new centre on education for sustainable development in technological sciences, namely in chemical engineering, will also be opened soon.

In the masters programs mentioned above, there is a logical succession of courses to study life cycle thinking from basic to advanced level. The concepts are introduced in the first year of studies, through specific lectures included in environment-related courses. In the 3rd year, many students take a course combining LCA and process design, which studies mainly Life Cycle theory. This course is also opened to students from other programs.

The following course for master students is the EcoDesign course, which includes life cycle assessment. There is a major focus on the concrete application of Life Cycle thinking. Students use life cycle thinking in a practical project.

Then, students can chose LCA projects for their master’s thesis projects (which are 15 ECTS credits). Many of the reports published in the ESA report series are master’s projects: http://www.chalmers.se/ee/SV/forskning/forskargrupper/miljosystemanalys/publikationer/pdf-filer

Textbooks include Henrikke Baumann and Anne-Marie Tillman’s The Hitch Hiker's Guide to LCA. An orientation in life cycle assessment methodology and application (Studentlitteratur, Lund, 2004), including LCA methodology as well as chapters on LCA applications and exercises, and CJ. Reference literature for more advanced courses is also found in diploma theses.

In terms of tools, the LCAit, a Swedish tool, was being used, but is no longer maintained by any company. Another one is currently being chosen, although sometimes Excel is enough to conduct an LCA.

Website: http://www.chalmers.se/en/

Delft University of Technology/ CML Leiden: Industr ial Ecology MSc. The Netherlands

The Industrial Ecology Master’s program is a joint program, involving the Leiden University and the Delft University of Technology. It uses an interdisciplinary approach to study the evolution of the economy, technology and environment. Students study natural, technical and social sciences (chemistry, biology, ecology, system thinking, engineering, energy technology, building technology…) applied to sustainability issues through analysis, innovation and implementation.

Life cycle thinking is a core issue in the program. The students are trained in LCA, but also in mass flow accounting and substance flow accounting. The program covers life cycle engineering and design topics, but also the application of life cycle assessment in management systems (through ISO 14001 for instance). Other approaches and tools are used, but using life cycle thinking ensures that the students have a broad perspective on decision making, and on the consequences and environment of their processes.

The program started in September 2004, and since the beginning incorporated Life Cycle thinking. Both schools have a history of using the life cycle approach. Several departments were involved, for instance the environmental science department in Leiden (the CML institute is one of the first to have developed and used LCA), that started using the concept of “integrated chain management” in the early eighties. In Delft, the industrial design department has been working on life cycle engineering since the beginning with the concept of Ecodesign. In 1997, the department published the first manual considering the use of Life Cycle thinking in product design. The chemical engineering department incorporated Life Cycle thinking ten years ago, for risk and environmental assessment. Life Cycle thinking binds together the different departments and chairs through an interdisciplinary approach.

There is a growing interest in life cycle thinking even outside the program. Sustainability is one of the main targets of the university, included in the mission statement. The interest for sustainability results in a growing influence of life cycle thinking, and of life cycle tools to achieve sustainability. Most questions relate to energy and infrastructure.

There is a new project to develop a post graduate master in industrial ecology (2 years), destined to people working in industry and interested in part-time training. Life cycle thinking would represent 1/3 of the program. For now, the CML Leiden is very popular for its training courses on LCA, destined to companies and external organizations.

In the Master’s program, the most advanced course is an elective course for 2nd year master students, “Advanced life cycle analysis”, which focuses on the theoretical core of LCA. On the compulsory part, two courses present LCA in an extensive manner: Analytical methodologies and tools (gives an overview of LCA and similar methods and tools), and Design Methodologies and Innovation Tools (focuses amongst others on life cycle engineering and design).

The courses use various reference documents and training tools. Most of them are academic and conference papers and textbooks, like the textbook on Industrial Ecology, which is prepared in cooperation with NTNU Trondheim... For product design, the manual used is Ecodesign: A Promising Approach to Sustainable Production and Consumption, by Han Brezet. Softwares used include Simapro and the Ecoindicator 95 software. Theory is provided by teachers, using their research experience, and students work on specific programs to apply the theory (e.g. work on biofuels, trying allocation and substitution methods to calculate scenarios. The students are encouraged to use and assess the different tools critically.

Website: http://www.industrialecology.nl/

Manchester Business School- University of Manchester. UK

The MSc Management of Science, Technology and Innovation is a master degree program which can be taken as a one-year full-time or part-time over two years. It looks at how knowledge and technology is generated and transferred into the society and the economy. The program focuses on the formulation and analysis of policy towards science and technology, as well as on innovation at the firm level in global business. Students can also choose to study related topics such as the information society and sustainability.

The aim of this program is to produce well trained analysts of science, technology and innovation, familiar with economic, social, political and management theories and approaches, and able to apply their knowledge at both an organizational (firm) level and policy level.

Lecturers focus on technology evaluation and foresight, including the area of sustainable technologies, and are supported by the research conducted in the Institute for innovative research, and especially the Sustainable consumption institute, for training and research (established on a program of £ 25 million with TESCO over a 10 year period). The institute addresses national and international issues associated with sustainability in the retail sector, and works on encouraging consumers to adopt more sustainable lifestyles. Research areas include: consumer attitudes, carbon labeling, new technologies, waste, recycling and packaging, climate change research… In 2007, the Institute defined a specific research theme in “Innovation and Sustainability”, led by Andrew McMeekin. The theme was explored to study the responses to the sustainability challenges faced by societies, as well as the social and economic transformations that accompany these responses. This research program follows innovation systems and projects in all economic sectors and in developed countries as well as in developing countries.

In the Master’s program, several courses incorporate Life Cycle thinking. The module on “Technology Assessment and Evaluation: sustainable pathways” focuses on learning common approaches to technological risks. Through 30 hours of lecture/ seminar, topics like industrial ecology, LCA, environmental LCA, risk analysis or cost-benefit analysis are studied.

The optional module on “Sustainable technology management” examines the critical issue of sustainability in firms’ technology strategy. It focuses on the potential for technology to reduce the environmental impact of firms’ operations and assesses the factors likely to facilitate or hinder change, to help companies make choices.

During the summer research period, students have to write a dissertation under the guidance of a supervisor. They have the option to choose the development of a new sustainable product.

The Sustainable Consumption Institute has also established a Doctoral Training Centre (DTC), through which PhD students can participate in the Institute’s research programs and be trained to issues relating to sustainable consumption.

Website: http://www.mbs.ac.uk/specialist/course/index.asp?code=05849

European Commission Joint Research Center The EC-JRC is supporting the development of recommended international approaches, indicators, reference data, and pilot studies to facilitate life cycle thinking in business and public administrations. The focus is on increased awareness and use through scientific robustness, quality-assurance and consensus building.

The research is divided into 4 areas of focus:

The European Platform on Life Cycle Assessment, established by the European Commission in response to the IPP Communication to increase the availability and exchange of robust life cycle data and the use of Life Cycle Assessment (LCA) in business and public authorities. To ensure greater coherence and quality assurance across instruments, hence increased acceptance, use and efficiency, the Platform supports the development of the International Reference Life Cycle Data System (ILCD), the European Life Cycle Database (ELCD), the international resources directory, as well as a discussion forum.

The Waste Management area, where the European Commission is developing a series of technical and strategic guidance documents based on life cycle thinking to complement the waste hierarchy. These will help quantify the environmental and health benefits and trade-offs associated with options for waste prevention, recycling, re-use, and energy recovery.

The development of life cycle based indicators that are essential to complement other Sustainability Indicators to monitor progress towards Sustainable Consumption and Production. These indicators take into account the impacts and resources consumed, within and outside the EU, that are associated with goods and services consumed and the wastes produced. One key objective is to monitor decoupling of environmental impacts from economic growth.

The carbon footprint area, considering that climate change impacts are a major concern associated with sustainable consumption and production. Life cycle assessment provides the existing and internationally agreed basis for calculating carbon footprints of goods and services in a robust way. Website: http://lca.jrc.ec.europa.eu/

Institute of Chemical Technology. Prague, Czech Republic.

The Institute of Chemical Technology has introduced the life cycle topic about three years ago. Teaching and research activities focus on life cycle thinking and methodologies, and in particular the application of LCA for evaluation of contamination technology, green waste treatment technology, or green chemistry.

In courses specifically centred on LCA, there is a deep insight into impact categories, a study of the background to a LCA and its connection with life cycle impact assessment. The LCA method based on the ISO guideline is also studied. Training tools involve the GaBi software, several databases, and a library of life cycle thinking handbooks and SETAC publications.

This subject provides technology students with a very interesting interdisciplinary view. The classes have been expanding as students show more interest: the classes started with 20 students three years ago, on its second year, 40 students were involved, and this year, 90 students are enrolled.

Website: http://www.vscht.cz/homepage/english/main

Life Cycle Assessment & Modelling (LCAM) Group, Technology and Society Laboratory, EMPA. Switzerland

EMPA is a research institute part of the ETH Domain with sites in the three places Dübendorf, St. Gallen and Thun. It is one of the four independent research institutes that form together with the two technical universities of Lausanne and Zurich the so-called “ETH domain”. It is the materials research organization in Switzerland.

In terms of financing of EMPA, 2/3 of the funds are provided by the government, and 1/3 is provided by third parties. This third of the budget can be project-related government funding, European commission funding (considering the group’s involvement in EU projects), or industrial funding (for research or service activities).

EMPA has a long tradition in life cycle thinking. The first report was published in the beginning of the eighties (1982), considering life cycle issues in the packaging area and gathering inventory data about packaging material.

At its beginning, the life-cycle related research was focusing mainly on the following two lines: packaging issues (group in St. Gallen), and the wood and construction sector in general (group in Dübendorf). About four years ago, the St. Gallen group and the Dübendorf group were united in the “Life Cycle Assessment & Modelling” (LCAM) group. The main research fields are now focused on data generation, resulting in the Ecoinvent database, the construction sector (buildings, construction components and materials), biofuels and bioenergy, and new information and communication technologies. This research group is one of the most important dealing with LCA in Switzerland. There are about twelve persons working on the subject.

Today, the LCAM group produces many reference documents: project reports for industrial partners, but also reports for governmental organizations (for instance on biofuels), scientific publications, and presentations for conferences.

Website: http://www.empa.ch/plugin/template/empa/670/*/---/l=2

Politécnico di Milano, Italy. � Faculty of Chemical Engineering.

The course ‘Materials and environmental impacts’ was launched 5 years ago. Its aim was to address life cycle approaches for the evaluation of environmental performance of companies, namely in industrial processes devoted to production of materials (cement, iron, aluminium, copper).

Part of the course is devoted to the life cycle approach following the ISO standards 14040 and 14044, and discusses examples. The course also allows students to estimate and calculate life cycle inventories and to follow through material analyses and environmental impacts (LCIA).

The course has achieved great success: there are more than 100 students at Master’s level. There are students from material, chemical, and environmental engineering.

The course uses several books as reference material: - BAUMANN, Henrikke, TILLMAN, Anne-Marie, The Hitch Hiker's Guide to LCA. An

orientation in life cycle assessment methodology and application, Studentliteratur, Lund, 2004; - BALDO, Gian Luca, MARINO, Massimo, ROSSI, Stefano: 2005. Analisi del ciclo di vita. LCA.

Materiali, prodotti, processi, Edizioni Ambiente, 2005; - HEIJUNGS, Reinout, SUH, Sangwon, The computational structure of life cycle assessment,

Kluwer Academic Publisher, Dordrecht,2002; - GUINEE, Jeroen B., Handbook on Life Cycle assessment. Operational guide to the ISO standards.

Kluwer Academic Publisher, 2002; - KUTZ, Myer, Environmental conscious materials and chemicals processing, John Wiley & Sons.

Webpage (italian): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=4

� Faculty of Design.

The “Life Cycle Design” course (Faculty of Design) addresses design for environmental sustainability and has been taught for 15 years. It has around 300 students per year. It presents the evolution of design within the sustainability debate, the methods, tools, criteria and guidelines for life cycle design, and life cycle assessment, among others. The students then work on a design exercise using a set of tools (some of which are available on the LENS website).

The course named “System design for sustainability” (in English) has been taught for 2 years and has around 60 students per year. It focuses on PSS (product services for sustainability) and ecoefficiency in a very strategic way. It addresses social and ethical criteria, guidelines, methodologies and tools. The exercise project is made through an international network, where students from other countries comment on the projects.

The courses are based on Carlo Vezzoli’s “Design for Environmental Sustainability” and “System Design for Sustainability” books. Students also work with the ICS toolkit (idea on sustainable concept), which provides an idea table for brainstorming, and a checklist for in-course evaluation of the project. It includes a radar diagram, working with multiple criteria to assess the improvement of the concept being developed. Another useful tool is the sustainability design-oriented toolkit (for system design) which gives priority to brainstorming and generation of ideas, and that could be used at different levels. It is available for free on the Internet: www.mepss-sdo.polimi.it

Webpage (in Italien language): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=9

� Faculty of Architecture.

The “Methods and Techniques for Life Cycle Assessment of Buildings” course is part of a 3-year course in Environmental Architecture. Launched in 2005, the course focuses on LCA application in building and construction. During 6 months (12 lessons), 10 students are introduced to methods and different life cycle stages, environmental problems, and how to use LCA for design. Students do a specific exercise, comparing different products within the same functional unit and a similar product. It is important to use primary data (EPD) to compare the same kind of products with different environmental profile, or compare alternative material (insulation for instance). Students can also try other kinds of application: they compare different solutions for the envelope and compare to find the better. They also work on the role of maintenance, life of the building, durability of the components.

Introducing life cycle thinking to architects and designers allows the professionals they will become to upgrade the answer on LCA. The course is successful in making the students understand the added value of a scientific life cycle approach compared to other generic evaluation approaches (LEED or BREEAM for instance). It also allows the quantification of environmental problems. This is useful in a sector where there is confusion about what is sustainability, and in which most approaches only provide qualitative information.

The course is based on the book by Monica Lavagna (Hoepli editors): “Life Cycle Assessment in edilizia” (Life Cycle Assessment in the Building Sector), and exercises are conducted with the Simapro software and the Ecoinvent database.

The PhD course on the “Project of architecture and environmental design” has a very large field of interest, and part of it is focused on innovation and environment in architecture. Out of 60 hours of lessons, 10 to 12 are dedicated to life cycle thinking. The course is not specifically about the methodologies, but its aim is to explain life cycle thinking in terms of project design.

Reference documents include Monica Lavagna’s Life Cycle Assessment in edilizia, and Gian Luca Baldo’s Analisi del ciclo di vita. LCA. Materiali, prodotti, processi (both are mentioned above). There is no specific software use in this course.

Webpage (in Italian): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=1 � Research.

BEST (Building Environment Sciences and Technology) Department. The SPACE “Sperimentazione e Processi nel progetto di Architettura e nel ciclo di vita Edilizio” (Experimental processes of architecture and life cycle of building products) research unit (8 members) focuses on innovative materials and technologies in building and construction. Life cycle thinking is applied in the research studies, although there are few sources of financing for LCA applications. The research team works with insulation producers (Rockwool), or bricks producers, interested in the application of LCA information on their product at building level, to understand problems of energy performance, durability, maintenance. The approach of the study consists in comparing environmental profiles (Ecoprofiles) of products during service life to understand how much impact is expected in the production phase and in the service life phase, using specific data (Ecoinvent database and Simapro software).

Webpage (in Italien language): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=18

Chemistry, Materials and Chemical Engineering Department. The MATfEN 2 (Materials for Energy and Environment) research group (6 people) is working on environmental assessment of products, materials and services with LCA, but also in the field of synthesis and characterization of materials. The last developments were the publication of a paper on international assessment of waste management with LCA, and the development of a specific software to assess the environmental sustainability of a product, with industrial partners. Website (in Italian): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=4

DIS (Design and system Innovation for Sustainability), INDACO Department. Fifteen years ago, design for sustainability at the Politécnico was addressed through product design for environment and sustainability. It has evolved towards product service system and eco-efficiency, including recently the social and ethical dimension of sustainability. The group is now working for private and public organizations on various projects (e.g. publications, new software).

In the Laboratory for Industrial Products, following a first initiative for the establishment of an Italian network on LCA, financed by the EPA (environmental protection agency- 1999-2000), the LENS project now offers new possibilities for the dissemination of LCA teaching in design. This Asia-link project offers the possibility to conduct research in coordination with 7 Asian universities, and to disseminate the teaching on design for innovation. The network allows training of educators through projects, tools, conferences...

The main output of this project will be an online learning e-package built up in a modular way, with several learning resources (PowerPoint documents, texts, audio/video, tools…) downloadable by teachers around the world that could adapt it to their own context. The website will be open-source, and will offer the possibility for local networks to build a platform.

Finally, a project is being developed with low income countries, through a framework agreement with the Cape Town University and the University of Zambia, for student exchange and development of a project for sustainable mobility.

Website (in Italian): http://www.polimi.it/ricerca/dipartimenti/scheda_dipartimento.php?id_dipartimento=9

3.1 What is already there? In the organizations surveyed, there is already an advanced level of application of life cycle topics, or a huge potential to expand from basic to advanced level. The research also highlighted that the demand for life cycle thinking education is rising, in basic or advanced courses in educational programs and in research centres. This interest in the life cycle approach feeds on the discussion on sustainability issues, that are become everyday more important in the academic scene and in the society in general. We can therefore affirm that the life cycle approach will continue its rise into the debate and experiments related to sustainability issues.

Experts have understood the interest of this approach and have incorporated it to their research and their teaching. In many educational programs and research centers, life cycle thinking has taken a very important place, incorporated in programs as diverse as Chemical Engineering, Product Design, Waste Management, Architecture or Business Management, among others.

Life cycle topics are being introduced at all levels: Bachelor degrees, Masters, but also in PhD programs, which are increasingly requested in this field. Life cycle thinking can be introduced as a simple approach to consider the possible environmental impacts of a product, a building, or a process, but it can also be used for an in-depth technical sustainability assessment. Some institutions have even taken upon themselves to extend the life cycle approach to a broader sustainability assessment, focusing on social and economical criteria besides the environmental approach of ISO-LCA.

This variety of application of life cycle topics results in a great diversity of programs across European education and research institutions. However, there is a movement towards integration of different programs through discussion and new networks. The dominant group is that of Masters programs, followed by research centers and then by business schools. It seems, then, a natural consequence that Masters programs will take the lead in many countries when promoting advanced levels of ISO-LCA topics.

Beyond this exchange of knowledge between members of educational institutions, most universities also developed links with the industrial or the business world, to apply life cycle thinking in practice. Research centers or educational programs work in cooperation with companies, public organizations, and other institutions, providing services to help them solve specific problems, and learning from this concrete application in real-life.

This is especially interesting for students in technical programs, who are faced with the practical application of the theory they have studied, and can work on specific cases to solve, while having access to databases and information on the company/ institution, and having the possibility to understand the consequences of the assessment and its repercussion at medium and long term.

3.2 What is still needed? Following the discussion with experts in educational and research programs across Europe, some challenges have been identified, from conceptual (understanding life cycle thinking) to very practical issues (conducting LCA). A great need for information sharing and cooperation across institutions has also been identified.

UNDERSTANDING AND DISCUSSING LIFE CYCLE THINKING: s paces for capability development.

In terms of possibilities to extend life cycle thinking understanding and learning around Europe, it would be interesting to bring a basic LCA knowledge to all that are not familiar with it. Experts working on it usually know it in-depth, while other people, from educational programs or industries, need to be shown the benefits of the approach to improve the sustainability of products developed and produced. Life cycle thinking needs to be considered as an indispensable part of the process (for instance for designers, or in research industry).

This is why life cycle thinking in itself, and even at a basic level, needs to be promoted: this could be done by workshops for teachers but also conferences with students, to broaden the understanding of life cycle topics. Master degree programs, national networks (see deliverable D16) and the UNEP/SETAC Life Cycle Initiative could promote these ideas and this work in all European countries, and specifically in those that have less access to information on the subject.

INFORMATION SHARING: materials and training tools

In some countries, expert networks have been constituted, bringing together teachers, researchers and other people involved in studying and applying life cycle thinking. In some other countries, however, there are no networks in place. There are some initiatives starting (see deliverable D16), but they need to be supported and promoted.

The subject is new (less than 5 years old) in many educational institutions. It is important to have a clear picture of activities in several universities across Europe, to facilitate the exchange of information and collaboration in different ways.

This could be done by a university network, or even a simple Interned based information tool to find out about the initiatives related to a specific sector or to life cycle thinking in general. Materials such as PowerPoint documents, texts, publications or other tools could be shared online, to give visibility to the ideas and applications promoted in life cycle thinking.

Another interesting manner to share information is through students or staff exchanges, in collaboration between universities. There is project funding for such projects in several organizations (EU, Erasmus, EC…). This could concern teachers giving a specific lecture, or students wanting to write a thesis related to life cycle thinking but not having this possibility at their home university, for instance. This would also encourage the dissemination of knowledge and the discussion of new ideas.

Some findings on materials and tools are the following:

Textbooks are too difficult to access.

According to the survey, textbooks are often too difficult to access for the inexperienced reader. The universities end up creating their own material. There is a need for reference/ guidance documents, and maybe a general textbook designed specifically for education purposes, explaining life cycle thinking (this is also an opportunity for cooperation between teachers/ researchers). Lack of documentation for specific sectors. Some sectors lack specific books, depending on the country concerned. There is no specific database of books on the subject (e.g. life cycle thinking in the building sector), either at basic or advanced level.

Lack of documentation in specific languages. There is a need for translation of documents and training tools. Most of the tools are in English, while students in most European countries are more familiar with their native language. Even if the teachers provide summaries and teach the courses in the national language, students lack references to deepen their knowledge.

EXAMPLES/ BUSINESS CASES FOR ENTIRE EUROPE

There is a demand for very practical applications of sustainability thinking. Students are interested in concrete examples. In some countries, not much information is available regarding life cycle thinking applications, how to conduct the assessment and spread the principles. This is particularly felt in Eastern Europe;

A very useful action would be to make available examples of LCAs conducted in different companies/ organizations, even if only through a link page. These examples of previous applications in other industries can help to understand how different issues can be addressed. There is a very urgent need for online material on methodology and on case studies, which would cover initiatives in the entire European continent.

A first example (case study in Mexico) is provided in the LCA training kit, made available online by the UNEP/SETAC Life Cycle Initiative, together with other training tools, at http://www.unep.fr/scp/lcinitiative/publications/training/index.htm.

CAPACITY TO ATTRACT PARTNERS

Some universities have had great success in carrying out external training with companies or organizations, as well as in developing partnerships to apply life cycle thinking in practice in the institutions.

As an example, the Delft/ Leiden program has experience in working with an industrial complex that is already formed, but not much experience in attracting new partners. The Cambridge University has developed a very significant project at the Business and Environment Program, which offers seminars for senior executives and aims at forming a global network of experts on sustainable business.

These kinds of initiatives need to be extended and explored to create a link between educational programs and the business world.

APPLYING LIFE CYCLE THINKING IN PRACTICE

Some of the difficulties faced relate to the application of life cycle thinking. It is not easy to explain what LCA means concretely, and what can really be done. The possibilities, applications and consequences of a life cycle approach are harder to understand than the concept.

The challenge is to translate the insights of life cycle thinking into design and application. It takes a long time to conduct a LCA, and the question is how to use the method to take the static information and deliver dynamic solutions. Life cycle thinking needs to be integrated in the strategic management of the company, and needs to be flexible enough for innovative solutions. Although some parts (like ISO 14040) are mandatory for companies, a broader vision of life cycle thinking is hard to obtain from companies: it is sometimes too analytical and scientific for its purpose. Summing up: how can this analytical tool be applied in practice, used for design, innovation and policy making, in a dynamic manner?

The difficulties and limitations faced in the business/ industrial sector need to be addressed in order to promote life cycle approaches. Although life cycle concepts are very well received, life cycle tools are often discarded when compared to more practical and familiar processes, due to the complexity of the assessment with a life cycle approach.

The road from LCA theory to LCA practice should be progressive, by a step-by-step approach, with enough guidance to avoid frustration with software and real-life application.

4 WHAT CAN BE INCORPORATED IN EDUCATIONAL PROGRAMS?

The scientific framework and the research lines as developed with CALCAS partners will provide the content of courses. This on one hand will give a guide to expected developments in this field and on the other will indicate the limitations of current LCA and of newly developed LCA, already broadened a bit and deepened a bit. Two CALCAS proposals are the following: Course 1: Advanced LCA topics Following the establishment of the ISO-standards for LCA, many developments are taking place to deepen, broaden, and provide a foundation for LCA. The following course has the aim to present a framework which accommodates new developments in a coherent and more flexible manner than the framework for ISO-LCA. Following topics are considered in this framework for New LCA:

• Scenarios are proposed for a broader validity of the goal and scope specification

• Economic elasticities are proposed to improve the inventory modeling

• Social indicators are proposed in connection to LCA

• Multi-criteria tools are applied for life cycle interpretation

• Consequential vs. attributional, marginal vs. average

• Dynamic, spatially differentiated

• IO and hybrid LCA

Course 2: Making uncertainty analysis of LCA models practical

LCA models contain hundreds of input parameters. Quantifying the uncertainty in all these input parameters for a reliable quantification of the uncertainty in the output of LCA is generally speaking not necessary. There are two important reasons why we can disregard uncertainty in most of the input parameters.

1) When using LCA for product comparisons the LCA models are partly dependent. 2) Only a small fraction of the input parameters contribute significantly to the uncertainty in the output of the LCA models.

How dependencies between LCA models influence the uncertainty in the output of the LCA models is theoretically analyzed and illustrated with some examples.

How the input parameters of the LCA models that contribute most to the uncertainty of the output can be determined in a robust and efficient manner with sensitivity analysis is discussed and illustrated.

The results of this study imply that using the correct approaches, the determination of the uncertainty in the output of LCA models can be made practical and more often used in LCA studies.

5 PLAN FOR THE INTRODUCTION OF LIFE CYCLE TOPICS IN EDUCATIONAL PROGRAMS AND RESEARCH ACTIVITIES

The main objective of this chapter is to find manners through which institutions can reach the advanced level as initially proposed. This goal can be accomplished through a transfer from advanced-level institutions to basic-level institutions. Successful experiences can be adapted and transferred to promote life cycle thinking in educational institutions in Europe and in other regions of the world.

The challenges faced by those working with the education on life cycle thinking and with its practice require taking concrete measures to move forward. Here are some of the actions that could be launched.

• Improving education and training tools :

� Textbooks to introduce life cycle thinking to students: some already exist. The UNEP/SETAC Life Cycle Initiative has produced materials. CALCAS experts could recommend a best one. A list of textbooks is provided in Annex 5.

� Specific sector-oriented information: gather information on specific fields of study (e.g. architecture or the building sector) to be used in education.

� Translation of available documents: translating documents will facilitate the dissemination of life cycle thinking, in countries where there is less national research on the subject.

� Collection of case studies: make available examples of life cycle Assessments in industry and business, ideally on-line (by a link page or a possibility to download reports). It is important that these examples represent the diversity of countries and initiatives across Europe. An open-source registry could be created, allowing partners to upload life cycle studies without peer review. The Czech Republic representatives could lead this process for Eastern European countries.

� Facilitate the finding of inventory data: by listing the databases available for students needing inventory data in a database registry, to conduct LCAs for instance.

� The UNEP/SETAC Life Cycle Initiative has launched a portal on online training tools to disseminate knowledge and understanding of life cycle methodologies: http://www.unep.fr/scp/lcinitiative/publications/training/index.htm.

• Converting methodologies and life cycle thinking into practice: work on the accessibility of life cycle topics and tools for students and non-experts, providing advice on the use of methodologies and on the steps to be followed, and discuss the challenges and expectations of businesses. Life Cycle Management is an excellent element that serves as a bridge for practical understanding.

• Sharing information and knowledge: the ideal solution would be to create an internet-based tool to share all sorts of documents related to life cycle topics (PowerPoint documents, publications, course outlines, articles, videos/ audio…) and make it available to experts and teachers. Creating a database listing all books, publications, reports, theses and other documents relating to life cycle thinking, with information on their accessibility, language, and areas covered would allow teachers to have a database on the subject but also to adapt it to their own context and participate in knowledge-building. This database should be kept up to date, and could be enriched by on-line visitors.

• Networks: some European countries already have developed national networks bringing together LCA experts (see deliverable D16), while others are isolated. Some national initiatives have started in different countries: they need to be supported, promoted and interlinked. On a broader level, an international network would allow the dissemination of information, and would provide a clear picture of the activities conducted in different institutions.

Cooperation between educational programs We would like to introduce several reflection tracks to make the best of these actions, by exploring the possibilities of cooperation between institutions involved: • Distance learning: this tool can be used for short term courses recognized by both

cooperating universities or even as part of a university programs resulting in a degree. • Through partnerships among European universities. For instance, this can be done through

student and staff exchange programs, as well as through the creation of opportunities for joint work (i.e. exchange of experience between professors).

• Joint university projects: These can consist of academic projects involving students, to use

the information available in both countries, and develop a project taking into account its international dimension.

• Business schools’ networks in the entire European continent and even farther. These

networks should be used to promote and exchange on good practices as well as new developments in ideas and techniques related to life cycle thinking. Example: The Global Network of Business Schools (GBSN) managed by MERC (Management Education and Research Consortium) (www.mercnetwork.org) and initiated by the World Bank.

• Linking schools and the business world: Businessmen and managers often participate in

lectures and seminars in universities throughout Europe. It would be interesting for students (and for experts) to have the point of view of a firm incorporating life cycle thinking to its management. This practical experience will allow a transfer of knowledge and experience, and reflection on both parts.

• The UNITWIN/UNESCO Chairs Programme (UNITWIN is the abbreviation for the

university twinning and networking scheme), launched in 1992, serves as a prime means of capacity building through the transfer of knowledge and sharing in a spirit of solidarity with and between developing countries. Participants include hundreds of universities, as well as many important higher education NGOs and other organizations, foundations and companies.

• The Association of African Business Schools, whose mission is to promote excellence in

business and management education in Africa by supporting graduate business schools through capacity building, collaboration and quality improvement, could also participate in transmitting to knowledge and training tools beyond Europe. http://www.aabschools.com/

International conferences and networks.

• International conferences are the perfect place to organize training courses, designed for teachers and experts involved in the educational systems of different countries. Research institutes often organize conference on specific themes, but since life cycle thinking is only beginning to be integrated in the studies, there is little interaction between university researchers of different countries. UNEP and SETAC could play a part in bringing together experts that are interested in life cycle thinking, offering solutions to integrate it to different areas. At the same time, concrete applications and experiences could be presented (example: SETAC conferences).

• In a more general manner, the UNEP/SETAC Life Cycle Initiative can offer information and training on life cycle Issues through different forms, and be used as a platform to put in contact all the people involved or interested in life cycle thinking.

• The 12 European life cycle networks and other more particular networks (e.g. ecodesign network) exist in the field of research and teaching: The EuroEnviron (www.euroenviron.net/) which is a Pan-European Environmental R&D Network, established under the EUREKA initiative (www.eureka.be), The European Society for Ecological Economics (ESEE, www.euroecolecon.org/governance.htm) has a list of courses in ecological economics and related fields (www.euroecolecon.org/education.htm).

• The European University Association (EUA, www.eua.be/members-directory/), which represents and supports higher education institutions in 46 countries, can also be a link for the diffusion of ideas and new initiatives.

6 CONCLUSIONS AND RECOMMENDATIONS This survey has evidenced the incorporation of life cycle topics in more than 50 different educational and research programs across Europe. Out of the 37 universities appointed, 22 are ranked among the 500 best universities worldwide. The countries in which most educational and research programs have been identified are Germany (7), United Kingdom (6) and Italy (6), followed by Spain (3), France (3), the Netherlands (3) and Switzerland (3).

The research and the survey conducted for this report have allowed assessing the advancement of this incorporation at different levels: level of research developments, level of the life cycle topics addressed, relative importance of these topics within the education or research program, concrete consequences and applications.

The assessment of this progress is done following criteria such as: evidence of teaching or research on life cycle topics, use of life cycle thinking to go further in sustainability assessments, integration of life cycle topics in very different fields and bringing together different departments, exchange of knowledge and experience between experts and persons responsible for different programs.

All the organizations surveyed have incorporated life cycle thinking into their curricula and/ or their research. In all interviewed organizations, there is more than one program or course incorporating these topics. Most of these programs (approximately 75%) are focused on basic level life cycle topics, but in all the cases studied, there is a will to move to advanced level and to extend the field of use of life cycle topics.

All the programs use different tools and training material. None of them could evidence publicly available material, although out of six studied programs, three are already sharing information through a network (either existing or in construction). All programs use software tools for the application of life cycle thinking into practice: most programs use Excel, and 4 out of 6 programs also use (or have used) commercial software. All the programs studied would be interested in working with CALCAS to move further in the incorporation of life cycle topics in their organization.

This assessment has enlightened the challenges that need to be faced in order to move forward in the incorporation of life cycle topics in educational and research programs. These challenges include the need for different or tailor-made material, the need for more guidance regarding the application of life cycle thinking in practice, support and promotion of networking initiatives, development of relationships with the industrial and business sector, clarification of methodologies and improvement of the accessibility of the life cycle approach, and finally development of networks for experience and knowledge sharing.

CALCAS can fill in the gaps regarding an advanced LCA training option, which should take into consideration the specificities of the programs involved, and allow interactions between them, for knowledge and experience sharing.

The plan for introduction of life cycle topics in educational programs and research activities aims at providing an answer to these challenges, and sets a number of actions that could be undertaken: organization of workshops and conferences, improvement of education material and tools, conversion of methodologies in practice, improving the availability of information and case studies, and improving information sharing.

The plan also introduces different means to promote and deepen cooperation between institutions involved in the incorporation of life cycle topics in their activities, at basic or

advanced level: it identifies different networks and partners that could take part in this initiative.

The training implementation plan on life cycle topics for educational organizations in Europe will promote life cycle thinking in educational and research institutions, reinforce and deepen relationships between all parties involved, and provide new developments in life cycle theory and practice. This action can be further developed outside of the European continent, by extending the plan to countries in other five UN regions (Latin America and the Caribbean, Africa, Asia Pacific, West Asia and North America), and potentially to any organization over the world interested in starting or broadening the incorporation of life cycle topics in educational programs or research activities.

ANNEXES

ANNEX 1. REFERENCES � AUSTRIA Univ. Doz. Dr. Andreas Windsperger: [email protected] Marcus Hummel: [email protected] Institut für Industrielle Ökologie Institute for Industrial Ecology im Tor zum Landhaus Rennbahnstraße 29/C/3 3100 St. Pölten Ph: +43 1 9005 15162 Fax: +43 1 9005 15165 http://www.indoek.noe-lak.at/ � CZECH REPUBLIC. Vladimir Koci: [email protected] Department of Environmental Chemistry Faculty of Environmental Technology Technická 1903 166 28 Praha 6 - Dejvice CZECH REPUBLIC � DENMARK Alessio Boldrin : [email protected] Env. Eng., M.Sc.E.E., Ph.D. Student Technical University of Denmark Department of Environmental Engineering Building 115, room 055 DK-2800 Kongens Lyngby Denmark http://www.env.dtu.dk http://www.3r.env.dtu.dk Phone : (+45) 4525 1585 � FINLAND

Helena Mälkki: [email protected] Training Manager Helsinki University of Technology Lahti Center GSM +358 40 8248748

� FRANCE Fabrice Mathieux : [email protected] Maître de Conférences. Université Joseph Fourier Laboratoire G-SCOP 46 avenue Félix Viallet F-38031 Grenoble cedex 1 - France http://www.g-scop.fr Tel: (+33) 04 76 82 70 28 Fax: (+33) 04 76 57 46 95 � GERMANY Philipp Schepelmann: [email protected] Marten Stock: [email protected] Wuppertal Institut für Klima, Umwelt, Energie GmbH; Döppersberg 19, 42103 Wuppertal, Deutschland � GREECE Christopher J. Koroneos: [email protected] Laboratory of Heat Transfer and Environmental Engineering Aristotle University of Thessaloniki Box 483 54124 Thessaloniki, Greece Tel +30 2310 995968, Secretariat 996011 Fax +30 2310 996012 � ITALY Paolo Masoni: [email protected] Alessandra Zamagni: [email protected] ENEA ACS-PROT-INN Via Martiri di Monte Sole, 4 40129 Bologna (Italy) www.bologna.enea.it www.ecosmes.net tel. +39 051 6098 424 mobile: +39 328 9870 609 fax: + 39 051 6098 280

� PORTUGAL Susana Xará, Eng.: [email protected] Universidade Católica Portuguesa / Portuguese Catholic University Escola Superior de Biotecnologia /College of Biotechnology R. Dr. António Bernardino de Almeida, 4200-072 Porto, Portugal www.esb.ucp.pt Tel: +351 22 5580192 Fax: +351 22 5090351 Kiti Suomalainen : [email protected]

PhD student, MIT-Portugal Program - Sustainable Energy Systems Center for Innovation, Technology and Policy Research, IN+ Instituto Superior Técnico Technical University of Lisbon � SPAIN. Francesc Castells: [email protected]

Grupo de Análisis y Gestión Ambiental Departamento de Ingeniería Química Universitat Rovira i Virgili Avda. Països Catalans 26 43007 TARRAGONA (SPAIN) Phone: +34977559644 � SWITZERLAND Annette Köhler: [email protected]

Senior Research Associate ETH Zurich Institute of Environmental Engineering Ecological Systems Design HIF C 44 Wolfgang-Pauli-Str. 15 CH-8093 Zürich www.ifu.ethz.ch Tel: 0041-44-633 49 92 Fax: 0041-44-633 10 61 Thomas Koellner: [email protected] University Saint Gallen Dufourstrasse 50 CH-9000 St.Gallen, Switzerland

� SWEDEN Tomas Rydberg: [email protected] IVL Swedish Environmental Research Institute Box 5302, 400 14 Göteborg Visiting address: Aschebergsgatan 44 www.ivl.se Tel: +46 31-725 62 63 Fax: +46 31-725 62 90 � THE NETHERLANDS Jeroen Guinee: [email protected] Institute of Environmental Sciences (CML) Department of Industrial Ecology Leiden University P.O. Box 9518. 2300 RA Leiden. The Netherlands http://www.leidenuniv.nl/cml/ssp/ T +31 (0)71 5277432 F +31 (0)71 5277434 � UNITED KINGDOM Mike Pitts: [email protected] Priorities Manager Chemistry Innovation Limited The Heath, Runcorn, Cheshire, WA7 4QX www.chemistryinnovation.co.uk +44 (0)1928 515501 +44 (0)7515 334819 Adisa Azapagic: [email protected] Professor of Sustainable Chemical Engineering Deputy Head of School and Head of Research School of Chemical Engineering and Analytical Science The University of Manchester PO Box 88, Sackville Street Manchester M60 1QD http://www.ceas.manchester.ac.uk/ Tel: ++44 (0)161 306 4363 Fax:++44 (0)161 306 9321

ANNEX 2. SURVEY USED From which European countries do you have contacts or information on current educational programs including life cycle courses?

Austria Belgium Bulgaria Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Poland Portugal Romania Slovakia Slovenia Spain Sweden United Kingdom

Could you please provide the following from the countries you are selecting? It will help us to arrange some interviews with some of them. If you know more than 5 in total, just provide the name of the persons so that we directly contact them and get additional information. Name the educational organization:………………………………………………. Type of program they offer (master, PhD or research):…………………………… Contact details of a person that could be interviewed:…………………………….. Name the educational organization:………………………………………………. Type of program they offer (master, PhD or research):…………………………… Contact details of a person that could be interviewed:……………………………..

ANNEX 3. LIST OF EUROPEAN PHD, MASTER DEGREE PROGRAMS AND RESEARCH LINES THAT INCORPORATE LIFE CYCLE THINKING IN THE CURRICULA 1. Austria 2. Belgium 3. Bulgaria 4. Czech Republic 5. Denmark 6. Finland 7. France 8. Germany 9. Greece 10. Italy 11. Norway 12. Poland 13. Portugal 14. Spain 15. Sweden 16. Switzerland 17. The Netherlands 18. United Kingdom

Please note that for universities listed as: “All programs: Masters, PhD and Research”, the specific program in which life cycle topics are incorporated has not been defined.

1. Austria. � Master Degree Programs or equivalent University Programs. Vienna University of Technology. - “Resource Management”: lecture given by the Institute for water quality, resources and

waste management. Overview of LCA principles. Contact: Paul H. Brunner: [email protected] Website: http://www.iwa.tuwien.ac.at/iwa226_english/home.html

Polytechnic of Hallein, Salzburg. - Ecodesign specification module in 2 years.

Contact: Wolfgang Wimmer: [email protected]

� PhD and Research Programs Vienna University of Technology. - « Ecodesign » course and research program. Offered by the Institute for engineering

design and logistics engineering. Provides information on ecological product design, and on some LCA principles. Contact: Wolfgang Wimmer: [email protected] Website: http://www.ikl.tuwien.ac.at/index.php/english/IKL-Home.html

2. Belgium. � Master Degree Programs or equivalent University Programs. KU Leuven (Catholic University of Leuven) - Department of Mechanical Engineering. Center for Industrial Management/ Traffic and

Infrastructure Contact: Wim Dewulf: [email protected] Website: www.kuleuven.be/english/

3. Bulgaria. � Master Degree Programs or equivalent University Programs. University of Chemical Technology and Metallurgy, Sofia. - European Master of Science program on Environmental Protection and Sustainable

Development. Center of Ecology. Contact: Prof. Ekaterina Terlemesian: [email protected] Website: http://www.uctm.edu/en/university/centers.html

4. Czech Republic. � Master Degree Programs or equivalent University Programs.

Institute of Chemical Technology Prague. - Department of Environmental Chemistry.

Contact: Assoc. Prof. Ing. Vladimir Koci, Ph.D.; [email protected] Website: http://www.vscht.cz/uchop/english/welcome/index.html

5. Denmark. � All Programs: Masters, PhD and Research. Denmark Technical University - Department of Management Engineering.

Contact: Michael Z. Hauschild: [email protected] Website: www.man.dtu.dk

Aalborg University - Department of Development and Planning.

Life Cycle Assessment Group. Website: http://www.plan.aau.dk/forskningsgrupper/miljovurdering/lca?languageId=1

6. Finland. � Master Degree Programs or equivalent University Programs. Helsinki University of Technology Lahti Center, Finland - Master's Degree Programme in Environmental Technology

Contact: Training Manager Helena Mälkki: [email protected] Website: http://intl.ltk.hut.fi/index.php?id=226

- Master's Degree Programme in Urban and Environmental Sciences and Technology Contact: Senior Adviser Eira Rosberg : [email protected] Website: http://intl.ltk.hut.fi/index.php?id=249

7. France. � Master Degree Programs or equivalent University Programs. ENSAM Chambéry - Mastère spécialisé: Ecoconception et management environnemental.

Contact : Daniel Froelich : [email protected] Website :http://www.ensam.fr/fr/centres_et_instituts/institut_chambery/formations/mastere_specialise_ecoconception_et_management_environnemental

Troyes University of Technology (UTT) - Master Sciences, Technologies et santé: Mention Ingénierie et Management

Contact : Tatiana Reyes : [email protected] Website : http://www.utt.fr/

� All Programs: Masters, PhD and Research.

University Joseph Fourier, Grenoble - Contact: Fabrice Mathieux: [email protected]

Website: http://www.ujf-grenoble.fr/05467507/0/fiche___pagelibre/ INSEAD - Social Innovation Centre

PhD program: Logistics course introducing to LCA. Contact: Benjamin Warr: [email protected]

Website: http://www.insead.edu/isic 8. Germany. � Master Degree Programs or equivalent University Programs. Ifas (Institut for applied Material Flow Management) Environmental Campus Birkenfeld, University of Applied Science Trier. - Master of International Material Flow Mangement

Contact: Michael Knaus, Project Manager: [email protected] Website: www.imat-master.com

� All Programs: Masters, PhD and Research. University of Technology of Braunschweig - IWF. Institute for machine tools and production technique.

Product and Life Cycle Management Department. Contact: Cristoph Hermann: [email protected] Website: http://www.iwf.tu-bs.de/Welcome.html

Forschungszentrum Karlsruhe - Department of Technology-Induced Material Flow

ITAS- ZTS Institute for Technology Assessment and Systems Analysis Network on Life Cycle Inventory Data. Contact: Dr Christian Bauer: [email protected] Website: www.lci-network.de

Fraunhofer IZM (Institut Zuverlässigkeit und Mikrointegration) - Department Environmental Engineering

Contact: Dr.-Ing. Nils-Frederik Nissen Website: http://www.izm.fraunhofer.de/EN/abteilungen/ee/index.jsp

University of Stuttgart - Department Life Cycle Engineering. Chair of Building Physics

Website: http://www.lbpgabi.uni-stuttgart.de/english/index_e.html IFU- Institute for Environmental Informatics Hamburg - Website: http://www.ifu.com/en/company/profile/index.htm

Wuppertal Institute for Climate, Environment and Energy. - Research group: sustainable production and consumption.

Website: http://www.wupperinst.org/en/our_research/index.html

9. Greece. � All Programs: Masters, PhD and Research. University of Western Macedonia. Department of Energy Management. - School of Engineering and Management of Energy Resources.

Contact: Prof Christopher Koroneos: [email protected] Website: http://www.enman.uowm.gr/english/index_english.htm

10. Italy. � Master Degree Programs or equivalent University Programs. University “G. d’Annunzio”, Faculty of Economics, Pescara - Bachelor programme in Environmental Economics and Management

Contact: Prof. Anna Morgante, Dean of the Faculty: [email protected] Website: www.unich.it

- Master programme in Industrial Ecology Contact: Prof. Anna Morgante, Dean of the Faculty: [email protected] Website: www.unich.it

Politecnico di Milano - Faculty of Architecture and Engineering. First level course in “Metodi e tecniche per la

valutazione LCA dei progetti” (Life Cycle Assessment of buildings) Contact: Monica Lavagna, temporary researcher: [email protected] Website:http://www5.ceda.polimi.it/schedaincarico/LetturaSchedaClasse.do?evn_initonly=evento&c_classe=426635

- Faculty of Chemical Engineering. First level course in “Materiali e impatto ambientale” (Materials and Envirnomental Impacts) Contact: Giovanni Dotelli, assistant professor: [email protected] Website:http://www5.ceda.polimi.it/schedaincarico/LetturaSchedaClasse.do?evn_initonly=evento&c_classe=433384

- Faculty of Design. First level course in “Life Cycle Design”. Contact: Carlo Vezzoli, assistant professor: [email protected] Website: http://www.dis.polimi.it/didattica.htm

University of Bologna. - Degree in Chemical Technologies for the Environment and for Waste Management

Website: www.fci.unibo.it Scuola Sant’Anna di Pisa. - Master on Environmental Management and Control: waste life cycle technologies and

management. Website: www.sssup.it

ISIA of Faenza - Higher Institute of Industrial Design. - Annual course on LCA with a pilot project.

Website: www.isiafaenza.it

� PhD and Research Programs University “G. d’Annunzio” - Dipartimento delle Scienze Aziendali, Statistiche, Tecnologiche e Ambientali (DASTA),

Pescara Contact: Prof. M. Rea, Dept Director: [email protected] Website: www.unich.it

- Faculty of Economics, Pescara. Contact: Prof. G. Boffi, Dept Director, [email protected] Website: www.unich.it

Politecnico di Milano, BEST Department - PhD course TEPAC (Technology and Project in Architecture), with specific topic in

Environmental Innovation and Life Cycle Assessment Contact: Andrea Campioli, full professor: [email protected] Website: www.polimi.it

� All Programs: Masters, PhD and Research. University of Bari, Bari-IT - Master and post-doc.

Contact: Prof. M. Aresta, 00390805442084 Website: www.metea.uniba.it

11. Norway. � Master Degree Programs or equivalent University Programs. NTNU (Norwegian University of Science and Technology), Trondheim. - Masters program in Industrial Ecology.

Website http://www.ntnu.no/studies/msc-industrial-ecology LCA course: http://www.ntnu.no/portal/page/portal/ntnuen/all_courses?selectedItemId=31010&rootItemId=29569&emnekode=TEP4223&valgtFraStudieaar=2008

� PhD and Research Programs NTNU (Norwegian University of Science and Technology), Trondheim. - PhD program in Industrial Ecology.

Website http://www.ntnu.no/studies/industrial-ecology/phd 12. Poland. � PhD and Research Programs Polish Academy of Sciences - Contact: Joanna Kulczycka: [email protected]

Website: http://www.english.pan.pl/index.php?option=com_frontpage&Itemid=1

13. Portugal. � Master Degree Programs or equivalent University Programs. Portuguese Catholic University. - LCA courses at undergraduate level.

Contact: Susana Xará, responsible for the courses, [email protected] Website:http://www.porto.ucp.pt/site/custom/template/ucptplpag.asp?sspageID=2799&lang=2

Technical University of Lisbon, Lisbon, Portugal. - Industrial ecology course at Instituto Superior Tecnico, undergraduate course.

Contact: Samuel Niza, course examinator: [email protected] Website: http://www.mitportugal.org/index.php

� PhD and Research Programs Portuguese Catholic University. - LCA research program: related to waste management (post-graduate level).

Contact: Susana Xará, responsible for the courses, [email protected] Website:http://www.porto.ucp.pt/site/custom/template/ucptplpag.asp?sspageID=2799&lang=2

14. Spain. � All Programs: Masters, PhD and Research. University Rovira i Virgili. - PhD/Master Course on Environmental Engineering Master in Chemical and Process

Engineering (2006) Contact: Francesc Castells, Professor of Chemical Engineering: [email protected] Website: http://www.urv.cat/

- Graduate Course on Environmental Technology Graduate Studies in Chemical Engineering (1992) Contact: Francesc Castells, Professor of Chemical Engineering: [email protected]

University Jaume I - Contact: Rosario Vidal : [email protected] / [email protected]

Website: http://www.uji.es/UK/basic/ ESCI (Barcelona) - http://www.esci.es/formacion/escuela_fr.htm

15. Sweden. � Master Degree Programs or equivalent University Programs.

Chalmers University of Technology, Goteborg, Sweden - Master, Industrial ecology.

Contact: John Holmberg, [email protected] Website : http://www.chalmers.se/gmv/EN/about-gmv

� All Programs: Masters, PhD and Research. Chalmers University of Technology, Goteborg, Sweden - GMV, HU2 (Higher education for Sustainable development).

Contact: Ulf Andersson, HU2 coordinator: [email protected] Website: http://www.chalmers.se/gmv/EN/

Mälardalen University, Sweden - School of Sustainable Development of Society and Technology

Contact: Peter Dobers, Professor: [email protected] Website: http://www.mdh.se

16. Switzerland. � Master Degree Programs or equivalent University Programs. ETH Zurich - Master program in Ecological Systems Design and Waste Management.

Contact: Prof. Stefanie Hellweg, professor, [email protected] Website: http://www.ifu.ethz.ch/ESD/education/index_EN

� PhD and Research Programs ETH Zurich - Ph.D. programs and research in the field of Life Cycle.

Contact: Prof. Stefanie Hellweg, professor, [email protected] Website: http://www.ifu.ethz.ch/ESD/research/index_EN

Saint Gallen University - Institute for Economy and the Environment.

Contact: Prof. Ruedi Müller-Wenk: [email protected] Website: http://www.iwoe.unisg.ch

EMPA research institute - LCAM: Life Cycle Assessment and Modeling

Website: http://www.empa.ch/plugin/template/empa/670/*/---/l=2 17. The Netherlands. � All Programs: Masters, PhD and Research. Universiteit Utrecht - Department of Science Technology and Society

Website: http://www.chem.uu.nl/nws/www/educatio/edu_env.htm

Leiden University - Institute of Environmental Sciences (CML)

Department of Industrial Ecology. Website: http://www.leidenuniv.nl/cml/ssp/

Delft University of Technology and Leiden University - Industrial Ecology MSc Program

Contact: Gijsbert Korevaar: [email protected] Website: http://www.ie.leidendelft.nl

18. United Kingdom. � Master Degree Programs or equivalent University Programs. The University of Manchester - School of Chemical Engineering and Analytical Science. Undergraduate program.

Contact: Prof. Adisa Azapagic, Professor of Sustainable Chemical Engineering: [email protected] Website: http://www.ceas.manchester.ac.uk/

- Manchester Business School Website: http://www.mbs.ac.uk/

Cranfield School of Management - Website: http://www.som.cranfield.ac.uk/som/ University of Bath. - MSc in Integrated Environmental Management (distance learning): module on LCA.

Website: http://www.bath.ac.uk/iem/ University of Surrey - MSc Environmental Life Cycle Management

http://ces-surrey.org.uk/people/staff/lbasson.shtml http://portal.surrey.ac.uk/portal/page?_pageid=822,513215&_dad=portal&_schema=PORTAL

University of East Anglia - MSc Environmental Assessment and management

Website: http://www1.uea.ac.uk/env/courses/masters/tdeg/MSc%2BEnvironmental%2BAssessment%2Band%2BManagement

University of Sunderland - MSc Environment, Health and Safety (IOSH Accredited)

http://www.sunderland.ac.uk/study/course/153/msc_environment_health_and_safety_iosh_accredited

University of the West of England - Product Life Cycle and Cost Modelling

Website: http://courses.uwe.ac.uk/z41000005/2008

Open University - Enterprise and the Environment

Website: http://www3.open.ac.uk/courses/bin/p12.dll?C01T862 Tanaka Business School, Imperial College, London - Website: http://www3.imperial.ac.uk/tanaka � PhD and Research Programs The University of Manchester - School of Chemical Engineering and Analytical Science. PhD program.

Contact: Prof. Adisa Azapagic, Professor of Sustainable Chemical Engineering: [email protected] Website: http://www.ceas.manchester.ac.uk/

University of Bath. - Mechanical Engineering: SERT (Sustainable Energy Research Team): use of LCA.

Contact: Marcelle McManus [email protected] Website: http://www.bath.ac.uk/mech-eng/sert/

- Doctoral Training Centre in Sustainable Chemical Technologies University of Surrey - Industrial Doctorate Centre in Sustainability for Engineering and Energy Systems 19. European Research or Funding organizations European Commission- Joint Research Centre. - Supporting Life Cycle Thinking and Assessment in policy and business. http://lca.jrc.ec.europa.eu/ European Platform on LCA: http://lca.jrc.ec.europa.eu/EPLCA/deliverables.htm European Science Foundation: http://www.esf.org/home.html - Lest-Cost Synergy: http://www.esf.org/index.php?id=5035

ANNEX 4. LIST OF GUIDING QUESTIONS FOR THE INTERVIEW TO EDUCATIONAL ORGANIZATIONS OR PROGRAMS

1. Incorporation of Life Cycle topics in your teaching/ research.

In what context/ program do you use Life Cycle topics? For a course, please specify name and

level (Undergraduate, Masters, PhD, MBA…). For research, please specify the area of research and/ or research project.

What are your training tools/ guidance documents/ references?

Do you have brochures, or documents concerning the program? Do you have documents or tools available online? To whom?

2. Needs and lessons learned

Have you received feedback on Life Cycle thinking when presenting it, or using it? From students or colleagues?

What do you feel you would need in order to move forward in understanding and

incorporating Life Cycle topics in your teaching/ research? - Training with experts - More guidance documents - Training tools available online - Conferences to discuss issues and exchange experience with fellow teachers/ researchers - Exchange of teachers/ researchers/ students - … Please feel free to add-on to this list and/ or elaborate on the ideas proposed.

ANNEX 5. LIST OF TRAINING AND EDUCATION MATERIAL Textbooks: - BAUMANN, Henrikke, TILLMAN, Anne-Marie, The Hitch Hiker's Guide to LCA. An

orientation in life cycle assessment methodology and application, Studentliteratur, Lund, 2004; recommended by Magdalena Swanstrom (Chalmers University of Technology)

- BREZET, Han, Ecodesign: A Promising Approach to Sustainable Production and Consumption, United Nations Publications, 1998; Recommended by Gijsbert Korevaar (Delft University of Technology)

- BALDO, Gian Luca, MARINO, Massimo, ROSSI, Stefano. Analisi del ciclo di vita. LCA. Materiali, prodotti, processi, Edizioni Ambiente, 2005; recommended by Giovanni Dotelli (Politécnico di Milano)

- HEIJUNGS, Reinout, SUH, Sangwon, The computational structure of life cycle assessment, Kluwer Academic Publisher, Dordrecht, 2002; recommended by Giovanni Dotelli (Politécnico di Milano)

- GUINEE, Jeroen B., Handbook on Life Cycle assessment. Operational guide to the ISO standards. Kluwer Academic Publisher, 2002; recommended by Giovanni Dotelli (Politécnico di Milano)

- KUTZ, Myer, Environmentally conscious materials and chemicals processing, John Wiley & Sons, 2007; recommended by Giovanni Dotelli (Politécnico di Milano)

- LAVAGNA, Monica, Life Cycle Assessment in edilizia, Hoepli, 2008; recommended by Monica Lavagna (Politécnico di Milano)

- MANZINI, Ezio, VEZZOLI, Carlo, Design for Environmental Sustainability, Springer, 2008; recommended by Carlo Vezzoli (Politécnico di Milano)

- VEZZOLI, Carlo, System Design for Sustainability; recommended by Carlo Vezzoli (Politécnico di Milano)

Online training tools: The UNEP/SETAC Life Cycle Initiative has developed, with experts from partner educational institutions worldwide, a set of training tools focusing on Life Cycle Management and Life Cycle Assessment. These tools, which can be adapted to the specific needs and demands of their users, can assist teachers or trainers using life cycle methodologies, as well as companies choosing the path of Life Cycle Management or conducting a Life Cycle Assessment of a product or a service. By publishing these training tools and making them accessible worldwide, the Life Cycle Initiative reaches out to the community of users of life cycle tools and methodologies, and provides researchers and trainers with the means to further the promotion and application of life cycle thinking, at basic or advanced level. All tools but one (free for non-OECD countries) are available for free. For more information, please visit: http://www.unep.fr/scp/lcinitiative/publications/training/index.htm.

Training Implementation Plan on Life Cycle topics for Educational Organizations in Europe

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