The Italian initiative (2010) on a multi-dimensional framework to measure equitable and sustainable well-being” (Bes is the acronym in Italian) is among the experiences quoted by Organisation for Economic Co-operation and Development (OECD). It was developed by the Italian National Institute of Statistics (Istat), together with the National Council for Economics and Labor (CNEL). In 2018 Istat published the 6th edition of the Annual report on well-being (Istat 2018) that contains information at national and regional level on 130 indicators that are considered to be able to represent this complex phenomenon. Measuring well-being can be seen as a three steps process:
the first step concerns the development of a shared definition of progress in the Italian society, by identifying the most relevant dimensions of well-being;
the second step relates to the selection of a set of high-quality statistical indicators that are representative of the different domains;
the third step consists in communicating the results of this process, informing citizens of indicator values, trends and differences among different groups of population.
(…) a sample of 45,000 people aged 14 years and over, representative of the population resident in Italy (…) The results of the consultations identified a total of 12 domains (…) The 12 selected domains are divided into 2 typologies, 9 of them are defined as outcome domains: health; education and training; work and life balance; economic well-being; social relationship; security; landscape and cultural heritage; environment; subjective well-being; (…) the remaining 3 domains are defined as drivers of well-being: politics and institutions; innovation, research and creativity; quality of services.
Excerpts from: Bacchini, Fabio, Barbara Baldazzi, Rita De Carli, Lorenzo Di Biagio, Miria Savioli, Maria Pia Sorvillo, Alessandra Tinto. “The Italian framework to measure well-being: towards the 2.0 version.” Growth Welfare Innovation Productivity (GroWInPro) Working Paper (2019), available here
This is an experiment in the framework TU Delft led Horizon 2020 Project called REPAiR: two MSc courses were transformed to integrate aspects of different fields of expertise. Students were introduced to two resource flows that were previously identified as key flows by the local stakeholders: food waste, and construction and demolition waste and were expected to show a deep understanding of CE and its spatial implications
(…) incorporating the concept of CE in an integrative manner in urban design and planning courses is challenging because of its metabolic and complex nature (…) (1) the city is a complex, self-organizing system, where economy is an important factor, but not the dominant one; (2) the focus of CE approaches on the production side of the value chain and the under-representation of the need for sustainable consumption patterns as crucial aspect for the transition towards a CE; (3) the exclusion of land as a resource although it is one of the most valuable resources of regions; (4) the neglecting of infrastructure, both as a resource, but also as an instrument to steer circular policies; and (5) that the dominant approach ignores the importance of different scales for closing resource loops (…) overcoming these inadequacies requires the integration of expertise on resource flows and industrial processes.
Challenges of integrating practices of circular economy in education were overcome by collaboration with researchers in a situated environment that allowed: “an enhanced problem definition, a substantial participation of societal partners in education and an enhanced valorisation of student work via partner institutes.” Supporting course elements were also integrated such as lectures; workshops and tutor preparation. An overall of 200 students participated in the courses whose work was later evaluated as to the integration of CE principles and resources flows.
One clear effect of the integration of the CE concept into teaching was that the students understood that they needed to address challenges from a systemic perspective rather early into the design process.
References: Wandl, Alexander, Verena Balz, Lei Qu, Cecilia Furlan, Gustavo Arciniegas and Ulf Hackauf. “The Circular Economy Concept in Design Education: Enhancing Understanding and Innovation by Means of Situated Learning.” Urban Planning 4, no. 3, (2019): 63-75. DOI: 10.17645/up.v4i3.2147, full article available here
Info derived from the website: CLIC’s is an EU funded program currently running between 10 countries and 15 different partners. Its aim is to implement a European model of circular economy and circular city-region centered on the regeneration of cultural and natural capital. CLIC is a trans-disciplinary research project whose overarching goal is to identify evaluation tools, implement; validate and share circular financing, business and governance models for systemic adaptive reuse of cultural heritage and landscape. Among its many objectives is to develop and test innovative governance tools; to analyze hybrid financing; and to contribute to the operalization of the management change of the cultural landscape. For more click here
One of the main achievements of COP-7 was the adoption (decision VII/16 F) of the Akwé: Kon guidelines, the voluntary guidelines for the conduct of cultural, environmental and social impact assessment regarding developments proposed to take place on, or which are likely to impact on, sacred sites and on lands and waters traditionally occupied or used by indigenous and local communities. The Guidelines, which were named with a Mohawk term meaning “everything in creation”, provide a collaborative framework ensuring the full involvement of indigenous and local communities in the assessment of cultural, environmental and social impact of proposed developments on sacred sites and on lands and waters they have traditionally occupied. Moreover, guidance is provided on how to take into account traditional knowledge, innovations and practices as part of the impact-assessment processes and promote the use of appropriate technologies.
1998: International Council for Local Environmental Initiatives (ICLEI) identified five principles that were seen to characterize the LA21 initiative worldwide:
environmental objectives are linked with economic and social objectives
all groups in society are to be involved
measures and projects are based on ling-term objectives
impacts of local on global are measured
utilization of natural resources is based upon the rate at which new resources are formed
1994: At the European level, the Aalborg Charter (emanating from the that year’s European local government LA21 conference in Denmark, at which the European Sustainable Cities and Towns Campaign was established) The commitments also represent a statement of intent by the signatory municipalities to work towards local sustainability. Municipalities both participate in the European Sustainable Cities and Towns Campaign, and adopt the 13 Commitments of the Charter
Notion and principle of sustainability
Local strategies towards sustainability
Sustainability as a creative, local, balance-seeking process
Resolving problems by negotiating outwards
Urban economy towards sustainability
Social equity for urban sustainability
Sustainable land-use patterns
Sustainable urban mobility patterns
Responsibility for the global climate
Prevention of eco-systems toxification
Local self-governance as a precondition
Citizens as key actors and the involvement of the community
Instruments and tools for urban management towards sustainability
Excited to present our new working group: the Full Circle Collaborative! Along with friends and collaborators Clarisse Labro and Markus Berger we will be working in Eleonas to discover how the re- prefix can enhance creativity and encourage models of social cooperation. For more information please visit our blog and/or our Facebook page!
Local Agenda 21 is conceptualized in chapter 28 of Agenda 21, which was adopted by 178 governments at the 1992 Rio Conference. Agenda 21 recognized that many environmental problems can be traced back to local communities and that local governments have an important role to play in implementing environmental programs and gathering community support. The objectives of Local Agenda 21, as stated in Agenda 21 are: a) ‘By 1996, most local authorities in each country should have undertaken a consultative process with their populations and achieved a consensus on “a local Agenda 21” for the community; b) By 1993, the international community should have initiated a consultative process aimed at increasing cooperation between local authorities; c) By 1994, representatives of associations of cities and other local authorities should have increased levels of cooperation and coordination with the goal of enhancing the exchange of information and experience among local authorities; d) All local authorities in each country should be encouraged to implement and monitor programmes which aim at ensuring that women and youth are represented in decision-making, planning and implementation processes.’ Adoption of Local Agenda 21 is voluntary. If adopted, the Agenda 21 objectives require local governments to consult with the local community; minority groups; business and industrial organisations to create a shared vision for future sustainable development and to develop integrated local environmental plans, policies and programs targeted at achieving sustainable development. The consultation process is designed to raise awareness and encouraged the formation of business partnerships and information and technical exchange programs. The most appropriate implementation method is not prescribed. Rather local government and the local community agree upon a suitable implementation method for their region. A 2001 survey by the ICLEI found that almost 6,500 local governments in 116 countries are committed to or are undertaking a Local Agenda 21 process. Countries with national campaigns were found to have more Local Agenda 21 participants than countries without.
THE GLOBAL DEVELOPMENT RESEARCH CENTER Full text available here