Annual Report 2008 - Jacobs Foundation

Jacobs Foundation
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P.O. Box
CH-8034 Zürich
Switzerland
Phone +41 44 388 61 23
Fax +41 44 388 61 37
jf@jacobsfoundation.org
www.jacobsfoundation.org
© 2009 Jacobs Foundation
Layout and Printing: Neidhart + Schön AG, Zurich
Photography: Stefan Baumgartner, rgb photo
Jacobs Foundation Annual Report 2008
Annual Report 2008
TABLE OF CONTENTS
INTRODUCTION 2
IN MEMORIAM KLAUS J. JACOBS 4
HIGHLIGHTS 2008 8
PRINCIPLES AND STRATEGIES
OF THE JACOBS FOUNDATION 10
KEY ACTIVITY AREA
RESEARCH 14
Introduction 15
Jacobs University Bremen 16
Jacobs Center on Lifelong Learning and Institutional
Development 19
Jacobs Center for Productive Youth Development 23
Jacobs Foundation Marbach Conference
Portrait about Marian Chen,
27
participant of the Young-Scholar Programme 30
Treib.stoff – the academy for young volunteers
Jacobs Foundation Post-Doctoral Fellowship Programme
31
PATHWAYS
Guest column by Margrit Stamm, head of the study by the
32
Swiss UNESCO Commission on early education in Switzerland 34
KEY ACTIVITY AREA
INTERVENTION AND APPLICATION 36
Introduction 37
Lifeworld School – a networking of local stakeholders
and resources 39
primano – early childhood development for children
with social disadvantages 42
Interview with Edith Olibet,
Head of the City of Bern Department of Education,
Social Affairs and Sport about early childhood
education in Switzerland and the pilot primano project 44
Basic IT Certificate 48
Jiva – career counselling and livelihood planning in India 49
Hope – having opportunities for peace and employment 50
Portrait about Banessa Isabel López Rivera,
participant of the Hope project 52
DIALOGUE AND NETWORK BUILDING 54
Introduction 55
Guest column by Pascal Couchepin,
Federal Councillor 58
Jacobs Foundation Forum 60
Learning For Life: Congress For Child And Youth Promotion 64
CHARITABLE ACTIVITIES 66
Chicos de San Ramón 67
Racing to school 69
THE JOHANN JACOBS MUSEUM 70
JACOBS FOUNDATION GOVERNANCE STRUCTURE:
BOARD OF TRUSTEES AND COMMITTEES 74
THE JACOBS FOUNDATION FACTS AND FIGURES 82
AUDITORS’ REPORT 86
FINANCIAL STATEMENTS WITH NOTES 89

The foundations for later success in education and in life are
laid in the early childhood years. For a child’s intellectual,
cognitive and emotional development this is a crucial phase,
and any points that are neglected at this stage require far more
effort to catch up on later.
The pictures in this year’s annual report document our project
primano, which focuses on early education of children from disadvantaged
backgrounds. The early intervention programme
implemented in Bern offers children a range of support services
until they enter kindergarten. In a home visit programme parents
receive support from specially trained laypersons coming from
their own culture to show the mothers how to promote the development
of their 18 to 36-month-old children through play.
Children are continuously mentored in playgroups or day-care
centres, where a focus is put on the themes of motor competence –
nutrition – language competence and social competence.

Annual Report 2008

2
INTRODUCTION
Identifying sustainable solutions for the challenges young people have to face in all
parts of the world needs strong partnerships and alliances, which are built on
shared visions and values as a basis. With our work in 2008 we strived once more
to gain knowledge about young people’s living and learning conditions, to find promising
solutions to really change the future prospects of upcoming generations. Many
experienced and motivated people support us in our mission, but this year we have
lost our most visionary and inspiring companion and guide: the founder and
Honorary Chairman of the Jacobs Foundation Klaus J. Jacobs, who passed away on
11 September 2008 after severe illness.
Klaus J. Jacobs strongly believed that young people’s energy, enthusiasm and readiness
to achieve are the driving force behind social change. His legacy is his engagement
in strengthening the youth of today and giving them optimal education and
support. The Jacobs Foundation will continue this engagement with firm conviction.
What we have learned from Klaus J. Jacobs can hardly be put into words, but most
of all he showed us how to work professionally, to cooperate with leading experts
and to believe in what can be changed through enthusiasm, dedication and willingness
to innovate. As an outstanding entrepreneur he knew about the complex social
realities in which especially young people have to face obstacles and backlashes.
By setting up the Jacobs Foundation he dedicated his fortune, experience and
know-how to the manifold philanthropic activities. For his engagement in Productive
Youth Development he has been awarded an Honorary Doctorate of the University
Basel in 2005. In 2008 he received the Gold Medal of Honour from his hometown
Bremen, and in recognition of his outstanding achievements in the promotion of sciences
was awarded the Leibniz Medal of the Berlin-Brandenburg Academy of
Sciences. In 2008 he was elected as a new member of the Honorary Senate of the
Foundation Lindau Nobelprizewinners Meetings.
2008 has not only been a sorrowful year for us, but also a busy one too. We have
taken some important new steps in all of the three activity areas. Aiming to identify
promising interventions more effectively, we have developed a programmatic funding
instrument called Jacobs Foundation Initiatives. In addition to supporting excellent
research and interventions we also seek to promote the systematic sharing of
experience and the creation of synergies with these Initiatives. We are proud to
announce the launch of the first Jacobs Foundation Initiative “Aprender para la
Vida” (Learning for Life) in Latin America.

As the Jacobs Foundation focuses on building networks across sectors and disciplines,
among regions and institutions, we are very happy to continue our cooperation
with Leopoldina, the German National Academy of Sciences. In a joint effort
with the Berlin-Brandenburg Academy of Sciences the interdisciplinary project
“Fertility and Societal Development” will also involve Swiss and Austrian scientists.
By successfully launching the Jacobs Foundation Forum we wish to bring key questions
and demands to the general public interest. We put this principle into practice
and brought key actors from politics, the economy, education practice and civil society
together to publicly discuss new approaches and ideas.
It is with great pleasure that we include in this year’s report a guest column by
Pascal Couchepin, President of the Swiss Confederation in 2008 and Head of the
Federal Department of Home Affairs, in which he writes about the relationship
between politics and youth.
Finally, we would like to draw your attention to the film about the Jacobs
Foundation, which we provide you with this report. Over the last months we have
captured impressions of our international activities and cast a light on our partners.
We hope you enjoy this insight into our work.
Although we know that a single foundation cannot change the world by itself, we
strongly share our late founder’s belief that individuals can make a difference and
contribute to positive change. Naturally, we cannot speak about the Jacobs
Foundation’s work without also thanking our partners and our talented and motivated
staff. On behalf of the Board of Trustees and the Management we wish to
express our thanks to the Jacobs family for their continued support in what we do.
Dr. Joh. Christian Jacobs
Chairman
Dr. Bernd Ebersold
Chief Executive Officer
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4
IN MEMORIAM
KLAUS J. JACOBS (1936–2008)
I have had the good fortune to meet many interesting
and impressive people in my life. Klaus J. Jacobs was
one such individual, one of those people who really
made a lasting impression on me. He was an outstanding
entrepreneur with a brilliant mind, an influential
player in the global economy, a “towering figure of his
time,” as his friend Franz Humer called him.
He built up his three groups of companies – Jacobs
Suchard, Barry Callebaut and Adecco – to be market
leaders in their fields, but it was not only in business
that he achieved great things. As the founder,
Chairman and later Honorary Chairman of the Jacobs
Foundation, he demonstrated better than almost anyone
else how commercial success can be combined
with social commitment.
Klaus was a European through and through and a true
global citizen; as a Swiss citizen, he loved his country
dearly, while still continuing to feel deeply bound and
committed to his roots in Bremen. I shall never forget
how he invited me to a “Schaffermahlzeit,” an annual
dinner for ship owners, captains and merchants in
Bremen. This highly traditional event is the oldest celebratory
dinner still being held anywhere in the world.
It is an occasion for cultivating and strengthening the
bond between shipping and commerce. Klaus attended
the event regularly – a sign of the social commitment
and sense of tradition that were his distinguishing features
throughout his life.
When I completed my term of office as President of
the Swiss Confederation, Klaus approached me and
asked me to join the Board of the Jacobs Foundation.
I was delighted to accept. Over the years of our collaboration,
I have come to know him as the heart and mind
of the Foundation, someone who really lived by his
convictions, and felt himself obliged to make his own
contribution to the well-being of society. The

Foundation, and his commitment to improving the
learning and living conditions of young people all
around the world, remain a shining example of this
sense of responsibility that has become all too rare.
With his ultimate goal always in mind, he accomplished
important projects in Latin America and Africa;
he remained loyal throughout his life to the worldwide
Scout Movement and supported many impressive
intervention projects; with the movingAlps project, he
committed himself to improving the prospects for
future generations in remote regions of the Swiss
Alps.
Investment in the International University Bremen,
which now bears the name Jacobs University, was a
cause particularly dear to him. He made a great many
public appearances in order to foster this unique private
campus university in his home city.
Deep inside him, he nurtured wonderfully humane and,
increasingly often, openly declared Christian values,
which underpinned everything he did. Had he not been
able to apply these in his life, he would never have
been satisfied.
The unique nature of this extraordinary man could
always be seen in the way he thought and behaved.
He was able to discuss controversial topics with enormous
dedication, enthusiasm and passion, always
seeking out innovative and lasting solutions. He was
one of those people who were constantly on the lookout
for new insights and perspectives, his attitude
simultaneously critical, self-critical and thorough.
He took a particular interest in science and research
and regarded the building up of knowledge as an
essential foundation for practical intervention projects.
He always had an eye for politics and the role it could
play, and he remained convinced that any important
and personal contacts, especially among political decision-makers,
should be exploited in the interests of
applying more widely the approaches to youth development
that he had devised.
Klaus J. Jacobs was someone who thought strategically,
who knew about the past, looked to the future
and never lost sight of the opportunities and challenges
of the present. However, if I think about what
impressed me most about Klaus, it was probably his
willingness to enter into dialogue. He listened attentively
and was genuinely interested in his partner’s
opinion, even if he did not always agree with it.
Every discussion was specifically aimed at driving forward
changes in society in order to improve the wellbeing
of children and young people worldwide. He was
very aware of his responsibility as a person of influence.
All those of us who knew Klaus J. Jacobs are mourning
a fellow human being who has earned a lasting
place in many people’s hearts.
With his Foundation, he has perpetuated the interest
that was his defining characteristic
in supporting and
encouraging young people,
and the special sense of personal
responsibility that the
Foundation expresses for the
concerns and future of a better
society. He will live on in
our memories. His warmth and
his distinguished nature will
abide as an example to all who
knew him.
Flavio Cotti
Former Federal Councillor,
Member
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6
IN MEMORIAM KLAUS J. JACOBS (1936 – 2008)
Prof. Dr. Dr. h. c. mult.
Jürgen Baumert
Director, Max Planck Institut
for Human Development,
Member
Prof. Dr. Ernst Buschor
Member
Prof. Marta Tienda, PhD
Princeton University, Member
Paul B. Baltes invited me to one of those Marbach Conferences, which count among the most
inspiring occasions of scientific exchange. At dinner Klaus J. Jacobs invited me over to his table.
It became a diverting evening full of sparkling moments. Some time later I was asked whether
I would be willing to serve on the Jacobs Foundation Board of Trustees. My acceptance was
answered with the straightforward offer of his friendship. I then had the opportunity to learn how
Klaus J. Jacobs led his foundation: with a true and entrepreneurial vision and an unerring feeling
for what is feasible. He was open to recommendations and decisive, with a deeply heartfelt sense
of responsibility for the community and future generations. The institutional commitments of the
Foundation, the two Jacobs Centers at the University of Zurich and at the Jacobs University in
Bremen, but most of all the Jacobs University itself, exemplify his pioneering achievements. I am
grateful to have had the opportunity to accompany the patron Klaus J. Jacobs on part of his path
of life.
I met Klaus at an information event organized by the Jacobs Foundation for the Swiss directors of education.
I spoke with him about the school project “21,” which aimed at early English instruction and the
inclusion of digital media in basic primary school classes. This project met with massive criticism from
conservative circles. Klaus assured his support and, together with that of other donors, the project not
only was put into practice, but initiated a country-wide reform. Later, when I became president of the
University of Zurich, I gladly accepted the generous donation of the Jacobs Foundation for the Jacobs
Center for Productive Youth Development. During my work as a trustee for the Jacobs Foundation
Board I was able to witness the distinctive sensorium with which Klaus put innovations into practice,
and this influenced his entrepreneurial actions as well as activities at the Foundation. He managed to
enable manifold and sustainable progress in different educational domains, which would not have succeeded
without the Foundation. For this we are all grateful. With the Jacobs Foundation he ensured
that his pioneering spirit in educational policy is going to be continued – a demanding and fascinating
challenge, which considering the widespread political dejectedness is a major national-political task.
A successful businessman turned philanthropist turned social engineer, Klaus J. Jacobs personified
the best of humanity and world citizenship. An unwavering commitment to improve the lives of
socially marginalized youth defined Klaus’s philanthropic world, which was propelled by an insatiable
quest for excellence. History will attest that Klaus Jacobs’s legacy in European philanthropy
will rival that of Carnegie, Rockefeller, and Mellon in the United States.
My life and career, my hopes and vision of possibility were immeasurably enriched for having
known and worked with Klaus, but especially for having befriended him. In Klaus’s world there
were many shades of achievement. Even missed targets counted as success if the end product
was learning or discovery. In Klaus’s world failure meant never aspiring, never daring to dream, and

Prof. Dr. Eduardo Missoni
Bocconi University Management
School Milan, Member
Dr. Bernd Ebersold
CEO, Jacobs Foundation
never attempting the impossible. Klaus always challenged me to run that extra mile, but when I
fell, he always extended a firm grip. Beneath the persona that some saw as stern and unyielding,
there was a very gentle soul. Klaus was a towering icon for my sons and I shall be forever so
grateful that he made time to include them. That day they will never forget.
As much as his legacy, Klaus left us his spirit, to share and to nourish hopes and dreams of worlds
where the impossible is achievable. I miss him deeply.
I had newly been appointed Secretary General of the World Organisation of the Scout Movement
when I met Klaus for the first time at Milan airport. He flew in with his own jet, I took a 45-minutes
local train from the city centre where, since 2002, I was professor at the Bocconi University
School of Management, after having devoted my life to health and development in the poorest
countries. What could I have in common with that successful businessman, besides him being the
biggest financial supporter of World Scouting ever? Only half an hour later, travelling back, I clearly
felt having met a visionary man genuinely committed to the education of young people.
With great surprise, about one year later, I was invited to join the Board of the Jacobs Foundation.
We got closer, beyond scouting. I remember Klaus repeatedly insisting on the importance of our
friendship; also the last time we met, just a few months before his passing away. True friends are
with you in times of difficulties, when you are hit and can give nothing in return, in that situation
Klaus reaffirmed his loyalty to me. For that last, strong hug I will be grateful to him forever. I keep
a picture of the two of us in scout uniform, sharing happiness and the commitment to contribute
to a better world.
With a firm handshake and intense eye contact, Klaus J. Jacobs welcomed me in November 2006 as
the prospective new CEO of the Foundation. I sensed that someone of the calibre of a Klaus J. Jacobs
was accustomed to making rapid judgements. Our conversation, which lasted a good two hours and was
taken up mainly with him showing a great interest in me and my character, was even more impressive
– and enjoyable. Klaus J. Jacobs had a strong will but was keen to search new insights as well. In this,
he required few words. But what he said – and how he said it – meant as much to him as what he heard.
This applied in particular to his activities in the Jacobs Foundation – his Foundation – which, alongside
his family and his business interests, he saw as the essential culmination of his lifelong commitment to
values. Conveying to all employees this motivation and the need to be committed to young people was
important to him. He felt a deep sense of inner satisfaction, not just in instilling recognition and enthusiasm
among foundation’s staff, but also in feeling their personal connection to him. Klaus J. Jacobs’
vision and work will remain our guide and responsibility.
7

8
HIGHLIGHTS 2008
Highlights in the Year 2008
In 2008 the Jacobs Foundation Post-Doctoral Fellowship Programme PATHWAYS
was launched, aiming to push the frontiers of research on productive youth development
with a focus on the dissemination and application of these findings. The
programme offers the opportunity for outstanding young scholars to work with
experts in the field, with the objective to develop and advance understanding of the
challenges facing young people today and ways of how to support the development
of professional and social competences among young people. A consortium of several
leading institutions and scholars located in Finland, Germany, Sweden, the UK
and the US will provide expert input and mentoring to the next generation of topclass
researchers engaged in the study of young people’s life from a multidisciplinary
perspective.
The Jacobs Foundation continued its intensive collaboration with the German
Academy of Sciences Leopoldina and the German Academy of Science and
Engineering acatech in the Joint Academy Initiative on “Aging in Germany.”
Moreover we have also initiated a new academy-based working group on “Fertility
and Societal Development,” which will be carried out by the Leopoldina and the
Berlin-Brandenburg Academy of Sciences starting in 2009.
MORE INFORMATION ON PAGE 32
MORE INFORMATION ON PAGE 15

MORE INFORMATION ON PAGE 37
MORE INFORMATION ON PAGE 60
For the first time the funding instrument Jacobs Foundation Initiative was launched
after it had been developed in close collaboration with leading experts in order to
conceptualize specific research and intervention projects with a geographical and
topical focus. This new instrument will allow the Foundation to act more proactively
in a certain thematic field, region and amongst particular target audiences and
partners, as well as to identify and cooperate with excellent researchers and intervention
agencies more effectively. The first Jacobs Foundation Initiative in Latin
America is called “Aprender para la Vida” (Learning for Life).
In 2008 the Jacobs Foundation Forum was set up for the first time. By initiating
these regular events the Jacobs Foundation wishes to cast a light on key questions
and demands within a selected topic, which we find of great importance. By bringing
main actors from the domain of educational practice, economics, politics, industry
and the media together, we wish to create platforms and hope to provide important
impulses in the debate on Productive Youth Development.
9

PRINCIPLES AND STRATEGIES OF THE JACOBS FOUNDATION

Value Chain
The aim is to transfer the latest scientific
findings into societal practice. Promising
ways to achieve this have to be constantly
rethought and communicated.
PRINCIPLES AND STRATEGIES OF THE JACOBS FOUNDATION
“Productive Youth Development” – A Mission and Vision
As a Swiss foundation with an international orientation, the Jacobs Foundation
intends to contribute to finding answers to urgent questions concerning the development
of young people worldwide. We are not content with just seeing issues
discussed. The Jacobs Foundation is committed to supporting the development of
professional and social competencies of young people and to creating real and sustainable
impact. Investing in what we call “Productive Youth Development” means, at
the same time, an investment in the sustainability of mankind. As one of the largest
European foundations devoted to this mission, the Jacobs Foundation is capable of
achieving this goal, by supporting projects which aim to foster young people’s development
and training to become socially responsible members of society. This means
concentrating on promising programmes, defining high standards for the selection
of projects and capturing synergies from a variety of activities in order to strengthen
young people for the future now.
Better Knowledge – Better Impact
Developing a profile requires setting qualitative and quantitative priorities at the level
of the supported projects and programmes. “Productive Youth Development” as an
enduring social task is not only faced with problems of knowledge, but also with implementation
issues. Therefore, over the years, the Jacobs Foundation has pursued an
approach that interlinks its research-driven activities with implementation strategies.
With this INTEGRATIVE APPROACH the Foundation aims to create social value and
to transfer knowledge and the latest scientific breakthroughs into practice.
Focusing on their social relevance, effectiveness and applicability in society, the
Jacobs Foundation supports scientific activities in diverse fields relevant to the
development of children and young people. The scientific identification and analysis
of problems combined with problem-solving approaches create the basis for
specific social intervention programmes. The aim of these programmes is to test
methods and processes of social intervention for their effectiveness and, if they are
successful, to disseminate them broadly in society.
The Jacobs Foundation places great importance on the reproducibility and model
building character of the findings gained from the activities we support. Therefore,
the Foundation cooperates closely with private and public institutions to achieve the
best possible and sustainable outcomes so young people are better equipped to
grow up and live in a changing world. An active communication policy directed to
11

12
PRINCIPLES AND STRATEGIES OF THE JACOBS FOUNDATION
specialists as well as to the wider public supports this motivation, to bring key questions
and demands to the forefront of public discussion. But also individual philanthropic
support, which is in context with the Foundation’s mission, is considered, as
long as innovative and practical ways of improving young people’s lives are being
explored.
Principles
The Jacobs Foundation’s integrative approach, combining research, practice-oriented
projects and strategies of political intervention, is based on principles of entrepreneurial
leadership derived from long-term successful business operations by the
Jacobs family. Decentralized responsibilities go together with a clear and allembracing
communication within the Foundation’s management body. With organisational
flexibility, risk taking, timely and financially efficient resource planning as
well as adequate instruments, we aim to achieve the best combination of employed
resources and resulting revenues.
Instruments
The Foundation has consistently and continuously developed its funding INSTRU-
MENTS over the past years. In the years to come the Foundation will concentrate
even more on the applicability of its scientific activities, without losing sight of the
need for broad, open-ended, cutting-edge research. Building up the indispensable
critical mass for this kind of research began successfully with the support of both
Jacobs Centers – the Jacobs Center for Productive Youth Development at the
University of Zurich and the Jacobs Center on Lifelong Learning and Institutional
Development at the Jacobs University Bremen. It has been strengthened through
the all-embracing engagement in the further development of the Jacobs University
Bremen – the former International University Bremen. Investing in this private higher
education institution, which combines first-class teaching and research with an
international and intercultural approach, is to be seen as sustainable capacity building
and the creation of strategic partnerships with and within science.
Instruments
Through regular interaction with
different stakeholders, such as
researchers, politicians or practioners
and with our annual Jacobs
Foundation conferences we synthesize
state of the art knowledge and
define the demand for further
research and innovative intervention.
In research projects we deepen the
knowledge and develop concrete
interventions.
Through actively sponsored partnerships
with highly professional
institutions we ensure the optimal
implementation of the intervention
concepts developed.
Through active communication
and dissemination efforts we
ensure that successful intervention
models are rolled out in the public
to transfer succesful intoveties into
social.

Productive Youth Development
„Contributing to the welfare, social
productivity and social inclusion of
current and future generations of
young people by understanding
and promoting their personal
development and employability,
their respect for and integration
with nature and culture and the
challenges faced by social, economic
or technological changes.”
The focus on institutional funding is complemented by stronger programmatic orientation
in the field of “classic” project support; this applies to the key areas of
“research” and “intervention and application” to the same extent. In order to achieve
more purposeful use of the Foundation’s means, calls for project proposals within
the thematic priorities are planned, in the hope of producing focused and resultsoriented
projects fostered by the Foundation’s own management.
Actively sponsored partnerships have the potential to play a significant role in generating
and implementing promising project ideas. Besides the scientifically substantiated
and practice-orientated thematic priorities described, projects with a pure
philanthropic character are also supported by the Jacobs Foundation. The
Foundation considers requests submitted by individuals or institutions that are
aligned with its mission.
Thematic Priorities
The process of identifying topics and generating projects within the Jacobs
Foundation has been organised in a broad and flexible way. To foster this process,
not only is internal expertise used, but also the expertise of external consultants
through commissioned consulting, strategic workshops or thematic expert
meetings.
Besides improving contexts of learning and the institutional transitions, and the
aspect of micro- and macroeconomic effects of PRODUCTIVE YOUTH
DEVELOPMENT, another of the Foundation’s focal points, which has already been
considered in past projects, is the intensive examination of migration and youth and
in particular the issue of how to unlock the potential migration has. These thematic
priorities will be guiding the Foundation like a compass in the future as well.
Knowledge implemented in a consistent, critical and self-reflective way is the basis
for active involvement. “Better knowledge – Better impact” is the Jacobs
Foundation’s goal and commitment to a sustainable future.
Lastly, the Johann Jacobs Museum is an integral part of the Jacobs Foundation,
reflecting the cultural history of coffee. With its exhibitions concentrating on the cultural,
social and political aspects of coffee, the Museum goes back to the
Foundation’s origins by highlighting the background of the Jacobs family enterprise.
13

KEY ACTIVITY AREA
RESEARCH

INTRODUCTION
Excellent and targeted research is an indispensable element of the Jacobs
Foundation’s strategy: Productive Youth Development is not possible without sound
scientific groundwork, prepared from different perspectives in different ways.
Therefore, the Foundation’s activities in the area of research encompass different,
yet interconnected areas. This philosophy and the associated convictions have guided
us in this year, as well.
We are firstly convinced that to achieve sustainable research results, particularly in
interdisciplinary research, resources need to be focused and concentrated.
Therefore, the Jacobs Foundation has a tradition of strategic investments in academic
research centres: The Foundation is currently supporting major research
institutions: Jacobs University Bremen and its Jacobs Center on Lifelong Learning
and Institutional Development and the Jacobs Center for Productive Youth
Development at the University of Zurich.
Meaningful and excellent research needs time and space – this is our second guiding
conviction. Not only have we continued our intensive collaboration with the
German Academy of Sciences Leopoldina and the German Academy of Science
and Engineering acatech in the Joint Academy Initiative on “Aging in Germany,”
we have also accompanied a new working group on “Fertility and Societal
Development.” Carried out by the Leopoldina and the Berlin-Brandenburg Academy
of Sciences, the group will take up its work in 2009.
Time and space for excellent researchers are provided through our annual international
scientific conference at Marbach Castle. The goal is to assemble distinguished
scientists from around the world and leading practitioners to present and
discuss cutting-edge findings about a particular aspect of productive youth development
and their potential for implementation. This year’s conference examined the
relation between early childhood and later achievement – on the individual, institutional,
and societal levels.
Thirdly: Research needs to be disseminated in society in order to have sustainable
effects: to ensure these in the area of early childhood education and development,
the Jacobs Foundation has teamed up with four of the largest Swiss foundations
and the Swiss UNESCO Commission and has commissioned a base study on this
topic which has received significant public and media attention in Switzerland.
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16
KEY ACTIVITY AREA RESEARCH
Supporting research conducted by young scholars is of particular importance for us.
The Foundation therefore invited the most talented young scholars in the field
under investigation from around the world to the conference, to present their own
work and to conduct new and collaborative research projects after the conference.
Pushing the frontiers of research on productive youth development and supporting
the most talented young researchers in the field at the same time are the goals of
the Jacobs Foundation Post-Doctoral Fellowship Programme PATHWAYS. The programme
offers the opportunity for outstanding young scholars to work with experts
in the field. A consortium of several leading institutions and scholars located in
Finland, Germany, Sweden, the UK and the US provide expert input and mentoring
to the next generation of top-class researchers engaged in the study of young people’s
life from a multidisciplinary perspective.
Finally, flexibility and openness for novelty and originality are guiding principles of
our work: the Foundation therefore supports innovative research projects in basic
and applied research in the field of Productive Youth Development and related
areas. Projects must be of high scientific quality and practical relevance.
Jacobs University Bremen
Confirmation of the high quality of the work carried out thus far by Jacobs University
in establishing itself came right at the start of this year. In January, the
German Council of Science and Humanities reaccredited Jacobs University for the
maximum possible period of ten years. The Council particularly praised the way the
university had succeeded in establishing a distinct profile as a campus university
offering a wide, internationally attractive range of Bachelor degree courses and
exemplary student support services, and successfully combining research and
teaching.
Helping to raise the profile of the university, nationally and internationally, to the
best of her abilities, is also the declared aim of the new Chair of the Board of
Governors of Jacobs University, Prof. Karin Lochte. The Director of the Alfred
Wegener Institute for Polar and Marine Research took up her post at the beginning
of the year, replacing Prof. Theodor Berchem. Karin Lochte has played an active
part on many national and international scientific policy and research committees
for over 15 years and has excellent contacts on the science scene in Germany and
internationally.

President
Prof. Dr. Dr. h.c. Joachim Treusch
Chair of the Board of Governors
Chair of the Board of Governors
Prof. Dr. Karin Lochte
Director, Alfred Wegener Institute
for Polar and Marine Research
In 2008, Jacobs University succeeded in obtaining third-party funds of 7.4 million
euros. This marked a 25% increase over the previous year and so continued the
upward trend in third-party funding of the preceding years. Once again,
a key factor in the university’s success has been the way it systematically integrates
itself in its scientific and business environment, having currently over 1000 partnerships.
For example, since June, a German research consortium involved in setting up the
world’s largest digital radio telescope has been headed by the Astrophysics Group
at Jacobs University. The consortium is financed by the German Federal Ministry of
Education and Research with 1.3 million euros. The “Helmholtz Graduate School
for Polar and Marine Research,” a partnership project involving the Alfred Wegener
Institute, the universities of Bremen and Potsdam, the Max Planck Institute of
Marine Microbiology, the Bremerhaven University of Applied Sciences and the
Institute of Marine Resources, also received 3.6 million euros. The “Bremen International
Graduate School of Social Sciences,” which received 5.6 million euros from
the Excellence Initiative and is a joint project by the University of Bremen and
Jacobs University, celebrated its opening in October with the arrival of its first students.
Jacobs University also obtained some other significant grants in addition to
its partnerships: as part of the Volkswagen Foundation research initiative “Perspectives
on Aging,” about 700,000 euros went to scientists at the Jacobs Center on
Lifelong Learning and Institutional Development. Equally impressive is the research
profile of Prof. Katja Windt. In July the Professor of Global Production Logistics
received the 2008 Alfried Krupp Prize for young Professors. Worth 1 million euros,
this is one of the most highly endowed prizes for young researchers in natural sciences
and engineering at German universities. The prize money will be used to
improve the laureate’s research and teaching environment, and so will support the
expansion of the course in “International Logistics,” which Jacobs University
launched in 2007.
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KEY ACTIVITY AREA RESEARCH
The founding of JCBS Holding GmbH in June 2008 will open up new opportunities
for business partnerships. This wholly-owned subsidiary of Jacobs University will for
the first time, mainly by taking a share in spin-off companies, the direct marketing
of research results generated by the non-profit privat university. The first spin-off
company, Phytolutions GmbH for technology development and marketing of algae
for climate protection purposes is already proving tp be very successful: in November
its partnership with the energy giant RWE attracted nationwide interest, when
the company, under the scientific leadership of Jacobs University, set up a test plant
designed to reduce the CO2 emissions in the waste gas of a lignite-fired power
plant.
Jacobs University took another important step in developing its corporate structure
in August when it became the first German university to invite its alumni to become
involved in the university’s development, by making the Jacobs University Bremen
Alumni & Friends Stiftung GmbH a shareholder, along with the Jacobs Foundation
and the Reimar Lüst Foundation. The new foundation is a 99% subsidiary of the
Jacobs University Alumni Association e. V., an organization which has about 850
members, approximately 80% of all Jacobs graduates to date.
In July 2008, the campus community celebrated the topping-out ceremony of
College IV, which will open in 2009. With this newly built college, Jacobs University
is responding to the ever growing number of applicants and is preparing the ground
for the projected further growth of the university up to a total of 1,400 students by
2011. There are already about 1,200 people from 92 countries studying at
Jacobs University – 681 undergraduates and 523 students on graduate courses.
Only one in every four students is from Germany; following a further increase of
nearly 5% in the number of students from Asia, these now account for almost
a quarter of the students. One reason why the university is so attractive is the consistently
excellent success rate of its graduates: among the 186 graduates with
Bachelor degrees, 93 with Masters and 54 with PhDs in the “Class of 2008” who
celebrated their graduation in June, the average rate was 97%.
“Elite in a global world” was the motto of a public event organized in September by
Jacobs University together with Deutsche Welle TV to mark their nomination as a
“Selected Landmark” in the nationwide “365 Landmarks in the Land of Ideas” competition.
The high light of the event was the podium discussion “Made in Germany
– what qualifications do the elite need in a globalized world?,” in which
Dr. Joh. Christian Jacobs also took part. At the end of October, the campus community
celebrated its second “Founders Day,” this year dedicated to the research and

Scientific Advisory Board 2008
Prof. Dr. Dr. h.c. mult.
Jürgen Baumert
Director, Max Planck Institute for
Human Development, Berlin;
Professor of Educational Sciences
Dr. Bernd Ebersold
Jacobs Foundation, CEO
Prof. Dr. Karl Ulrich Mayer
Chair of the Department of
Sociology, Co-Director Center for
Research on Inequalities and the
Life Course, Yale University
Prof. Dr. sc. nat. Benno M. Nigg
Director, Human Performance
Laboratory, University of Calgary,
Professor of Biomechanics,
Faculties of Kinesiology, Medicine
and Engineering
Prof. Dr. Dr. h.c. mult.
Arnold Picot
(Chair of the Board)
Board, Institute for Information,
Organization and Management,
Ludwig-Maximilian-University
Munich, Professor of Business
Administration
Prof. Dr. Albert Tuijnman
Senior Economist Human Capital,
European Investment Bank,
Luxembourg; Special Professor,
UNESCO Centre for Comparative
Education Research, University of
Nottingham
study focus of “Waterfront Megacities,” which will be the theme of Jacobs University’s
presentation at Expo 2010 in Shanghai.
Supporting highly able students and enabling them to become socially involved in
college life is the aim of the newly established Mercator Prize, endowed with
10,000 euros and donated by the Mercator Foundation. Awarded for the first time
in December 2008, the prize will enable two students each year, who have distinguished
themselves by outstanding social and intercultural commitment as well as
excellent academic achievements to be sponsored at the Mercator College.
Jacobs Center on Lifelong Learning and Institutional Development
Mission
Fundamental economic, cultural and social changes are taking place in our globalised
world. In modern industrialized nations increasing numbers of people are living
to old and very old age, while birth rates are declining. The half-life of knowledge
and skills is growing shorter and shorter. Accordingly, the structures and processes
of work, learning and living also need to change. This implies challenges for social
institutions, commercial enterprises and individuals alike. Thus, lifelong learning has
gained in importance.
In order to face these challenges research-based, innovative approaches and
answers have to be developed. The Jacobs Center on Lifelong Learning and
Institutional Development (JCLL) of the Jacobs University Bremen investigates in
the face of these historical changes the conditions for productive development of
adults in the context of education and work. The goal of the Jacobs Center is to
contribute to establishing the necessary knowledge base for optimizing these transformation
processes and to disseminate this knowledge by providing academic and
professional training as well as consulting services.
Research
The above-mentioned manifold aspects can only be tackled from a systemic perspective,
which is why the Jacobs Center was conceptualized as an interdisciplinary
centre. It encompasses facilities that have specialized in the research of the individual
as well as those that primarily concentrate on the context: Neuroscience
and Human Performance, Lifespan Psychology, Health Psychology, Organizational
Behaviour, Behavioural Economics, Sociology, Business Administration and Political
Science.
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KEY ACTIVITY AREA RESEARCH
The JCLL currently conducts eight research projects that reflect its mission. The
two largest of these projects (demopass, funded by the Federal Ministry of
Education and Research); Age on the Move, funded by the Bosch Foundation) have
already been running for some time.
All JCLL faculty contribute to the demopass project, funded by the Federal Ministry
of Education and Research. The project investigates the effects of demographic
change within companies, specifically in five business areas that are particularly relevant
for dealing with demographic change: training/qualification, health management,
intergenerational transfer of knowledge and experience, and age climate and
person-task match. The project investigates in how far matches and mismatches
between the corporate strategy or the supervisor, the organizational climate and the
attitudes or competence of employees show effects in terms of their impact on
health and productivity. Last year, the ambitious multi-level design was successfully
implemented in five companies. On the basis of data collection the functionality
and dysfunctionality with regard to health and productivity outcomes will be ascertained
and the data collection protocol will be streamlined based on the results of
the first round of assessments and will then be reimplemented in companies in the
autumn of 2009.
As part of the longitudinal project Age on the Move, financially supported by the
Bosch Foundation and the Deutsche Angestellten Krankenkasse (DAK), the JCLL
explores the effects of different kinds of physical training on cognitive performance
and emotion regulation. This project combines the disciplines human performance,
neuroscience, and lifespan psychology. First results after six months of training
showed that increased physical fitness (endurance) leads to higher speed of cognitive
processing, and increased motor fitness (coordination) showed an improvement
in the accuracy of thinking.

Dean and Professors
Prof. Dr. Ursula M. Staudinger
Professorship for Psychology,
Vice President and Academic Dean
of Jacobs University Bremen
Prof. Dr. Ben Godde
Professorship for Neuroscience
Prof. Dr. Max Kaase
Professorship for Political Science
Prof. Dr. Brigitte Kudielka-Wüst
Professorship for Health
Psychology
Prof. Dr. Christian Stamov
Roßnagel
Professorship for Organizational
Behavior
Prof. Dr. Klaus Schömann
Professorship for Sociology
Prof. Dr. Sven Voelpel
Professorship for Business
Administration
N.N.
Professorship for Behavioural
Economics
N.N.
Professorship for Developmental
Regulation
Dr. Claudia Voelcker-Rehage
Lecturer, Human Performance
Teaching
The structured interdisciplinary PhD programme (Productive Adult Development) is
now in its second year of operation. Currently, 23 students are pursuing their PhD
degree at the JCLL. Of these, only two are funded by the JCLL budget and 15 from
third-party funds or external fellowships. An important part of the doctoral studies
are the regular Transdisciplinary Colloquia as well as the Distinguished Lecture
Series, to which renowned visiting scholars are invited each semester. Not only
does this strengthen the external perception of the JCLL but also academic networking.
In addition, Professor Ramon Rico from the Universidad Autónoma de
Madrid came to the Center as Visiting Professor in 2008.
In 2008, BIGSSS (Bremen International Graduate School of Social Sciences) was
established. Jointly founded by the University of Bremen and Jacobs University,
BIGSSS is an interuniversity institution. Its postgraduate programme and research
focuses on five study areas subsumed under the central theme “The future of social
and political integration.” The JCLL is particularly involved in the field “Life Course
and Life Dynamics.” Currently, two PhD candidates are being trained at the Jacobs
Center as part of BIGSSS. Overall, there are 20 PhD students in each year at
BIGSSS, which has been initially funded for a period of five years.
Consulting
With regard to Executive Education, the Jacobs Center continues to offer an
Executive Master programme in the field of age management. Furthermore, we
offer Executive Seminars on the management of demographic change. In cooperation
with TIASNimbas (NL), JCLL is about to offer a two-campus Young Leadership
Programme in 2009.
With regard to Knowledge Transfer, the WISE Demographic Network has been
founded and is in its second year of operation. The Demographic Network, an initiative
of Prof. Sven Voelpel and Prof. Christian Stamov Rossnagel, includes representatives
from different companies (e. g. Deutsche Bahn, Otto, EnBW, Deutsche
Bank, VW) and works on company-specific, research-based solutions for problems
arising from demographic change. Furthermore, the JCLL faculty is active in giving
lectures on Productive Adult Development in the Work Context in companies as
well as to the general public and thereby contributes to transferring relevant knowledge
to promote the necessary transformations in individuals, companies and the
society at large.
21

Steering Committee
Prof. Dr. Hans Weder
(until August 2008)
President of the University
of Zurich
Prof. Dr. Andreas Fischer
President of the University of
Zurich (from 1 August 2008)
Prof. Dr. Ernst Buschor
Member of the Board of Trustees,
Jacobs Foundation
Dr. Bernd Ebersold
CEO Jacobs Foundation
Prof. Dr. Otfried Jarren
Vice-President of the University of
Zurich
Board of Directors Jacobs Center
for Productive Youth
Development
Prof. Dr. Marlis Buchmann
Professor of Sociology, University
of Zurich, Managing Director
Prof. Dr. Uschi Backes-Gellner
Professor of Business
Administration,
University of Zurich, Associate
Director
Prof. Dr. Friedrich Wilkening
(until August 2008)
Professor of General and
Developmental Psychology,
University of Zurich,
Associate Director
Prof. Dr. Philipp Gonon
Professor for VET and Teacher
Training, University of Zurich,
Associate Director
Assistant Professorships
Prof. Dr. Sonja Perren
Developmental Psychologist
Prof. Dr. Markus P. Neuenschwander
Educational Psychologist
(until September 2008)
Jacobs Center for Productive Youth Development
Mission
Research conducted at the Jacobs Center for Productive Youth Development,
University of Zurich, focuses on the ways in which the opportunities and constraints
encountered in the various social contexts of growing up affect children’s and adolescents’
productive development and mastery of transitions in the early life course.
This is of particular importance in rapidly changing societies characterized by ever
increasing demands in school and at work. With this perspective, the Jacobs
Foundation supports the Jacobs Center for Productive Youth Development in conducting
innovative research in the fields of child and youth development and the
transition to adulthood.
Funding
The Jacobs Foundation created the Center with a CHF 10 million initial investment.
The Center’s annual budget is jointly financed by the Jacobs Foundation and the
University of Zurich. In addition, the Center was very successful again this year in
acquiring peer-reviewed third-party funding in large amounts, enabling the Center to
continue some of the large-scale research projects and to start new empirical studies.
Research
Research at the Jacobs Center for Productive Youth Development is interdisciplinary
in character. The scientific composition of the Center’s collaborators reflects
this orientation. The successful acquisition of peer-reviewed external research
funds has made it possible again this year to conduct research together with a substantial
number of scientific collaborators from various scientific disciplines.
As in previous years, international collaboration of various types was an outstanding
feature of the research conducted at the Center. Professor Buchmann directed
various comparative research projects on adolescent development and the transition
to adulthood in countries outside of the Western world while she was a fellow
at the Center for Advanced Study in the Behavioral Sciences at Stanford University.
Professor Perren established a European network on prevention and promotion of
children’s health including seven European countries. This initiative will be submitted
as a proposal to the 7 th Research Framework Programme of the EU entitled
Promoting Children’s and Adolescents’ Mental Health: Comparing the Effectiveness of
Early Prevention Strategies in Different Settings. Professor Neuenschwander was
the main organizer of an international conference on Youth – Potential and Risk:
Transition from School to Work held at the University of Zurich.
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KEY ACTIVITY AREA RESEARCH
Moreover, two scientific collaborators received peer-reviewed, competitive habilitation
fellowships (Swiss National Science Foundation; Promotion of Young
Academics, University of Zurich), enabling them to spend time as visiting scholars
at Harvard University and Yale University, respectively. Finally, international scientific
exchange was also a prominent feature of the Center’s regular lecture series for
which we invite internationally renowned speakers to give a talk on topics related to
the Center’s major research areas. This year, the following speakers accepted our
invitation: Prof. Dr. René Veenstra (University of Groningen), Prof. Dr. Katariina
Salmela Aro (University of Jyväskylä), Dr. phil. Chistian Alt (Deutsches Jugendinstitut
Munich), Prof. Dr. Achim Elfering (University of Berne), Prof. Dr. Steffen
Hillmert (University of Tübingen) und Prof. Dr. Herbert Scheithauer (Free University
of Berlin).
Numerous articles published in peer-reviewed international journals attest to the
international recognition of the research conducted at the Center. In particular, the
article published in Child Development is worth mentioning. It shows that prosocial
behaviour relates to both moral motivation and empathy. According to our findings,
empathy is particularly important for prosocial behaviour when moral motivation is low.
The Jacobs Center for Productive Youth Development was also a major contributor
to the first report on children and youth in Switzerland, published as a book entitled
Childhood and Youth in Switzerland (Beltz-Verlag). Based on the COCON study, we
documented many aspects of children’s and adolescents’ living conditions, socialisation
contexts, life styles and life course related outcomes for the first time in
Switzerland. This was possible because COCON – COmpetence and CONtext:
Swiss Survey of Children and Youth – is the first longitudinal study providing a comprehensive
account of the social conditions, life experiences and psychosocial
development of children and youth in Switzerland.

Dr. Tina Malti and Professor Perren have made an important contribution to the better
understanding of the development of social competences in childhood and adolescence
by publishing an edited book (Soziale Kompetenz bei Kindern und
Jugendlichen: Entwicklungsprozesse und Förderungsmöglichkeiten, Kohlhammer-
Verlag). Renowned German-speaking researchers present their latest findings on
the development and promotion of social competences in childhood and adolescence.
In one chapter, Tina Malti, Sybille Bayard and Marlis Buchmann show that
precursors of other-oriented action competences already exist in mid-childhood,
reflected in the congruence of empathy, other-oriented reasoning in moral dilemmas,
and prosocial behaviour. For kindergarten children, Sonja Perren et al. document
the significance of assertiveness and social initiative for emotional well-being.
Deficits in other-oriented social skills (prosocial-cooperative behaviour) indirectly
impair children’s emotional well-being through negative peer relations. Deficits in
self-oriented social skills (assertiveness and social initiative) more directly impair
their well-being because children fail to attain their goals and fulfil their needs.
Although the Center’s main mission is to conduct research, teaching and supervising
students’ work is an integral part of its function. The promotion of young academics
is a particularly important aspect of the Center’s work. As in previous years,
a substantial number of students from various disciplines graduated from the
University of Zurich this year, having conducted research on the basis of data collected
at the Jacobs Center.
25

Organizer of the Jacobs
Foundation Marbach Conference
Prof. Sabina Pauen
University of Heidelberg
Jacobs Foundation Marbach Conference
“Early childhood development and later achievement”,
2 to 4 April 2008
Each year, distinguished scholars from around the world, leading practitioners and
young researchers are invited to the Jacobs Foundation Conference at Marbach
Castle on the shores of Lake Constance in Germany. The goal of this three-day event
hosted by the Foundation is to bring together world-class researchers to present
cutting-edge findings about a specific aspect of productive youth development. This
will culminate in the production of a volume for the Jacobs Foundation Series on
Adolescence published by Cambridge University Press. The series offers readers
cutting edge applied research about successful youth development, including circumstances
that enhance their employability, their respect for and integration with
nature and culture, and their future challenges triggered by global economic and
technological changes. The editors of the series are Marta Tienda, Princeton
University and Jürgen Baumert, Max Planck Institute for Human Development, Berlin.
Basic research with infants and toddlers has made major progress during the past
50 years, but the implications of recent findings for social and educational praxis
still remain largely unclear. The 2008 Marbach Conference focused on Early Childhood
Development and Later Achievement. The introductory keynote address was
held by Nobel Prize Laureate James Heckman who talked about the economic benefits
of social investment in early childhood education.
At the sessions the focus lay on new insights of research on basic capacities of
infants, including research on the beginnings of representation formation, learning
about nature and number, learning about the social world, and about language. The
relevance of early emotional experience, cognitive performance, and social contextual
factors for later achievement were analysed as well, focusing on data from
large longitudinal surveys. In addition, highly qualified young scholars from Europe
and America presented current projects related to these issues in a poster session.
The conference ended with a discussion on the practical implications of current
findings presented and open questions for future research.
One of the major results of this meeting was that more large-scale longitudinal
studies are needed that investigate the long-term impact of different forms of institutional
child rearing and day-care programmes for infants and toddlers, before we
can actually identify and evaluate factors that have positive and negative influences
on later development.
27

Since we still lack a modern diagnostic tool that allows for the economic assessment
of major developmental changes in different areas, one first step in the right
direction would be to create a corresponding tool. This tool should (1) cover different
aspects of motor, cognitive, emotional and social development; (2) include major
milestones of development as identified by current research; (3) be easily applicable
by parents, paediatricians, as well as day-care teachers in everyday settings; (4)
be translated to different languages to allow for cultural comparative studies. As a
follow-up project on this conference (sponsored by the Jacobs Foundation), Sabina
Pauen will develop a corresponding screening instrument in the format of a booklet
written for parents and day-care teachers. This booklet will include many illustrative
pictures of major milestones in early childhood development, as well as a calendar
for documenting important steps of a given child during the first three years
of life. In addition, a short version will be provided for day-care teachers. By introducing
this tool on a broad basis, we hope to stimulate future research with the general
goal to improve early childhood education on an international level.
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PORTRAIT
YOUNG SCHOLAR
Marian Chen, Ph. D., post-doctoral research associate Northwestern
University, Department of Psychology
With the support of the Jacobs Foundation, my
research focuses on how infants reason about the
goals and intentions of others, and how early social
cognition and language development contribute to this
ability. Many of the behaviours that infants observe in
adults are “opaque”: considered on their own, they offer
little (or no) insight into the actor’s underlying motivation.
To know which actions to emulate and which to
avoid, infants must understand the motivation behind
the behaviour. Recent research reveals that by 14
months, infants are sensitive to the intentions of others,
and selectively imitate actions only if they consider
them to be justified (Gergely, Bekkering & Kiraly, 2002).
When infants observed an experimenter turning a light on
with her head, they were more likely to use their own
heads to turn on the light when the experimenter’s hands
were free during her action.
When the experimenter’s hands were occupied, infants
used their hands instead of their heads to turn on the
light. Gergely et al. (2002) interpreted this result
as evidence that infants looked beyond the observable
behaviour to the experimenter’s underlying intention.
My studies build upon this work to look at whether
14-month-olds actively recruit language as a source of
information about other people’s behaviour and underlying
goals.
At this age, infants have begun to learn their first words.
Do they also understand that words are social conventions?
Using Gergely et al’s methodology, I investigate
whether giving an unusual behaviour a linguistic label
affects how infants interpret an actor’s underlying goal.
Giving an unusual action a name should indicate that the
action, though strange, is conventional, and preliminary
results suggest that language does influence whether
infants exactly imitate an odd behaviour.
Future research will investigate the role played by social
cues in infants’ interpretation of behaviour, and whether
developmental precursors to the understanding of intentions
exist in eight to ten-month-olds.

Project treib.stoff – the academy
for young volunteers
Partner Organization
Pädagogische Hochschule
Zentralschweiz (PHZ) Zug
Prof. Dr. Brigit Eriksson-Hotz
Freie Universität (FU) Berlin
Department of Psychology and
Educational Science
Prof. Dr. Bettina Hannover
Treib.stoff – the academy for young volunteers
Until now, volunteers either do not take part in any qualification programmes, especially
when they work for relatively small organizations, or they are only involved in
internal training programmes, where there is little exchange with people outside their
own organization. It has been shown to be very difficult to persuade young people to
carry out voluntary work if they do not have role models for such work in their families,
school or peer group. Due to insufficient public recognition of volunteer work
and weak networks between organizations, volunteers and those interested in volunteer
involvement, this group of young people is reached only incidentally, if at all.
The aim of the Jacobs Foundation Volunteer Academy project is to develop a training
programme for adolescents and young adults who are either involved in volunteer
activities of existing associations or would like to realize their own pro-social projects.
This programme, consisting of educational offers and coaching courses, is being
devised by the Pädagogische Hochschule Zentralschweiz Zug, Switzerland, and scientifically
evaluated by the Free University Berlin, Germany.
Adolescents and young adults who develop their own ideas with the aim of social
involvement and who are determined to implement their project ideas often lack contact
persons and professional assistance. It can therefore be assumed that in the
past only young people with a high level of education (and thus strong skills and their
own social networks) have managed to translate their project ideas into reality.
Furthermore, adolescents and young adults with a migrant background are often
involved in their community by, for example, supporting their neighbours. These people
are normally not connected to volunteer organizations and their work is therefore
not recognized by the public as volunteer work.
On the basis of these research results the project wants to promote the creativity and
enthusiasm of young people by offering them assistance in the form of
a Volunteer Academy. The establishment of the Volunteer Academy is meant to help
in pursuing several goals: adolescents and young people will be given assistance to
help them successfully implement their own ideas and develop a positive civic identity.
A certificate will be used so that the public can become aware of and appreciate
voluntary work. By also integrating young people with a migrant background, possible
disadvantages on the apprenticeship or job market will be balanced out. Finally,
the scientific evaluation of the Volunteer Academy’s work will help generate new
findings on informal learning. As analyses have shown, there has been very little
research so far on the “out-of-school context”, especially in Switzerland.
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KEY ACTIVITY AREA RESEARCH
The goal is to make the results of this project, including the concepts and recommendations,
known to a large public and available to those interested in volunteer work
by the time of project conclusion in 2011.
Jacobs Foundation Post-Doctoral Fellowship Programme
Comparative Analysis of Productive Youth Development PATHWAYS
Pushing the frontiers of research on productive youth development with a focus on
the dissemination and application of these findings is the goal of a new and exciting
endeavour, the Jacobs Foundation Post-Doctoral Fellowship Programme
(JFPDF).
The programme, which started in October 2008 and will run for the next four years,
offers the opportunity for outstanding young scholars to work with experts in the
field with the aim to develop and advance our understanding of the challenges facing
young people today and ways of how to support the development of professional
and social competences among young people.
A consortium of several leading institutions and scholars located in Finland,
Germany, Sweden, the UK and the US will provide expert input and mentoring to the
next generation of top-class researchers engaged in the study of young people’s
life from a multidisciplinary perspective. Those are: the Institute of Education at the
University of London; Institute for Social Research, Center for the Analysis of
Pathways from Childhood through Adulthood at the University of Michigan; the
Centre for Applied Developmental Science at the University of Jena; the Centre of
Excellence in Learning and Motivation Research and the University Collegium for
Advanced Studies at the University of Jyväskyla; the University of Stockholm and
the Max Planck Institute for Human Development in Berlin.
A “Virtual Institute Approach” is adopted, not limiting activities to one physical location,
but pooling the expertise and resources of several partner institutions that are
connected by shared research interests and projects, existing research collaborations,
leading expertise in the methodology of behavioural and social sciences,
shared ideas on application and dissemination of findings, and joint summer academies.

The aim of the programme is to promote high-quality research on key questions
such as how to facilitate the transition to adulthood; how to promote resilience and
positive adjustment in the face of adversity; what are the familial ties and resources
that enhance socialization, social ties that can strengthen connections to educational
and workplace settings, and institutional and state policies as well as practices
that can alter the trajectories of youth, especially those at risk.
It is intended to offer an innovative and stimulating learning and research environment
to the postdoctoral fellows. They will be exposed to the latest research in the
field, will be integrated into an existing and expanding network of experts with
extensive links to key stakeholders and policymakers, and will engage in international
comparative research, analysis and evaluation. The young scholars will be
equipped with state-of-the-art knowledge and competencies. Providing a first-class
methodological training will enable them to forcefully argue for better practice in
many fields of intervention and practice. A specific focus of the programme is to
promote evidence-based practice through research, dissemination and implementation
and to translate research findings into strategies for policy-oriented action.
Programme activities and research findings will be disseminated to national and
international academic and non-academic audiences through workshops and seminar
series organized by the participating institutions.
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GUEST COLUMN
Prof. Dr. Margrit Stamm
Professor of Educational Science specializing in socialization and human
development at the University of Fribourg, and head of the study by the
Swiss UNESCO Commission on early education in Switzerland
Prof. Dr. Margrit Stamm
Early learning as a subject for research
Every child has a right to learning from birth onwards. The
UN Convention on the Rights of the Child lays down this
right to education. The need to extend and improve Early
Learning, Care and Education (“Frühe Bildung, Betreuung
und Erziehung”) is now internationally recognized, and has
been put into practice in many countries. ELCE practice
has been extensively developed in Germany, but in
Switzerland it is still at an early but encouraging stage.
Research has shown that the early years are a crucial phase
for a child’s intellectual, cognitive and socioemotional development.
It is here that the foundations are laid for later success
in education and in life. Any points that are neglected
at this stage require far more effort to catch up on later. The
learning, care and education processes during the early
years are thus of fundamental importance. This is true both
for children from more favourable family circumstances and
for those from less advantaged backgrounds. It is these latter
children, though, to whom it applies in particular.
There is, however, a fairly strong feeling of resistance to
the idea of bringing ‘education’ into early childhood. The
reason for this disapproval is obvious: learning and education
have left a bad taste for many generations because
education means school, school means pressure to succeed,
and pressure means bad memories of school
reports, parental irritation, and failure. Early learning is
therefore taken to mean school-like regimentation in early
childhood. This is also one of the reasons why many parents
and teachers do not impose on children any expectations
in terms of learning until just before they start
school, concentrating instead on their social, emotional
and motor skills. So, are a child’s happy preschool years to
be a time without any cognitive or intellectual challenges?

No. Early learning is something quite different. It is fundamentally
wrong to equate it with “early schooling”. It is
not carried out in order to anticipate the educational service
offered by schools, so that children of three or four
are able to read and do sums. Early learning does not
mean loading children with knowledge, skills and information
in their preschool years. Current educational theory,
and the teachings of Hartmut von Hentig, consider early
learning to be a stimulation of all the powers a young
child has, allowing it to develop, to actively accept the
world, and to reach its own self-defining individuality.
Early learning no longer defines institutionalized preschool
services as a substitute for the family, but as a means of
learning. They provide challenging and stimulating learning
environments in which children are able to make use
of all their senses and develop their ability to learn. They
include the fostering of language skills and of children’s
ability to deal with sizes and spatial relationships, encouraging
their natural powers of observation by understanding
natural phenomena and putting them into context, laying
down a systematic basis for children to learn how to
learn, developing their gross and fine motor skills, imagination
and creativity by means of music and culturebased
activities, and promoting social embedding.
Early learning can give children equality of opportunity
from the outset. This is a particularly important potential
in the case of Germany and Switzerland. Numerous studies
have shown that having a good or poor start can influence
a child’s social inclusion and freedom of opportunity
right from the first year of its life. By the time they start
nursery school, children’s initial chances of success
already show a wide variation. Children from more privileged
backgrounds have skills that are more useful,
because they favour scholastic success, than those of
disadvantaged children. To break the cycle of the
‘Matthew effect’ – those who have will be given more –
we need multi-level, sustained support for children’s early
learning and care: every single child must not only acquire
as early as possible all the basic skills that provide them
with a successful start to their school life, but they must
also receive enough of the social value and self-efficacy
that form the basis for their entire learning and life experience.
To ensure that opportunity is available fairly to all, early
learning, care and education have to become the first
stage of the education process – not merely an undefined
starting point but the base that supports everything else.
Children have to be nurtured and cared for, but in the first
six years of their lives they must also experience learning,
and must learn in a non-random way.
The study carried out under the auspices of the Swiss
UNESCO Commission at the University of Fribourg and
besides the support of the Jacobs Foundation, financed
by the Avina Foundation, the GEBERT-RÜF Foundation,
the Göhner Foundation and the Mercator Foundation
Switzerland – has looked, for the first time in Switzerland,
fundamentally at the subject of early learning. It is centred
on an assessment of the current situation in Switzerland
in all three language regions and on the basis of an international
comparison. It demonstrates the significance of
early learning for Swiss society as a whole from a scientific,
educational and social perspective, and defines the
areas where action is needed, the themes, and the remit
for dealing with and institutionalizing this subject on
a sustained basis.
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INTERVENTION AND APPLICATION

INTRODUCTION
Anyone who has ever worked with young people knows that there are no easy
straightforward solutions to the burning challenges youth are facing today. Clearly
there is not one “youth”. Different groups of young people have different needs, interests
and dreams that are determined by socio-economic, political and cultural factors,
as well as by their personal histories and abilities. Social interventions in the domain
of productive youth development, therefore, cannot follow a blueprint but have to be
flexible and adapted to the complex social reality and needs of its beneficiaries.
Nevertheless, we believe that young people all over the world have one thing in
common: tremendous potential, curiosity and enthusiasm to learn and to create. We
are convinced that this potential can be – and has to be – fostered and strengthened
if we want to ensure a prosperous future.
Creating new ways in funding, adapting own ideas to the regional demands and
realities and finally gaining suitable partners in order to translate those ideas and
visions into concrete actions are the fundamental challenges of our intervention
projects. By launching the Jacobs Foundation Initiatives we have created a new
funding instrument, which will enhance our efforts in exchanging experiences and
building on synergies in a structured way. The objective of these initiatives is to create
regional and topic-oriented project clusters through intense consultancy, based
on which calls for tenders are created and in competitive selection processes
impact-oriented action approaches are shaped. This new instrument supports to
a great extent the Foundation’s aim to gain and to cross-link operative key actors
through “actively sponsored partnerships.”
The first Jacobs Foundation Initiative “Aprender para la Vida” (Learning for Life) has
been launched this year in Latin America. It intends to support organizations which
apply integrated innovative approaches to motivate in and out-of-school youth to
pursue their formal education and take responsibility for their own lives and their
community. Partner organizations will meet regularly to share their experiences and
learn from each other. In a first step two partner organizations have been chosen to
participate in this Initiative: The Asociaçao Luta pela Paz, which uses boxing and
caipoera to attract extremely violent youth from a favela in Rio de Janeiro, Brazil,
and motivate them to finish their basic education and participate in life skills training
programmes. The second organization is Futbol con Corazon, from Barranquilla
in Colombia, which uses football to motivate children and youth to pursue their formal
education and adopt a physically and emotionally healthy lifestyle.
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KEY ACTIVITY AREA INTERVENTION AND APPLICATION
A second Jacobs Foundation Initiative will follow in 2009 which focuses on the
reduction of the vulnerability of mobile children and youth in West Africa and seeks
to create synergies between partner organizations active in preventing migration
and in accompanying and integrating mobile youth.
As a non-operative Foundation we establish actively sponsored partnerships with
our operational partners and strive to lastingly improve young people’s opportunities
and quality of life in joint efforts. Many of our funded projects are wonderful examples
of strong partnerships and successful approaches to putting innovative ideas
into practice. The primano project, implemented by the city of Bern in Switzerland,
which will be introduced in detail later on, is one of those examples. The Jiva project
in India implemented by the Promise Foundation also received broad attention
and has already shown first good results.
Overall, this year has proven to us once again that with their commitment and their
enthusiasm many of our partners do make a difference and contribute to improving
the life chances and to opening up opportunities for many young people in different
parts of the world. We are proud to share some insights into our projects with
you in the following.

Project Lifeworld School
Partner Organization
German Children and
Youth Foundation
Dr. Heike Kahl
Executive Director GCYF
Peter Bleckmann
GCYF, Programme Manager
Lifeworld School
Claudia Hasse
Press
Lifeworld School – a networking of local stakeholders and
resources for the indivual support of children
Lifeworld School is a joint programme by the German Children and Youth
Foundation (GCYF) and the Jacobs Foundation. Its overall objective is to provide
the best possible individualized support to children and young people aged between
3 and 15 years. To achieve this goal, the programme supports selected model communities
in building local networks of institutions willing to share educational
responsibility.
The programme philosophy is characterized by its core idea of changing perspectives:
from dividing educational responsibility between separate institutions to sharing
responsibility and acting together. The layout of educational landscapes should
not be determined by institutional needs, but rather by what will enable the best
possible support for each individual learner. This approach requires close cooperation
between schools (as educational institutions for all children and young people)
and a broad array of partners ranging from day-care institutions to youth welfare,
civil society, and industry. Need-based planning and a bottom-up developmental
process involving children, young people, families and professionals are further features
of the programme.
Lifeworld School is currently being implemented in four model communities which
include, from North to South, Bramstedt (Schleswig-Holstein), Bernburg/Salzlandkreis
(Saxony-Anhalt), Weiterstadt (Hesse), and Weinheim (Baden-Württemberg).
These model communities receive support in terms of professional facilitation services,
programme funding, professional development, external evaluation as well as
nationwide networking opportunities and public relations.
An Advisory Board composed of prominent individuals has been set up to advise the
two foundations. It includes renowned scientists as well as representatives from the
four federal states, the Federal Ministry of Education and Research, the German
Association of Cities, municipal administrative authorities, and civil society. The
Kommunalpädagogisches Institut (Community Education Institute, KPI) is in charge
of the external evaluation. Operative implementation and national-level coordination
are in the hands of the GCYF programme team. The strategic objective is to firmly
embed the changes initiated in the four model communities so that private funding
currently provided by the foundations may gradually be replaced by funds from
a variety of departments and administrative levels.
39

Some examples from the development of the programme show the positive
progress of Lifeworld School:
More than 200 individuals from schools, day-care institutions, student and parent
councils, municipal administrative authorities, and civil society attended the
Lifeworld School kick-off event in Weiterstadt. The local educational advisory
board’s proposals for reforming educational transitions were put up for public discussion.
Attendees were invited to actively contribute to the local plan and help
implement it.
The mayor of Bad Bramstedt invited programme participants to Bramstedt Castle to
attend the kick-off event of the local “A Network for Children in Holstein Auenland”
project. The more than 100 attendees represented the broad spectrum of protagonists
in an educational landscape, ranging from student representatives to day-care
teachers, from headmasters to volunteers, from municipal administrative assistants
to senior officials in the State Ministry of Education. The event served to develop
focus areas for future activities.
At the “Local Responsibility for Education” Conference, participants had the opportunity
to familiarize themselves with a selection of initiatives and programmes
focused on the issue of “local responsibility for education.” After a series of presentations
on interesting practical examples, including examples from all four Lifeworld
School model communities, well-known experts discussed challenges and implications
in terms of educational policy.
First Experiences
In many cases, forging links between activating, bottom-up participatory processes
on the one hand and municipal planning and policy structures on the other has been
successful. Both aspects are essential for achieving participation and shared
responsibility and for establishing new structures on a long-term basis. This complex
kind of linkage requires transparent channels of communication and decisionmaking
as well as a high degree of professionalism when it comes to building the
network.
Such a process cannot succeed without shared goals and visions. The change of
perspectives “Lifeworld School” has initiated, i.e. shifting the focus from institutions
to the individual child or the individual young person, is just such a vision. What
would an education system look like that consistently took the individual as the
starting point for all thinking and planning? How do institutions become ready for
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KEY ACTIVITY AREA INTERVENTION AND APPLICATION
children – instead of children becoming ready for school? It has become clear that
this vision is capable of fuelling the imagination and building up the energy to renew
existing systems, in the four model communities and beyond.
primano – early childhood development for children with social
disadvantages
Every year many children start kindergarten or school with developmental delays.
They are unable to keep up because they have received inadequate stimulation
between the ages of zero to four. The elimination of these deficits requires immense
investment during school years and vocational training, and is very often ineffective
because it comes too late.
The early intervention programme implemented in Bern seeks to intervene during
the first years of a child’s life and offers those children with social disadvantages
a range of support services until they enter kindergarten. The pilot project is limited
to the four neighbourhoods that show the greatest need. This year’s pictures in the
annual report show the different elements of the programme.
The programme includes home visits, early childhood intervention modules in playgroups
and child-care centres and networking. The goal is to improve the educational
opportunities for socially disadvantaged children.
The project is founded on networking with all those people who are involved with
children at pre-school level. The primano contact centres, which have been established
within existing institutions such as child welfare centres and churches, foster
awareness of the advantages of early childhood intervention and smooth the way to
enlisting the support of the relevant social institutions within the area. Within a year
the number of institutions cooperating with primano has been successfully expanded,
information has been widely spread and a website established. The large
amount of effort put into networking is well worth it because the target families can
thus be reached within their familiar surroundings and there shown what the advantages
of early childhood intervention are.
Participating children are enrolled in an 18-month home visit programme. The home
visit programme, copied from one used in Holland, targets socially disadvantaged
families which, over a period of 18 months, receive regular visits from specially
trained laypersons from their own culture. These visitors show the mothers how to
Project primano
Gesundheitsdienst Bern
Project coordination
Ursula Ackermann
Annemarie Tschumper
Mona Baumann
Richard Jakob

promote the development of their 18 to 36-month-old children through play. The
programme is available for families where Tamil, Albanian or German is spoken. In
2009 it will also be offered to families which speak Arabic, Kurdish or Somali. Group
meetings facilitate the exchange of experiences. The greatest success in the difficult
recruitment of families into the programme was achieved by these home visitors.
Integrated in their cultural circles, they reached many families through word-ofmouth
propaganda. In the second phase, the goal will be the involvement of a larger
number of small ethnic groups instead of just a small number of large groups.
The participation of parents taking part in the home visits program has been gratifying.
Unfortunately less discipline of parents participating in group meetings has
been observed.
In a second phase, children are continuously mentored in playgroups or child daycare
centres. Early childhood intervention in playgroups and child-care centres concentrates
on the themes of motor competence – nutrition – language competence
– social competence, for all of which early childhood intervention modules have
been created. The theme motor competence has been successfully carried out and
concluded – the institutions involved re-examined their venues and their motor
competence programmes, received further training and organized meetings with
parents. The nutrition module is currently in progress and the language module is in
preparation. Here too the involvement of the parents is of enormous importance, so
that what has been newly learnt is carried over into the family as well. The highly
motivated leaders of the play-groups have succeeded in infecting the parents with
their enthusiasm and as a result participation of parents has been high. However,
for the parents group-meetings and the child-care centres more specifically motivating
stimuli need to be found. The positive results from this first evaluation show
that the program is on the right path and receives great feedback and response.
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INTERVIEW
by Alexandra Delvenakiotis
Edith Olibet
Head of the City of Bern Department of Education, Social Affairs and
Sport on the subject of early education in Switzerland and the primano
pilot project
Edith Olibet
With the primano early education project, an initiative set
up by the City of Bern with substantial support from the
Jacobs Foundation, the City of Bern is undertaking pioneering
work and using specific measures to support
both children and their parents. The goal is to create
greater educational opportunities for children aged
between zero and five years so that, by the time they
start kindergarten and school, children from immigrant
backgrounds, in particular, will have developed the skills
and abilities they need for a successful school career.
What is exciting and innovative about primano is the
combination of the programme of house visits, focusing on
educationally disadvantaged families, with the educational
modules for playgroup and kindergarten children, and with
a networking scenario. The two latter elements of the programme
build on known and existing structures. This intervention
over three levels, with the integration of parents
and multidisciplinary support both from the administrative
authorities and from those institutions involved from outside
the public authorities, mean that the continuity and
sustainability of education can be achieved.
What are the requirements for a successful start in
school and healthy development in young people?
The most important factor for ensuring a successful start
in school is being in possession of well-developed basic
skills, perseverance, conscientiousness, self-confidence,
social adjustment and assertiveness, and linguistic ability.
The early education programme takes these requirements
into account. It is important for the overall development of
children and young people that the children feel that they
are accepted and supported both by their parents and by
other reference persons (such as teachers, for example)
and that both family and school environments are able to
recognize and fully develop their potential.

What is the role of parental involvement and what
experiences have you had in this area?
Major importance is placed on parental involvement in
primano. The aim of the project is both to make them
realize the importance of their role in the education and
support of their child and to teach them how to carry out
this role. Attendance figures for parents in primano are
relatively high, which speaks for the motivation of the
young parents. The educational skills and self-confidence
they acquire from their participation will also affect their
perception of their supportive function during their child’s
time at school.
What changes might we see in society, or, to rephrase
it, how will children, parents and society benefit if the
youngest members of society are given this specific
support?
Support of the youngest children is an investment in the
future that will generate high returns from the educational
input and reduce the consequences for society of
missed opportunities to combat poverty. The children
have better chances in their education and for their
future. And integration of the parents also takes place in
some part via their better-integrated children and their
increased self-confidence as a result of the educational
success, with this self-confidence providing fundamental
encouragement for their willingness to become involved.
Ms Olibet, will you give us a brief overview of the
debate on early education in Switzerland?
Switzerland has only just stopped playing “Sleeping
Beauty” as regards early education. Awareness is slowly
growing that, without help, not all parents are able to provide
the adequate level of support for their pre-school
child. A large number of pilot projects are currently
emerging, particularly at the community level, but the
approaches are not yet systematic. One good thing about
our country is that, in many places, it is possible to call
on existing structures, in the form of playgroups and daycare
facilities, parent advice centres and mothers’ support
centres, and there is no doubt that this greatly facilitates
the construction of educationally oriented support for
families and their children. The national and cantonal
governments are also gradually becoming involved in the
discussion and taking on initial tasks in the field of coordination
and the provision of information.
The Jacobs Foundation is working with the German
Children and Youth Foundation on the project
Lifeworld School, supporting the pooling of local players
in the field of education. The aim is to move away
from competences and towards responsibilities, with
the focus on the child and young person. How important
is this aspect in the context of integration and
equality of opportunity for children from educationally
disadvantaged parental homes where a foreign language
is the native tongue?
The pooling of all those involved supports low-threshold
access to what is on offer and facilitates movement on
the basis of age from one stage of education to the next
offering. Since motivated people who are part of a network
will also feel responsible for continuing the efforts
they have made so far, fewer children will fall through the
net as a result of their parents being disadvantaged in
terms of providing support for education.
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Children’s intellectual powers, linguistic ability and
motor skills develop extremely quickly. Growing up in
a supportive and stimulating environment plays a major
role in this context. But early education is also a matter
of cost …
As I said earlier, early education measures are an investment
in the future of our children. Future financing from
public funds will depend on the extent to which the world
of politics can be persuaded of the positive effect on children’s
chances when they start school and of the economic
benefits of early education. Since the savings on
consequential costs have not yet been proved and since
resources are still scarce, it is important to test measures
against target group-specific or general requirements. In
Bern, this combination of resource allocation has been
successful: on the one hand, the programme of house
visits is specifically utilized for the weakest families, and,
on the other, existing structures are enhanced in terms of
early education for the benefit of the whole population.
What are your conclusions and objectives in the field of
education in early childhood?
Early education is both the best and also the most economical
input that we can make in our support of lifelong
learning and of the well-being of society. My aims are
therefore to achieve large-scale expansion of the structures
and networking needed for this and to give everyone
involved an awareness of early education as a normal
part of everyday family life. I will also do everything
I can to acquire strong support for the topic at national
and cantonal level.

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KEY ACTIVITY AREA INTERVENTION AND APPLICATION
Basic IT-Certificate
It is to young people in particular, who have fewer chances on the employment market
owing to their educational background that the Jacobs Foundation would like to
offer an opportunity to find their way and to integrate themselves into society. In collaboration
with the WISS Foundation, which has been training young people on
a four-year ICT course since 1998, the Foundation – within the framework of a pilot
project - enables those taking part to complete a training course to become an ICT
assistant and to gain a federal vocational certificate.
The two-year certified training course has been in place for a number of years now
in Switzerland, although not for ICT. This job profile had to be defined initially.
Accordingly, the necessary fundamental basis and curricula were drawn up for the
Federal Office for Professional Education and Technology (OPET), which were
approved, and the respective cantonal authorizations entitling the WISS Foundation
to run training courses were prepared. On 27 August 2007, 16 young men and four
young women embarked on the two-year training course.
Developing a new vocational course is a challenging process and one which poses
a whole host of questions: is the prepared content suitable for the level of the students
or is it too demanding? Will there be problems with discipline? How much
support and guidance will they need? These and other similar issues not only preoccupied
the project managers at the outset, but they also try to improve the pilot
project on an ongoing basis.
Searching for a suitable practical work placement represented a particular challenge
for all of the students. The job was unknown and often had to be explained
to the employers first. Nevertheless, time and again the project to offer young people
the opportunity to gain an education was met with a great deal of openness and
commitment. To their immense delight, all of the participants quickly found a work
placement. The majority of employers were extremely satisfied with the students’
work and their conduct.
The final semester of the pilot project will commence in February 2009. The experiences
show that people respond positively to the vocation of a federally certified
ICT Assistant. For young people, this profession provides them with a good opportunity
of entering the world of work and a chance to integrate in society.
Project Informatikpraktiker
Partner Organization
Stiftung WISS
René Balzano
CEO WISS
Arthur Benz
Head Master
Thomas Fahrni
Head Teacher
Candidus Waldispühl
Project Manager
Christoph Thomann
Federal Commission
ICT Assistants

Project Jiva
Partner Organization
Promise Foundation
Gideon Arulmani
Project coordination
Jiva – Career counselling and livelihood planning in India
India has one of the largest manpower pools in the world. Until now, however, hardly
any effort has gone into developing a model for career counselling suited to the
needs of young people. In response to this situation, the Promise Foundation has
designed the JIVA project to be implemented in different phases, with the intention
of bringing livelihood planning and career counselling into the national mainstream.
The goal of the Jiva Project supported by the Jacobs Foundation is to help individuals
reach prosperity by maximizing their personal potential and simultaneously
contributing to society. This is achieved by developing culturally rooted mechanisms
to aid this process.
Jiva means ‘life’ in most of the Indian languages, since a healthy career is connected
to life. The project promotes some basic values in this context, for instance that
the individual and the world of work are both constantly changing. Therefore Jiva
helps the young person learn to use what is constant about oneself to deal with the
shifting world of work.
On the basis of a national survey conducted in twelve different parts of India, in
eight different languages with 10,000 young Indians, the content of career counselling
profiles and action points for the establishment of career resource centres
were formulated. The implementation of the project includes:
• Master Career Counsellor Trainers (MCCTs): eight individuals are going through
an M.Phil degree in Career Counselling and Livelihood Planning.
• Career counselling resources: a collection of career counselling material has
been developed and packaged into the Jiva Kit.
• Careers Facilitators: Jiva MCCTs conduct certificate courses in Basic Skills for
Career Counselling training Careers Facilitators to use the Jiva Kit to establish
Career Resource Centres in different parts of India.
Since advocacy and policy action, through membership in policy advice networks,
publications and conferences are part of the project, Jiva has already attracted high
interest. The project will culminate in 2010, with the Jiva Conference that will for
the first time bring counsellors from more than 100 countries to India, to share and
learn.
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Hope – Having opportunities for peace and employment
El Salvador is a country with huge socio-economic differences, a growing private
sector, a young population and one of the highest rates of social violence in the
whole continent. By improving the educational and vocational opportunities of marginalized
youth, the above-mentioned challenges can effectively be tackled. This is
where the Hope Project, which was launched in 2008, comes in. The project is
being implemented by the Pestalozzi Children’s Foundation (PCF) in cooperation
with the local partner organizations Fundación Salvador del mundo (Fusalmo) and
Ágape in alliance with INSAFORP (El Salvadorian institute for vocational education)
and Swisscontact.
On the one hand, the project is designed to support young people in developing
individual and social skills and to adopt a calm and peaceful attitude in relation to
their surroundings, as well as to prepare them professionally to be able to carry out
activities which will generate income. On the other hand, HOPE aims to develop
a long-term educational model adapted to the specific needs of the three different
target groups. At the heart of the project are secundary and high-school students
in suburban areas, out-of-school youth in suburban areas and out-of-school youth
in rural areas.
Hope operates within difficult framework conditions. Some of those taking part in
the project are members of criminal gangs, which leads to instances of fellow students
being intimidated and blackmailed. In addition to having to live in fear, these
students are exposed to the constant risk of getting mixed up in drug and arms
dealing. In some cases, death threats have forced certain students to stop attending
school.
Another reason for dropping out of school or irregular attendance is the rise in fuel
and food prices. In 2008, this situation was exacerbated for many families; many
students were unable to attend school regularly as there was a lack of money for
transport and food.

Project Hope
Partner Organization
Pestalozzi Children Foundation
Sandro Guilliani (until July 2008),
Marlen Rutz
Project coordinator
Local Partners
Asociación Agape de El Salvador
(Fusalmo) Ágape
INSAFORP (El Salvadorian institute
for vocational education)
Swisscontact
In the first project year 2008, the Steering Committee, comprising the project coordinators
from the three lead organizations (PCF, Agape, Fusalmo), was set up.
Regular exchange within the steering committee has resulted in all of the organizations
involved in the project being able to learn from one another and exchange and
use their own different knowledge. Fusalmo, for example, benefited from the experiences
of Agape in working together with employers and integrating young people
into the local employment market. Agape in turn is profiting from Fusalmo’s knowledge
in the field of “career guidance.” In this respect, psychological tests, individual
support and group work are all used to help young people when they are choosing
a profession and to prepare them for the world of work.
According to statements made by employers, the young people from the Hope
project are more self-aware and emotionally balanced than their peers and are more
capable of dealing with conflict. Developing these personal and social skills not only
forms the content for Culture of Peace, a key subject component of the project, but
is also the very objective of this concept. In 2008, drawing up new curricula for this
subject was driven forward intensively: grades 4–6 and 7–9, Bachelor students and
out-of-school youth will be working with these new curricula from 2009 onwards.
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PORTRAIT
Banessa Isabel López Rivera
My name is Banessa Isabel López Rivera and I am 18
years old. I come from El Salvador and live in the Los
Santos district of Soyapango. Over the last few years,
this city has become one of the most dangerous in the
whole of El Salvador. I live with my parents, my brothers
and sisters and a nephew.
2008 was a very important year for me as I began to
take part in the Hope project, which means that I am
regularly attending English and computer classes. In
October, I will finish my Bachelor course where I am
specializing in accounting. I try really hard in class. In
the national PAES examination, which is held every
year for all students, I achieved nine out of a possible
ten points.
I view the challenges which my life faces as a constant
test of my abilities. My parents are now separating and
I am having to learn to see this as a challenge and to continue
with my life as best I can, even after these painful
and difficult experiences. Things are very bad for my
mother – she does not have a job as she has spent her
whole life at home with us children. Now she has to support
my sister Carla, my nephew José and me. Together
we will try to overcome this difficult situation. However,
the situation has meant that we are now closer as a family
and are supporting one another more.
I still dream of going to university and studying computer
science (Ingeniería en Ciencias de la Computación),
although it is extremely difficult to complete a course like
this without any money. But I am looking for a job and
hope that my efforts will see me get a grant and I’ll therefore
be able to achieve the most important goal in my life,
namely to gain a university degree with which I can earn
money to support my mother and brothers and sisters.
Hope is very important for me. The computer and English
classes are an important basis of the course which
I would like to do. The things I am learning now can already
be of help to my neighbours, for instance, by me teaching
English to those who would like to learn or by solving
computer problems and showing them how they can do
this themselves. I can also imagine myself opening and
running an Internet café. My neighbours would then not
have to go as far to use the Internet or to do any of their
homework for which they need a computer.
I am learning a lot through Hope. My teachers and the
person responsible for putting employers and young people
in contact with one another are trying to provide us
with employment opportunities. They are preparing us for
finding a job and keeping it, even under difficult circumstances.
At the same time, they inform us of opportunities
and measures which could help us to gain a grant.

KEY ACTIVITY AREA
DIALOGUE AND NETWORK BUILDING

Jacobs Foundation Forum on the
role of the University between school
and labour market
Fostering the discussion of key
topics in the field of Productive
Youth Development
Jacobs Foundation Forum on early
childhood education
INTRODUCTION
Fostering the development of new ideas and shaping public policies is a major challenge
for foundations and needs first of all strong expert networks and adequate
platforms to share knowledge and ideas. Preparing the ground by defining problems
and challenges and bringing key questions and demands to the public discussion is
what the Jacobs Foundation strives to do in its third key activity area “Dialogue and
Network Building.” We wish to enrich the discussions with our reflections on successes
and failures, and encourage stakeholders to discuss new approaches in the
field of Productive Youth Development.
Since interdisciplinary research and science is being supported by the Foundation,
to serve as the basis for the development and application of sustainable and concrete
interventions, the gap between the different disciplines, between theory and
practice needs to be bridged and awareness of the challenges, problems and
opportunities in supporting young people has to be created.
In all our activities the Foundation focuses on supporting and encouraging young
people from an early age to learn, to get a good education, and on helping them
manage their transition from school to work. This specifically means supporting
equal chances for young people, reducing social barriers and integrating less privileged
youngsters. Together with the improvement of institutional contexts of learning,
these are the most important challenges in educational policy.
As a foundation we find that sharing our own experiences and broadening our
knowledge about young generations and their living and learning conditions is fundamental
for our work. Following new paths and letting positive results motivate us
for meaningful change is part of our understanding of creating dialogue and fostering
networks. The following examples show what a successful platform can look
like.
In 2008 the Jacobs Foundation Forum was launched for the first time. By initiating
a Forum we wish to cast a light on topics in which our expertise has been demonstrated.
We try to optimize our work and hope to provide important impulses in the
debate on Productive Youth Development.
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KEY ACTIVITY AREA DIALOGUE AND NETWORK BUILDING
In context with the University of Zurich’s 175 th anniversary, the Jacobs Foundation
brought four key actors in the field of education, economics, politics and academic
life to discuss the general role of the university between school and labour market.
The panel discussion took place at the ETH University in Zurich on 31 March. The
launch of this first Forum had been accompanied by a broad public campaign, in
which the Jacobs Foundation congratulated the University of Zurich and showed
various research projects supported by the Foundation, which represent important
examples of cutting-edge research.
Another Jacobs Foundation Forum dealt with early childhood education in Switzerland
and brought key actors in this field together on 26 November to discuss the
latest scientific findings and interesting new approaches in early childhood development.
Moreover, we are delighted to include in this annual report a guest column by
Pascal Couchepin, President of the Swiss Confederation in 2008 and in charge of
the Federal Department of Home Affairs (Social Affairs, Health and Education), who
talks about the relationship between politics and youth.
At the 5 th All-day School Congress of the German Children and Youth Foundation
on 12–13 September 2008 in Berlin, protagonists from diverse fields of action
came together to exchange experiences. This year’s theme was “participation.”
Discussions focused on ways of getting diverse stakeholders involved in the creation
of all-day teaching and learning arrangements. The theme was chosen to draw
more attention to a key characteristic of good all-day schooling practice. Ongoing
and long-term participation of everybody directly involved, after all, increases both
the effectiveness and the acceptance of all-day schools and also helps create a
constructive school culture. Furthermore, participation can be an important engine
driving successful school development.

Furthermore, representatives from the four model communities in the Lifeworld
School programme used the opportunity for exchanging ideas at the congress,
triggering discussions on the idea of providing individualized educational support
to children at the transition from day care to elementary school.
After a day of intensive work in forums, workshops and roundtable discussions,
almost all congress participants embraced the opportunity for informal exchange at
an evening reception by the Jacobs Foundation.
An important step to exchanging topic-specific information and experiences is the
active dialogue with other foundations. This is why the Jacobs Foundation is active
in the Association of Swiss Grantmaking Foundations, where Dr. Bernd Ebersold is
supervising the working group “Education, Research and Innovation.”
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58
GUEST COLUMN Extreme political currents and regimes have often seen
young people as a means of bringing about social change
in their image. “Wer die Jugend hat, hat die Zukunft”
(Who holds youth, holds the future). Totalitarian regimes
took this saying seriously and applied it in their policies.
Young people were recruited and abused for political
ends.
Pascal Couchepin, Swiss Federal Councillor and Head of the Federal
Department of Home Affairs
Politics and youth
The relationship of young people and adults, between
‘youth’ and the State and society has always been
ambivalent. Young people are seen as a symbol of
hope for a better future, as a threat to society, but also
as an ideal.
Left-wing and right-wing ideologies have repeatedly
sought to win over and instrumentalise young people.
All too often they serve up simple solutions to complex
problems, which often appeal to young people.
Totalitarian regimes have implemented their ideologies
in this way with devastating results.
But young people have also always sought attention by
questioning the prevailing order and propagating new values.
The “Wandervogel” (youth) movement sought to do
this in Germany at the beginning of the 20 th century and
young people challenged Communist rulers in Hungary in
1956 and during the Prague Spring in 1968. In 2008, the
protest movement of 1968, which involved various political
currents, was covered by the media in numerous western
countries.
This brief retrospective shows that there are certain tensions
in terms of children’s and youth policy. The broad
aims of children’s and youth policy are relatively uncontested:
to protect children and young people from influences
that could harm the development of their personality,
to accompany children and young people as they grow
up, to encourage their innovativeness, independence and
involvement in society and the recognition of young people
as individuals.
However, these needs also throw up a number of issues:
Where do we draw the line between protecting young
people and stifling them? How can children and young
people be looked after without being recruited or misused
for political ends? Where should and indeed must society
draw a line in terms of young people’s independence?
These issues have long been the subject of academic
debate among educationalists, psychologists and sociologists.
Thoughts on the role of peers, on the closeness and
distance between young people and adults, on the role of

young people as a motor of social development are varied
and reflect the ambivalence that rightly exists in the relationship
of adults to children and young people.
A liberal social policy is defined by certain basic characteristics:
it basically assumes the self-responsibility of its
members, ensures the greatest possible scope for all,
respects different ways of life and lifestyles and places
emphasis on solidarity with the weak, firstly in a private
context and – should this prove insufficient – as part of a
state safety net. They demonstrate great respect for the
personality of each individual in society.
But what does that mean in terms of children’s and youth
policy? In answering this question, it is accepted that children
and young people are in the process of developing
and progressively find and take up their place in society.
Respect for the personality of children and young people
is therefore not expressed in accepting everything they
do. Instead respect for their personality implies allowing
everybody’s personality the opportunity to evolve over the
course of their development. The emphasis is therefore
not on the short term opinions and wishes of children and
young people, but on their long term development on the
path to becoming free individuals.
A liberal children’s and youth policy therefore involves the
protection of children and young people – if necessary by
forbidding certain things – especially where the young
people’s development needs to be protected from certain
influences that could prejudice their development. It also
involves the encouragement of young people; through
education policy – which has long been a priority of liberal
policy – and through the possibility of exercising social
and societal responsibility, and by offering appropriately
adapted areas of learning.
But a liberal children’s’ and youth policy must also involve
the setting of limits – particularly then when children and
young people jeopardise their own long term development
or that of others. Respect for the personality of a child or
young person also means taking them seriously. That
means that dialogue is important and needs to be nurtured
– even when the wishes and demands of the child
cannot be satisfied or satisfied only in part.
A liberal children’s and youth policy knows its limits and
indeed sets such limits. Children and young people grow
up in a certain environment – family, neighbourhood,
school, peers – which influences them to varying degrees.
The essence of a liberal understanding of the State is that
the State exercises great restraint in involving itself in
these matters.
Children’s and youth policy must therefore not serve to
allow excessive interference in these areas. That is what
totalitarian States do – with disastrous effects for citizens,
and in particular for children and young people who are
instrumentalised for political ends.
Equally, there should be no illusion that children’s and
youth policy can or should assume responsibility for all
(undesirable) developments and problems. The State can
and should, however, offer its assistance when those
involved in raising children – parents, teachers, head
teachers etc. – seek support in finding solutions to specific
problems.
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KEY ACTIVITY AREA DIALOGUE AND NETWORK BUILDING
Jacobs Foundation Forum
„The University between school and labour market. How can
learning transitions be successfully managed?”, 31 March 2008
International labour markets place high expectations on young academics. Optimal
preparation to enter the working world is a key aspect in this context and is related
to the debate about the role of the university. The panel discussion “The university
between school and labour market. How can learning transitions be successfully
managed?,” initiated by the Jacobs Foundation, took place on 31 March at the ETH
Zurich.
The debate hosted by Roger de Weck was opened with a short speech by Hans
Weder, President of the University of Zurich (UZH), and Ralph Eichel, President of
the ETH Zurich, followed by welcoming remarks by Joh. Christian Jacobs. The
Jacobs Foundation Forum was taken as an opportunity to emphasize the good
cooperation between the two universities.
The participants of the debate concentrated on the university’s role as an educational
institution. The question was raised whether the university can meet the
expectations of society and the economy and meet the future demands in this context.
Does the university today prepare students for the complex problems of a fastchanging
world in the best way possible? How should the transition between school
and university and from university to work be successfully managed? These were
some of the key questions that evening.
Rolf Dörig, Group CEO of the Swiss Life Group, regarded the university’s role as
clearly linked to the transition to the working world. He emphasized the importance
of being exposed to work practice during studies, referring to his own experiences.
Jürgen Oelkers, Professor for Pedagogics at UZH, said that social, methodological
and language skills have gained more importance at universities over the last years.
Nevertheless, he warned that soft skills should not be taught at the expense of the
students’ scientific expertise.
Joachim Treusch agreed on this but he stressed from his experience as President
of the Jacobs University that students are far more resilient than is assumed. “In the
scientific field students do not show less but rather more achievement when they
are required to also train their interdisciplinary competencies,” he added.

Talking about the prerequisites to enter a university, Pascale Bruderer, Vice
President of the Swiss National Council, commended the Swiss education system
consisting of the apprenticeship system and higher education. Providing equal
opportunities for young people, especially from disadvantaged families, to enter university
was very important to her.
“Investing early to avoid repairing later? A debate about early
childhood education in Switzerland,” 26 November 2008
Arguments in favour of early childhood educations are various. While once emphasis
was put on the care of children, now the debate focuses more on fostering learning
competence and other meta competencies. Attention is being paid to early
learning processes and to an adequate intensification of infantile competencies.
The debate about “Investing early to avoid repairing later?” focused on early childhood
education with a special reference to Switzerland. Participants talked about
the pre-school stage of development and the latest scientific findings about early
education. Practical experiences in early education as well as the aspect of optional
versus obligatory intervention programmes in Switzerland were discussed in this
context.
The experienced paediatrician Dr. Herbert Suter gave an insight into his everyday
working life and spoke out against excessive pressure. He is in favour of supporting
individual development that is adapted to suit the abilities and talents of each
particular child. He argued decisively against standardized “training” for young children
and above all against treatments aimed at overcoming a growing number of
inadequacies. In Suter’s opinion: “For those children who really are lacking something,
the lack is often to be found not in the child itself but in its environment and
in an unwillingness to let the child develop by itself. Every child wants to learn, but
they must be helped as much as possible to do so.”
As Professor of Educational Science specializing in socialization and human development
at the University of Fribourg, Prof. Margrit Stamm focused in the debate
particularly on children at risk, especially those with an immigrant background. They
should be able to receive high-quality nursery care. She said that the differences
between the various cantons, in the services available and the quality of early childhood
care, are immense, with only Zurich and Basel City offering comprehensive
services, although there are many good individual projects. Compared with other
OECD countries, however, Switzerland’s investment in early learning is merely aver-
61

age. The study led by Prof. Stamm on early learning in Switzerland, funded by the
Jacobs Foundation among others, hopes to indicate a way of providing better early
learning, care and education that are specifically appropriate for Switzerland. “It’s
important to invest not just once but continuously. The quality of care outside the
family in pre-school institutions plays a very important role, as does the standard of
qualification of the staff. In order to guarantee equality of opportunity, the at-risk
children from disadvantaged backgrounds should be helped quite specifically. They
have to be given support at an early stage and also when they are preparing for
school. Parents should be involved in a balanced and appropriate manner,” says
Margrit Stamm.
Thomas Kessler, spokesman for migration and integration issues in the canton of
Basel City, also claimed that the general public and politicians were only persuaded
by the incontrovertible economic arguments for early learning and education – estimates
of the ratio between costs and savings range from 1 to 7 to 1 to 25. “That is
why here in Basel we invest a great deal in early-years support. We want to give the
children freedom and prospects and also cut costs. Because children who are not
reached early enough cost a great deal of money and suffer a great deal too.” These
figures, said Kessler, were what persuaded the decision-makers in Basel.
Jacqueline Fehr, member of the National Council representing the canton of
Zurich, spoke out explicitly in favour of early learning education. She said every child
follows its own development path, but there must be a central theme to guide it.
What was especially important was to support and increase the competence of the
parents, and also to improve the quality of nurseries. Awareness of the need for this
among the general public still had to be raised. Here, educational foundations could
be called upon to demonstrate in the form of written evidence what “early learning”
can achieve, by means of concrete examples. “What Switzerland needs is an education
plan for early-years development, a clear specification of what is meant by
‘education’ in the context of young children. Also a clear statement of what children
have a right to expect in the first four or five years of their lives, what their environment
should be like, what competences the adults dealing with children should have
and what services should be made available to children,” said Jacqueline Fehr.
The lively debate between the speakers on the platform and the visitors continued
over the drinks reception that followed.
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64
KEY ACTIVITY AREA DIALOGUE AND NETWORK BUILDING
Learning For Life
Congress For Child And Youth Promotion,
Engelberg, 14 to 17 July 2008
A Congress for Child and Youth Promotion – a forum for fieldworkers, scientists and
authorities organized by Infoklick. Kinder und Jugendförderung Schweiz, was held
from 14 to 17 July at Engelberg, supported by the Jacobs Foundation as well as the
AVINA Foundation and Mercator Foundation Switzerland.
According to the motto “Learning For Life,” the congress focused on non-formal
learning outside the classical forms of education. The Congress offered the approximately
120 participants a wide range of speeches, lectures and workshops, and in
addition to this plenty of opportunity for individual talks between the participants.
Organization
Infoklick.ch
Kinder- und Jugendförderung
Schweiz
Markus Gander
CEO

CHARITABLE ACTIVITIES

CHARITABLE ACTIVITIES
Many of the project proposals the Jacobs Foundation receives do not correspond
to its strategic objectives or quality standards. Nevertheless, some of them can
make a considerable contribution to improving young people’s lives or the conditions
in which young people develop their potential. Therefore a small budget is
reserved for projects we qualify as “charitable activity”. Generally charity projects
are rather small in size and purely philanthropic. In exceptional cases, the funds can
be used to make small, high-risk investments in a topic or approach which is likely
to be highly innovative and generate new ideas for social interventions.
Chicos de San Ramón
The Estancia de San Ramón lies in Rio Negro, Patagonia, about 35 km from the city
of Bariloche. Just like in many parts of rural Latin America, public schools are in
desolate condition here. Only private schools can provide quality education,
enabling the children to acquire the necessary knowledge and competencies to
make a better living for themselves and their families. Very few families can afford
to send their children to private schools, and awareness of the importance of education
for the future of their children is very low amongst poor families. This is also
the case with most of the workers on the Estancia de San Ramón.
For this reason, the Gsell Fund together with the Jacobs Foundation developed the
Chicos de San Ramón project. The project provides access to quality education and
out-of-school activities for the children of the workers of the Estancia. It includes
the coverage of school and university fees, school material, transport, private
lessons for children who have difficulties in certain subjects, personal assistance to
those in need, life skills education including health issues, artistic activities, access
to a computer lab, as well as support for the parents. Since the beginning of 2008
the project has been managed by the Fundación Gente Nueva.
67

Racing to school
In 2001, the British Horseracing Education and Standards Trust (BHEST) developed
an education programme, Racing to School, with the aim of opening the sport
of horseracing to a new, young audience and supporting and enhancing their education
through the use of exciting and informative educational activities based on
the National Curriculum.
With the support of the Jacobs Foundation, a project was launched in 2008 to
enable more pupils from inner city areas and disadvantaged backgrounds to participate
in the programme. The impact of the programme on this particular group has
been considerable in supporting the learning process as well as in developing social
skills, improving confidence and increasing motivation.
The programme focuses on bringing lessons to life by giving pupils the opportunity
to learn outside the classroom and experience the practical application of their
school subjects. The day’s activities take place at a racecourse and can address
a number of curriculum areas including numeracy, literacy, science, business studies
and technology.
Activities are designed to be active and visually stimulating. For example, during
a visit to the Weighing Room pupils stand on the scales and try on jockeys’ equipment
in order to learn about weights and measures, and to work out the effects of weight
upon speed. They consider a jockey’s diet and how calorie intake affects weight and
health, and design diet sheets for various calorie intakes. An investigation into the
shapes, colours and designs on the jockeys’ racing silks is always popular, and the
younger pupils in particular enjoy creating their own colourful and imaginative
designs following the rules of symmetry. All pupils are provided with a workbook of
activities for use on the day, and as a basis for follow-up work back in school.
Watching the horseracing in the afternoon brings together all that the pupils have
learnt and is an exciting end to the day’s activities.
69

THE JOHANN JACOBS MUSEUM

Objectives
It’s all about coffee at the Johann Jacobs Museum in Zurich. The cultural history of
coffee is at the centre of attention in this wonderfully atmospheric museum. Its exhibitions
concentrate on cultural, social and political aspects of coffee. With its extensive
collection of paintings, graphic arts, porcelain and silver, it maintains one of the
world’s most important libraries on the cultural history of coffee. The Museum is an
integral part of the Jacobs Foundation and forges a bridge between the background
of the Jacobs family and the origins of the Foundation.
Exhibitions
“Coffee: a tale of irresistible temptation” (22 April 2007 to 30 March 2008)
turned out to be the museum’s most successful exhibition so far.
On 27 April 2008 the exhibition “Genuine coffee? The astounding world of coffee
surrogates” was opened to the public and casts a light on the fascinating world of
coffee surrogates and their circulation. The past 300 years have seen an overwhelming
variety of products employed for this purpose. Past generations tried
roasting practically anything that grew – be it fruit, seed or root – in order to turn it
into coffee: the spectrum ranged from all manner of nuts and cereals, beet and
pulses, to local fruits and once exotic dates and figs, and even to somewhat less
appetising ingredients such as fruit stones, bracken or grass roots. The exhibition is
running until 1 March 2009.
Collection
The extensive restoration of the total inventory of graphics (around 800 objects)
has been completed in 2008.
In addition, in another large-scale scheme, the process of documenting images of
the entire collection was completed, so that there is now a digital image of every
one of the approximately 3,300 items listed in the collection.
In June, the Johann Jacobs Museum acquired an extensive collection of prints. The
approximately 1000 items, dating mainly from the late 19 th century, ideally complement
the existing stock of prints at the Johann Jacobs Museum. The new addition
is a high-quality and carefully preserved collection which has grown over a period of
more than 70 years. The theme of the prints, expressed in all kinds of different and
entertaining ways, is the spread of coffee through different social strata and in private
life. Cataloguing these items will take until well into 2009.
71

A silver coffee service from the Bremen silversmiths’ workshops, dating from the
1920s, has also been added to the collection.
Events
This year’s Long Night of the Museums on 6 September had the theme of “Out of
kilter.” As well as going on a dramatised special guided tour of the exhibition of coffee
surrogates with an actor and the museum’s scientific adviser, visitors could also
test themselves in the plum-stone spitting competition or try the adventurous hot
drinks made of coffee surrogates and “genuine” gourmet coffee that had been specially
created in the coffee bar for the Long Night of the Museums. The weather
was also really out of kilter, but despite the incessant rain, the Johann Jacobs
Museum welcomed 1,065 visitors.
On 26 September, the first “Day of Coffee” was held in Switzerland, co-sponsored
by the Johann Jacobs Museum and involving over 250 events all over Switzerland.
A small special exhibition of artefacts from the library of the Johann Jacobs
Museum used some of the earliest historical sources to tell the story of the discovery
of coffee and how it became established in Europe.
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74
JACOBS FOUNDATION GOVERNANCE STRUCTURE

BOARD OF TRUSTEES
Dr. Joh. Christian Jacobs, White & Case,
Attorneys at Law, Partner, Chairman
Dr. Joh. Christian Jacobs joined the Board of the Jacobs Foundation in 1995 and
was appointed Chairman of the Board in 2004. He is a partner at the law firm White
& Case, a global law firm that advises national and international entrepreneuers
and enterprises on Mergers & Acquisitions, structuring of companies with regard to
corporate and tax law issues.
Lavinia Jacobs, Member
Since April 2007 Lavinia Jacobs has been a member of the Jacobs Foundation’s
Board of Trustees. She was an auditor for civil and criminal law at the district court
in Hinwil until July 2007. Before that she worked at the law firm Prager Dreifuss in
Zurich. She finished her Law studies at the University of Basel in 2005.
Prof. Dr. Dr. h. c. mult. Jürgen Baumert,
Director, Max Planck Institute for Human Development, Member
Jürgen Baumert joined the Jacobs Foundation Board of Trustees in February 2005.
He is Director and Scientific Member at the Max Planck Institute for Human
Development, Professor of Education at the Humboldt University and the Free
University of Berlin, and until June 2008 Vice President of the Max Planck Society.
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76
JACOBS FOUNDATION GOVERNANCE STRUCTURE
Prof. Dr. Ernst Buschor, Member
Ernst Buschor has been a member of the Jacobs Foundation’s Board of Trustees
since March 2003. He has been Vice President of the Board of the Swiss Federal
Institutes of Technology (ETH) since 2004. From 1999 to 2003 he was a Member
of the Government of the Canton of Zurich (head of the Departments of Health and
Education).
Flavio Cotti, former Federal Councillor, Member
Flavio Cotti joined the Jacobs Foundation Board in October 1999. He was President
of the Swiss Confederation in 1991 and 1998. He was elected to the Federal
Council of Switzerland in 1986. During his time in office he was Head of the Federal
Department of Home Affairs and then Head of the Federal Department of Foreign
Affairs. Previously, he was member of the Cantonal Parliament of Ticino and Head
of the Cantonal Department of Home Affairs, Economic Affairs, Justice and Military
Matters.

Prof. Dr. Eduardo Missoni,
Bocconi University Management School Milan, Member
Eduardo Missoni has been a member of the Jacobs Foundation’s Board of Trustees
since February 2005. He is Professor in Global Strategies for Health at the Bocconi
University Management School in Milan, where he is also involved in studies on
Development Cooperation. Till 2008 he was Secretary General of the World Organisation
of the Scout Movement. For 16 years he was responsible for the Italian
government’s health cooperation programmes in Latin America and sub-Saharan
Africa.
Prof. Marta Tienda, PhD Princeton University, Member
Marta Tienda joined the Jacobs Foundation’s Board of Trustees in October 1999.
She is “Maurice P. During ‘22” Professor of Demographic Studies and Professor of
Sociology and Public Affairs at Princeton University, where she served as director
of the Office of Population Research from 1997 to 2002. Together with Jürgen
Baumert she is editor of the “Jacobs Series on Adolescence.”
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78
JACOBS FOUNDATION GOVERNANCE STRUCTURE
Board of Trustees
The Jacobs Foundation has a two-tiered governance structure, comprising the
Board of Trustees and the Management.
The Board of Trustees has primary decision-making authority, bears responsibility
for the long-term success of the Jacobs Foundation, appoints new members by
cooption and elects its own Chair in accordance with the Jacobs family council.
The joint experience and expertise of the Board members must cover the
Foundation’s entire sphere of activities, and members must have experience of
international projects and financial management.
The Board of Trustees has established three standing committees:
Nomination and
Compensation Committee
Marta Tienda, Chair
Jürgen Baumert
Joh. Christian Jacobs*
*non-voting member
Board of Trustees
Joh. Christian Jacobs, Chairman
Audit
Committee
Ernst Buschor, Chair
Flavio Cotti
Joh. Christian Jacobs*
Governance
Committee
Lavinia Jacobs, Chair
Eduardo Missoni
Joh. Christian Jacobs*

From left to right: Flavio Cotti, Jürgen Baumert, Joh. Christian Jacobs, Lavinia Jacobs,
Ernst Buschor, Marta Tienda, Eduardo Missoni
79

80
JACOBS FOUNDATION GOVERNANCE STRUCTURE
The Management
The Foundation’s Management is headed by a CEO and organized in Program Units.
The organizational structure of the management is as follows:
Research
CEO
Intervention and
Application
Communications
Johann Jacobs Museum
Dialogue and
Networkbuilding

Management team from left to right: Simon Sommer, Alexandra Delvenakiotis, Cornelia Luchsinger,
Constanze Lullies; below: Monika Imboden, Gelgia Fetz, Susanne Hertling, Bernd Ebersold
81

FACTS & FIGURES

Cumulative Grants IN THOUSANDS OF CHF
500,000
400,000
300,000
200,000
100,000
0
2002
& prior
2003
2004 2005 2006 2007 2008
Total per year 27,435 8,300 11,854 10,967 127,598 14,022 198,625
Cumulative 51,918 60,218 72,072 83,039 210,637 224,659 423,284
Since it was founded, the Jacobs Foundation has made grants amounting to TCHF 423,284.
Grants per Year IN THOUSANDS OF CHF
200,000
180,000
160,000
140,000
120,000
40,000
20,000
0
2002 2003 2004 2005 2006 2007 2008
Total per year 27,435* 8,300 11,854 10,967 127,598** 14,022 198,625***
* Includes funding for Jacobs Centers at the University of Zurich and the International University Bremen
** Includes funding to the International University Bremen (today Jacobs University Bremen) over
TCHF 120,668
*** Includes funding (endowment) to the Jacobs University Bremen over TCHF 186,413
83

84
FACTS & FIGURES
Grants by Key Activity Area 2008* IN THOUSANDS OF CHF
EXHIBITION
JOHANN JACOBS MUSEUM** 115
CHARITABLE ACTIVITIES 401
DIALOGUE AND NETWORK
BUILDING 240
INTERVENTION
AND APPLICATION 4,934
Number of Programmes and Projects by Key Activity Area 2008
EXHIBITION
JOHANN JACOBS MUSEUM 1
CHARITABLE ACTIVITIES 17
DIALOGUE AND NETWORK
BUILDING 5
RESEARCH 6,522
RESEARCH 21
INTERVENTION
AND APPLICATION 10
NUMBER OF PROGRAMMES MINIMUM MAXIMUM TOTAL
KEY ACTIVITY AREA AND PROJECTS APPROPRIATION APPROPRIATION TCHF
Research
(Jacobs University Bremen)
Research
– – – 186,413
(excl. Jacobs University Bremen) 21 3 1,973 6,522
Intervention and Application 10 5 1,607 4,934
Dialogue and Network Building 5 24 92 240
Charitable Activities 17 1 100 401
Exhibition Johann Jacobs Museum** 1 – – 115
Total
* Excl. Jacobs University Bremen
54 198,625
** Total costs (including personnel) for the Johann Jacobs Museum in 2008 amounted to
TCHF 524 (see notes, 3.9)

Number of Programmes and Projects in 2008 by Region
AFRICA 6
LATIN AMERICA 3
EUROPE 14
Development of Foundation Capital at Market Value IN MILLIONS OF CHF
4,000
3,500
3,000
2,500
2,000
1,500
1,000
SWITZERLAND 19
TRANSNATIONAL 12
Total Foundation Capital at Market Value**
1,433 1,518 2,384 1,978 2,385 3,197 3,380 2,323
* Donation date
26.10.01* 31.12.02 31.12.03 31.12.04 31.12.05 31.12.06 31.12.07 31.12.08
** Quoted investments of Jacobs Holding AG at market values, other assets at book values
85

AUDITOR’S REPORT

Ernst & Young Ltd
Bleicherweg 21
CH-8002 Zurich
To the Board of Trustees of
Jacobs Foundation, Zurich
Zurich, March 3, 2009
Phone +41 58 286 31 11
Fax +41 58 286 30 04
www.ey.com/ch
REPORT OF THE STATUTORY AUDITOR ON THE FINANCIAL
STATEMENTS
As statutory auditor, we have audited the accompanying financial statements of the
Jacobs Foundation, which comprise the balance sheet, statement of income and
expenses and notes (pages 90–103) for the year ended December 31, 2008.
Board of Trustees’ responsibility
The Board of Trustees is responsible for the preparation of the financial statements
in accordance with the requirements of Swiss law and the foundation
deed. This responsibility includes designing, implementing and maintaining an
internal control system relevant to the preparation of financial statements that
are free from material misstatement, whether due to fraud or error. The Board of
Trustees is further responsible for selecting and applying appropriate accounting
policies and making accounting estimates that are reasonable in the circumstances.
Auditor’s responsibility
Our responsibility is to express an opinion on these financial statements based on
our audit. We conducted our audit in accordance with Swiss law and Swiss Auditing
Standards. Those standards require that we plan and perform the audit to obtain
reasonable assurance whether the financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the
amounts and disclosures in the financial statements. The procedures selected
depend on the auditor’s judgment, including the assessment of the risks of material
misstatement of the financial statements, whether due to fraud or error. In
making those risk assessments, the auditor considers the internal control system
relevant to the entity’s preparation of the financial statements in order to design
audit procedures that are appropriate in the circumstances, but not for the purpose
of expressing an opinion on the effectiveness of the entity’s internal control
system.
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An audit also includes evaluating the appropriateness of the accounting policies
used and the reasonableness of accounting estimates made, as well as evaluating
the overall presentation of the financial statements. We believe that the audit evidence
we have obtained is sufficient and appropriate to provide a basis for our audit
opinion.
Opinion
In our opinion, the financial statements for the year ended December 31, 2008
comply with Swiss law and the foundation deed.
Report on other legal requirements
We confirm that we meet the legal requirements on licensing according to the
Auditor Oversight Act (AOA) and independence (Art. 728 CO) and that there are no
circumstances incompatible with our independence.
In accordance with article 728a paragraph 1 item 3 CO and Swiss Auditing
Standard 890, we confirm that an internal control system exists, which has been
designed for the preparation of financial statements according to the instructions of
the Board of Trustees.
We recommend that the financial statements submitted to you be approved.
Ernst & Young Ltd
Thomas Stenz
Licensed audit expert
Stefan Weuste
Licensed audit expert
(Auditor in charge)

FINANCIAL STATEMENTS WITH NOTES
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JACOBS FOUNDATION – FINANCIAL STATEMENTS
BALANCE SHEET
IN THOUSANDS OF CHF SEE NOTES 31.12.08 31.12.07
ASSETS
CURRENT ASSETS
Cash and cash equivalents 3.0 53,865 82,629
Securities 3.1 87 2,163
Accounts receivable 3.2 4,268 1,852
Prepaid expenses 3.3 225 907
Total current assets 58,445 87,551
NON-CURRENT ASSETS
Financial assets 3.4 39,669 24,849
Participations 3.5 420,035 420,035
Real estate and fixed assets 3.6 41,749 42,459
Total non-current assets 501,453 487,343
TOTAL ASSETS 559,898 574,894
LIABILITIES AND FOUNDATION CAPITAL
LIABILITIES
Accounts payable 75 25
Accrued liabilities 3.7 429 403
Appropriations for foundation activities 3.8 263,304 117,365
Total liabilities 263,808 117,793
FOUNDATION CAPITAL
Foundation capital at beginning of year 457,101 433,981
Profit/Loss – 161,011 23,120
Foundation capital at end of year 296,090 457,101
TOTAL LIABILITIES AND FOUNDATION CAPITAL 559,898 574,894
Foundation capital at market values*: 2,323,000 3,380,000
Foundation capital at market values at donation in October 2001: TCHF 1,433,000
* Quoted investments of Jacobs Holding AG at market values, other assets at book values

STATEMENT OF INCOME AND EXPENSES
IN THOUSANDS OF CHF SEE NOTES 2008 2007
INCOME
Interest and dividend income 4.1 37,594 37,901
Capital income 4.2 2,017 – 100
Appropriations from third parties 205 3,292
Income from real estate 4.5 2,036 2,036
Income from Johann Jacobs Museum 3.9 41 45
Other income 4.6 1,486 923
Income from foreign currencies 4.3 – 197 – 1,370
Securities transaction costs and portfolio management costs 4.4 – 64 – 75
Total net income 43,118 42,652
EXPENSES
Appropriations for foundation activities incl. exhibitions 3.8 198,625 14,022
Personnel expenses 4.7 2,736 2,905
Expenses on real estate 4.5 246 262
Administration and other expenses 4.8 1,452 1,179
Taxes 5.0 234 268
Depreciation 3.6 836 896
Total expenses 204,129 19,532
PROFIT/LOSS – 161,011 23,120
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JACOBS FOUNDATION – NOTES
PURPOSE AND ACTIVITIES OF THE FOUNDATION
1.0 Name and registered office
In 1989 the Foundation was established by Klaus J. Jacobs and registered in the
Commercial Register as Jacobs Stiftung. Because of its international approach, the
foundation uses the term Jacobs Foundation in its public relations activities. The foundation
is based at Seefeldquai 17, 8008 Zurich.
1.1 Purpose and Activities of the Foundation
The purpose of the Jacobs Foundation is to create conducive conditions for positive
human development in a world characterised by social change, primarily by facilitating
timely research and combating the negative influences that threaten to hinder productive
youth development.
The Jacobs Foundation also runs the Johann Jacobs Museum, which houses a collection
of works of art (paintings, silver, porcelain, books, prints, etc.).
1.2 Assets
In order to fulfil its purpose, the Jacobs Foundation holds the following assets:
Participation Jacobs Holding AG
Klaus J. Jacobs donated his shares in Jacobs Holding AG to the Jacobs Foundation in
October, 2001. The Jacobs Foundation holds all economic rights of the entire share
capital and 10.1% of the voting rights in Jacobs Holding AG, Zurich. Jacobs Holding AG
is a professional investment company that acquires, holds, manages and finances
investments of all types. Its major holdings as of December 31, 2008 are 50.5% of
Barry Callebaut AG as well as 22.8% in Adecco SA together with members of the
Jacobs family, and 59.8% in the Infront group.
Jacobs Holding AG has its headquarters at Seefeldquai 17, Zurich.
Cash and Securities
The Jacobs Foundation holds cash and securities that are used in order to carry out the
Foundation’s activities.
Real Estate
The Jacobs Foundation owns the properties Seefeldquai 17 and Mainaustrasse 2,
Zurich, and Marbach Castle, Oehningen, Germany.

SIGNIFICANT ACCOUNTING POLICIES
2.0 Basis of Presentation
The financial statements are prepared in accordance with applicable accounting
standards under Swiss law and under the historical cost convention, with the exception
of marketable securities, which are recorded at market value.
The main accounting policies are laid out below:
2.1 Currency Translation
The following exchange rates were used for currency translation:
31.12.08 31.12.07
EUR 1.4913 1.6566
USD 1.0688 1.1360
GBP 1.5578 2.2523
2.2 Cash and Cash Equivalents
These items include cash on hand, bank account balances and time deposits with a
maturity of less than twelve months at Credit Suisse, Deutsche Bank (Schweiz) AG,
UBS AG and Zürcher Kantonalbank. All items are recorded at nominal value.
2.3 Securities
Securities are recorded at market value at the balance sheet date.
2.4 Accounts Receivable and Prepaid Expenses
Accounts receivable and prepaid expenses are recorded at nominal value less necessary
adjustments.
2.5 Financial Assets
These items include capital protected products and time deposits with a maturity
of more than twelve months at Credit Suisse, Deutsche Bank (Schweiz) AG, UBS AG
and Zürcher Kantonalbank. All items are recorded at nominal value.
2.6 Participations
The participations are recorded at nominal value.
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NOTES
2.7 Fixed Assets
Fixed assets are reported at cost and are generally depreciated on a straight-line
basis over their estimated useful lives. The threshold for capitalisation of movable
goods is 1,000 Swiss francs. Costs related to the restoration, improvement and conversion
of real estate are capitalised if they result in an increase in value or additional
possibilities for use. However, only costs of over 10,000 Swiss francs are
capitalised. Real estate and works of art are not depreciated.
The estimated useful lives of the fixed assets are:
ANNUAL DEPRECIATION DEPRECIABLE LIFE
ASSET/DESCRIPTION ON A STRAIGHT-LINE BASIS IN % IN YEARS
Plant and equipment 20.0% 5
Office furniture and fixtures 15.0% 6,66
Office equipment 20.0% 5
Vehicles 20.0% 5
Hardware 25.0% 4
Software 33.3% 3
Building 2.0% 50
Real estate/land 0.0% –
Works of art 0.0% –
2.8 Provisions
Appropriations for Foundation purposes are recorded as provisions at the time of
their approval by the Board of Trustees. The provisions are reduced accordingly
when the funds are transferred.
2.9 Other Liabilities
Other liabilities are recorded at nominal value.

NOTES TO THE BALANCE SHEET AND TO THE STATEMENT OF INCOME AND EXPENSES
IN THOUSANDS OF CHF 31.12.08 31.12.07
3.0 Cash and Cash Equivalents
Bank accounts 7,410 1,636
Time deposits in CHF 16,100 21,941
Time deposits in EUR 27,589 56,531
Time deposits in USD 1,598 2,521
Time deposits in GBP 1,168 –
TOTAL CASH AND CASH EQUIVALENTS 53,865 82,629
3.1 Securities
Foreign bonds in CHF – 2,008
Shares 87 155
TOTAL SECURITIES 87 2,163
3.2 Accounts Receivable
Withholding taxes 4,083 1,828
Other accounts receivable 185 24
TOTAL ACCOUNTS RECEIVABLE 4,268 1,852
3.3 Prepaid Expenses
Accrued interest 225 907
TOTAL PREPAID EXPENSES 225 907
3.4 Financial Assets
Capital protected products in EUR 39,669 24,849
TOTAL FINANCIAL ASSETS 39,669 24,849
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NOTES
IN THOUSANDS OF CHF NOTES 31.12.08 31.12.07
3.5 Participations
Participation Jacobs Holding AG 3.5.1 420,000 420,000
Other participations 3.5.2 35 35
TOTAL PARTICIPATIONS 420,035 420,035
3.5.1 Participation Jacobs Holding AG
Klaus J. Jacobs’ donation to the Jacobs Foundation is recorded at nominal value.
The market value at the date of the donation October 26, 2001 was TCHF 1,433,000.
The market value at the balance sheet date is: TCHF 2,323,000 TCHF 3,380,000
Composition of the participation in Jacobs Holding AG:
NUMBER TYPE OF SECURITY NOMINAL VALUE PER UNIT
9,000 Voting Shares (10.1%) 10,000 90,000 90,000
330,000 Participation certificates 1,000 330,000 330,000
TOTAL PARTICIPATION JACOBS HOLDING AG 420,000 420,000
3.5.2 Other Participations
As part of its activities, the Jacobs Foundation holds participations in the following charitable institutions:
– Jacobs University Bremen gGmbH
– German Children and Youth Foundation (GCYF)

3.6 Real Estate and Fixed Assets IN THOUSANDS OF CHF
COST VALUES 01.01.08 ADDITIONS DISPOSALS 31.12.08
Works of art Museum Zurich 9,313 70 – 9,383
Non-real estate Zurich 479 56 – 535
Real estate Zurich 4,973 – – 4,973
Non-real estate Marbach Castle, Germany 641 – – 641
Real estate Marbach Castle, Germany 37,184 – – 37,184
Total cost values 52,590 126 – 52,716
ACCUMULATED DEPRECIATION 01.01.08
DEPRECIATION
CURRENT
BUSINESS YEAR
DEPRECIATION
ON DISPOSALS 31.12.08
Works of art Museum Zurich – – – –
Non-real estate Zurich 408 36 – 444
Real estate Zurich 921 100 – 1,021
Non-real estate Marbach Castle, Germany 530 53 – 583
Real estate Marbach Castle, Germany 8,272 647 – 8,919
Total accumulated depreciation 10,131 836 – 10,967
NET BOOK VALUE 42,459 -710 – 41,749
The insurance value of all real estate amounts to TCHF 53,955 (2007: TCHF 56,175). The insurance value of the other fixed
assets (non-real estate) including works of art amounts to TCHF 11,960 (2007: TCHF 11,977).
IN THOUSANDS OF CHF 31.12.08 31.12.07
3.7 Accrued Liabilities
Provisions for social security costs/source taxes 74 122
Provisions for taxes 52 24
Provisions for auditing 20 23
Provisions for Annual Report 110 114
Various provisions 173 120
TOTAL ACCRUED LIABILITIES 429 403
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NOTES
3.8 Appropriations for Foundation Activities IN THOUSANDS OF CHF
APPRO- EXCHANGE
CURRENT PROJECTS 01.01.08 PRIATIONS PAYMENTS REVERSALS RATE CHANGES 31.12.08
Funding of a JF Post-Doctoral Fellowship
Program (JFPFP), University of London – 1,971 – 499 – – 304 1,168
Transition from School to Work:
Preventing Burnout and Promoting
Engagement, University of Jyväskylä – 466 – 161 – – 10 295
Fellowships in the Context of the
International Max Planck Research
School "LIFE", Universität Zürich – 600 – 200 – – 400
Fertilität und gesellschaftliche Entwicklung,
Deutsche Akademie der Naturforscher
Leopoldina und Berlin-Brandenburgische
Akademie der Wissenschaften – 1,973 – – – 109 1,864
The Zurich Project on the Social Development
of Children, Institute of Criminology
Cambridge University 400 – – 200 – – 200
Jacobs Summer Research Group and Summer
School, Universität Zürich 400 – – 200 – – 200
Kooperation zwischen der Universität Zürich
und Partneruniversitäten in Rwanda und Uganda
(175-Jahr-Jubiläum), Universität Zürich 700 – – 100 – – 600
Working Group Promoting
Productive Aging, Leopoldina/Acatec 1,701 – – 949 – – 116 636
Jacobs University Bremen 96,534 – – 31,816 – – 5,066 59,652
Jacobs University Bremen (Endowment) – 186,413 – – – 186,413
Grundlagenstudie
"Frühkindliche Bildung in der Schweiz",
Schweizerische Unesco-Kommission – 50 – 50 – – –
Schweizerdeutsch verstehen,
Universität Fribourg – 86 – 86 – – –
Fighting Weight Problems in Adolescents:
The Role of Goal Focus, Universität Zürich 158 – – 158 – – –
Quality criteria for Interdisciplinary Teaching
and Learning, Universität Zürich 133 – – – – 133
The Global Textbook Project,
University of Georgia 57 – – – – 4 53

3.8 Zuwendungen für Stiftungszwecke
APPRO- EXCHANGE
CURRENT PROJECTS 01.01.08 PRIATIONS PAYMENTS REVERSALS RATE CHANGES 31.12.08
Aprender para la vida:
A Jacobs Initiative for Latin America – 1,607 – 387 – – 1,220
The Cup of Heroes: Youth transforming
Communities through Sport, SAD / SCORE – 650 – 262 – – 9 379
Akoupé Multi-Function Education Model,
World Cocoa Foundation / International
Cocoa Initiative – 500 – 100 – – 400
Education through Football
for Hope Centres Africa, Streetfootballworld – 650 – 356 – 18 312
AQIS – Life and Financial
Education: Impact Assessment and Quality
Assurance for the Organization and
Network, Aflatoun – 434 – 153 – 2 283
Education that pays for itself:
Teach A Man To Fish – 522 – 280 – – 8 234
Primano – Early Intervention
in the City of Bern,
Direktion für Bildung, Soziales und Sport 800 – – 200 – – 600
Lebenswelt Schule,
Deutsche Kinder- und Jugendstiftung 2,124 – – 814 – – 163 1,147
Having Opportunities for
Peace and Employment – HOPE,
Pestalozzi Kinderdorf 1,225 – – – – 103 1,122
Development of Resources for Career
Counselling in India, The Promise Foundation 136 – – 72 – – 18 46
Partnership in Training of
Bhutanese Hotel Managers,
Hochschule für Wirtschaft Zürich 100 – – 66 – – 7 27
Empowering Adolescent Girls as
Future Leaders and Trainers,
SEWA Academy 276 – – 120 – – 156
Museum exhibitions – 115 – 115 – – –
All other projects 12,621 2,588 -5,350 -1,466 -2,629 5,764
TOTAL APPROPRIATIONS FOR
FOUNDATION ACTIVITIES
117,365 198,625 -42,694 -1,466 -8,526 263,304
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NOTES
Provisions for projects are reversed when a final report has been submitted and the project has definitively been concluded,
without the entire appropriation having been expended, and provisions for projects that could not be realised. The Board of
Trustees decides on the reversal of provisions for projects.
The total amount of TCHF 198,625 comprises TCHF 198,510 earmarked for the 54 projects approved in the year 2008 and
the costs of the Museum exhibition (TCHF 115).
The grant of TCHF 120,668 awarded to the Jacobs University Bremen in the financial year 2006 is due for payment, in equal
instalments, between 2007 and 2011. In 2011, the Jacobs University Bremen will get additional payments up to an amount
of TEUR 125,000 depending on the achievement of agreed milestones. For precautionary reasons, this endowment of
TEUR 125,000 (TCHF 186,413) was shown in the balance sheet as at the reporting date of 31 December 2008 irrespective
of the probability of the milestones being reached.
IN THOUNSANDS OF CHF 2008 2007
3.9 Johann Jacobs Museum
Income from Johann Jacobs Museum 41 45
./. Goods for sale – 9 – 13
./. Expenses for exhibitions – 115 – 104
./. Personnel expenses – 287 – 260
./. Other expenses – 81 – 75
./. Investments – 73 – 23
TOTAL JOHANN JACOBS MUSEUM – 524 – 430

IN THOUSANDS OF CHF 2008 2007
4.0 Income from Cash, Securities, Financial Assets and Participations
4.1 Interest and Dividend Income
Dividend income Jacobs Holding AG 35,000 35,000
Interest income 2,594 2,900
Other dividend income – 1
Total interest and dividend income 37,594 37,901
4.2 Capital Income
Capital income from securities – 67 – 100
Capital income from financial assets 2,084 –
Total capital income 2,017 – 100
4.3 Income from Foreign Currencies
Income from foreign currencies – 197 – 1,370
Total income from foreign currencies – 197 – 1,370
4.4 Securities Transaction Costs and Portfolio Management Costs
Portfolio management costs and transaction costs – 34 – 69
Bank charges – 30 – 6
Total securities transaction costs and portfolio management costs – 64 – 75
TOTAL NET INCOME FROM CASH, SECURITIES,
FINANCIAL ASSETS AND PARTICIPATIONS
39,350 36,356
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NOTES
2008 2008 2008 2007
IN THOUSANDS OF CHF INCOME EXPENDITURE BALANCE BALANCE
4.5 Income from Real Estate
Marbach Castle, Oehningen, Germany
Rental and leasehold income Marbach Castle 1,650 1,650 1,650
./. Depreciation Marbach Castle* – 700 – 700 – 747
./. Other costs incl. maintenance, insurance, etc. – 183 – 183 – 201
Total net income from Marbach Castle 1,650 – 883 767 702
Mainaustrasse 2 and Seefeldquai 17, Zurich, Switzerland
Rental income real estate Zurich 386 386 386
./. Depreciation real estate Zurich* – 136 – 136 – 149
./. Other costs incl. maintenance, insurance, etc. – 63 – 63 – 61
Total net income from real estate Zurich 386 – 199 187 176
Income from real estate, Marbach and Zurich 2,036 2,036 2,036
./. Depreciation Marbach and Zurich* – 836 – 836 – 896
./. Expenses on real estate, Marbach and Zurich – 246 – 246 – 262
TOTAL NET INCOME FROM REAL ESTATE
MARBACH AND ZURICH
* Including depreciation on non-real estate
2,036 – 1,082 954 878
4.6 Other Income
Reversal of provisions for appropriations 1,466 923
Income not related to the accounting period 20 –
TOTAL OTHER INCOME 1,486 923

IN THOUSANDS OF CHF 2008 2007
4.7 Personnel Expenses
Board of Trustees 832 833
Personnel (Foundation incl. Museum) 1,904 2,072
TOTAL PERSONNEL EXPENSES 2,736 2,905
At December 31, 2008, the Jacobs Foundation employed 17 people in 9 full-time positions.
4.8 Administration and Other Expenses
Consultancy and auditing expenses 321 220
Travel and entertainment expenses 510 361
Public relations 415 365
Other administrative expenses 206 233
TOTAL ADMINISTRATION AND OTHER EXPENSES 1,452 1,179
5.0 Taxes
The Jacobs Foundation is not a taxable entity in Switzerland and is therefore not liable for income tax. However, as owner
and lessor of Marbach Castle, it is a taxable entity in Germany and is liable for German corporation tax and turnover tax.
6.0 Events after the balance sheet date
The Jacobs Foundation is not aware of any events after the balance sheet date that might have a material impact on the
2008 financial statements.
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