article 6 implementation toolkit 20nov2011

8/3/2019 Article 6 Implementation Toolkit 20Nov2011

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Enhanced Youth

Participation and Educationin Climate Change

The Article 6 Implementation Toolkit

A Collaborative Document Created by International Youth

from the YOUNGO Article 6 Working Group


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By the YOUNGO Article 6 Working GroupNovember 2011

Contributions by:

Danny Hutley (UK)Kari-Anne Isaksen (Norway)

Gabe van Wijk (Netherlands)

Michaela Hogenboom (Netherlands)

Jean-Paul Brice Affana (Cameroon)

Ben Vanpeperstraete (Belgium)

Bernadette Fischler (Austria)

Ebrima Dem (Gambia)

Malle Durant (France)

Kirsty Schneeberger (UK)

Snigdha Kar (India)Megan Van Buskirk (Canada)

Amara Possian (Canada)

Corey Husic (USA)

Table of contents

Introduction: Our Generation, Our Future

Chapter 1) Article 6: Who, What, Where?

Chapter 2) I Want to Learn How to Change Climate Education and Training!Chapter 3) I Want to Learn How to Change Participation in Climate Decision-Making!

Chapter 4) OK, Now Im Ready to Start Changing Things!

Chapter 5) Case studies from Around the World

Annex 1: The Texts

Annex 2: Education for Sustainability

The coloured copies and lay-out was financed with money of the Youth in Action

program of the European Commission. The European Commission is not responsiblefor the content of this publication neither for every further use of the publication.


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Explanation of words used in this documentAccreditationTo get permission to go to the UN Climate Negotiations, you have to go with

an organisation or government that is authorised to attend the negotiations.

AdaptationAdaptation is a measure that seeks to reduce the vulnerability of natural and

human systems to effects of climate change

aNDWP Amended New Delhi Work Programme The programme of implementation of Article

6 running from 2008-2012

Article 6An article of the 1992 UN Climate Convention dealing with Education, Training and

Public Awareness

Article 6 Working GroupA group of young people from around the world who advocate for

better decisions and strong implementation of climate change education, training and public

awareness. Anyone can join, and its where you can go for advice!

Cancun/COP16A meeting of the UN Climate Negotiations in Cancun Mexico that happened

in 2010

CBD Convention on Biological DiversityAn international treaty aiming to develop national

strategies for conservation

CO2 Carbon Dioxide The most commonly emitted greenhouse gas when burning fuel

COP Conference of Parties The negotiations

DECC The United Kingdoms Department of Energy and Climate Change

DESD Decade of Education for Sustainable Development, 2002-2012

ESD Education for Sustainable Development

FAO Food and Agriculture Organisation

GDP Gross Domestic Product The monetary value of all the good and services produced by a

country in a year

Greenhouse GasA gas that warms faster than others, causing global warming

Google GroupsAn email list by Google that YOUNGO uses to communicate in Working

Groups

ICEE Intergovernmental Conference on Environmental Education, 1977

Mitigation Policies, processes and strategies for reducing emissions

National Focal Point/Article 6 Focal Point Each country should have 1 person assigned as

the person who implements Article 6 nationally. A list of these people is collated together by

the UN.

NDWP New Delhi Work Programme. The programme of implementation of Article 6 running

from 2004-2008

NGO Non-Governmental OrganisationA broad term encompassing charities, campaign

groups, business interest groups and social movements.

Secretariat UNFCCC Secretariat The collection of civil servants employed by the UN to

implement the UN Convention on Climate Change

SIDS Small Island Developing StatesA UN grouping of countries that are vulnerable to theimpacts of climate change

UN United NationsAn organisation with 193 countries aiming to promote dialogue leading

to security, peace, human rights and development

UNEP United Nations Environment Programme Coordinates UN environmental activities

UNESCO United Nations Educational, Scientific and Cultural Organisation Promotes

international collaboration on education, science and culture.

UNFCCC United Nations Framework Convention on Climate ChangeAn international treaty

setting up a framework for countries to reduce their emissions and to negotiate future

protocols on reducing emissions

YOUNGO The youth constituency at the UNFCCC where youth from all around the world

collaborate, campaign and coordinate efforts to ensure their participation in the UNFCCC

processes


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Our Generation, Our Future

From rising sea levels to changes in crop patterns, from extreme weather events to changing

economies, climate change will affect us all. For our generation, the decisions being made

on climate change in our countries now will affect our future.

If countries are serious about

coming to a global

agreement in the next few

years, then they will need

young people behind them to

participate in the solutions,

promote renewable energy,

and take up green jobs. This

is only going to happen if

young people are included in

decision-making and if youngpeople receive good

education and training on

climate change.

This is where Article 6

comes in. Every year 192

countries come together to meet and negotiate a new climate change deal. In Cancun, in

2010, young people from around the world came together to demand changes to Article 6,

which deals with climate change education, training and participation in decision-making.

We were successful and all of our asks were included in the decision adopted at the

conference by 192 countries. That includes yourcountry.

Now we have a good decision on Article 6, we all have an opportunity to change our world.

We can use this decision to demand better climate change education in our own countries.

We can ask what countries are doing to include us in their decisions about climate change,

and what training opportunities they are going to offer young people.

In this toolkit, we have included a range of examples of things you can be demanding in your

own country. The first stage is to decide to do it. Get a group of people together and decide

that yes, you will be the ones to change education, participation and training on climate

change in your country.

Once you have made this decision, read a bit about Article 6 (Chapter 1), and decide what

you want. Better education and training (Chapter 2)? Better representation in decision-

making (Chapter 3)? Both? Finally read some advocacy tips for who to approach and how to

win these things in your own country (Chapter 4).

Whoever you are, whatever you are doing on education, training or participation on climate

change- join theArticle 6 email list on Google Groups

(http://groups.google.com/group/youthclimatepolicy-article6) and tell us about it! We all

love to hear your plans, your successes, and your questions!

Love from, The YOUNGO Article 6 Working Group

Photo AVD 2010-2011
http://groups.google.com/group/youthclimatepolicy-article6?hl=enhttp://groups.google.com/group/youthclimatepolicy-article6?hl=enhttp://groups.google.com/group/youthclimatepolicy-article6?hl=enhttp://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6?hl=en


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I want to change climate education, training and

participation in my country!

Get a group together to work on it

Send a message to the Article 6 email

group to introduce yourselves!

Learn about Article 6 (Chapter 1)

I want to change climate

education and training

I want to change

participation in climatedecision-making

Chapter 2 Chapter 3

OK, now I want to start

changing things!Chapter 4

Send a message to the Article 6 email group to tell us

about your work!

Get inspired

Chapter 5

(Case Studies)

Get clued up Annex1&2

The Texts and Context


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1) Article 6: Who, What, Where?

What is Article 6?

Article 6 of the United Nations Framework

Convention on Climate Change deals with

climate change education, training and

public awareness. It is just one short

paragraph but it has great importance for

everybody, especially young people, working

on climate change education, awareness-

raising and training. It also has great

importance for organisations who want to

see more young people being part of official

government delegations as representatives

of the youth in their countries.

Article 6 stresses the importance for countries to develop and implement programmes to

educate their population on climate change and its effects and developing adequate

responses. Areas that could be covered include how people can deal with climate change

(adaptation), how they can help prevent it (mitigation) and what to do if worst comes to

worst (disaster relief).

Countries which are members of the

UNFCCC climate change process have

accepted certain commitments taking into

account their common but differentiated

responsibilities and other specific nationaland regional development priorities. To

fulfill these commitments, the Parties need

to promote and facilitate various education,

training and awareness programmes at the

national and regional levels as required

under Article 6, particularly the following:At the National / Regional Level

The development and implementation of educational and public awareness

programmes on climate change and its effects; Public access to information on climate change and its effects; Adopting a participatory process for addressing climate change and its effects.

Similar approach should also be adopted in developing adequate responses to

climate change and its effects; and

Organizing and providing to scientific, technical and managerial personnel for

climate change mitigation.

Do you think your country is doing this as well as they could? If not then read on!


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What does Article 6 mean for us?

- Article 6 for us means climate change education, and our participation in decisions about

climate change- At the UN climate change negotiations in Cancun, Mexico the YOUNGO Article 6 Working

Group worked on the review of Article 6. Through meetings with negotiators and pressureon the negotiations, a decision was secured which can help young people in your country.

The decision is included in Appendix 1 of this toolkit.

What was the outcome at the UN Climate Negotiations in Cancun (COP16)?

At the UN Climate Negotiations in December 2010 in Cancun, Mexico, countries undertook

an intermediate review on Article 6 to identify any gaps in the implementation and make

recommendations for how to improve any actions taken. To prepare for this review

countries and civil society submitted recommendations and the UN secretariat pulled all

recommendations together into a report. In Cancun, the country representatives drafted

and approved a decision that includes recommendations on how countries should bestproceed further. These recommendations include some very important points for

international youth, like the recognition of non-formal education, the recognition of youth

and women as vital stakeholders and the necessity to improve access to funding for Article 6

projects.

Negotiators and YOUNGO Article 6 Working Group members celebrate after the successful Article 6 decision in Cancun 2010


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2) I Want to Learn How to Change Climate Education &

Training!

1. First its important to learn the difference between formal, non-formal, and informal

education:

Formal learning takes place in education and training institutions, leading to recognised

diplomas and qualifications.

Non-formal learning takes place alongside the mainstream systems of education and

training and does not typically lead to formalised certificates. Non-formal learning may be

provided in the workplace and through the activities of civil society organisations and groups

(such as in youth organisations, trades unions, and political parties). lt can also be provided

through organisations or services that have been set up to complement formal systems

(such as arts, music and sports classes, or private tutoring to prepare for examinations). If

you want to find out more have a look at the

Sunshine report on Non-Formal Education by the European Youth Forum

(http://www.youthforum.org/fr/system/files/yfj_public/other_reports/en/NFE.pdf) andthe recommendations on non-formal education published by the Alliance of Youth CEOs:

The Education of Young People

(http://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdf)

Informal learning is a natural accompaniment to everyday life. Unlike formal and non-formal

learning, informal learning is not necessarily intentional learning, and so may well not be

recognised even by individuals themselves as contributing to their knowledge and skills. This

can be, for example, things you learn from your parents or other loved ones.

2. It is also important to understand the Article 6 decision. In 2010 in Cancun a decision was

made at a Contact Group. The ideas from YOUNGOs submissions were incorporated into

these decisions. Have a look at Annex 1 to understand Article 6 and the decision.

3. Once youve understood this, have a read of the case studies on climate change education

in Chapter 5. Some of them could be useful for your advocacy. If you can show that it works

and how it works that is your best argument. Ideally, let people experience non-formal

education first hand as it is all about learning by doing. Collect examples from your own

country or take a look at the selection we have gathered in Chapter 5. Also have a read of

Annex 2: Education for

Sustainability.

4. Now is the time to change

things! See Chapter 4 for tips

on how to do this.

5. Email the Article 6 Working

Group to let us all know about

your progress and discuss

difficulties. Were here to

help!

Photo AVD 2010-2011
http://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.youthforum.org/fr/system/files/yfj_public/other_reports/en/NFE.pdfhttp://www.youthforum.org/fr/system/files/yfj_public/other_reports/en/NFE.pdfhttp://www.youthforum.org/fr/system/files/yfj_public/other_reports/en/NFE.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdfhttp://www.youthforum.org/fr/system/files/yfj_public/other_reports/en/NFE.pdfhttp://www.wagggs.org/en/grab/1313/1/educationyoungpeopleEN.pdf


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3) I Want to Learn How to Change Participation in Climate

Decision-Making!

1. There are lots of ways young people can play a more active involvement in climate

decision-making. Your first step is to decide which one you want to implement first. Is it a

Youth Panel like in the UK Case Study at the end of Chapter 3? Or is it the creation of official

youth delegates at the UNFCCC meetings? Have a look at the case studies in Chapter 5 and

make use of available resources on this topic, including the

publication from the European Youth Forum (YFJ) on youth participation at UN conferences

(http://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.

pdf)

2. Think about ways to gather input from youth during the year. The advantages of this are

that more youth are involved and activated, and the participation in the decisions become

more representative. Its also worth finding ways to ensure continuity among youth

representatives, to enable meaningful participation and allow knowledge transfer. These

are all key points to get ready before you approach your country.

3. Establish contact with your country delegation in the process leading up to and after the

UN Climate Negotiations, or with the department who deal with climate change in your

government. See if you can set up a meeting where you can specifically ask for them to

implement a participation project. Use chapter 4 to get some hints on how to approach this,

and also read and try to understand the Article 6 decision (Annex 1) so you know what they

are already meant to be doing to help you.

4. Email the Article 6 Working Group to let us all know about your progress and discuss

difficulties. Were here to help!

Photo AVD 2010-2011
http://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdfhttp://www.youthforum.org/en/system/files/yfj_public/other_reports/en/UN_guide_web.pdf


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4) OK, Now Im Ready To Start Changing Things!

You have to define your goals!

What do you want to achieve? Do you want to work on education, or on participation, or on

both? Maybe you want to work on a third subject; it doesnt matter. But your goals have to

clear to yourself and to others. Remember, advocacy is influencing people to take decisions

that improve our lives and the lives of others.

Here are the recommended steps to carrying out a national advocacy project on Article 6 in

your country:1) Research the situation in your country. It is important to know the current situation

so you can identify your aims and what to suggest to your Government by way of

improvement.

There are many things to consider, for example:

Does the government invite youth representatives or official delegations?YES which? NO - does the government invite NGO delegates?

Is climate change already part of the national school curriculum?YES - to which extend? NO - was it ever under discussion?

2) Identify your target. Who the people, bodies and/or institutions are you want toapproach. For example:

The Article 6 focal points, the Education Ministry or the Ministry responsiblefor climate change. Lobby your government to get an Article 6 focal point if

your country doesnt have one!

You can also ask your Ministry of the Environment who would be the mostsuitable person to discuss the implementation of Article 6 with.

3) Discover if you have potential allies. For example: Progressive teachers, environmental movements, NGOs etc. You most likely

will! Also figure out if you have potential enemies.

4) Plan a wide range of advocacy actions. Your actions should include: Direct lobbying such as meetings with decision-makers, participating in

conferences and NGO working groups, producing recommendations, writing

commentaries and sharing best practice.

Photo AVD 2010-2011


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5) Get in touch with the appropriate decision-makers. One particular person to get in touch with early on is your national focal

point (http://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.php)

on Article 6 to discuss the COP decision and its implementation. If you want to introduce climate change in the national curriculum, it might

make sense to get in touch with the board responsible for drafting it, i.e: the

parliamentarians on the educational committee and / or minister of

education.

If you want to work on getting youth represented in an official delegation,the head of that delegation would be the more appropriate contact.

Tip: You may not meet the decision-makers in person, but instead theiraides.

6) Prepare your arguments clearly before any meeting with your focal point or otherinterest groups. Try to get across which changes you want to see, and why.

Which changes? Be specific and concrete with your suggestions on how toenhance youth participation and education on climate change. Bring a

document where you explain your suggestions.

Why?i. As an argument for your right to participate, you can use Article 12

of the Children Rights Convention

(http://www2.ohchr.org/english/law/crc.htm). Along with Article

6 of the UNFCCC itself.ii. Use other UN documents that mention young people in decision

making and non-formal education, for example the World

Programme on Youth and UNESCOs work related to non-formal

education to strengthen your case. You can also use

recommendations published by NGOs to bolster your argument.

iii. It is important you know about certain issues. Use Annex 1 tounderstand the COP16 decision, and searchwww.unfccc.intfor

other important texts such as the New Delhi Work Programme.

7) Be patient! You must be persistent in approaching people. Always remain politeand friendly, in the end you want influence other people to take decisions! It will beworth it.

Photo AVD 2010-2011
http://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://www.unfccc.int/http://www.unfccc.int/http://www.unfccc.int/http://www.unfccc.int/http://www2.ohchr.org/english/law/crc.htmhttp://www2.ohchr.org/english/law/crc.htmhttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.phphttp://unfccc.int/cc_inet/cc_inet/information_pool/items/3888.php


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5) Case Studies from Around the World

Gambian Case Study: Climate Change Education (The Gambia Experience)

The Gambia is one of the many countries where climate change education is a new concept.

The country is located in the Sahel region, which is characterised by recurrent droughts, lossof vegetative cover and rapid environmental degradation, making it high at risk of climate

change impact. In fact, in the past few years the country has experienced serious flooding,

rise in sea level and loss of vegetation. Despite the threat of climate change to the security

of life and livelihood, the majority of Gambians have little or no understanding about how to

adapt or mitigate this problem. This is what motivated Global Unification, The Gambia, a

youth-led research and development to start a climate education project call the Climate

Talk. This was a radio advocacy program, funded by Action Aid The Gambia, and was

intended to raise awareness, promote public participation and access to information on

climate change issues in this country. The project, carried on the theme rethinking the

future helped paved the way for concrete debate on climate issues and its impact in the

country.

The Climate Talk radio program was carried out in the form of public interviews,

phone-ins, community outreach, drama, quizzes and debates for school children, poster

designing, etc. Within a period of 12 months, the project was able to carry out 22 panel

discussions involving stakeholders from policy level, NGOs, and local communities. Two-

hundred people were interviewed including local farmers, fishermen, taxi drivers, University

students and lecturers, enabling them to share their knowledge, understanding, or in some

cases their coping mechanism to the effects of climate change. The project paid a particular

emphasis on local communities adaptation efforts and knowledge on climate change

adaptation, which for far too long was under-utilised or not considered in climate change

policy formulation at the National level.

Through the Climate Talkprogram, we were also able to carry-out eight quizzes and

four debates for school children. We also received 614 phone calls, 75% of which were from

women, many whom were small-scale farmers. We also designed and printed climate

change education posters, which were distributed to schools, government institutions and


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media houses. We developed a theatrical play on climate change which was featured on the

radio and in schools.

After one year of active advocacy and education, the project has helped to reduce

the information gap between policy makers and general public. It also enhanced more public

participation and engagement in climate change discourse in the country. The general public

now has a clearer understanding of climate change, unlike before when it was seen as too

difficult and too scientific. With our efforts, people now understand that climate change is

an everyday issue, and that everybody (including communities themselves) can bring about

the solution. The Gambia is one of the many countries where climate change education is a

new concept. The country is located in the Sahel region, which is characterised by recurrent

droughts, loss of vegetative cover and rapid environmental degradation, making it high at

risk of climate change impact.

In fact, in the past few years

the country has experienced

serious flooding, rise in sea

level and loss of vegetation.

Despite the threat of

climate change to the

security of life and livelihood,

the majority of Gambians

have little or no

understanding about how to

adapt or mitigate this

problem. This is what

motivated Global Unification,

The Gambia, a youth-led

research and development to

start a climate education project call the Climate Talk. This was a radio advocacy program,

funded by Action Aid The Gambia, and was intended to raise awareness, promote public

participation and access to information on climate change issues in this country. The project,

carried on the theme rethinking the futurehelped paved the way for concrete debate on

climate issues and its impact in the country.


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Dutch Case Study: Climate DietA speaking

program attracts climate diet along

secondary schools

12 High Schools, 12 provinces, 12 months:

that's the idea of our guest lecture programClimate Diet. The working group called

Young and Sustainable, within the Dutch

National Youth Council (NJR), is an

enthusiastic group of young people that

developed this guest lecture program in

cooperation with the two Dutch youth

representatives on Sustainable Development to the UN. The idea is that classes in schools

get, first, information about climate change and the scarcity of natural resources in an

interactive manner. Secondly, the students are asked to use this knowledge to come up with

tips to reduce their impact on the environment. The students come up with a tip every

month in a different creative form. It can be in rhyme, a slogan, etc. Each school will beassigned a different month, and result will be tips associated to the specific season! This is

because in August, of course, different tips are relevant than in January!

The youth representatives on sustainable development to the UN offered the students tips

to the responsible Minister of Environment during the COP16 in Cancun. After the

conference in Cancun the guest lecture program has continued and has been upscaled to

different levels of education in secondary schools.

The Dutch 10:10 Campaign is a partner of the program and the guest lectures offer schools

the opportunity to join this Campaign. After joining the Dutch 10:10 Campaign, the schools

must reduce 10% of CO2 emissions in one years time.

French case study:Planet D

Planet D ensures participation and education of

youth by organizing a national competition for

student climate change initiatives.

In February 2008, young people from the French

Association Planet D created a national

competition for students on climate change initiatives for their campus. By giving the

chance to win more than 5000 euros for the best project, they gathered the participation of

more than 15 different Universities. The opportunity to win the money was the result ofsetting-up a concrete project. Avenir Climatique gave pre-selected projects the chance to

talk with sponsors (of public and private entities). Since then, each project has been assigned

to one company or institution related to its topic. This collaborative partnership allowed

students to get notices from professionals but also to give their opinions about firm or public

organizational activity. The main goal was to enhance that both parties can bring relevant

contribution to each other. At the end, five projects were awarded at the French Snat with

the presence of politicians and stakeholders.

Another project lead jointly by Planet D and Avenir Climatique is the high school Carbon

Footprint Project. They developed the Carbon Footprint method for high schools. It allows

pupils to find the carbon footprint of their own High School, thus developing both theircomprehension of energy related issues and their implication in driving the change.


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Canadian Case Study: Wings of Change, a For-youth-

by-youth Climate Education Workshop

In early 2011, faced with the reality that the Canadian

government does not take any of its climate change

responsibilities seriously, a group of young people inCanada designed their own workshop about the

causes, impacts, and solutions to climate change.

Over the summer, the Canadian Youth Climate

Coalition (CYCC) trained over 100 youth from across

Canada to facilitate a for-youth-by-youth workshop

designed to build awareness and to emphasize the

connections between society and environment. The

workshop, created for high school students, expands

on the scientific understanding of climate change to

connect participants with the human impacts of

climate change locally, nationally, and globally. Bystrengthening the conceptual connections between

societal norms, civic engagement, and the effects of climate change on lives around the

world, the facilitators aim to foster the systems-thinking which is crucial to solving the

climate crisis and empowering a generation of young Canadians.

Moreover, the workshop combines the principles of popular education, pageantry, theatre

and collective artistic expression to deliver messages directly from young people to the halls

of political power. At the end of the workshops, youth are asked to visually represent their

visions for the future of Canada on fabric feathers, which are assembled to create the Wings

of Change national art project. The feathers will be collected by facilitators to create large-

scale bird sculptures literally carrying the wings of change. By amplifying the voices of youththrough a beautiful and creative medium, we are building a powerful and inclusive message

that demonstrates the importance of climate issues to this generation. These sculptures will

be showcased in communities across the country, sharing the messages of young Canadians

from coast to coast.

Norwegian Case Study: Guest Teacher Program Climate Change Viewed from the South

During autumn 2009 the Norwegian youth NGO Spire made guest teacher visits to different

high schools and folk high schools in the area of Oslo. Spire recruited youth to this

information program through an announcement at a popular North/South web-page. This

announcement served as a good way to recruit new people to Spire and to empower youthengaged in climate change to take action. Some of the youth participating in this information

program were also the ones representing Spire at COP 15, and the guest teacher visits

served as one of their pre-COP duties.

The aim of the guest teacher program was to spread information about climate change and

the international climate negotiations coming up. Spire wanted to communicate the issue of

climate change form the perspective of vulnerable countries, and the presentation

emphasised the dimensions of injustice within climate change and climate change

adaptation in countries in the global south. The teaching was done through an interactive

lecture, with help of a colourful PowerPoint Presentation and a competitive climate quiz at

the end of the lecture. In addition to being an informative presentation, the lecture also

fostered a discussion on how the students could take action on climate change.


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Malagasy Case Study: Teaching Farming Skills

Madagascar is faced with growing poverty since changes in climate have an impact on

agriculture. People in rural areas are particularly vulnerable because they lack access to

education and resources. In an effort to empower young women and improve the standard

of living in rural areas, the Girl Guides of Madagascar began training local women on fishfarming, bee keeping, rice production and other forms of agriculture. After the training, the

women are supported by a mentor and have access to materials and resources provided by

the Guides. They are also encouraged to set up local income-generating projects.

To further support the women, the Guides have arranged funding partnerships like the

World Banks Rural Development Support Project. The Guides also run camps on agriculture

for youth members, where they are trained to be peer educators and are put in contact with

rural women around the country. This has led to the formation of a number of new Guide

groups and rural womens groups.

The project has been an resounding success so far, with 1,641 people and 124 familiestrained during 72 training sessions, resulting in over 17,000 people in rural communities

benefiting from the project. Both Guides and vulnerable women have been empowered and

mobilized to lead, take action and make a difference in their lives in the face of climate

change.

Cameroon Case study: I Vote for Climate campaign

''I Vote for Climate'' campaign was organized in Cameroon on the occasion of the recent

presidential election that took place on the 9th

October and was run by Vital Actions for

Sustainable Development (AVD) a youth-led NGO. Supported by the Global Campaign for

Climate Action of Green Peace (GCCA) and a number of national and international

organizations/networks such as Jeunes Volontaires pour l'Environnement (JVE)'s Cameroon

chapter, Youth Synergy for Development (SYJEDE) as well

as the African Youth Initiative on Climate Change (AYICC),

the campaign first step runs from 1st

to 8th

October and

aims to raise awareness of sustainable development and

climate change among citizens and asks them to sign a

petition requesting that all the twenty three candidates at

the election include strong policies on environmental

sustainability and climate change fighting in their

proposed action plans in case they were elected by the

people.

The organizers of the campaign took the presidential

election in Cameroon as a good opportunity to raise

awareness among citizens on the importance to support

with their votes candidates who agree to include strong climate change and sustainable

development policies in their proposed plans of action as a crucial topic to be addressed. I

Vote for Climate campaign was launched on the 4th

October in Yaound, the capital city of

Cameroon, in the same time with a press conference that brought together more than fifty

(50) journalists from various media including TV stations, newspaper, radio stations and

online media. Other participants were civil society and diplomatic missions representatives,

a group of local young musicians and artists as well as many other ordinary citizens.

Photo AVD 2010-2011


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Over six thousands petitions

with as message I encourage

all candidates at the

presidential election 2011 in

Cameroon to consider climatechange and sustainable

development in their proposed

plans of action have been

signed in the country.

Candidates at the presidential

election were also invited o

sign a second petition that has

been developed for them with as message: I commit myself, as candidate at the

presidential election 2011 in Cameroon, to consider climate change and sustainable

development in my proposed plan of action. Some candidates have signed the petition as

well as some key people involved in the election organization who show their support to theinitiative they found relevant for the country. Other signatories were coming from citizens

sharing different backgrounds and religions. Their signatures were collected inside

Universities, markets, schools, streets, public administrations, hotels, villages, rural areas,

and during medias programmes. The youth organizers of the campaign also used the power

of media to raise awareness among citizens on climate change and sustainable

development. They got support from various national and international media who attended

the press conference and the launch ceremony. Medias also invited them to their

programmes and talks related to the election in order to promote the campaign, get citizens'

support and encourage all candidates to sign the petition. This enables young people to

meet with some candidates participating in the same medias programmes.

After the first step of the

campaign in Cameroon, the

organizers started the

second step aim at sharing

this experience with others.

They sent a representative

to Addis-Ababa, Ethiopia,

where he presented the

outcome of the project at

the 1st Climate Change and

Development Conference in Africa (CCDA-1) that took place from 17th

to 19th

October and

organized by the United Nations Economic Commission for Africa (UNECA), ClimDev and the

African Union Commission (AUC). Their representative also travelled to Perth, Australia,

where he shared his experience with all delegates attending the 8th

Commonwealth Youth

Forum from 23rd

to 27th

October. Now he is planning to go to Durban, South Africa, where he

will promote the campaign at the 17th

Conference of Parties at the (COP17) at the United

Nations Framework Convention on Climate Change (UNFCCC). Another destination has been

in New York in mid-December 2011 for the second Intersessional of the Rio+20 United

Nations Conference on Sustainable Development. There also the outcomes were presented.

Photo AVD 2010-2011

Photo AVD 2010-2011


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Case Study: Working in Partnership to

Develop Non-formal Education

Resources

WAGGGS is a founding member of the

Youth and United Nations GlobalAlliance (YUNGA), a mutual partnership

that coordinates efforts to achieve

common goals such as eliminating

hunger and poverty, ensuring gender

equality, respecting the environment

and providing better education for all.

YUNGA develops publications, activity

packs and other resources for children

and young people such as the Food and

Agriculture Organization (FAO)/WAGGGS Food Security and Climate Change badge as well as

promoting activities such as the 1billionhungry campaign.

The Food Security Climate Change badge has already been distributed to over 20,000 young

people in schools and youth groups and has been downloaded more than 4,000 times from

the WAGGGS website in 2010. The publication includes a range of activities for young people

to make them aware of the issues of environmental protection and food security and inspire

them to take an active role in solving the problems.

While there are global challenges, the task

or issue is often different within each

country. The key is therefore to build the

capacity of youth to identify and addresstheir own issues in their individual

communities. This is why organizations like

WAGGGS are so important they have a

global perspective but their roots are in

local communities. Reuben Sessa, FAO.

To celebrate the International Year of

Youth and the International Year of

Biodiversity in 2010, WAGGGS, the FAO and

the Secretariat of the Convention of

Biological Diversity (CBD), with the support of numerous other partners, have also

developed a set of educational resources on biodiversity, which will help teachers and youth

leaders develop a programme of learning, participation and action. Through our global

partnership with organizations such as the FAO, WAGGGS has produced materials and

programmes that mobilize our 10 million-strong network of girls and young women to take

action against climate change.

Working with the World Association of Girl Guides and Girl Scouts has enabled the United

Nations Food and Agriculture Organization to reach young people with its messages on food

security, hunger and the environment. Through our successful joint initiatives, Girl Guides

and Girl Scouts worldwide have taken positive action in the fight against hunger. Alexander

Mueller, Assistant Director-General, FAO. The Climate Change and Food Security Badge

(http://www.wagggsworld.org/en/resources/document/view/3833)

Picture WAGGGS

Picture WAGGGS
http://www.wagggsworld.org/en/resources/document/view/3833http://www.wagggsworld.org/en/resources/document/view/3833http://www.wagggsworld.org/en/resources/document/view/3833http://www.wagggsworld.org/en/resources/document/view/3833http://www.wagggsworld.org/en/resources/document/view/3833http://www.wagggsworld.org/en/resources/document/view/3833


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French Case Study: Implementing Climate Change Education at a National Level.

In France, climate change education is compulsory and has been implemented through

official programs. From primary school to high school. Since 2004, pupils receive sustainable

development education in:

Disciplinary Subjects (History, Geography, Biology, Economics...). Now newtextbooks all include sustainable development issues, for example: the history of

climate change, global warming in geography, etc.

Extra-Curricular Projects: This includes: itinerary discovery in secondary schools,personal projects in high schools, etc. which are specific lessons where pupils are

allowed to work on what they want related to sustainable development.

Official time allowed to debate: it is compulsory to have at least two subjectsrelated to sustainable development per year at junior high and high school.

Dutch Case Study: Youth Representatives

The Dutch National Youth Council has

an extensive background in youth

involvement in social and political

affairs worldwide. It endorses officially

elected Youth Representatives to take

part in international conferences, such

as the UN Framework Convention on

Climate Change. The Dutch National

Youth Council selects and nominates

the most suitable youth representative

to take part and actively participate in

each respective conference.

Youth representatives work with a junior/senior system. Each youth representative has a

mandate for two years, with a one year overlap. The junior youth representative attends the

COP with an NGO accreditation whereas the senior youth representative generally is part of

the official delegation (except in COP 16). In this way, both the continuity and the quality of

the youth contribution is ensured.

Throughout the year, the youth representatives gather input from youth about the topics

related to the climate negotiations and they have in-depth discussions with youth and

several other stakeholders. During the year, the youth representatives actively seek

opportunities to deliver input to decision-makers on local, regional and national level. They

are also involved in the preparation process of the Dutch delegation to the COP.There is an active youth working group on sustainable development within the Dutch

National Youth Council, with whom the youth representatives share knowledge and worked

together on, among other things, the position paper for the UNFCCC. This paper was

presented to the Dutch Minister of the Environment and the Dutch delegation to the COP

16.

Furthermore, the role of youth representative includes involving Dutch youth in climate

change issues and negotiations through youth conferences within the country, by providing

workshops, giving guest lectures, and engaging in outreach activities via social media, etc.


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UK Case Study: UK Department and Climate Change Youth Advisory Panel

Q: Where did the idea come from and who was involved in originally thinking about it?

A: The idea of a Youth Panel organically developed over the months leading up to

Copenhagen. Many youth organisations and coalitions had been questioning DECC on ways

to engage and actively involve a young person/young people in the decision making process.As such, there were a couple of groups (notably Plan UK and UKYCC) who would publicly ask

questions about how DECC was going to create better engagement and participation

avenues for the youth constituency. Since participating as a youth delegate/advocate at the

UNFCCC, I came to realise the necessity of having young people involved in the decision-

making process that led to the UK negotiating positions at the UNFCCC. I was also keen that

the youth voice should be heard in relation to National policy issues.

Q: How did you get the contacts within DECC?

A: I think each group in each country will have different ways of contacting their respective

Energy and Climate Change/Environment Departments (should they exist). For me, it was

after attending the Bonn I intersessional and using the 'how old will you be in 2050?' t-shirtsfor youth messaging that really caught the attention of the UK country delegates. A

negotiator from the UK put me directly in touch with the stakeholder team. I then organised

meetings with the stakeholder manager and a campaign coordinator to discuss further

collaboration between DECC and UKYCC and the relationship developed from there.

As a key stakeholder in relation to energy and climate change issues DECC readily recognised

how crucial it was for the youth

groups to be involved and were very

helpful at establishing formalised

channels of communication that

continue to bring the youth groups

to meet with DECC.

Q: Who did you approach with the

idea first?

A: As part of my wider campaigning

and work with UKYCC I was

constantly asking about ways in

which to formally involve young

people in the decision making

process be it by having a young person on the negotiating team, or a young adviser in the

department/panel. I was keen to explore all options with the relevant people (UKYCC and

DECC, for instance) and to have a better idea of what would work best for both groups. Prior

to Copenhagen at prominent events in the UK - and during Copenhagen - young people from

different organisations asked Ed Miliband publicly if he would be willing to involve youth in a

more formal way. At a Youth Question Time event with Ed Miliband and the Prime Minister

of the time, the question was also asked and they said, yes, we think a youth panel is a

good idea'. In Copenhagen, in the second week when we were locked out, I delivered a

personal message to Ed Miliband (a youtube video) challenging him and the department to

take pro-active steps to include young people in the decision-making process and formalise

this process.

In January 2010, just after Copenhagen the Department launched a 'consultation' on how

young people should be involved in the decision making process the practical nature of it

e.g. what it would look like, how often it should meet, if it should be a panel or something

else, etc. These results of the survey were collected by DECC and according to the responses,

they offered a number of youth organisations an opportunity to meet with them and start

Photo Department of Energy and Climate Change, UK


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working on formalising the idea. This first meeting was a full day session enabling frank,

open, and positive discussion about how a youth panel would work.

Q: How did you present the idea?

A: At the first meeting I was invited to attend the meeting for UKYCC. The discussion was

very useful, dynamic and exciting as we covered issues such as the remit of the Panel, theprinciples of it and suggestions of projects/ work the Panel could do. Because I was so

interested in this Panel working I volunteered to take notes, write up the draft proposals and

take feedback from the other youth groups as to the best ways for the Panel to work. At a

second meeting we presented the proposal, the DECC responded, and I then worked on the

final draft. At both of these meetings we met with a DECC policy official, the stakeholder

manager, someone from the communications team, the web editor and Secretary of State. I

think it was vital that a range of DECC officials were interested in this project and were keen

to offer their time to join the discussion. The different groups involved in the planning

meetings then agreed to the final proposal and this was submitted to DECC for consideration

and to respond.

Q: How did you work with people who were advocating for the youth panel within DECC?

A: There were a number of 'champions' of the idea of a Youth Panel in particular secretary

of state, Ed Miliband. When the final proposal was submitted to the Department there was

a General election in the UK, so

the Department was not

allowed to work with pressure

groups, stakeholders etc.

There was then the change of

administration and a new

Government elected.

Fortunately the civil servants

were so very supportive of the

idea of a youth panel that the

new government continued

with it and the 'official Panel'

was launched in June 2010 5

months after the initial

consultation. I then worked closely with the DECC civil servants who were part of the

project team to plan the programme for the Panel and work out budgeting/funding etc.

Q: What was the initial reaction and how did you overcome any negative reactions?

A: The initial reaction from within DECC was very positive the idea of a Youth Panel was

supported. The tricky bit was working out the details for the role and the purpose of the

panel. This was worked out during the initial 2 meetings and workshop sessions where the

group of about 12 representatives from different organisations openly discussed their

preferred views and visions for the Panel. Ultimately we achieved consensus on the model

that went onward.

Q: Who did you build alliances with to make it a broader ask instead of just UKYCC?

A: It was absolutely crucial that the Panel was a grass roots development and not a focus of

one particular organisation. It was actually DECC that invited the groups in the first instance

and so there was a great opportunity for the different organisations to work together on a

equal footing, without one having more ownership than the other. When I was then asked

to coordinate the Panel, it was also vital that I was independent and not tied to one

particular organisation.

Photo Department of Energy and Climate Change, UK


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Annex 1: The texts

Below we have included the original text of Article 6, the Article 6 decision from Cancun and

an annotated version. Its important to understand these if you are arguing for them to be

implemented. Dont worry if you dont completely understand them first time, simply send

an email to the Article 6 Group and someone will explain for you http://groups.google.com/group/youthclimatepolicy-article6

ARTICLE 6: EDUCATION, TRAINING AND PUBLIC AWARENESS

In carrying out their commitments under Article 4, paragraph 1(i), the Parties shall:

(a) Promote and facilitate at the national and, as appropriate, subregional and regional

levels, and in accordance with national laws and regulations, and within their respective

capacities:

(i) The development and implementation of educational and public awareness

programmes on climate change and its effects;(ii) Public access to information on climate change and its effects;(iii) Public participation in addressing climate change and its effects and developing

adequate responses; and(iv) Training of scientific, technical and managerial personnel.

(b) Cooperate in and promote, at the international level, and, where appropriate, using

existing bodies:(i) The development and exchange of educational and public awareness material on

climate change and its effects; and(ii) The development and implementation of education and training programmes,

including the strengthening of national institutions and the exchange or secondment

of personnel to train experts in this field, in particular for developing countries.

COP16 Decision on Article 6

Progress in, and ways to enhance, the implementation of the amended

New Delhi work programme on Article 6 of the Convention

The Conference of the Parties,

Recalling Article 6 of the Convention,Also recalling decision 9/CP.13,Reaffirming the importance of Article 6 of the Convention and the continued relevance of

the amended New Delhi work programme on Article 6 of the Convention,Acknowledging the progress made by Parties in planning, coordinating and implementing

education, training and public awareness activities,Recognizing that ensuring the availability of sufficient financial and technical resources

continues to be a challenge for the adequate implementation of Article 6 of the Convention

for all Parties, in particular developing countries,Reaffirming that national, regional and subregional workshops are valuable forums for

sharing experiences and lessons learned and for advancing the implementation of Article 6
http://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6http://groups.google.com/group/youthclimatepolicy-article6


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of the Convention,Welcoming the contributions of the Governments of Australia, Belgium, New Zealand,

Norway, Spain, Sweden, Switzerland and the United States of America in support of the

regional and subregional workshops organized by the secretariat in 2009 and 2010,[1]Reaffirming that the information network clearing house CC:iNet is a useful tool for

promoting the implementation of Article 6 of the Convention,Having consideredsubmissions from Parties and relevant intergovernmental and non-

governmental organizations[2] and documents prepared by the secretariat to support the

intermediate review of the amended New Delhi work programme[3],

1. Recognizes that:(a) Parties have continued to progress and gain experience in implementing Article 6 of the

Convention, including through the wide range of educational and outreach activities that

they have undertaken;(b) Article 6 related activities have been a component of a significant number of projects

developed by intergovernmental, nongovernmental and community-based organizations,

and private- and public-sector actors;(c) Notwithstanding the progress made with respect to the implementation of the amended

New Delhi work programme on Article 6 of the Convention, many challenges remain;

2. Invites Parties, with a view to enhancing the implementation of the amended New Delhi

work programme:(a) To designate a national focal point on Article 6, if Parties have not already done so, and

to inform the secretariat accordingly;(b) To foster networking, coordination and exchange of information between relevant

stakeholders at the national, regional and international levels;(c) To enhance efforts to elaborate national strategies and action plans on Article 6 of the

Convention, including climate change communication strategies, taking into account, interalia, the gender perspective;(d) To enhance the involvement of, and create training opportunities for, groups with a key

role in climate change communication and education, including journalists, teachers, youth,

children and community leaders;(e) To foster the participation of women, youth, indigenous peoples, civil society groups and

relevant stakeholders in decision-making on climate change at the national level and their

attendance at intergovernmental meetings, including sessions of the Conference of the

Parties, the Conference of the Parties serving as the meeting of the Parties to the Kyoto

Protocol and the subsidiary bodies;(f) To improve reporting on education, training and public awareness activities through

national communications;(g) To improve public access to information on, and public awareness of, adaptation andmitigation;(h) To support formal education in schools and institutions at all levels, non-formal and

informal education on climate change and the development of educational and public

awareness materials according to national circumstances and cultural context;

3.Also invites all Parties and international organizations to enhance support to the national

focal points on Article 6 of developing countries, in particular the least developed countries

and small island developing States, through the provision of information, materials, training

of trainers programmes and regional and national projects on topics relating to education,

training and public awareness;


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4. Further invites Parties in a position to do so and international organizations and bilateral

and multilateral agencies to continue to support the convening of regional, subregional and

national workshops focusing on specific elements of Article 6 of the Convention, and the

maintenance and further development of the information network clearing house CC:iNet;

5. Urges the Global Environment Facility, as an operating entity of the financial mechanism

of the Convention, to increase access to funding for Article 6 related activities;

6. Encourages intergovernmental and non-governmental organizations to enhance their

efforts to respond to the amended New Delhi work programme and to share information on

their respective activities through the information network clearing house CC:iNet and other

information sources;

7. Requests the secretariat:(a) To initiate and facilitate networking and exchange of information and good practices

between national focal points on Article 6, including through the information networkclearing house CC:iNet;(b) To continue collaborating with international organizations, convention secretariats and

the private sector with a view to catalysing action on education, information exchange,

training and public awareness;(c) To continue, subject to the availability of financial resources, its work on maintaining,

developing and promoting the information network clearing house CC:iNet, by improving its

functionality and accessibility and increasing the content in the official languages of the

United Nations;

8. Requests the Subsidiary Body for Implementation to develop, at its thirty-fourth session,

terms of reference for a review of the implementation of the amended New Delhi workprogramme, with a view to launching the review at its thirty-sixth session.

The Decision ExplainedDanny Hutley (UK)

Article 6 was part of the original UN convention

on Climate Change (1992) and addressed

education, training and public awareness. In

2002, the New Delhi Work Programme (NDWP)

was adopted for 5 years in order to encourage

countries to enhance their work on Article 6. In

2007 this was extended for a further 5 years as the Amended NDWP (aNDWP). In Cancun in

2010, this was due for a mid-term review after several submissions from countries and civil

society (including many youth groups). Unexpectedly, these conclusions were pushed to the

top of the agenda to become a COP (Conference of Parties, the main decision-making body

of the UN Climate Talks) decision, which gives it more weight. In 2012 the aNDWP will be up

for a complete review and we will be working to influence this decision.

Reading the decision, you will see it is divided into apreamble or chapeau (introduction) and

then 8 separate points. These all start with some key words such as recognises, invites,

urges, encourages, requests, etc. Heres what these words really mean:


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Annex 2: Education for SustainabilitySnigdha Kar (India)

Education is the most common and most practical solution to protecting our Earth from

degradation. Raising awareness, increasing knowledge and providing skills would help to

combat the challenges of environmental protection. Education is an essential element of the

global response to climate

change as it helps us to

understand and address the

impacts of global warming,

encourages changes in

attitude and behaviour that

helps to adapt as well as

mitigate global warming

trends.

Education is, indeed, a long-

term process, but it is also the

most essential step towards

sustainability. Education is

critical for promoting

sustainable development and improving the capacity of people to address environmental

and developmental issues. One cannot separate ENVIRONMENT and DEVELOPMENT. These

two words are deeply interconnected and therefore development in a sustainable manner is

the need of the hour.

Climate change is a global challenge and every individual can and should contribute to

mitigate the impacts of climate change. Education helps in achieving the same. As per the

individual countries mitigation commitments analysis by UNEPs the Emission Gap Report,

Nov 2010, it was concluded that if the highest ambitions of all countries associated with the

Copenhagen Accord are implemented and supported, annual emissions of greenhouse gases

could be cut, on average, by around 7 gigatonnes (Gt) of CO2 equivalent by 2020. Without

this action, it is likely that a business-as-usual scenario would see emissions rise to an

average of around 56 Gt of CO2 equivalent by approximately 2020. Cuts in annual emissions

to around 49 Gt of CO2 equivalent would still however leave a gap of around 5 Gt compared

with where we need to be. The experts estimate that emissions need to be around 44 Gt of

CO2 equivalent by 2020 to have a likely chance of pegging temperatures to 2 C or less.

However, if only the lowest ambition pledges are implemented, and if no clear rules are set

in the negotiations, emissions could be around 53 Gt of CO2 equivalent in 2020--not that

different from usual. This brings out the need of climate change education which would

empower the common person, and especially the youth to take action by:

being an informed citizen; providing knowledge and skills to protect the environment (and learn about adaptation

and mitigation to global warming); becoming empowered to take part in local, national and global governance; influencing decision making processes through participation.

Climate change projections for the 3 main SIDS (Small Island Developing States) regions the

Caribbean Sea, the Indian Ocean and the Pacific Ocean indicates rising sea levels, increasing

drought, increase in frequency and intensity of tropical cyclones/hurricanes, etc. Raising


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concern regarding the major risks and impacts that SIDS will have to face in the future due to

climate change, which will have many negative effects on natural ecosystems and on socio-

economic conditions. The forthcoming impacts of climate change on agriculture, fisheries,

forestry, tourism, and trade will put SIDS

populations in danger. SIDS also have

low adaptive capacity and the cost ofadaptation is high relative to the Gross

Domestic Product (GDP). It is time to

drastically reduce global greenhouse gas

emissions to a level that minimizes

economic, social and environmental

dislocation, and to build the necessary

capacity to enable SIDS to adapt to the

impacts of climate change.

Climate Change Education has an

important role to play in SIDS. There is need for demystifying scientific language of climatescience especially in SIDS. An example of the challenges this entails is in the Pacific, where

science is not taught in local/Indigenous languages. Teaching and learning climate change in

a foreign language, in this case English, prevents students from really comprehending that it

is also a local issue - and not just something that belongs in text-books or is only happening

elsewhere in the world. Thus, pedagogy on climate change in a foreign language is very

serious issue. One way to address this is through developing literacy strategies around

climate change. Another alternative is to translate material into local/Indigenous languages,

even though the difficulty of choosing the correct translation of technical terms in these

languages remains an issue. In addition, understanding climate change requires other basic

transferable skills such as interpretation and comprehension, not just basic science.

Interpreting a graph, for example, should not be addressed only in climate changeeducation, but should be taught to children in Biology, Chemistry, Geography, etc.

History of environment education

At the United Nations Conference on Human Environment held in Stockholm in 1972, the

role of environmental education was

highlighted for the first time. As the

outcome of this conference,

Stockholm declared recognition of

the need for environmental

protection as a solemnresponsibility for present and future

generations (Principle 1 of the

Declaration). Principle 19 focused on

the role of education as responsible

conduct for individuals, enterprise

and communities in protecting and

improving the environment in the

full human dimension.

The worlds first Intergovernmental Conference on Environment Education (ICEE) was

organized by UNESCO and UNEP in October 1977, known as Tbilisi Conference. Theobjectives identified in Tbilisi Declaration were:


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Awareness and sensitivity to total environmental and allied problems Knowledge to acquire basic understanding of environmental problems Attitudes as a set of values and feelings of concern for environmental issues and

motivation for active participation in environmental protection

Skills for identifying and solving environmental problems Participation and involvement at all levels in working towards resolution ofenvironment problems

Later in 1992, at the United Nations Conference on Environment and Development in Rio,

popularly known as the Earth Summit resulted into documentation of Agenda 21. Chapter 36

of Agenda 21 deals with "Promoting Education, Public Awareness and Training". The

programme areas identified are 1. reorienting education towards sustainable development,

2. increasing public awareness and 3. promoting training.

In December 2002, at the 57th meeting of United Nations General Assembly proclaimed the

UN Decade of Education for Sustainable Development (DESD). The resolution designated a

10 year period from 2005-2014 as the Decade for Education for Sustainable Developmentand proclaimed UNESCO as the lead agency.

DESD is also aligned with fundamental principles and values for sustainable development

outlined in the Earth Charter

which seeks to foster values of

environmental integrity,

economic viability and a peaceful

society for present and future

generations.

Education for SustainableDevelopment (ESD) addresses

three pillars of sustainable

development, i.e. Society,

Environment, and Economics with

culture as an underlying

dimension. One can notice the

change in the language of the text from the Tbilisi declaration which talks about

environment education with awareness, knowledge, values, skills and participation as key

words to integrating society, environment and economics for ESD. People, development,

livelihood and environment were taken as deeply interlinked issues and a combined

approach was needed to safeguard the environment. The United Nations Conference onSustainable Development (UNCSD) also has an Education Caucus which works towards

promoting ESD in collaboration with other UN agencies and NGOs.

ESD is important in both formal and informal education and also implies that an effective

means of communication is needed for the same. It is also critical for achieving

environmental and ethical awareness, values & attitude, skills & behaviour consistent with

sustainable development and for effective public participation in decision making. Now is

the time to increase public sensitivity towards the environment and involve the public in the

solution in order to foster a sense of personal environmental responsibility.

article 6 implementation toolkit 20nov2011

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