enhanced youth participation and education in climate change
TRANSCRIPT
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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)
Maya Tickell-Painter (UK)
Charlotte Holm-Hansenn (Denmark)
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 responsible
for 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 fulfil
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) and the
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 decisionmaking 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 to influence other people to take decisions! It willbe worth 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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International Case Study: Building Advocates for Climate Change and Health
The IFMSA is a federation of medical student associations in 89 different countries on six
continents representing more than 1.2 million medical students worldwide, whilst MedSin is
a UK-based student network which aims to raise awareness of global health issues, promote
health, and tackle health inequality.
In 2009, a commission formed by the Lancet and University College London (UCL) called
climate change the biggest global health threat of the 21st century. Therefore, as medical
students we feel that it is crucially important to mobilize health professionals about the
health impacts of climate change. We aim to raise awareness about the co-benefits for both
health and the economy when both adapting and mitigating climate change for health
professionals and negotiators. We also try to teach the general public about the impacts of
climate change on health, which will disproportionately affect the poorest and most
vulnerable populations worldwide. We do this through awareness raising campaigns, non-
formal education and training.
The IFMSA runs campaigns and trainings at local, national and international levels with their
member countries. So far, the countries involved include: the UK, Denmark, Australia, New
Zealand, Malta, Kuwait, Saudi Arabia, Austria. We also engage with the UN climate talks, and
have sent several delegations to these conferences. Here, we aim advocate for health to be
included in the negotiating texts and raises awareness to other environmental groups and
negotiators about health impacts of climate change.
Building Advocates For Climate Change and Health
The IFMSA has two annual meetings and prior a workshop on campaigning, climate change
and health is always conducted. The workshops are run over 3 days, with the aim to
encourage and teach people to set up campaigns at a national level. Through the past years
this effort has spread to more than 20 countries with over 100 workshops and campaigns
ran at a national level annually.
Healthy Planet-UK
Healthy Planet has focused on education within the UK. We have set up several Student
Selected Modules related to climate change and health which are currently being taught to
UK medical students. We are also working on having climate change included within the
syllabus of all UK medical schools.
We also work closely with the sustainable development unit of the NHS, trying to move
towards sustainable healthcare delivery.
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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 ofclimate 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 and
mitigation;
(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.
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Young people are potent agents for change. The implementation of
Article 6 will contribute to enabling all of us to develop and put into
practice our shared vision for climate action.
Through a critical mass of public support we will get the ambitious
policies we need to tackle climate change.
- YOUNGO Article 6 Working Group, Cancun 2010