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This manual consists of a teacher’s and/or facilitator’s guide for in-school and extracurricular exploration and action activities in industrialized countries on the issue of climate change and its impact on child rights. The goal of this toolkit is to help children and young people understand the links between climate change and child rights and make them realize that they can fight climate change, empowering them to become actors of change. More precisely, the activities included aim to enable children to: explain the issue of climate change and its impact on children and child rights; explain how reducing carbon emissions in industrialized countries can reduce climate change and its negative effects, and that they can contribute personally to achieving this; and develop skills to undertake action.

This manual aims at introducing concepts, exercises and good practices on disaster preparedness and response to teachers. It is organized around four steps to becoming a disaster risk reduction educator. This teachers’ guide is part of a three-book compendium that also includes a students’ guide, for students aged 11–18, and a parents’ guide. 

This manual has been created to support secondary school educators in their efforts to work with youth to take action on climate change. Through the activities contained, students have the opportunity to discover how climate change is affecting children around the world, especially children in developing countries. The goal of this guide is to inspire both teachers and students to connect local issues to global concerns and inspire local action.

To give teachers the support they need to effectively provide Education for sustainable development and Global citizenship education this report makes recommendations for lawmakers, policy-makers, educational planners, curriculum developers, teacher trainers, teachers, school leadership and personnel, communities and other actors.

This toolkit aims to introduce the topic of climate change and adaptation in eight activity-based and interactive units to primary school teachers and students in Grenada. The Grenadian-German Programme “Integrated Climate Change Adaptation Strategies” (ICCAS) introduced the toolkit to 49 primary schools in the small island state and is part of the International Climate Initiative (IKI) of the Federal Ministry for the Environment, Nature Conservation, Building and Nuclear Safety (BMUB).

The toolkit consists of a teacher manual, a worksheet collection, student passports, stickers and posters. Grenadian illustrator Stacey Byer developed child-friendly images for each unit. To date, 400 posters and 900 student passports including sticker sets were delivered to primary schools.

This analytical document presents an overview of Education for Sustainable Development (ESD) and highlights key issues related to ESD policy and practice. Topics include key ESD competencies and themes, policy, changes in the learning environment, teacher training, youth as lead actors, and scaling-up action for environmental integrity, economic viability and a just society. 

This guidance document seeks to encourage children and youth to use their creativity and energy to come up with feasible, sustainable, long-term strategies to mitigate and adapt to climate change. Each set of lesson plans includes an introductory text about the topic that can serve as background material for the teacher or as a text for older students. 

This manual aims at introducing concepts, exercises and good practices on disaster preparedness and response, particularly for parents. This student’s guide is part of a three-book compendium that also includes a teacher’s guide and a student’s guide. 

This manual aims at introducing concepts, exercises and good practices on disaster preparedness and response, particularly for students at age 11-18.  The document uses visuals and cartoons and made it easy for students to understand the topic. This student’s guide is part of a three-book compendium that also includes a teacher’s guide and a parents’ guide. 

This analytical report is a mapping of countries that have included elements of disaster risk reduction into their education system. It captures national experiences whilst noting key challenges in countries where disaster risk reduction is less clearly prioritised or where specific teacher training doesn’t exist.

The study, Learn for Our Planet, analyzed educational plans and curricula frameworks in close to 50 countries across all regions. More than half make no reference to climate change while only 19% speak about biodiversity. The study notes a lack of attention to socio-emotional skills and action-oriented competences that are central to environmental and climate action. In an on-line survey of some 1,600 teachers and education leaders conducted for the study, one third of respondents indicated that environment-related issues were not part of teacher training.