Doddy S. Sukadri, a UN CC:Learn Ambassador and Executive Director of the Green Partner Foundation, discusses in this article what actions Indonesia can take to achieve carbon neutrality.

Climate change is still on the spotlight even though the world has been busy with the COVID-19 pandemic. The impact of the 2015 Paris Agreement which asks each country to reduce its greenhouse gas (GHG) emissions has been elevated from the National Determined Contribution (NDC) to the latest, more ambitious issue, called carbon neutrality (CN). CN is a state in which carbon dioxide (CO2) emissions are considered net-zero. It means that the amount of CO2 emissions released into the atmosphere is approximately the same as those absorbed through various human activities.

The CN issue was increasingly discussed when Donald Trump was replaced by pro-environmentalist Joe Biden. It is as if the world’s locomotives are about to change direction towards a low-carbon green economy. In the first months after his inauguration, Joe Biden invited 40 Heads of State, including President Jokowi, to the Leaders’ Summit on Climate event that took place on April 22-23, 2021. The meeting is likely to have an impact on the global climate change agenda and will be an important milestone in the history of the upcoming climate change negotiation (UNFCCC – COP26) in Glasgow in November 2021.

Position of Emitter Countries
Not too long after the Leaders’ Summit, several countries reiterated their commitment to reducing GHG emissions. Generally, all countries have set 2050 as their CN target. Several developed countries submitted ambitious emission reduction action plans so that the CN could be achieved before 2050. On the other hand, Australia, Russia and Brazil, submitted targets that were lower, or the same as before. China, the biggest emitter apart from the US, has only recently proposed a higher emission reduction target, but it pegs CN by 2060. Brazil, which has the largest tropical rainforest in the world and has enormous carbon sequestration potential, is also not enthusiastic about reducing GHG emissions. On the other hand, Sweden is more ambitious, declaring its determination to reach CN by 2045.

Members of the Inter-Governmental Panel on Climate Change (IPCC) recommend 2050 as the ideal deadline for CN to prevent a bigger global climate catastrophe. In the national scope, according to the Bappenas, Indonesia can achieve this as long as the amount of CO2 emissions reaches the maximum amount in 2027, and after that it must decrease gradually. A one-year delay in reducing emissions could cause CN postponement of 5 – 10 years. If the peak is reached in 2033-2034, then CN will occur in the years 2060-2070.

Financial support, technology, and human resources are required for CN’s success. Along with the Leaders’ Summit, several developed countries formed a fundraising coalition called LEAF (Lowering Emission by Accelerating Forest Finance). This year, the LEAF is targeted to raise USD 1M to support climate action around the world. Norway, the UK and the US are the engines of the LEAF. The coalition, which is a partnership between the Government and business players in developed countries, aims to increase global climate action. As the name implies, the main goal of the LEAF is to reduce the rate of deforestation and forest degradation in developing countries. However, Indonesia, which owns the third-largest tropical rainforest after Brazil and the Democratic Republic of Congo, hasn’t joined the LEAF. The main reason is that the LEAF uses a different calculation of carbon release and absorption from the method used by Indonesia.

Forest vs Energy
Referring to the NDC, forestry (including peat) and land use are the biggest emitters compared to other sectors, i.e. industry, agriculture and waste. However, less than ten years from now (2030), assuming we do nothing, energy sector emissions will increase significantly, from around 400 thousand GT to 1.7 million GT, or an increase of approximately 4 to 5 times greater than emissions in 2010. On the other hand, emissions from the forestry sector and land use continue to decline from around 650 thousand GT CO2 in 2010 to 200 thousand GT. Thus, by 2030, energy sector emissions are estimated to be more than twice that of the forestry sector and land use.

State and Non-state Actors
Much has been done by the Government, business actors and civil society to prevent the earth’s temperature exceed 2°C or even 1.5°C as requested in the Paris Agreement. Concrete examples of this action are the use of new and renewable energy, conserve existing and good natural forests, reforestation and rehabilitation of damaged natural forests, use of fossil-free transportation such as bio-fuel, development of electric cars using solar power plants (Pembangkit Listrik Tenaga Surya – PLTS) and those sourced from hydro, wind and nuclear power as well as a thousand of other green economy initiatives. Partnerships between State and Non-State Actors are key to successfully tackle climate change. Both of them support each other in implementing a green economy.

Moving forward
It is time that we also put a fair price on carbon; end fossil fuel subsidies and finance; stop building new coal-fired power plants; shift the tax burden from revenue to carbon, from taxpayers to emission polluters; and integrate CN into all economic and fiscal policies. Banks must align their loans with CN objectives, and businesses are required to decarbonize their portfolios. The support of regulations, policies and incentives from the bureaucrats is urgently needed. The Ministry of Environment and Forestry, the Ministry of Energy and Mineral Resources, and the Ministry of National Development Planning are at the forefront of the state actors.

The government cannot do it alone. Partnerships between state and non-state actors, including financial institutions, and business actors in the province / district / city are essential for long-term planning towards CN and ambitious climate action. Business actors, associations, researchers and universities, NGOs, and the general public play the most important roles in implementing policies and clean environmental practices. Currently, there is the Indonesia Low Emissions Network (JIRE) which was initiated by the Yayasan Mitra Hijau (Green Partner Foundation) and is a forum to bring together State and Non-state Actors. This kind of network deserves full support so that a common goal can be achieved better and faster. Hopefully, the commitment to clean Indonesia can be achieved sooner, before the promised deadline.

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This article reflects the personal view of Mr Doddy Sukadri, UN CC:Learn Ambassador and Executive Director of Yayasan Mitra Hijau (Green Partner Foundation).

After 2 years in the making, Zimbabwe held a virtual event with high-level representatives to launch its National Climate Change Learning Strategy. The implementation of it is already under way.

 

Keep reading to find out more.

The National Climate Change Learning Strategy (NCCLS) of Zimbabwe was launched in a virtual event by the Minister of Environment, Climate, Tourism and Hospitality Industry, Hon. Mangaliso Ndlovu. This strategy was developed under the leadership of the Climate Change Management Department within the Ministry of Environment, Climate Tourism and Hospitality Industry and supported by UN CC:Learn, the UNDP Zimbabwe country office and MIET Africa.

The 136-page document is the result of the support from UN CC:Learn to the government of Zimbabwe which started in 2019. Zimbabwe has been working to strengthen climate change learning within the country, and the strategy will serve as a framework for it by laying out key priority areas to be addressed and proposing ways to implement activities at both national and local levels. The newly launched NCCLS also confirms Zimbabwe’s commitment to fulfilling its climate change targets and to advancing the 2030 Agenda for Sustainable Development.

Hon Mangaliso Ndlovu, Minister of Environment, Climate, Tourism and Hospitality Industry launched the NCCL strategy

The virtual launch event brought together high-level representatives from across the country, and partner countries such as Zambia and Malawi.  In his welcoming remarks the Head of the UN CC:Learn, Mr. Angus Mackay congratulated the country for its efforts and stressed the importance of the strategy to advance climate change learning within the country, which will certainly impact the future of the younger generations.

The most important thing to remember about this Strategy is that it gives Zimbabwe control over its agenda for climate change training and education.  Societies need more protection than this and it begins with building climate change literacy at all levels, particularly so that our children and our young people can be better prepared for their future.” – Mr. Angus Mackay

Moving forward, Zimbabwe has already started implementing the strategy starting with an awareness raising roadshow for rural youth and youth groups and piloting the integration of UN CC:Learn courses into teacher training.  In addition to the national activities, Zimbabwe has participated in a number of regional activities involving the other partner countries, Malawi and Zambia, such as the radio and TV programmes and training of journalists on climate change reporting.

Read or download Zimbabwe’s NCCLS here.

Find out more about UN CC:Learn work in Zimbabwe here.

In February 2021, Malawi held an online event to launch the updated version of its National Climate Change Learning Strategy. The newly developed strategy sets the country on a new path to achieving its climate change goals.

 

Read on and find out more!

Malawi continues to take firm decisions and plans to address the adverse effects of climate change that the country is facing.  Through setting up different policy frameworks and developing a National Climate Change Learning Strategy (NCCLS) in 2013 with the aim of addressing knowledge gaps that are key for formulating informed policies and climate change interventions, the Southern African nation was one of the frontrunners in addressing climate change through education.  In 2021, the National Climate Change Learning Strategy was revised in order to address gaps noted in the 2013 Strategy and to take on board emerging issues in the climate change arena.

The updated Strategy, which provides a framework for enhancing climate literacy across the country, was launched in a virtual event by the Minister of Forestry and Natural Resources, on the 9th February 2021.

The development of this strategy was created and consequently updated with the understanding that only an enlightened community would be able to adopt appropriate and robust resilient strategies for countering adverse impacts of climate change through the implementation of adaptation and mitigation measures.  Malawi, through implementation of the 2013 Strategy, has accumulated considerable experience in the design and implementation of systematic approaches to climate change education and learning.

The newly launched Strategy sets the scene for a comprehensive approach towards climate change, and further strengthens Malawi’s commitment to achieving its goals under the Paris Agreement. Moreover, it confirms the country’s decision to put sustainable development at the forefront of its policies. Through three main pillars, each with their own set of goals, the country has set a clear pathway to mainstreaming climate change learning throughout the country. The pillars are:

  • Individual learning and skills development
  • Institutional capacity building
  • Resource mobilization

The virtual launch event highlighted the fruitful collaboration between Malawi and UN CC:Learn.Dr. Yanira Ntupanyama, Principal Secretary for Forestry and Natural Resources, underscored how important the collaboration has been in helping the country fulfil its climate ambitions. Mr. Angus Mackay, Head of the UN CC:Learn Secretariat and Director of the Division for Planet at UNITAR, congratulated the country on this important achievement, and highlighted and praised Malawi’s role in peer-to-peer learning on climate change education in the region where it has used its experience and leadership to support Zambia and Zimbabwe during their own NCCL strategies development.

Read or download the full strategy here.

Find out more about UN CC:Learn work in Malawi here.

The flagship course on Climate Change: From Learning to Action is now available in Russian, cementing UN CC:Learn’s commitment to multilingualism and diversity.

UN CC:Learn is expanding its portfolio with a focus on multilingualism, with the aim to reach out to many more interested learners. Courses are currently available in 12 different languages. 

As part of this process, users can now take the flagship course on “Climate Change: From Learning to Action” in Russian, adding up to the three other languages previously available: English, Spanish and French. This course is an updated version of the original “Introductory e-Course on Climate Change”, which has had more than 100,000 enrollments and issued over 15,000 certificates of course completion since it was made available in 2014, making it the most successful course on the e-learning platform.

From youth climate movements to the uptake of environmentally friendly habits, people around the world are more aware of climate change and its effects than ever and are demanding and taking concrete action. Introducing climate change issues and solutions and offering through an interactive learning experience, the course can provide a first step towards more understanding and engagement in this area. 

The e-course aims to enhance climate literacy across all sectors of society; therefore, it is open to anyone interested, from those who would like to learn more about the subject to those who want to turn their knowledge into action to take a stand against this issue. Upon completion of the six modules, users will be able to:

  • Explain what climate change is;
  • Describe how we plan to adapt to the negative impacts of climate change;
  • Identify opportunities for low carbon development;
  • Identify ways to plan and finance climate actions;
  • Explain how climate negotiations work;
  • Formulate a climate pledge, project or policy.

Each module is composed of 4 to 5 learning units featuring a mix of tools that deliver key content and engage the learners.  As part of the course, participants are also invited to develop a concrete action plan or project to tackle climate change.

Each module, which can be accessed in random order, answers a specific question:

  • What is climate change and how does it affect us?
  • How to adapt to climate change?
  • How to mitigate climate change?
  • How to plan and finance action on climate change?
  • How do climate change negotiations work?
  • How to tackle climate change in practice?

The course remains self-paced and free of charge. It takes an average of 8 hours to complete. However, users have the possibility to take only the modules that interest them most. A quiz at the end of each module allows participants to measure the achievement of the learning objectives. A certificate of completion is awarded to learners who score 70% or higher in all six quizzes.

Take up “Climate Change: From Learning to Action” in English, Spanish, French and Russian.

A 2-day mid-term workshop took place in Nakuru, Kenya, and brought together stakeholders from across the country to advance the development of Kenya’s National Climate Change Learning Strategy. Read on and find out more about Kenya’s journey to mainstream climate literacy.

The Mid-term workshop in Kenya to develop the Learning Action Plan for the National climate Change Learning Strategy was held from 12 – 13th January 2021 in Nakuru, Kenya. The workshop brought together over 50 participants from government, civil society, academia and training institutions, private sector, youth groups and creative artists.

The aim of the workshop was to come up with a results-based action plan to address learning needs and strengthen institutional capacities to deliver learning within the priority sectors of education, environment, energy, agriculture, water sanitation and irrigation as well as the cross-cutting themes of capacity building, public awareness, gender, and youth engagement. The meeting was officially opened by the Director of the Climate Change Directorate, Dr. Pacifica Ogola, on behalf of the Principal Secretary, Ministry of Environment and Forestry. She reiterated the need for an “all-hands-on-deck” approach to ensure that Kenya achieves its target in the recently updated NDC of reducing emissions by 32% relative to business as usual. Moreover, Dr. Pacifica called for disruptive thinking to ensure the Learning Strategy is not only relevant to Kenya’s current context, but that it is a strategy for all Kenyans and embodies the principle of Leaving No One Behind.

In the spirit of experience sharing, UN CC:Learn Ambassador from Ghana and Chief Programme Officer at the Ghana Environmental Protection Agency (EPA), Dr. Emmanuel Tachie-Obeng addressed the stakeholders and provided valuable insight into Ghana’s road to developing its Learning Strategy and learning actions that have spurred since.

It was an intense 2-day workshop that built on the outcomes of the thorough Assessment of Learning Needs and Capacity to Deliver Learning that took place from November – December 2020. The extensive Assessment exercise was a consultative process, engaging a diverse group of stakeholders. Over 200 participants took part in the virtual focus group discussions while 59 institutions and 230 individuals filled in the two online surveys. This provided the baseline for which the actions would be measured against. It also provided valuable insight into the proposed learning actions within the various sectors at individual and institutional level that will lead to overall systemic change.

The Learning Action Plan developed as a result of the mid-term workshop consultations marks a significant milestone in Kenya’s journey towards addressing the most fundamental elements of climate action through the Climate Change Learning Strategy – enabling society to become part of the solution.

In the context of supporting countries through training, UN CC:Learn delivers regional and country-level trainings, to equip national policymakers with the skills needed to tackle long-term vulnerability to climate change. Mr. Aliou Gory Diouf, a Senegalese Geographer and Senior Programme Officer participated in one of our training workshops and told us about his experience.

Developing countries are more likely to be exposed to the negative effects of climate change. Extreme weather events such as droughts, heatwaves, and heavy precipitation present new risks to development work. How then, can people and societies adapt to new human-induced environmental changes?

To facilitate climate change adaptation planning, the United Nations Framework Convention on Climate Change (UNFCCC) established the National Adaptation Plan (NAP) process as part of a global effort to help the most vulnerable countries to design, coordinate, implement and monitor their efforts in managing climate risks.

NAP Training pm Executives of ministry of planning. Togo, 2015

The National Adaptation Global Support Programme (NAP-GSP), provides a global support mechanism to enable countries to identify, finance and implement appropriate medium to long-term adaptation actions at national, sub-national and local levels. It is financed by the Special Climate Change Fund (SCCF) and the Least Developed Countries Fund (LDCF) of the Global Environment Facility (GEF). The programme implemented by UNDP and UN Environment, in collaboration with other UN agencies, assists developing countries to advance their national adaptation plans (NAP) processes. The programme provides Least Developed Countries(LDCs) and other non-LDC developing countries with technical and organizational support to advance their NAPs.

NAP-GSP works in three areas: 1) institutional support, 2) technical support, and 3) knowledge brokering. As the principal training of the United Nations, UNITAR is a NAP-GSP partner that provides training and skills assessment services.

Training individuals to advance the NAPs

In the context of supporting countries through training, UN CC:Learn/UNITAR delivers Training of Trainers (TOT), regional and country-level trainings, to equip national policymakers with the skills needed to tackle long-term vulnerability to climate change and examine adaptation options through training workshops. These trainings are aimed at operationalizing tools (such as the LEG NAP Technical Guidelines) developed to assist countries in their NAP journeys. The trainings have been designed to enhance understanding of NAP processes and to provide tools to advance these at the country level.

In the spring of 2015, Aliou Gory Diouf, a Senegalese Geographer and Senior Programme Officer in the Climate Change Vulnerability Adaptation Resilience department of EDNA Énergie, participated in the NAP Training of Trainers workshop in Bangkok.

From learning to manage time better to structuring learning modules in a more efficient way, Aliou admits that he’s also been able to strengthen his network. Since the workshop, Aliou has been invited to lead or co-lead training in Togo (twice), in Benin, in Tunisia and in Senegal.

We interviewed Aliou, and this is his experience participating in a Training of Trainers from UN CC:Learn/UNITAR. I hope they respond to your expectations.

Aliou was training local policymakers, CSOs, women and youth on methods and tools of climate change vulnerability assessment and adaptation planning. At Niodior Island, Senegal, 2014.

Which specific skills did the NAP Training of Trainers help you to strengthen?

AGD: Time management and workshop facilitation were extremely helpful for me. In Togo, for example, I had to run training for Executives of the Ministry of Planning for 4 days. I was in charge of preparing all the training materials, exercises, and logistics. Managing these activities, while also facilitating the training at the same time was a good test for me to practice and improve my time management skills.

How did the NAP Training of Trainers, as well as the NAP training delivery impact you as an individual?

AGD: The main impact, and subsequent training, is that I have organized and delivered training in other countries. This has helped my confidence and has given me the ability to master the NAP process of mainstreaming climate change adaptation into planning. Second, I now have a clear understanding and vision of how the NAP process can help countries fight climate change impacts.

I am recognized as a NAP Trainer and have helped mainstream NAP policies and strategies in the fishery sector to help fund some adaptation actions by the Government and encourage donors to support the implementation of the policies in Senegal.

Community Training on climate change vulnerability and adaptation planning. At Niodior Island, Senegal, 2014.

How did the NAP Training of Trainers lead to an impact on your affiliate institution ENDA Énergie?

AGD: ENDA Énergie is benefiting from the NAP Training of Trainers through me as a NAP trainer working for them. In countries where I have conducted training, I am known as someone working at ENDA Énergie and this makes their visibility higher.

In your opinion, how could the NAP-GSP network enhance the potentiality of NAP trainings to generate positive outcomes at the individual and/or institutional level?

AGD: I think the NAP-GSP network could be known more if it engaged more trainers in Africa. I do not know of other trainers (I may be wrong), but my feeling is that the NAP-GSP network is a matter of some UN Agencies and bilateral institutions, where stakeholders in Africa are not very present. Perhaps, this is partly due to the fact that the engagement of trainers is not done with institutions but directly with individuals.

Organizing webinars would also be helpful, especially for recent trainers to come together and share their thoughts with other NAP-GSP members.

Prior to participating in the NAP Training of Trainers, Aliou was already conducting training on issues related to the NAP process. However, the training “added a great value” to his skills. For Aliou, two major takeaways from participating in the Training of Trainers are:

  1. The NAP process is crucial for developing countries, much more than he had been taught;
  2. There is a need for more time, resources, and activities than what is currently being mobilized to anchor climate change adaptation in structures, practices and the system.

 

The strong link that needs to be built between the NAP process and NAP implementation is still missing. Against climate change, it’s crucial to plan but it’s also vital to implement,” he conclude

Aliou is now the Head of the climate finance department at Africa Sustainability Center (ASCENT), a pan-African Project/Programme incubator for climate finance.

This newly launched e-tutorial brings to you UN Capital Development Fund’s two decades of experience in local development finance. Learn how local governments in least development countries can unveil and maximize action towards climate change adaptation through the Local Climate Adaptive Living Facility (LoCAL) Mechanism.

How effective local governments can be in tackling climate change? Aiming to answer this question and shed light on the importance of local government in the fight against climate change, UN CC:Learn has partnered with UN Capital Development Fund (UNCDF) to deliver a new e-tutorial on The LoCAL Mechanism which touches on the role these governments in Least Developed Countries (LDCs) have in identifying and executing the best climate change adaptation responses.

Local governments in LDCs are uniquely equipped to meet the needs of the local population and provide small-to -medium-sized adaptation investments. Nevertheless, they often stumble across financial constraints that hamper these activities. To bridge this gap and help solve this issue, the Local Climate Adaptive Living Facility (LoCAL) Mechanism can be an effective tool to empower local governments towards the achievements of their national determined contributions (NDCs) and their national adaptation plans (NAPs).

This e-tutorial aims to provide an incursion through the LoCAL mechanism. Through a 4-minute video and an interactive lesson, this learning resource provides answers to a series of questions such as: Why are local governments in a position to address climate change at the local level? How does LoCAL mechanism help local governments to address climate change? What are the components LoCAL relies on and how are they interlinked? Where does LoCAL operate? and others more.

While being open to everyone, people who may benefit greatly from this tutorial are:

  • Field officers/UN Volunteers, and local/central government staff who are actively involved in LoCAL implementation at country level.
  • UNCDF and national experts who contribute to the scoping and design phase and lead during LoCAL implementation.
  • The engaged public and practitioners with an interest in understanding ways to leverage climate adaptation finance at the local level.

This e-tutorial is currently available in English and can be accessed here.

Sirajul Islam from Bangladesh took the MOOC e-course on National Adaptation Plans: Building Climate Resilience in Agriculture. In this story, he explains his experience with the e-course and how it has contributed to his work as a researcher on climate-resilient agriculture and food security.

Agriculture turns to be the most vulnerable to climate change. The effects of climate change on agriculture will have consequences for food security through changes in crop yields, food prices and processing, storage, transportation, and retailing. Adaptation measures can help delay and reduce some of these impacts.” — Sirajul Islam

Sirajul (in the middle) with his daughter and son. /©Sirajul Islam

Sirajul Islam is a linguist. Originally from Bangladesh, Sirajul has over 35 years of experience working with national and international NGOs. Currently, he serves as an adviser at a national NGO and recently retired as the CEO of ASHRAI, a Bangladeshi charity.

Throughout his career, Sirajul has worked in the social development sector in Bangladesh: from managing programs on humanitarian actions to climate-resilient agriculture and food security.

He considers himself a lifelong learner, which is why he took the “National Adaptation Plans: Building Climate Resilience in Agriculture” (NAP-Ag MOOC) delivered by UNITAR, FAO and UNDP which is available on the UN CC:e-Learn platform.

©Sirajul Islam

The course was particularly interesting because I had the chance to engage with global experts on climate change and explore best practices, country examples, and new approaches for building climate resilience in an interactive video-based format. It made my learning process more interesting, effective and engaging.”

Sirajul experienced this exchange through the peer assessment, which asked participants to develop a four-step process with an adaptation action in agriculture that could be implemented in their preferred focus area. The tasks were not easy and required careful adaptation planning.

His research focused on the coastal areas of Bangladesh; his small country in the South Asian green belt is the ninth most densely populated country in the world today. A country of 160 million, Bangladesh has been hit severely by climate change.

©Sirajul Islam

[Bangladesh] is facing trouble in agriculture due to sea-level rise, salinity-intrusion in the south, floods in the river basins, and drought in the north,” he says.

More specifically, he picked the paddy and rice since it’s considered a staple crop and key to food security, but at the same time, highly vulnerable to climate change. He observed that agricultural communities are already adapting by working with the private sector to develop new tolerant seed varieties for rice, by cultivating saline-tolerant varieties, which can withstand the salty water infiltrating their fields from the ocean. He also observes that farmers are now cultivating vegetables above ground.

©Sirajul Islam

An interesting fact is that saline water tables can cause productive land to become barren, causing loss of agricultural production. Soil salinity also enhances erosion and loss of farm income. So, the upshot of the use of saline-tolerant rice seed to keep rice production stable and cost-efficient alternative may not sustain as a long-term adaptation option.

Despite this challenge, he chose this project for its impact on potential and relevance.

Salinity became one of the major soil problems in many rice-growing areas in the world, including Bangladesh. About 1.9 million hectares of land in the humid regions of Southern Bangladesh are technically suited for rice production but remain idle or are grown with poor results due to salinity.

Studies show, however, that sustained and profitable production of crops, specifical rice on salt-affected soil is possible if appropriate farm management practices are implemented.

©Sirajul Islam

After completing the NAP-Ag MOOC, Sirajul Islam recommends people to take it too.

The agricultural system depends critically on climate. Agriculture plays a complex role in the rural, national, and social economic systems and everybody concerned should know how climate change has the potential to affect the productivity of crops, livestock, and fishery systems at the local, national, and global scale both in a positive and negative way.”

It’s important to be aware of this because it will alter the stability of food supplies and create new food security challenges for many countries,” he says.

To read more about the work of Sirajul Islam, check out some of his selected publications:

To access all the papers, you can also visit: https://independent.academia.edu/SirajulIslam1

Jaz Randhawa is a young 25-years-old student from Singapore who uses technology in her favor to raise awareness on climate change. She decided to enroll in our NAP-Ag MOOC and have learned more about climate change and how the rising temperatures are affecting the world’s land, water, and air. As a millennial, she doesn’t miss an opportunity to become a proactive member of her community and is already making a difference in her country.

Perhaps mine is not a story of what I do now to make a difference, but rather my goal, my dream, and what I aspire to be. Taking this course in climate change was my first real step in understanding what needs to be done and how people are making progress every day.”

Jaz Randhawa /©Jaz Randhawa

I found this course incredible in a variety of ways — how the content was interjected with real-life stories of people who are working hard to make a better world for all, having quizzes to make sure knowledge is retained, and the peer assessments.

The peer assessments, seem to have been her favorite. This unique learning tool asks participants to develop their own agriculture adaptation projects and share their work with their fellow learners for feedback and support.

Sentosa, Singapore

Through her peer assignment work, Jaz found that multiple adaption projects are currently underway that curtail low water supply by developing water reservoirs in-country and abroad in Malaysia. But these were not enough. For her,

Are you also using technology to tackle climate change? Spread the word, and tell us what difference are you making in your community or country. Share your story with us on Twitter, Instagram and Facebook!

Some time ago, UN CC:Learn team went to Kenya to film the story of Zipora for the MOOC e-course on National Adaptation Plans: Building Climate Resilience in Agriculture. They have shared how this adventure went out and how they were welcomed by the locals. The course is currently available as a tutorial at our e-learning platform.

Ahead of the National Adaptation Plans: Building Climate Resilience in Agriculture (NAP-Ag) MOOC, Lorenzo and I, Elena, flew to Kenya to film the story of our protagonist Zipora, who took us on a journey in rural Kenya to show how she grew up in a traditional homestead and what it takes to find our way to the United Nations and build climate-resilient agricultural systems. Along the way, we were confronted with climate change and its snowballing impacts on people today.

Our first stop was Kitui, a town located 180 kilometers east of Nairobi. We met with farmers and agricultural extension officers. We were often received with beautiful melodies sung by farmers. Traditionally, farmers sing because they feel proud to be farmers because they know that the community respects them. So, to show their pride and appreciation, they sing!

On our way to one of the farms, our car got broke down, literally in the middle of nowhere and we had to find a way back.

Lorenzo (right) petting the dog while we were waiting for our car to be fixed.

At the time of our filming, it was supposed to be the rainy season. Instead, Kitui was going through the second period of drought; the land was cracking. It was shocking to see how scarce water was.

Photo: UNITAR/ Franchi

To get water, some people were digging holes in already dry river beds. Then, they used donkeys to take the water back to their homes.

Photo: UNITAR/ Franchi

We are very grateful to everyone that walked great distances to come out for the filming and welcomed us in their homes and offices.

Shooting some scenes for our first episode of the MOOC. Photo: Elena Zheglova

Are you interested in watching the full story? Sign up today and discover what National Adaptation Planning really is! Go here.

About NAP-Ag MOOC

This November, the Food and Agriculture Organization (FAO) of the United Nations, the United Nations Development programme (UNDP) and the United Nations Institute for Training and Research (UNITAR) jointly organized a free-of-charge massive open online course (MOOC) on “National Adaptation Plans: Building Climate Resilience in Agriculture.”

The NAP-Ag massive open online course is designed for a broad audience with an interest in climate change adaptation, agriculture, and sustainable development.

The course leverages expertise from a diverse group of experts and practitioners in adaptation planning and climate resilience for the agriculture sectors with experience at international, regional, national, and even local levels.

The content is structured around the four elements of the formulation and implementation of national adaptation plans and delivered through a series of case studies, video-stories and interviews spread over six weeks. The curse is currently available as a tutorial at UN CC:e-learn platform.