“I could understand an issue that is not how it should be discussed within society and at the political level. I thought it was an interesting initiative that would be good to replicate in other places to continue to reach more people to generate collective awareness and allows to put on the world’s agenda the solution to the challenge of climate change.“ – Manuel María De Arrieta, participant of the workshop on climate change.

The countries of the Southern Cone are no exception to the greater frequency and intensity of extreme events due to climate change. According to the National Meteorological Service, 2017 was the warmest recorded year in the history of Argentina, both in the summer and winter, with an average annual temperature of 16.66°C. In addition to the progressive rise in temperature, variations in precipitation have resulted in more intense rains and longer periods of drought throughout the country.

Poster of the workshop, disseminated through the channels of CEVA, FECOOTRA, CECOOP, the Secretary of Extension of the Faculty of Natural Sciences and the Museum of the UNLP.

For the first time, the Center for Education and Cooperative Training (CECOOP) of the Federation of Cooperatives of Labor of the Argentine Republic (FECOOTRA), together with the José María Arizmendiarrieta Study Center, held a workshop focused on climate change. Following UN CC:Learn’s premise of “leaving no one behind” in its goal of disseminating knowledge on climate change, CECOOP organized the workshop so that any interested person could attend, without any registration costs for participants.

According to Guillermo Villate, the workshop was carried out within the framework of the principles of commitment to the community and to the environment, from which the CECOOP proposes to raise awareness at the community level, with regard to taking care of the environment.

Introduction to Climate Change Adaptation of the UN CC:e-Learn course. Photo: UN Environment

CECOOP based the training on the material of the UN CC:Learn Introductory e-Course on Climate Change, which provides the foundations of climate change, covering topics from climate science to governance. Over the past three years, thousands of people around the world have learned about climate change and its threats through this online course. In terms of education on climate change, this is the United Nations initiative with greatest reach, since it is a free course and is currently available in five languages.

The workshop motivated the exchange of ideas and experiences, generating debates and making the learning experience more enriching on what to do to face climate change and the activities that produce CO2. In addition to the content of the UN CC:Learn course, complementary activities were carried out with access to other documentary materials, videos and a closing Interdisciplinary Lecture on Climate Change with researchers from the Faculty of Natural Sciences and the National University of La Plata Museum.

Activity among the participants during one of the workshop sessions. Photo: CECOOP

The delivery of the workshop was approached from the perspective of the city of La Plata, where the case of mitigation to climate change was exposed particularly in Argentina, through the experiences of the cooperative “Creando Conciencia”. The mission of this Cooperative is to take care of the environment through the differentiated collection of waste with final disposal of each of them according to their characteristics. It also classifies, conditions and reinserts recyclable waste.

Among the participants of the workshop was a victim of the floods that occurred in 2013. Since then, Francisca Pinto has set out to register indicators, which she seeks to transfer to a digital format in the future, so that these serve as a source of information to benefit society in the legislative, administrative and training fields.

Participants during one of the workshop sessions. Photo: CECOOP

Upon the positive experience and good reception of the workshop, CECOOP intends to continue replicating the course in different regions of the country and include other fields of study among them, for example, how to prepare cities for the context of climate change through infrastructure. They also intend to continue raising awareness among communities about climate change and generate a collective interest in this important issue that threatens the entire world.

Have you ever thought about how powerful teams come together? What are the odds that  two talented individuals from different places and different backgrounds cross paths and start working on the same issues? Professor Sanoussi Atta grew up in Niger. After studying Agricultural Engineering, he became a doctor in Biological Sciences. Elise Kaba is from Burkina Faso. She pursued her studies in Computer Science and worked her way towards a master’s degree in Physics. For the greater part of their lives, Elisa and Sanoussi walked different paths. Little did they know that something bigger than themselves would connect them, something that for years it was just a shared notion of space but that later would become the focus of their careers: the Sahel.

Located in West Africa, just below the Sahara Desert, this region of arid land that stretches from Senegal to Chad is a cultural and historical shoreline between the Middle East and sub-Saharan Africa. Since antiquity it has been the arena of interaction between Arabic, Islamic and nomadic cultures from the north, and indigenous and traditional cultures from the south. For these reasons, the Sahel has a powerful but also uneasy atmosphere. Over the decades, this has been a place of growing ethno-religious tensions, political instability, and poverty, aggravated by the inherited hardships of such dry environments. To make matters even more concerning, the region is particularly vulnerable to climate change. While the prospects are of increased temperatures globally, in the Sahel temperatures are rising 1.5 times faster than the global average, meaning that in the coming decades the region will most likely be defined by extreme weather occurrences. Addressing such impacts and adapting to the changes are of critical importance of the Sahel and this is where Prof. Sanoussi and Elise Kaba’s paths have crossed.

Prof. Sanoussi is Head of the Training and Research Department at the AGRHYMET Regional Centre (CRA*), a specialized institution of the Permanent Inter-State Committee for Drought Control in the Sahel (CILSS*) located in Niamey, Niger.  His department is dedicated to the development and delivery of training and information on food and nutritional security, water management, climate change and the fight against desertification. Elise oversees the centre’s distance learning platform. Both are expert trainers working to prepare end equip professionals with the knowledge and skills required to contribute to a better future in the Sahel. But to do so at scale, the duo realized it was necessary to strengthen its learning system. “We knew it would be useful to move towards online courses and make the best of current technologies to increase our reach, training the greatest number of people possible in our countries and also to reduce costs”, Prof. Sanoussi and Elise explain. What they needed was a little technical guidance, which they got through the One UN Climate Change Learning Partnership (UN CC:Learn).

Through its West African Hub, UN CC:Learn delivered a Training of Trainers (ToT) to the AGRHYMET team on “How to Develop, Deliver and Evaluate Effective e-Learning”. The training was specifically tailored to AGRHYMET’s needs, supporting them in creating e-learning modules for their face-to-face master’s degree on climate change. “During the workshop, we learned the principles and methods for creating online courses and we had the chance to experiment, by applying the different steps in the process of developing an effective e-learning pilot product”, they recall, adding that the group exercises also allowed them to practice on existing course modules delivered at the Centre.

After the training, the team lost little time in putting what they had learned into practice with their main course module: Integrating Climate Change Policies. “This course was originally delivered in a face-to-face setting and the material was all in PowerPoint format. So, we used what we learned during the workshop to transform it into an e-learning course”, said the dynamic duo, with some pride. Now, Prof. Sanoussi and Elise are prepared to share what they have learned. “We have mastered the development of e-learning courses and we are committed to support and train our colleagues to do the same” they said, with some confidence that this episode will leave a meaningful legacy at AGRHYMET. “We are driven to provide high-quality adult education and develop the centre’s diploma training courses for distance learning, reaching a larger number of participants in the CILSS countries and Economic Community of West African States (ECOWAS)”.

UN CC:Learn is excited to see what new upcoming learning solutions will be developed by these two climate champions and their teams.

“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.”

Mariel interacting with the participants of the Second Gastronomic Business Round. Here she is advising two producers. /©Wilder Córdova.

This inspirational quote kept Mariel Bueno, a trained Agroindustrial Engineer from Cochabamba, Bolivia, motivated to continue learning, and lead her to discover a new truly fulfilling career path.

Mariel graduated from Agroindustrial Engineering with excellence. Equipped with a door-opening diploma, she began her career in agribusiness. She gained firsthand experience and technical skills in logistics, agro-productive chains, and supply and demand of agri-food products. She had the opportunity to interact with many of the key industry stakeholders, producers from different regions, executives, and entrepreneurs in the agri-food sector.

And yet, despite her quick progress up the career ladder, she soon started questioning herself, her work and her contribution to the world.

“From an early age, I immersed myself in two realities of which I learned a lot: the countryside and the city, the production of food and the food industry, small farmers, peasants and merchants, scarcity and abundance. This is how I grew up, appreciating each world with its differences.”

The team at the end of the Sixth National Agribusiness Wheel “Conecta”. /©Fundación Valles

Mariel’s childhood memories drew her back to the countryside, where she ventured into the world of dairy products with a private company. But even there she could not find an answer and fulfillment. Feeling lost again, she was determined to search and learn.

Despite everything I was living, I decided to continue learning. I firmly believe that we always have to go ahead and make our existence worthwhile. I took several courses online and the light finally came through the NAP-Ag MOOC.”

Mariel helping participants at the Sixth National Agribusiness Wheel “Conecta”. /©Fundación Valles

This is how Mariel discovered the Massive Open Online Course on National Adaptation Plans: Building Climate Resilience in Agriculture (NAP-Ag MOOC) on UN CC:e-Learn platform. Throughout the course, she learned about adaptation planning, food security and she focused on her own country for the peer assessment project. Bolivia is experiencing its worst water crisis in the last 25 years and is vulnerable to droughts and pollution of rivers. Mariel chose the province of Capinota, previously known for its vast potential for productive diversity, which was recently declared as “Zone of Natural Disaster.”

“At the beginning, it seems that it [the MOOC] will give you some great new ideas about climate change, the importance of adaptation plans, and agriculture for food security. However, in the end, beyond increasing your awareness and knowledge about these issues, it opens your mind and a little bit, your heart.”

Mariel at the Second Gastronomic Business Round. /©Wilder Córdova.

Mariel learned a lot from the course. But beyond that, she actively transformed the theory into her new reality. By taking the NAP-Ag MOOC, it became clear to her that she would like to support her community in adapting to severe changes in the climate, help farmers develop new skills and use better technologies and advocate for policies that strengthen the productive sector.

This course allowed me to find my way, to define what I want to do the rest of my days”, Mariel reflects. “ I know it is not too late to do something for Capinota, Bolivia or the world. But, I also know that there is still a lot of work to be done,” she says after taking the NAP-Ag MOOC.

Currently, Mariel and her mother work at their own urban garden Huerto Urbano Agroecológico “LaVictoria.” They produce their own food, and most of the vegetables and spices that their family consumes, such as tomatoes, oregano, celery, parsley, peppermint, pumpkin, etc, come directly from their garden. The mom-daughter duo also started the production of seedlings (eco-gardening, nursery), which they sell at local fairs. They are also planning to open an agro-ecological store at their house to sell local farmers to produce and promote agro-ecological farming, organic products and local consumption.

A plant that Mariel and her mother grow in their urban garden. /©Mariel Bueno

Mariel is also a full-time graduate student. She earned a half fee scholarship for a graduate program called, “Master of Science in Geoinformation and Earth Observation,” in part, due to her innate passion for learning. Above all, she has her mindset to cooperate in the sustainable development of her surroundings.

Mariel calls for more involvement of national institutions to provide agricultural education programs, which could provide education to farmers to support the development of technical capacities, gender analysis, and sustainable agricultural food cooperatives.

You can support Mariel and her projects! Visit:

UN CC:Learn has revamped its flagship Introductory e-course on Climate Change. New features, tools, videos, and interactive lessons have been added. The instructors will facilitate the learning experience by bringing their practical knowledge and relevant information on climate change into dynamic and engaging lessons.

After six successful years, UN CC:Learn has revamped its flagship Introductory e-course on Climate Change, making it available in three languages: English, Spanish and French. Since its launch in 2014, more than 100,000 people have registered and over 15,000 certificates have been issued, making it the most successful course in the UN CC:Learn portfolio.

From youth climate movements to the rise of environmentally friendly habits, people are more aware of climate change and its consequences than ever and are taking and demanding concrete action. In order to continue to offer the most engaging learning experience, the new course, titled Climate Change: From Learning to Action, improved on the original in several dimensions: 1) inclusion of new and up-to-date information (e.g. NDC process, youth engagement); 2) improved design and usability; 3) more practical use and interactivity for learners.

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 and French.

Zimbabwe has shown one more time that it is on track to enhance climate change learning within the country.

The Action Plan is an important component of the National Climate Change Learning strategy (NCCLS), which is informed by the findings from the Background and the Learning Needs Assessment Reports. This workshop in the NCCLS development process is an important step allowing for further consultations with stakeholders to i) finalize the vision for the NCCL Strategy; ii) identify and prioritize possible activities to be included in the Action Plan; iii) discuss implementation arrangements including the Monitoring and Evaluation Framework; and iv) agree on follow-up actions towards finalization and launch of the Strategy.

Remarks from all key partners, including UNITAR as the Secretariat of UN CC:Learn, UNDP Zimbabwe and the Climate Change Management Department in the Ministry of Environment, Climate, Tourism and Hospitality Industry, highlighted the importance of the country’s National Climate Change Learning Strategy towards the country’s NDC implementation and the formulation and advancing of the National Adaptation Planning (NAP) process – as mainstreaming of climate change in education, awareness and skills development is key to ensure effective climate change management.

The two-day interactive event consisted of various sessions designed to devise action plans for the priority sectors which would contribute to strengthening climate change literacy in the country.  Activities aims, for instance, at integrating scientific knowledge with the indigenous knowledge systems, sensitization meetings, promoting climate proofed technologies, and improving agriculture cropping and livestock choices, among others.  The Action Plan intends to fill the climate change capacity building gaps identified:

  • Need for climate change capacity building of Teachers and Lecturers in all educational institutions in the country.
  • Scaling up of climate change education and awareness, targeting specifically rural communities with limited access to information.
  • Sensitization of small-scale miners, farmers, and rural development authorities.
  • Climate change education starting at low levels of learning.
  • Need to inform students in schools, workers, friends and relatives about the “climate emergency.”
  • Need for climate change training targeting civil protection structures at all levels.
  • Collaboration between the Climate Change Management Department and other institutions such as Agritex officers to promote Climate-Smart Agriculture.
  • Media should continue to play an active role in writing and reporting climate change issues.
  • Development of relevant and sector-specific information materials.
  • Need for engagement of faith-based organizations since they play a huge role in influencing and reaching citizenry.

Zimbabwe joined the UN CC:Learn Programme to scale up the efforts being done to strengthen climate change learning within the country. The National Climate Change Learning strategy being devised in partnership with UN CC:Learn aims to advance the Nationally Determined Contribution (NDC) and the National Adaptation Plan (NAP), which would further help Zimbabwe address the several challenges posed by climate change, such as extreme weather events.

The government of Zimbabwe has launched a national UN CC:Learn project to strengthen learning and skills development to address climate change in the country.

The effects of climate change have been on the news in Zimbabwe lately. The Southern African country is already suffering from them, but the situation could get worse if decisive action is not taken. Against this backdrop, the government of Zimbabwe has launched a national UN CC:Learn project to strengthen learning and skills development to address climate change in the country with the specific aim of advancing the Nationally Determined Contribution (NDC) and the National Adaptation Plan (NAP).  On the 21st and 22nd October 2019, the Climate Change Management Department of the Ministry of Lands, Agriculture, Water, Climate and Rural Resettlement, in collaboration with UN CC:Learn and UNDP Zimbabwe, held the project Inception and National Planning workshop to kickstart the National Climate Change Learning Strategy development process.

The two-day event brought together representatives from the government, academia, civil society, youth, and media.

Mr. Washington Zhakata, the Director for Climate Change Management opened the workshop by highlighting the importance of raising public awareness of climate change among the population to effectively address this pressing issue. He also highlighted the importance of having climate change integrated within the formal education curricula at all educational levels.  He further complimented the commitment from cooperating partners to supporting the process and mainstreaming climate change learning in the implementation of NDCs/NAPs including the need to reach various stakeholders in the country including youth, elderly, every gender, the disabled to ensure that they are empowered to be resilient to impacts of climate change. As a country that is highly vulnerable to impacts of climate change, strengthening individual and institutional skills would improve coordination and further development of the NDC including food security.

The main goals of the workshop were to:

  • Develop a common understanding of the objectives and main elements of the National Climate Change Learning Strategy;
  • Endorse the national coordination structure for the project;
  • Present and collect feedback on the Background Report which takes stock of relevant national and international policies and initiatives;
  • Identify key actors to be engaged in developing the National Climate Change Learning Strategy;
  • Agree on the Objectives, Terms of Reference and project work plan;
  • Foster engagement of educational and vocational training institutions
  • Share experiences with- and learn from other regional partners from Zambia, Malawi, and MIET Africa.

Zimbabwe is a party under the United Nations Framework Convention on Climate Change (UNFCCC) and has made pledges to address climate change, in particular through Article 6 of the UNFCCC, which is on Climate Change Education, Training and Public Awareness. The development and implementation of the National Climate Change Learning Strategy is part of the country’s efforts to fulfill its commitments under the Paris Agreement.

The two-day event built on the experiences from the development and implementation of Malawi’s 2013 National Climate Change Learning strategy with an opportunity to learn from other partner countries.

On the 12th and 13th of March 2020, the Environmental Affairs Department (EAD) of Malawi, in collaboration with UNDP Malawi and UN CC:Learn, launched the UN CC:Learn project and held the National Planning Workshop.  The two-day event built on the experiences from the development and implementation of Malawi’s 2013 National Climate Change Learning strategy with an opportunity to learn from other partner countries and has further strengthened the partnership between Malawi and UN CC:Learn, which dates back to 2012.

The workshop contributed with new ideas for reviewing the 2013 National Climate Change Learning Strategy and served as a means to foment dialogue between key stakeholders in Malawi and other partner countries. Participants from different sectors in Malawi as well as partner country participants from  Zambia and Zimbabwe engaged in activities and discussions intended to find out what the new learning priorities are and to take stock of what has already been accomplished including a planning of the project activities.  UN CC:Learn regional partner NGO, MIET Africa also participated and shared their inputs and expertise working in the education sector.

On the first day, Ms. Shamiso Najira, Deputy Director of the Environmental Affairs Department and UN CC:Learn Ambassador, laid out the main objectives for Malawi’s current phase:

Review and update Malawi’s 2013 National Strategy for Climate Change Learning;

  • Come up with a prioritized list of learning actions for implementation and a resource mobilization strategy to ensure full implementation of the Strategy.
  • Identify key priority areas and learning needs in key areas relevant for NDC and NAP implementation.
  • Provide support and share experiences with other partner countries in Southern Africa, Zambia and Zimbabwe, to strengthen capacities to implement National Adaptation Plans and Nationally Determined Contributions related policies and programmes.

Several parts of the event were dedicated to experience-sharing presentations. MIET Africa, Zambia, and Zimbabwe had the opportunity to speak about their own experiences in developing their own National Climate Change Learning strategies, and update participants on their own project status. One of the highlights was Zambia’s plan to mainstream climate change into national education curricula while adapting platforms and terminologies to the youth context.

Before wrapping up, participants came up with several suggestions for Malawi going forward, some of which were about capacitating civil servants, public and private school teachers, and professionals working at faith-based organisations on climate change-related issues. Another point raised by participants was the need to translate information materials into vernacular languages, which would enable more students to access them, increasing their reach.

Since its inception, UN CC:Learn has engaged in Climate Change Learning Programmes with developing countries in Africa, Asia, and Latin America with a view to strengthening human resources, promoting climate change learning, and developing skills to advance national climate change development agenda in the respective countries.

In order to strengthen individual knowledge, skills and institutional capacities to foster green, low emission, and climate-resilient development, the Government of Zambia has launched a national UN CC:Learn project.

Climate variability and change has become a major threat to sustainable development in Zambia. The country is already experiencing climate-induced hazards which include drought, floods and extreme temperatures. Droughts and floods have increased in frequency and intensity over the past few decades and have adversely impacted food and water security, water quality, energy and livelihoods of the people, especially in rural communities.  Such impacts are likely to compound the daunting economic and social challenges the country already faces.

In order to strengthen individual knowledge, skills and institutional capacities to foster green, low emission, and climate-resilient development, the country has launched a national UN CC:Learn project. This aims to strengthen learning and skills development to address climate change in Zambia with the specific objective of advancing the Nationally Determined Contribution (NDC) and the National Adaptation Plan (NAP).

Under the leadership of the Climate Change and Natural Resources Management Department of the Ministry of Lands and Natural Resources Management, together with the Zambian Environmental Management Agency (ZEMA) and the Zambia Climate Change Network (ZCCN), the project was launched at the National Inception and Planning Workshop on the 16th and 17th July 2019.  The event, held at the Ibis Gardens (Chinsamba), brought together national stakeholders representing various climate change relevant stakeholders to discuss Zambia’s climate change learning priorities, and to set out the development of the country’s National Climate Change Learning.

In her opening remarks, the United Nations Resident Coordinator in Zambia Ms. Coumba Mar Gadio highlighted how UN CC:Learn’s support comes at an important time “…when Zambia is building up efforts to enhance skills and capacities in addressing the risks and impacts of climate change…”. The development and implementation of the National Climate Change Learning strategy “will aid Zambia in achieving its NDC by ensuring enhanced capacities and skills to address the associated climate risks and impacts”.

The Permanent Secretary (PS) of the Ministry of Lands and Natural Resources welcomed the project and reflected on although much has been done in terms of climate action in the country such as creating an enabling environment, “… the level of climate change learning and skills development remains low to match the growing needs.”.  The PS further highlighted the importance of knowledge and skills bridge for the general population to be able to link on-going efforts and the changing climate. “UN CC:Learn can efficiently fill the gap especially in climate change communication by creating sustainable capacities in individuals and institutions who can ably plan and implement effective climate change actions”.

In his opening remarks, the Director-General for the Zambia Environmental Management Agency (ZEMA), welcomed the UN CC:Learn support at a time when the level of climate change awareness in the country was found to below, in a national survey that was conducted in 2017, and this demand for enhanced environmental education programs as enshrined in the environmental management act no. 12 of 2011.

Stakeholders included representatives of various government sectors, private sector, youth representatives, media, academia, NGOs and discussed how a national climate change learning strategy may support the implementation of the country’s NDC and national adaptation planning (NAP).

The strategy will be developed in a multi-stakeholder consultative process and is expected to be launched by mid-2020 and starting with the implementation of one or two immediate need priority actions before the current phase of the project ends in August 2020.   Although the project will be focusing on national needs, the project has a strong knowledge and regional experience sharing focus, building on the experience of Malawi and collaboration with Zimbabwe and MIET Africa, an innovative education NGO that works with SADC governments to support the provision of quality education in the SADC region.

The project is being implemented through the United Nations Development Programme (UNDP) supported NDC Support Programme for Zambia.

The new mini e-course on “How to Review IPCC Assessment Reports – Webinars and Guidance for Climate Experts”, developed by Future Climate for Africa (FCFA), in collaboration with South-South-North and Climate Contact Consultancy, is the latest resource recognized by the UN CC:Learn affiliation programme.

The Intergovernmental Panel on Climate Change (IPCC) is regarded as the leading United Nations’ body assessing climate change science, and it has been producing the most comprehensive publications on climate change since 1990. The IPCC assessment reports are often the main scientific data taken into account by policymakers all over the world when developing climate change policies.

The newly launched mini e-course aims at increasing the involvement of expert reviewers from all developing countries in the development of IPCC reports. In particular, it enables first-time reviewers and early career climate experts to understand how the IPCC reporting process works, and how they can contribute to its draft reports by providing review comments on specific chapters and sections, building on their specific knowledge, research and expertise. By increasing the participation of reviewers from developing countries, more local and regional data can be added into the final versions of the reports. This helps to balance out the scientific knowledge and to provide a more thorough overview of the latest facts, data and information related to climate change.

The mini e-course is comprised of two webinars, divided into a series of 5-10 minute videos, each focusing on a specific topics :

1.  Webinar 1: How the IPCC and its review process works, including:

  • The role of the IPCC
  • Governance and structure,
  • IPCC products
  • What is an Assessment IPCC style
  • The assessment process including its reviews
  • Interactions of the IPCC with society and policy making

This webinar is presented by Dr Leo Meyer and Prof Jean-Pascal van Ypersele.

Webinar 2: How to review an IPCC draft report, including:

  • Review procedures
  • How to find your way in a draft IPCC report
  • Judging draft texts, diagrams and figures;
  • Analysis of the validity of a statement
  • The appropriate usage of grey and non-English scientific literature
  • Phrasing effective review comments
  • Practical hints and further guidance material

This webinar is presented by Prof Arthur Petersen and Dr Leo Meyer.

Learners have the possibility to freely watch any video, depending on their interests, and to download the full presentation in PDF. Video recordings with subtitles in French and Spanish are also available, supported by translated materials. This new resource can be accessed on the UN CC:Learn e-learning platform.

The UN CC:Learn affiliation programme highlights high-quality e-learning products on climate change developed by recognized institutions outside the framework of the UN CC:Learn programme / without support from the UN CC:Learn Secretariat, in accordance with specific affiliation criteria. The objective of the UN CC:Learn affiliation programme is to enhance global climate literacy through dissemination of high-level learning products that complement UN CC:Learn resources.


UN CC:Learn delivered several Climate Classrooms to delegates and attendees at COP25 in Madrid.

For the fourth consecutive year, the Climate Classroom provided an opportunity to COP participants to get up to speed on key climate change topics through 45-minute learning sessions.

The classes provide highlights in key climate change areas for busy delegates to be better prepared when joining discussions and events at COP25 of the UNFCCC, held in Madrid, Spain in December 2019, and beyond.

On this occasion, classes popped-up in various locations across COP25 to reach out to a varied audience. The space was visible to a broad public, using a completely mobile set-up, including noise-canceling headsets that make exchanges possible in a busy conference environment.

The classes were delivered by experts from multiple organizations committed to sustainable development. This year’s programme included a focus on: 

Over 50 decision-makers, government officials, practitioners, academics, and students from around the world were part of the public.

The Climate Classroom @ COP25 is an initiative of the Swiss Development Cooperation (SDC) and the One UN Climate Change Learning Partnership (UN CC:Learn), in collaboration with UN Partners.