“People’s Climate Vote”, the largest ever opinion survey on climate change, confirmed that there’s a clear correlation between the level of education and belief in climate change.

 

Read the article and watch the video to find out more about it.

The largest ever opinion survey on climate change was carried out by UN CC:Learn partner UNDP in 2020 and showed that 64% of 1.2 million respondents think that climate change is a global emergency. The survey entitled “People’s Climate Vote” covered 50 countries, reflecting a bit more than half of the world’s population, and its results were analysed by the University of Oxford. Over 500,000 respondents of the survey were under the age of 18 at the time of the poll, which made youth the biggest age group surveyed.

One of the survey’s key findings has proven that education is paramount to ramp up climate action: the poll confirmed that there is a clear correlation between level of education and belief in climate change. For instance, people who held university degrees or were attending university were way more likely to believe that climate change is a global emergency. This spanned across all surveyed countries, from low-income to high-income ones, with 82% of people in Bhutan and the Democratic Republic of the Congo, and 87% and 82% in France and Japan, respectively.

Something we saw very clearly was the high correlation between education and belief in the climate emergency. The more educated you are, the more likely you are to think that there is a climate emergency.” Cassie Flynn – Strategic Adviser to the UNDP.

As a key player promoting climate change learning, UN CC:Learn has education at the core of its activities. With a bit over 120,000 certificates issued, the e-learning platform has become the one-stop-shop for climate change learning with a comprehensive offer of free, self-paced, online courses on climate change and green economy.

At the country level, the programme has been working along with countries and regional partners to integrate climate change into school curricula. In 2021, two National Climate Change Learning Strategies have already been launched in Malawi and Zimbabwe, which gives a glimpse of what is in the pipeline.

Moreover, UN CC:Learn has been actively engaging with youth and giving them the knowledge and tools to be drivers of change. At the global level, the Youth Climate Dialogues have reached more than 900 students in 26 countries, and more is being planned for the year ahead.

Find out how UN CC:Learn has been advancing climate literacy here.

The course aims to inspire increased climate change action among professionals engaged in-country programming and will allow you to explore the many tools and resources that you and your organization have to support your efforts—and the involvement of youth in your specific work areas.

Enroll
  • Climate Change
  • Youth

Self-paced course

3 hours

Climate change is one of the most pressing global challenges of our time. In this course, you will discover the stark realities of climate change impacts across the world, as well as inspiring insights into opportunities for ensuring that we mitigate the risks and adapt our systems as best possible to reduce damage and destruction to lives and livelihoods. This course will remind us that tackling climate change is not only something to do for our children, but with them, and sometimes with them leading the way.

With a specific focus on UNICEF’s work and programming, this course will provide examples of the specific impacts of climate change on children. The course aims to inspire increased climate change action among professionals engaged in-country programming and will allow you to explore the many tools and resources that you and your organization have to support your efforts—and the involvement of youth in your specific work areas. You will learn about some of the outstanding work happening in the education sector in Viet Nam, one of many countries hard hit by climate change. Finally, you’ll learn about the innovative work being done to fund climate change action and how to ensure you and your organization can successfully access and advocate for the resources you need.

The Course at a Glance

  • Module 1: Why Climate Change Matters for UNICEF and the World
    Lesson 1: Climate Change is a Children’s Issue
    Lesson 2 : It Starts With You
  • Module 2: Stimulating Engagement
    Lesson 1: Technical Tools and Resources
    Lesson 2: Progress in Viet Nam: Integrating Climate Change into Education Programming
  • Module 3: Understanding Means of Implementation
    Lesson 1: Financing Climate Change Action
  • Module 4: Wrap-up and Review
    Assessment
    Evaluation

What will you Learn?

After completing the course you will be able to:

  • Describe why climate change matters for UNICEF and the interlinkages with UNICEF’s core programmatic areas.
  • Explain the key planning tools used at the country level to integrate climate change into country planning and programming efforts (e.g. SitAn, CLAC, GRIP).
  • Analyse examples of how planning tools have been used to integrate climate change into Country Office programming including in the area of WASH.
  • Describe the role of sectoral tools and frameworks in integrating climate change into programming, for example in the areas of WASH and Education.
  • Explain the key principles for designing climate programmes/projects and accessing climate finance.

Get your Certificate

Once you have taken obtained a passing grade of 70% or more on all quizzes you qualify for a certificate of completion from the course. Be aware that you only have up to 3 attempts per quiz.

Your Certificate will become automatically available to download under the tap “Certification” on the main course page.

17 professionals have been trained on how to deliver effective online adult learning in West Africa as part of a four-session training of trainers organized by UN CC:Learn and the Partnership for Action on Green Economy.

UN CC:Learn and the Partnership for Action on Green Economy delivered a four-session online training of trainers to participants in 13 countries of the West African hub. In total, 17 professionals, mostly working within the academia field, have been trained on development and delivery of e-learning courses.

The training had been originally conceived as a PAGE Senegal activity, however its scope expanded, building on UN CC:Learn experience in e-learning and following one of the key recommendations of an online consultation organized by UN CC:Learn in June 2020, in which stakeholders in the region agreed to deliver trainings on the development of MOOCs and e-learning tools.

The West African hub aims to enhance capacity and skills among professional from across its 13 member countries, namely Benin, Burkina Faso, Cape Verde, Chad, Côte d’Ivoire, Guinea-Bissau, Guinea, Mauritania, Mali, Niger, Senegal, and Togo- In this context, the training of trainers suited perfectly this objective. Over the four sessions, participants were walked through the ins and outs of e-learning by a UN CC:Learn expert, giving them a broad overview of the steps and processes to develop effective online learning for adults. The main learning objectives were:

  • Explain how adults learn.
  • Describe the process of developing e-learning courses.
  • Differentiate the phases of the A.D.D.I.E Model.
  • Describe the functioning principles of e-learning platforms.
  • Identify authoring tools for developing interactive lessons.

Each session lasted 1 hour and 30 minutes, and allowed for interaction, with participants actively engaging in discussions among themselves and with tutors. They also had to work on assignments and at the end they received a Certification of Participation. After undertaking this learning experience, they are better equipped to develop e-learning modules on climate change and foster e-learning more broadly across West Africa. This was validated by a survey conducted right after the last session, in which 87,5% of respondents said they have learned how to develop and assess effective online adult learning.

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

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.

UN CC:Learn and MIET Africa are turning climate change into an everyday topic in Malawi, Zambia and Zimbabwe. Through a series of TV and radio programs, the two projects are streamlining the access to climate change discussions and raising awareness of this issue among people who previously didn’t have a chance to get any information about it.

How do we promote climate action even during a worldwide pandemic? That’s a question, that UN CC:Learn and MIET Africa asked and are trying to answer in three Southern African countries: Malawi, Zambia and Zimbabwe. Through a series of radio and TV programs  called “Our Changing Climate – Our time to act!”, the two partners are raising awareness of climate change and fostering climate action in the region.

The idea of hosting programs to discuss climate change and related topics arose in the aftermath of the health, economic and social problems brought about by COVID-19. To come out of this situation sustainably, and ensure an equitable, environmentally friendly and climate resilient economic recovery, it is crucial for everyone to understand the interlinkages between climate change, human health, and socio-economic development. The TV and radio programs in the three Southern African countries supported by UN CC:Learn have proven to be the perfect opportunity to do that.

These country-specific programs allow climate change to remain a topical issue in the region while helping them with the implementation of their National Climate Change Learning Strategy by touching on specific areas addressed by the strategies, like energy, agriculture, and health. Each episode approaches one main topic and hosts exclusive guests, such as young climate activists, experts, and government officials. Although these programs are produced independently in each country, these project aims to address the following points:

  • The global significance of climate change and how it impacts countries, communities, and individual lives.
  • How one could adapt to and mitigate climate change at country, community, family, and individual levels.
  • Get an overview of global and national responses to the climate crisis and a “call to action” for communities, families, and individuals, particularly youths, to do their part as friends of the earth.

The TV and radio programs are divided into episodes and each episode is broadcast in three languages in each country: Tumbuka, Chichewa, and English in Malawi, Nyanja, Bemba and English in Zambia, and Ndebele, Shona, and English in Zimbabwe. Each country will have 36 radio episodes and 6 TV episodes in total, equally distributed in the aforementioned languages.

Follow us on social media to get firsthand information on the upcoming episodes: Facebook. Twitter, Instagram and LinkedIn.

UN CC:Learn and Thomson Reuters Foundations delivered a two-part training to journalists and media professionals in Southern and Western Africa. The trainings took place online and walked participants through the potential that accurate and reliable climate change reporting can have in raising awareness of climate change and inspiring climate action.

In November 2020, UN CC:Learn organized two online trainings for journalists and government officials in West and Southern Africa. The two-part training was delivered by the Thomson Reuters Foundation on 16 – 20 November 2020 for Southern Africa in English and 23 – 27 November for West Africa in French. The trainings brought together UN CC:Learn expertise in climate change learning with Thomson Reuters vast experience in media coverage and reporting.

Journalism is an essential tool for enhancing climate literacy. Through reliable information, it can help embed climate change into the daily lives of people, turning it into it a day-to-day topic, fomenting discussions and solutions. Mr. Angus Mackay, the Head of UN CC:Learn Secretariat, conveyed this message in his opening speech to participants. He also stressed the need of informed journalists and media professionals to really strengthen society-wide climate change consciousness.

The first part of the training – the journalism training – for the journalists, was aimed at strengthening the climate change knowledge of journalists and promote independent, evidence-based reporting and the production of balanced and insightful off-diary stories that encourage public engagement and debate.  The second part of the training – the media training – for the media facing government officials, was aimed at strengthening the media handling skills to help develop and promote public interest in climate policies.

Amongst many issues covered in the journalism training, the following issues were targeted over the 5 days:

  • Review participants’ understanding of climate science, fill in any significant gaps;
  • Examine the impact of climate change on their different countries and mitigation and adaptation options;
  • Introduce techniques to simplify the jargon and explain scientific terms;
  • Identify stakeholders and direct journalists to experts and authoritative sources to grow their pool of contacts;
  • Highlight the importance of listening to sources with alternative perspectives, and analysing what they say in the light of the evidence they offer;
  • Explore information-gathering, analytical, storytelling and pitching techniques

The 2-day media training looked at specific issues such as:

  • Tools to use to promote public interest in climate policies in the different countries and encourage and inform public debate on the best way forward ;
  • Connecting government officials and through them to the country’s wider story.  g. local  farmers probably don’t realise that they are in the forefront of a huge debate that is starting to take hold in different parts of the world. Through the training, the government would be able to tell people through the media  in their countries what is being done locally and what is being done elsewhere, and how that might affect their lives;
  • Helping government officials to develop and effectively pitch their climate messages to the media and to the journalists in order to reach the target audiences.

The last day of the trainings offered an opportunity for the two groups to come together to share ideas and brainstorm around what the climate story is in their countries and how work together to promote and inform public debate.  Attendees discussed how to mutually facilitate the work of journalists covering climate change and that of government officials working at government institutions. Below are some of the suggestions that came out of the discussions:

  • Set up a mixed network of journalists and communication officers (i. e. WhatsApp group).
  • Set up a regional network of journalists and climate communication officers.
  • Create a network of environmental and climate radio stations.
  • Encourage journalists to specialize in different areas of environment and climate change.
  • Recurrent capacity-building on climate change and related topics.

In total, 10 francophone UN CC:Learn West Africa Hub member countries took part in the trainings: Benin, Burkina Faso, Chad, Guinea Bissau, Guinea, Ivory Coast, Mali, Niger, Senegal, Togo.  Similarly, 16 journalists and 13 government officials from the Anglophone partner countries participated: The Gambia, Malawi, Zambia and Zimbabwe.

Thomas Reuters Foundation invited experienced journalists to facilitate the trainings. Mr. Nicholas Phythian, who has over 20 years’ experience at Reuters, oversaw both journalist trainings, and was assisted by Ms. Joanna Winterbottom in the English training and by Ms. Nellie Peyton for the French training.  The media training was conducted by Ms. Naglaa El-Emary with assistance from Ms. Reem Shamseddine.  Thomson Reuters Foundation is the corporate foundation of Thomson Reuters global news and information services company and works to advance media freedom and development.

UNITAR and UN CC:Learn joined forces to deliver the Online Training Programme on Climate Change Diplomacy, at which 35 Kenyan diplomats, government officials, and civil society representatives were trained on climate diplomacy. The training took place between 13 November and 8 December 2020 and provided participants with knowledge on climate change and climate diplomacy, building their capacity for the upcoming climate negotiations at COP 26.

Climate change is recognized as a major challenge for the 21st century. New awareness, knowledge and competencies are needed across societies to be able to effectively address associated issues and negative effects. In order to enhance the knowledge and practical skills of Kenyan diplomats, government officials and civil society representatives, the Foreign Service Academy, Ministry of Foreign Affairs, the Climate Change Directorate, Ministry of Environment and Forestry, the United Nations Institute for Training and Research (UNITAR) and The One UN Climate Change Learning Partnership (UN CC:Learn) joined forces to organize an Online Training Programme on Climate Change Diplomacy from 13 November to 8 December 2020

This training, designed in the lead-up to the 26th session of the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC) scheduled in November 2021 in Glasgow (United Kingdom), aimed to provide the 35 selected participants with knowledge on climate change and climate diplomacy. It also built practical and in-depth understanding of negotiation skills and dynamics in the context of United Nations conferences and the UNFCCC process.

The official opening ceremony of the high-level segment of COP 25/CMP

The training was officially launched during an online Introductory Session held on 13 November 2020. This event featured interventions from H. E. Amb. Galma M. Boru, Director of the Foreign Service Academy, Ministry of Foreign Affairs, Dr. Pacifica Ogola, Director of the Climate Change Directorate, Ministry of Environment and Forestry and Mr. Angus Mackay, Head of the UN CC:Learn Secretariat. It also provided an opportunity for participants to receive more detailed information about the programme and meet each other.

Participants were then invited to complete a Climate Change Diplomacy E-learning Course, consisting of approximately 13 hours of flexible, self-paced study time distributed over a period of 3 weeks, from 16 November to 6 December 2020. The course included 7 modules, each including quizzes and interactive exercises, providing an introduction to climate change, its key issues and possible response measures, followed by more specific information on climate diplomacy, including the structure and functioning of the UNFCCC, the history of negotiations to date as well as current discussion areas.

The programme concluded with an 8-hour hands-on Climate Change Diplomacy e-Workshop held on 7 and 8 December 2020. The workshop, delivered by a multilateral negotiation expert, included interactive sessions on negotiation skills, exercises, and simulations.

A follow-up survey will be distributed to participants in 2021 to assess the use and application of the knowledge.

This training programme was organized thanks to the support provided by the Government of Sweden. It contributes to the UN CC:Learn project in Kenya, which supports the development and implementation of the National Climate Change Learning Strategy.

On 30 September 2020, a validation workshop was held in Zambia to validate the country’s National Climate Change Learning Strategy (NCCLS). The event brought together key stakeholders who worked together on the development of document and set out the pathway for its implementation.

The government of Zambia, through the Ministry of Lands and Natural Resources, the Zambia Environmental Management Agency (ZEMA) and Zambia Climate Change Network (ZCCN) held a validation workshop on 30th September 2020, to validate the National Climate Change Learning Strategy (NCCLS) developed in partnership with UN CC:Learn. The event took place at Fringilla Lodge, in the city of Chisamba, and brought together key stakeholders who worked together on the development of the strategy.

The event kicked off with Mr. Nyirenda B. Steven, the Coordinator for the Zambia Climate Change Network, highlighting ZCCN’s role in disseminating climate change information. He acknowledged the fruitful partnership between ZCCN, ZEMA, the Ministry and UN CC:Learn that made the development of the NCCLS possible.

He was followed by Mr. Friday Phiri, the Assistant Communication Manager at ZEMA, who stressed that climate change is a serious global challenge that is already affecting Zambia. He recognized that the newly developed strategy would help build capacity on and promote climate change awareness within Zambia, especially among journalists, which would contribute to the dissemination of accurate climate change information.

Validation workshop participants.

The validation of the strategy was the culmination of a thorough review process. The first draft underwent 4 internal review phases before being brought for validation.  And Mr. Angus Mackay, the Head of the UN CC:Learn Secretariat, who joined the event virtually, acknowledged all this hard work in his remarks. He congratulated Zambia for achieving this important milestone and reminded everyone that, despite the negative impacts of Covid-19, the work towards the validation of the strategy progressed.

The pathway to the validation was as follows:

The Ministry of Lands and Natural resources was represented by Ms. Carol Mwape Zulu, Chief Climate Change Officer at Department Climate Change and Natural Resources Management. In her opening remarks, she stated that the Ministry is giving serious attention to all efforts aimed at raising awareness on climate change as this will empower key stakeholders to undertake actions to address mitigation and adaptation needs.

Regarding the implementation of the NCCLS, it was accorded that actions to build a climate resilient Zambia by end of 2030 will be achieved in three phases: short term (1 to 2 years), medium term (3 to 5 years) and long term (6 to 10 years). To attain all the strategy’s objectives, a workplan laying out the implementation process has been developed. The main implementation goals in the strategy are:

  • Raise awareness and strengthen climate change knowledge.
  • Build individual and institutional capacity in climate change mitigation and adaptation.
  • Mainstream climate change learning into national development planning.

To find out more about UN CC:Learn work in Zambia, click here.

Chief Climate Change Officer, Carol Mwape Zulu giving her remarks

 

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.

Between October and November 2020, UN CC:Learn invited youth from across the world to a series of online discussions: the Virtual Youth Climate Dialogues. We’ve received 300 applications for seven events in English, Spanish and French, which brought together over 80 youth from different ages and backgrounds, but united in goal: finding solutions for the climate crisis.

 

Read on and learn more about this enriching experience.

How can youth be at the forefront of climate change discussions? Aiming to answer this question by empowering those who will be the most affected by climate change, UN CC:Learn has come up with the Youth Climate Dialogues (YCDs). The first edition took place in 2015, and at the World Children’s Day on 20 November 2018 UNICEF global event “Kids Take Over” the programme committed to organizing 30 dialogues by the end of 2020. As of November 2020, 36 dialogues have been held with over 900 students from across the world.

Originally, the dialogues were held between schools from different countries, but due to the constraints brought by the COVID-19 pandemic and closure of many schools, a new format has been implemented. In October 2020, UN CC:Learn sent out a call online, inviting youth to apply for a chance to be part of the Virtual Youth Climate Dialogues. This time, young people were invited to directly apply: the only thing they needed to do was to submit the registration form, share their “Climate Story” and have a stable internet connection.

In 4 weeks, 300 youth from different countries and backgrounds showed interest and competed for a chance to participate in these new YCDs. The first Virtual YCD took place on 30 October and brought together youth from Somalia, Zambia, and Jamaica to an online round-table discussion on climate change and how it is impacting their communities leading to personal reflection and learning . The format was adapted along the way, with the following editions offering more interactive options such as polls and group discussions.

If I were in a decision-making position I would introduce environmental education in all grades. I would also come up with a policy by which all presidential candidates would be vetted based on their climate action plans – Patricia,  YCD participant from Kenya

To celebrate and acknowledge the importance of World Children’s Day on 20th November 2020, four dialogues were organized: two in English, one in Spanish and one in French. The high number of applications led to these events being split into two days. On Thursday, 19 November, and Friday, 20 November, over 50 people joined the events and got a chance to discuss climate change and propose solutions for it. The 16-year-old climate activist Yande Banda helped co-moderate the English sessions. Her passion and eloquence reminded everyone of the power youth can have to drive transformational changes in their communities.

Photo taken during the Youth Climate Dialogue in English held on the occasion of World Children’s Day. Photo: UN CC:Learn

The last YCD of the year took place on 26 November 2020 and confirmed what had been seen in the previous ones: a diverse group of youngsters working both at personal and professional levels to raise awareness of climate change and bring positive transformation through their actions. From October to November 2020, UN CC:Learn hosted 7 editions of the Virtual YCDs in three languages, comprising people from every continent. Some of the countries represented were Australia, Burkina Faso, Brazil, Costa Rica, France, Jamaica, Kenya,  Mexico, Niger, Peru, Rwanda, Solomon Islands, United States, Zambia, Zimbabwe and many more.

If had the power, I would pass laws to protect natural habitats from deforestation and enforce these law strictly. I would actively listen and embrace all the voices from all political parties. And I would encourage the use of electric vehicles and solar panels. – Xinran, YCD participant from the United States

YCD in Spanish held in celebration of the 2020 World’s Children Day with young professionals and students from Latin America. Photo: UN CC:Learn

Moving forward, the programme is already planning future editions of the Virtual Youth Climate Dialogues. The idea is to make them more inclusive by holding events in other languagesand to enhance interactivity during the sessions through new activities and formats. Keep following our website and social media for any news on the Virtual Youth Climate Dialogues!

Find out how powerful youth can be!