As a child growing up in Namibia in the late 80s and early 90s, my earliest memory always has the sound of the radio in the background. That would be whether I was at home in town or while helping out in the fields while visiting the village. I vividly remember listening to Christmas carols or the liberation songs to commemorate the Namibian liberation struggle against apartheid on Independence / Heroes days. Radio has been a big part of my childhood, it was a source of information and entertainment.”

“….Through this mode of communication, we learned of far-off relatives either hospitalized or passed on before the diffusion of mobile phones. If there was one thing that was a constant in many households, from the well-off to the poor, it was a basic FM/AM radio. It was affordable and required minimal maintenance and their batteries lasted for weeks if not months. That was the reality for many in the Southern African region, and most probably the rest of the African continent.”  – Josefina Ashipala, UN CC:Learn

In Southern Africa, radio continues to be the primary means of mass-communication and a source of information and entertainment especially to young people and their families. It can reach both the well-off and the poor, young and old, educated and illiterate. This mode of communication provides programmes for all audiences, from listening to folktales or stories for kids to discussing relevant pressing societal issues. It also provides a platform for Early Warning Systems such as tracking the whereabout of the swarms of desert locusts that were devastating crops in the region in early 2021.  More than a tool to share information, radio continues to be a key site for community-building and foster positive change.

Image Credits: Joe Haupt – Flickr I 08.04.2021 – Original: https://bit.ly/2SiPdq3

The ongoing COVID-19 pandemic has made the importance of radio in sub-Saharan Africa particularly clear. In a context where access to the internet is limited, closing schools also meant that the education of many was put on hold. Radio changed that as it allowed students from all backgrounds to keep up with their studies.

In this spirit, a climate change radio programme “Our Changing Climate – Our Time to Act!” was created by the MIET Africa, UN CC:Learn Partnership and relevant environment Ministries as part of the COVID-19 emergency response in Malawi, Zambia and Zimbabwe. Between November 2020 and February 2021, 108 episodes were broadcast with an estimated reach of more than 27 million listeners from all ages across the three countries.

The 30-minute radio episodes fostered discussions around key climate change issues; practical ways of mitigating the impacts at country, community, family and individual levels; and calls to action for communities, families and individuals to do their part as friends of the earth. Listeners were also encouraged to join the discussions and take climate actions through weekly competitions. The winners won prizes that included solar-powered radios. A winner from Zambia said that the programme was very useful as it increased knowledge on climate change issues. For a teacher in Malawi, the content covered on the programme proved to boost his interest in environmental conservation and a way to supplement gaps in the syllabus of the current course curricula

Additionally, a two-episode programme (episode 1 and episode 2) for TV was developed and broadcast in different languages in the countries with an estimated reach of over 5 million viewers across the 3 countries.  Radio programme hosts opined that the programme was timely and that the experts had articulated the issues well, making the programme accessible and exciting while increasing listeners’ interest and engagement.  This new approach in mainstreaming climate change through radio programme is an effective way of providing information that can increase knowledge and change attitudes and behaviors of citizens. It particularly offers opportunities where internet connection is not stable and when countries started putting COVID-19 containment measures in place such as closure of schools and many key programs such as climate change education became very limited.

Image Credits: Jos Verhoogen – Flickr I 02.09.2004 – Original: https://bit.ly/3vfEREL

The course aims to support delegates attending the 26th session of the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC) and participating in climate diplomacy. It also provides valuable insights for the professionals involved in the development and implementation of national climate change and health policies. 

Enroll
  • Health
  • Climate Change

Self-paced course

3 hours

Welcome

It is increasingly evident that environmental challenges have an impact on human health, reinforcing existing risks. For instance, it is estimated that climate change will cause around 250,000 additional deaths per year between 2030 and 2050 – linked to issues ranging from malnutrition to heat stress, with direct costs to health expected to be between USD 2-4 billion/year by 20301. Also, the current COVID-19 pandemic has highlighted the important interlinkages between human health and the state of our environment and economies.

With the recognition that the equilibrium between people and planet is one of the fundamental issues of our time, this online course delves into the interlinkages between climate change and health, with particular reference to the international climate change policy process and the need for a healthy a green recovery from COVID-19.

Specifically, the course aims to support delegates attending the 26th session of the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC) and participating in climate diplomacy. It also provides valuable insights for the professionals involved in the development and implementation of national climate change and health policies. 

What you will learn?

The ultimate objective of the course is to support participants in addressing health within climate change negotiations and national policy processes, as well as in considering climate change in health policies.

After completing the course, participants will be able to:

  • Explain how climate change affects health;
  • Recognize the international climate change policy framework;
  • Identify the Parties and groups of Parties to the UNFCCC, the Kyoto Protocol, and the Paris Agreement, including their respective commitments and negotiation positions;
  • Describe the outcomes of past negotiation sessions;
  • Discuss the key issues in the ongoing international climate change negotiations, particularly in relation to the promotion of health priorities and the integration of health in all policies.

Course at a Glance

The course features key information on climate change and its impacts on human health, provides an overview of the climate change negotiations so far, and considers entry points to address health issues and priorities within climate change negotiations and policies. It is divided into six lessons:

Lesson 1: Introduction to Health and Climate Change
Lesson 2: History of the UN Climate Negotiations
Lesson 3: The Paris Agreement
Lesson 4: From Paris to Glasgow
Lesson 5: Health in the UN Climate Change Negotiations
Lesson 6: Healthy and Green Recovery from COVID-19

Who is this course for?

The course provides clear, concise, and up-to-date information for anybody interested in addressing the health risks arising from climate change. It should be of particular interest to the following audiences:

1) Health sector professionals participating in international climate change negotiations and in national climate change-related processes;
2) Environmental sector professionals participating in international and national climate change processes as well as climate change negotiators;
3) Other interested government officials and practitioners;
4) Academics and university students;
5) Other individuals interested in learning about the promotion of health priorities in the context of climate change and climate change negotiations.

Methodology

The course is self-paced and not moderated. It is adapted to the schedule of professionals in full-time work. Participants are provided with the opportunity to learn through various experiences: absorb (read); interact (activity); and reflect (relate to one’s own reality).

The course includes a series of self-standing interactive lessons with different activities, exercises, case studies, and videos. It also contains a wealth of links to other resources on health and climate change and is thus a gateway to more in-depth and specific information.

A quiz at the end of the course allows participants to assess the achievement of the learning objectives. A quiz is successfully passed at a score of 70% or higher, within three attempts. Once the certification criteria have been met, learners can download a certificate of completion from the “Certification” section of the course webpage.

After the completion, participants have the possibility to submit a feedback form accessible on the course webpage.

This course addresses how human rights obligations require the international community to take more ambitious action to mitigate emissions, to support adaptation that benefits persons, groups and peoples in vulnerable situations, and to address loss and damage associated with the impacts of climate change.

Enroll
  • Climate Change
  • Youth
  • Education

Self-paced course

3.5 hours

Welcome

From hurricanes affecting communities in the Caribbean, to sea level rise threatening lives and livelihoods across the Pacific, heat waves and droughts across Europe, and people displaced in the context of extreme weather events, floods and droughts, the effects of climate change are already impacting human rights, including, the rights to food, water and sanitation, decent shelter, health, personal security, and even life itself. Climate change disproportionately affects the world’s most disadvantaged people – those who are the poorest, most exposed and have the least resources to withstand climate shocks and stresses such as extreme weather events. Climate action that is not anchored in a human rights-based approach risks further violating human rights.

This course addresses how human rights obligations require the international community to take more ambitious action to mitigate emissions, to support adaptation that benefits persons, groups and peoples in vulnerable situations, and to address loss and damage associated with the impacts of climate change. It demonstrates the importance of rights-based, participatory climate action, which leads to more coherent, sustainable and effective outcomes. Increased awareness and education on human rights and climate change have been identified as key variables to enhance and support effective, rights-based climate action.

Course at a glance

This course is self-paced and consists in seven modules packaged in one interactive material. The seven modules are:

  • MODULE 1: Human rights impacts of climate change and corresponding human rights obligations: consists of an introduction to human rights and climate change, an overview of the human right impacts of climate change, and the corresponding human rights obligations.
  • MODULE 2: Human rights in climate negotiations, agreements and action: introduces you to the incorporation of human rights in global climate change negotiations, agreements and action.
  • MODULE 3: Climate change in human rights processes, agreements and action: introduces you to the incorporation of climate change in human rights processes, agreements and action.
  • MODULE 4: Persons, groups and peoples in vulnerable situations: provides an introduction to the disproportionate impacts of climate change on persons, groups and peoples in vulnerable situations, and highlights considerations made in international and national processes to address these impacts.
  • MODULE 5: Regional and national frameworks and action: provides an introductory overview to key regional human rights frameworks and mechanisms.
  • MODULE 6: Rights-based climate litigation: highlights efforts by rights-holders to hold duty bearers accountable for climate change and the protection of human rights through examples of climate change litigation.
  • MODULE 7: Right to development and climate change in focus: a case study on the linkages between climate change and the right to development.

Completion requirements

This course is certified providing a certificate of completion to those who complete the course and pass the final assessment. The final assessment consists in a quiz available at the end of the course which allows you to test your knowledge. against the learning objectives of the course. Once completed with at least 70% of correct answers, you will receive a certificate of completion. You have a maximum of three attempts. Please, access your certificate under the tap “Certification” on the main course page.

While each of the seven modules is followed by a short quiz (within the interactive lesson), these are not counted against the final grade. They are part of the learning process and aim to prepare you for the final quiz.

Asha Alexander is the Principal at a Primary School in Dubai and a UN CC:Learn champion. She has been innovating the way climate change is addressed in school curricula. She has been playing a key role to leverage climate literacy among students and encouraging them and teachers to act climate. Check out her story and find out what initiatives she has been implementing at her school and how can you replicate them at yours.

My name is Asha Alexander, and I’m the Principal at The Kindergarten Starters, a Primary School with over 5,000 students in Dubai, UAE, and Executive Leader for Climate Change at GEMS Education.

Photo: Asha Alexander

Photo: Asha Alexander

As a primary school tucked away in the heart of an oil-rich emirate country, we were perhaps the most unlikely of contenders to lead the charge against climate change. However, one morning I came across a newspaper article that talked of a local schoolteacher becoming climate change certified. That roused my curiosity, and I pursued the link to the UN CC:Learn platform. A week later, I had received a UN CC:Learn certification – and possessed more knowledge than I had ever imagined possible about climate change. I knew then that the time had come to change our school and every school in the world.

Within a month the school had 327 UN certified climate change teachers, with each of its 162 classrooms now prepared to deliver climate literacy as part of the curriculum – connecting these objectives to the real-life problems that existed around us in the desert, from water conversation, to ridding the school of plastic. The children were similarly enthused and began the fall season with a pledge to plant 15,000 trees each year as part of the “Plant a Legacy” project. They travelled to the desert to plant the local Ghaf tree, and engaged with more than 40 local organizations to plant trees on their premises. These efforts caught the attention of other schools and media, with The Guardian newspaper developing a visual feature on the school’s climate literacy template.

Photo: Asha Alexander

Photo: Asha Alexander

Less than a month later, I travelled to Madrid to attend COP 25. Disappointed at the lack of attention being given towards climate literacy, we decided to create a new platform to amplify student voices – and it was here that the world’s first School Conference of Parties Expo was born. What began as a venture to amplify our own students voices has now expanded, with 50 schools from Costa Rica to Australia registering at SCOPE 2020 to participate in climate debates and discussions.

The purpose of SCOPE 2020 is to empower students with high levels of climate change awareness, deep climate change research and collaborative, global problem-solving skills. It hopes to bring faculty, students and staff together in an ongoing dialogue, inquiry and discovery of more sustainable practices through embedding climate literacy in schools. It is also a platform for young student climate activists to share their journeys, and to hopefully inspire thousands of others.

Through an opportunity to be heard, we hope that governments and policymakers will ensure that climate literacy is embedded in every school in the world, and that students will never lose sight of the urgency needed to cut emissions, restore our habitats, and secure our planet for the future. This is therefore a story without an end. Its conclusion will be shaped by the teachers that were upskilled, and the students who have forever been changed by what they have learned.

Get Involved:

Is your school addressing climate change in curricula? Tell us about how you learn about climate change at your school or university on Facebook, Instagram or Twitter and tag UN CCLearn. We are looking forward to hearing your say!

If you are a teacher and would like to learn more about climate change and gain confidence to include this topic in the classroom, access our programme dedicated to teachers here.

Start your learning journey:

Get the chance to learning about climate change free of charge at www.unccelearn.org. Our comprehensive course catalogue offers short and long courses for you to accommodate your learning hours into your schedule. After reading Asha’s story, you may be interested in checking out the following courses:

Maurici Tadeu is one of the 2020 UN CC:Learn champion. He created the Lighthouse School, which aims to teach about the negative impacts of climate change on the environment and society, and to encourage actions for a more sustainable planet. Read about Maurici’s journey and how the Lighthouse School has contributed to implementing low-carbon activities in the community.

Leia a história na integra em Português clicando aqui.

My name is Maurici Tadeu, and I am from Brazil. The environment in which I grew up did not provide me with the tools needed to understand environmental issues, especially in relation to global warming. Instead, everything I learned came from my own private interest. I remember one of the phrases of that marked me at that time: think globally; act locally. Having limited financial resources, I could only learn about the environment through free courses and activities. My friends told me about the free, online UN CC:Learn course on “Introduction to Climate Change”, and I decided to take it.

Photo: Maurici Tadeu

Photo: Maurici Tadeu

Having taking the course, and reviewed all of the information that was inside, I could see that I did not in fact know many of the causes of climate change. I realized that I had been mistaken about anthropogenic variables, and the effect that these can have – which certainly also included my own daily actions. The course therefore stimulated me to ask: what is my part in all this, as a contributor to a more sustainable planet? Now, my vision has changed. I see that the serious problem of climate change will affect various dimensions of human life, and that we need to take effective and rapid action – or risk seeing the temperature of the planet rise to levels that will generate a cascade of catastrophes.  As a result, I was encouraged to look for actions close to my community, in the hope that we could find possible alternatives together.

Slope and erosion protection | Photo: Maurici Tadeu

Slope and erosion protection | Photo: Maurici Tadeu

We have now created a small school, which we have named the “Lighthouse School”. This school is a collective; a group of people from the community that we have brought together to think about the most pressing environmental issues. We found in the word ‘Lighthouse’ a reflection of what we were hoping to achieve – that is, to follow the educational path provided by the UN CC:Learn course, as a guiding light that has helped us change our view of the world. To begin with, we took an old shed and converted it into a small school. Then using an old computer, we downloaded the course contents in PDF and PowerPoint formats, and decided to meet every Monday. We divided the material up so as not to make it too heavy, and adapted some of the modules to make them easier to grasp – presenting the theoretical and scientific basis for climate change, and trying to contextualize this within examples that are close to our own daily realities. With this, the degree of understanding increased significantly, and people were able to relate global warming to their daily lives. We are, in these classes, qualifying our local observations and encouraging community initiatives, including activities that add to other disaster risk reduction strategies and focus on low-carbon development.

Completion of the lighthouse school. Location of climate change courses. Photo: Maurici Tadeu

Completion of the lighthouse school. Location of climate change courses. Photo: Maurici Tadeu

We hope to soon be able to cooperate with local schools to integrate climate change issues into their curricula, to develop in partnership materials to support quality learning, and to provide training to their teachers – taking care to protect the educational structures of our region against future environmental impacts. Through these actions, we hope to do justice to this global call for a better planet – using simple attitudes that depend more on people’s will than on financial support. We are sure that we can effectively become a beacon, building the attitudes for adaptation and coping, and to take evidence-based preventive actions, through a simple and inexpensive pedagogical approach.

Receiving children for field days and ecological activities. Photo: Maurici Tadeu

Receiving children for field days and ecological activities. Photo: Maurici Tadeu

At the time of publication of this story, Maurici was appointed as the new Secretary of Education of his municipality and wants to integrate climate change learning into schools’ curricula, find partners to develop learning materials, and provide training for teachers.

Get Involved:

Do you know of a similar initiative in your community? Share it with us on Facebook, Instagram or Twitter and tag the UN CC:Learn. We’ll love to hear your story!

Start your learning journey:

Start learning about climate change today through our free learning platform www.unccelearn.org. After reading Maurici’s story, you may be interested in checking out more about the following courses:

Supun Lahiru is an environmental activist, journalist and a UN CC:Learn champion from Sri Lanka. He has been educating the local community on climate change in Sinhalese language to overcome the lack of realiable information on climate change in local languages. Through his activism, he has been delivering trainigs and leading awareness-raising campaigns on climate change. Explore his story to find out how impactful has been his work in communicating on Sinhalese language.

 

I am Supun Lahiru Prakash from Sri Lanka. I am an environmental activist, freelance environment journalist, and researcher in Sri Lanka since 2005 and involved in many conservation campaigns in the country and investigative reporting. As an environmental activist and a journalist, my main focuses were local environmental issues such as deforestation, poaching, pollution, etc. However, I got the opportunity to participate in a training program on Climate Change in 2013 which was conducted by Sri Lanka Press Institute and it fuels my enthusiasm for this global phenomenon. Then, I completed the UN CC: Learn Introductory e-course on Climate Change and this has led to a paradigm shift in my way of thinking on climate change.

Photo: Supun Lahiru Prakash

Photo: Supun Lahiru Prakash

Journalists have a key role on climate change awareness and education. They can educate the people on climate change, expose the policy decisions that can go against the NDC and do everything that they can to alert the general public that climate change is the most fundamental challenge ever. As a small tropical island nation and ranked in a higher position in Climate Risk Index, Sri Lanka is more vulnerable to adverse impacts of climate change. People don’t have good knowledge about climate change mitigation, adaptation, and loss and damage. No idea about NDCs at all. If Sri Lanka people were aware of these things, they will demand essential policy changes and decisions to tackle the adverse impacts of climate change.

While covering the local environmental issues and climate change-related content, I learned that language is a bottleneck in climate education in Sri Lanka. There are very limited opportunities for the local people who communicate in Sinhalese to aware of climate change. The climate knowledge is mostly in English and reliable and updated climate information in Sinhalese language is lacking or limited access. Therefore, I have started to write the column entitled ‘Climate talk’ for the Irudina Newspaper in 2016, and later it was converted into a blog which now reached more than 4500 views. Climate change was also considered as a top priority in my column entitled ‘Writing from the land without fear’ for the Resa Newspaper, one of the national newspapers in Sri Lanka published in the local language Sinhalese.

I have done some awareness campaigns on climate change and public health inspector trainees and certain other youth groups have belonged to the audience. I think my writings and presentations inspire others to take action on climate change. The thesis topic for my M.Sc. in Forestry and Environmental Management degree was also related to Climate change where I try to find out the possibility to use dengue incidents as evidence of Climate change in Sri Lanka. I think that one of the leading forces of my undivided attention to climate change was UN CC: e-Learn platform.

Get involved:

How climate change has been communicated in your country? Do you find difficult to access information on climate change in your country? Share your view with us on Facebook, Instagram or Twitter and tag UN CC:Learn. Looking forward to seeing your responses!

Start your learning journey:

Start making a difference by educating yourself about climate change. Access our learning platform at www.unccelearn.org and take our free courses on climate change and green economy. You may be interested in starting your journey by taking the following courses:

This course will help you better understand how the maritime industry can reduce its environmental carbon footprint through practical measures to save energy on board. It will also give you facts and figures, and a better understanding of the global international regulatory framework to address emissions from ships.

Enroll
  • Energy
  • Climate Change

Self-paced course

2 hours

Welcome

Do you want to find out what ships can do to reduce GHG emissions?  

This course will help you better understand how the maritime industry can reduce its environmental carbon footprint through practical measures to save energy on board. It will also give you facts and figures, and a better understanding of the global international regulatory framework to address emissions from ships.

This course will be of particular interest to:

  • Someone curious and interested to learn more about the international regulatory framework to address emissions from ships.
  • Seafarers working on board ships, interested in practical measures to reduce fuel consumption.
  • Individuals working in the maritime sector, interested in environmental protection and climate change.

What you will learn

This course aims to provide answers to a series of questions such as:

  • How can ships contribute towards the reduction of GHG emissions and the mitigation of climate change?
  • How can fuel saving measures lower the GHG emissions and play an important role in limiting global temperature increase?
  • What are some of the practical actions which can be taken onboard to reduce fuel consumption?
  • What is the role of the International Maritime Organization and how is it addressing emissions from ships?

Course at a glance

This course is divided into 2 modules:

  • Module 1
    Greenhouse gases and energy efficiency in the maritime industry;
  • Module 2
    Practical ways of reducing energy use at sea.

Each module includes interactive lessons, resources for additional learning as well as a final summary.  For participants with limited internet access or time online, a PDF Learning Journal has been prepared and can be downloaded to allow for offline learning and come back to take the quiz online.  Each module takes on average 1 hour to complete.

Additional modules, covering detailed practical measures that can be taken by the Engine Department, Deck Department, onshore personnel/companies and ports, are currently under development and will be released in due course.

Completion requirements

A short quiz at the end of each module allows you to verify if you have achieved the learning objectives.  To successfully complete the course and gain a Certificate of Completion, participants have to obtain a passing grade of 70% or above to both assessment quizzes (3 attempts are allowed for each quiz).

Partners and Contributors

This self-paced free course has been developed by the Global Industry Alliance to Support Low Carbon Shipping (Low Carbon GIA), a public-private partnership bringing together leading maritime companies to address barriers to low carbon shipping, established under the IMO-Norway GreenVoyage2050 Project. The course is made available on UN CC:e-Learn through the new UN CC:Learn affiliation programme, which highlights high-quality e-learning products on climate change developed by recognised 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.

If you face any issue with accessing or going through our courses please access our help page.

In order to face up to the challenge that is delivering climate literacy across the globe, UN CC:Learn has made available a new feature which allows everyone to make voluntary donations to help scale up the programme’s efforts. Contribute today and help bring state-of-the-art e-learning resources on climate change and green economy to the most in need!

UN CC:Learn is the largest global platform for climate change e-learning. Currently, the platform brings together over 400k+ users and has issued over 120k+ certificates, making it the most valuable climate change resource around the globe.

The world has changed as a result of the global pandemic, and those left living in climate-vulnerable countries are even more disadvantaged. This highlights the desperate need to continue bridging the climate change and digital divide, providing everyone access to related free learning and understanding.

The Calls for Donations campaign, run by UN CC:Learn under our partnership with the United Nations Institute for Training and Research (UNITAR), looks to drive funds that will contribute to:

– Developing more innovative climate change related courses, keeping ahead of global changes, and cutting-edge research.

– Translating courses into user-specific languages, keeping each course relevant and available to those who need them most.

– Increasing support and help to the online learner’s community through user and technical support resources.

– Delivering the courses across multiple platforms, ensuring they are available to different browsers, devices, and networks.

Help support the ongoing development and maintenance of the platform, so that all can enjoy opportunities to learn about climate change and take action!

To find out more and learn about the campaign, please visit our the donations page here.

How climate change can impact on disease outbreaks such as Zika or Dengue? Andrea Monroy-Licht our UN CC:Learn Champion has been leading a project called Salud 1.5º.  This initiative seeks to encourage students to take action against the health risks associated with climate change and global warming. This Colombian teacher from Barranquilla has already made positive changes in her community and is looking forward to replicating this project in other cities. Discover more about her environmental education activities on climate change issues which aims at mitigating the effects associated with vector-borne diseases.

My name is Andrea Monroy-Licht, and I am a Professor at the Universidad del Norte in Barranquilla, Colombia. Together with my colleague Ricardo Gutierrez, I lead the Cell Biology course, which is taught to first-year medical students.

Andrea Monroy-Licht profile picture | Photo: Andrea Monroy-Licht

Andrea Monroy-Licht profile picture | Photo: Andrea Monroy-Licht

Completing the UN CC:Learn course on Human Health and Climate Change inspired us to change our approach to teaching students taking the Cell Biology course, in order to integrate climate change and global warming issues.  The increase in temperatures caused by climate change can activate the migration processes of vectors – such as mosquitoes – to other regions, thus increasing the likelihood of disease outbreaks such as Zika, Dengue, Chikungunya, and Malaria in areas where these outbreaks were previously not common. Similarly, high temperatures in several areas tend to increase the risk of cardiovascular diseases associated with heat shock.

This evidence led us to create a project called Salud 1.5ºC – a space to enhance critical thinking skills around the relationship between human health and the health of our planet. This initiative seeks to encourage students to take action against the health risks associated with climate change and global warming, through the completion of an environmental management project. Four topics are currently being worked on in parallel:

  1. heat shock diseases,
  2. vector-borne diseases (e.g. from mosquitoes),
  3. health risks associated with water pollution by microplastics, and
  4. the effects of environmental pollutants such as endocrine disruptors.
Photo: Andrea Monroy-Licht

Photo: Andrea Monroy-Licht

The project involves 159 students and 48 families. Within these families, the students implement actions related to environmental education on climate change issues which are aimed at mitigating the effects associated with vector-borne diseases – through prevention campaigns and the reduction of sources that induce the increase of mosquito vectors. On the issue of heat shock diseases, students carry out tree planting and eco-environmental initiatives to reduce high temperatures in some parts of their homes. For the microplastics project, students lead campaigns for the recycling, reuse, and reduction of this type of materials in their homes. Finally, on the topic of chemicals with potential endocrine-disrupting effects, students educate their families about the risks that these products pose to their health and ecosystems when discarded. They also propose the use of alternative natural products with low environmental impact.

Photo: Andrea Monroy-Licht

Photo: Andrea Monroy-Licht

Through the Salud 1.5ºC project, we hope to encourage more and more people to join these initiatives.  To date, the project has reached 461 people: 199 students and 262 family members. It continues to operate under pandemic conditions, which fills us with happiness as there are no excuses for not taking care of the planet. Importantly, this project is demonstrating that with the commitment of each of us many actions can be implemented to mitigate climate change and the pollution of the planet. Looking forwards, we are planning to consolidate a strategy that can be replicated in other subjects, universities, and cities  – multiplying actions for our health and the health of the planet.

Get involved:

Tell us about the sustainable actions you are taking at your home, school, or workplace that contribute to tackling climate change. Share your actions with us on Facebook, InstagramTwitter or LinkedIn. Any action is often better than no action.

Start your learning journey:

Access our e-learning platform on unccelearng.org and take free courses on climate change and green economy. If you don’t know how to start, join our learning community and access our free course on Human Health and Climate Change.

This module developed by the AGRHYMET Regional Center (CRA) offers students the opportunity to revisit key concepts of climate change and to master all the essential steps of the process of integrating climate change into development policies and budgetary planning in order to promote the implementation of priority adaptation and mitigation actions.

Enroll
  • Climate Change
  • Education

Self-paced course

4 hours

Welcome

Climate change poses a significant threat to the socio-economic development of developing countries and may undermine the chances of meeting poverty reduction challenges. In this regard, the potential impacts of climate change must be systematically considered in social and economic policies, development projects and international aid efforts in order to build climate-resilient development. However, for developing countries, the integration of climate change into the development planning process still represents a major challenge.

This course developed by the AGRHYMET Regional Center (CRA) as part of the Climate Change and Sustainable Development Master’s Program (CCSD) offers students the opportunity to revisit key concepts of climate change and to master all the essential steps of the process of integrating climate change into development policies and budgetary planning in order to promote the implementation of priority adaptation and mitigation actions.

This training module provides clear, concise and up-to-date information for anyone interested in gaining a comprehensive understanding on how to integrate climate change into development policies at the national, sectoral and local levels.

What you will learn

The objective of this course is to train high-level managers who will be able to valorize and capitalize on knowledge on climate science for impact, vulnerability and adaptation studies in the face of CC, and to support the integration of the CC dimension into national, regional and local development policies and strategies.

Course at a Glance

This course is composed of four (4) lessons and a quiz:

  1. Understanding climate change and its links to development: this lesson provides an introduction to the relationship between climate change and development.
  2. Integrating climate change into national, sectoral and local policies: this lesson reviews all the processes involved in integrating climate change into policies at the national, sectoral and local levels.
  3. Integrating climate change into the budget process: this lesson explains the entry points and key steps for integrating climate change into national budget formulation.
  4. Integrating climate change into the monitoring and evaluation system: this lesson discusses the contours of monitoring and evaluation of climate change actions. The key concepts of monitoring and evaluation are first defined.
  5. Quiz: A final quiz assessing the knowledge gained during the course. The quiz contains 10 questions.

Partners and contributors

This e-learning course was designed to provide answers to key questions about mainstreaming climate change into development policies and strategies. This training module was developed by the CRA. The e-learning format of this course was developed by the CRA with the coaching of UNITAR in the framework of UN CC:Learn.