The course aims to raise awareness and build capacities for effective food waste prevention at different stages of the food chain, including processing and manufacturing, retail, restaurants and other food services, as well as households.

  • Education

Self-paced course

5 hours

Why take this course?

The course is especially geared toward learners from emerging economies, such as China, Brazil, South Africa, and India, where consumption habits are quickly changing and setting up food waste prevention systems can have a great impact in the short and long run.

After completing the course, you will be able to:

  • Explain how much food is wasted every year and the impact it has on people, the environment, and the economy.
  • Define the role you and other stakeholders play in food waste prevention.
  • Identify ways to measure and account for food waste at various stages of the food chain.
  • Describe effective measures to prevent food waste throughout the food chain.
  • Outline measures to minimize food waste wherever prevention is not possible.

By spreading knowledge on how to prevent food waste, the course contributes to achieving Sustainable Development Goal 12.3: Halve food waste by 50% by 2030.

The course at a glance

  1. The State of Play: An overview of the magnitude of the problem, its various sources and impacts,  as well as strategies at the national level to tackle it.
  2. Food Waste in Manufacturing: Why and where food is wasted during the processing stages and what food manufacturers can do to prevent this.
  3. Food Waste in Retail: In shops and supermarkets,  where food waste is coming from and what retailers can do to prevent it.
  4. Food Waste in the Service Industry: Why restaurants and other food services generate food waste and what they can do to prevent and reduce it.
  5. Food Waste in Households: Why and how households generate food waste and what consumers like you can do to prevent it.

Get your Certificate

After completing the course you will receive a certificate.

All you need to do is complete all videos, readings, activities, as well as the final test and role-playing exercise to be able to download your certificate.

You can keep track of your progress and download your certificate under the “Certification” tab on the main course page.

UN CC:Learn and the Youth and United Nations Global Alliance (YUNGA) brought together 85 teachers from different corners of the world to discuss the importance of promoting climate change education at the first online UN CC:Learn Lab for Teachers.


Get a glimpse of went on and learn about useful resources that can be used to integrate climate change into everyday classes at school and university.

Climate change awareness and action start at school! Educators and teachers, being uniquely placed as the main source of knowledge and information for students, play a pivotal role in educating youth about climate change. In this context, UN CC:Learn partnered up with FAO’s YUNGA to deliver the first UN CC:Learn Lab for Teachers – Integrating Climate Change into Education webinar as part of the World Food Forum event series.

The Lab was held on 3rd March 2022, was tailored for teachers, and had 85 participants in total. Its goal was to provide a space for interested teachers from all over the world to exchange and share experiences on the promotion of climate change education, including opportunities, ideas, and challenges. It also offered information on relevant UN resources and activities.  The event was divided into three main parts – introduction, group discussion and presentation of resources – and received the support of 4 teachers who had previously worked with UN CC:Learn.

“I would put an emphasis on the role of the teacher. They must be interested and passionate about the topic (of climate change) and then reach out to other schools to look for different kinds of opportunities to connect, talk about and do something.” – Ueli Albrecht,  Business, Economics and Law Teacher, Kantonsschule am Burggraben, St. Gallen, Switzerland, and facilitator at the UN CC:Learn Lab for Teachers

Each group discussion was moderated by one of the 4 teachers invited and participants were split into groups according to the grade they teach (Primary, Secondary, High School and University) in order to make the experience-sharing more relevant and relatable. During the discussions, the groups brought up interesting topics, such as the challenges of teaching climate change to people with special needs, the materials they use to teach about climate change and how climate change education is integrated into their educational systems. 

After a debrief session with key takeaways of each group discussion, the UN CC:Learn team walked the audience through relevant UN and UN CC:Learn resources that can be useful for educators willing to integrate climate change education into their classes and then invited three teachers to speak about their experiences with UN CC:Learn resources and activities. Ms. Camile Clarke, 2020 UN CC:Learn Champion and a geography teacher in Jamaica, gave an engaging presentation about her experience with UN CC:Learn resources. She was followed by Ms. Divya Rajgarhia, English teacher of GEMS Academy in Dubai, who took the audience through her experience in participating in Youth Climate Dialogues with schools from different parts of the world. Lastly, Mr. Ueli Albrecht, Business, Economics and Law Teacher at Kantonsschule am Burggraben in Switzerland, spoke about youth engagement and the annual visits he does with his students to UNITAR.

“The best part about Youth Climate Dialogues is that it’s not a competition. It’s just an exchange, so the students don’t feel judged. They feel quite self assured when they are expressing themselves, so it’s a great learning platform.” – English Teacher at GEMS Modern Academy and facilitator at the UN CC:Learn Lab for Teachers


“The first course I always recommend is Sustainable Diet. I can tell you when I did it, my whole way of thinking changed. I had no idea that tiny, miniscule changes in diet in my diet, could I actually be part of the solution to climate change. I’d recommend you start by taking a course and I most certainly recommend Sustainable Diet.” – Camile Clarke, 2020 UN CC:Learn Champion, geography teacher in Jamaica and facilitator at the UN CC:Learn Lab for Teachers.

To wrap up the Lab,  the UN CC:Learn team laid out to participants the work being done by the programme in its partner countries, notably how it is supporting countries to develop and implement their National Climate Change Learning Strategies and promoting the integration of climate change education into school curricula.

Did you miss the Lab? No worries! Here are the resources for teachers showcased during it:

  1. Climate Change in the Classroom by UNESCO
  2. SDG Resources for Educators by UNESCO
  3. YUNGA Challenge Badges by FAO
  4. Climate Box by UNDP
  5. The Little Book of Green Nudges by UNEP
  6. Library with UN Resources by UN CC:Learn
  7. Selection of Learning Platforms Developed by UN and Partners by UN CC:Learn
  8. E-Learning Platform on Climate Change and Green Economy by UN CC:Learn



The Green Development and Climate Change Programme hosted 17 students from Kantonsschule am Burggraben St.Gallen, in Switzerland, at UNITAR main office in Geneva, Switzerland, for a 2-hour discussion that covered several topics, from the role of UNITAR in promoting sustainable development and how it operates, to careers prospects and tips.


Read on to find out more.

On 9 February 2022, a group of 17 students from Kantonsschule am Burggraben St.Gallen, in Switzerland, visited the United Nations Institute for Training and Research (UNITAR) headquarters in Geneva and took part in a 2-hour session with UNITAR staff. The students’ visit was part of an annual field trip to International Geneva, during which they visited other international organizations and participated in a three-day UN simulation aimed at empowering the students with the skills they need to be responsible global citizens.

The visit to UNITAR kicked off with a broad overview of the organization given by Ms. Jaqueline Herodek of the UNITAR Communications team. She explained the role the organization plays in contributing to the 2030 Agenda, how the organization is structured and what are its key objectives. In addition, she also showcased UNITAR’s programmes and answered questions from the students about the organization.

The students at UNITAR HQ.

This first introductory part was followed by a round of presentations on professional backgrounds, careers and skills needed by UNITAR and other international organizations, that were delivered by Mr. Oliver Wootton, Ms. Alina Koch, and Ms. Katharina Sill. Firstly, Mr. Wootton explained how he went from studying business to working with chemicals and waste management, and the steps he took until he started working at UNITAR. Secondly, Ms. Koch detailed how she’s combining and applying her experience as a researcher in her day-to-day work at the organization. Lastly, Ms. Sill spoke about her willingness of having a meaningful job since college and the steps she took until arriving at UNITAR.

To get ideas on how to better reach their age group (15 to 17 years old), the students were invited to join a 20-minute brainstorming session on how UNITAR and its programmes could better deliver the content and projects they develop to youth. The students were split into 3 groups and given time to brainstorm on innovative approaches. Each group presented their proposals to the broader group and two ideas stood out, being proposed by two groups: the organization of face-to-face events with young people from all over the world, and the production of short videos for Instagram and TikTok about the work UNITAR does.

Students presenting the results of their discussions.

To wrap up the session, students joined a Q&A and asked several questions about the United Nations in general, and UNITAR in particular. They were interested in UNITAR country work, and their questions were answered by Ms. Josefina Ashipala, who works closely with several countries in Southern Africa. The other UNITAR staff present also answered various questions about career development and the work they do.

The visit was organized following all COVID-19 sanitary measures in place in Switzerland.

Over 500,000 people have invested their time to learn more about climate change and green economy.

On 31 January 2022, UN CC:Learn reached the important milestone of 500,000 registrations on its e-learning platform. This achievement came against the backdrop of increased debate about and awareness of climate change worldwide, which consolidates the importance of UN CC:Learn in promoting climate change education and the role it plays in providing up-to-date and accessible online courses on climate change and green economy.

Over the past years, the programme has diversified its portfolio and started to offer a variety of different courses on climate change and green economy, such as the “Climate Change, Peace and Security”, the new “Introduction to Sustainable Finance” and the latest “Gender Equality and Human Rights in Climate Action and Renewable Energy” e-courses, unraveling complex topics and delivering informative, interactive and pertinent e-learning resources that cater to different audiences, spanning technical experts, policymakers, academia, and the general public. The relevance and diversity of the content proposed, which builds on the most up-to-date knowledge of the United Nations, combined with an engaging user experience, are key to the success of the e-courses offered by UN CC:Learn. This is reflected by the high conversion rate of the platform: almost one person out of three ends up completing a course and getting a certificate.

Multilingualism, tailoring and accessibility are cornerstones of UN CC:Learn work. The e-learning platform follows the Web Content Accessibility Guidelines (Level AA) and is currently available in 6 languages. Users who register to it have an array of different courses to choose from, many of which being offered in two or more languages. Currently, there are 16 languages represented in the platform and this enhances the users’ experience by allowing them to complete the courses in their native language. The “Mastering NAPs: from Start to Finish”, for instance, can be done in English and French. The flagship “Climate Change: From Learning to Action” e-course, is currently available in English, Spanish, French and Russian, with a translation into Chinese under way. In addition,  it offers region-specific content, for instance through the “Sustainable Consumption and Production in Africa” course, which can be accessed in English and French.

Moving forward, UN CC:Learn will keep increasing and improving its course catalogue while exploring other ways of promoting climate literacy and making its e-learning platform even more accessible. On top of the courses already in the making and forecast to be launched later this year, the programme is also planning to tap on “micro-learning”, a totally new way of putting together content and experiences. Stay tuned!

This self-paced e-course provides an overview of the interlinkages between gender, human rights, climate change, and renewable energy. It provides participants with the specific knowledge and tools to integrate and implement gender equality in renewable energy access and entrepreneurship, as well as related gender-responsive and human rights-based approaches in climate change mitigation and adaptation measures.

  • Gender
  • Energy
  • Climate Change
  • Education

Self-paced course

6 hours


The deep-rooted and far-reaching impacts of climate change make it one of the most defining challenges in the world today. The impacts of climate change manifest in primary effects such as increased frequency and magnitude of extreme weather events like droughts, storms and floods. However, it is the negative secondary effects that often go overlooked, especially for those who already experience inequalities, including women, youth, the elderly, persons with disabilities and minority groups. 

Multiple and intersecting social inequalities affect the ability of marginalized groups to adapt to a changing climate, excluding these groups from decision-making processes at household, community, and national levels. They also prevent them from taking hold of the opportunities that low-emissions, climate-resilient development brings towards improved livelihoods, particularly in sectors like renewable energy that also have the potential to improve the socio-economic wellbeing of women.

This self-paced e-course provides an overview of the interlinkages between gender, human rights, climate change, and renewable energy. It provides participants with the specific knowledge and tools to integrate and implement gender equality in renewable energy access and entrepreneurship, as well as related gender-responsive and human rights-based approaches in climate change mitigation and adaptation measures. 

What Will You Learn?

After completing the course, participants will be able to:

  • Describe the nexus between gender equality, human rights, renewable energy, and climate change
  • Explain how a gender-responsive and human rights-based approach in climate action leads to economic, social, and environmental benefits
  • Recognize international and sectoral commitments on gender equality, human rights, and climate change and their relationship with national priorities and policies
  • Identify entry points for gender and human rights in renewable energy and climate policy and action
  • Select and apply tools and approaches for the promotion of human rights-based and gender-responsive climate action
  • Discuss targeted opportunities for women in climate change and renewable energy, with a particular focus on multi-stakeholder collaboration, renewable energy entrepreneurship, and access to finance.

The Course at a Glance


The course includes 3 modules. These have specific learning objectives and contain a broad range of features such as videos, case studies and exercises. Each module is divided into 4 lessons of around 30 minutes each. 


The course provides learners with the option to choose and combine different thematic modules. There are two main learning pathways available that participants can select based on their interests. Pathway 1 is particularly intended for renewable energy experts and professionals of financial institutions. Pathway 2 is designed specifically for climate change and green economy policymakers. Both learning pathways have a common introductory module. Participants can also opt to take all three modules.

Who Should Take This Course?

The course is of particular interest to the following audiences:

  1. National policymakers, government officials and stakeholders in sectors of climate change, gender equality and renewable energy, as well as regional actors;
  2. Renewable energy service providers and officials of financial institutions in renewable energy entrepreneurship;
  3. Anyone interested in learning more about gender equality and human rights-based approaches in the renewable energy sector.

Get a Certificate

Level 1: Each module in the course has a final quiz to assess participants’ understanding of the content. Participants will receive a completion badge via email upon successful completion of each quiz. 

Level 2: Participants who pass all the final quizzes within their learning pathway will receive a UN certificate of completion, where successful completion will require a score of 70% or higher with a maximum of 3 attempts at each quiz. Upon successful completion of the quizzes, participants will be able to download their certificate – or their 2 certificates if they followed all three modules – from the “Certification” section of the course’s webpage.

The Building Climate Resilience through Ecosystem-based Adaptation Planning e-course is now available!

Read on to find out how nature-based solutions and ecosystem-based adaptation can be leveraged to deliver climate change adaptation.

Climate change adaptation has been brought to the fore at COP26 as developed countries pledged billions of dollars to help developing nations and the Least Developed Countries (LDCs) adapt to climate change. During the negotiations, nature-based solutions (NbS) were often heard as a key factor to be considered when developing adaptation strategies. In this context, ecosystem-based adaptation (EbA), which refers to the use of NbS for adapting to climate change, can be a valuable instrument to deliver a wide range of benefits that boost overall development and human wellbeing, and contribute to national adaptation strategies that respond to the triple crises of biodiversity loss, climate change and the global post-pandemic recovery.

To highlight the importance of EbA in the National Adaptation Planning (NAP) process, UNITAR and UNEP have partnered up to develop the Building Climate Resilience through Ecosystem-based Adaptation Planning e-course as part of the National Adaptation Plan – Global Support Programme (NAP-GSP), a joint initiative by UNEP and UNDP.

This new free and self-paced e-learning resource builds on information from the Guidelines for Integrating Ecosystem-based Adaptation into National Adaptation Plans, a publication jointly developed by UNEP, UNDP and IUCN’s Friends of EbA (FEBA), with the purpose of helping adaptation practitioners at national and local levels to factor ecosystem functions and services into a country’s National Adaptation Plan processes and instruments. Through its three interactive modules, comprising videos, texts, quizzes and assessments, this e-course will highlight the key concepts, tools, examples, and steps for integrating EbA in the NAP process.

After completing the course, participants will be able to:

  1. Explain the importance of NbS for climate change adaptation and sustainable development
  2. Discuss how integrating EbA into NAPs enables countries to comply with international commitments (e.g., Paris Agreement, 2030 Agenda for Sustainable Development, Sendai Framework for Disaster Risk Reduction)
  3. Explain how EbA works, including the challenges, opportunities, and additional benefits beyond adaptation of securing healthy ecosystems
  4. Outline how to look for funding opportunities, and how to formulate, implement and mainstream EbA options
  5. Explain and integrate EbA in the formulation, implementation, and review stages of the NAP process

Upon completing the course, participants will receive an official UN Certificate of Completion.

Take the course here today.

UN CC:Learn’s participation at COP26 highlighted the importance of education and learning in scaling up climate action.


As in previous editions, the programme held a series of activities, notably the Climate Classroom, and collaborated with a wide range of partners.


Read on to find out more!

During the 26th Conferences of the Parties (COP26) to the United Nations Framework Convention on Climate Change (UNFCCC), held in Glasgow, Scotland from 31 October to 12 November 2021, UN CC:Learn supported two One UN side events and held the eighth edition of its Climate Classroom, the series of 45-minute lessons which have become the programme’s flagship initiative at COP.

UN CC:Learn’s participation at COP26 started out with a class on “Enhancing and Tracking the Arc of Ambition”, delivered in collaboration with the World Resources Institute (WRI), that aimed to enlighten participants on the importance of improving countries’ Nationally Determined Contributions (NDCs). This class – and several others this year – were delivered through a new format created to adapt the Climate Classroom to the new constraints brought about by the COVID-19 pandemic and allowing participants to connect virtually while keeping the cozy and distinctive ambiance of a regular classroom.

Over the two weeks of COP, 16 classes were held, four of which in-person for delegates attending the conference in Glasgow. They covered a broad range of topics, spanning from climate change communications, climate change education, and climate finance to the gender and climate change, carbon markets and the role of the private sector in addressing the climate crisis. The classes were organized in partnership with UN partners, such as WHO, UN Women, UN Environment, UN Climate Change and UN Human Rights, not-for-profit organizations, like MIET Africa, and WRI, and private companies, Danone and GEMS Education. With content carefully developed by experts, this year’s classes kept over 600 people, among delegates and general public, up-to-speed on climate change issues.

Climate Classroom at COP26

In addition to the Climate Classroom, UN CC:Learn supported two side events with experts and high-level speakers that took place on 11 November 2021: “The Climate Crisis: A Child Rights Crisis”, led by UNICEF, and “Enhancing climate resilience for LDCs and SIDS through space data, finance mechanisms and partnerships”, organized by UNCDF and UNOSAT.

Side event at COP26

The former aimed to provide a platform for youth to express their views and demands at COP26 while encouraging countries to formally acknowledge the key role of children in addressing the climate crisis through their alignment to the Declaration on Children, Youth and Climate Action. The latter explored how science, innovative finance and solutions, and enhanced global partnerships can help raise ambitions in NDCs  and National Adaptation Plans (NAPs) and deliver climate adaptation that meets the needs of vulnerable communities in Least Developed Countries (LDCs), Small Island Developing States (SIDS) and African nations.

As in previous years, UN CC:Learn made all the information on its activities at COP available on a dedicated page, which also included a link to the program’s library full of UN resources.

This online course unpacks the interlinkages between climate change, peace and security and explores opportunities for promoting inclusive climate action, conflict prevention and peacebuilding. Recognizing that challenges associated with climate change and insecurity do not impact everyone equally, the course includes a special focus on assessing the ways gender norms and other factors of social identity shape how people from different backgrounds experience and respond to these emerging risks.  

  • Climate Change
  • Gender
  • Education

Self-paced course

4.5 hours


Climate change is considered by many as among the greatest risks for peace and security in the 21st century. As the planet’s temperature rises, extended droughts, rising sea levels, and more frequent and intense storms are affecting the lives and livelihoods of people in all corners of the globe. Particularly in conflict-affected settings, these impacts can compound economic, social or political drivers of insecurity, leaving already vulnerable populations on the frontlines of multiple, intersecting crises.

This self-paced, online course unpacks the interlinkages between climate change, peace and security and explores opportunities for promoting inclusive climate action, conflict prevention and peacebuilding. Recognizing that challenges associated with climate change and insecurity do not impact everyone equally, the course includes a special focus on assessing the ways gender norms and other factors of social identity shape how people from different backgrounds experience and respond to these emerging risks.  

Upon completion, course participants will be equipped with the knowledge and tools to analyze different contexts affected by climate change and insecurity, and design interventions to prevent and manage associated risks.

This course is designed to benefit a broad range of policymakers, practitioners, and researchers. The more advanced modules are particularly relevant for political analysts and peacebuilding practitioners, climate adaptation specialists, and gender and inclusion advisors.

Course structure

The course includes 3 self-standing modules:

  • Module 1: Climate Change, Peace and Security
  • Module 2: Conducting Integrated Analysis
  • Module 3: Entry Points for Policymaking and Programme Design

What will you learn?

  • To identify climate-related security risks and their impacts on different groups of people
  • To conduct integrated conflict and climate analysis, including by using a gender and social inclusion lens
  • To design policies, strategies, and programmatic interventions that integrate climate change, conflict prevention, peacebuilding, and gender equality objectives

Who is this course for?

Everyone is invited to take the course, which is designed to benefit a broad range of policymakers, practitioners and researchers. The more advanced modules are particularly relevant for:

  • Political analysts and peacebuilding practitioners
  • Climate adaptation specialists
  • Gender and inclusion advisors

Will you get a certificate?

The course features two levels of certification:

  • Participants will receive a badge for each module they complete by passing the module’s final quiz.
  • Participants who pass all three final quizzes will be issued a certificate of completion.

A quiz is successfully passed at a score of 70% or higher. Completion certificates will be available for download from the course’s webpage.

This course Mastering National Adaptation Plans: from Start to Finish course will introduce learners to several important aspects of the NAP process.  It is aimed at enhancing knowledge of the NAP process elements,  relevant issues such as gender and climate information in NAP Formulation and Implementation; and financing NAP processes.   This interactive self-paced course will guide learners through various aspects of the NAP journey.

  • Adaptation
  • Climate Change
  • Education

Self-paced course

3 hours


The adverse impacts of climate change are becoming increasingly more acute, particularly for developing countries. This further exacerbates the wellbeing of the poorest and most vulnerable, meaning adaptation is now crucial to their survival and protection. Successful national adaptation planning requires detailed knowledge and practical skills in order to effectively and efficiently tackle current and future threats. 

The National Adaptation Plan (NAPs) process was established under the Cancun Adaptation Framework (2010) in order to prepare countries for addressing climate risk in the medium term. The main objectives of the NAPs are to reduce vulnerability to climate change, and to mainstream climate change adaptation in all levels of planning.  NAPs require building a stronger evidence base, improving skills and capacity.  Additionally need to be country-driven, gender-sensitive, participatory, and use transparent approaches. 

This course Mastering National Adaptation Plans: from Start to Finish course will introduce learners to several important aspects of the NAP process.  It is aimed at enhancing knowledge of the NAP process elements,  relevant issues such as gender and climate information in NAP Formulation and Implementation; and financing NAP processes.   This interactive self-paced course will guide learners through various aspects of the NAP journey.

What will you learn?

By completing the course, participants will be able to: 

  • Discuss the importance of inclusion of various stakeholders and institutions in the NAP process.
  • List some examples of important climate data and information necessary for the NAP process, as well as discuss their possible sources locally and internationally.
  • Explain how climate change adaptation planning could be integrated across different climate-sensitive socio-economic sectors.
  • Discuss common national and international sources of climate adaptation finance relevant for the NAPs.

Course at a glance

The course consists of three interlinked modules each taking an average of 1 hour to complete:   

  • Module 1: Exploring and Developing a NAP
  • Module 2: Implementing and Reviewing a NAP
  • Module 3: Financing the NAP process

Who should take this course?

The course will provide clear, concise, and up-to-date information for anybody interested in exploring the important aspects of the NAP process. It should be of particular interest to the following audiences:

  • Policymakers and government officials from LDCs and other developing countries working on NAPs wanting to increase their understanding on the steps involved in national adaptation planning, and the challenges that may arise along the way
  • Technical experts in climate-sensitive sectors with an interest in better understanding the cross-sectoral linkages between climate change and their sectors
  • Policymakers and technical specialists with an interest in understanding climate adaptation finance
  • Academic and wider public stakeholders interested in enhancing their knowledge on the process of adaptation


The course is self-paced and not moderated. It has been divided into three modules.  We recommend that you view the modules sequentially for the best learning experience, starting with Module 1 which focuses on the formulation and planning phases of the NAP process; Module 2 focuses on the implementation and review phases of the NAP process and ends with Module 3 which focuses on financing the NAP process.  

Each module contains interactive content and a non-summative assessment to check your understanding.  Each module takes around 1 hour to complete. The modules also contain a wealth of links to other resources on issues discussed, but these are meant for extra reading if of interest. This extra reading will not be part of the final quiz at the end of each Module.  

Each module has a final quiz that aims to assess the achievement of the learning objectives. The assessment contains 10 multiple-choice questions. After passing each module’s final assessment with at least 70% of correct answers within 3 attempts, the participant automatically unlocks a badge per module. After obtaining all 3 badges for each module, the participant can automatically download a UN Certificate of Completion from the Certification tab.  

Climate change and human rights have become intertwined topics. As the former keep affecting countries and communities across the world, the basic human rights of people hang in balance. This newly launched affiliated e-course helps you understand why it’s important to take human rights into account when acting on climate change. Read on to find out more!

“The climate crisis is the biggest threat to our survival as a species and is already threatening human rights around the world”. – António Guterres, UN Secretary-General, February 2020

As the world edges closer to the 1.5°C of global temperature rise, the effects of climate change are already being felt across every corner of the globe and this situation will only worsen throughout the 21st century. These distressing effects threaten the basic human rights of people and communities – especially the most disadvantaged – as they don’t have the resources or capabilities to withstand climate-related disasters, such as droughts, floods, and extreme heat waves. Against this backdrop, UNFCCC, OHCHR and PCBB, with support from GIZ and BMZ, have partnered up to develop the e-course “An Introduction to Climate Change and Human Rights” with the aim of shedding light on the correlation between these two topics. The e-course has been affiliated by UN CC:Learn and is available on its e-learning platform.

In order to safeguard the livelihoods of people, climate change and human rights must be addressed as two overarching topics that overlap each other. For instance, the OHCHR has predicted that climate change will push an extra 100 million people into poverty by 2030,  further widening the gap between rich and poor. The newly launched e-course walks learners through this and several other issues in 7 key modules that take an average of 3,5 hours to be completed.

In addition to displaying the interlinkages between climate change and human rights, the affiliated e-course also explains why a rights-based, participatory climate action can lead to more coherent, sustainable, and effective outcomes. Furthermore, it also confirms that increased awareness and education on both human rights and climate change are key to enhancing consequential climate action. Each course module covers specific topics and has specific learning objectives. The modules are:

  • Module 1: Human Rights Impacts of Climate Change and Corresponding Human Rights Obligations
  • Module 2: Human Rights in Climate Negotiations, Agreements and Action
  • Module 3: Climate Change in Human Rights Processes, Agreements and Action
  • Module 4: Persons, Groups and Peoples in Marginalized Situations
  • Module 5: Regional and National Frameworks and Action
  • Module 6: Rights-Based Climate Litigation
  • Module 7: Right to Development and Climate Change in Focus

“An Introduction to Climate Change and Human Rights” caters to a diverse audience. From experts and policymakers to students and enthusiasts, everyone is welcome to take up the course to better understand, participate, and act on climate change as well as human rights challenges and opportunities.

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.

Start learning today here.