The Climate Quiz is the new UN CC:Learn tool that helps you assess your climate change knowledge.

 

Want to know whether you know enough about climate change to start stepping up your efforts? Read on to find out more!

How much do you know about climate change? The answer to this question underpins the actions individuals can take to face up to challenges posed by the climate crisis. Your climate change knowledge defines the extent to which you can, knowingly or not, act on this global problem. So, how can you find out this answer? It’s simple and we’ve got it ready for you: our new Climate Quiz which assesses your “climate IQ”.

The newly launched Climate Quiz is the new free tool made available by UN CC:Learn for everyone, from beginners to experts, to test their climate change knowledge. The concept behind the quiz is straightforward: to give you an overview of what you know about climate change and identify knowledge gaps. By filling these gaps with tailored learning, you’ll increase your knowledge about climate change and as a result, this will put you on the right track to consolidate your climate change expertise and scale up climate action.

Also, we know that there are many resources on climate change available out there but is not always easy to define how to start learning about this global threat. The quiz will provide you with a learning route with up-to-date and trustworthy resources to increase your confidence to advocate for climate change.

Upon completion of the 20-question questionnaire, you will get an immediate individualized score with a graphic showcasing your results as well as a list of recommendations on what to do next. The quiz can be taken by anyone of any age and background. Do you want to find out if you are a champion or an influencer? Take the quiz and find it out!

Take the Climate Quiz for free today in English, French, Spanish or Portuguese, and share it with your friends!

In July 2022, UN CC:Learn held two editions of the Climate Classroom at the NDC Partnership Youth Engagement Forum.

 

Read on to find out more about it!

The NDC Partnership held its second Youth Engagement Forum over the course of three sessions in July 2022. The forum brought together 360 participants from 78 countries and key stakeholders to discuss around the issue of inclusive climate finance and youth engagement. Noting the critical but often overlooked issue of engaging youth actively on climate finance to ensure climate funds are channeled effectively and appropriately, the forum enabled youth to examine and share their experiences on the climate finance landscape.

As a partner of the NDC Partnership, UN CC:Learn participated in the Forums Teach-in Sessions for the Africa/Europe and Latin America and Caribbean regions through the Climate Classroom. The Climate Classroom offers an ‘espresso shot’ of knowledge on a variety of climate change issues. For this Forum, the Climate Classroom focused on the resources on the UN CC:Learn e-learning platform relating to climate finance, green economy and gender and inclusion. These resources include a range of e-courses, a library of knowledge products, links to partner learning platforms, and a series of podcasts on the green economy.

Participants were able to learn more on UN CC:Learn’s initiatives including the Youth Climate Dialogues, Youth Surveys, TEDx Events, Climate Change IQ Quiz and upcoming Climate Classrooms at COP 27. The inspiring stories from UN CC:Learn Champions offered participants a glimpse into the potential transformative action that could be spurred through the UN CC:Learn experience.

Follow the NDC Partnership social media channels for key highlights and takeaways from the Forum.

Innovation and climate change action walk hand in hand!

 

In July 2022, UN CC:Learn took part in the Global Challenge Lab, a 10-day entrepreneurship programme focused on reaching SDG 13 by Imperial College London, Tsinghua University, and the Technical University of Munich.

 

Read on to find out more about UN CC:Learn’s presentation on climate action!

Fixing the climate crisis requires innovative solutions, some of which have not even been thought of yet. Fomenting innovation and entrepreneurship are key to effectively responding to climate change and meeting emission reduction targets. Against this background, UN CC:Learn was invited to deliver a keynote intervention on climate action at the Global Challenge Lab, a 10-day entrepreneurship programme co-organized by Imperial College London, Tsinghua University’s x-lab in Beijing and the Technical University of Munich.

The Global Challenge Lab is part of the Imperial Enterprise Lab, which brings together hundreds of students and alumni to grow their international network, gain new skills and create new products or services to help achieve the UN Sustainable Development Goals (SDGs), focusing this year on UN SDG 13: Climate Action. The Lab promotes innovation by encouraging discussions, supporting the development of innovative projects, and granting a £10,000.00 prize to participants who pitch the best idea. From 1 to 15 July 2022, attendees had the opportunity to join panel discussions with industry leaders and other guest speakers and take part in expert training on cross-cultural collaboration, design thinking, prototyping and more.

In this space, UN CC:Learn’s intervention highlighted the importance of taking climate action at all levels, providing an overview ranging from international efforts, national policy and urban planning, to business and institutions and individual action.  In doing so, it showcased a wide array of examples.

In addition, participants were introduced to key topics, like climate change mitigation and adaptation, and learned about relevant UN CC:Learn resources such as the e-learning platform, and important initiatives being carried out by the United Nations, like UNDP’s Climate Promise.

Watch the presentation! 

UN CC:Learn has entered its fifth implementation phase aiming to scale up its activities and bring knowledge about climate change to different audiences across the globe. To celebrate this milestone, the Partnership brought partners together for a launch event and a series of discussions.

 

Find out more below!

On 4th May 2022, the One UN Climate Change Learning Partnership (UN CC:Learn) officially launched its fifth implementation phase at an online event that brought together over 30 stakeholders, among UN and non-UN partners. The gathering provided a space for partners to reflect on the role climate change education and training play in addressing climate change and, against this background, discuss the programme’s future activities.

The session covered UN CC:Learn’s key achievements so far, stressed key principles and directions (e.g., promoting gender equality and leaving no one behind), and walked participants through the four new outcome areas of this new phase, around which the programme’s activities, projects and indicators will be shaped.

They are:

  • Assist partner countries in promoting climate change learning and action
  • Support training institutions by helping them integrate climate change education into their curricula
  • Empower youth to ramp up youth participation and action on climate change
  • Keep providing free and accessible e-learning resources to the public in multiple formats on topics related to climate change

The event also hosted a panel on “Reframing the Climate Change Narrative”, which consisted of an exchange of ideas on how the climate change discourse can be reframed in order to reach more audiences. The panelists – Ms. Susana Hancock, linguist and youth climate activist, Ms. Camile Clarke, 2020 UN CC:Learn champion and geography teacher, Mr. Washington Zhakata, Climate Change Director at Zimbabwe’s Ministry of Environment, and Mr. Nikhil Seth, UNITAR Executive Director – provided good insights into the topic, such as the need of tailoring the message in accordance with each specific audience.

At the end of the event, partners discussed how they could best collaborate with UN CC:Learn in this new phase. As a follow-up to that discussion, three separate partner consultations were held in May and June 2022. Each consultation focused on one of the following three key areas:

  • Learning for countries
  • Learning through youth
  • Learning for citizens and professionals.

The consultations set up collaborative dialogue spaces for partners to exchange ideas, suggestions, and synergies in their work, and also laid the groundwork for future partnerships to scale-up current initiatives and broader impact.

Moving forward, UN CC:Learn will keep bringing partners together in these dialogues spaces and drawing relevant inputs and insights that will help inform its work.

SB56 took place in June 2022 and UN CC:Learn was there to advance the climate change education agenda along with other UN partners.

 

Read on to find out more!

The 2022 Bonn Climate Change Conference, also known as the 56th session of the subsidiary bodies or SB56, took place between 6 and 16 of June 2022 in Bonn, Germany, and UN CC:Learn was present to make its contribution. The conference is organized by UN Climate Change (the Secretariat of the UNFCCC) in the lead-up to COP27, to be held in Egypt, in November.

Opening plenary view – Photo credit: UNFCCC Flickr

With regard to the promotion of climate change learning, a new Dialogue on Action for Climate Empowerment (ACE) was held. These Dialogues provide a forum to Parties and other stakeholders to exchange ideas, experiences good practices and lessons learned regarding the implementation of Article 6 of the UNFCCC and Article 12 of the Paris Agreement. Called the “In-session Action for Climate Empowerment Dialogue”, this full-day meeting allowed key stakeholders to reflect on the engagement of children and youth in implementation of the Glasgow Work Programme’s four priority areas: policy coherence, coordinated action, tools and support, and monitoring evaluating and reporting.

In addition to it, the UN CC:Learn Secretariat attended and contributed to a two-day  “Technical Workshop for Parties on how priority areas of the Glasgow Work Programme can guide implementation of the six elements of Action for Climate Empowerment”. The first session of the workshop aimed to provide Parties with the opportunity to discuss the development of partnerships to accelerate immediate ACE action at all levels. The second session offered a space for Parties to start reflecting on the design of an action plan for the Glasgow Work Programme, which will highlight specific, short-term, and time-bound ACE activities.

The Conference also provided an opportunity for the UN CC:Learn Secretariat to discuss opportunities for advancing climate change education, training and public awareness with several partners and stakeholders.

Learn more about what went on at SB56.

This course provides an introduction to the process of preparing, reviewing and updating NIPs. The course aims to, among others, strengthen the capacity of Parties to implement and enforce relevant provisions and obligations under Article 7 of the Stockholm Convention.

Enroll
  • Education

Self-paced course

3 hours

Welcome

The Stockholm Convention on Persistent Organic Pollutants (POPs) was adopted in 2001 with the following objective (Article 1):

Mindful of the precautionary approach as set forth in Principle 15 of the Rio Declaration on Environment and Development, the objective of this Convention is to protect human health and the environment from persistent organic pollutants.

Under Article 7 of the Convention, Parties are required to develop and endeavour to implement national implementation plans (NIPs). These NIPs are to be transmitted to the Conference of the Parties (COP) within two years of entry into force of the Convention for the transmitting Party. The Stockholm Convention is dynamic, in that Parties regularly add chemicals to the lists in Annexes A, B and/or C to the Convention. This has implications; NIPs addressing newly added chemicals are due within two years of the entry into force of the amendment which added them to the scope of the Convention. Parties are also required under Article 7 to review and update, as appropriate, their NIPs on a periodic basis.

Article 7 further calls on Parties, where appropriate, to “cooperate directly or through global, regional and subregional organizations, and consult their national stakeholders, including women’s groups and groups involved in the health of children, in order to facilitate the development, implementation and updating of their implementation plans.” Finally, Parties are to integrate their NIPs into their sustainable development strategies where appropriate.

What you will learn

This course provides an introduction to the process of preparing, reviewing and updating NIPs. The course aims to, among others, strengthen the capacity of Parties to implement and enforce relevant provisions and obligations under Article 7 of the Stockholm Convention with respect to:

  • Preparing, reviewing and updating their NIPs and transmitting them to the COP in a timely manner;
  • Undertaking POPs inventories through consultations with relevant stakeholders; and
  • Integrating their NIPs into sustainable development strategies.

The course enhances knowledge and understanding of the Stockholm Convention, in particular with respect to POPs inventories, and helps learners identify and use available guidance, tools and technical assistance. With such knowledge and tools, learners are better equipped to undertake the preparation, review and updating of NIPs, thereby better protecting human health and the environment.

Learning Objectives

After completing the course, learners will be able to:

  • Describe the important contribution of NIPs towards meeting obligations of the Stockholm Convention (Lesson 1)
  • Explain steps required to prepare, review and update NIPs (Lesson 2)
  • Identify the challenges in the process of undertaking POPs inventories (Lesson 3)
  • Describe how POPs inventories are used in planning exercises (Lesson 4)
  • Discuss strategies to strengthen NIPs (Lesson 5)
  • Explain the importance of putting in place the means of regularly reviewing and updating NIPs (Lesson 6)

Target audience

The primary target audiences of this course are:

  • Official Contact Points and National Focal Points of Parties for the Stockholm Convention;
  • Members of national steering committees or coordinating bodies for developing and updating NIPs (coordination units) and their different task teams; and
  • Stakeholders, from government, the private sector, civil society and the general public, participating in any of the phases of NIPs preparation, review and updating.

The course is suited for learners irrespective of their level of pre-existing knowledge of the Stockholm Convention. It is focused on the NIPs process, and it not intended to provide a comprehensive overview of all the provisions of the Convention.

Course at a glance

This course is self-paced and adapted to the schedule of full-time working professionals. The six lessons of the course were developed with a logic and flow in mind, and are designed to be completed in sequence. The six lessons are grouped into three modules:

  • NIPs and the Stockholm Convention on POPs
    (1) How do NIPs contribute to meeting Stockholm Convention obligations? (2) What are the steps required to prepare, review and update NIPs?
  • Preparing NIPs: POPs inventories 
    (3) What are the challenges of undertaking POPs inventories for NIPs? (4) How are POPs inventories used in planning exercises?
  • Reviewing and Updating NIPs
    (5) What strategies are used to strengthen NIPs? (6) Why regularly review and update NIPs?

Completion requirements

The successful completion of the course rewards the learner with a certificate of completion. To earn this certificate, the learner must pass a quiz associated with each of the three modules with a minimum grade of 70% from no more than three attempts for each quiz.

Partners and Contributors

This course was developed by the Secretariat of the Basel, Rotterdam and Stockholm (BRS) Conventions, in cooperation with the United Nations Institute for Training and Research, and funded through the European Union and the Government of Sweden.

Currently, there is no consolidated ‘one-stop-shop’ that Basel Convention Focal Points, Competent Authorities and other stakeholders can rely on to gain a comprehensive understanding of the steps needed and the tools and guidance available to ensure prevention and minimization, environmentally sound management and control of transboundary movement of plastic waste. This course aims to fill this gap.

Enroll
  • Education

Self-paced course

3 hours

Welcome

In 2019, the Conference of the Parties (COP) to the Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal, at its 14th meeting, and the United Nations Environment Assembly (UNEA), at its fourth session, noted with concern that the high and rapidly increasing levels of marine litter, including plastic litter and microplastics, represent a serious environmental problem on a global scale, negatively affecting marine biodiversity, ecosystems, animal well-being, societies, livelihoods, fisheries, marine transport, recreation, tourism and economies.

The COP to the Basel Convention also emphasised that work under the Basel Convention can and will play an important role in addressing the high and rapidly increasing levels of marine plastic litter and microplastics by preventing plastic waste from entering the marine environment. In a landmark decision, the COP adopted amendments to Annexes II, VIII and IX (the Plastic Waste Amendments), making the Basel Convention the only global legally binding instrument that currently specifically addresses plastic waste.

What you will learn

The course explains the key provisions of the Basel Convention, thereby focusing on plastic waste across its three pillars:

  • prevention and minimization of the generation of plastic waste;
  • environmentally sound management of plastic waste;
  • and control of transboundary movements of plastic waste.

Learning Objectives

After completing the course, learners will be able to:

  • Summarize the key trends, challenges and opportunities related to plastic waste management at global and national level;
  • Discuss the Basel Convention and its key provisions and annexes as well as the role of the Conference of the Parties (COP) and its subsidiary bodies with respect to plastic waste;
  • Explain how different types of plastic waste are classified and must be managed under the Basel Convention;
  • and others.

Target audience

While the course is primarily targeted at the Focal Points and Competent Authorities of the Basel Convention, it is suited for learners irrespective of their level of pre-existing knowledge of the Basel Convention and plastic waste. It may also be useful for other government stakeholders, civil society, the private sector and the general public with some waste management or environment knowledge.

Course at a glance

The course is self-paced and adapted to the schedule of full-time working professionals. The three modules of the course are self-standing and can be completed in any order. For those with no or very limited background knowledge, it is recommended to complete each module in the given order. More experienced users may wish to choose specific modules individually to deepen their knowledge on a particular topic in a targeted manner.

  • Plastic Waste and the Basel Convention
    (0) Setting the scene – plastic waste; (1) What is the Basel Convention and why does it matter?; (2) What are the Plastic Waste Amendments?; (3) What legal and institutional arrangements are needed?
  • Prevention, Minimization and Environmentally Sound Management of Plastic Waste
    (4) How can we prevent and minimize the generation of plastic waste?; (5) How can we manage plastic waste in an environmentally sound manner?
  • Transboundary Movements and Illegal Traffic of Plastic Waste
    (6) How can we control transboundary movements of plastic waste?; (7) How can we combat illegal traffic in plastic waste?; (8) What is the role of customs in combating illegal traffic in plastic waste?

Completion requirements

The successful completion of the course rewards the learner with a certificate. To complete the course, the learner must complete all three modules and pass each associated quiz with a minimum grade of 70% from no more than three attempts. The completion of each module also rewards the learner with a badge.

Partners and Contributors

The course was developed by the Secretariat of the Basel, Rotterdam and Stockholm (BRS) Conventions in cooperation with the United Nations Institute for Training and Research (UNITAR) and funded through the European Union (EU) Global Public Goods and Challenges programme (GPGC).

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.

Enroll
  • 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.