Developed in partnership with the REDD+ Academy, this course introduces participants to the basics of REDD+. It includes the elements required under the UNFCCC, how to prepare and implement REDD+ at the national level, and the financial resources available.

Enroll
  • REDD+
  • Climate Change
  • Science

Self-paced course

12 hours

Welcome

The REDD+ Academy is a coordinated REDD+ capacity development initiative led by the UN-REDD Programme and the UNEP Environmental Education and Training Unit, which seeks to match the scale of the global climate change mitigation challenge and enable systematic, focused capacity development to deliver REDD+ on the ground.

The development of the REDD+ Academy responds to needs expressed by UN-REDD Programme partner countries for a regionally focused education initiative for those involved in national REDD+ programmes.

What you will learn

After completing the course Fundamentals on REDD+, you will be able to:

  • Explain the role of deforestation and forest degradation in the process of climate change;
  • Define REDD+ aspects in the context of the UNFCCC;
  • Explain the importance of analysing and prioritizing direct and indirect drivers of deforestation and forest degradation;
  • Explain the relationship between policies and measures (PAMs) and the five REDD+ activities;
  • Describe the process of developing a National REDD+ Strategy or Action Plan;
  • Identify the variety of perceptions of REDD+ finance in each of the three REDD+ phases.

The coure at a glance

The course on Fundamentals on REDD+ is structured around six modules. The first three modules present a general introduction on the topic. The last three modules present various REDD+ elements which are required under the UNFCCC and how to prepare and implement REDD+ at the national level, including what financial resources are available.

  1. Forest, Carbon Sequestration and Climate Change;
  2. Understanding REDD+ and the UNFCCC;
  3. Drivers of Deforestation and Forest Degradation;
  4. Policies and Measures for REDD+ Implementation;
  5. National Strategies and Action Plans; 6. REDD+ Finance.

Completion requirements

The quizzes can be completed at any time. They assess the achievement of the learning objectives for each module. Each quiz can be attempted a maximum of three times. Passing a quiz with at least 70% rewards learners with a badge associated to the specific module. Once the six quizzes are passed, and learners obtain all the six badges available, they can download a certificate of completion from the course home page.

Partners

The modules have been developed and peer-reviewed by UN-REDD and UN CC:Learn.

Developed in partnership with the REDD+ Academy, this course deals in greater detail with three REDD+ elements, including monitoring systems and safeguards. It also discusses best practices for engaging stakeholders in REDD+ processes and key principles of good governance.

Enroll
  • REDD+
  • Climate Change
  • Science

Self-paced course

12 hours

Welcome

The REDD+ Academy is a coordinated REDD+ capacity development initiative led by the UN-REDD Programme and the UN Environment Environmental Education and Training Unit, which seeks to match the scale of the global climate change mitigation challenge and enable systematic, focused capacity development to deliver REDD+ on the ground.

The development of the REDD+ Academy responds to needs expressed by UN-REDD Programme partner countries for a regionally focused education initiative for those involved in national REDD+ programmes.

What you will learn

After completing the course Advancing on REDD+, you will be able to:

  • Describe the process and objectives of developing a National Forest Monitoring System;
  • Explain the importance of developing Forest Reference [Emission] Levels (FRELs/FRLs);
  • Explain the need for Safeguard Information Systems in REDD+ implementation;
  • Describe the characteristics of an Incentive Allocation System;
  • Describe the importance of stakeholder engagement for successful REDD+ implementation;
  • Describe the underlying governance factors that can affect REDD+ implementation.

The course at a glance

The Advancing on REDD+ course is structured around six modules. While how to prepare and implement REDD+ at the national level through a National Strategy or Action Plan, including financial resources available, is discussed in the course Fundamentals on REDD+, the Advancing on REDD+ course presents the other three REDD+ elements, to which it adds the importance of engaging the relevant stakeholders in the process and the principles of good governance.

The six modules are as follows:

  1. National Forest Monitoring Systems for REDD+;
  2. Forest Reference Emission Levels (FRELs);
  3. REDD+ Safeguards under the UNFCCC;
  4. Approaches for the Allocation of Incentives;
  5. Stakeholder Engagement in REDD+; 6. Good Governance.

Completion requirements

The quizzes can be completed at any time. They assess the achievement of the learning objectives for each module. Each quiz can be attempted a maximum of three times. Passing a quiz with at least 70% rewards learners with a badge associated to the specific module. Once the six quizzes are passed, and learners obtain all the six badges available, they can download a certificate of completion from the course home page.

Partners

The modules have been developed and peer-reviewed by UN-REDD and UN CC:Learn.

The Partnership for Action on Green Economy has launched a series of global e-learning products that address key policy issues central to the green recovery debate. The six online courses are free, self-paced, and can act as an invaluable building block as countries plan their economic responses to COVID-19—serving to inform and shape the public policy debate around green economic reform.

Now is the Time to Build Back Green

Five UN Agencies Tap Expertise for Courses Aimed at Green Economic Recovery

UN Environment ProgrammeInternational Labour OrganizationUN Development ProgrammeUN International Development Organization and UN Institute of Training and Research — under the auspices of PAGE, have launched a global learning campaign aimed at fostering a wide-reaching green economic recovery post-COVID-19. The online courses, developed through agency collaboration, are individual and self-paced and can serve to directly address capacity gaps in developing and implementing policies central to achieving green, inclusive growth.

With economic investment into national recovery packages estimated to reach up to US$ 20 trillion over the next 18 months, informed recovery decisions are crucial. Targeting varying starting points and thematic focuses, the courses aim to equip users with the necessary knowledge and skills to support the systematic integration of environmental sustainability in national economic recovery strategies and stimulus packages, sectoral programmes and policy reforms, as well as strengthen collective national ownership of job-rich green economic recovery efforts.

Overall, this concerted effort promotes the benefits of a long-term strategy to align economic recovery with SDGs and 1.5 degree target for climate change. As leaders are looking towards the future, strong learning resources can become the crux for the future we want.

The courses are available to anyone and the range of topics includes green economy, fiscal reforms, trade, green industrial policy, green economy indicators, and sustainable finance.  All of the courses, which are free and self-paced, will be available on the UN CC:Learn Platform, which has almost ½ million registered users worldwide.

Follow the Partnership for Action on Green Economy’s green recovery journey:

UN Opinion Leader’s Endorsements

“It is better to work collaboratively in preserving the nature. All organizations, all tribes, all countries, all of us are citizens of the Earth. All of us have to be responsible in taking care of it.” — Ms. Sukma Impian Riverningtyas

Project website: Youth For Climate Change

Ms. Sukma Impian Riverningtyas /©UN CC:Learn

Sukma is a 23-year-old from the Central Sulawesi province, engaging with youth to increase awareness of climate change. A while ago, she identified a lack of environmental knowledge and understanding of climate change among her community. Her concern encouraged her to take action and come up with Sekolah Avatar, an extracurricular school program focused on teaching children how to protect the environment from an early age.

Sukma also has launched an initiative, Youth for Climate Change, which brings young adults together to tackle climate change. Sukma herself embraces a climate-friendly behaviour: she uses reusable bags instead of plastic ones, upgrades her light bulbs, and reduces-reuses-recycles solid waste. The most important to her is to set an example for people to replicate these behaviors. At the Tribal Climate Camp (TCC), Sukma learned about community engagement and project formulation that she plans to integrate into her initiatives.

Full interview below:

Ms. Sukma Impian Riverningtyas and her team at the Youth Leadership Camp for Climate Change 2017. /©UN CC:Learn

1. What issues are you trying to solve and how do you think you can contribute?

In my community, there is a lack of environmental education. I am trying to solve that. The impact of climate change is so big but some people still do not understand what climate change is — this is terrible. My friends and I believe that many adults do not understand climate change because they were not educated on this topic when they were in school. Therefore, my friends and I established an extracurricular environmental education programme for children in primary school called Sekolah Avatar. We aim to give basic understanding about how to protect our environment from an early age so that children can grow up remembering to protect their environment. We also organized Youth for Climate Change (YFCC) Sulawesi Tengah to engage youth concerned with climate change issues and to learn together on how to tackle this challenge.

2. How do you think you can address climate change?

As a young person, the way that I address climate change is by changing my personal behaviour from high carbon to low carbon activities. For example, replacing plastic bags with reusable bags to carry goods from the market and shop, upgrading lightbulbs, reducing-reusing-recycling solid waste, and most importantly by showing those behaviours to my friends and persuading them to do the same. Since I became the chairperson for Youth for Climate Change in Central Sulawesi, I have tried to show that leadership is not the same as having followers, it’s more like having partners. For youth, addressing climate change has become very important since we are the future generations of the world.

The three Indonesian students had a chance to present the projects they carried out as a follow-up to the training received through the Youth Leadership Camp for Climate Change 2017. /©UN CC:Learn

3. Can you briefly present your experience with the YLCCC?

During the 3-day Youth Leadership Camp for Climate Change (YLCCC), I learned about our carbon footprint, combatting climate change globally, changing “business as usual” behaviour into environmentally friendly behaviour. We also learned how to develop a communication strategy and campaigns to raise public awareness of climate change through short movies and posters. After the camp, my team implemented post-camp activities to disseminate our experiences and knowledge to other youth in our hometown.

4. How was your experience at the Tribal Climate Camp?

It was wonderful! I met native people from the Nisqually Tribe, visited their territory, ate their food, talked to them, and exchanged ideas. I also learned from the other indigenous people coming from North America and New Zealand. I got to learn about the way they formulate programs that contribute to the preservation of natural resources. During the TCC, we developed a vision and a mission to address climate change in our communities, building on an asset mapping. Through this exercise, I learned about defining the goals I want my climate change programme to accomplish, creating a strategic planning agenda, as well as establishing an evaluation method that could measure the success of my program. I also learned about many ways to promote community engagement, such as finding my core work/planning group and community to include the elders and work with youth, and to make sure that communities’ voices are heard and valued. I also learned about how to present an elevator’s pitch, which is key to getting people interested in a topic, in this case, climate change.

During the camp, I presented my team’s project. For three months, we engaged youth in Central Sulawesi to increase awareness of climate change through youth discussions, visiting elementary schools to provide environmental education. We also collaborated with other youth organizations in town to roll-out a seminar and a workshop. At TCC, I also shared about my experience on how to spread the news using a communication strategy (video and poster). We used social media like Facebook, Instagram, and YouTube for effective outreach.

Ms. Saraswati Siahaan, Mr. Aditya Pradana, and Ms. Sukma Impian Riverningtyas embarked on their journey to the Tribal Climate Camp at the University of Washington Pack Forest Conference Center in the United States. /©UN CC:Learn

5. What’s your biggest take away from participating in the Tribal Climate Camp?

Participating in the Tribal Climate Camp has taught me so many things culturally, environmentally, socially, and politically. My biggest take away from this event is the way the Nisqually Tribe pledge to protect the water and watershed of their Nisqually homeland. I saw their spring is clean and clear as crystal. I witnessed how they take care of their fish. I am amazed by their consistency, perseverance, and spirit to protect the environment. I want to share this lesson with my friends in my hometown and I hope this could inspire them too to improve and develop our climate change youth program.

Ms. Sukma Impian Riverningtyas was one of the three young leaders to receive the “Tribal Camp Award” and participated at the Tribal Climate Camp (TCC), hosted near Seattle, United States from 30 July — 4 August, 2017.

Tribal Climate Camp was held in Eatonville, United States. /©UN CC:Learn

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

You can support Mariel and her projects! Visit:

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

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

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

The e-course aims to enhance climate literacy across all sectors of society; therefore, it is open to anyone interested, from those who would like to learn more about the subject to those who want to turn their knowledge into action to take a stand against this issue. Upon completion of the six modules, users will be able to:

• Explain what climate change is;

• Describe how we plan to adapt to the negative impacts of climate change;

• Identify opportunities for low carbon development;

• Identify ways to plan and finance climate actions;

• Explain how climate negotiations work;

• Formulate a climate pledge, project or policy.

Each module is composed of 4 to 5 learning units featuring a mix of tools that deliver key content and engage the learners.  As part of the course, participants are also invited to develop a concrete action plan or project to tackle climate change.

Each module, which can be accessed in random order, answers a specific question:

• What is climate change and how does it affect us?

• How to adapt to climate change?

• How to mitigate climate change?

• How to plan and finance action on climate change?

• How do climate change negotiations work?

• How to tackle climate change in practice?

The course remains self-paced and free of charge. It takes an average of 8 hours to complete. However, users have the possibility to take only the modules that interest them most. A quiz at the end of each module allows participants to measure the achievement of the learning objectives. A certificate of completion is awarded to learners who score 70% or higher in all six quizzes.

Take up “Climate Change: From Learning to Action” in English, Spanish and French.

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

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

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

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

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

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

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

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

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

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

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

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

 

In Madrid, UN CC:Learn discusses tangible contributions that learning, skills development and investment in climate-resilient education systems are making towards concrete and ambitious climate action. Check it out!

During the 25th Conferences of the Parties (COP25) to the United Nations Framework Convention on Climate Change (UNFCCC), held in Madrid, Spain on 2-13 December 2019, UN CC:Learn co-led the organization of the One UN Side Event on Climate Change Education titled Learning for Climate Action, which took place on Thursday, 12 December 2019. This event was designed to highlight the tangible contributions that learning, skills development and investment in climate-resilient education systems are making towards concrete and ambitious climate action as well as discuss opportunities to scale-up and enhance ambition.

The discussion was open by Ms. Fiona Cowan, Headteacher, Bolsover Infants and Nursery, UK, who shared her experience in integrating climate change into the curriculum of her school in her new capacity as UN CC:Learn accredited climate change teacher. Her remarks were followed by a first panel focused on the question ‘How does climate change affect education and how are education-focused interventions leading to robust climate action?’ which offered an opportunity to capture good practices and views from the following speakers:

  • Mr. Daniel Schaffer, CEO, Foundation for Environmental Education (FEE), who highlighted the comprehensive approach promoted by FEE’s eco-schools, the largest global sustainable schools programme, to engage children and youth in action-based learning.
  • Ms. Yulia Dobrolyubova, Regional Technical Advisor, UNDP / Head of Climate Policy & Finance, Asia at South Pole, who introduced the innovative “Climate Box” Awareness & Educational Program, supporting Ministries of Education in Central Asia, and beyond, in incorporating climate change into primary and secondary school teaching.
  • Ambassador Rita Mishaan, Co-Chair, Paris Committee for Capacity Building (PCCB), who announced the development of a new free online training on climate change and human rights, open to all interested stakeholders.
  • Ms. Sydney Welter, Director, International Partnerships for Care About Climate, who stressed youth efforts to address climate change as well as launched a commitment from 9,000 universities worldwide pledging to make their campuses carbon neutral by 2030 / 2050

The second panel was dedicated to the question “How can climate change education be scaled-up to support the implementation of the Paris Agreement and stay below 1.5C?” and covered input from:

  • Ms. Julia Ojanen, Strategy Director, Plan International, Finland, who presented an analysis of the 184 Nationally Determined Contributions (NDCs) submitted as part of the Paris Agreement with regard the representation of children and youth, particularly girls, highlighting the need to enhance the focus on future generations.
  • Dr. Zitouni Oulddada, Deputy Director, Climate and Environment Division, FAO, who stressed the importance of scaling-up formal and informal learning at all ages to prepare our societies to effectively address the challenges posed by climate change.
  • Mr. Kherann Yao, UNICEF Youth Ambassador, who noted the concrete efforts and the engagement motivating young people to act to build a more sustainable future.

The event, moderated by Ms. Alexander Leicht, Chief, Section of Education for Sustainable Development, Division for Peace and Sustainable Development, Education Sector, UNESCO, inspired several different stakeholders (to continue) to support effective climate action through the provision of appropriate knowledge and skills.

Furthermore, UNITAR/UN CC:Learn, through the UN Alliance on Climate Change Education, Training and Public Awareness, supported the High-level Event on Action for Climate Empowerment (ACE), held on Tuesday 10 December 2019. During this event, ministers and decision-makers in the area of environment and education from several countries, from Italy to China, showcased a multiplicity of interventions their countries and organizations are implementing in these areas, as well as launched new commitments. The Minister of Water and Environment of Uganda was in attendance and presented numerous activities being advanced across the country, including the development and implementation of a National Climate Change Learning Strategy, as well as the dissemination of supplementary readers for primary school children and of a comprehensive training manual on climate change for desk officers within different Ministries, which are supported through UN CC:Learn.

At COP25, UN CC:Learn also contributed to the One UN Exhibit on Quality Education and organized a new edition of the Climate Classroom, which provided a quick and innovative learning experience to busy delegates. For further information on UN CC:Learn participation at COP25, please click here.

 

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

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

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

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

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

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

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

UN CC:Learn and WMO launch a joint new e-course to enhance climate information for climate actions. Registration open!

While to date, 197 UNFCCC members have signed the Paris Agreement and 187 ratified it, thus pledging to keep the increase in global average temperature well below 2°C above pre-industrial levels, it remains a challenging endeavor.

Member states need to make choices between a range of possible actions requiring information on past, present and potential future climate conditions. Adapting to climate change requires the development of the best available scientific information about climate change trends and their societal impacts. The generation and use of climate information for planning and decision-making should be strengthened, drawing on the best available climate observations, data and science.

To ensure the best societal outcomes from climate action, information on past, present and potential future climate conditions should be systematically integrated into national adaptation policies and project planning. The relevance and adequacy of climate information for decision-making can be identified through multi-stakeholder and country-level processes, drawing on the resources of the global hydro-meteorological community and information flowing across global to local scales. Synergies must be enabled among communities that produce climate information and those who use it for climate action. While producers gather, analyze and compile climate information, users need to know what kind of information is available out there that can support adaptation planning.

The course Integrating Climate Risk Information into NAPs, developed by the World Meteorological Organization (WMO), the Global Framework for Climate Services (GFCS), and the United Nations Institute for Training and Research (UNITAR) comes to support communities showing how to strengthen National Adaptation Plans (NAPs) through appropriate climate information and coordinated policy action, enabling various institutions and actors to work together in a collaborative framework.

The course answers several questions:

  • Why is climate information important in adaptation planning and decision making?
  • What are the technical resources for assessing climate risks?
  • What is the role of National Hydro-meteorological Services in the NAP process?
  • How can priority climate actions be enhanced by climate scientific information?
  • What climate products and services that support NAPs are out there?

The course is designed to respond the learning needs of climate services providers (National Hydro-meteorological Services, research/academic and international organizations), and users (e.g. decision-makers, private investors, non-governmental organizations, etc.), as well as of those working at the science-policy interface for outreach or communication purposes.

The course may eventually catalyze innovation in climate services, enabling climate information users and producers to co-produce climate knowledge, sharing feedback, engaging and connecting with different actors along the climate services value chain for the development of tailored information and products for better adaptation decision making.

This course is free of charge and you can register here.