In the context of supporting countries through training, UN CC:Learn delivers regional and country-level trainings, to equip national policymakers with the skills needed to tackle long-term vulnerability to climate change. Mr. Aliou Gory Diouf, a Senegalese Geographer and Senior Programme Officer participated in one of our training workshops and told us about his experience.

Developing countries are more likely to be exposed to the negative effects of climate change. Extreme weather events such as droughts, heatwaves, and heavy precipitation present new risks to development work. How then, can people and societies adapt to new human-induced environmental changes?

To facilitate climate change adaptation planning, the United Nations Framework Convention on Climate Change (UNFCCC) established the National Adaptation Plan (NAP) process as part of a global effort to help the most vulnerable countries to design, coordinate, implement and monitor their efforts in managing climate risks.

NAP Training pm Executives of ministry of planning. Togo, 2015

The National Adaptation Global Support Programme (NAP-GSP), provides a global support mechanism to enable countries to identify, finance and implement appropriate medium to long-term adaptation actions at national, sub-national and local levels. It is financed by the Special Climate Change Fund (SCCF) and the Least Developed Countries Fund (LDCF) of the Global Environment Facility (GEF). The programme implemented by UNDP and UN Environment, in collaboration with other UN agencies, assists developing countries to advance their national adaptation plans (NAP) processes. The programme provides Least Developed Countries(LDCs) and other non-LDC developing countries with technical and organizational support to advance their NAPs.

NAP-GSP works in three areas: 1) institutional support, 2) technical support, and 3) knowledge brokering. As the principal training of the United Nations, UNITAR is a NAP-GSP partner that provides training and skills assessment services.

Training individuals to advance the NAPs

In the context of supporting countries through training, UN CC:Learn/UNITAR delivers Training of Trainers (TOT), regional and country-level trainings, to equip national policymakers with the skills needed to tackle long-term vulnerability to climate change and examine adaptation options through training workshops. These trainings are aimed at operationalizing tools (such as the LEG NAP Technical Guidelines) developed to assist countries in their NAP journeys. The trainings have been designed to enhance understanding of NAP processes and to provide tools to advance these at the country level.

In the spring of 2015, Aliou Gory Diouf, a Senegalese Geographer and Senior Programme Officer in the Climate Change Vulnerability Adaptation Resilience department of EDNA Énergie, participated in the NAP Training of Trainers workshop in Bangkok.

From learning to manage time better to structuring learning modules in a more efficient way, Aliou admits that he’s also been able to strengthen his network. Since the workshop, Aliou has been invited to lead or co-lead training in Togo (twice), in Benin, in Tunisia and in Senegal.

We interviewed Aliou, and this is his experience participating in a Training of Trainers from UN CC:Learn/UNITAR. I hope they respond to your expectations.

Aliou was training local policymakers, CSOs, women and youth on methods and tools of climate change vulnerability assessment and adaptation planning. At Niodior Island, Senegal, 2014.

Which specific skills did the NAP Training of Trainers help you to strengthen?

AGD: Time management and workshop facilitation were extremely helpful for me. In Togo, for example, I had to run training for Executives of the Ministry of Planning for 4 days. I was in charge of preparing all the training materials, exercises, and logistics. Managing these activities, while also facilitating the training at the same time was a good test for me to practice and improve my time management skills.

How did the NAP Training of Trainers, as well as the NAP training delivery impact you as an individual?

AGD: The main impact, and subsequent training, is that I have organized and delivered training in other countries. This has helped my confidence and has given me the ability to master the NAP process of mainstreaming climate change adaptation into planning. Second, I now have a clear understanding and vision of how the NAP process can help countries fight climate change impacts.

I am recognized as a NAP Trainer and have helped mainstream NAP policies and strategies in the fishery sector to help fund some adaptation actions by the Government and encourage donors to support the implementation of the policies in Senegal.

Community Training on climate change vulnerability and adaptation planning. At Niodior Island, Senegal, 2014.

How did the NAP Training of Trainers lead to an impact on your affiliate institution ENDA Énergie?

AGD: ENDA Énergie is benefiting from the NAP Training of Trainers through me as a NAP trainer working for them. In countries where I have conducted training, I am known as someone working at ENDA Énergie and this makes their visibility higher.

In your opinion, how could the NAP-GSP network enhance the potentiality of NAP trainings to generate positive outcomes at the individual and/or institutional level?

AGD: I think the NAP-GSP network could be known more if it engaged more trainers in Africa. I do not know of other trainers (I may be wrong), but my feeling is that the NAP-GSP network is a matter of some UN Agencies and bilateral institutions, where stakeholders in Africa are not very present. Perhaps, this is partly due to the fact that the engagement of trainers is not done with institutions but directly with individuals.

Organizing webinars would also be helpful, especially for recent trainers to come together and share their thoughts with other NAP-GSP members.

Prior to participating in the NAP Training of Trainers, Aliou was already conducting training on issues related to the NAP process. However, the training “added a great value” to his skills. For Aliou, two major takeaways from participating in the Training of Trainers are:

  1. The NAP process is crucial for developing countries, much more than he had been taught;
  2. There is a need for more time, resources, and activities than what is currently being mobilized to anchor climate change adaptation in structures, practices and the system.

 

The strong link that needs to be built between the NAP process and NAP implementation is still missing. Against climate change, it’s crucial to plan but it’s also vital to implement,” he conclude

Aliou is now the Head of the climate finance department at Africa Sustainability Center (ASCENT), a pan-African Project/Programme incubator for climate finance.

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

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

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

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

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

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

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

Ms. Asha Alexander, principal at GEMS The Kindergarten Starters in Dubai, told us how she has initiated an ambitious programme of embedding climate literacy in school’s curriculum. At her school, more than a 1,000 teachers, students and parents have been trained on Sustainable Diet e-course. In total, 37 schools have already joined her initiative and she aim at reaching 100 schools by 2021. She is calling you to embark on this programme in your country.

After conducting the World’s First School Conference of Parties (SCOPE-2020) in Dubai it was apparent that there was an appetite worldwide for embedding climate literacy in schools. However, teachers are often not familiar with how to get started and there is still a need to share best practice. There is a need to get quality content, adequate resources and at the same time train teachers to be able to deliver this curriculum. As such, GEMS Education has embarked on an ambitious programme of effecting this change worldwide.

Opening plenary at SCOPE 2020 lead by Ms Asha Alexander. Photo: Asha Alexander

The UN CC: Learn courses have been the bedrock on which we built the teacher training at our GEMS schools and while the interest levels were high, the ability to weave it into the existing curriculum was proving to be a challenge across multiple curricula. It struck me that there must be a simpler way to get started.

Having identified the hook, I chose the Sustainable Diet e-course from several that the UN CC: Learn boasts of and requested all the staff members at GEMS The Kindergarten Starters to complete the course. Three hundred plus staff members completed the course in the space of a week and we then engaged Grades 3-5 students to undertake the course. The e-course offered relevant and current information along with possible solutions for practicing a sustainable diet. It has helped students to develop an understanding of sustainability as a whole and its connection to all aspects of environmental issues like water shortage and pollution, so they were able to deal with the complexity of the subject.

Diet followed by students and parents. Photo: Asha Alexander

Greatly encouraged we reached out to all 37 participating schools in SCOPE-2020 to be a part of this journey. With that aim in mind, we have at present connected with 15 schools from 9 countries including Oman, UAE, India, Bangladesh, Costa Rica, Uganda, Kenya, USA and Australia who will also undertake to do the course and then work with students to practice a sustainable diet by monitoring the carbon footprint of what they consume.

We feel we will have made impact if students and parents truly understand the issues from a personal viewpoint and are able to look for possible solutions within their school and local communities. Our goal is to systematically implement education for sustainability through the development of evaluation. Our vision is to have moved the needle to lower carbon footprint across the world by encouraging schools and their local communities to adopt a sustainable diet. I have learned that small but consistent steps are a great way to get started. Our children will take ownership of their own learning. All we need is to point them in the right direction.

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

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

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

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

Validation workshop participants.

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

The pathway to the validation was as follows:

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

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

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

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

Chief Climate Change Officer, Carol Mwape Zulu giving her remarks

 

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

 

Read on and learn more about this enriching experience.

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

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

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

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

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

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

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

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

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

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

Find out how powerful youth can be!

Jaz Randhawa is a young 25-years-old student from Singapore who uses technology in her favor to raise awareness on climate change. She decided to enroll in our NAP-Ag MOOC and have learned more about climate change and how the rising temperatures are affecting the world’s land, water, and air. As a millennial, she doesn’t miss an opportunity to become a proactive member of her community and is already making a difference in her country.

Perhaps mine is not a story of what I do now to make a difference, but rather my goal, my dream, and what I aspire to be. Taking this course in climate change was my first real step in understanding what needs to be done and how people are making progress every day.”

Jaz Randhawa /©Jaz Randhawa

I found this course incredible in a variety of ways — how the content was interjected with real-life stories of people who are working hard to make a better world for all, having quizzes to make sure knowledge is retained, and the peer assessments.

The peer assessments, seem to have been her favorite. This unique learning tool asks participants to develop their own agriculture adaptation projects and share their work with their fellow learners for feedback and support.

Sentosa, Singapore

Through her peer assignment work, Jaz found that multiple adaption projects are currently underway that curtail low water supply by developing water reservoirs in-country and abroad in Malaysia. But these were not enough. For her,

Are you also using technology to tackle climate change? Spread the word, and tell us what difference are you making in your community or country. Share your story with us on Twitter, Instagram and Facebook!

In celebration of World Food Day, UN CC:Learn and Danone launched the Sustainable Diet e-course in Portuguese. The course has been taken by more than 12,000 learners from all over the world and it can be found at UN CC:e-learn platform.

Food systems are simultaneously a leading cause of environmental degradation and depletion of natural resources. Currently, food systems are responsible for a significant 20 percent of greenhouse gas (GHG) emissions and are a major driver of land conversion, deforestation and loss of biodiversity.  Agriculture alone accounts for roughly 70 percent of global freshwater withdrawals and water pollution and is responsible for 80 percent of worldwide deforestation.

With the world’s population predicted to expand to 9.7 billion individuals by 2050, these environmental impacts do not make current food systems sustainable. According to the most recent report published in 2019 by The Intergovernmental Panel on Climate Change (IPCC):

Consumption of healthy and sustainable diets presents major opportunities for reducing GHG emissions from food systems and improving health outcomes”

The food system embodies a complex chain that includes environmental, social and economic outcomes to provide food that comprises diets. Healthy diets generally encompass dietary goals defined in terms of nutrient adequacy, intake of specified food groups and adherence to a dietary pattern. Sustainable diets, however, are more than the sum of nutrients and foods consumed as they are strongly conditioned by the ways food is produced, distributed, marketed, chosen, prepared and consumed.

According to FAO (2019), the aims of sustainable diets are: to achieve optimal growth and development of all individuals; to support functioning and physical, mental, and social wellbeing at all life stages for present and future generations; to prevent all forms of malnutrition; to reduce the risk of diet-related non-communicable diseases, and to support the preservation of biodiversity and planetary health. Sustainable and healthy diets must combine all the dimensions of sustainability to avoid unintended consequences.

In this context, UN CC:Learn and Danone launched the Sustainable Diet e-course. This course is now translated into Portuguese and aims of helping people decide on choices that can promote real changes in their health and our planet.

Our role is to motivate people, through this food revolution, to make their choices considering the positive impact they can have on their health, on their community and on the planet” – said Edson Higo, CEO of Danone Brazil

The e-course is free of charge and has eight interactive modules which include videos, factsheets, and activities. The course identifies ways in which changing your diet makes a positive impact and invites the participants to develop a personal plan for a sustainable and healthy diet. This e-course is also available in English and you will receive an official certificate after successfully completing the course. Watch the teaser below and join our learning community today! Registrations are open.

What our learners have said:

I have learned how my diet impacts our planet and affects our health, and also how to start eating healthy and sustainably. A truly inspiring course.” – learner from Brazil

The course is amazing! It’s up-to-date, very simple to browse the site, the videos are really well-made, and the factsheets are so dynamic! Also, the completion marks on the activities were a nice way to motivate me to continue doing the course!” – learner from Brazil

As a professional in the health area, I can properly say that this course truly added value in my knowledge. Now, it is on me to act.” – learner from Kenya

I believe that being part of the sustainable food revolution helps us think how our eating habits and daily choices are affecting our health and the planet. I believe that if we all take this course, things would change favorably since we would have the knowledge to make a healthier and more sustainable choices” – learner from India

Saraswati is a young lady from North Sumatra. Addressing climate change in Indonesia is a priority for her and she believes that raising awareness is key in this process. That’s why she wants to become a climate educator and have been leading a project to introduce children to climate change.

 

By preserving nature, there will be access to more than there was before. That is the way to enjoy nature: taking care of the Earth and by doing this, it will allow our children to be taken care of.” — Ms. Saraswati

By Ms. Saraswati /©UN CC:Learn

By Ms. Saraswati /©UN CC:Learn

Project website: Bamboo Workshop

Saraswati is a 24-year-old young lady from North Sumatra and has a Batak ethnic background. Addressing climate change in Indonesia is a priority for Saraswati. Raising awareness is key in this process. That’s why she leads a project to introduce children to climate change, as they are the future generation who will live with its impacts. Saraswati teaches children to use bamboo instead of wood through craft making, in order to tackle deforestation and land degradation. She wants to be a climate educator to help change people’s behaviours and lifestyles so they can be more eco-friendly by providing them accurate climate information. At the Tribal Climate Camp, she learned strategies to develop climate change plans, which she can use to make her dream of climate education come true.

YLCCC 2017 top thee students, awarded by Dr Shahbaz Khan, Director and Representative, UNESCO Regional Science Bureau for Asia and the Pacific, win sponsorship for Tribal Climate Camp, in the USA. /©UN CC:Learn

YLCCC 2017 top thee students, awarded by Dr Shahbaz Khan, Director and Representative, UNESCO Regional Science Bureau for Asia and the Pacific, win sponsorship for Tribal Climate Camp, in the USA. /©UN CC:Learn

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

Climate change can affect the environmental balance on Earth and it has become a much-discussed topic. However, there are still many people that don’t realise this. This, together with lack of information, affects policy-making and action. Among environmental issues, deforestation has very negative impacts. Substituting wood by bamboo can decrease forest degradation. However, bamboo with certain processing techniques can be as the strong as wood. Providing this information to people, particularly to children, can have benefits. Therefore, through an interactive workshop, we communicated about climate change and deforestation to primary students at the International Humanity Foundation Medan Center in Indonesia. Children in primary schools are our main target, as they are the ones who will face the risks of climate change’s impact in the future and need to be educated as early as possible. Introducing and training them on climate change and creating crafts from bamboo help the awareness of natural environment. Being part of the environment, children can learn about consumption and waste disposal in a correct manner.

Ms. Saraswati with two other students at the Tribal Climate Camp in Eatonville, United States. /©UN CC:Learn

Ms. Saraswati with two other students at the Tribal Climate Camp in Eatonville, United States. /©UN CC:Learn

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

As the 5th world’s largest emitter of greenhouse gases (GHG), Indonesia aims at reducing 26% of its emissions by 2020 and 46% by 2030. The challenge of Indonesia is how to build strategies to address climate change and its impact. Real action needs to happen at all levels, from government to local community based efforts. However, many people in Indonesia are still lacking information of climate change risks and may not realize the effect of climate change. Climate education is one of the solutions for this problem and much needed to increase awareness. Therefore, I would like to dedicate myself to becoming a climate educator in the future. I hope climate change becomes a subject in schools so everyone can get more accurate information and increase awareness to change lifestyles to more eco-friendly behaviours. Climate education can be a solution to spread information and to engage more people to take actions on climate change adaptation and mitigation. I believe that education moves slowly but has strong power to change the world.

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

The Youth Leadership Camp for Climate Change (YLCCC) is the right place to create green leaders. It was a valuable experience as I learned about climate mitigation and adaptation and carbon footprint calculation. We had a training on how to campaign and introduce climate change to others through short movies, e-posters, and social media. Climate change awareness should reach people all over the world!

The Tribal Climate Camp was held at the University of Washington Pack Forest Conference Center in the United States. /©UN CC:Learn

The Tribal Climate Camp was held at the University of Washington Pack Forest Conference Center in the United States. /©UN CC:Learn

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

I did enjoy every activity at the Tribal Climate Camp. I learned how to develop a strategy plan for climate change, to use climate tools which can help with decision making in climate monitoring, and even to communicate and engage with communities on climate change actions. One of the strategies that I have learned came from Oregon, which will reap rewards — including clean, renewable energy and thousands of good paying jobs all over the state. This strategy can reach more professionals to be involved on climate change adaptation and mitigation. In addition to the discussions, during the camp we also visited the Nisqually Tribe, a salmon hatchery, and Mt. Rainier. These field trips made me enjoy more our nature and be more grateful to be part of this camp. I learned that the right way to enjoy the nature is by taking care of its beauty.

At the TTC, I presented my ethnic culture and explained my team projects. I am part of the Bataks, which is one of ethnicities from North Sumatra. During my presentation, I displayed Ulos, a Bataknese weaving craft symbolizing the “warmth” needed to survive. Giving an ulos to someone means giving respect and love. Then, I presented my “Climate Rangers” team’s group projects. The first project aims to introduce climate change to kids, who are the stakeholders of the future, through a video highlighting how animals lose their habitat because of littering and how planting bamboo is a way to mitigate climate change. The second project consists of teaching kids to make more eco-friendly decisions, such as using bamboo instead of wood, showcasing how to create pen holders with bamboo.

Ms. Saraswati at the Tribal Climate Camp in Eatonville, United States. /©UN CC:Learn

Ms. Saraswati at the Tribal Climate Camp in Eatonville, United States. /©UN CC:Learn

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

This Tribal Climate Camp has helped me to build wider international connections, needed to promote climate change awareness. The people I met at the camp provided guidance, knowledge and advice, helped me to advance my future to become a climate change educator, and even become friends. In my long-term planning, I would like to build a school where children can learn about climate change. I know this is not an easy thing to achieve. Administrative work and compiling all the necessary documentation to get permission and funding could be the challenges. One day, I would like to invite the participants of the TCC to work together in building the school, starting from finding the sponsorship until the administration files completion, or even visiting Indonesia to share their experience on climate change to motivate people to be more aware on climate change. I hope someday children will take care of their nature and become climate fighters of the future.

Ms. Saraswati 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.

Want to discuss the global challenges posed by climate change with other young people?

 

We are hosting a series of Virtual Youth Climate Dialogues that will bring together young people from all across the globe in a series of discussions about climate change and green economy.

 

Register yourself below to get a chance to participate.

COVID-19 has added even more complexity to the ongoing climate crisis. It’s now time to shift the course that our planet is taking and build a sustainable future.  And this change starts with you! Take part in our series of Virtual Youth Climate Dialogues and get a chance to discuss climate change issues with young people from all over the world!

Young people will be the most affected by the climate crisis. Through our Youth Climate Dialogues, we provide a platform for them to discuss climate change with their peers from all over the world.  And with many schools closed due to the COVID-19 pandemic, these young learners can still continue to contribute to the global climate change debates and influence the COVID-19 recovery plans by ensuring that climate change remains a priority.

Are you interested? Then we invite you to join us in a series of Virtual Youth Climate Dialogues that will be held online with students from several different parts of the world. Our Youth Climate Dialogues are interactive discussions that lead to personal reflection and learning. Don’t miss out on the chance to get different perspectives on climate change and its potential solutions.

Watch the video and get inspired by Yande and Reuben, two youth from Zambia who participated in the YCDs in 2019!

  • Are you between 15 and 35 years old?
  • Are you worried about climate change?
  • Is your community affected by climate change?
  • Do you wish to discuss possible solutions with other youth?
  • Do you have a climate message to share with other youth?
  • Do you have a climate story to tell?

If you have answered YES to any of the questions above, fill out the form below and pick the best date for you.

Over the coming weeks, we’ll screen all the applications and reach out to everyone interested. We look forward to meeting you soon.

‘Climate education is crucial for raising the ambition we need to address the existential threat of climate change’, said the UN Secretary-General, António Guterres, in celebration of the issuance of 100,000 certificates of course completion on UN CC:e-Learn platform.

Check out the full letter sent by Mr António Guterres to the UN CC:Learn Partnership and its community.

On 18 September 2020, the UN CC:Learn community celebrated the issuance of 100,000 certificates of course completion on our e-learning platform – a milestone for climate literacy worldwide. On this occasion, an event was held with high-level representatives from the United Nations, including the Deputy Executive Secretary of the UNFCCC, Mr. Ovais Sarmad, the Deputy Secretary-General of WMO,  Ms. Elena Manaenkova, the Executive Director of UNITAR, Mr. Nikhil Seth, as well as Ms. Janine Kuriger, Head of Division at the Swiss Agency for Development and Cooperation, Mr. Angus Mackay, Head of the UN CC:Learn Secretariat, Mr. Vincens Cótê and Ms. Cristina Rekakavas, respectively former and current coordinator of the UN CC:Learn programme.

As if this was not enough, we also had the attendance of more than 1,000 alumni from all over the world who joined via Zoom and Youtube. To close this celebration with a golden key, the Secretary-General of the United Nations, António Guterres, congratulated the UN CC:Learn Partnership and its community for this accomplishment. In his message, he also challenged our community to leverage climate literacy around the world to enable individuals, organizations, and societies to mitigate and adapt to climate change.

The task is now to scale up this effort and to build a global movement that can help us fulfill the promise of the Paris Agreement.”

Check out the full message sent by the UN Secretary-General, António Guterres.

 

Climate education is crucial for raising the ambition we need to address the existential threat of climate change.

I have been very encouraged to see the way that educators around the world are becoming more involved in climate change, in particular, because of the increasing role of youth in demanding greater attention to the crisis.

In that spirit, it gives me great pleasure to recognize the work of the One UN Climate Change Learning Partnership.

Since 2010, UN CC:Learn has been making the UN’s vast knowledge and expertise more easily available to people around the world, particularly in developing countries and countries in special circumstances.  The Partnership has now reached a milestone: more than 100,000 learners have successfully completed a free online course — and more than 50 percent of those learners are women.

This adds 100,000 informed voices to the cause, with increased knowledge, skills and, above all, the motivation to advance climate science, sustainable infrastructure design, responsible investment and other key dimensions of this challenge.  The task is now to scale up this effort and to build a global movement that can help us fulfill the promise of the Paris Agreement.  The recently launched “United in Science 2020” report from the World Meteorological Organization is a further contribution, cataloging the crisis and ringing the alarm.

I congratulate the UN CC:Learn partnership on this achievement and thank the Government of Switzerland for its long-standing support for this important work.