Climate CHANGE and education for sustainable development

1. Climate CHANGE and education for sustainable development Etienne Clément UNESCO Bangkok

2. Climate change and disasters: the facts • Climate change is influenced by increases in the production and release of greenhouse gases. • Disasters: in a study of weather-related disasters, occurrences have increased on average 4-5% annually since 1980, resulting in an overall 233% rise over the past 30 years.

3. The facts on greenhouse gases Source: US National Oceanic and Atmospheric Administration ( NOAA); OXFAM

4. Climate change: the effectsDisasters and Vulnerability Recent UN report indicates 9 out of 10 disasters are now climate-related. Climate change and related natural disasters cause social, economic and environmental vulnerability is an issue that already affects and will increasingly impact all nations: our environment, our societies and our common natural and cultural heritage; 2008 food price crisis an example of how the cumulative effects of multiple shocks (including natural hazards) can have dramatic impact on the most vulnerable. An estimated 175 million children/year likely to be affected by climate change over the next decade. (From Save the Children UK: Legacy of Disasters: The Impact of Climate Change on Children, 2007) 

5. Climate change and disasters: Asia-Pacific Source: UNESCAP Statistical Yearbook for Asia and the Pacific 2009 Source: Presentation on Disaster Risk in Asia-Pacific by Clovis Freire, ICT and Disaster Risk Reduction Division, UNESCAP, 2010.

6. 85% of global earthquake risk is concentrated in only 12% of the earth’s surface — a large part of it in Asia-Pacific In 2009, six of the 10 countries with the highest mortality rates and GDP loss from natural disasters were in the Asia-Pacific: India (1806 deaths); Indonesia (1407 deaths); Philippines (1334 deaths); China (including Taiwan) (1221 deaths); Australia (535 deaths); Viet Nam (356 deaths) 82% of all lives lost in disasters since 1997 are in the Asia-Pacific region Climate change and Vulnerability: Asia-Pacific

7. Impact of disasters on human security Source: Japan International Cooperation Agency

8. Impact of disasters: economy Source: Japan International Cooperation Agency

9. In 30 years, natural disasters have tripled. The number of victims is on the rise, due in part to the growth in population and urbanization of the areas that are prone to natural hazards such as floods, earthquakes, landslides, drought, wildfires, cyclones, tsunami, and volcanic eruptions. Natural disasters are hitting developing countries harder : 90 percent of death toll 1978 and 2002 in developing countries. The impact of natural disasters is not temporary : in addition to loss of lives and belongings, natural disasters deprive resources for development of future generations and bring about socio-economic disorder stripping the poor of what little source of income that they have. Impact of disasters on human security and economy

10. Climate change: the response • Finding solutions • to mitigate the negative impacts • and adapt to changing conditions • requires an approach that unites • sound, unbiased science • with a range of • environmental, • economic, • informational, • social, • attitudinal and behavioral factors. • The complexity of the problem is intrinsically linked with overarching societal issues.

11. Climate change: the response • Finding solutions • to mitigate the negative impacts • and adapt to changing conditions • requires an approach that unites • sound, unbiased science • with a range of • environmental, • economic, • informational, • social, • attitudinal and behavioral factors. • The complexity of the problem is intrinsically linked with overarching societal issues.

12. Climate change: the response • Finding solutions • to mitigate the negative impacts • and adapt to changing conditions • requires an approach that unites • sound, unbiased science • with a range of • environmental, • economic, • informational, • social, • attitudinal and behavioral factors. • The complexity of the problem is intrinsically linked with overarching societal issues.

13. Climate change: the response • Progress is required on effective mitigation, adaptation, reduction of greenhouse gas emissions, development of green technologies, and political support for the establishment of effective international and national policies. • Education is an essential element of international and national policies for the global response to climate change. • It helps young people understand and address the impact of global warming, encourages changes in their attitudes and behaviour and helps them adapt to climate change-related trends. • Towards building a new generation of climate change awaare citizens

14. 1992 – Rio Earth Summit United Nations Framework Convention on Climate Change (UNFCCC) Agenda 21, Chapters 35 (science for sustainable development) and 36 (promoting education, awareness and training) leadership given to UNESCO 2000 – Environmental sustainability identified as MDG 7 2002 – Johannesburg Summit reaffirmed commitment to Agenda 21 2002 – UN General Assembly adopted 2005-2014 as UN Decade of Education for Sustainable Development 2005 – Kyoto Protocol entered into force committing developed country signatories to reduce GHG emissions 2009 – World Conference on ESD adopted Climate Change as one of key action themes Global initiatives on Climate Change

15. Global initiatives on climate change include Education for sustainable development • In the UN, the activities related to climate change are incorporated into the UN system-wide strategy, “Acting on Climate Change: The UN System Delivering as One”. • 2002 – UN General Assembly adopted 2005-2014 as UN Decade of Education for Sustainable Development : UNESCO is leading agency  • UNESCO being the UN agency with a mandate on natural and social sciences has several strategic objectives in climate change: • building and maintaining the climate change knowledge base: science, assessment, monitoring and early warning; • A specific programme on the ethics of science and technology • promoting mitigation of and adaptation to climate change, including through enhanced education and public awareness

16. Education for sustainable development (ESD) • Education for sustainable development facilitates the degree to which an education system is prepared for and is responsive to existing and emerging challenges • Through its Climate Change Education for Sustainable Development programme, UNESCO aims to • make climate change education a more central and visible part of the international response to climate change. • The programme aims to help people understand the impact of global warming today and increase "climate literacy" among young people. • It does this by strengthening the capacity of its Member States to provide quality climate change education; encouraging innovative teaching approaches to integrate climate change education  in school and by raising awareness about climate change as well as enhancing non-formal education programmes through media, networking and partnerships. • Teacher training in climate change education is still in its infancy

17. UNESCO modules on ESD • On Climate Change Education and on Education and Disaster Risk Reduction for primary, secondary, technical and vocational education and non formal education, through • improved education policy, analysis, • research and planning; • teacher education and training of education planners; • The Modules generally consist of a conceptual framework, a glossary of natural disaster terms, a training manual containing lessons, activities and tasks, and resources including case studies and worksheets.

18. ESD: UNESCO in Asia and he Pacific: • Coordinating and tracking trends in ESD; • Supporting government on disaster mitigation education (formal and informal) focusing on emergency reaction and climate change • Collaboration with UN agencies (e.g. Thailand UNPAF Joint Programme on Climate Change, Outcome 1) • Initiating Monitoring & Evaluation benchmarks for inter-ministerial partners and ESD Focal Points across Asia-Pacific • Supporting best Practices: • Myanmar Education Recovery Project (MERP) following Cyclone Nargis, 2008 (Over 2000 educators have been trained in DRR, which has reached 400 000 students in affected areas) • Project on Emergency Education, Training and Capacity Building for Education Authorities in West Sumatra following the 2009 earthquake

19. ESD: UNESCO in Asia and he Pacific: Supporting best Practices: Maldives: A UNESCO workshop in September 2010 brought local and international experts together to share understanding and knowledge on climate change education within the context of the Maldives and SIDS, and to identify ways of strengthening the role of education, thereby enhancing the sustainability of the livelihoods of the communities living on islands. Vietnam The Ministry of Education and Training of Viet Nam recently finalized its Action Plan on the Education Sector Response to Climate Change, which identifies nonformal education as one of four priority areas. UNESCO, having supported the effort to include CCESD into the action plan, is now supporting the research and development of a CCESD booklet targeted at non-formal or life-long learners, as well as traditional students for use during extracurricular activities.