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Climate Change and ESD
discussion
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What are the needs of your regions in terms of education and learning to address Climate Change?
Identify sustainable models of behavior
Need for an awareness campaigns, advocacy for the whole community, publicity at all levels (RCE
Mau and others) – UNU will send invitation for the UNFCCC Alliance campaign
Holistic understanding on the cause-effect of climate change; example of harmful practices (linked
with 4)
Capacity development for transformative actions, especially for the educators and for the
communities
Establishing of the capacity development institutions
Integration of traditional wisdom into actions; adaptation and mitigation knowledge
Climate change into the curricula at all levels AND the whole school approach (link with 4)
Work with media
Need for motivation (around benefit of action)
Effort for engaging with policy makers and their capacity development (linked with 4)
Civic voluntarism for CC actions
Livelihood activities under the CC conditions and towards greener development, education towards
transformation of the ‘traditional’ sectors – documentation and measuring the benefits of actions.
Specific emphasis on the traditional technology and its interplay with modern technologies.
Need for baseline
Literacy and adequacy of translation of the materials
Documentation of real experience
Overcoming ‘anti-climate’ groups
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What additional capacities your RCE (and RCE partners) require to satisfy these
educational needs?
Need for collaboration on climate issues, among key stakeholders including NGOs UNU
will put a “market place’ on the RCE Portal and suggest webinar for information
exchange (‘climate Clinique’)
Action oriented research as a strategy for capacity development
Opportunity for climate compatible development research
Community resilience plan
Information and data between scientific and policy communities; working closely with
policy makers (data, etc.)
Teachers training
Data on climate
Integration of TK with other knowledges
Strong case/project for funding from the private sector (innovative project)
Curricula
Policies for ‘greener’ development
Exchange programme
Documentation of the RCE practices
Clarifying and empowering people to take actions (at all levels and in all sectors)
Funding and other resources
Administrative support and operations in place
Rapid reactions from educational sector to address emergency situations
Sustaining actions beyond events
’Translation’ of international experience into local realities.
• Prioritized actions
1. Need for an awareness campaigns, advocacy for the whole community,
publicity at all levels
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Participation in the UNFCCC Alliance campaign on education for climate change
2. Capacity development for transformative actions, for the educators ,
policy makers and communities
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Actions to be explored at the portal
3. Livelihood activities under the CC conditions and towards greener
development, education towards transformation of the ‘traditional’
sectors – documentation and measuring the benefits of actions. Specific
emphasis on the traditional technology and its interplay with modern
technologies.
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Documentation of ESD practices on the ESD and livelihood under pressure of
climate change is agreed
Further exploration on follow up actions, e.g. measuring, capacity development,
etc. is to be explored at the RCE Portal
4. Need for collaboration on climate issues, among key stakeholders
including NGOs
 UNU will put a “market place’ on the RCE Portal and suggest webinar for
information exchange (‘climate Clinique’)