Transcript S7-Etienne Clement- Presentation

CLIMATE CHANGE AND
EDUCATION FOR SUSTAINABLE
DEVELOPMENT
Etienne Clément
UNESCO Bangkok
Climate change and disasters: the facts
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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.
The facts on greenhouse gases
Source: US National Oceanic and Atmospheric Administration ( NOAA); OXFAM
Climate change: the effects
Disasters and Vulnerability
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Recent UN report indicates 9 out of 10 disasters are now climaterelated.
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Climate change and related natural disasters cause social, economic
and environmental vulnerability
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is an issue that already affects and will increasingly impact all nations:
our environment, our societies and our common natural and cultural
heritage;
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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.
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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)
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.
Climate change and Vulnerability: Asia-Pacific
 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 AsiaPacific: 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 AsiaPacific region
Impact of disasters on human security
Source: Japan International Cooperation Agency
Impact of disasters: economy
Source: Japan International Cooperation Agency
Impact of disasters on human security and economy
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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.
Climate change: the response
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Finding solutions
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to mitigate the negative impacts
and adapt to changing conditions
requires an approach that unites
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sound, unbiased science
with a range of
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environmental,
economic,
informational,
social,
attitudinal and behavioral factors.
The complexity of the problem is intrinsically linked with
overarching societal issues.
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.
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.
Climate change: the response
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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
Global initiatives on Climate Change
 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 include Education
for sustainable development
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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
Education for sustainable development (ESD)
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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
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make climate change education a more central and visible part of the
international response to climate change.
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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
UNESCO modules on ESD
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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.
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
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.