Webinar Educación, adaptación y reducción de riesgo de desastre #CambioClimático #GestiónDeRiesgos (Versión en Ingles)

1. Webinar 18:
Education, adaptation and disaster risk reduction

2. Agenda
Welcome to the NAPS Community of Practice
Sebastian Rodriguez, Adaptation Specialist, Climate Change Unit
Regional Office for Latin America and the Caribbean – UN Environment
Introduction
PhD Lili Ilieva, Associated consultant
Practical Action – Regional Office for Latin America
Learning about climate change: Basis and multiplier for climate action
Clara Ariza, Specialist in Adaptation to Climate Change,
Disaster Risk Reduction and Sustainable Development
Association for Learning about Climate Change (UN CC: Learn)
CONSTRU-PAS: Building Participation and Prevention for a Healthy Environment
Pablo Kaplun, Project Manager - Geografía Viva, Venezuela

3. Introduction
Lili Ilieva
Associated consultant
Practical Action – Regional Office for Latin America

4. Learning about climate change:
Basis and multiplier for climate action
The UN CC: Learn experience in Central America

5. Did you know that 40% of adults
worldwide have never heard of
climate change?

6. What is the situation in your country? Do people have the
skills and knowledge to adapt to climate change?

7. Why invest in education and training?
Many initiatives today
do not generate long-
term impacts because
Capacity Building is
only an " addition ".
Working with formal
education systems
enables reaching a
significant part of the
population.
There are successful
initiatives, but
unfortunately they do
not attract sufficient
funding.

8. 2009
Launch
2011-2013
Pilot Phase
2014-2017
Implementation
2017-2020
New Phase
Alliance of 36
multilateral
organizations
and 16 countries
Supports national
and regional
learning strategies
on climate change
Contributes to
compliance with
Article 6 of the
UNFCCC and Article
12 of the Paris
Agreement
What is UN CC:Learn?

9. National Learning Strategy on Climate Change:
Dominican Republic
• UN CC: Learn Pilot
project in 2011
Main objective:
To create a national
framework for coordinated
action by national and
international partners to
strengthen learning relevant
to green development, low
emissions and climate
resilience in the Dominican
Republic.
2030 Vision: Dominican society possesses an
education system and public policies are
implemented to generate institutional and human
resource capacities to face the challenges
associated with climate change adaptation and
mitigation.

10. National Learning Strategy on Climate Change:
Dominican Republic
• Consultative process with the participation of more than 400
people and 80 institutions.
• Identification and inclusion in the Strategy of priority actions for the
Development of professional skills:
• Capacity building of technicians-teachers.
• Capacity building of national negociators.
• Capacity building of social communicators to disseminate
information on climate change.
• Capacity building of planners for sustainable economic
practices and creation of green jobs.

11. National Learning Strategy on Climate Change:
Dominican Republic
• Priority actions for the development of professional skills:
• National capacity building to access international resources.
• Capacity building for adaptation of local actors in the most
vulnerable areas.
• Capacity building of the business sector to implement clean
production and energy efficiency measures.
• Priority awareness-raising actions for the public
• Awareness raising for decision-makers in key government
institutions, the private sector and the media.
• Public awareness-raising to increase capacities for risk
management and adaptation to climate change.

12. National Learning Strategy on Climate Change:
Dominican Republic
• Actions to strengthen climate change learning in priority sectors:
Sector Actions for capacity building in:
Energy • Implementation of renewable energies
• Energy Efficiency
Tourism • Coastal-marine ecological recovery and restoration
• Territorial planning of coastal-marine areas
Water resources • River basin management
• Territorial planning to improve flood risk management.
Agricultural • Conservation and use of soils.
• Agricultural adaptation to droughts.
• Agribusinesses with climate resilience and contribution to climate
mitigation.
Forestry • Conservation and production of plants and seeds to address
biodiversity loss.
• Reforestation to increase climate resilience.
• Ecological recovery and restoration

13. National Learning Strategy on Climate Change:
Dominican Republic
• Actions for capacity building of the education and training system
to facilitate learning on climate change:
Sector Actions
Elementary
Education
• Teacher training in climate adaptation and risk management
• Integration of climate change content into units of the elementary
education curriculum
• Design of didactic materials that address the issue of climate change
at this level
Basic and Secondary
Education
• Incentive to research - actions carried out in the classroom, linked to
the issue of climate change
• Strengthening of Environmental Education Committees
• Training of facilitators for the organization of trainings in the
community within the program of 60 hours of community services.
Higher Education • Capacity-building of teachers at senior level

14. National Learning Strategy on Climate Change:
Dominican Republic
IMPLEMENTATION:
• Training and awareness-raising for
nearly 40 social communicators in
coordination with the Dominican
College of Journalists and the Union
of Press Workers (May 2013).
• Development of
educational materials for
coastal communities

15. National Learning Strategy on Climate Change:
Dominican Republic
IMPLEMENTATION:
• In collaboration with
INAFOCAM, 500 teachers and
multipliers have been trained at
the national level with UNESCO
support and training materials.
• Approved budget of US$1 million
from the Ministry of Education to
train an additional 3000 teachers
by 2016.
• Programme to train 120
university multiplier teachers to
raise awareness among 4000
higher education students.

16. UN CC: Learn SICA Regional Program
• Part of the experience in
the Dominican Republic
• Launch in 2015
• Regional Node in the
CNCCMDL, Dom.Rep.
• Close collaboration with
CCAD/ CECC SICA
Overall Objective: Maximize
synergies and benefits of joint
initiatives to channel more
funding and increase the
effectiveness of climate
change learning.

17. Regional Action Plan for Climate Change Education,
Training and Awareness in SICA member countries 2019-
2023
Main objectives
• Strengthen regional cooperation and maximize synergies and common
initiatives in climate change education, training and awareness-raising.
• Provide added value to policies, initiatives and institutions that address
climate change, promote green development and seek to strengthen
education and training centers in the region.
• Operationalise Programme Area 4 of the Regional Climate Change Strategy
(2010)

18. Steps in the development of the Regional Action
Plan
JAN-MAR 2016 - SICA member countries jointly develop a background report
synthesizing the programs, activities and progress achieved at the national and regional
levels.
JUN 2016 - Meeting of representatives of all SICA member countries to lay the
groundwork for the formulation of the Regional Action Plan.
MAR 2017 – The CCAD Ministerial Council analyzes the progress made in the
implementation of the UN CC Learn Regional Program in San José, Costa Rica. The
Ministries of Education express their interest in joining the activities of the Programme.
ABR 2017 – Begins the development of a regional proposal to initiate the implementation
of the Action Plan through a webinar and a face-to-face workshop in Santo Domingo.
OCT 2017 – CCAD officially approves the Regional Action Plan for Climate Change
Education, Training and Awareness in SICA Member Countries (2017-2022). The Plan
includes 19 priority actions.

19. Empowering societies for climate action: a proposal from the member
countries of the Central American Integration System (SICA)'.
Formal and non-formal
education as a means of
learning and action to
accelerate adaptation and
mitigation to climate
change at all levels of
Central American society,
Significant contribution to
the implementation of
national climate and
development
commitments (NDCs and
ODSs).
First regional capacity
building programme for
climate action. Part of the
experience of the
Dominican Republic and
its allies
Budget: USD 5M
Building knowledge for
climate action FOR ALL:
Students, journalists,
community leaders,
productive sectors. In:
Dominican Republic, Costa
Rica, Panama, Belize, El
Salvador, Nicaragua,
Guatemala and Honduras.

20. Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.
Premises:
• Empowering citizens of SICA countries for climate action is a prerequisite
for SICA countries to adapt to climate change and achieve their
Anticipated and Nationally Determined Contributions (INDCs).
• Empowerment for climate action is an immediate priority that depends on
awareness-raising, education and the generation and dissemination of
knowledge that will enable the implementation and replication of solutions
and good practices in the face of current and future climate challenges.

21. Goal: To position the SICA Region as a world leader in empowering people
for climate action is the goal of this project, prepared through a joint effort of
the governments of the Dominican Republic, El Salvador, Guatemala, Costa
Rica, Belize, Panama, Nicaragua and Honduras.
Purpose: To empower 20 percent of the population of the SICA region for
climate action in 5 years through education, training, awareness-raising and
dissemination of knowledge and information on climate change, its risks and
mitigation and adaptation measures.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

22. The project will promote the regional exchange of
• Educational and dissemination materials,
• knowledge transfer tools and vehicles
These exist, have been developed and tested by individual
countries and can be used/adapted to the national and local
contexts of other SICA members.
The project seeks to use synergies with regional and
national initiatives on education and climate change.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

23. Actions of empowerment for climate action contemplated:
At the regional level, with indicators common to all countries
At the national level, aligned with each country's priorities for
achieving national climate change targets (INDCs, national
adaptation and mitigation strategies and plans, among others).
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

24. Main themes:
• Formal education
• Non-formal education:
The two themes will be coordinated regionally and
nationally in parallel.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

25. Activities to improve formal education on CC:
• Revision and improvement of education and teacher training materials
on the subject.
• Development of a didactic cellphone app.
• Development of a regional educational portal on climate change.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

26. Activities in non-formal education:
• Training program for community leaders with vocation and convening
power to promote decision-making and climate action at the local level;
• Creation and strengthening of networks of communicators for climate
action
• Certification of journalists active in the dissemination of the topic
• Development and implementation of a regional communication strategy
on climate change.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

27. Activities in non-formal education:
• Training programme for the private sector
The project is expected to reach out to all sectors of society in SICA
countries and to generate the skills necessary for individuals, populations
and all sectors of society to act in a timely and informed manner in the
face of the climate challenges they already face and which are expected to
intensify in the coming decades.
Empowering societies for climate action: a proposal
from the member countries of the Central American
Integration System (SICA)'.

28. Let's start learning today.
Take up one of the UN CC:Learn
courses!
unccelearn.org

29. Thank you for your attention!
www.uncclearn.org

30. CONSTRU-PAS
BUILDING PARTICIPATION AND PREVENTION
FOR A HEALTHY ENVIRONMENT
PABLO KAPLUN AND JULIO ALEXANDER PARRA
(MÉRIDA-VENEZUELA)

31. OBJECTIVE OF CONSTRU-PAS
PROMOTE PARTICIPATION IN POPULAR COMMUNITIES SO THAT
PEOPLE BECOME AWARE OF AND MOBILIZE TO ADOPT
PREVENTIVE ATTITUDES TOWARDS RISKS LIKELY ASSOCIATED
WITH CLIMATE CHANGE.

32. THE PROBLEM: INCREASED EXTREME
RAINFALL AND FLOODING DUE TO
MELTING OF ICE AFFECT VERY
VULNERABLE POPULATIONS

33. LOCATION OF THE STUDY
AREA OF THE CONSTRU-PAS
PROJECT

34. WHAT DID WE SET OUT TO DO?
 PROMOTE PREVENTIVE ATTITUDES FROM THE
PERSPECTIVE OF HH.RR. (ENVIRONMENTAL CITIZENSHIP)
 DEVELOP AN AFFECTIVE ENVIRONMENTAL EDUCATION.
SYSTEMATIC EDUCATION. IF THE ENVIRONMENTAL
EDUCATORS DO NOT CHANNEL THE PEOPLE'S DAILY
PROBLEMS, IT WILL BE DIFICULT TO INTEGRATE WITH
THEM.
 CONCRETE TECHNIQUES OF THIS ARE PARTICIPATORY
MAPPING AND THE APPLICATION OF SYSTEMIC
MOVEMENTS IN COMMUNITY MEETINGS.

35. WHAT OTHER THINGS DID WE PROMOTE?
 TRUST IN THE NNA AS KEY ACTORS IN PROCESSES OF
INTERNALISATION OF ATTITUDES.
 RESORT TO THE RADIO PRODUCTIONS CARRIED OUT BY
NNA BOTH TO INFORM AND TO QUESTION EXTERNALIZED
AND CONFORMIST BEHAVIOUR PATTERNS

36. AND ALSO OTHER STRATEGIES
 PROMOTE ARTISANAL EARLY WARNING SYSTEMS WITH
LOCAL POPULAR TECHNOLOGY.
 SIGNAGE THAT ENCOURAGES A SENSE OF RELEVANCE.

37. A LITTLE BIT MORE
 PROMOTE ARTISANAL EARLY WARNING SYSTEMS WITH
LOCAL POPULAR TECHNOLOGY..
 BUILD KNOWLEDGE EXCHANGES UNIVERSITY OF THE
ANDES - LOCAL COMMUNITIES ("I KNOW SOMETHING,
BUT YOU ALSO KNOW")

38. DEVELOP COMMUNITY RISK
MANAGEMENT PLANS
 THIS IS VITAL BECAUSE NEITHER CIVIL PROTECTION NOR
FIREFIGHTERS HAVE THE CAPACITY TO ARRIVE ON TIME.

39. THANK YOU VERY MUCH!
We recommend these videos:
 http://geografiaviva-
venezuela.blogspot.com/search?q=video
 http://geografiaviva-
venezuela.blogspot.com/2011/11/la-
comunidad-frente-al-cambio-
climatico.html?q=video

40. Discussion with participants
Now you can ask your questions to the
presenter by chat

41. Thank you for your participation