According to recent surveys only ~50% of developing country populations are aware of climate change in the vaguest sense. While much of the burden for carbon emissions is located squarely on the shoulders of the developed world; developing world states, such as India and Indonesia, have increasing emissions burdens with populations that must understand the impact they are having on the world's climate. As a result, effective multilingual outreach programs must be put into effect to educate populations about climate change and train them to institute and maintain a resilient and sustainable society. This is the priority of Article 6 of the UNFCCC. Through Article 6 the Parties of the UNFCCC agree to focus on 6 areas to broaden public knowledge of climate change:
1. The development and implementation of educational and public awareness programs on climate change and its effects.
2. Public access to information on climate change and its effects.
3. Public participation in addressing climate change and its effects and developing adequate responses.
4. Training of technical, scientific, and managerial personnel.
5. The development and exchange of public awareness material on climate change and its effects.
6. The development and implementation of education and training programmes, including the strengthening of national institutions and exchange or secondment of personnel to train experts in this field, in particular for developing countries.
This is supposed to be done in a myriad of ways. A central feature of the process is formal and informal education initiatives implemented through Parties to the UNFCCC or NGOs. These initiatives can and are taking place at the primary, secondary, or university level. There are various ways that these educational initiatives can be instituted but an important factor in each case is taking cultural and societal factors for the audience into account in order for the program to be well received by the community and to create an optimal learning environment. Training in sustainable development and the green economy is another key component in the implementation of Article 6. For this to be done effectively however, resources must be freed up to allow trainees access to the necessary course materials. Various suggestions for partnerships with other UN organizations have been proposed to solve this. The issue is complicated by intellectual property laws that span the various states. This must be addressed for effective training to take place. Finally, in order for effective public awareness to take place various international obstacles must be overcome. Along the same lines of training, technology transfer must happen so effective institutions for learning about climate change, mitigation, adaptation, and sustainable development can be built. The climate change information clearinghouse, CC:iNet, needs to have its resources represented from the entire global community and translated, at the least, into the UN's working languages: Arabic, Chinese, English, French, and Russian. It would be even more opportune to have the resources translated into more remotely used languages since, as mentioned previously, ~50% of the developing world has not heard of climate change. The clearinghouse must also have its registration and search processes streamlined to allow for greater access and use of the database by participants. Article 6 contains within it a broad mandate for the development of a vast interconnected network of information on climate change and sustainable development available to the global community at large. It is an ambitious and necessary task that must be approached with determination and zeal.
The New Delhi Work Programme
The main methods, used by the Parties to the UNFCCC, to accomplish the requirements of Article 6 have been articulated in and implemented through the amended New Delhi Work Programme (NDWP). The NDWP is contained in Decision 11/CP.8 and its Annex. The activities involved in the NDWP fall under 4 categories: international cooperation; education; training; and public awareness, public participation, and public access to information. Under the NDWP the Parties to the Convention are responsible for identifying institutional gaps in the implementation of Article 6; prepare assessments of specific needs with a focus on national circumstances; designating a national focal point for Article 6 activities, whose responsibilities should include assessing opportunities for international cooperation between the Parties, identifying synergies between various Article 6 related programs from NGOs, IGOs, UN bodies, and states, & coordinating the Article 6 chapter of national communications; the creation of a database/directory of organizations and individuals with Article 6 expertise; developing a system for identifying and distributing information on best practices; increase the amount of available copyright-free and translated climate change material; creating and instituting curricula and teacher training focused on climate change across the entire spectrum of formal education and using integral and interdisciplinary teaching and training styles; the further translation and popularization of important climate change materials, such as IPCC reports; seeking input and assistance in implementation of solutions to the problems of climate change from all stakeholders, especially the youth; educating the populace on the problems and sources of climate change as well as actions to mitigate or adapt to its effects; communicating findings from national communications, national action plans, and various domestic programs with the populace; and finally, seeking to reduce redundancy of efforts by coordinating their efforts across local, state, national, subregional, regional, and international boundaries in the process building networks of NGOs, IGOs, CSOs, private, and national institutions to combat climate change through education (paragraphs 15-16).
IGOs and NGOs are also invited to take on responsibilities under the NDWP. Namely, IGOs are requested to continue producing material on climate change that can be easily translated and distributed; as well as building additional relationships and networks with other IGOs and NGOs to continue enhancing education and training on climate change. NGOs are likewise asked to continue with coalition building and educational activities (paragraphs 17-18). To facilitate these coalition building activities the NDWP calls for the creation of a "mechanism to provide and exchange information" in paragraph 20 (FCCC/CP/2002/7/Add.1). This would result in the creation of CC:iNet, which is located on the UNFCCC website, https://unfccc.int/cc_inet/cc_inet/items/3514.php.
The UNFCCC secretariat is responsible for continued analysis of the implementation and effectiveness of the NDWP. The secretariat was tasked with providing reports to the Subsidiary Body on Scientific and Technological Assistance (SBSTA) for its interim review of progress in 2004 and and full review of progress in 2007 (paragraph 25a). The SBSTA, in its reviews, needs to take into account communications from the Parties to the Convention, IGOs, and NGOs concerning gaps, accomplishments, and lessons learned in the implementation of Article 6 (paragraphs 21-24). In addition, the secretariat needs to coordinate inputs by IGOs and NGOs for consideration during the review and facilitate the further development of the climate change clearinghouse. The NDWP recommends improving the clearinghouse through the addition of resources that would assist in the implementation of the NDWP, increase information sharing and collaboration among stakeholders, and by identifying NGOs or other actors that could assist in the improvement and maintenance of the clearinghouse (paragraph 25b-c).
The Amended NDWP
Following the full review of the NDWP an amended version was published as Decision 9/CP.13 and its Annex (FCCC/CP/2007/6/Add.1). The amended NDWP (ANDWP) called for an extension of the Programme for another 5 years, through 2012, with an interim review period in 2010 and a full review in 2012 (paragraph 1). Unlike the NDWP, instead of suggesting the development of a funding source the ANDWP requests the Global Environment Facility (GEF) to continue providing non-Annex I Parties, in particular the LDCs and SIDS, with financial support (paragraph 5). It requests the same of IGOs, along with their technical support for Article 6 (paragraph 6). Multilateral and bilateral organizations are also mentioned as potentials agents in implementing Article 6, something that was not included in the NDWP (paragraph 7).
Within Section C of the ANDWP Annex the sections for public awareness, public participation, and public access to information have been separated and each one is elaborated on. Under public awareness, specific reference is made to "encouraging contributions and personal action in addressing climate change, supporting climate-friendly policies and fostering behavioural changes, including through the use of popular media" (FCCC/CP/2007/6/Add.1). The public access to information section recommends providing information on climate change initiatives and policies while taking into account local and national circumstances, such as internet access. Finally, enhancing public participation through facilitating feedback, debate, and partnerships is encouraged.
Section D of the ANDWP Annex contains 2 new recommendations for the Parties to the Convention and a new portion on 'regional and international efforts'. Paragraph 17c suggests the Parties create national plans of action centered on the 6 elements of Article 6, while paragraph 17i encourages the Parties to conduct surveys to establish public awareness on climate change. With regards to regional and international efforts: regional programs, training, projects, workshops, and networks (including through CC:iNet) are encouraged. In the 'review of progress and reporting' section of the ANDWP the Subsidiary Body on Implementation (SBI) becomes the body responsible for the review of the ANDWP at the 3 and 5 year period. Parties are also requested to submit their thoughts on the ANDWP through CC:iNet, showcasing the Parties wish that CC:iNet become a regularly used and successful tool.
The 2012 Assessment of of the amended New Delhi Work Programme
Beginning with the 36th meeting of the Subsidiary Body on Implementation, the findings and communications for the full review of the ANDWP were presented. Recommendations and analysis from the UNFCCC secretariat, various Parties to the UNFCCC, various NGOs, and two IGOs were published. Most of the recommendations focused on increased financial support for education and training initiatives, increased accessibility to CC:iNet, and better integration with and full utilization of the resources of other IGOs and organizations within the UN family. The comments made in the various communications exhibit the wish of the participants to have Article 6 implemented more extensively and comprehensively. A summary of some of what is contained in the communications is contained in the document FCCC/SBI/2012/5 "Possible elements of a successor work programme on Article 6 of the Convention". The UNFCCC Secretariat received communication from 6 different Parties: Denmark and the European Commission on behalf of the European Union and its member States (including Bosnia and Herzegovinia, Croatia, former Yugoslav Republic of Macedonia, Iceland, Serbia, and Turkey), Dominican Republic, Indonesia, Pakistan, the Russian Federation, and the Ukraine.
The UN System
Four of the parties believed there were opportunities for increased collaboration with or the participation of various IGOs/UN bodies in the implementation of Article 6 under the ANDWP. The European Commission suggested that there is the opportunity to strengthen training initiatives by fully leveraging the resources of the Climate Technology Centre (CTCN) and the Adaptation Committee (AC). The Climate Technology Centre was established as part of the Technology Mechanism under the Cancun Accords through the Ad Hoc Working Group on Long-term Cooperative Action under the Convention (AWG-LCA), Decision 1/CP.16 paragraph 117b and 123. It is the sister organization to the Technology Executive Committee and its tasks overlap with those in the ANDWP. For instance, the CTCN is tasked with "facilitating the provision of information, training and support for programmes to build or strengthen capacity (sic) of developing countries to identify technology options, make technology choices and operate, maintain and adapt technology" (FCCC/CP/2010/7/Add.1). This is essentially the same mandate provided within the ANDWP, with the sole focus on technology, and it would be beneficial to link the CTCN with CC:iNet and the larger training obligations under the ANDWP. The AC was established in paragraph 20 of the Cancun Accords through the AWG-LCA, Decision 1/CP.16. In Cancun it was determined that the AC would play a role in "strengthening, consolidating and enhancing the sharing of relevant information, knowledge, experience and good practices, at the local, national, regional and international levels, taking into account, as appropriate, traditional knowledge and practices" (FCCC/CP/2010/7/Add.1). This complements the ANDWP's goal of enhancing the sharing of educational materials and training on climate (in the field of adaptation) with the added benefit of also taking an areas traditional knowledge and practices into account. In terms of climate adaptation, local practices can be particularly important, especially when modern technology fails to solve a situation or makes it worse. This can be seen in the case of some industrial monoculture farming in the developing world. For instance, in India the increasingly drastic shifts in the monsoon season are decreasing yields of recently (comparatively) introduced cash crops. This is cutting into Indian farmers' pay and, as a result, many farmers are turning back to traditional planting methods such as mixed cropping and the use of traditional fertilizers. The mixture of crops that is used must be right for the region and its climate however; which, in India, is where traditional knowledge came in. By using traditional plantings of millet, legume, oilseed, and maybe a creeper bean farmers have been able to respond effectively to the changing climate and increase yields (Jena, 2012).
The submission of the Dominican Republic called for greater integration and collaboration with efforts by many UN bodies, under various portions of the ANDWP's mandate. These included: education-UNESCO and UNICEF; public awareness-UNEP and FAO; training-UNITAR and UNU; and access to information-UNESCO. The UN Education, Scientific, and Cultural Organization already has a Climate Change Education (CCE) Clearinghouse (CCE Clearinghouse, 2012). The CCE is a response by UNESCO to the requirements of Article 6 of the UNFCCC. CCE is complementary to CC:iNet and other online climate change learning platforms, such as CC: Learn and the UN Climate Change Gateway. It will offer resources in 3 different languages: French, English, and Spanish (soon). It also has a directory of organizations involved in the CCE; links to similar resource collections; and a library with research documents, case studies, and teaching tools.
UNICEF has less in terms of material available over the internet. It does not have a climate change database, simply a webpage with a couple links to various articles on the effects of climate change. Part of UNICEF's mandate is very similar to that of UNFCCC's Article 6. UNICEF is tasked with the basic education of children at the primary and secondary levels. For example, UNICEF works to ensure "equal access to education and universal primary school education". This dovetails with Article 6's requirement to increase the availability formal education and possibly copyright-free material. This could mean reviewing IPCC reports and various climate change literature and transforming it into acceptable curriculum for children or using existing climate change curriculum from another source. In both cases it would be necessary to adapt the new curriculum to the local or regional culture and circumstances. For example, in Indonesia's communication it is explained that it would be a good practice to take the religious environment into account when developing the climate change curriculum for the specific regions or the country as a whole. Another responsibility of UNICEF is "enhancing quality in primary and secondary education". Adding information on climate change and sustainable development is integral to this task as changing climate, to some extent, is seen as a foregone conclusion by many in light of changes that are already visible and changes in the pipeline due to the delayed response of the climate to the buildup of GHGs.
The UNEP does vast amounts of work on climate change related topics and was initially a, if not the primary, actor in raising global public awareness of climate change. Along with the WMO, the UNEP helped establish the Nobel Prize winning IPCC which aggregates a large amount of climate change literature and synthesizes it into reports such as the Assessment Report 4 (AR4), Special Report on Emissions Scenarios (SRES), Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX), and the 2006 IPCC Guidelines for National Greenhouse Gas Inventories. The UNEP also began the Kilimanjaro Initiative in 2005 which included raising awareness of the UNite to Combat Climate Change campaign, creating synergy with individuals on combating climate change, fundraising for the sponsorship of youths and sustainable development projects, and launching the Kilimanjaro Initiative NGO (UNEP, 2013b). Another tool within the Outreach portal on the UNEP Climate Change site is "30 Ways in 30 Days", a group of 30 case studies illustrating ways that communities and businesses can contribute to halting climate change (30 Ways, 2013). The case studies offer varied examples ranging from installing solar hot water heaters in the Mediterranean, adapting to water shortage in Togo, and highlighting the work of the Climate Neutral Network (CN Net). CN Net, like CC:iNet, is a database that showcases sustainable development activities from around the world and facilitates knowledge sharing and technology transfer. The WMO and UNESCO have partnered with the UNEP in the establishment of the Programme of Research on Climate Change Vulnerability, Impacts, and Adaptation (PROVIA). PROVIA is "an interactive platform for a growing network of scientists, practitioners and decision-makers working towards identifying knowledge gaps and meeting policy needs in VIA research" (UNEP, 2013a). The UNEP Climate Change site also has portals for adaptation, mitigation, REDD+, and finance.
The FAO has many programs related to and resources for learning about climate change. The 'Capacity Development on Climate Change' page on the FAO site links to various learning resources, learning services, e-learning resources, and case studies. Each section has various documents or media related to climate change. This can be used to help develop additional trainings in agricultural resilience for rural farmers in developing states that do not have access to the internet. Farmer Field Schools and Junior Farmer Field and Life Schools have been established by FAO on the basis that farmers and young people can learn better through observation and experimentation than rote memorization and conceptualization. FAO is also a co-creator of YUNGA, with which it has submitted a communication on the status of Article 6 implementation and a potential successor work programme. YUNGA stands for the Youth and United Nations Global Alliance. YUNGA furthers the education of young people in a number of areas including sustainability, biodiversity, climate change, and the environment in general. "Training, workshops, guide books and challenge badges, competitions, etc" are some of the tools that YUNGA uses (FCCC/SBI/2012/misc.4). Young people have a great influence on their communities. Not only will they grow up to lead them, they also can direct their parents behavior through bringing home what they learn. "According to a recent study 6 out of 10 parents say their children have made them 'greener', e.g. recycling or leaving the car at home, and when pressurised (sic) on an environmental issue 95% say they will make a change" (FCCC/SBI/2012/misc.4). In this way, educating young people can have an immediate impact.
CC:Learn
UNITAR houses the secretariat for the CC:Learn, the One UN Training Service Platform on Climate Change. CC:Learn draws on the resources of many different IGOs and NGOs, to a large degree from within the UN. It is the most user-friendly and comprehensive platform, within the UN at least, that has been established for its purpose thus far. CC:Learn was used by the Dominican Republic and the UNFCCC Secretariat to advance the Doha Work Programme, the follow up Programme to the ANDWP. CC:Learn is comprised of 33 multi-lateral organizations: UNITAR, the UN System Chief Executives Board (CEB) Secretariat, Environmental Management Group (EMG) Secretariat, FAO, GEF, Inter-American Development Bank (IDB), International Fund for Agriculture and Development (IFAD), International Labour Organization (ILO), International Telecommunication Union (ITU), UN Office for the Coordination of Humanitarian Affairs (OCHA), the Joint UN Programme on HIV/AIDS (UNAIDS), UN Development Programme (UNDP), UN Economic and Social Commission for Asia and the Pacific (UNESCAP), UNESCO, UN Economic and Social Commission for Western Asia (UNESCWA), UNFCCC, UN Populations Fund (UNPFA), UN Human Settlements Programme (UN-HABITAT), UNICEF, UN Industrial Development Organization (UNIDO), UN International Strategy for Disaster Reduction (UNISDR) Secretariat, UN System Staff College (UNSSC), UN University (UNU), UN Entity for Gender Equality and the Empowerment of Women (UN WOMEN), UN World Tourism Organization (UNWTO), Universal Postal Union (UPU), World Food Programme (WFP), World Health Organization (WHO), World Meteorological Organization (WMO), World Bank, World Trade Organization (WTO); and 5 pilot countries: Benin, the Dominican Republic, Indonesia, Malawi, and Uganda. CC:Learn is part of the One UN Climate Change Action Framework of the CEB and seeks to maximize synergies while reducing redundancy within the UN System. There are 3 Programme Areas under which CC:Learn is implemented: knowledge management and networking; development of a One UN Climate Change Training Package; and human resources, learning, and skills development in partner countries. CC:Learn includes a calendar of learning events, regularly updated In Focus articles, updates on new UN learning tools and courses, and 1,100 items in the Library of UN Materials Relevant for Climate Change Learning. Additionally, CC:Learn is attempting to create an overarching climate change learning package from which tools and strategies for the teaching of climate change can be drawn. The material is peer reviewed and an initial focus is being put on the development of Introductory and Advanced Learning Modules.
United Nations University
UN University offers various degree and non-degree programs. Some of them are directly related to climate change and sustainability issues. For instance, UNU offers a Joint MSc in the Geography of Environmental Risks and Human Security with the University of Bonn, in Bonn, Germany, the home of the UNFCCC Secretariat. Currently, on UNU's website, there are 3 Masters programmes being offered on sustainable development or the environment and 1 PhD programme on sustainability still open for next fall. UNU also offers numerous non-degree courses worldwide on sustainability, the environment, and climate change. While expanding UNU's mandate to cover university level trainings and schooling to most of the non- Annex 1 countries where such services are needed is not presently feasible due to budget and resource constraints, UNU can help to develop university level curriculum. Currently, there is a gap between expertise in climate change research between Annex 1 and non-Annex 1 states, with the majority of the experience being located in Annex 1 states. A curriculum developed by UNU may be able to help overcome this gap, with time and effort. For this to happen research would not have to be done at the UNU itself. Outside resources would simply have to be compiled and distributed for use by other institutions. This overlaps with the copyright-free material mandate from Article 6, which UNU can help overcome through the creation of compilations of various papers and articles into course material. Diligence in updating the material must happen as well for the education to stay current since climate change science is adding new knowledge and becoming more complex all the time.
WMO's Regional Training Centres
In the February 2012 submission of the Russian Federation it is suggested that the Regional Meteorological Training Centres (RTC) of the WMO be a part of the educational infrastructure under Article 6. The Regional Training Centers are a network of national institutes offered by their governments to the WMO; and confirmed by the WMO EC with input from the regional association for the area, a representative of the WMO Secretary-General, and the WMO EC Panel of Experts; to serve as training facilities. In order to become an RTC the institution must meet the following requirements:
1. It is open to students from all countries in the region and, dependent on resources, open to students from outside the region.
2. The educational level of the material is consistent with the requirements of the WMO.
3. There are working processes to determine the needs of the region and whether the Centre's trainings are successful.
4. The facilities and equipment are up to date, efficient, and effective for carrying out the training needed.
5. The Centre has instructors knowledgeable about what they are training and competent in the teaching of students.
6. There are sufficient arrangements for administration, governance, planning, and self-assessment.
7. Assessment of student competency must be done in a way appropriate for a recognized quality management system.
The RTCs offer a variety of services including courses for agrometeorology and hydrology, courses in climatology, degree programs (such as in Brazil where a BS in Meteorology and an MS in Environmental Sciences are offered through the Universidade Federal do Para (UFPA) Belem), and technical training in various aspects of meteorology and forecasting. This could be useful in developing the technical skills for understanding the specifics of adaptation for the region. Adequate adaptation, especially in terms of agriculture, requires that there be accurate forecasting of the future conditions of the regional climate. With regional expertise on climate change and weather, non-Annex 1 parties will be able to plan Climate Adaptation Plans, or just generally create resilient infrastructure, at a greater scale than before while satisfying part of the requirements for Article 6. The UNFCCC Secretariat can assist in this by encouraging various institutes and states, with the skills and resources necessary, to become or nominate RTCs and subsequently promote their use as training centers through CC:iNet and other means.
The Green Climate Fund
UNITAR has also, on behalf of CC:Learn, proposed using the Green Climate Fund to strengthen access to finance for climate change education, training, and skills development. Their submission states that the successor programme to ANDWP should facilitate access to the Green Climate Fund as well as develop a programme of work for possible funding of the Green Climate Fund. In submissions from YOUNGO and Corporacion Grupo Tayrona, presented in UNFCCC/SBI/2012/misc.4 and SBI/2011/7/add.2, it is also recommended that the Green Climate Fund be used to Article 6 related programs. The Green Climate Fund was only recently created with an interim Secretariat being established currently by the UNFCCC Secretariat and the Global Environment Facility. The Interim Secretariat will function until the independent GCF Secretariat is established. The World Bank is designated as trustee of the GCF for 3 years. The World Bank has a number of other Financial Intermediary Funds related to climate change including: the Adaptation Fund, the Special Climate Change Fund, and the Strategic Climate Fund.
Over the next few weeks I will elaborate on what the ANDWP entails, what a successor program might look like, and how some the ANDWP's current and potential mandates can be accomplished within this post.
Bibliography
Jena, Manipadma. " IPS – Tribal Farming Beats Climate Change | Inter Press Service." Inter Press Service | Journalism and Communication for Global Change. N.p., 27 Apr. 2012. Web. 21 Apr. 2013.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (7, March 2013). Report of the Subsidiary Body for Implementation on its thirty-seventh session, held in Doha from 26 November to 2 December 2012 (FCCC/SBI/2012/33). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/sbi/eng/33.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (n.d.). United Nations Framework Convention on Climate Change. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/files/essential_background/background_publications_htmlpdf/application/pdf/conveng.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (02 May 2012). Report on progress made in, and the effectiveness of, the implementation of the amended New Delhi work programme on Article 6 of the Convention (FCCC/SBI/2012/3). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/documentation/documents/advanced_search/items/6911.php?priref=600006804.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (19, March 2012). Report on the further development of CC:iNet. Note by the secretariat. (FCCC/SBI/2012/4). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/sbi/eng/04.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (4, April 2012). Possible elements of a successor work programme on Article 6 of the Convention. Note by the secretariat. (FCCC/SBI/2012/5). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/sbi/eng/05.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (30, March 2012). Views of Parties, intergovernmental and non-governmental organizations, and stakeholders, on the review of the implementation of the amended New Delhi work programme and on possible elements of a successor work programme on Article 6 of the Convention. Submissions from Parties and relevant organizations. (FCCC/SBI/2012/MISC.4). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/documentation/documents/advanced_search/items/6911.php?priref=600006808.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (14, February 2012). Views on possible elements of a successor work programme on Article 6 of the Convention: Corporación Grupo Tayrona. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/220.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (13, February 2012). Views on possible elements of a successor work programme on Article 6 of the Convention: Earth Child Institute. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/219.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (14, February 2012). Views on possible elements of a successor work programme on Article 6 of the Convention: International Federation of Medical Students' Association (IFMSA). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/221.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (15, February 2012). Views on possible elements of a successor work programme on Article 6 of the Convention: Women's Environment and Development Organization. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/223.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (17, February 2012). Views on possible elements of a successor work programme on Article 6 of the Convention: Youth Non-Governmental Organizations (YOUNGO). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/222.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (13, February 2012). Information and views that may be relevant to the completion of the review of the amended New Delhi work programme on Article 6 of the Convention: Earth Child Institute. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/219.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (14, February 2012). Information and views that may be relevant to the completion of the review of the amended New Delhi work programme on Article 6 of the Convention: International Federation of Medical Students' Association (IFMSA). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/221.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (15, February 2012). Information and views that may be relevant to the completion of the review of the amended New Delhi work programme on Article 6 of the Convention: Women's Environment & Development Organization. United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/smsn/ngo/223.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (6, July 2012). Report of the Subsidiary Body for Implementation on its thirty-fourth session, held in Bonn from 6 to 17 June 2011. Addendum. Draft decisions forwarded for adoption by the Conference of the Parties and by the Conference of the Parties serving as the meeting of the Parties to the Kyoto Protocol. (FCCC/SBI/2012/15/Add.2). United Nations: United Nations. Retrieved April 19, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2012/sbi/eng/15a02.pdf.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (, Month 0). Decision 9/CP.13 Amended New Delhi Work Programme on Article 6 of the Convention (FCCC/CP/2007/6/Add.1). United Nations: United Nations. Retrieved April 20, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2007/cop13/eng/06a01.pdf#page=37.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (28, March 2003). Decision 11/CP.8 New Delhi Work Programme on Article 6 of the Convention (FCCC/CP/2002/7/Add.1). United Nations: United Nations. Retrieved April 20, 2013 from the World Wide Web: http://unfccc.int/resource/docs/cop8/07a01.pdf#page=23.
United Nations. United Nations Framework Convention on Climate Change. Climate Change Secretariat. (15, March 2011). Report of the Conference of the Parties on its sixteenth session, held in Cancun from 29 November to 10 December 2010 (FCCC/CP/2010/7/Add.1). United Nations: United Nations. Retrieved April 20, 2013 from the World Wide Web: http://unfccc.int/resource/docs/2010/cop16/eng/07a01.pdf#page=20.
CCE Clearinghouse | Education. (2012, June 15). United Nations Educational, Scientific and Cultural Organization. Retrieved April 21, 2013, from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/climate-change-education/cce-clearinghouse/
UNICEF - Basic education and gender equality - UNICEF priorities. (2012, March 2). UNICEF - UNICEF Home. Retrieved April 21, 2013, from http://www.unicef.org/education/bege_61625.html
UNite to Combat Climate Change > Home. (n.d.). United Nations Environment Programme (UNEP) - Home page . Retrieved April 21, 2013, from http://www.unep.org/unite/Home/tabid/6435/Default.aspx
UNEP - UNite to Combat Climate Change - Kilimanjaro Initiative1. (n.d.). United Nations Environment Programme (UNEP) - Home page. Retrieved April 21, 2013b, from http://www.unep.org/unite/KilimandjaroInitiative/tabid/29608/Default.aspx
30 Ways in 30 Days. (n.d.). United Nations Environment Programme (UNEP) - Home page. Retrieved April 21, 2013, from http://www.unep.org/unite/30ways/
UNEP - Climate Change - Science. (n.d.). United Nations Environment Programme (UNEP) - Home page. Retrieved April 21, 2013a, from http://www.unep.org/climatechange/Science/tabid/234/language/en-US/Default.aspx
Provia > HOME. (n.d.). United Nations Environment Programme (UNEP) - Home page. Retrieved April 21, 2013, from http://www.unep.org/provia/
Capacity Development on Climate Change. (2013, January 25). FAO: Food and Agriculture Organization of the United Nations, for a world without hunger. Retrieved April 24, 2013, from http://www.fao.org/climatechange/learning/en/
YUNGA - Home. (n.d.). YUNGA - Home. Retrieved April 25, 2013, from http://yunga-youth.weebly.com/index.html
UN Alliance on Climate Change Education, Training and Public Awareness Launched at COP 18 | United Nations Institute for Training and Research (UNITAR). (n.d.). Home | United Nations Institute for Training and Research (UNITAR). Retrieved April 25, 2013, from http://www.unitar.org/un-alliance-climate-change-education-training-and-public-awareness-launched-cop-18
WELCOME to UN CC:Learn | UNCC:LEARN. (n.d.). WELCOME to UN CC:Learn | UNCC:LEARN. Retrieved April 25, 2013, from http://www.uncclearn.org/
United Nations University. (n.d.). United Nations University. Retrieved April 25, 2013, from http://unu.edu/
UN Alliance on Climate Change Education, Training and Public Awareness Launched at COP 18 | United Nations Institute for Training and Research (UNITAR). (n.d.). Home | United Nations Institute for Training and Research (UNITAR). Retrieved April 25, 2013, from http://www.unitar.org/un-alliance-climate-change-education-training-and-public-awareness-launched-cop-18
WELCOME to UN CC:Learn | UNCC:LEARN. (n.d.). WELCOME to UN CC:Learn | UNCC:LEARN. Retrieved April 25, 2013, from http://www.uncclearn.org/
UN Alliance on Climate Change Education, Training and Public Awareness Launched at COP 18 | United Nations Institute for Training and Research (UNITAR). (n.d.). Home | United Nations Institute for Training and Research (UNITAR). Retrieved April 25, 2013, from http://www.unitar.org/un-alliance-climate-change-education-training-and-public-awareness-launched-cop-18
WELCOME to UN CC:Learn | UNCC:LEARN. (n.d.). WELCOME to UN CC:Learn | UNCC:LEARN. Retrieved April 25, 2013, from http://www.uncclearn.org/
This Educational blog really good and useful.. Thank you for posting this blog.
ReplyDeleteInstructor Training Programs | Salesforce Administrator