Education – Knowledge Sharing Platform

CYNP participants at COP29. Aerial view.

In 2024, UN CC:Learn and the Future Leaders Network trained young negotiators through the Climate and Land Youth Negotiator Programmes. These initiatives prepared youth for key roles at COP29 (UNFCCC) and COP16 (UNCCD), equipping them with essential skills and knowledge.

Read on to find out more.

2024 was a remarkable year for UN CC:Learn’s partnership with the Future Leaders Network to deliver two unique and dedicated training programmes for young negotiators around the world. The Climate training programme focusing on negotiations under the UN Framework Convention on Climate Change (UNFCCC) ran for its third year with UN CC:Learn as a partner. We welcomed the pilot Land Youth Negotiator Programme that focused on negotiations under the UN Convention to Combat Desertification (UNCCD) in collaboration with the UNCCD Secretariat.

Both the Climate and Land training programmes ran in parallel from June – November/December 2024 and offered a unique opportunity to explore the synergies between 2 of the 3 Rio Conventions and build the skills of young negotiators to navigate the complex and fast-evolving multilateral landscape, with a vision to enhance the critical role that the youth play in the decision-making process at a global level. The aim was to prepare young negotiators with mandates within their national delegation for the upcoming negotiations at the 29^thUNFCCC Conference of Parties (COP29) in Baku and the 16^th UNCCD Conference of Parties (COP16) in Riyadh, combining an intensive and engaging programme with pre-learning courses, expert online workshops, community building sessions and knowledge repository in the UN CC:e-learn platform.

Youth Negotiators at COP29. Photo credit: Future Leaders Networks

This year’s Climate Youth Negotiator Programme (CYN) saw 257 young negotiators take part across the fundamental and Advanced training tracks, with 111 of them being integral members of their official negotiating teams at COP29. The first-ever Land Youth Negotiator Programme (LYNP) also engaged young negotiators from 35 countries in the Fundamental training track, and several took part in the COP16 negotiations.

With a growing number of well-equipped young negotiators, there is no doubt that the time to invest in our youth is to build intergenerational climate justice through dedicated training programmes like the CYNP and LYNP to secure our combined futures.

Photos can be found on the social channels here.

Climate Youth Negotiator Participants at COP29, in front of COP29 sign.

Climate Youth Negotiator Participants at COP29. Photo credit: Future Leaders Network.

Discover how art can transform ocean governance in the new e-learning course, Art and the Stewardship of the Ocean. Developed by UN CC:Learn and the One Ocean Hub, this course examines how art can amplify marginalized voices, connect diverse stakeholders, and address critical ocean challenges.

Read on to find out more!

The health of our ocean is integral to all life on Earth, yet it faces immense threats such as overfishing, pollution, and climate change. Fragmented regulations and insufficient stakeholder inclusion further exacerbate these challenges, leaving many ocean-dependent communities excluded from decision-making. The e-learning course, “Art and the Stewardship of the Ocean,” developed by UN CC:Learn and the One Ocean Hub, explores how art can address these complex issues by fostering dialogue, connecting diverse stakeholders, and bridging gaps in understanding, making it a valuable tool for transformative ocean governance that is fair, equitable and sustainable.

This course highlights art’s innovative potential in amplifying marginalized communities’ voices and uncovering creative solutions to ocean-related challenges. It addresses the pressing issue of heightened vulnerability among marine life and coastal and island communities. Through engaging modules featuring videos, reflection points, and interactive quizzes, the course offers an enriching experience for learners who wish to deepen their understanding of ocean-related challenges and possible solutions.

What will you learn?

After completing the course, participants will be able to:

Discuss threats to ocean health and the challenges faced by ocean-dependent communities.
Identify the potential roles art can play in decision-making processes, particularly in relation to ocean governance.
Outline the key steps and identify entry points for implementing art and art-based approaches in decision and policy-making processes.

Who is this course for?

This course is designed for a diverse audience, including:

Artists, youth, and researchers interested in leveraging art for social and environmental change.
Members of ocean-dependent communities looking to amplify their voices in governance processes.
Policymakers, non-state actors, and other stakeholders seeking innovative approaches to address ocean-related challenges.

Will you get a certificate?

Each module concludes with a quiz designed to assess the achievement of key learning objectives. Participants who score at least 70% on the quizzes earn badges for each module. Upon completing all three modules and earning the respective badges, participants can download a UNITAR-One Ocean Hub digital Certificate of Completion. This certificate recognizes their commitment to advancing innovative and inclusive ocean governance practices.

Take the e-course today!

Group picture with participants during the workshop in Quito.

With participation of more than 100 stakeholders from diverse sectors, Ecuador takes a significant step toward strengthening capacities to tackle climate change, consolidating efforts in education, awareness-raising, and international cooperation.

Read on to find out more.

In November 2024, Ecuador advanced its commitment to climate action by initiating the co-creation of its National Strategy for Action for Climate Empowerment (ENACE). A series of participatory workshops brought together a diverse array of voices from across the country, underscoring Ecuador’s dedication to building a society resilient to the impacts of climate change and actively engaged in shaping its future.

Workshops were held in Tena, Guayaquil, and Quito, representing the Amazon, coastal, and Andean regions, respectively. These gatherings were complemented by a virtual webinar and an online survey, ensuring a broad and inclusive consultation process. In total, more than 100 individuals from 70 organizations and institutions took part, spanning public and private sectors, national and international NGOs, academia, and indigenous communities. This diversity of participation highlighted the inclusive spirit of the ENACE and its focus on capturing the perspectives of all sectors of society.

Participants at the workshop in Quito.

The ENACE is more than just a strategy; it represents Ecuador’s ambition to empower its citizens with the knowledge, skills, and opportunities to contribute meaningfully to climate action. It builds upon the pillars of education, training, awareness, access to information, public participation, and international cooperation, creating a comprehensive framework that addresses both the causes and consequences of climate change. By doing so, the strategy complements existing national mitigation and adaptation plans, bridging the gap between policy and practice.

For instance, ENACE’s emphasis on education aims to integrate climate change topics into formal and informal educational systems, equipping young minds with the tools to build a better society. Its training initiatives focus on enhancing technical capacities in key sectors, fostering innovative solutions to climate challenges. Awareness campaigns will inspire behavioral changes at all levels, while improved access to information ensures that decision-making is transparent and inclusive. Public participation, particularly from historically marginalized groups such as indigenous peoples, is central to the strategy, ensuring that their voices and traditional knowledge shape the path forward. Finally, the strategy strengthens Ecuador’s ties to international networks, promoting the exchange of ideas and resources to tackle shared global challenges.

This collaborative effort, led by the Ministry of Environment, Water, and Ecological Transition (MAATE), in partnership with UNICEF and UNITAR through the One UN Climate Change Learning Partnership (UN CC:Learn), places Ecuador among regional leaders in climate empowerment. Chile, Uruguay, and Argentina have already developed similar strategies, and Ecuador is now poised to join their ranks, signaling a strong commitment to regional solidarity in addressing the climate crisis.

As the ENACE moves from consultation to drafting, the insights gathered during this process will lay the foundation for a policy that not only reflects Ecuador’s diverse realities but also serves as a model for collective climate action. By fostering a culture of empowerment and cooperation, Ecuador is taking a significant step toward a sustainable and equitable future for all its citizens.

Group photo at the event. Photo Credit: CILSS

At COP29, the CILSS and UNITAR presented a USD 20 million regional project to strengthen climate education in the Sahel. Read on to find out more.

Climate Education is seen as a pivotal element by the Sahelian states in the fight against the climate crisis. In 1973, this region faced a major drought, affecting tens of millions in an event that was, to some extent, the harbinger of the extreme events that we now see in all regions of the world.

On November 18, 2024, at COP29 in Baku, the Permanent Interstate Committee for Drought Control in the Sahel (CILSS) and UNITAR co-hosted an event to highlight the importance of building societal resilience through climate change education across West Africa and to publicize a newly minted regional Declaration.

High-level speakers included Mr. Kada Ballah, Minister Coordinator of CILSS, Mr. Angus Mackay, Director of UNITAR, and Mr. Gilberto Silva, Minister from Cabo Verde, and the Deputy Executive Secretary of the CILSS . Mr Mackay asked in his remarks:

“In a world where citizens are increasingly losing their assets and livelihoods to extreme events, how aware of the risks are these victims in advance of such events, and how might they be better prepared through better education?”

Mr. Sanoussi Atta, Director for training at AGRHYMET, and Mr. Angus Mackay, Director of the Division for Planet at UNITAR. Photo Credit: CILSS and UN CC:Learn

A new Regional Project for the implementation of the Declaration was presented to accelerate climate knowledge and skills for children, youth, and women. The initiative aims to empower communities, enhance public participation, and drive policy innovation through strengthened climate-sensitive education.

The panel discussion was vocal and interactive, delving into the challenges and opportunities in advancing climate education. For example, youth leaders called unequivocally for more support for teachers and for general education. On the issue of financing, it was recognized that countries themselves need to allocate their own funds alongside international sources. On the issue of adaptation financing (a key priority for COP 29), several speakers highlighted the very limited proportion of this funding being channeled towards education and that this undermined the overall effectiveness of adaptation measures.

Participants exchanged during the panel. Photo Credit: UN CC:Learn

Youth representatives from Senegal and Mali spoke at the event during the panel. Photo Credit: UN CC:Learn

The event concluded with renewed commitments to the Declaration and calls for expanded partnerships to implement the Regional Project. By amplifying education efforts, the initiative underscores West Africa’s dedication to tackling climate change through knowledge and action.

Panel discussion at the event. Photo Credit: CILSS

Group photo at the event. Photo Credit: CILSS

UN CC:Learn and the UN-REDD Programme have expanded access to the popular REDD+ e-learning courses by offering them in Portuguese. This initiative aims to empower Portuguese-speaking communities with crucial knowledge for advancing forest conservation and sustainable development.

Read on to find out more.

The “Fundamentals on REDD+” and “Advancing on REDD+” e-courses are now available in Portuguese. Previously, these courses were available only in English, French, and Spanish. This expansion aims to empower Portuguese-speaking communities with essential knowledge of forest conservation and sustainable management. By offering the courses in an additional language, the initiative seeks to extend the reach of climate education and support more inclusive participation in REDD+ efforts.

The REDD+ initiative, which stands for Reducing Emissions from Deforestation and Forest Degradation, focuses on creating financial incentives for developing countries to reduce emissions from forested areas. By placing a value on the carbon stored in forests, countries are encouraged to protect these critical ecosystems while pursuing sustainable development. The more comprehensive REDD+ framework goes beyond just reducing deforestation; it also emphasizes the conservation and sustainable management of forests as well as the enhancement of forest carbon stocks, making it a crucial strategy for combating climate change.

These newly available courses are part of the REDD+ Academy, a capacity-building initiative led by the UN-REDD Programme and supported by UNITAR. The courses are designed to equip participants with the knowledge and skills necessary to implement REDD+ strategies effectively. By providing free access to these resources in Portuguese, UN CC:Learn continues to promote equitable access to climate education, empowering individuals and communities to contribute to global climate action and forest preservation.

Fundamentals on REDD+ covers the basics of REDD+, from the elements required under the UNFCCC to how to prepare and implement REDD+ at the national level, including financial resources available. It is structured into six modules, taking around 12 hours to complete.

The Advancing on REDD+ course builds on this foundational knowledge by delving deeper into advanced strategies for maximizing the benefits of REDD+, such as monitoring systems, safeguards under UNFCCC, and more. It’s also divided into six modules that take 12 hours on average to complete.

Jezabel Azevedo, who has a degree in Environmental Sciences and a PhD in Atmospheric Sciences, has taken up the position of Environmental Educator at the Itatiba City Council’s Department of Environment and Agriculture, and is the coordinator of the Inter-institutional Commission for Environmental Education. Today, she leads the Municipal Environmental Education Program. This program is an initiative that stands out for its strategic approach and for bringing together different actors to solve local environmental problems. A striking example was the reorganization of the local waste collection service at the beginning of the year. The population was informed and made aware of the new collection routes and times, successfully adjusting to the new dynamic.

The courses on the UN CC: Learn platform have also had a profound impact on Jezabel’s work. By taking part in training on climate change, she acquired the tools to integrate different sectors of the municipal government. This has enabled her to create more robust public policies in line with local and global challenges. For example, Jezabel used the knowledge she acquired to propose that the Municipal Environmental Education Program focus on tackling climate change, an idea that was quickly accepted by the inter-institutional commission.

The City Council’s Department of Environment and Agriculture had to update the Municipal Environmental Education Program. When I finished the Introductory Course on Climate Change, I thought this subject could be a central topic of discussion for the new Environmental Education projects.”

In addition, the courses offered insights into strategies implemented in other international contexts, inspiring Jezabel to adapt these solutions to Itatiba’s reality. As a result, she was able to bring together departments such as Social Action, Works and Health to discuss integrated environmental education projects. This has resulted in faster and more effective decisions, based on a shared understanding of environmental challenges.

Flood in the park in Itatiba

The course highlights the relationship between extreme atmospheric phenomena and the public finances or relate to quality of life, social and public health burdens if there isn’t an advance plan for resilience, raising awareness among the population and government managers. They have been very important for thinking about a public policy that involves various departments that at first glance seem far from the activities of the Environment Department.”

Jezabel’s work is twofold. On the one hand, providing up-to-date information to government managers and, on the other, drafting technical and legal documents that reflect the latest scientific knowledge and national and international decisions. Having spent some time learning, she has become more qualified to address and guide the issues discussed at meetings.

I feel much more confident in making decisions based on the knowledge acquired in the high-level courses found on UN CC:e-Learn platform.”

In addition, Jezabel has been guiding the working groups in both the Secretariat and the Environmental Education Commission on the internationally discussed climate policies, which she learned from attending the courses.

With a level playing field, decision-making is faster and more assertive because everyone has the same understanding of the issues.”

Jezabel also stands out for her vision of the future. She plans to continue exploring themes such as environmental justice, carbon credits, and the circular economy to meet the specific needs of Itatiba, a city facing industrial expansion, the conservation of rural areas and the protection of water resources.

Only a healthy environment will guarantee and enable us to live well, have good health and satisfactory work. It would be best if you have constant technical updating, the humility to learn and respect for differences. What we have learned here in Itatiba is that good technical training, good references to keep up to date and good communication between technicians and government managers are very important, they are the basis of good work for the population.”

With her dedication and solid foundation acquired in the UN CC:Learn courses, Jezabel is shaping a program that benefits the environment and promotes quality of life for the population. Her experience is an inspiring example for other municipalities wishing to improve their environmental education programs, showing that technical knowledge, effective communication and coordination between sectors are indispensable pillars for success.

I’m looking forward to increasing my knowledge and developing my negotiation skills with the UM CC:e-Learn platform courses.”

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*The views expressed in this story are solely those of the author and do not necessarily reflect the official policies or positions of the United Nations or any of its affiliated organizations.

His name is Jules Mugisha and he hails from Burundi. He holds two master’s degrees in science and integrated environmental management from the University of Burundi and in nutrition, food security and climate change from the East African Nutritional Sciences Institute (EANSI). The environment in which he grew up is strongly affected by the effects of climate change (floods, landslides, climate-related diseases, disruption of the seasonal calendar, erosion and associated waste, rainfall irregularities, impact on children, etc.). For this reason, he has signed up for UN CC:e-Learn to gain a better understanding of climate change issues and the players involved in this sector, as well as ways of mitigating and adapting to its impacts.

These training courses on UN CC:e-Learn enabled me to be selected as a trainer at the International Training and Research Center for the Environment and Sustainable Development (CIFREDD in French).

As for their work as trainers at CIFREDD, it began with the month of February 2024. The overall aim of the training courses is to help build the capacities of different people and talents so that they can make a greater contribution to promoting sustainable development and combating deforestation, forest degradation and climate change. It focuses on modules relating to International Environmental Policies, Conventions and Negotiations; climate and disaster risk management; and environmental challenges worldwide and in Burundi: climate change, deforestation and biodiversity loss. CIFREDD has already given over 300 training courses to young people and talents in the field of sustainable development and environmental protection.

The content of the UN CC:Learn courses I’ve learned has helped me a lot, particularly in preparing different teaching modules by establishing clear learning objectives, making sure that the training is relevant.

As well as being a trainer, he then became involved in raising awareness among young people to get them involved in the fight against climate change, notably through forest and fruit tree planting, environmental protection and the regeneration of endangered local species. This is why he founded a non-governmental organization called the Burundian Youth-Environment Coalition (CBJE in French), with the aim of achieving these goals as quickly as possible.

With the knowledge he acquired on UN CC:e-Learn, he was able to understand that the effects of climate change generate various phenomena such as flooding, rainfall irregularities, landslides, climate-related diseases, pest outbreaks, erosion and related waste, drought, disruption of the seasonal calendar, impact on children, changes in epidemiological patterns, plant diseases, species extinction, as well as high winds and storms.

A nursery of endangered medicinal plants, created by the CBJE near the Buta traditional medicine center, to encourage their domestication in agroforestry.

Given that a large part of Burundi’s population, especially those living around the shores of Lake Tanganyika, is affected by the floods, we felt it was necessary first to raise awareness among the population to clear flooded areas in order to protect people, especially children and women, from drowning.

Residents cross the water to retrieve items from their flooded homes in Bujumbura, Kinindo district, March 2024.

Another very important action is that the Burundian Youth-Environment Coalition (CBJE) has recently begun working in partnership with the Buta traditional medicine center, located in southern Burundi. This center is renowned for the quality of its treatments using local plants with proven healing properties. CBJE is responsible for identifying, multiplying and planting these medicinal species, which are unfortunately on the verge of extinction in various parts of the country due to climate change and excessive exploitation. The organization also raises awareness among the population of the need to domesticate these species in their own fields, in the form of agroforestry, which has very positive impacts on soil fertility, erosion control and land management.

The major impact of the CBJE is that 2,000 forest trees and 1,400 fruit trees have already been planted under its supervision and are doing very well at the moment. People are starting to plant medicinal species on a large scale, rather than disturbing the little that remains in our natural forests, and we’re proud of this.

The CBJE prepares nurseries and supplies seedlings to encourage people to grow them at home. The organization also raises awareness and helps plant fruit trees to combat food insecurity caused by climate change. This initiative contributes to the reduction of social inequalities by improving the livelihoods of local communities, with particular emphasis on the involvement and active participation of young people, women, indigenous people and traditional healers. In conclusion, he is convinced that all these actions are and will be extremely beneficial in terms of mitigation, adaptation and resilience to climate change.

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*The views expressed in this story are solely those of the author and do not necessarily reflect the official policies or positions of the United Nations or any of its affiliated organizations.

Ahead of COP29, UN CC:Learn hosted the 12th edition of The Climate Classroom, a series of 45-minute interactive sessions on crucial climate topics. The initiative brought together over 2,950 participants online from 168 countries, engaging experts from 12 global organizations to share insights on climate policy, finance, and solutions.

In the lead-up to the 29^th Conference of Parties of the UN Framework Convention on Climate Change, or COP 29, UN CC:Learn organized one of its flagship initiatives: the Climate Classroom. This series of 45-minute classes is designed to provide curious minds following the climate negotiations with an interactive, insightful, and up-to-date learning experience on important climate topics.

From 28^th October to 8 November 2024, experts from 12 partners across the UN system and global think tanks shed light on multiple topics, ranging from the outcomes of the Global Stocktake, Nationally Determined Contributions (NDCs), the Loss and Damage Fund and Board, reducing emissions and climate finance, to sector-specific discussions on the intersection of climate change with health, human rights, inclusive entrepreneurship and climate services for climate action and nature-based solutions approaches.

The sessions drew together over 2,950 participants from a record 168 countries, keen to strengthen their knowledge in readiness for COP29. Experts offered diverse examples and case studies on their respective topics and also allowed for informative Q&A segments with participants.

Feedback from this year’s edition showed that 90% of learners found the overall experience good or very good and 92% noting they would recommend the Climate Classrooms to a colleague.

“The Climate Classroom was a unique experience for me, as I had to learn with people from all over the world. Meetings such as this, could enhance meaningful conversations surrounding climate change”.

“The Climate Classroom series is definitely work experiencing whether you are new to a particular topic or believe you are an expert. The content is developed and presented in such a way that it appeals to all levels of knowledge and experience. You definitely will leave with new insights and critical take-aways from the interactive discussions”.

Feedback data on the Climate Classroom @ COP29

The Climate Classrooms @COP29 was possible with thanks to this year’s partners – World Resources Institute (WRI), UN Environment (UNEP), the Manilla Observatory, UN Office of the High Commissioner for Human Rights (OHCHR), UN Women, She Loves Tech, World Health Organization (WHO) and World Meteorological Organization (WMO) – and thanks to the generous contribution of the Swiss Development and Cooperation Agency.

Read this year's report!

Alan’s climate story began around 2015 when climate change became a prominent topic in mainstream news, especially during the lead-up to COP21. At the time, he was working in a conservation role in the tropical Andes. Conversations with local farmers revealed their struggles with unusual weather events, such as flash floods and prolonged droughts, which were devastating their livelihoods. These events were effects of climate change, a subject Alan realized he knew little about. Seizing the opportunity, he used professional development funds to attend a two-week training course on climate change. This marked the beginning of his transformation into a source of climate knowledge within his team. Simultaneously, Alan’s publisher challenged him to create his next graphic novel. Inspired by his new understanding of climate change, he created “The Adventures of Captain Polo.” This ongoing series of graphic novels explores various aspects of climate change, including its causes, effects, and solutions in the form of mitigation and adaptation. The main character, Captain Polo the polar bear, travels the world, documenting diverse and often underappreciated facets of climate change in a travelogue format that balances information with adventure, humor, and accurate geographical and cultural depictions.

Each book in the series is meticulously researched, with dialogues, narratives, footnotes, and technical sections at the back of the books reflecting thorough research. The series has garnered endorsements from top-level climate scientists and policymakers.

Book cover

The success of his books spurred Alan to expand Captain Polo’s reach beyond the two-dimensional realm, creating the Captain Polo Academy. From this platform, Alan engages with diverse stakeholders worldwide, including schools, NGOs, think tanks, and individuals, collaborating to promote climate literacy.

A year ago, I created an online Module using Captain Polo animations aiming at teaching children in the 6 to 12-year range some basic concepts about climate science, causes, consequences of global warming, and some high-level solutions.

He continued,

All of this requires keeping pace with evolving climate change knowledge and practice, which is why I am constantly educating myself on this subject. Hence my having completed the UNCC Learn course.

He has taken the e-course Climate Change: From Learning to Action offered by UNCC Learn, to stay abreast of fast-moving developments in climate-related thinking, policy, and practice. This knowledge has also allowed him to write a couple of climate education articles in the Environmental Education Journal (Vol. 134, Spring 2024), and has been instrumental in helping him accurately craft the narratives in his series of Captain Polo books. Additionally, he is in the final stages of creating the fifth comic book in this series. This latest edition, titled Polo in Brazil, is dedicated to documenting climate challenges and solutions in that country.

Ambassador for the Center for Climate Literacy at Minnesota University and a Partner of the climate education open source portal Subject To Climate, Alan through the Captain Polo Academy delivers climate-themed workshops and projects to schools, furthering his mission of climate education. While he remains a conservation biologist, Alan is committed to taking the Captain Polo Academy to new heights, making climate education his life mission moving forward.

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*The views expressed in this story are solely those of the author and do not necessarily reflect the official policies or positions of the United Nations or any of its affiliated organizations.

Berenice Danaé Espinoza H. is a Mexican Climate Change Professional currently collaborating with the Latin American Observatory for Climate Action (OLAC) in the Coordination of the Climate Justice cluster. As a member of OLAC she has been exchanging experiences with other regional organizations, which are often working on the ground with local communities, indigenous peoples, cooperatives, youth organizations, etc. She co-creates strategies for strengthening the capacity of such organizations on issues of climate negotiations under the UNFCCC framework and strengthens capacities on climate issues at the local, regional and international levels

She is also an independent consultant in climate change. She has been part of the Official Mexican Delegation of Negotiators in the UNFCCC negotiations as an Expert and Senior Advisor on the Action for Climate Empowerment, Capacity Building (PCCB) and Adaptation program. Moreover, she has co-authored two books on climate change, sustainable development, and the Rights of Nature and has been part of the development and implementation of projects for capacity building on climate change at national (Mexico), regional, and international levels.

She enrolled in the course on Adaptation Plans to strengthen her capacities and to be able to implement concrete actions regarding the ACE program and Capacity Building on climate change in my activities as a climate professional.

Participation in the “LAC Countries Forum on Sustainable Development 2017” in Mexico City to read the position of Civil Society.

I have been enrolled in the course Mastering National Adaptation Plans: From Start to Finish, which has allowed me to see the need for the correct implementation of a specific program, Action for Climate Empowerment (ACE).

The course strengthened her professional work and inspired her to take concrete actions on adaptation and strengthen the projects on ACE and Capacity-Building. Also, the course helped to review existing NAPs, make comparisons, and take examples of actions that could be implemented at the national, regional, or international level given her professional field and role as an independent consultant. Currently continues its work en route to COP 30.

By learning more about the process of building an Adaptation Plan and its structure, I have been able to understand and focus on where concrete ACE and Capacity-Building efforts are needed whether or not there is an Adaptation Plan”.

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*The views expressed in this story are solely those of the author and do not necessarily reflect the official policies or positions of the United Nations or any of its affiliated organizations.

Empowering Young Negotiators: Building Skills for Climate and Land Solutions

New Course Explores Art’s Role in Transforming Ocean Governance

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Ecuador Advances in Building its National Strategy for Action for Climate Empowerment

All Sahelian States Sign a New Regional Declaration on Climate Education in West Africa at COP29

The REDD+ Academy is Now Available in Portuguese!

Environmental Education for a Sustainable Future at Local Level

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Fighting climate change in Burundi: a path of dedication and awareness-raising

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Climate Classrooms @ COP29: A Global Learning Experience to Prepare for COP29

Drawing Solutions: A Cartoonist’s Journey in Climate Education

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Advancing Action for Climate Empowerment in Mexico

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