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"Despite this growing body of evidence, there are large knowledge gaps about the direct and indirect impacts of climate change on young people's lives." Read a new shared research agenda on #Education and the #ClimateCrisis by the Center for Global Development, African Population and Health Research Center, Malala Fund, Population Council, REAL Center, Save the Children International, and Young Lives. Our colleagues Nicole Haberland and Meredith Kozak are co-authors on the note, providing insights into the global need for more accurate data on the impacts of climate change on education in vulnerable communities and how education can contribute to fostering resilient future generations. Read the research agenda here: https://bit.ly/4cFbJNP Learn more about the Council's Population, Environmental Risks, and the Climate Crisis (PERCC) Initiative: https://bit.ly/3HRIXfc Learn more about the Council's Gender, Education, Justice, and Equity (GEJE) innovation hub: https://bit.ly/47Haefu #PERCC #PERCCGREEN #GEJE

Today's panel discussion, co-organized by Global Youth Leadership Center (GYLC) and the World Bank’s Global Partnership for Social Accountability (GPSA), centered around the theme of "Harnessing Youth as Catalysts for Climate Action and Accountability". Moderated by GYLC CEO Ejaj Ahmad 🏃🏽🥦🌎, the session aimed to explore innovative approaches for mobilizing youth towards climate action and introduce the Green Accountability Youth Initiative (GAYI). GAYI, a collaborative effort between GYLC and GPSA, focuses on nurturing youth leadership in climate-vulnerable regions of the Global South through online education programs concentrating on climate leadership, green skills, and social accountability. The initiative seeks to empower young leaders who often lack access to vital information and opportunities for engagement, thereby enabling them to actively contribute to the global climate agenda. Four distinguished speakers graced the panel today: 1️. Aly Rahim, Program Manager at GPSA, World Bank, shared insights into youth's role in influencing climate-related policies and projects at local and global levels, and discussed the bank's prioritization of youth engagement in climate-focused programs. 2️. Mariah Willem, a youth climate leader from Namibia, shed light on the importance of incorporating climate education into educational curricula, discussed GAYI's potential in addressing Namibia's unique climate challenges, and emphasized the need for inclusivity and accessibility in GAYI's online education programs. 3️. Tawong Mabella, a Cameroonian youth climate leader, highlighted effective strategies for mobilizing youth in Cameroon for climate action, discussed leveraging Cameroon's cultural and ecological diversity for driving climate solutions, and explored the role of digital platforms in empowering Cameroonian youth. 4️. Tasnia Khandaker Prova, a research associate at BRAC University's Center for Peace and Justice in Bangladesh, delved into how research can strengthen youth capacity for climate advocacy, discussed GAYI's potential in supporting climate resilience efforts in Bangladesh, and emphasized the importance of social accountability in climate governance. The panelists' diverse perspectives and experiences provided valuable insights into the critical role of youth in addressing climate change and advancing accountability mechanisms, underscoring the significance of collaborative initiatives like GAYI in fostering meaningful youth engagement in climate action. The World Bank Global Youth Leadership Center (GYLC) Grace Sinaga, MA

UNICEF called the climate crisis a child's rights crisis. 🚨 Around 710 million children live in regions at the highest risk of climate impact. Education stands as the bedrock of a thriving society. By investing in empowering today's children, we could unlock the most promising solution to tackle climate change! 🌱 Sustainability education is at the forefront of addressing our world's pressing challenges. To prepare our students for the future, we must embrace active, participative, and experiential learning methods that engage learners and foster a deep understanding of sustainability issues. ▶ Educating just 16% of children in developed nations could have an impact equivalent to removing 504 million cars from the roads, approximately one-third of all cars globally! 🚀 At LetsLocalise, our vision is to redefine climate education in schools by pioneering an innovative approach that unites both corporate and academic worlds. We aim to future-proof our workforce to the best of our ability. Learn more about how we're making a difference - https://bit.ly/3QjWZLd Teach the Future UN Climate Change UNESCO #ClimateEducation #ChildsRights #Sustainability #LetsLocalise #ClimateAction 🌏📝

What is Education for Sustainable Development (ESD)? Education for Sustainable Development (ESD) is an approach to learning that emphasizes the interconnectedness of social, economic, and environmental issues. It aims to equip individuals with the knowledge, skills, and values needed to address challenges like climate change, biodiversity loss, poverty, and inequality. ESD encourages critical thinking, problem-solving, and active participation to create a more sustainable and equitable world. It should be integrated into formal and informal education to promote responsible behavior and decision-making. Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs. #sdgs #sdgs2030 #eduaction #educationforall #sdg4qualityeducation

The Nairobi Summer School on Climate Justice - NSSCJ (one of Pan African Climate Justice Alliance-PACJA initiatives) is an intergenerational initiative conceptualized to share, learn, and network disruptive ideas that are needed to catalyze economy-wide transformation in a climate-catastrophic world. The school offers tailor-made course modules by leading Climate Justice strategists and activists. It is designed to provide a timely opportunity for long-standing scholar-activists, community-based scholars, and the younger generation of climate justice advocates and practitioners from the Global South and North. The school adopts a society-wide focus, targeting sectoral and thematic experts and frontline activists irrespective of formal education and cultural backgrounds. The Nairobi Summer School on Climate Justice has successfully delivered three Nairobi Summer School on Climate Justice Cohorts (Cohort I -2021, Cohort III -2022, and Cohort – III 2023), it has so far trained over 1000 participants drawn from the Global South regions including Africa, Latin America, Asia, and the Caribbean, who are not enough, considering Africa’s current population and the critical mass we would like to build. This year, actually happening from the 23rd of June to the 7th of July, 2024, the Cohort IV edition will be running, alongside pertinent side events, from Chuka University, the Mount Kenya region of Kenya. As the MEAL lead for PACJA, I am delighted to share some of the quantitative results of this auspicious initiative below: 1. Most applicants are in the 18-25 and 26-30 age brackets. The program is particularly appealing to younger individuals, indicating that it meets the needs and interests of early-career professionals and recent graduates. 2. There is a steady increase in the number of countries participating in the program from 48 countries in cohort II to 87 in cohort IV. This shows there is an increased interest in climate change and conversations about justice. More countries are taking the lead in matters of climate change. 3. In its initial call for applications, the program received 748 applications for Cohort 2. The participants' enthusiasm and positive feedback fueled further interest, leading to 2025 applications for Cohort 3, and in Cohort 4, the number of applicants had more than doubled to an impressive 4441. This steady increase underscores the program’s reputation and its critical role in equipping participants with the skills and knowledge to tackle climate change. 4. The program's commitment to inclusivity is evident in the gender distribution data. While male participants initially dominated, the number of female applicants has significantly increased: • Cohort 2: 321 females • Cohort 3: 849 females • Cohort 4: 1763 females Follow the exciting proceedings of NSSCJ Cohort IV edition by following our web pages below: https://pacja.org/ https://lnkd.in/dSYtinXf

Exploring the Vital Role of Youth Development in Green Skills 🌿💼 Emphasizing that these skills are not just 'for the future,' but crucial for today's economy. 🌿 🌍 #youthdevelopment #greenskillsforyouth #AGES24 https://lnkd.in/es7SFBTA

🤝 Ministry of Education (MoE) and UNICEF launch 'Greening Capacities Initiative' partnership. 🌱 Three joint programs under the partnership: Educators Training, Net Zero Heroes, and Children's Art Competition. 📚 Education is crucial in addressing climate change, shaping environmental awareness, and providing climate education to children and youth. 🌍 UNICEF emphasizes climate education for all children and youth, promoting their participation in climate change discussions. 📝 Education efforts encompass curricula, teacher training, and school initiatives to enhance environmental sustainability. 🎯 Goals of the Green Education Roadmap include transforming 50% of schools into green accredited institutions and creating an Education Hub for COP28. #ClimateEducation #Partnership #UNICEF #GreenEducation #YouthInvolvement https://lnkd.in/g7BqaBA9

Have you ever wondered how many indigenous communities live on this planet? Indigenous people are the guardians of our ecosystems. According to the World Bank, there are more than 500 million indigenous people in 70 countries around the world. They manage over 25% of the world's land and support about 80% of the world's biodiversity, yet make up 15% of the world's poor. Indigenous youth are learning new skills and developing local techniques to provide solutions to the world's critical challenges, such as biodiversity loss, ecosystem degradation, and climate change. However, they are often excluded from development policies, decision-making, and economic power. Indigenous youth suffer from a lack of education and health services. Worldwide, 47% of indigenous youth have no education, compared to 17% of their non-indigenous peers. Therefore, special measures are needed to protect their fundamental rights, knowledge systems, distinct cultures, and ways of life. Educating indigenous youth can further accelerate sustainable development by providing them with the right tools to apply their traditional knowledge and find innovative conservation solutions. In addition, capacity-building programs can help integrate local practices with Western scientific knowledge. It can strengthen the grassroots groups, networks, and platforms of indigenous youth needed to support the basic needs of their communities in times of environmental crisis. This year's theme for the International Day of the World's Indigenous Peoples is "Indigenous Youth as Agents of Change for Self-Determination’’. We are identifying ways to include the voices of Indigenous youth to support them as they support our ecosystems. Read more:  https://lnkd.in/eAhY2dhz #UNEP #UNESCO #BMUV #UBA #TUD #CIPSEM #IndigenousPeoplesDay #globalgoals #scholarship #SDGs #sustainability

Based on a #NextGenEdu community gathering, the following insights were generated on the intersection between climate change and education, which are not just relevant for Bangladesh, but many places in the world: 1. The climate crisis has no borders - the countries that are most affected are not the same countries that are causing climate change the most. 2. Curiosity for nature and climate change should be nurtured from an early age 3. Experiential learning is pivotal for teaching climate change 4. A critical climate discourse should be actively encouraged 5. Colonial and post-colonial bias in curriculum should be identified and addressed. 6. Climate change curriculum cannot be contained only within the sciences 7. Upskilling and reskilling agenda to navigate climate change needs to be factored in 8. Building trust is key among ecosystem partners Thanks to Salman Sabbab for co-authoring this piece. Thanks to some of the key panelists in sharing their reflections - Dr. Samiya Selim PhD from University of Liberal Arts Bangladesh, Sayed Mahmud Sunny from the BRAC Institute of Educational Development - BRAC University, and Shamir Shehab from the Bangladesh Youth Environmental Initiative (BYEI). Also, thanks to allies from the government, non-government and private sectors in sharing your reflections too - and of course, conversations and actions need to continue. Why make things worse, when there is no planet B, when we know we can exercise the choice to make things better? #climatechange #education #NextGenEdu #bangladesh

⭐ We have climbed 33 places to 28th in the world in the Times Higher Education Global Impact Rankings 2024… … this ranks us 5th highest among the 68 UK institutions included. The rankings highlight the contribution of 1,963 universities worldwide in supporting the United Nations sustainable development goals (SDGs), which address global challenges such as hunger, equality and environmental threats. We’re also in the Global Top 30 in FIVE of the SDGs: #3 in SDG12 - Responsible production and consumption #16 in SDG15 - Life on land #19 in SDG13 - Climate action #24 in SDG17 - Partnerships to achieve the goals #27 in SDG10 - Reducing inequality Congratulations to EVERYONE at UoR on this achievement! Find out more https://rdg.ac/3VG8NKw #ResearchImpact #SDGs #SustainableDevelopment #Top30 #SDG12 #SDG15 #SDG13 #SDG17 #SDG10 #GreenUniversity #UN