Advanced Learning on Integrating Climate Change in Education at Primary and Secondary Level

Integrating Climate
Change in Education
at Primary and
Secondary Level
Resource Guide for Advanced Learning on

Acknowledgements
This Resource Guide has been developed as part of the 2011-2013 pilot im-
plementation phase of The One UN Climate Change Learning Partnership (UN
CC:Learn). Technical leadership was provided by the United Nations Educational,
Scientific and Cultural Organization (UNESCO) and the United Nations Children’s
Fund (UNICEF) with methodological support by the UN CC:Learn Secretariat.
Specific inputs were provided by: Julia Heiss, UNESCO; Stephanie Hodge and
Donna Goodman, UNICEF; AdrianaValenzuela, Cristina Rekakavas, Fayruz Mandil,
Angus Mackay, Achim Halpaap and Amrei Horstbrink, UNITAR.
Photo credits
Environmental Affairs Department of Malawi 2013
Layout
We Are Boq, Lda.
Copyright © 2013, United Nations Institute for Training and Research (UNITAR)
All rights are reserved.

UN CC:Learn | Integrating Climate Change in Education at Primary and Secondary Level 3
Part I
Introduction
1.1 About the Series of Resource Guides
This Guide is part of a series of Resource Guides developed through UN CC:Learn1 to facilitate access to
existing state-of-the-art materials relevant for climate change learning on particular topics. The Guides
are written from the perspective of a learner seeking to obtain an understanding of the topic and consider
use of relevant learning materials. The references cited in each Guide collectively contribute to the compi-
lation of Advanced Learning Packages on Priority Topics of Climate Change (ALPs). ALPs compiled under
UN CC:Learn cover selected climate change topics that have been identified as a priority from a country
perspective. Based on an analysis of existing learning resources, development of further materials may be
initiated in order to fill gaps.
The learning resources presented in this Resource Guide are drawn primarily from within the UN and part-
ners to UN CC:Learn. Resources published by other recognized international and other organizations are
provided in Annex 1. UN CC:Learn is not responsible for the content of these third-party resources and their
mention does not imply that these have been endorsed or recommended by UN CC:Learn.
1.2 How to Use this Resource Guide
This Resource Guide is organized into three parts. Part I provides basic orientation for readers, including a
brief introduction to the subject area and an outline of the specific learning topics to be covered. Part II lists
available written learning resources as well as a number of training courses currently being offered, orga-
nized by learning topic. For each selected learning resource a hyperlink is provided through to Part III of the
Resource Guide, which provides more detailed factsheets and further links to source material. Readers are
advised to: (A) start by reading Part I; (B) select a preferred learning topic; (C) identify the relevant learning
resources for that topic under Part II; and (D) click on the relevant hyperlinks to access the factsheets.
1.3 Target Group for this Resource Guide
This Resource Guide has been designed to inform the following target groups interested in learning how
to integrate climate change in both formal and informal education programmes at primary and secondary
level:
• Decision makers in the education sector responsible for developing and implementing educational pol-
icies, programmes or projects;
1 UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States, UN agencies and other development partners in designing and implementing
results-orientedandsustainablelearningtoaddressclimatechange.UNCC:LearnPartnerstodateinclude:CEB,EMG,FAO,GEF,IDB,IFAD,ILO,ITU,OCHA,UNAIDS,UNDP,UNECA,
UNEP,UNESCAP,UNESCO,UNESCWA,UNFCCC,UNFPA,UNHABITAT,UNICEF,UNIDO,UNISDR,UNITAR,UNSSC,UNU,UNWOMEN,UNWTO,UPU,WFP,WHO,WMO,WTO,WorldBank.

• Curriculum development specialists and education planners in charge of curriculum review, reform and
development;
• Primary and secondary teachers/youth educators;
• Teacher training institutions;
• Non-governmental organizations (NGOs) involved in the development and implementation of non-for-
mal education programmes;
• Researchers working on education issues related to climate change;
• Interested citizens/youth/students.
1.4 Introduction to Climate Change Education
By raising awareness and promoting knowledge and skills-development, education is an essential compo-
nent and a catalyst for responding to global climate change. Its importance has been increasingly high-
lightedattheinternationallevel.Inparticular,Article6oftheUNFrameworkConventiononClimateChange
(UNFCCC)2 encourages Parties to promote, develop and implement educational, training and public aware-
ness programmes on climate change and its effects. In addition, the United Nations General Assembly
proclaimed the UN Decade of Education for Sustainable Development (DESD) 2005-2014, emphasizing
that climate change is one of the key action themes of the Decade3.
Education for Sustainable Development (ESD) aims to promote the knowledge, skills, attitudes and values
necessary to shape a sustainable future4. It affects all components of the education system – which include,
among others, legislation, policy, finance, curricula, teacher education, instruction, learning, assessment,
school governance and infrastructure – and considers learning as a lifelong process taking place in various
settings. In addition, it proposes learning methodologies for promoting critical thinking, problem-solving
skills, as well as predicting events affecting both natural and human ecosystems and acting on these in
collaborative ways. ESD provides an umbrella for many forms of education5. In this framework, Climate
Change Education (CCE) fosters understanding of the complexities and interconnection of the various
challenges posed by climate change.
More specifically, CCE promotes learning about the causes and effects of climate change as well as possible
responses, providing a cross-curricular and multidisciplinary perspective. It develops competences in the
field of climate change mitigation and adaptation, with the aim to promote climate-resilient development
and reduce the vulnerability of communities in the face of an uncertain future. Crucially, CCE helps individ-
uals to make informed decisions. Additionally, by preparing learners, communities and education systems
to face natural hazards, CCE contributes to disaster risk reduction (DRR) efforts. Finally, CCE highlights the
links between consumption patterns and climate change in order to mobilize responsible actions contrib-
uting to reduced greenhouse gas emissions through more sustainable lifestyles.
1.5 Learning Topics Featured in the Guide
Many organizations have developed learning materials on the theme of climate change and education.
2 Article 6 of the UNFCCC: http://unfccc.int/essential_background/convention/background/items/1366.php
3 UNESCO (2009). Learning to Mitigate and Adapt to Climate Change: UNESCO and Climate Change Education. http://climatefrontlines.org/ed_seminar_brochure.pdf, p. 2.
4 UNESCO. Education for Sustainable Development (ESD). http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustain-
able-development/
5 UNESCO. Education - Education for Sustainable Development. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sus-
tainable-development/education-for-sustainable-development/

However, given the wealth of existing resources, interested learners can face difficulties in identifying
specific materials that match their needs. This Resource Guide aims at facilitating access to learning by
providing a “guided tour” to materials that are already available, focusing mainly on those available from
within the UN system. These have been selected according to specific learning topics identified in consul-
tation with the UN CC:Learn partners, further refined through the application of the following criteria:
• Universality: the resources featured in this package are relevant for interested learners regardless of
their specific background and experiences;
• United Nations: the resources have been produced primarily by UN agencies, especially by agencies
with specific expertise in the field of climate change education6;
• Quality: the resources are comprehensive and of high quality;
• State-of-the-art: given the developments in the field, resources are recent and up-to-date;
• Learning component: the resources selected are designed to promote learning activities.
Learning Topic 1: Strategies and Policies for Climate Change Education
In the context of climate change, there is often a need to reconsider or adjust existing approaches to
education, especially their potential to provide learners with the necessary knowledge and training to help
them respond to a diverse and rapidly changing world. In order to promote climate change education,
decision makers need to develop and implement relevant policies and strategies, as well as integrate these
in education plans and budgets. To adjust educational planning to climate change, it is also important to
take into account the impacts of climate change on migration patterns and school enrolment, infrastruc-
ture maintenance and personnel, as well as disaster risk management7.
Learning Topic 2: Integration of Climate Change in School Curricula
To ensure effective learning and deep understanding of the subject matter, climate change education
should be integrated across school curricula at all levels. The complexities of climate change require it
to be addressed using a holistic approach that draws upon a range of disciplines and areas of expertise,
including climate science, policy, law, ethic, sociology, economics and culture, with the aim of an effective
and inclusive knowledge sharing approach8. In addition, knowledge of climate change, its science, impacts
and coping measures has to be adapted to address and relate to specific target groups. Therefore, specific
activities have to be developed and tailored according to age, school type and level as well as contexts and
particular needs.
Learning Topic 3: Training and Teaching Materials for Teachers and Educators
To promote climate change education, it is crucial to strengthen teachers’ and educators’ capacities to
deliver accurate information, integrate local content, promote critical thinking about and take action on
climate change mitigation and adaptation9. This includes increasing their understanding of climate and
6 Selected publications from other relevant international and other organizations have been referenced in Annex 1.
7 UNESCO (2012). Climate Change Education for Sustainable Development in Small Island Developing States: Report and Recommendations. http://unesdoc.unesco.org/
images/0021/002164/216473e.pdf, p. 28
images/0021/002164/216473e.pdf, p. 27
images/0021/002164/216473e.pdf, p. 25

sustainability issues as well as helping them develop necessary skills and providing them with pedagogical
support. Furthermore, teachers and educators need dedicated materials to support their learning activi-
ties on climate change. Examples of relevant materials include manuals, teachers’ resource guides, lesson
models and training modules, but also books, cartoons and videos (to name a few) to guide, inspire and
empower students.
Learning Topic 4: Safe and Sustainable School Campuses
The physical learning environment can play an important role when promoting climate change educa-
tion. Environmentally speaking, sustainable schools provide ample natural light, good indoor air quality
and ventilation. They are water and energy efficient, use non-toxic, locally available construction mate-
rials and run on renewable energy10. This way, they can develop the responsible and green habits of their
attendees and their families, in an environment that models the principle of sustainability being taught.
Therefore, sustainable schools and campuses serve as learning laboratories for students to demonstrate
and further deepen understanding of the principles learned in the classroom. The ambition is to make the
school itself a physical model of sustainability. In addition, climate change proofing of educational infra-
structure minimizes the risks and associated costs of weather-related damages and promotes adaptation.
Other practices, such as the use of solar panels, can also reduce greenhouse gas emissions and contribute
to mitigating climate change.
10 UNICEF (2012). Climate Change and Environmental Education: A Companion to the Child Friendly Schools Manual. http://www.unicef.org/publications/files/CFS_Climate_E_
web.pdf, p. 10

Part II
GuidetoLearningResourcesandTrainingCourses
Learning Topic 1
Strategies and Policies for Climate Change Education
Written Resources
Climate Change and Environmental Education: A Companion to the Child Friendly
Schools Manual
General Audience(s) Relevance
Decision Makers; Technical
Staff/Practitioners
This guidebook informs on how to develop strategies and policies for implement-
ing climate change education in child-friendly schools by citing relevant exam-
ples and illustrating diverse approaches.Type of Material
Guidance Document/
Handbook
Climate Change Starter’s Guidebook: An Issue Guide for Education Planners and
Practitioners
Staff/Practitioners
This guidebook provides an introduction and overview for education planners
and practitioners on the wide range of issues relating to climate change and cli-
mate change education, including causes, impacts, mitigation and adaptation
strategies, as well as some broad political and economic principles, with the aim
to facilitate the development of education policies that take climate change into
account.
Type of Material
Guidance Document/
Handbook
Climate Change Adaptation and Disaster Risk Reduction in the Education Sector
Staff/Practitioners; General
Public
This package provides useful arguments as to why the mainstreaming and scal-
ing up of climate change adaptation and disaster risk reduction in the education
sector should be targeted and how these are impacted by educational policies
and strategies.Type of Material
Guidance Document/
Handbook
DisasterRiskReductioninEducation:AnImperativeforEducationPolicymakers
Decision Makers This document directly targets policy makers and decision makers in the educa-
tion sector to demonstrate the imperative of integrating disaster risk reduction
in education.
Type of Material
Guidance Document/
Handbook

Disaster Risk Reduction in School Curricula: Case Studies from 30 Countries
Staff/Practitioners
This document captures key national experiences and good practices with regard
to the integration of disaster risk reduction in school curriculum to inform policy
and strategic deliberation, development and implementation.Type of Material
Analytical/Technical
Document
Education Sector Responses to Climate Change: Background Paper with International
Examples
Technical Staff/Practitioners;
General Public
This handbook provides guidance to policy makers on how, why and where to
adjust educational systems to incorporate climate change learning and foster
immediate undertakings that leave educators and learners equipped with skills
and knowledge in mitigating and adapting to climate change.
Type of Material
Guidance Document/
Handbook

Learning Topic 2
Integration of Climate Change in School Curricula
Written Resources
Practitioners
Staff/Practitioners
The aim of this guide is to serve as a starting point for tackling and mainstreaming
climate change education into schools curricula. The document has been created
to enable education planners and practitioners to understand the issues at hand
and to review and analyse their relevance to particular national and local con-
texts.
Type of Material
Guidance Document/
Handbook
Public
This package discusses methods to implement the preparations leading up to
the actual mainstreaming of climate change learning in the education sector. In
particular, module 9 examines different aspects of school-level implementation,
including integration of climate change adaptation and disaster risk reduction in
school curricula.
Type of Material
Guidance Document/
Handbook
Climate Change and Environmental Education: A Companion to the Child
Friendly Schools Manual
Staff/Practitioners
This guidebook provides in-depth information on how climate change and envi-
ronmental education can be integrated into the design, implementation and
practice of child-friendly schools, including reorienting existing curricula.Type of Material
Guidance Document/
Handbook
Disaster Risk Reduction in Education: An Imperative for Education Policymakers
Decision Makers This document speaks of the requirements and actions for policy makers to take
in order to ensure the successful integration of DRR in the education sector, which
comprise the mainstreaming of DRR into the curriculum and school-wide activi-
ties.
Type of Material
Guidance Document/
Handbook
Staff/Practitioners
This document captures key national experiences of 30 countries in the integra-
tion of DRR in the curriculum, identifies good practices, notes issues addressed
and discusses learning outcomes.Type of Material
Document

Examples
General Public
This handbook names different successful practices to help mainstream climate
change learning in and across all different education channels, including discus-
sions on integration in school curricula. Section 4.8 presents lessons from the
mainstreaming of disaster risk reduction in school curricula in Madagascar.
Type of Material
Guidance Document/
Handbook
Food Security and Climate Change Challenge Badge
General Public
This badge curriculum encourages ways of taking action for climate change mit-
igation and adaptation that could fit in a school environment and in extra-cur-
ricular hours. It includes a selection of activities divided in three categories: our
climate, our food, and our world.
Type of Material
Other
Education Kit on Climate Change and Child Rights - How to Defend Child Rights Affected
by Climate Change: A Teacher’s Guide for Exploration and Action with Children 11-16
Years Old
General Public
This toolkit was developed for use in industrialized countries for exploration and
action activities with young people on the issue of climate change and its impact
on child rights. It can be used in different school subjects, such as Geography,
Citizenship Education, Science, Mathematics and Language(s).
Type of Material
Training Manual/Material
Training Courses
Climate Change in the Classroom
Technical Staff/Practitioners This course is designed to enable teachers at the secondary school level from
diverse subject areas to introduce climate change education for sustainable
development across the curriculum.
Type of Material
Course
Teaching and Learning for a Sustainable Future: A Multimedia Teacher Education
Programme
Technical Staff/Practitioners This education programme provides professional development for curriculum
developers on education for sustainable development. It includes a section
on curriculum rationale and a section on integrating sustainable development
across the curriculum. Module 19 focuses specifically on climate change.The con-
tents can be adapted to different national and regional contexts.
Type of Material
Course

Learning Topic 3
Training and Teaching Materials for Teachers and Educators
Written Resources
Practitioners
Staff/Practitioners
This guidebook is intended to support educators in developing their understand-
ing of the science of climate change, observed and anticipated impacts, and dif-
ferent possible responses with the aim to help inform the next generations and to
better equip them to respond to the climate-related challenges ahead.
Type of Material
Guidance Document/
Handbook
Public
The package lays down a step-by-step approach with examples of tools and
methodologies in approaching, analysing, monitoring and planning the climate
change and disaster risk reduction learning in the education sector. It aims to pro-
mote the integration of climate change and disaster risk education into quality
learning and teaching.
Type of Material
Guidance Document/
Handbook
Climate Change Take Action Now! A Guide to Supporting the Local Actions of Children
and Young People, with Special Emphasis on Girls and Young Women
Public
This booklet presents a range of teaching techniques for teachers and educators
to support young people to take action in addressing the challenges of climate
change. Through suggestions and sample activities, its aim is to support young
people to participate, give them a sense of empowerment, and build their skills
and values.
Type of Material
Guidance Document/
Handbook
Examples
General Public
This handbook recommends practical approaches for teachers and educators to
promote critical thinking and action in response to climate change.
Type of Material
Guidance Document/
Handbook
General Public
This badge inspires ideas on how to design and personalize informal learning
activities and materials for climate change education. It includes activities target-
ing three age groups: five to ten years old, eleven to fifteen and sixteen to twenty.Type of Material
Other

Heat up over Climate Change: Exploring Climate Change and its Effects on the World’s
Children: A Peer Education and Action Pack
General Public
This action pack can be used by peer educators, youth workers and teachers. It
is designed to get a group thinking about and taking action on climate change.
Type of Material
How Is Climate Change Affecting Our Health? A Manual for Teachers
Public
This manual is designed to help teachers sensitize growing adults about the
importance of the linkages between climate change and human health via inter-
active classroom activities. A manual for students is also available for further
home study and information-sharing with families.Type of Material
Education Kit on Climate Change and Child Rights - How to Defend Child Rights Affected
by Climate Change: A Teacher’s Guide for Exploration and Action with Children 11-16
Years Old
General Public
This toolkit guides teachers and facilitators for in-school and extracurricular activ-
ities in industrialized countries on climate change issues and impact on child
rights. It provides step-by-step instructions for the preparation of various activi-
ties with children such as role plays, simulations, games and creative writing.
Type of Material
Sandwatch: Adapting to Climate Change and Educating for Sustainable Development
General Public
This document introduces the methodology used by Sandwatch, an initiative
through which children, youth, teachers and communities work together to mon-
itor their beaches and then design and implement activities to address some of
the issues identified, whilst enhancing the beach environment and building resil-
ience to climate change.
Type of Material
Youth Xchange Climate Change and Lifestyles Guidebook
General Public
This guidebook provides people working with youth, such as educators, teach-
ers, trainers, as well as young people, with background information on climate
change and lifestyles, examples of causes, effects and solutions from around the
world, and suggested starting points for youth engagement and action.
Type of Material
Guidance Document/
Handbook

Training Courses
Technical Staff/Practitioners This course aims to promote professional development for teachers on climate
change. It covers six main themes and has a flexible design. Users are invited to
select sections and exercises and adapt the materials to their specific geographi-
cal social and cultural context.
Type of Material
Course
Teaching and Learning for a Sustainable Future: A Multimedia Teacher
Education Programme
Technical Staff/Practitioners This multimedia education programme contains 100 hours (divided into 27 mod-
ules) of professional development for use in pre-service teacher courses as well
as the in-service education of teachers for the promotion values, behaviour, and
lifestyles required for a sustainable future. Module 19 focuses specifically on cli-
mate change.
Type of Material
Course

Learning Topic 4
Safe and Sustainable School Campuses
Written Resources
Public
This document highlights that implementing climate change adaptation and DDR
in the education sector also means that school buildings, facilities and grounds
include efficient use of natural resources and energy and a clean environment.
Schools can also act as laboratories, allowing children, teachers and communities
to learn how to put environmental education into practice. Section 9.3 specifically
focuses on these topics.
Type of Material
Guidance Document/
Handbook
Staff/Practitioners
Chapter 4 of this guidebook looks at the strong need for schools to be protective
and physical safeties from impacts triggered by climate change. Chapter 5 dis-
cusses school buildings and grounds as laboratories to increase the physical envi-
ronment’s child-friendliness and promote school-based environmental project.
Type of Material
Guidance Document/
Handbook
Disaster Risk Reduction in Education: An Imperative for Education Policymakers
Decision Makers This document lists some recommendations on actions for policy makers to take
in order to promote disaster risk reduction teaching and learning as well as school
safety and disaster management.
Type of Material
Guidance Document/
Handbook
Staff/Practitioners
This document stresses the importance of integrating disaster risk reduction not
only in the school curriculum but also in schools on the whole, as school safety
infrastructures and procedures.Type of Material
Document
Examples
General Public
This handbook presents some successful practices to climate proof education
infrastracture and promote sustainable schools by discussing examples imple-
mented in different countries.Type of Material
Guidance Document/
Handbook

General Public
This badge provides great ideas on where and how to start (or enhance) greening
school campuses.
Type of Material
Other
Public
Chapter 3 of this document provides examples of mitigation measures to adopt
at local levels, including in school milieus.
Type of Material
Training Courses
Technical Staff/Practitioners This course book highlights that a whole-school approach is considered vital for
effectively addressing climate change challenges and demonstrating the urgent
need for practical action. This approach includes various initiatives towards mak-
ing the school carbon neutral, transforming unsustainable institutional practices,
and enaging students with climate change adaptation and mitigation initiatives
within their school.
Type of Material
Course

Part III
Factsheets
Organization(s) Language Type of Material
UNICEF English Guidance Document/Handbook
Year of Publication General Audiences
2012 Decision Makers; Technical Staff/Practitioners
Value of Learning Resource
This guidebook informs the learner on how climate change and environ-
mental education can be integrated into the design, implementation and
practice of child-friendly schools by providing supporting examples and
illustrating approaches. It is intended as a guidance adaptable to different
contexts and settings and would interest readers wanting to learn more
about the relationship between climate change and children’s rights. The
guidebook provides educators with solid theories in advancing the scaling
up and mainstreaming of climate change adaptation and disaster risk reduc-
tion in the education sector.
Structure and Content
Section 1 States the purpose and the scope of this guidebook. It notes an essential need for a strong
global institutional framework that addresses children’s vulnerabilities to climate change
and the skills needed for them to mitigate and adapt to climate change and disaster risks;
Section 2 Explores the incorporation of different models of climate change and environmental edu-
cation into child-friendly schools in different contexts;
Section 3 Looks at the required inputs for child-centred pedagogy and teacher education in climate
change education;
Section 4 Argues for the strong need for schools to be the protective and physical safeties from
impacts triggered by climate change;
Section 5 Supports the needs for school-based environmental projects that encourage child partic-
ipation as a good starting point for climate change learning;
Section 6 Looks at schools and communities’ dependence on each other: the community as a
resource for schools and vice versa;
Section 7 Discusses the scaling-up and mainstreaming of climate change in the education sector
and other sectors and highlights that a cross-sectoral approach can help apply child-
friendly school principles to global and national frameworks around climate change;
Section 8 Concludes by stating that on-going mechanisms must monitor and evaluate the effec-
tiveness and efficiency of climate change education with results guiding to where adjust-
ments to programmes and processes are needed.

Climate Change Adaptation and Disaster Risk Reduction in the Education
Sector
Organization(s) Language Type of Material
UNICEF English Guidance Document/Handbook
Year of Publication General Audiences
2012 Decision Makers; Technical Staff/Practitioners; General Public
This manual assists governments and education practitioners in scaling up
and mainstreaming climate change adaptation and disaster risk reduction in
the education sector. It identifies key entry points at the policy, planning and
advocacy levels and calls for a process based on country-specific evidence
and socio-economic analysis. This manual aims for multiple stakeholders to
participate, collaborate and communicate so to achieve quality education.
Module 1 Describes the purpose, content and rationale of this manual;
Module 2 Advises on how to present the case of mainstreaming climate
change learning in the education sector and how to defend it;
Module 3 Discusses international legal instruments related to child rights and education, climate
change, disaster risk reduction and education for sustainable development;
Module 4 Enlightens effective approaches for scaling up and mainstreaming climate change edu-
cation;
Module 5 Provides an overall conceptual framework describing how non-formal education can
complement formal schooling systems and play a key role in the overall education of
children;
Module 6 Examines methods in risk analyses of vulnerable communities;
Module 7 Suggests monitoring and evaluating tools in involving youth as stakeholders and pri-
oritizing the effectiveness, efficiency and quality of implementation of climate change
learning in the education sector;
Module 8 Encourages multi-sectoral and cross-sectoral approaches to planning and implemen-
tation of climate change adaptation and disaster risk reduction in education, and
describes potential points of engagement for different sectors;
Module 9 Discusses implementation plans and different approaches for education sector main-
streaming and scaling up of climate change adaptation and disaster risk reduction;
Module 10 Concludes the manual by showing how the different steps discussed work in practice by
using Albania, Brazil, The Maldives, The Philippines and Zimbabwe as case studies.

Disaster Risk Reduction in Education: An Imperative for Education Policy-
makers
Organization(s) Year of Publication Type of Material
UNICEF 2010 Guidance Document/Handbook
and Language General Audiences
UNESCO English Decision Makers
This document highlights the importance of education for building a society
resilient to environmental and climate hazards. It directly targets policy
makers and decision makers in the education sector to demonstrate the
imperative of integrating disaster risk reduction in education. It looks at what
disaster risk reduction in education is, why policy makers should invest in it,
how education policy makers can contribute to it and, finally, recommends
actions for policy makers to raise its importance and application in the educa-
tion sector.
1 Why Invest in DRR in Education?: lists the reasons for investing in disaster
risk reduction in education;
2 What is DRR in Education?: explains what disaster risk reduction in education involves and what
it can do;
3 How Can Education Policymakers Cotribute?: introduces actions for policy makers to take in or-
der to ensure the successful integration of disaster risk reduction in the education sector;
4 Recommended Actions for Policymakers: lists some recommendations on actions for policy
makers to take in order to mainstream disaster risk reduction in education policy and planning,
promote its teaching and learning and provide school safety and disaster management.

UNESCO 2012 Analytical/Technical Document
UNICEF English Decision Makers; Technical Staff/Practitioners
Thisdocumentcaptureskeynationalexperiencesin30countriesoftheirinte-
gration of DRR in the curriculum by identifying good practices, noting issues
addressed and reviewing learning outcomes. This document’s strength lies
in its in-depth and wide-scale analysis of DRR in formal education, identi-
fying the gaps in its delivery and what needs to be included to strengthen
its curricular status in the selected countries. Consequently, this document
particularly targets curriculum developers and other decision makers in the
education sector.
Section 1 States the purpose, methodology and target audience of this
document;
Section 2 Discusses the methodology employed in the study;
Section 3 Looks at which school subjects in the curriculum DRR learning is already integrated in,
in the selected countries;
Section 4 Looks at the current approaches to integrating DRR in the school curriculum of the 30
countries and lists their advantages and disadvantages;
Section 5 Investigates the current and other possible pedagogical approaches to DRR;
Section 6 Discusses the assessment of student learning in DRR education across the 30 selected
countries;
Section 7 Evaluates the quality and efficiency of teacher training programmes for DRR education
in the selected countries;
Section 8 Discusses the established learning outcomes of DRR education;
Section 9 Identifies other factors of policy, planning and implementation;
Section 10 Lists and discusses the case studies carried out in 30 selected countries;
Section 11 Provides a checklist of optimal DRR curriculum practice.

Climate Change Starter’s Guidebook: An Issue Guide for Education Planners
and Practitioners
UNESCO 2011 Guidance Document/Handbook
UNEP English Decision Makers; Technical Staff/Practitioners
This guide provides an introduction and overview for education planners
and practitioners on the wide range of issues related to climate change and
climate change education, including causes, impacts, mitigation and adap-
tation strategies, as well as some political and economic principles. The aim
of this guide is to serve as a starting point for mainstreaming climate change
education into schools curricula.
Chapter 1 The Science of Climate Change: explains the components of the
climate system, outlines the underlying factors of observed cli-
mate change and concludes by presenting the climate change
impacts that can be observed today;
Chapter 2 Society and Climate Change: explores the social impacts of climate change, especially
on the most vulnerable populations;
Chapter 3 Responding to Climate Change: focuses on mitigation and adaptation strategies and
presents various options for each. It also looks at the economics of climate change and
explains the international policy framework for dealing with climate change as well as
current negotiated global agreements;
Chapter 4 Education and Climate Change: describes educators’ and education’s role in the fight
against climate change and preparation for its current and future impacts.
Additional Information
This guide also provides a glossary with definitions of specific climate change-related terms.

Youth Xchange Climate Change and Lifestyles Guidebook
UNEP English Technical Staff/Practitioners; General Public
This guidebook is designed for direct use by youth (15-24 years old) as well
as for people working with youth such as educators, teachers, trainers and
youth leaders in both developed and developing countries. Its overall objec-
tive is to educate young people about our everyday lifestyle choices and
how these contribute to climate change and its impacts. It compares a high-
carbon consuming lifestyle to a sustainable consumption and way of living
for raising youngsters’concern and motivation to take action against climate
change.
1 Learning for Change: stresses that education is vital in helping young people to respond to the
challenges of climate change and introduces the concept of education for sustainable develop-
ment (ESD);
2 Changing Climates & Changing Effects and Impacts: explain key issues surrounding climate
change and discuss its effects on the planet;
3 Lifestyle Choices & Good Life: underline that lifestyle choices have an impact on the planet and
discuss sustainable consumption;
4 Food: analyses impacts of choices that consumers make on food and beverages and possible
alternatives to this current behaviour;
5 Energy Control & Travel and Transport: focus on energy control and highlight that transport ac-
counts for about 15% of overall greenhouse gas emissions;
6 Leisure and Entertainment & Shopping for Stuff: propose ways to have fun whilst taking action
on climate change and stress that shopping is one of the biggest areas in which young people
can make a contribution to counter climate change;
7 Money and Jobs: highlights that choices about the way people spend or invest money as well as
jobs can have a big impact on climate change;
8 Connecting with Others: advises on how to communicate well with others about the causes,
effects and ways of reducing climate change;
9 Taking Action: speaks of young people as the generation with the knowledge, skills and technol-
ogy needed to prevent the catastrophic impacts of climate change;
10 Online Resources: lists free online resources for additional information;
11 Useful Terms: defines key terms in relation to climate change and sustainable development.

Sandwatch: Adapting to Climate Change and Educating for Sustainable
Development
UNESCO 2010 Training Manual/Material
Language General Audiences
English Technical Staff/Practitioners; General Public
This document aims to educate young learners on the resilience of beaches to
climate change. Sandwatch provides a framework for youth, adults, teachers
and communities to evaluate problems facing their beaches and develop
sustainable approaches to address these issues. This document is designed
for youth and educators whom should find it applicable in the drive for imple-
menting climate change actions.
1 Introduction & Climate Change Adaptation and Education for Sustain-
able Development: state objectives and methodology and explore ways
in which Sandwatch can contribute to adaptation through education for
sustainable development;
2 Getting Started & Observation and Recording: advise on how to get involved in this initiative and
discuss how to develop data on a beach environment;
3 Erosion and Accretion & Beach Composition: point at how to observe climatic changes on a
beach environment and how human activities contribute to these changes;
4 Human Activities on the Beach & Beach Debris: indicate at how to observe human activities on
a beach environment and speak of the natural and man-made debris left behind and its health
and economic impacts on beach users and local communities;
5 Water Quality: discusses how climate change affects the quality of the water in a beach environ-
ment;
6 Wave Characteristic, Currents & Plants and Animals: argue that climate change will likely impact
wave regimes as well as longshore current regimes and discuss how projected impacts of cli-
mate change will affect beach ecosystems;
7 Creating your Sandwatch Network & Taking Action: explain how to share findings and how to
design, implement and evaluate a beach-related project.
This document is literally designed for environmentally active youth and educators whom should
find it self-explanatory, fun, relatable and applicable in the drive for implementing climate change
actions.

Education Kit on Climate Change and Child Rights - How to Defend Child
Rights Affected by Climate Change: A Teacher’s Guide for Exploration and
Action with Children 11-16 Years Old
UNICEF 2011 Training Manual/Material
This toolkit guides teachers and facilitators for in-school and extracurricular
activities in industrialized countries on the issue of climate change and its
impactsonchildrights.Itsgoalistoenlightenyoungstersonthelinksbetween
climate change and their rights so to empower them to fight against it and
become actors of change. The toolkit was developed for young people aged
13–15 though could be used with younger and older audiences, by adapting
the content depending on their skills and knowledge. It is rich in activities
with step-by-step instructions for facilitators and teachers to involve children
through role plays, simulations and games, to name a few.
1 Introduction for Teachers and Facilitators: introduces the toolkit, including target audience and
purpose, and explains how teachers can use it;
2 Information Background: Climate change, Children and Child Rights: provides a general intro-
duction to the issue of climate change and children (definitions, impacts and children’s rights);
3 Activities: includes two modules. Module 1 explores the issue of climate change and its link with
child rights; Module 2 is action-oriented and contains a series of activities to enhance children’s
skills and motivation in becoming actors of change for climate change mitigation;
4 Annex: features a student handout for inspiration and ideas to take away from reading and prac-
tising this toolkit.
This toolkit is an excellent resource for activities with step-by-step instructions for facilitators and
teachers involving children through various activities such as role plays, simulations, games and
creative writing.

Heat up over Climate Change: Exploring Climate Change and its Effects
on the World’s Children: A Peer Education and Action Pack
UNICEF 2009 Training Manual/Material
This action pack targets peer educators, youth workers and teachers and is
designed to get a group thinking about taking action on climate change. It
proposes a series of activities aimed at raising awareness of climate change
and its effects on children, promoting group thinking on how to concretely
address climate change, as well as sharing experience and inspiring others to
get involved.
1 Know More: includes three activities that enable users to find out more
about climate change and its effects on the world’s children;
2 Explore More: proposes two activities that encourage users to consider some big climate ques-
tions, such as‘who is responsible for climate change?’,‘who is responsible for sorting it out?’and
‘how can we make any difference?’;
3 Do More: provides users with the support and guidance to get a group thinking about what
action they could take on climate change;
4 Share More: provides a simple form for users to complete to tell about their activities and send
any pictures and videos that inspire others to get involved.

WHO 2008 Training Manual/Material
English Decision Makers; Technical Staff/Practitioners; General Public
This manual aims to sensitize growing adults about the importance of the
links between climate change and human health. Students will learn the
reasons for the changes going on, how they affect each one of us in one way
or another, and how we can respond to them. The complete resource consists
of two manuals: one for teachers and one for students. The teachers’manual is
a training resource to support spreading the information via interactive class-
room activities; while the student’s manual is for them to take home, study
and share information about climate change and its impacts on human health
with their families.
1 Climate Change in Our Region: introduces the manual users to the issue of climate change and its
major impacts, and proposes some exercises supporting the knowledge acquired in this section;
2 Impacts of Climate Change: How Does It All Relate to Me?: describes the impacts of climate
change on human health and needs. This section ends with exercises reflecting on the knowl-
edge acquired in the chapter;
3 What Can We Do to Make a Difference:? provides examples of mitigation and adaptation mea-
sures and a list of tips for personal action to help reduce the adverse health impacts from climate
change.
Additional chapters in this manual are annexes with“Food forThought”questions, case studies, activ-
ities and a glossary. A version of this manual designed to be used by young people with their fami-
lies, including additional activities that could be carried out outside school hours, is available at the
following link: http://www.uncclearn.org/sites/www.uncclearn.org/files/inventory/WHO04.pdf

FAO, World Association of Girl 2009 Other
Guides and Girl Scouts, Youth and Language General Audiences
United Nations Global Alliance English Technical Staff/Practitioners; General Public
This badge educates children and young people about climate change and
food security while encouraging them to take action against global warming,
environmental degradation and hunger in the world. The ambition behind
the carrying out of the suggested activities is to reduce their environmental
footprint and learn how to make better consumer and lifestyle choices.
This badge directly targets the young aged from 5 to 20, viewing them as
important players and responsible citizens in the drive of establishing and
developing climate change education.
1 Introduction to Food Security and Climate Change: states the impacts of climate change on food
security and the role of this badge in addressing such impacts;
2 About the Badge: discusses uses of this badge and how its curriculum is divided into 3 main
categories: “our climate”,“our food”and“our world”;
3 Our Climate: presents activities to help young people understand weather and climate, deter-
mine their impacts on the environment and find solutions to deal with the effects of climate
change;
4 Our Food: presents activities to help young people learn about the consequences of our food
and lifestyle choices on our planet and our dependence on climate for our health and nutrition;
5 Our World: presents ideas to help youngsters carry out projects and programmes in their local
communities, reduce unsustainable use of resources, restore ecosystems and fight world hun-
ger;
6 Resources and Additional Information: provides links to organizations and training materials for
further knowledge and ideas.
Additional Information:
Thisbadgeisparticularlyidealforuseinboysandgirlsscoutingactivitiesandinsummerprogrammes
to train young people to appreciate the natural world and its resources. It is also a great source of
knowledge and ideas for designing extra-curricular activities that centre around climate change
education.

Climate Change Take Action Now! A Guide to Supporting the Local Actions
of Children and Young People, with Special Emphasis on Girls and Young
Women
UNICEF, FAO, The International AwardAssociation, 2009 Guidance Document/Handbook
International Federation of Red Cross and Red Language General Audiences
Crescent Societies, World Alliance of YMCAs, English Decision Makers;
World Young Women’s Christian Association, Technical Staff/Practitioners;
World Association of Girl Guides and Girl Scouts, General Public
World Organization of the Scout Movement
This booklet guides facilitators, peer educators, project officers, teachers and
youth workers in supporting young people to take climate change action
in non-formal learning settings, both in and out of school. This can take up
a range of different forms, from practical projects to awareness workshops,
performances, community mapping or preparations for natural disasters.
Through suggestions and sample activities, it aims to support young people
to participate, empower them and build their skills and values. This resource
can be used with any group but places emphasis on the power and potential
of girls and young women as catalysts for change in their communities.
Introducing Climate Change:Take Action Now: states the purpose of this booklet and how it is struc-
tured;
Step 1 Getting Started: Find out More about Climate Change: suggests ways through which
a group of young people can carry out research to understand more about the green-
house gas effect and the impact of a changing climate on their community;
Step 2 Identifying the Problem: speaks of how a group of young people can identify and
research a single problem in their own community;
Step 3 Planning your Activity: concerns the planning of activities, the setting of some goals
and the development of a plan to reach those goals;
Step 4 Taking Action: discusses implementation and suggests a range of actions the group can
take, depending on the aim and the resources available;
Step 5 Spreading the Word: speaks of the importance of good communication as part of mak-
ing the project successful;
Step 6 How Did We Do?: reflects on the success of the action through evaluation and monitor-
ing of progress;
Step 7 Next Steps: inspires users to continue on with their interests, to learn more, to take fur-
ther action and to inspire others to act.
This booklet also includes a series of fact sheets, a list of resources for further information and a glos-
sary of key terms in the annex.

Education Sector Responses to Climate Change: Background Paper with
International Examples
This handbook explores the relationship between the education sector and
climate change. It introduces how education is both impacted by and has
an impact on this phenomenon, and proposes various sector responses. It
provides guidance on how, why and where to adjust educational systems to
incorporate climate change learning and foster immediate initiatives that
leave educators and learners equipped with the skills and knowledge to
support climate change mitigation and adaptation action now and in the
near future.
Section 1 Discusses the negative impact of climate change on education and the challenges to its
incorporation into the education sector;
Section 2 Stresses the importance of education as a key player in acting on climate change resil-
ience;
Section 3 Provides an analytical framework of climate change responses in the education sector,
discussing various interventions.
Section 4 Speaks of the successful practices emerged that address different aspects of climate
change adaptation and mitigation;
Section 5 Concludes by stating that the education sector responses to climate change are still in
the early stages and that the building of a culture which is resilient to climate change at
all societal levels is a long-term effort and strategy.
This handbook is particularly ideal for countries where their national education sector already has
climate change learning embedded in different school subjects. This is because it guides on ways to
adjust an already existing school system to better train educators and learners on climate change
adaptation and mitigation.

UNESCO 2013 Course
English Technical Staff/Practitioners
This course enables secondary school teachers from diverse subject areas
to introduce climate change education for sustainable development
across the curriculum. Previous studies have shown that there is a need to
respond to climate change challenges through systematic teacher educa-
tion programmes that are not restricted to a single subject area. This teacher
education course is an attempt to fill that current gap and is in line with one of
UNESCO’s key objectives for climate change education for sustainable devel-
opment, that is, to support teacher training on climate change for sustainable
development.
1 Welcome: provides a brief introduction and an outline of the document;
2 Course Framework and Overview: sets the stage for the course, providing background on cli-
mate change education for sustainable development (CCESD), course rationale, module over-
views, and practical hints and tips for organizing and giving the course;
3 Day One: Climate Change Learning for Sustainable Development: explores education for sus-
tainable development (ESD) and climate change education (CCE) in theory and practice and
their mutually reinforcing characteristics;
4 Day Two: Climate Change: A Futures Learning Approach: explores teaching and learning about
climate change across time, especially the present and the future;
5 Day Three: Learning for Climate Change Adaptation and Mitigation: delves into climate change
mitigation and adaptation and the overlaps and relationships between the two;
6 Day Four: Climate Change Learning: A Local Focus: focuses on local community and school-
based climate change learning;
7 Day Five: Climate Change Learning: A Global Focus: takes a global perspective, exploring climate
change as a complex global phenomenon and weaving together cross-cutting issues such as
gender, health, human rights, peace and social justice;
8 Day Six: Confronting Climate Change: Towards Empowerment and Action: gives participants ex-
perience in eliciting their students’ concerns about the future and in translating their feelings
of despair and powerlessness in the face of climate change into feelings of purposefulness and
empowerment;
9 Regional Resource Pack: Africa: contains Africa-specific information to be used as background
for classroom lessons and activities;
10 Regional Resource Pack: Asia: contains Asia-specific information to be used as background for
classroom lessons and activities;
11 Regional Resource Pack: Europe and North America: contains Europe and North America-specif-
ic information to be used as background for classroom lessons and activities;

12 Regional Resource Pack: Small Island States: contains Small Island States-specific information to
be used as background for classroom lessons and activities;
13 Facilitation Guide for Classroom Activities – Day 1 - Learning about Climate Change: provides
daily classroom materials for teachers to promote climate change learning;
14 Facilitation Guide for Classroom Activities – Day 2 - Futures Learning: provides daily classroom
materials for teachers on climate change across time, especially the future;
15 Facilitation Guide for Classroom Activities – Day 3 - Climate Change Mitigation and Adaptation:
provides daily classroom materials for teachers on climate change mitigation and adaptation;
16 Facilitation Guide for Classroom Activities – Day 4: Climate Change Learning: A Local Focus: pro-
vides daily classroom materials for teachers with a focus on local communities and schools;
17 Facilitation Guide for Classroom Activities – Day 5 - A Global Focus on Climate Change: provides
daily classroom materials for teachers focusing on climate change as a global phenomenon;
18 Facilitation Guide for Classroom Activities – Day 6 -Towards Empowerment and Action: provides
daily classroom materials for teachers on involving and empowering students.

Teaching and Learning for a Sustainable Future: A Multimedia Teacher
Education Programme
UNESCO 2010 Course
English Technical Staff/Practitioners
This education programme helps teachers understand key concepts and
issues of sustainable development and integrate it in established school
curricula. It considers various interdisciplinary topics. Module 19 specifically
addresses climate change. The programme also includes a set of modules
to build teachers’ skills on the teaching and learning strategies to promote
education for sustainable development. The content of the programme can
be adapted to different national and regional contexts and provides valuable
insights also for educators and curriculum developers.
1 Curriculum Rationale: looks at the rationale for education for a sustainable future including glob-
al realities, imperatives for sustainable development and educational issues;
2 Sustainable Development across the Curriculum: illustrates ways in which education for sustain-
able development can be integrated into all areas of the curriculum, especially into cross curric-
ulum themes such as health and consumer education;
3 Contemporary Issues: illustrates ways in which a variety of curriculum themes may be recognised
to integrate an interdisciplinary emphasis on a sustainable future;
4 Teaching and Learning Strategies: enlists a set of modules to develop professional skills for using
teaching and learning strategies that can help students achieve a wide range of knowledge,
skills and values of education for sustainable development.
This programme could also serve as a blueprint for integrating sustainable development and
climate-related developments in a curriculum.

ANNEX 1
Selected Non UN Written Resources and Training Courses
Learning Topic 3
Training and Teaching Materials for Teachers and Educators
Climate Change - Primary Education Materials
Department of Environment and Conservation, Government of Western Australia, 2007
This manual contains materials, resources and worksheets for primary school teachers working with
students in years 3-7. The lessons are designed to engage students in scientific inquiry to explain and
understand some of the observable impacts of climate change.
https://www.google.ch/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCQQFjAB&url=http%3A%2F%2Fwww.dec.wa.gov.au%2F-
publications%2Fdoc_download%2F1713-climate-change-primary-education-materials.html&ei=98jPU6r_J-mv0QWe8IEQ&usg=AFQjCN-
G8ahwXcbJB8Wfyu-7utxpO0ACTQQ
Climate Change - Secondary Education Materials
Department of Environment and Conservation, Government of Western Australia, 2007
This manual contains materials, resources and worksheets for secondary school teachers working with
students in years 8-10. The lessons are designed to engage students in scientific inquiry to explain and
understand some of the observable impacts of climate change.
https://www.google.ch/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCYQFjAB&url=http%3A%2F%2Fwww.dec.wa.gov.au%2Fpublica-
tions%2Fdoc_download%2F1714-climate-change-secondary-education-materials.html&ei=N8jPU4ySEKWm0QWnmYCICA&usg=AFQjCNEU8Ck-
b89rW8JtLkQlEwqtgfenfPg
The My2050 Schools Toolkit: A Guide for Teachers Wanting to Engage Students in the Cli-
mate Change Debate
Department of Energy and Climate Change, UK Government, Involve, Think Global and Sciencewise-ERC, 2012
This toolkit includes a set of activities that can be used in the classroom to engage students in debates
about climate change and energy. It has been designed for use in the citizenship, geography, science or
maths curriculum. The target audience in schools is students between the ages of 11 and 16, but can be
modified for use by younger or older students.
http://www.involve.org.uk/wp-content/uploads/2011/12/schools-toolkit-pdf-version.pdf
Climate4Classroom
The British Council, The Royal Meteorological Society and The Royal Geographical Society
The Climate4Classrooms website provides curriculum linked teaching resources about climate change for
secondary school students all around the world. It features a series of teaching modules, each with clear
learning outcomes, activity plans and student activity sheets. Additional resources include: interactive
data sets showing the latest global and national climate predictions, videos, case studies and guidance for
teachers.
http://www.climate4classrooms.org/

Climate Chaos
Oxfam
These materials provide an overview of the causes and consequences of climate change, and help teachers
explore its impact on everyone, especially people in the developing world.This resource is divided into five
days of activities about climate change for ages 9–11.
http://www.oxfam.org.uk/education/resources/climate-chaos
Teaching about Global Climate Change: An Online Resource for Teachers
Association of American Geographers with funding support from NASA’s Global Climate Change Education Program
This online professional development module targets geography and social studies teachers at the middle
school level. It provides the preparation materials for teachers who are teaching about global climate
change. It includes: Earth system science background and overview; common student misconceptions;
resources for learning and teaching about global climate change; and a teacher to teacher forum to share
ideas, resources, and teaching strategies.
http://meridian.aag.org/climate/index.cfm#pairing_id=1

Learning Topic 4
Safe and Sustainable School Campuses
Sustainable Schools: Best Practices Guides
Ministry of Education, Government of British Colombia, Canada, 2010
The guide is designed to help the school community at the elementary or secondary level address sustain-
ability issues. It outlines best practices to help green-team leaders (e.g. students, teachers, administrators,
support staff, parents) lead the school community through environmental actions in the areas of energy,
waste, water, school grounds, and transportation. The guide contains ideas for school-based solutions in
each of these areas, with questionnaires, checklists, and specific resources.
http://www.bced.gov.bc.ca/greenschools/pdfs/sustbestpractices.pdf
Guide for Sustainable Schools in Manitoba
International Institute for Sustainable Development, Manitoba Education, 2010
This guide seeks to support Manitoba schools and their communities in their goals to become sustain-
able. The guide invites schools to take a whole-school approach to sustainability, exploring sustainability
through curriculum, in addition to real-life learning experiences, improvements in school management of
resources and facilities (e.g. energy, waste, water, biodiversity, schoolyard design, and purchasing of prod-
ucts and materials) and associated social and financial issues.
http://www.edu.gov.mb.ca/k12/esd/pdfs/sustainable_guide.pdf

Funding for the 2011-2013 UN CC:Learn
pilotimplementationphaseisprovidedby
the Government of Switzerland.
About UN CC:Learn
UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States in designing and
implementing results-oriented and sustainable learning to address climate change.The Secretariat for UN CC:Learn
is provided by the UN Institute for Training and Research (UNITAR). One of the objectives of UN CC:Learn is to
facilitate access to existing climate change learning materials and to support the development of complementary
learning resources, as appropriate. The publication of Advanced Learning Packages on Priority Topics of Climate
Change (ALPs) contributes to this objective. ALPs are compiled for selected topics of climate change that have been
identifiedasimportanttopicsfromacountryperspective.Corefundingforthe2011-2013implementationphaseof
UN CC:Learn is provided by the Swiss Government. For further information please contact: uncclearn@unitar.org
www.uncclearn.org

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