AWG-LCA Revised Amalgamation Text (FCCC/AWGLCA/2011/CRP.37/Add.1)
14th Session of the AWG-LCA Amalgamation of draft texts in preparation of a comprehensive and balanced outcome to be presented to the Conference of the Parties for adoption at its 17th Session
28 November to 9 December 2011
Durban, South Africa
ECONOMIC AND SOCIAL CONSEQUENCES OF RESPONSE MEASURES
Proposed Text Supported by:
United Nations Commission on Sustainable Development Education Caucus
CONTEXT: An Informed and Well-Prepared Society. The Bali Action Plan Reaffirms that economic and social development and poverty eradication are global priorities, and affirms that a shared vision needs to take into account “social and economic conditions and other relevant factors” [Decision 1/CP.13, preamble and 1(c)(v)]. With Regards to Learning For Sustainability, The Bali Programme of Action Strives to Enhance Action on adaptation, including, inter alia, consideration of: “Ways to strengthen the catalytic role of the Convention in encouraging multilateral bodies, the public and private sectors and civil society, building on synergies among activities, and processes, as a means to support adaptation in a coherent and integrated manner.” We Read this to mean the following:
II. SOCIAL ASPECTS
E. [Environmental] Education as a response measure
Environmental Education is an essential factor in the global response to climate change. Knowledge through Environmental Education effectively promotes action-based priorities in transitioning to a green economy and the implementation of needed response mechanisms to combat the impacts of climate change. More importantly, a successful outcome from the Permanent Forum would be institutional responsiveness that engages the public as a systems-wide strategy to understand what’s working, what’s not, and potential options to address climate response measures.
Within the detailed work program for the Forum, the following are recommended actions:
• Document and monitor the existing and future policies, legislation, and strategies on Environmental Education.
• Identify ways to strengthen the capacity of the Parties in order to promote Environmental Education in climate change, exchanging views on innovative policies, strategic management levers, and administrative systems that lead to action and implementation.
• Link cross-sectoral, cross-generational knowledge and skills to understanding and action, within a broad strategic multi-stakeholder platform for capacity building taking into account the principles of equity, common but differentiated responsibilities and respected capabilities.
• Recognize the work of young people from every country in response to climate change as they are not only an important human resource for economic development, social change, and technological innovations but they are the future leaders.
Contact:
Dr. P.J. Puntenney pjpunt@umich.edu
Dr. B.W.B. Lyngdoh bremley@gmail.com
UNCSD Education Caucus Co-Chairs
