Education for Sustainable Development

Dear all,

We hope that you are all well and keep on applying your ECL-knowledge in your daily lives! It has been half a year since you last met in Germany/ Tanzania for your evaluation seminar. It is more than two years of learning and working together under ECL. It is therefore time that we look back for a long-term evaluation. – Would be very helpful if you can fill out the short online questionnaire until June 10th. Thanks!
In ECL-Newsletter No. 6 we give you an update on interesting news and CAN Tanzania & Germanwatch work.

Best wishes!

From April 2017 to November 2018, the “Empowerment for Climate Leadership” project took place. Climate Action Network Tanzania (CAN Tanzania) and Germanwatch invited climate-active Indian, Tanzanian and German youths for exchanges and work on online modules – contextual focus was the empowerment of participants to contribute to their NGOs’ work for progress in the area of SDG implementation. A selection of the intercultural learning methods from the exchange seminars with the aim of a better access to the SDGs and their conveyance is presented here.

“If you are a wise person, you are a learner and an educator!” With this idea, the 3 weeks of exchange within the “Empowerment for Climate Leadership program” (ECL) started in Tanzania, June 2018. 24 young climate activists from India, Tanzania and Germany met there to work and exchange on different ways of implementing the SDGs and Agenda 2030 on local, regional and national level. Here, you find a short recap of some events in the very inspiring first half of the exchange organized by CAN Tanzania...

The project „Empowerment for Climate Leadership“ (ECL) is an extra-occupational 18-months-lasting platform of exchange and training, organized by Climate Action Network (CAN) Tanzania and Germanwatch. ECL supports 20 enthusiastic, climate-active young people, aged 20 to 30 years, who are professionally or voluntarily committed in civil society. Now, the second stage of the ECL-project is initiated

With the 17 Global Sustainable Development Goals (SDGs), all countries in the world have come up with a comprehensive and ambitious agenda for environmental, social and economic sustainable development in an unprecedented UN-led joint negotiation process. In the weltwärts extracurricular exchange project in the context of the Agenda 2030 "Empowerment for Climate Leadership" by Germanwatch and CAN Tanzania, the participants intensively dealt with the Agenda 2030 and the SDGs and exchanged their South-North perspectives.

The international community has agreed several times that climate change must be limited to below 2°C. Many of the most vulnerable countries demand that this upper limit be tightened to 1.5°C to avoid further negative impacts on their populations. These global temperature limits will likely be included in the Paris Agreement as well. But temperature goals are very abstract. Paris will deliver an agreement – but emission reductions have to be realized on national, subnational, local and private levels...

This worksheet begins with a general discussion of the effects of climate change for Germany and China, providing background material on the national contexts. Students are made aware that climate change not only affects the Global South, but that it is already affecting areas of life in all the geographical zones of the world. After this general introduction the focus shifts to the local level, the twin cities of Bonn and Chengdu, allowing students to understand the topic of climate change with reference to a specific, narrowly defined urban context.

本文首先指出气候变化对德国和中国的总体影响，并提供各国环境的背景资料。学生将明确了解到气候变化不仅涉及发展中国家，而是早已影响世界所有地理范围内的生活区域。接着聚焦于局部地区——友好城市波恩和成都，使气候变化的主题在紧密相关的具体城市环境中变得易于理解。让学生了解气候变化方面的发展政策问题。两座城市波恩和成都多年以来项目合作紧密，在此作为发达国家和新兴工业化国家视角的示例。应启发学生在气候保护和适应性措施上的多元化意识，进而激发他们探究并创造性地重新规划个人和社会行动。

Germanwatch released a DVD with educational material on climate change in a South-North dialogue with partners from Bangladesh, Germany, India, Jamaica and South Africa.

These worksheets are suited for natural and social science lessons for upper secondary education (some also suitable for pupils from the tenth grade onwards). In addition to the general description of the interactions and causes, they address the possible effects of climate change, especially in their regional differentiation. It is important to look at the issue of “climate change” not only from an environmental point of view but also to include the development dimension and the question of equity. This is the focus of the worksheets and the corresponding materials by offering the opportunity to draw up different case studies from developing countries, which the pupils can use in the exercises.