The role sustainable lifestyles can play in achieving a paradigm shift to sustainability is acknowledged in both the Sustainable Development Goals and the Paris Agreement of 2015. They can be defined as “responsible living with our total surrounding and ourselves”, thus including aspects like global equity (see previous blogpost). Nevertheless, the vast majority of scientific literature focuses on ecological sustainability.
“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...
In 2017, Germanwatch e.V. initiated an international online training course and exchange project on Climate Action for 20 young professionals from India, Tanzania and Germany – the “Empowerment for Climate Leadership”-program (ECL). With this program, the Germanwatch team for Education for Sustainable Development offers a new educational format and represents a pilot project under the umbrella of the African-German Youth Initiative (AGYI) of the African Union Commission (AUC) and the Federal Ministry for Economic Cooperation and Development (BMZ).
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
Dr. Jim Taylor, director of environmental education for the Wildlife and Environment Society of South Africa (WESSA) and & Dr. Mark Graham, director of GroundTruth, report about the consequences of the extreme drought in Cape Town (South Africa) and what kind of positive learn effects this water crisis has - besides the negative impacts.
India faces major environmental challenges with respect to the stress on its natural resources such as biodiversity and water and increased air, water and land pollution. All of these provide major challenges but also opportunities for development considering the path that India would choose to take. The development that is currently seen in the West with its high ecological and carbon footprint is not sustainable. Therefore, the developing countries simultaneously need rapid development, high population, increased aspirations and the need to protect the environment. We need to do this in ways which leapfrog the country to a more sustainable level of development than is visible in any of the models of developed countries today.
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.