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Action for Climate Empowerment: guidelines for accelerating solutions through education, training and public awareness

Published by: UNESCO and UNFCCC


About

Action for Climate Empowerment (ACE) is a term adopted by the United Nations Framework Convention on Climate Change (UNFCCC). It refers to Article 6 of the Convention’s original text (1992), focusing on six priority areas: education, training, public awareness, public participation, public access to information, and international cooperation on these issues. These guidelines provide a flexible, phased approach to the strategic and systematic implementation of ACE activities at the national level, driven by each country’s circumstances. The guidelines are divided into 4 phases and 10 steps.

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General Information

SDGs Goal 4: Quality education Goal 13: Climate action Goal 16: Peace, justice and strong institutions
Published
2016
Thematic Area
Sustainability
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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

[format] => full_html [safe_value] =>

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

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 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
[format] => full_html [safe_value] =>

 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
) ) ) [field_targets] => Array ( [und] => Array ( [0] => Array ( [value] =>
  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
[format] => full_html [safe_value] =>
  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
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Take urgent action to combat climate change and its impacts

There is no country in the world that is not seeing first-hand the drastic effects of climate change. Greenhouse gas emissions continue to rise, and are now more than 50 percent higher than their 1990 level. Further, global warming is causing long-lasting changes to our climate system, which threatens irreversible consequences if we do not take action now.

The annual average losses from just earthquakes, tsunamis, tropical cyclones and flooding count in the hundreds of billions of dollars, requiring an investment of US$ 6 billion annually in disaster risk management alone. The goal aims to mobilize $100 billion annually by 2020 to address the needs of developing countries and help mitigate climate-related disasters.

Strengthening the resilience and adaptive capacity of more vulnerable regions, such as land locked countries and island states, must go hand in hand with efforts to raise awareness and integrate measures into national policies and strategies. It is still possible, with the political will and a wide array of technological measures, to limit the increase in global mean temperature to two degrees Celsius above pre-industrial levels. This requires urgent collective action.

Addressing climate change is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 13.

[format] => full_html [safe_value] =>

Take urgent action to combat climate change and its impacts

There is no country in the world that is not seeing first-hand the drastic effects of climate change. Greenhouse gas emissions continue to rise, and are now more than 50 percent higher than their 1990 level. Further, global warming is causing long-lasting changes to our climate system, which threatens irreversible consequences if we do not take action now.

The annual average losses from just earthquakes, tsunamis, tropical cyclones and flooding count in the hundreds of billions of dollars, requiring an investment of US$ 6 billion annually in disaster risk management alone. The goal aims to mobilize $100 billion annually by 2020 to address the needs of developing countries and help mitigate climate-related disasters.

Strengthening the resilience and adaptive capacity of more vulnerable regions, such as land locked countries and island states, must go hand in hand with efforts to raise awareness and integrate measures into national policies and strategies. It is still possible, with the political will and a wide array of technological measures, to limit the increase in global mean temperature to two degrees Celsius above pre-industrial levels. This requires urgent collective action.

Addressing climate change is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 13.

) ) ) [field_the_sdgf_work] => Array ( [und] => Array ( [0] => Array ( [value] => SDG Fund’s programmes contributing to SDG 13 [format] => [safe_value] => SDG Fund’s programmes contributing to SDG 13 ) ) ) [field_icon_with_text] => Array ( [und] => Array ( [0] => Array ( [fid] => 323 [uid] => 1 [filename] => E_SDG_Icons-13.jpg [uri] => public://E_SDG_Icons-13.jpg [filemime] => image/jpeg [filesize] => 72657 [status] => 1 [timestamp] => 1450139877 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 466 [width] => 466 ) [alt] => [title] => [height] => 466 [width] => 466 ) ) ) [field_the_sdg_fund_response] => Array ( [und] => Array ( [0] => Array ( [value] =>

The SDG Fund response

The SDG Fund joint programmes take into account climate change adaptation considerations along the project cycle. As an example, a key element to mainstreaming climate change is the use of a climate lens.

The following criteria are essential elements observed:

  • The extent to which the policy, plan, or project under could be vulnerable to risks arising from climate variability and change
  • The extent to which climate change risks have already been taken into consideration
  • The extent to which the policy, plan, or project could inadvertently lead to increased vulnerability and maladaptation or miss important opportunities arising from climate change

For example,

  • In Cuba, the SDG Fund is strengthening resilience and improving access to water in tackling the impacts of recent droughts, noted as the worst in recent history, affecting more than one million people.
  • In Fiji, a SDG Fund programme is building the capacity of young farmers in organic agriculture for climate resilience.  Organic agriculture is a production system that sustains the health of soils, ecosystems and people.
  • In Mozambique, the SDG Fund is providing training opportunities on green construction using traditional techniques and materials. The objective is to create residences that are less expensive while also preserving the environment.
[format] => full_html [safe_value] =>

The SDG Fund response

The SDG Fund joint programmes take into account climate change adaptation considerations along the project cycle. As an example, a key element to mainstreaming climate change is the use of a climate lens.

The following criteria are essential elements observed:

  • The extent to which the policy, plan, or project under could be vulnerable to risks arising from climate variability and change
  • The extent to which climate change risks have already been taken into consideration
  • The extent to which the policy, plan, or project could inadvertently lead to increased vulnerability and maladaptation or miss important opportunities arising from climate change

For example,

  • In Cuba, the SDG Fund is strengthening resilience and improving access to water in tackling the impacts of recent droughts, noted as the worst in recent history, affecting more than one million people.
  • In Fiji, a SDG Fund programme is building the capacity of young farmers in organic agriculture for climate resilience.  Organic agriculture is a production system that sustains the health of soils, ecosystems and people.
  • In Mozambique, the SDG Fund is providing training opportunities on green construction using traditional techniques and materials. The objective is to create residences that are less expensive while also preserving the environment.
) ) ) [field_targets] => Array ( [und] => Array ( [0] => Array ( [value] =>
  • Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
  • Integrate climate change measures into national policies, strategies and planning
  • Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
  • Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible
  • Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

[format] => full_html [safe_value] =>
  • Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
  • Integrate climate change measures into national policies, strategies and planning
  • Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
  • Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible
  • Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

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Promote just, peaceful and inclusive societies

Peace, stability, human rights and effective governance based on the rule of law are important conduits for sustainable development. We are living in a world that is increasingly divided. Some regions enjoy sustained levels of peace, security and prosperity while others fall into seemingly endless cycles of conflict and violence. This is by no means inevitable and must be addressed.

High levels of armed violence and insecurity have a destructive impact on a country’s development, affecting economic growth and often resulting in long standing grievances among communities that can last for generations. Sexual violence, crime, exploitation and torture are also prevalent where there is conflict or no rule of law, and countries must take measures to protect those who are most at risk.

The Sustainable Development Goals (SDGs) aim to significantly reduce all forms of violence, and work with governments and communities to find lasting solutions to conflict and insecurity. Strengthening the rule of law and promoting human rights is key to this process, as is reducing the flow of illicit arms and strengthening the participation of developing countries in the institutions of global governance.

Promoting peace and justice is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 16.

[format] => full_html [safe_value] =>

Promote just, peaceful and inclusive societies

Peace, stability, human rights and effective governance based on the rule of law are important conduits for sustainable development. We are living in a world that is increasingly divided. Some regions enjoy sustained levels of peace, security and prosperity while others fall into seemingly endless cycles of conflict and violence. This is by no means inevitable and must be addressed.

High levels of armed violence and insecurity have a destructive impact on a country’s development, affecting economic growth and often resulting in long standing grievances among communities that can last for generations. Sexual violence, crime, exploitation and torture are also prevalent where there is conflict or no rule of law, and countries must take measures to protect those who are most at risk.

The Sustainable Development Goals (SDGs) aim to significantly reduce all forms of violence, and work with governments and communities to find lasting solutions to conflict and insecurity. Strengthening the rule of law and promoting human rights is key to this process, as is reducing the flow of illicit arms and strengthening the participation of developing countries in the institutions of global governance.

Promoting peace and justice is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 16.

) ) ) [field_the_sdgf_work] => Array ( [und] => Array ( [0] => Array ( [value] => SDG Fund’s programmes contributing to SDG 16 [format] => [safe_value] => SDG Fund’s programmes contributing to SDG 16 ) ) ) [field_icon_with_text] => Array ( [und] => Array ( [0] => Array ( [fid] => 332 [uid] => 1 [filename] => E_SDG_Icons-16.jpg [uri] => public://E_SDG_Icons-16.jpg [filemime] => image/jpeg [filesize] => 100035 [status] => 1 [timestamp] => 1450140389 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 466 [width] => 466 ) [alt] => [title] => [height] => 466 [width] => 466 ) ) ) [field_the_sdg_fund_response] => Array ( [und] => Array ( [0] => Array ( [value] =>

The SDG Fund response

The 2030 Agenda requires a greater involvement among governments, civil society, private sector and international organizations to build more peaceful and inclusive just societies. Peace also brings new business opportunities by increasing stability, improving economic prospects and by building social and economic fabric in a community.

For example,

  • The armed conflict in Colombia has damaged production, institutions, food security, and social trust. Through the sustainable agricultural production of indigenous crops and their international commercialization, the SDG-F will create employment, better nutrition, and, most importantly, peace in Cauca - one of the zones most affected by the long lasting conflict.
  • In Sierra Leone, the SDG Fund is working for improved accountability and transparency in natural resource governance. This will contribute to promoting peace in the mining communities of the project and help to generate income that will be reinvested in the development of the communities.
[format] => full_html [safe_value] =>

The SDG Fund response

The 2030 Agenda requires a greater involvement among governments, civil society, private sector and international organizations to build more peaceful and inclusive just societies. Peace also brings new business opportunities by increasing stability, improving economic prospects and by building social and economic fabric in a community.

For example,

  • The armed conflict in Colombia has damaged production, institutions, food security, and social trust. Through the sustainable agricultural production of indigenous crops and their international commercialization, the SDG-F will create employment, better nutrition, and, most importantly, peace in Cauca - one of the zones most affected by the long lasting conflict.
  • In Sierra Leone, the SDG Fund is working for improved accountability and transparency in natural resource governance. This will contribute to promoting peace in the mining communities of the project and help to generate income that will be reinvested in the development of the communities.
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  • Significantly reduce all forms of violence and related death rates everywhere
  • End abuse, exploitation, trafficking and all forms of violence against and torture of children
  • Promote the rule of law at the national and international levels and ensure equal access to justice for all
  • By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
  • Substantially reduce corruption and bribery in all their forms
  • Develop effective, accountable and transparent institutions at all levels
  • Ensure responsive, inclusive, participatory and representative decision-making at all levels
  • Broaden and strengthen the participation of developing countries in the institutions of global governance
  • By 2030, provide legal identity for all, including birth registration
  • Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
  • Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
  • Promote and enforce non-discriminatory laws and policies for sustainable development
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  • Significantly reduce all forms of violence and related death rates everywhere
  • End abuse, exploitation, trafficking and all forms of violence against and torture of children
  • Promote the rule of law at the national and international levels and ensure equal access to justice for all
  • By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
  • Substantially reduce corruption and bribery in all their forms
  • Develop effective, accountable and transparent institutions at all levels
  • Ensure responsive, inclusive, participatory and representative decision-making at all levels
  • Broaden and strengthen the participation of developing countries in the institutions of global governance
  • By 2030, provide legal identity for all, including birth registration
  • Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
  • Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
  • Promote and enforce non-discriminatory laws and policies for sustainable development
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The concept of long term sustainability of development programmes is constantly evolving.

The SDG Fund definition involves:

  1. Inclusion and participation in programme initiatives within the vision of a Human Rights-based approach
  2. Economic use of resources in programme implementation
  3. Sustainability of programme achievements after termination of activities
  4. Mainstreaming environment and climate change in development programmes

For our programmes integrating sustainability requires an analysis of the governance architecture and the different stages of the programme cycle. At the national level, this could include the formulation of national policies, long term and multi-year development plans, sectoral budgetary allocation processes, and regulatory processes. At the level of projects on the ground, climate change adaptation considerations might need to be factored within specific elements of the project cycle.

As an example, a key element to mainstreaming climate change is the use of a climate lens. The following criteria are essential elements to be observed:

  • The extent to which the policy, plan, or project under consideration could be vulnerable to risks arising from climate variability and change
  • The extent to which climate change risks have already been taken into consideration
  • The extent to which the policy, plan, or project could inadvertently lead to increased vulnerability and maladaptation or miss important opportunities arising from climate change

The following publications offer useful guidance for introducing environmental sustainability and climate change sensitivity into development programmes:

See also this list of references from the UNFCCC on how to mainstream climate change into development programming.

[summary] => [format] => full_html [safe_value] =>

The concept of long term sustainability of development programmes is constantly evolving.

The SDG Fund definition involves:

  1. Inclusion and participation in programme initiatives within the vision of a Human Rights-based approach
  2. Economic use of resources in programme implementation
  3. Sustainability of programme achievements after termination of activities
  4. Mainstreaming environment and climate change in development programmes

For our programmes integrating sustainability requires an analysis of the governance architecture and the different stages of the programme cycle. At the national level, this could include the formulation of national policies, long term and multi-year development plans, sectoral budgetary allocation processes, and regulatory processes. At the level of projects on the ground, climate change adaptation considerations might need to be factored within specific elements of the project cycle.

As an example, a key element to mainstreaming climate change is the use of a climate lens. The following criteria are essential elements to be observed:

  • The extent to which the policy, plan, or project under consideration could be vulnerable to risks arising from climate variability and change
  • The extent to which climate change risks have already been taken into consideration
  • The extent to which the policy, plan, or project could inadvertently lead to increased vulnerability and maladaptation or miss important opportunities arising from climate change

The following publications offer useful guidance for introducing environmental sustainability and climate change sensitivity into development programmes:

See also this list of references from the UNFCCC on how to mainstream climate change into development programming.

[safe_summary] => ) ) ) [field_short_description] => Array ( [und] => Array ( [0] => Array ( [value] => Embedding sustainable principles in all our projects and ensuring long-term development gains. [format] => [safe_value] => Embedding sustainable principles in all our projects and ensuring long-term development gains. ) ) ) [field_icon_class] => Array ( [und] => Array ( [0] => Array ( [value] => fa fa-recycle [format] => [safe_value] => fa fa-recycle ) ) ) [field_subtitle] => Array ( [und] => Array ( [0] => Array ( [value] =>

Embedding sustainable principles in all our projects and ensuring long-term development gains

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Embedding sustainable principles in all our projects and ensuring long-term development gains

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It refers to Article 6 of the Convention’s original text (1992), focusing on six priority areas: education, training, public awareness, public participation, public access to information, and international cooperation on these issues. These guidelines provide a flexible, phased approach to the strategic and systematic implementation of ACE activities at the national level, driven by each country’s circumstances. The guidelines are divided into 4 phases and 10 steps. [format] => [safe_value] => Action for Climate Empowerment (ACE) is a term adopted by the United Nations Framework Convention on Climate Change (UNFCCC). It refers to Article 6 of the Convention’s original text (1992), focusing on six priority areas: education, training, public awareness, public participation, public access to information, and international cooperation on these issues. These guidelines provide a flexible, phased approach to the strategic and systematic implementation of ACE activities at the national level, driven by each country’s circumstances. The guidelines are divided into 4 phases and 10 steps. ) ) ) [field_year] => Array ( [und] => Array ( [0] => Array ( [value] => 2016-01-01 00:00:00 [timezone] => America/New_York [timezone_db] => America/New_York [date_type] => datetime ) ) ) [field_publication_keywords] => Array ( ) [field_publisher] => Array ( [und] => Array ( [0] => Array ( [value] => UNESCO and UNFCCC [format] => [safe_value] => UNESCO and UNFCCC ) ) ) [field_region] => Array ( ) [field_thumb] => Array ( [und] => Array ( [0] => Array ( [fid] => 2059 [uid] => 1 [filename] => 246435e-1.jpg [uri] => public://246435e-1.jpg [filemime] => image/jpeg [filesize] => 260179 [status] => 1 [timestamp] => 1488646575 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 841 [width] => 595 ) [alt] => [title] => [height] => 841 [width] => 595 ) ) ) [field_featured] => Array ( ) [field_file_fr] => Array ( ) [field_file_ar] => Array ( ) [field_file_pt] => Array ( ) [field_file_es] => Array ( ) [field_external_link] => Array ( [und] => Array ( [0] => Array ( [value] => http://unesdoc.unesco.org/images/0024/002464/246435e.pdf [format] => [safe_value] => http://unesdoc.unesco.org/images/0024/002464/246435e.pdf ) ) ) [field_external_link_text] => Array ( [und] => Array ( [0] => Array ( [value] => External Link [format] => [safe_value] => External Link ) ) ) [rdf_mapping] => Array ( [rdftype] => Array ( [0] => sioc:Item [1] => foaf:Document ) [title] => Array ( [predicates] => Array ( [0] => dc:title ) ) [created] => Array ( [predicates] => Array ( [0] => dc:date [1] => dc:created ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [changed] => Array ( [predicates] => Array ( [0] => dc:modified ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [body] => Array ( [predicates] => Array ( [0] => content:encoded ) ) [uid] => Array ( [predicates] => Array ( [0] => sioc:has_creator ) [type] => rel ) [name] => Array ( [predicates] => Array ( [0] => foaf:name ) ) [comment_count] => Array ( [predicates] => Array ( [0] => sioc:num_replies ) [datatype] => xsd:integer ) [last_activity] => Array ( [predicates] => Array ( [0] => sioc:last_activity_date ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) ) [name] => Library Manager 1 [picture] => 0 [data] => a:1:{s:7:"contact";i:0;} [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [value] => http://unesdoc.unesco.org/images/0024/002464/246435e.pdf [format] => [safe_value] => http://unesdoc.unesco.org/images/0024/002464/246435e.pdf ) ) [#formatter] => text_plain [0] => Array ( [#markup] => http://unesdoc.unesco.org/images/0024/002464/246435e.pdf ) [#description] => Please enter the full URL, e.g. http://www.example.com [#printed] => 1 )