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MECCE PROJECT AT COP26 IN GLASGOW
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MECCE Project Associate Director Dr. Kate Greer will be onsite in Glasgow to follow the negotiations, meet with country ACE focal points and negotiators, constituency groups, and MECCE Project collaborators. Key activities include two MECCE Project presentations by Dr. Greer and Dr. Alex Wilson at an ACE Workshop on Youth and Empowerment Day on Friday 5 November: Rethinking and Reorganizing Action for Climate Empowerment (ACE) and the COP26 Future of ACE Decision. The event will be livestreamed on YouTube (click to subscribe). We will also have a Virtual Exhibit Booth and will host a gathering for MECCE Project team members and ACE collaborators on Friday 5 November in the evening. Please contact us at kate.greer@unimelb.edu.au if you would like to join! Visit our COP26 landing page on the MECCE Project website for more information on the side event. |
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RESEARCH INSIGHTS IN OUR COP26 BRIEF
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- Inclusion of CCE/ACE content in countries’ laws, strategies, and policies is often minimal and lacking in depth
- Climate change communication frameworks often identify marginalized and vulnerable groups
- Primary and secondary education on CCE/ACE often focuses mostly on cognitive learning
- Addressing psychosocial factors and engaging transformative learning empowers action
- Tailoring CCE to audiences furthers action
- Climate change impacts and broader public discourses often catalyze interest in CCE
- Technology availability influences CCE content and approaches in varied regional contexts
- Current CCE/ACE data availability is uneven across regions and ACE elements, particularly Training and Public Access to Information
- Collaboration to generate greater diversity of accessible data across all ACE elements and regions is key to furthering CCE/ACE action
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COUNTRY PROFILES OF CLIMATE COMMUNICATION AND EDUCATION
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We are pleased to announce the results of a partnership between the UNESCO Global Education Monitoring (GEM) Report and the MECCE Project. Together, we have developed 20 profiles on country approaches to climate communication and education (CCE). The profiles offer a comparative perspective of country progress on Action for Climate Empowerment (ACE) and Sustainable Development Goal (SDG) Targets 4.7 and 13.3. The profiles aim to promote peer learning and policy dialogue between countries on CCE.
The profiles are available on the MECCE Project website and the GEM Report’s Profiles Enhancing Education Reviews (PEER) website at education-profiles.org. Up to 50 more profiles will be published in 2023. |
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FUNDED CASE STUDIES CALL FOR PROPOSALS
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 Our Call for Proposals (CFP) to fund Case Studies of innovative climate change communication and education (CCE) is now open!
The Case Studies will assist the MECCE Project in better understanding quality CCE policy and/or practice and in sharing this combined knowledge with policy makers, practitioners, and researchers around the globe.
The CFP materials (including instructions and the application form) are available on the application portal in English, French, and Spanish. Successful proposals will receive up to $10,000 CAD to conduct high quality research.
The Call closes on January 4, 2022.
We welcome you to please distribute the CFP to your networks. |
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NEW BLOG: THE ROLE OF INDICATORS IN ADVANCING GLOBAL CLIMATE COMMUNICATION AND EDUCATION
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Our latest MECCE Project blog post discusses how robust indicators can help to increase the extent and impact of CCE/ACE. Team members Aaron Benavot, Marcia McKenzie, and Kate Greer explain how strengthened monitoring and evaluation of climate communication and education can help to increase CCE ambition and action. They also set out key considerations for CCE/ACE indicator development, namely, the recognition that indicators are politically and culturally rooted; that a partnership approach to developing and reporting indicators is important, and that quantitative and qualitative data go hand-in-hand. We are excited to see how COP26 ACE discussions may advance monitoring and evaluation of CCE/ACE. |
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THE MECCE PROJECT & UNESCO
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 A new UNESCO publication summarizes findings of selected studies conducted by UNESCO and its partners on how climate change issues are integrated in education.
The new report includes findings from a review of National Curriculum Frameworks of 100 countries on their integration of climate change education. The review found that only 53% of the curricula reviewed referenced climate change, and that curricula that do mention climate change give it a low priority. UNESCO commissioned the Sustainability and Education Policy Network, the MECCE Project's host, to conduct the review.
The UNESCO report also includes good practices drawn from the country profiles study conducted in partnership by the UNESCO Global Education Monitoring (GEM) Report and the MECCE Project.
You can also read more in UNESCO's press release. |
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