Search Climate Insights Directory

The report identifies systemic barriers for NEETs in remote island regions, including limited vocational training in green skills, high costs of mobility, and a lack of specialized financial support. It recommends that the EU establish mandatory funding shares for green employment and innovation within the 2021-2027 budget and NextGenerationEU, implement a centralized EU student loan system, and create a 'Sustainability for islands secretariat' to expand support beyond energy to include education.

The mid-term review of the Table Mountain Water Source Area (TM-WSA) Partnership project highlights successful groundwater awareness raising in schools and faith communities, but identifies significant challenges regarding the project's governance structure, data accessibility, and the exclusion of business stakeholders. While the Partnership has been established with a Memorandum of Understanding signed by nine parties, its long-term sustainability and the role of community engagement in governance remain unresolved. The report recommends creating an independent secretariat, fundraising for financial sustainability, and addressing the complexities of working within an unequal city to ensure inclusive groundwater management.

The document details the efforts of the Coalition of Municipal Fisherfolk Associations of Sibugay (COMFAS) and its predecessor, KGMC, to restore mangrove forests in Zamboanga Sibugay. After experiencing a decline in marine resources and increased vulnerability to climate-driven storms and flooding, local fisherfolk organized to replant mangroves and implement sustainable management practices. Through partnerships with government and academic institutions, the federation has brought approximately 12,000 hectares under protection, aiming to restore the original 16,000 hectares. The initiative emphasizes the integration of local knowledge with scientific data and the use of environmental education to reduce illegal fishing and upland soil erosion.

The document outlines systemic governance failures in South Africa from a youth perspective, highlighting exclusion from political decision-making, extreme economic inequality, and poor infrastructure in education and health. It argues that while progressive policies often exist on paper, implementation is slow and unsystematic, particularly regarding land reform, climate change transition, and youth employment. The submission recommends institutionalising youth quotas, expanding social protection through a basic income grant, and reforming the electoral system to allow independent candidates.

The document outlines a comprehensive educational campaign by WWF South Africa and The Greenpop Foundation to teach students in grades 4-7 about groundwater, aquifers, and the risks of contamination. It includes detailed lesson plans using physical models to demonstrate aquifer structure and borehole extraction, as well as a poster competition designed to spread awareness within the Cape Town community. The materials highlight the specific vulnerability of the Cape Flats Aquifer due to its sandy soil and high permeability.

The workshop served as a platform for youth working groups to validate a report on governance in South Africa, covering themes from institutional planning and political participation to climate change and economic empowerment. Government and APRM representatives emphasized the importance of integrating youth voices into the national review process, particularly given high youth unemployment rates. The working groups identified systemic failures in policy implementation, a lack of youth representation in political parties, and the need for a 'green, intersectional and just' future to address climate change and its compounding effects on other social issues.

The document details 15 on-the-ground projects in Brazil, Guatemala, Kenya, Madagascar, Mexico, Tanzania, Uganda, and Zimbabwe. These initiatives focus on improving water security through rainwater harvesting and irrigation, enhancing food security via conservation agriculture and school gardens, and diversifying livelihoods to reduce pressure on natural ecosystems. The projects are co-designed with local communities based on data collected through key informant surveys to address specific threats such as drought, erratic rainfall, and soil degradation.

The report details how the Committee on the Rights of the Child (CRC) integrates climate change into its monitoring of the International Convention on the Rights of the Child (ICRC). It analyzes the CRC's use of General Comments, State reporting procedures, and the communications procedure to hold States accountable for protecting children from climate harms. Key findings highlight a growing trend of climate-related recommendations, particularly for Small Island Developing States (SIDS) and Least Developed Countries (LDCs), and a strong emphasis on children's procedural rights to participation and education. The document also notes a landmark 2019 Joint Statement by five human rights treaty bodies asserting that failure to prevent foreseeable climate-related human rights harm could constitute a violation of State obligations.

The document examines how the Committee on the Rights of the Child (CRC) integrates climate change into its monitoring of State obligations. In 2018, the CRC issued climate-related recommendations to 47% of reviewed States, focusing heavily on procedural rights, education, and disaster-sensitive social protection. While mitigation was addressed in only 14% of climate recommendations—specifically targeting fossil fuel exploitation in Norway and coal-fired power plants in Spain—the CRC also urged Niger to address deforestation and land regeneration. The briefing highlights a trend of linking recommendations to Sustainable Development Goal 13 and emphasizes the need for children's meaningful participation in climate policy-making.

WWF South Africa's Environmental Leaders programme has supported 128 interns over a decade, addressing high graduate unemployment by providing work-based learning and mentoring. The programme focuses on scarce green skills, resulting in 76% of participants finding employment directly after their internship, with 37% of those in newly created positions. It emphasizes transformation and diversity, recruiting from 20 universities across South Africa and partnering with 32 host organisations across government, NGO, and private sectors.

The report finds that Latinos in the U.S. are generally more concerned about and committed to addressing global warming than non-Latinos, with Spanish-speaking Latinos showing the highest levels of engagement. A significant majority of Latinos believe global warming is real and human-caused, and they strongly support climate-friendly policies such as carbon taxes and renewable energy investment. However, they face substantial barriers to political action, including a lack of outreach from environmental organizations and fears regarding immigration authorities.

The November 2016 survey reveals that 70% of Americans believe global warming is happening, with 55% attributing it primarily to human activities. While 61% of respondents express worry and 60% believe it affects U.S. weather, the threat is largely perceived as distant, with a majority believing it will harm future generations and developing countries more than themselves. Public understanding of the scientific consensus remains low, and optimism regarding the ability of the U.S. Congress to pass ambitious legislation to reduce global warming is limited.

The report finds that while 70% of Americans believe global warming is happening and 55% attribute it to human causes, there is a significant gap in understanding the scientific consensus. Most Americans view global warming as a distant threat, with high levels of worry but low optimism regarding the ability of the U.S. Congress to pass necessary legislation.

The report evaluates the "Salt Marsh Stories" program's impact on four focal audiences: Audubon members, higher education students/faculty, and business and faith communities in Maryland's Eastern Shore. Baseline data shows that salt marshes and sea level rise are generally non-salient issues, with significant uncertainty regarding sea level rise. However, the experiential program—specifically the planting of native grasses—successfully increased place attachment, knowledge, and emotional engagement. The study identifies place attachment and affinity for nature as the strongest predictors of a participant's intent to communicate about these issues to others.

Granma province is serving as a model for Cuba's national goal of generating 24 percent of its energy from renewables by 2030. As of 2013, renewables supplied 37 percent of the energy consumed in Granma, supported by 3,664 systems including solar PV, biogas digesters, and solar food dryers. The province utilizes a diverse energy mix: 1,628 off-grid PV systems for remote infrastructure, 36 mini- and micro-hydropower plants producing over 7 MW, and 11 sugar mills generating 29 MW from bagasse. Additionally, the region employs 938 windmills for water pumping and 127 biodigestors for methane production. Educational initiatives, such as the Center for Solar Studies at the Camilo Cienfuegos School Complex, integrate environmental education to support this transition.

The 2015 SAIIA Sasol Environmental Sustainability Project (ESP) is an educational competition for South African Grade 10-12 learners. Participants work in teams of three to produce a research paper of up to 12 pages focusing on a selected theme—Biodiversity, Climate Change, or Sustainable Development—and a specific topic such as energy, oceans, or air pollution. The project requires both a local and an international case example. The programme consists of three phases: the research paper, provincial or regional presentations for top papers, and the SAIIA Young Leaders Conference from 6-11 December 2015 in Gauteng, where top learners draft the 2015 SAIIA Young Leaders Declaration for government and UN officials. Key deadlines include school registration by 11 May 2015 and final paper submission by 21 July 2015.

The report assesses South Africa's readiness for climate compatible development (CCD), defining it as low-carbon, climate-resilient development. It identifies significant research needs across eleven themes, including water security, food security, and health. While South Africa possesses a strong, networked research infrastructure led by the DST and NRF, the report highlights critical gaps in individual skills (such as systems thinking), institutional funding cycles that are too short for complex social-ecological research, and an uneven distribution of capacity across the 23 public universities. It emphasizes the need for transdisciplinary approaches and a shift from 'siloed' sectoral planning to integrated CCD strategies.

The Southern African Wildlife College Trust, managed by WWF South Africa, has published this PAIA manual to facilitate public access to its records. The Trust's primary objective is to fund education and training in nature conservation management at the Southern African Wildlife College, specifically to subsidise costs for natural resource managers in SADC countries and provide student bursaries. The document outlines the request process, including the use of a prescribed application form, the role of the Information Officer (Mrs Jodie Johnson), and a detailed fee structure for requests and reproductions. It lists available records, such as annual financial statements, and categories of held records including administration, financial management, governance, and legal compliance documents.

The report analyzes the evolution of environmental education in Estonia, from early 20th-century nature studies to modern sustainable development education. Based on a 2012 survey of 132 educators and specialists, it identifies a critical lack of a national development plan and systemic coordination, noting that while the Environmental Board and State Forest Management Centre (RMK) provide popular programs, access remains unequal across regions. The document argues for a state-led, coordinated approach involving both the Ministry of Education and Research and the Ministry of Environment to ensure sustainable, curriculum-aligned environmental education for all age groups.

The report finds modest progress in reorienting Canadian teacher education toward sustainability, noting that while pedagogical approaches consistent with ESD are increasingly used, institutional adoption remains fragmented and often driven by individual faculty champions rather than faculty-wide mandates. Key barriers include funding challenges, communication gaps, and the constraint of provincial teacher certification requirements, which are largely determined by ministries of education rather than the faculties themselves.