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Belmopan, Belize; August 22, 2018 – The Caribbean Community Climate Change Centre (CCCCC) has relaunched its 1.5˚ to Stay Alive – An Educational Initiative’ with a Teachers’ Training workshop held at its offices in Belmopan, August 20 – 21, 2018.
Through this means of engagement, they examined ways in which climate change can be incorporated in their syllabus, with the intent to:
- Increase sensitisation and awareness of climate change impacts and community vulnerability;
- Heighten ability to link personal actions to the broader climate change discussion;
- Increase capacity to conduct vulnerability assessments of communities; and
- Identify practical adaptation measures to reduce vulnerability.
The training workshop emphasised the need to educate children to build climate resilience through sustainable practices and development by utilising new-aged climate-smart technology and alternative energy sources.
Educators who completed the Training Workshop were provided with teaching materials, manuals and workbooks and will be awarded a certificate for eight Professional Development hours towards their licence by the Teacher Education & Development Services (TEDS) through the Ministry of Education, Youth, Sports and Culture.
Attendees included teachers from the following schools:
- Belmopan Comprehensive School
- Belmopan Methodist High School
- El Shaddai S.D.A Primary School
- United Evergreen Primary School
- Our Lady of Guadalupe Primary School
- Ann’s Anglican
- Martin’s Government School
- Garden City Primary School
- The Shepherd’s Academy
- Kuxlin Ha Government School
- Representative from the Ministry of Human Development for Sacred Heart R.C. School, Santa Elena Primary School and St. Ignatius High School
The Centre expects to roll-out the programme in schools across the region in 2019.
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The Caribbean Community Climate Change Centre coordinates the region’s response to climate change. Officially opened in August 2005, the Centre is the key node for information on climate change issues and the region’s response to managing and adapting to climate change. We maintain the Caribbean’s most extensive repository of information and data on climate change specific to the region, which in part enables us to provide climate change-related policy advice and guidelines to CARICOM member states through the CARICOM Secretariat. In this role, the Centre is recognized by the United Nations Framework Convention on Climate Change, the United Nations Environment Programme, and other international agencies as the focal point for climate change issues in the Caribbean. The Centre is also a United Nations Institute for Training and Research recognised Centre of Excellence, one of an elite few. Learn more about how we’re working to make the Caribbean more climate resilient by perusing The Implementation Plan.
The Belize-based Caribbean Community Climate Change Centre (CCCCC) says it has broadened its “1.5 ˚C to Stay Alive” campaign that was launched ahead of COP15 in Copenhagen in December 2009.
The two tiered campaign sought to sensitize citizens across the Caribbean Community (CARICOM) about the impact of climate change on livelihoods in the region, and make a convincing case at the global level for the reduction of green house gasses (GHG) emissions to a level not exceeding 350 ppm (parts per million) as an effective means of stabilising global warming.
The Copenhagen Accord contained several key elements on which there was strong convergence of the views of governments. This included the long-term goal of limiting the maximum global average temperature increase to no more than two degrees Celsius above pre-industrial levels, subject to a review in 2015.
There was, however, no agreement on how to do this in practical terms. It also included a reference to consider limiting the temperature increase to below 1.5 degrees – a key demand made by vulnerable developing countries.
The CCCCC said it has since broadened its effort through the crafting of curricular resources designed for Caribbean children ages 12 to 16.
It said that these resources, crafted by educators in collaboration with the Centre’s technical team, forms part of the thrust to embed climate change in the region’s education sector beginning in Belize.
“The Caribbean is among the most vulnerable group of countries to the effects of climate change and climate variability. Given its particularly youthful population, the Region must engage this significant demographic to shape a robust and appropriate range of responses to ensure climate resilience and safeguard livelihoods,” said CCCCC’s communication specialist, Tyrone Hall.
“The Centre has been long interested in developing a comprehensive programme that can build awareness and move the Region’s youth towards meaningful action.
“We ran a youth forum on climate change in Belize about four years ago, and one of the outcomes from that initiative was the need for climate change education to be mainstreamed into the education sector. So the 1.5 Stay Alive Education Initiative is a response to that particular finding,” he added.
Hall said that the CCCCC will be piloting the resource in Belize, “while simultaneously working with our partners throughout the region to have it utilized.
“Earth Hour Caribbean is just around the corner and we’ll be using that as an opportunity to really publicize the resource.”
The four unit curriculum – The Warming Climate, Sea Level Rise, Pine Forest and Social Impacts of Global Warming – includes classroom face to face interaction, field trips, workbooks and varied assessments, has a total of 46 wide-ranging lessons with supporting resources and several videos.
Credit: CMC; Also see the Antigua Observer.
Download your copy of the 1.5 Stay Alive Education Initiative.
Cognizant of the threat Climate Change poses to the region’s survival and continued development, the Centre launched the 1.5 ˚C Stay Alive campaign ahead of COP15 in December 2009. The two tiered campaign sought to sensitize citizens across the Caribbean Community about the impact of Climate Change on livelihoods in the region, and make a convincing case at the global level for the reduction of GHG emissions to a level not exceeding 350 ppm (parts per million) as an effective means of stabilising global warming.
The Centre has since broadened its effort through the crafting of curricular resources designed for Caribbean children ages 12 to 16. These resources, crafted by educators in collaboration with the Centre’s technical team, forms part of the Centre’s thrust to embed Climate Change in the region’s education sector beginning in Belize. The four unit curriculum (The Warming Climate, Sea Level Rise, Pine Forest and Social Impacts of Global Warming), includes classroom face to face interaction, field trips, workbooks and varied assessments, has a total of 46 wide-ranging lessons with supporting resources and several videos.
The 1.5 Stay Alive Curriculum Units
The teaching and learning activities can be modified to suit local situations and the ages of the students. A variety of extended activities have been included, which should be viewed as suggestions and so other activities can be substituted. The intent is an attempt to teach complex concepts with uncommon terminologies to young people. If they are to appreciate what is being taught, the terminologies must be clear to them. It is imperative that today’s youths are made aware of what the impacts of Climate Change and Global Warming could be, and so that knowledge would assist in making them appreciate the ramifications.
The students need to know who will be vulnerable and in what ways. Armed with the necessary information, it is hoped that awareness will be developed and spur changes in habits, practices, and values. Such would contribute to understanding mitigation and adaptation measures suggested.
The resource comprises teaching and learning activities and a range of supporting materials including worksheets, photographs, posters, suggestions for power point presentations, videos and field trips. Most importantly there is much resource information for the teachers who need to understand the concepts they are expected to teach. The prepared, well informed, confident teacher will always succeed in teaching effectively and as a result, students will learn.
In the references listed, there are numerous websites and books. Comprehensive glossaries are included. Word search and crossword puzzle are suggested assignments which should assist the students in comprehending the vocabulary used throughout. There are also a few appropriate poems and songs which can be used to encourage self-expression and facilitate student involvement.
The cross-curricular approach used in most lesson plans is in accordance with accepted philosophies and principles of education. While students learn in groups, they will be encouraged to investigate, observe, question, predict, test, collect, record, analyze data, draw conclusions, and think critically.
Download your copy of the 1.5 Stay Alive Education Initiative.