Human activities like fossil fuel use, deforestation, and unsustainable agriculture contribute to climate change, harming access to food and clean water and destroying ecosystems. This impacts health and forces migration, especially threatening youth. However, youth make up most of the population in many countries and have strong environmental awareness, which can transform societies to be more sustainable. The United Nations works closely with youth organizations worldwide through initiatives to empower youth to address climate change and participate in climate policy decisions.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
The World Youth Report focus on youth and climate change, and is intended to highlight the important role young people play in addressing climate change, and to offer suggestions on how young people might be more effectively integrated as individuals and collective agents of change within the realm of climate change adaptation and mitigation. The Report is designated to assist youth and youth organizations in educating themselves and to become more actively involved in combating the threat of climate change. It is also meant to affirm the status of young people as key stakeholders in the fight against climate change. The publication comes at a time when efforts to address climate change are receiving unparalleled attention on the international arena, offering youth a unique opportunity for their voice to be heard in the debate.
By 2025, children who are 18 years or younger today will represent more than half of the world‘s workforce. A critical strategic opportunity exists to insure‘ the resiliency, effectiveness, and overall return on investment on 20-30 year REDD projects by investing in innovative school-based integrated educational approaches which empower young people to build better futures through life-sustaining values, practical skills and knowledge.
Discussion of the current opportunities and issues young people interested in agriculture face, especially in regards to the challenges of climate change.
In December 2009, the United Nations General Assembly adopted resolution 64/134 proclaiming the Year, signifying the importance the international community places on integrating youth-related issues into global, regional, and national development agendas. Under the theme Dialogue and Mutual Understanding, the Year aims to promote the ideals of peace, respect for human rights and solidarity across generations, cultures, religions and civilizations.
The World Youth Report focus on youth and climate change, and is intended to highlight the important role young people play in addressing climate change, and to offer suggestions on how young people might be more effectively integrated as individuals and collective agents of change within the realm of climate change adaptation and mitigation. The Report is designated to assist youth and youth organizations in educating themselves and to become more actively involved in combating the threat of climate change. It is also meant to affirm the status of young people as key stakeholders in the fight against climate change. The publication comes at a time when efforts to address climate change are receiving unparalleled attention on the international arena, offering youth a unique opportunity for their voice to be heard in the debate.
By 2025, children who are 18 years or younger today will represent more than half of the world‘s workforce. A critical strategic opportunity exists to insure‘ the resiliency, effectiveness, and overall return on investment on 20-30 year REDD projects by investing in innovative school-based integrated educational approaches which empower young people to build better futures through life-sustaining values, practical skills and knowledge.
Discussion of the current opportunities and issues young people interested in agriculture face, especially in regards to the challenges of climate change.
Day 3 UNESCO Environmental Education Within the context of UNDESDelodieperrat
Workshop on Alignment & implementation of National Action programmes with the UNCCD 10-year Strategy in the Arab Region
League of Arab States (18- 20 June 2014), Dubai - UAE
UNESCO Mohamed Al-Aawah
Sustainability in Higher Education - UNU-IAS presentationESD UNU-IAS
Sustainability in Higher Education - UNU-IAS presentation
Presented by Dr. Philip Vaughter (Research Fellow, UNU-IAS)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
This interactive document aims to encourage an in-depth and broad-based exploration of the links and synergies between the Global Goals for Sustainable Development and the Convention on the Rights of the Child.
It complements the 2-page document produced by UNICEF in January 2016 which presents a preliminary mapping of the current priority Global Goals indicators for children against the nine clusters of rights of the Convention on the Rights of the Child.
This detailed, interactive mapping aims to reinforce, but also to move beyond, the more obvious links between the Global Goals and the Convention - such as in the areas of health, education and violence. It assumes that all of the Global Goals are relevant for children, not only those which specifically refer to children. For example, Goal 9 (Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation) corresponds – amongst other things - to Article 29.1(a) and (e) of the Convention (education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential and the development of respect for the natural environment), which is seen as essential to the fostering of innovation. Children have the right to directly engage in achieving the Global Goal targets, in terms of claiming their rights now, as children, as well as preparing themselves to take on more complex responsibilities as they grow older. A child who is 4 years old in 2016 will attain adulthood by 2030. Thus the distinction between child- and adult-specific Goals is very fluid.
Contact with
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Women are agents of positive change in climate change policies such that their involvement and input in the decision and policy making would result in a desirable change in meeting the climate change goals. However, women are more than often being left out of (climate) policy at their country level. The specific impacts they are facing are more than often not appropriately reflected in climate policies and implementation planning.
International Conference on Population and Developmentsheldk
Transcript:
1. Goals of the conference
2. Political Atmosphere
3. Key players
4. Old thoery
5. Enviromental Efforts
6. NGO's
7. The Program of Action
8. United States
9. Abortion Debate
10. Outcome
11 Achievements
12. Critics
Day 3 UNESCO Environmental Education Within the context of UNDESDelodieperrat
Workshop on Alignment & implementation of National Action programmes with the UNCCD 10-year Strategy in the Arab Region
League of Arab States (18- 20 June 2014), Dubai - UAE
UNESCO Mohamed Al-Aawah
Sustainability in Higher Education - UNU-IAS presentationESD UNU-IAS
Sustainability in Higher Education - UNU-IAS presentation
Presented by Dr. Philip Vaughter (Research Fellow, UNU-IAS)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
This interactive document aims to encourage an in-depth and broad-based exploration of the links and synergies between the Global Goals for Sustainable Development and the Convention on the Rights of the Child.
It complements the 2-page document produced by UNICEF in January 2016 which presents a preliminary mapping of the current priority Global Goals indicators for children against the nine clusters of rights of the Convention on the Rights of the Child.
This detailed, interactive mapping aims to reinforce, but also to move beyond, the more obvious links between the Global Goals and the Convention - such as in the areas of health, education and violence. It assumes that all of the Global Goals are relevant for children, not only those which specifically refer to children. For example, Goal 9 (Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation) corresponds – amongst other things - to Article 29.1(a) and (e) of the Convention (education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential and the development of respect for the natural environment), which is seen as essential to the fostering of innovation. Children have the right to directly engage in achieving the Global Goal targets, in terms of claiming their rights now, as children, as well as preparing themselves to take on more complex responsibilities as they grow older. A child who is 4 years old in 2016 will attain adulthood by 2030. Thus the distinction between child- and adult-specific Goals is very fluid.
Contact with
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Women are agents of positive change in climate change policies such that their involvement and input in the decision and policy making would result in a desirable change in meeting the climate change goals. However, women are more than often being left out of (climate) policy at their country level. The specific impacts they are facing are more than often not appropriately reflected in climate policies and implementation planning.
International Conference on Population and Developmentsheldk
Transcript:
1. Goals of the conference
2. Political Atmosphere
3. Key players
4. Old thoery
5. Enviromental Efforts
6. NGO's
7. The Program of Action
8. United States
9. Abortion Debate
10. Outcome
11 Achievements
12. Critics
Moody’s Investors service European Union Transparency Report III. Internal Control Mechanisms Ensuring the Quality of MIS’s Credit Rating Activities MIS’s approach to maintaining key internal control mechanisms to ensure the quality of its credit rating activities includes the items outlined below:
(i) Governance Each of the MIS EU Subsidiaries benefits from an effective governance structure that operates in accordance with the requirements of the Regulation and national law, involving regional and functional management oversight. In addition, MIS has supervisory bodies in accordance with the Regulation with independent members in Moody’s Investors Service Ltd., Moody’s Deutschland GmbH, and Moody’s France SAS.
(ii) Credit Policy Group MIS’s Credit Policy Group is a key part of the control and analytical support framework within MIS. The Credit Policy Group is independent of and separate from the ratings teams that are principally responsible for producing credit ratings. The group is overseen by MIS’s Global Chief Credit Officer, who is directly accountable to MCO’s Chief Executive Officer and also reports quarterly to MCO’s Board of Directors (“Board of Directors”). Its role is to promote quality, consistency and transparency in MIS’s credit analysis globally.
Its responsibilities fall into three broad areas:
1) promotion of the consistency and quality of MIS’s credit ratings;
2) review and approval of credit rating methodologies including changes of existing methodologies, models, and key rating assumptions; and
3) assessment of credit ratings performance.
The Credit Policy Group’s operative arms are standing committees; one for each of MIS’s ratings groups and one further senior standing committee. These standing committees are comprised of MIS individuals from the Credit Policy Group and MIS’s various rating groups, however only designated members of the Credit Policy Group vote on issues relating to credit rating methodologies.
The EU Credit Policy Group is integrated within and contributes to the global Credit Policy Group infrastructure, but is a separately identifiable organisational unit managed by the EU Chief Credit Officer. As a senior member of the Credit Policy Group’s management team, the EU Chief Credit Officer provides reports to the Boards of Directors and/or the supervisory bodies of each MIS EU Subsidiary on a regular basis.
(iii) MIS Compliance Department The MIS Compliance Department is part of the wider Legal, Compliance and Regulatory Affairs Group which reports to MCO’s Global General Counsel and is independent of the lines of business. It is responsible for assessing MIS’s adherence to regional and local laws and regulations as well as codes of conduct, policies, procedures and guidelines. The MIS Compliance Department monitors the adequacy and effectiveness of the measures and procedures put in place to maintain compliance with the Regulation and provides reports to the Boards of ...
Youth and Climate Change: Areas for Youth DevelopmentLeneka Rhoden
Future uncertainty has grown as a result of climate change. One thing has become certain as its effects worsen over time: We will bequeath the Earth to the children and young people of today and to future generations.
The largest generation of youth in history, there are 1.8 billion young people in the globe between the ages of 10 and 24. Young people are becoming more conscious of the risks and difficulties posed by the climate crisis as well as the chance for sustainable development provided by a solution to the problem.
The unprecedented global mobilization of young people demonstrates the enormous power they have to hold policymakers responsible.
Promoting the participation of young people in the european environment and h...Elf K
The booklet "Promoting the Participation of Young People in the European Environment and Health Process" highlights practical examples of meaningful participation of young people in the European Environment and Health Process. The 26 projects referred to in the booklet are presented in detail below. The projects have been implemented by young people in various European countries, and are only a very small part of what young people are currently doing all across Europe. It is open to further additions.
Edited by: Natalia Ciobanu, Jovana Dodos, Elif Kamanlıoğlu, Dovilė Adamonytė, Claudia Tuncel
The World Youth Report focus on youth and climate change, and is intended to highlight the important role young people play in addressing climate change, and to offer suggestions on how young people might be more effectively integrated as individuals and collective agents of change within the realm of climate change adaptation and mitigation. The Report is designated to assist youth and youth organizations in educating themselves and to become more actively involved in combating the threat of climate change. It is also meant to affirm the status of young people as key stakeholders in the fight against climate change. The publication comes at a time when efforts to address climate change are receiving unparalleled attention on the international arena, offering youth a unique opportunity for their voice to be heard in the debate.
Global goals: the basis of any relevant educationKim Flintoff
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
This session will consider the scope of the UN Sustainable Development Goals and how we as educators can begin to link our teaching and learning to the these goals.
The Members of the WHO/UNFPA/UNICEF Study Group on Programming for Adolescent Health emphasized the crucial need for the three agencies to provide complementary support to countries, by working within a common technical framework, in order to strengthen and expand the activities in countries aimed at promoting adolescent health in a more systematic fashion. The Common Agenda for Action encourages the three UN agencies with principal interest and experience in the area of adolescent health, to support activities in countries in complementary ways. The Common Agenda is intended to reflect the policies of the three agencies and serve as a basis for discussion at country level in the determination of their support of country-level programming. It also provides specific suggestions for collaborative activities to advance programming for adolescents at different levels.
1. Human activities, such as the use of fossil
fuels, deforestation and unsustainable
agriculture contribute to climate change,
which decreases the availability of
nutritious food and clean water, and
destroys ecosystems and secure living
environments. This leads to malnutrition,
ill health and migration, rendering youth
particularly vulnerable. At the same time,
youth constitute the majority of the
population in many countries and have an
increasingly strong social and
environmental awareness, which has the
power to transform our societies towards
a low-carbon and climate resilient future.
The United Nations, Youth
and Climate Change
The United Nations System recognizes the
key role that youth play in tackling
climate change and works closely with
youth-led and youth-focussed
organizations around the world through
YOUTH AND
CLIMATE CHANGE
HIGHLIGHTS
· In response to the growing number of engaged
youth organizations in the intergovernmental
climate change process, in 2009, the UNFCCC
extended a constituency status to admitted
youth NGOs allowing them to receive official
information, participate in meetings, request
speaking slots and receive logistical support at
UNFCCC conferences.
· Over 10,000 youth have already completed the
Climate Change Challenge badge developed by
FAO, the World Association of Girl Guides and
Girl Scouts and the Youth and United Nations
Global Alliance1.
· Since 2004 over 4,500 children and young
people participated in annual UNEP Tunza
International Conferences, representing over
100 countries, and covering a number of issues
ranging from climate change to the green
economy and green jobs. The Tunza website
receives over 1 million visits per year.
the United Nations Joint Framework Initiative on Children, Youth and Climate Change (Joint
Framework Initiative). Since 2008 the Joint Framework Initiative has been coordinating efforts by
sixteen intergovernmental entities2 and many youth organizations to empower youth to take
adaptation and mitigation actions and enhance effective participation of youth in climate change
policy decision-making processes.
1
http://www.wagggs.org/en/cop17/blogsvideos/megan
2
Convention on Biological Diversity; Food and Agricultural Organization of the United Nations; United Nations Convention
to Combat Desertification; United Nations Children's Fund; United Nations Department of Economic and Social Affairs -
Division for Sustainable Development; United Nations Development Programme; United Nations Environment Programme;
United Nations Framework Convention on Climate Change; United Nations Human Settlements Programme; Unite Nations
Institute for Training and Research; United Nations Non-governmental Liaison Service; United Nations Organizations for
Education, Science and Culture; United Nations Population Fund; United Nations Programme on Youth; United Nations
Volunteers; World Bank.
http://undesadspd.org/Youth.aspx facebook.com/UN4Youth twitter.com/UN4Youth
2. Youth and Climate Change
http://undesadspd.org/Youth.aspx facebook.com/UN4Youth twitter.com/UN4Youth
Page2
· The Food and Agricultural Organization of the United Nations (FAO) supports the
development of food security and climate change educational programmes and resources
for rural farmer field and life schools.
· The United Nations Development Programme (UNDP) implements the Global Environment
Facility’s Small Grants Programme, which provides funding for projects on mitigation or
adaptation to climate change proposed by youth organizations or non-governmental
organizations that work with youth.
· Through its Climate Change Education for Sustainable Development Programme, the United
Nations Educational, Scientific and Cultural Organization (UNESCO) supports the
development of national climate change education programmes, policies and resources.
· With the YouthXchange initiative UNESCO and United Nations Environment Programme
(UNEP) support youth projects on sustainable lifestyles in 45 countries around the world.
· UNEP adopted a long-term Tunza Youth Strategy for engaging youth in environmental
activities in the areas of capacity-building, environmental awareness and information
exchange, with a vision to foster a generation of environmentally conscious citizens, capable
of positive action.
· The United Nations Human Settlements Programme (UN-HABITAT) supports youth-led
groups through its Urban Youth Fund and ‘One Stop Youth Resource Centres’ to develop
programmes to mitigate the effects of climate change in urban areas.
· The United Nations Children’s Fund (UNICEF)’s Climate Change Adaptation and Disaster Risk
Reduction teams have greatly contributed to the introduction of Education for Sustainable
Development (ESD) for the past eight years through the Inter-Agency Committee (IAC) of the
United Nations Decade of Education for Sustainable Development (DESD 2005-2014). As
2013 IAC Chair, UNICEF is prioritizing programmes that support adolescence and girls/youth
empowerment.
· The United Nations Institute for Training and Research (UNITAR) supports, through UN
CC:Learn3, a long-term and strategic approach to climate change education which includes
designing national strategies, developing learning materials for both formal and non-formal
learning contexts, and raising international awareness of the need to integrate of climate
change fundamentals into national curriculums.
· The United Nations Framework Convention on Climate Change (UNFCCC) secretariat
coordinates the work of the Joint Framework Initiative. It also works closely with the rapidly
expanding UNFCCC observer constituency of youth non-governmental organizations
(YOUNGO) to support the substantive engagement of youth in the intergovernmental
climate change process through the organization of high-level briefings with decision-makers,
capacity-building events for youth organizations, the facilitation of youth
3 UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States in designing and
implementing results-oriented and sustainable learning to address climate change. The Secretariat for UN CC:Learn is
provided by UNITAR.
3. Youth and Climate Change
http://undesadspd.org/Youth.aspx facebook.com/UN4Youth twitter.com/UN4Youth
Page3
participation from developing countries and virtual participation of youth around the world
who cannot attend UNFCCC conferences.
Progress
In response to the growing number of engaged youth organizations in the intergovernmental climate
change process, in 2009, the UNFCCC extended a constituency status to admitted youth NGOs
allowing them to receive official information, participate in meetings, request speaking slots and
receive logistical support at UNFCCC conferences. In only four years YOUNGO has developed into a
vibrant network of youth activists, through which youth make their voices heard and actively
contribute to shaping the intergovernmental climate change policies. At UNFCCC conferences
YOUNGO makes official statements, provides technical and policy inputs to negotiation groups,
engages with decision-makers through high-level meetings and in informal settings and raises
awareness through various advocacy activities. Youth participation has brought moral,
intergenerational and equity-based values as well as constructive technical and policy inputs to the
negotiations.
Back in their home countries and communities, youth are taking action on climate change mitigation
and adaptation. Diverse initiatives include educational, awareness-raising and behavioural change
campaigns. Youth also engage in climate change projects within different national and international
organizations. Over 10,000 youth have already completed the Climate Change Challenge badge
developed by FAO, the World Association of Girl Guides and Girl Scouts and the Youth and United
Nations Global Alliance. Since 2004 over 4,500 children and young people participated in annual
UNEP Tunza International Conferences, representing over 100 countries, and covering a number of
issues ranging from climate change to the green economy and green jobs. The Tunza website
receives over 1 million visits per year. Between 1991 and 2012 more than 3 million entries were
received in the Tunza International Painting Competition from over 100 countries. UNEP will
continue to engage children and youth through, for example, regional conferences, the Tunza
Advisory Council and online networking. A new focus on work experience/green employment is
being developed alongside existing initiatives incorporating formal and non-formal education, and
campaigning on issues ranging from food waste to climate change.
The way forward
The work undertaken with and by youth is crucial to raise ambition of governments to come to an
agreement on a new climate change regime by 2015. Tackling climate change requires concerted
coordinated government action as well as conscious and informed efforts by individuals. Therefore,
it is essential to strengthen both formal and informal education on climate change and viable
lifestyles. In addition, sustainable production and consumption patterns must be promoted and
youth supported as environmental champions in their local communities. Partnerships should be
developed between governments, intergovernmental, non-governmental and youth organizations
for joint environmental initiatives aimed at building the capacity of youth as future leaders and
driving forces behind a new climate change regime. Considerable efforts are also needed in
strengthening the adaptive capability and resilience of youth in rural communities in developing
countries.
4. Youth and Climate Change
http://undesadspd.org/Youth.aspx facebook.com/UN4Youth twitter.com/UN4Youth
Page4
More efforts must be made to ensure that youth are ready to take advantage of new environment-oriented
employment opportunities. Growing attention to climate change and sustainable
development offers a chance for green economic growth around the world. Green jobs not only
provide much-needed employment opportunities for youth, they also give youth an outlet to
contribute directly to the fight against climate change by adopting green behaviors in the workplace
as well as in their private lives.
For further information
· http://www.fao.org/climatechange/youth
· http://yunga-youth.weebly.com/
· UNICEF and Climate Change and Environmental Education:
http://www.unicef.org/education/bege_61668.html
· www.undp.org/sgp
· Climate Change Education for Sustainable Development at UNESCO:
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/
education-for-sustainable-development/climate-change-education/
· YouthXchange Climate Change and Lifestyles Guidebook:
http://unesdoc.unesco.org/images/0021/002128/212876E.pdf
· YouthXChange Training Kit on Responsible Consumption:
http://unesdoc.unesco.org/images/0015/001587/158700e.pdf
· TUNZA http://www.unep.org/tunza
· UNFCCC Youth Portal: http://unfccc.int/cc_inet/cc_inet/youth_portal/items/6578.php
· UN Joint Framework Initiative on Children, Youth and Climate Change:
http://unfccc.int/cc_inet/cc_inet/youth_portal/items/6519.php
· Growing Together in a Changing Climate, the United Nations, Young People, and Climate
Change
http://unfccc.int/files/cc_inet/information_pool/application/pdf/growingtogether.pdf
· Youth Participation in the UNFCCC Negotiation Process: The United Nations, Young People
and Climate Change
http://unfccc.int/files/cc_inet/information_pool/application/pdf/unfccc_youthparticipation.
pdf
· Youth in Action on Climate Change: Inspirations from Around the World:
http://unfccc.int/cc_inet/cc_inet/information_pool/simple_search/items/3522.php?display
Pool=1584&lang=6
· http://uniteforclimate.org/
This fact sheet was prepared by the United Nations Joint Framework Initiative on Children, Youth and Climate Change.
It is part of a collaborative effort of the United Nations Inter-Agency Network on Youth Development to provide an
overview on how the United Nations system works with young people on different issues.