Blog of Evelyne Para, SI Representative to UNESCO, Paris.
The International Conference of Non-Governmental Organisations (NGOs) 2024 was held at UNESCO Headquarters in Paris (France) from 17 to 19 December 2024.
Organised every two years, this Conference is a key moment that brings together the network of 425 NGOs in official partnership with UNESCO. It offers NGOs the opportunity to discuss and exchange on their common objectives, concerns and interests, to examine the state of cooperation with UNESCO, the UN agency specialised in Education, Science and Culture.
The Conference is also a space for dialogue with Member States and their National Commissions for UNESCO as well as with other key partners of the Organisation, invited to participate as observers, such as intergovernmental organisations, foundations in official relations with UNESCO and other NGOs working in the Organisation’s fields of competence.
Under the theme “Building Capacity for Action”, the December 2024 International Conference focused on strengthening NGOs’ advocacy and partnership-building capacities, showcasing success stories and discussing future challenges.
The team of Soroptimist International Representatives at UNESCO composed of Evelyne Para, Rina Dupriet and Marie-Christine Griès, participated in the work of this 2024 International Conference. On this occasion, Joseph Mason (SI Advocacy and Communications Coordinator) joined them in Paris.
One of the parallel sessions that particularly caught my attention was the one devoted to education for sustainable development: How can education teach us to act in the face of the climate challenge? How to teach and learn for climate action?
As part of the implementation of the new Global Recommendation on Education, a new global standard-setting instrument, adopted in November 2023 by the 194 Member States of UNESCO to make education an essential driver of peace, international understanding, the defence of human rights and sustainable development, this parallel session was introduced by Stefania GIANNINI, Assistant Director-General for Education at UNESCO, and Cecilia BARBIERI, Chief of the Section of Global Citizenship and Peace Education. The theme on the climate challenge was then developed by Julia HEISS, Programme Specialist for Sustainable Development.
Learning and acting on the climate challenge
All participants at this session felt that it was important to adapt school curricula to better integrate sustainable development into learning. There is an urgent need to transform the way climate change and sustainability are taught in classrooms and schools.
Moreover, this transformation responds to calls from young people for a holistic approach to climate change and sustainability in the school curriculum. Young people want to understand the environmental impacts of climate change, how climate change fits into their own local contexts, and what actions can be taken to help make societies more sustainable, more equitable, more just, and more resilient to climate change.
Tools and partnerships for greener education
On the occasion of the International Conference in December 2024, the tools developed by UNESCO and its partners were presented. These are essential elements to accelerate action at the national level and ensure joint monitoring of progress. The objective is for 90% of countries to include climate change in their programs by 2030. The Partnership for Greener Education is structured around four key pillars:
>>> 1) Greening Every School
A “green school” is defined as an educational institution that adopts a holistic approach to education for sustainable development (ESD), particularly by addressing climate change through its teaching, facilities and operations, school governance and partnerships with the local community. Green schools aim to promote knowledge and skills related to the social, economic, cultural and environmental aspects of sustainable development.
>>> 2) Making every school curriculum greener
A “green school curriculum” integrates climate change mitigation and adaptation into preschool, primary, secondary and tertiary education and teacher training. It emphasises the interconnections between the environment, economy and society, engaging students in cognitive, socio-emotional and behavioural domains to inspire them to take action for sustainable development.
>>> 3) Strengthening the greening of teacher training and education system capacities
This third pillar aims to prepare education systems and teachers to face climate change, covering all aspects from policy and planning to financing and implementation.
>>> 4) Greening communities
The aim is to engage the entire community by integrating climate education into lifelong learning, including through community learning centres and learning cities.
Concluding Thoughts
To conclude this parallel session of the International Conference of NGOs, the guide “Greening curriculum guidance – Teaching and Learning for climate action” developed within the UNESCO working groups, was highlighted. It defines key principles of greening education (Action-oriented – Promoting justice – Quality content – Complete and relevant), as well as the expected learning outcomes in the cognitive, social, emotional and behavioural dimensions.