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Page 1: Webinar presentation

Dr. Hans-Peter WinkelmannClimate Change Expert

Global Climate Change Alliance (GCCA+) Climate Support Facility, Brussels

Director, CLIMATE CAMPUS

16 December 2015

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA+ CSF

Webinar

After Paris: How can Universities fight Climate Change?

Page 2: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

What is the GCCA/GCCA+?

The Global Climate Change Alliance GCCA was established by the European Union (EU) in 2007 to strengthen dialogue and cooperation with developing countries, in particular Least Developed Countries (LDCs) and Small Island Developing States (SIDS).It has a budget of more than €300 million and is one of the most significant climate initiatives in the world. It supports 51 programmes around the world and is active in 38 countries, 8 regions and subregions and on the global level.

The GCCA+ focuses its technical support on three priority areas:

•Climate change mainstreaming and poverty reduction•Increasing resilience to climate-related stresses and shocks•Sector-based climate change adaptation and mitigation strategies

Page 3: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Mainstreaming climate change into higher education

www.climate-campus.org

Page 4: Webinar presentation

Let‘s talk a bit about climate change…

Climate change is widely acknowledged as mankind’s most pressing challenge and what we do in the next few years will determine whether we can avoid serious impacts.

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Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Let‘s talk about universities…

Page 12: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

What do universities have to do with climate change?

“Collaboration between educational, training and research institutions would help to enable the formal exchange of experience and lessons learned among different institutions of the respective regions. Universities, tertiary centres and research centres have a special role to play in educating and building the capacity of stakeholders in key sectors, and climate change and adaptation issues should be integrated into education curricula.”

The United Nations Framework Convention on Climate Change (UNFCCC) is quite clear about that:

Page 13: Webinar presentation

- Research

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Let’s have a look at the three core functions of universities first:

- Teaching

- Transfer and outreach

Page 14: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Civil Society

University

Education Research

Outreach/ Transfer

Management/Operations

Let‘s look at the role of universities in society in view of the core functions of universities

Page 16: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Civil Society

University

Education Research

Outreach/ Transfer

Management/Operations

The role of universities in society in view of the impacts of climate change

Generation of new knowledge through

research on CC

Spreading of knowledge through education

(integration of CC issues into curricula)

Dissemination of knowledge into society

Through the management of universities (“Practice what you

preach”)

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Universities have a particularly important role to play:

This is because of their traditional mission in research and teaching, their increasing role in the complex process of innovation, along with their other contributions to economic competitiveness and social cohesion, e.g. their role in the life of the community and in regional development.

Therefore universities have a special responsibility to society on the local level and should play an important role as local knowledge centers for climate change mitigation and adaptation to help society to meet the challenge of climate change.

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Page 18: Webinar presentation

Regarding climate change mitigation and adaptation, universities are critical social multipliers in achieving sustainable production and consumption patterns.

Universities are important actors in the community, as employers, purchasers and service users.

Universities are also businesses where the prudent use of natural resources saves money and safeguards reputations. Besides the teaching and learning function of universities their good housekeeping becomes more and more crucial:

“Practice what you preach!”

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Page 19: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

8,000 universities worldwide can become models for society in the pursuance of reducing greenhouse gas emissions and tackling climate change.

140 million students are critical agents for a safer future!

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Conclusion:

Higher education occupies a central position in shaping the way to cope with the challenge of climate change.

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Page 21: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Therefore, universities are called upon

•to teach not only the skills required to advance successfully in the labour market, •but also to nourish in their students, faculty and staff a positive attitude towards climate change mitigation and adaptation, and •to help them to understand how people can contribute to a better life in a sustainable world.

Page 22: Webinar presentation

What does the COP21 in Paris say?

“7. Parties should strengthen their cooperation on enhancing action on adaptation, taking into account the Cancun Adaptation Framework, including with regard to: (a)Sharing information, good practices, experiences and lessons learned, including, as appropriate, as these relate to science, planning, policies and implementation in relation to adaptation actions; …(…)…(c) Strengthening scientific knowledge on climate, including research, systematic observation of the climate system and early warning systems, in a manner that informs climate services and supports decision-making;”

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

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The challenge:

Mainstreaming the environment and climate change into universities!

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

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What do we mean by mainstreaming of environment and climate issues?

Climate change is pervasive: it affects, and is affected by, all spheres of public life and is closely linked to poverty. This is why climate must be an integral consideration in national development plans, policies and budgets.

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

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What do we mean by mainstreaming of environment and climate issues?

Mainstreaming the environment and climate change into all university programmes contributes to successful and long-lasting results. It provides tools and mechanisms to reduce vulnerabilities, build resilience, identify opportunities for sustainable livelihoods and contribute to the transformation into an inclusive green economy.

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Page 26: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

How can universities realize mainstreaming environment and climate change?

Page 27: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Universities can put mainstreaming environment and climate change into practice in different ways:

- In the area of research through the generation of new knowledge on climate change mitigation and adaptation,- in the area of curriculum and teaching through the incorporation of environment and climate change issues and options into their teaching activities (“greening the curricula”), - in the area of physical operations at university campuses committed to sustainability work to reduce the institution's carbon footprint and demonstrate practical examples of sustainable living (“greening the campus”),- in the transfer of know-how and technology to society.

Page 28: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Resources, e.g. energy

Input:

Knowledge on Climate Change

Research Education Transfer

Operations and

Management

Students

Ope

ratio

nal l

evel

A

cade

mic

leve

l

MAINSTREAMING CLIMATE CHANGE INTO HIGHER EDUCATION

Reduced emissions, e.g. CO2

New knowledge on climate change

New employees with capabilities to address climate change

Solutions for mitigation and adaptation

Output:

Page 29: Webinar presentation

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Let us discuss!

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Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Think about your own university:- How could your own university generate new knowledge on climate change?- How could your own university spread this new knowledge through education?

- How could your own university disseminate the new knowledge on climate change to society?

- How could your own university be better managed in a climate friendly way?

- How could your own university better demonstrate sustainable living and working?

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Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF

Look at the following questions from the student’s perspective:

- What new key competences are needed to contribute to a climate friendly future and how can they be acquired?

- How could universities enable students to contribute to a climate friendly future?

- How can students acquire new knowledge and skills on climate change?

- What could students in general do to help universities to become climate friendly?

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Thank you for your collaboration!

Dr. Hans-Peter Winkelmann, Key Expert on Climate Change, GCCA CSF