RCE Greater Dhaka - 2022

Adaptation of 'Getting Climate-Ready - A Guide For Schools On Climate Action' in Bangladesh

Basic Information

Title of project :

Adaptation of 'Getting Climate-Ready - A Guide For Schools On Climate Action' in Bangladesh

Submitting RCE:

RCE Greater Dhaka

Contributing organization(s) :

1. Centre for Global Environmental Culture (CGEC) of International University of Business Agriculture and Technology (IUBAT)

2. WWOOF Bangladesh

3. IUBAT Institute of SDG Studies (IISS)

4. Gono Bishwabidyaloya University, Savar

5. Safiuddin Sarkar Academy & College, Tongi

6. Abdul Kadir Mollah City College, Narsingdi

7. Scholastica Model College, Uttara, Dhaka

8. Narsingdi Public College (NPC)

Focal point(s) and affiliation(s)

Name:

Professor Selina Nargis

Organizational Affiliation:

IUBAT—International University of Business Agriculture and Technology

E-mail:

selina@iubat.edu

Name:

Professor Dr Mohammed Ataur Rahman

Organizational Affiliation:

WWOOF Bangladesh

E-mail:

marahman@wwoofbangladesh.org

Name:

Dr Muhammad Rehan Dastagir

Organizational Affiliation:

IISS IUBAT Institute of SDG Studies

E-mail:

rdastagir@iubat.edu

Name:

Professor Dr Laila Parveen Banu

Organizational Affiliation:

Gonobishwabidyaloa University

E-mail:

vc@gonouniversity.edu.bd

Name:

Mr Mohammad Moniruzzaman, Principal

Organizational Affiliation:

Safiuddin Sarkar Academy & College

E-mail:

Ssac1978@yahoo.com

Name:

Mr Mohammad Mahmudul Hasan, Principal

Organizational Affiliation:

Abdul Kadir Mollah City College, Narsingdi

E-mail:

akmcitycollege@gmail.com

Name:

Mr. Mohammad Shahidul Baher Khan, Principal

Organizational Affiliation:

Scholastica Model College, Uttara, Dhaka

E-mail:

scholasticaprincipal@yahoo.com

Name:

Mr. Alomgir Hossion Bhuiya, Principal

Organizational Affiliation:

Narsingdi Public College (NPC)

E-mail:

alamnpc@gmail.com

Format of project:

manuscript

Language of project:

English and Bangla

Date of submission:

Update

Web link:

www.rcegreaterdhaka.org

Additional resources:

UNESCO Contract No. 4500452450 Dated Nov 29, 2021

Does this project link to any education and/or sustainable development policy or policies?:

Yes

Bangladesh Climate Change Strategy and Action Plan (BCCSAP)

At what level is the policy operating?:

National

Geographical & Education Information

Region:

Asia-Pacific

Country:

Bangladesh

Location(s):

Greater Dhaka

Address of focal point institution for project:

4 Embankment Drive Road
Uttara Model Town
Sector 10
Dhaka-1230
Bangladesh

Ecosystem(s):

Urban/Peri-urban

Target Audience:

Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)

Socioeconomic and environmental characteristics of the area :

The socioeconomic condition is very unequal, a huge gap between rich and poor, urban and rural. Religiously ignorant and conservative and many are deprived of education. During the pandemic situation, many people have lost their jobs and livelihoods. In addition, GDP growth decelerated, and poverty increased. The pandemic may also have long-term economic implications as a result of reduced female labor force participation, learning losses, and heightened financial sector vulnerabilities. Bangladesh has a good record of implementing SDGs but this progress has seriously been affected due to the pandemic situation as well as climate change effects.

Description of sustainable development challenge(s) in the area the project addresses:

To overcome the sustainable development challenges especially climate change effects skilled human resources can help as the other natural resources are very limited. Since there are very limited natural resources, human resources are only the capital mainly the workforce for textile and apparel industries and for exporting overseas workforce. So, the country immediately needs ESD-skilled human resource development. Along with ESD, it is essential to understand the impacts of climate change. They are the immediately available resources which we need to develop by engaging them in sustainability practices with knowledge on climate change and its mitigation and adaptation practices.

Contents

Rationale:

Climate change poses a major threat to humanity. It affects habitats and farms where people live, grow food, maintain infrastructure, and be healthy. Climate change is linked to inequality and ethics because developing countries are the least responsible for climate change, yet they are the most at risk from its effects. Climate change is also linked to gender inequality because in many contexts, women and girls are more vulnerable to its effects than men. At the same time, they are also active and effective in addressing climate change and its impact. We were running ESD courses since 2013 and continuing mandatory for all to fulfil the Whole Institute Approach. Now we emphasized Students engagement in ESD activities by involving themselves in different projects in IUBAT Green Campus, also in the surrounding institutes and throughout the country. Now we are working on whole institute approach involving students and school communities to climate action for reducing the rate of climate change through mitigation and adaptation practices.

Objectives:

1. To extend ESD along with climate action education to the students and school communities, youths in higher education, TVET, and ToT to make them skilled to become human resources and workforce to combat global warming and climate change.

2. Spreading ESD with climate action knowledge throughout the country among the general people through whole school approach

3. To become a skill for resource management to attain sustainability especially to combat climate change

Activities and/or practices employed:

1. To ensure the involvement of all students and school communities engagement in Schools and Colleges with ESD and climate action practices
2. To ensure teachers and principals report that whole-school approaches benefit schools and their surrounding communities in the following ways:
Students and staff have a greater sense of belonging in the school;
Students have more meaningful and hands-on learning opportunities;
Teachers have new professional learning opportunities;
Schools achieve significant ecological footprint reductions;
Schools save money through efficient resource use;
School campuses are greener and more beautiful;
Schools gain access to teaching resources, expert knowledge, and financial support.

Size of academic audience:

20000

Results:

It is an ongoing project. It includes 100 schools of RCE Greater Dhaka. Only three batches are trained up.

Lessons learned:

It is a great success to spread ESD with climate action knowledge practices in RCE Greater Dhaka. Students are been provided with an ESD project with financial support. For cultivation in distant areas needs more finance which is a challenge but both IUBAT and the students are sharing the costs. This may be a global model for spreading ESD.

Key messages:

The Whole school approach by active participation of every individual student and other school communities in cultivating ESD and climate change mitigation and adaptation practices can easily make a success in achieving sustainable development goals (SDGs) especially SDG4 and 13.

Relationship to other RCE activities:

This project has been progressing with the all-out cooperation and coordination of RCE Greater Dhaka Partners. IUBAT Institute of SDG Studies (IISS) has extended the work with the government SDG Office of Prime Minister and also communicating the General Economics Division (GED) of the Planning Commission of Bangladesh. RCE Greater Dhaka organized webinars on world environment day and also implementing programs as per ESD Road Map and a national program On Campus Sustainability was one of them (Ref RCE Bulletin Issues 112, 118, 120, 130) also actively participating RCE Global and Regional Meetings and The 3rd National Workshop of UI Greenmetric for Universities in Thailand Hosted by Mahidol University 24-26 August 2022. RCE Greater Dhaka is sharing its activities among its partner members locally and the local institutes and colleges are being involved. Registered and participating the ESD-Net Webinar Series, Transforming Education Summit ESD Events, UNESCO-UNFCCC COP27.

Funding:

UNESCO Dhaka and International University of Business Agriculture and Technology (IUBAT)

Pictures:

File Name	Caption for picture	Photo Credit
301580193_1566300357122943_6052273101485774_n.jpg (122.49 KB)	Discussion at the UNESCO office about the progress of the project	Dr M Rehan Dartagir
1 (4).jpeg (211.24 KB)	Mr. Nazmul Islam, Coordinator RCE Greater Dhaka Youth Conducting Demonstration lecture on Getting Climate Ready	Mr. Nazmul Islam

References and reference materials:

246740eng.pdf

Translation Main Content final .pdf

UN Sustainable Development Goals (SDGs)

(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)

SDG 1 - End poverty in all its forms everywhere

Direct

SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture

Direct

SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages

Direct

SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Direct

SDG 5 - Achieve gender equality and empower all women and girls

Direct

SDG 6 - Ensure availability and sustainable management of water and sanitation for all

Direct

SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all

Indirect

SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Indirect

SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation

Indirect

SDG 10 - Reduce inequality within and among countries

Indirect

SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable

Indirect

SDG 12 - Ensure sustainable consumption and production patterns

Direct

SDG 13 - Take urgent action to combat climate change and its impacts

Direct

SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Direct

SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss

Direct

SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Indirect

SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development

Direct

Theme

Disaster Risk Reduction

Direct

Traditional Knowledge

Direct

Agriculture

Direct

Arts

Indirect

Curriculum Development

Direct

Ecotourism

Indirect

Forests/Trees

Direct

Plants & Animals

Direct

Waste

Direct

ESD for 2030-Priority Action Areas

Priority Action Area 1 - Advancing policy

state:

Direct

Priority Action Area 2 - Transforming learning and training environments

state:

Direct

Priority Action Area 3 - Developing capacities of educators and trainers

state:

Direct

Priority Action Area 4 - Mobilizing youth

state:

Direct

Priority Action Area 5 - Accelerating sustainable solutions at local level

state:

Direct

Update:

Yes

I acknowledge the above:

Yes

RCE Projects

RCE Greater Dhaka - 2022

Pictures:

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