Education, Training & Public Awareness on Climate Change

1. Education, Training & Public Awareness on Climate Change Spanish Presidency Workshop Valsain, 5 – 7 May 2002 Frits Hesselink

2. Scope of article 6 Climate Convention • Promote and encourage understanding of climate change, public access to information, public participation and training • Cooperate in international exchange on materials and development of capacity building programs

4. The importance of article 6 • Climate change does not work as a separate agenda: other sectors have to develop their own climate change agenda • Where the convention calls for change of behavior and practices, ‘command & control’ will not work, one also needs ‘dialogue & cooperation’ • Climate change is not only a technical issue but also a perception and involvement issue: article 13 positions the instrument for this involvement

5. Article 6: CEPA • Communication, education, training & public awareness: a policy tool • ‘CEPA is the oil that makes the technical mechanisms of the Convention work’ • Mix of social instruments (e.g. information, exchange, dialogue, education, training, marketing)

10. TIMEmagazineEarth Day ExecutiveSummary WorldResources 2000-2001 Terra Viva Interactive features PBS 2 hour Report Card on the Environment PBS Web site Dataportal Museumcollaboration Education outreach Millennium Ecosystem Assessment Pilot Analysis of Global Ecosystems CD-rom database U.N. Secretary General / U.N. 21st Century

16. Using Partnerships to Promote Awareness of WRI Example: Partnering with the Olympics 2002 Goals Educate thousands of visitors about climate change Gain visibility for WRI and its climate-related programs Forge new communications partnerships

17. WRI at the Olympics: Climate Change Education Efforts Climate Change Exhibit Press Conferences Virtual Exhibit CD Rom for reporters with basic data on global warming

21. Online calculators allow individuals and business to estimate & track their “carbon footprint.” http://www.safeclimate.net

22. The dream that never comes true • Many experts dream of ‘educating’ the general public, making everyone an expert • Often CEPA is only thought of as an end of pipe tool (lecture, publication, poster) • Scientific information alone is not enough; convincing people does not work • CEPA deals with processes not with just transfer of information

24. Added value of CEPA • Reducing greenhouse gas concentrations can only be realized through participation of a variety stakeholders • Convention calls for long term investments towards change in economic, social and consumer practices • CEPA deals with the processes that motivate and mobilize individual and institutional support and action

25. CEPA as much needed instrument • Tool to involve other ministries and sectors • Tool to change current perceptions, attitudes, practices and behavior of various stakeholders and the general public

27. CEC is a global Network of experts in Education and Communication to support IUCN in its Mission: Influence, encourage and assist societies to conserve the integrity and diversity of nature and ensure any use of natural resources is equitable and ecologically sustainable

28. CEC needs analysis NBSAP coordinators • Realistic priorities, easy to communicate • Developing networks • Developing solutions for conflicting interests • Acquiring support from DMU in other ministries or regional authorities • Developing strategies, methods and media to market and communicate to different target groups and the general public

29. O O O O O O O O O O O O O Government Intermediairies Specialists Target groups/public

30. Life cycle ‘issues’ 1. pre problem stage 2. alarmed discovery and euphoric enthusiasm 3. realizing the cost of significant progress 4. gradual decline of public interest 5. post problem stage

31. Mechanisms for change • Socialisation > internalisation: for innovators, early adaptors, long term benefits • Exchange > identificationfor early and late majority, middle long term benefits • Power > obedience: for laggards behind, short term benefits

32. Behavior change strategies 1. Provide other or new behavior patterns 2 Legal regulation and enforcement 3. Financial-economic stimulation 4. Information, education en communication • Social models and support • Organisation change 7. Changes in n orms and values (morality)

33. Gap between government and people • Policy makers underestimate environmental awareness general public • Policy makers more cynical than general public with regard to environmental responsibility • Public perceives big gap between agenda policy makers and their own environment agenda • dialogue, debates en joint mission necessary for involvement in integration environment in other agendas

34. Social dilemma for change • Scale of problem of climate change • Duration in time to see improvements or deterioration • Uncertainty about the scale of problem • Separation of causes and effects of unfriendly behavior

35. How easy is behavior change? • Time again and again it becomes painfully clear that there is a big difference between what one knows and what one does (e.g. with respect to environment, the car, smoking, safe sex) • Changing behavior is very difficult and costs time • Environmental friendly behavior is one of the most difficult

36. Phases in problem solving 1. Awareness of the problem/issue 2. Idea about solutions 3. Recognizing your own role in solution 4. Taking responsibility for solution

37. Perceptions towards behavior change • Perceive own benefits more important than collective disadvantages & put trust on the cooperation of others • Has no confidence in the cooperation of others (“after you” effect) • Has no confidence in the effect of his own behavior (drop in the ocean) • Can not go back anymore (society is like that)

38. Stimuli in people’s environment • Credibility sender (if he says so…) • Attraction sender (nice people are perceived to have often the correct opinions) • Number of people that agree (if everyone beliefs it, it must be true) • Number of arguments in message

39. Target groups: people of flesh & blood • Segmentation in lifestyles • post-materialist, new life builder, hedonist, upward mobile, down-shifter, traditional, cosmopolitan, personal developer, secular, non-western • Moments of intervention • Moving house, just married, just finished school, student, driving licence, starting career, pensioner • Roles to appeal to • Employee, colleague, holiday maker, consumer, parent, traffic participant, inhabitant

40. Moments of change • Moving your house • Marriage/living together • Birth • Kids to school • Kids leave home • Study • Driving licence • First job • Quit working (pension, sick leave, disablement)

41. Phases in modern life • Identity builders: young people almost adults • Career builders: people on the labour marker, without kids, young and old • Family builders: people with children • New life builders: elderly people with good incomes, lot of time, kids have left home (empty nesters)

42. Lifestyles of today • Traditional bougeoisie (23%)(below average/average income) • Stable patterns, family, economic, work/private separated, ‘calvinistic”little going out, much TV, socially involved,elderly, religious • Modern bourgeoiseie (27%)(average income) • higher ambitions, balance luxe/economic, moderate open to new trends,wait and see,family, work/private separated, going out moderately, TV • Convenience oriented (16%)(average) • Careless living, work unimportant/little ambitions, anti-calvinistic, not socially involved,fun (actione), work/privateseparated, much TV/compu-games, young, not religious

43. Lifestyles continued • Upward mobiles (8%)(average/aboveaverage) • ambitious, carreer, money, busy, in haste, irregular, status, appearances, brand conscious, luxury/expensive holidays, going out, young • Cosmopolitans (10%)(above average) • ambitious, self realisation, broad cultural interest, donates, open mind,irregular, luxury, going out, little TV, agnostic • Personal developers (7%)(all incomes) • ambitious, self realisation, individualistic/independent, change, money no aim,own style, much culture, little TV • Postmaterialists (9%)(all incomes) • Critical, strong social involvement, no haste, responsible life style, old values, immaterial, spiritual

44. Conclusions & Recommendations • Not what we think but what we do, matters • Behavior change only after …. • Use term CEPA; link to other conventions • Use existing networks: Green Spider, CEC etc. • Treat CEPA as discipline as important as Science to implement the Convention • Assess needs before outlining work program