COLOMBIA CLIMATE CHANGE & ENVIROMENTAL EDUCATION . Actions of the Ministries of Environment and Education
EARTHDAY.ORG South America
COLOMBIA
CLIMATE CHANGE & ENVIROMENTAL EDUCATION .
Actions in progress in including Action for the UNFCCC
ACE Climate Empowerment of the Ministries of Environment and Education of COLOMBIA
MINISTRY OF EDUCATION OF COLOMBIA 30 09 2020
--- ----
MINISTRY OF EDUCATION
OF COLOMBIA
Correo Destino:
Señor 2020EE198266
Bogotá D.C., 30 de Septiembre de
2020 No. de radicación anterior:
RODOLFO ROPO BELTRAN
DIRECTOR REGIONAL
PARTICULAR : beltran@earthday.org
Bogotá D.C. Bogotá D.C.
Subjet: Climate Change
Respected Mr. Ropo,
Receive
a cordial greeting. We appreciate your communication. The Ministry of National
Education, in coordination with the Ministry of the Environment, advances in
the fulfillment of the Paris agreements and the challenges of the SDGs in terms
of Climate Change.
To share the details of the progress and your
proposal, we would appreciate it if you contact the professional José Leonardo
Jurado at the email jjurado@mineducacion.gov.co
Cordially
CLAUDIA MARCELINA MOLINA RODRÍGUEZ
Subdirector Técnico
Subdirección de Fomento de Competencias
Folios: 01 Anexos: 0
Elaboró:
OLGA LUCIA ZARATE MANTILLA
Revisó: ANA MARIA VILLA ROJAS
Aprobó:
CLAUDIA MARCELINA MOLINA RODRÍGUEZ
Calle 43 No. 5714 Centro Administrativo Nacional, CAN, Bogotá, D.C.
Línea gratuita Bogotá: + 057 3078079 PBX: + 057 (1) 222 2800
Fax 222 4953 www.mineducacion.gov.co
atencionalciudadano@mineducacion.gov.co
--- --- --- ---------------------------------------
Respected Mr. Ropo:
In the most cordial
way and thanking the
invitation to join the international campaign of Inclusion of the Climate
Education in preschool, basic and secondary education, I would like to inform
you that we prefer not join this campaign, since it is pertinent to let this
process flow from areas other than the government to achieve and guarantee the
concurrence of different visions and initiatives.
This does not mean that from this
ministry we are not working on this matter, which is definitely vital to
advance and strengthen climate action.
This
is how, through this ministry, Colombia has made progress in including Action for the
ACE Climate Empowerment (for its acronym in English) within
National Developed Contributions.
Certain
NDCs, specifically as a contribution to adaptation, taking into account that "the first step to
adapt to climate change is to know”in the same way it has been incorporated as a
means of implementation or instrumental line of the National Policy on Climate
Change, on the understanding that equally education, training and
awareness are required to attack the cause of climate change by reducing
emissions and removal of GHG Greenhouse Gases.
This is why the National Strategy
called “Strategy National Education, Training and Public Awareness on Climate
Change ”since 2010,which
aims to establish guidelines that contribute to the creation of capacities at
the local, regional and national on climate change issues through the
implementation, monitoring, monitoring and evaluation of measures that promote
access to information, promote awareness public, training, education, research
and participation;
differentially reaching nine (9) target audiences such as decision makers,
government institutions, education sector, groups ethnic groups such as
Indigenous people, Roma, Afro-Colombians and peasants, children and youth,
private companies, communication and passive users concerned. This national
strategy responds to the guidelines of theUNFCCC included in the Doha Work
Program.
On
the other hand, and by already
having a national policy with an instrumental or transversal axis in ACE and a
strategy national in education, training and awareness, is the National Climate
Change System SISCLIMAwhich is a set of state, private and non-profit entities,
policies, regulations, processes, resources, plans, strategies, instruments,
mechanisms, as well as information pertaining to change climate, which
is applied in an organized manner to manage greenhouse gas mitigation and adaptation
to climate change in the country, through which the different audiences are
brought to their implementation of the different policies, policy instruments,
regulations and guidelines. This
is how I know are strengthening the Regional Nodes of Climate Change in the
knowledge and implementation of the National Strategy for Education, Training
and Public Awareness on Climate Change as SISCLIMA instance of articulation and
coordination in the territory.
This articulation with the
territory from the entities of the national order through the regional nodes of
climate change in ACE issues, has focused on the establishment of roundtables for
education, training and sensitization and its articulation with the management
that is being developed at the national level; management I know focuses in
response to Colombia's commitments to the world to face climate change embracing
all the guidelines of the UNFCCC, with the work of promoting and managing in different levels of
government that education, training and awareness on climate change are
incorporated in Formal Education, Education for Work and Human Development and
Informal Education, which respond to the country's commitments, national inputs
and territorial realities, that the Action for Climate Empowerment ACE is decentralized through the nine
regional nodes of change climate of the country, leading to institutions and
organizations at different levels, in the field national, regional and local
establish processes of education, training and awareness on climate change.
This
work with territories has been
strengthened with the issuance of Law 1931 of 2018, which establishes guidelines for the management of
Climate Change, granting the obligation that the Comprehensive Management Plans
Territorial Climate Change PIGCCT will be reviewed and adjusted according to
the information generated by SISCLIMA related to means of
implementation. Regarding the ministries that are part of the SISCLIMA, the
guideline is imparted to account for the progress in the means of
implementation in its sector with
the
support of their research and / or planning entities and of imparting the guidelines
for the implementation of sectoral measures for adaptation and mitigation of
GHG at the territorial level related to the issue of each sector, including,
among other guidelines on the financing of GHG mitigation measures and defined
adaptation, as well as education, science, technology and innovation.
Among the advances in the
implementation of the National Strategy for Education, Training and Public
Awareness on Climate Change is included in the curricula of the institutions of
basic education (schools) with the construction and brought to the territory of
the guidelines to include the climate change in the different teaching
programs, in the transversal projects and the structuring of PRAES School
Environmental Projects with a focus on climate change. This tool currently is being taken to the
territory and has pedagogical tools such as video games in mitigation and adaptation,
videos and awareness activities. In higher education (universities), the work
table called “Climate Change in Higher Education “with the development of the
Training, Research and Training tables for teachers.
----
---
Within the framework of these roundtables, postgraduate courses in climate
change are being built at the level of specializations and masters, electives,
chairs and courses, with an emphasis on priority issues for the country defined
by the emission of greenhouse gases and priority in adaptation.
In
the field of research, lines of research have been established, such as the
line of research in Education, Training and Awareness and the line of research
on Impacts of Climate Change on Ecosystems, where projects financed by private
universities have been established with the objective of to evaluate the National Strategy for
Education, Training and Awareness in different areas of the national territory
and in a differential way with specific target audiences, responding to the
time horizon of the Doha Work Program established for 2020, and with the
objective of having an approach to measuring the effectiveness of said
strategy.
In
the line of research on Impacts of Climate Change on Ecosystems, it is intended
to respond to the
strategic line of the National Policy on Climate Change PNCC called “Management
and Conservation of Ecosystems and their Ecosystem Services for Development.
Low
in Carbon and Climate Resilient”. The guiding objective of the research table
is to respond to the research needs of the sectors and territories in the
matter of climate change that are emerging from the Comprehensive Sectoral and
Territorial Climate Change Management Plans that are being structured and
implemented in the country, as
part of the Nationally Determined Contribution NDC.
The process of teacher and trainers is essential for strengthening
capacity building and raising awareness among audiences such as children and
young people who are being trained, with teachers who provide training and
generate research from education on highly challenging topics such as climate
change is. This is why
work is being done in this regard on university teachers and instructors from
the National Learning Service SENA, a leading entity in training for work and
human development that has scope in each of the regions of the territory.
----
----
In education for Work and Human
Development, in the same way, work has been done on the creation of courses and
including the topic of climate change in the curricula of technical and
technological careers, since this education has a greater focus on work
technical and technological, being aware of the importance of reaching the sectors with awareness
in the reduction of emissions and adaptation.
Progress in Informal Education is
important, since, if
productive sectors, state and private entities, civil society organizations and
academia, among others, are added, developing informal training processes with short face-to-face and
virtual courses, enhancing the tools of information and communication technologies,
will contribute to empowerment for climate action.
This is how informal education on
climate change is being promoted in Colombia, developing short virtual courses
for different audiences from the Ministry of Environment and Sustainable
Development but also fostered this same strategy from different areas, sectors
and institutions.
The creation, implementation,
evaluation and improvement of processes in education, training and public
awareness on climate change must continue in a differential manner, including
this issue in public policies and regulations, with a national strategy that
transcends the sector, regional and locally and incorporating it in Formal
Education, Education for Work and Human Development and fostering Informal
Education.
Only in this way will it be possible to obtain a strengthening of
Climate Action every day and achieve the common goal of an increase in global
mean temperature below 1.5 degrees.
To finish we inform you that we
are currently working in conjunction with the Ministry of Education National
and the Environmental Network of Sustainable Universities RAUS in updating the
goals in Education, Training and Awareness of Colombia that will be part of the new NDC and in
achieving greater ambition that allows the integration of Climate Change in the
different levels of the educational service, especially in formal education.
In
advance I hope that the information described above will be useful, strengthen
knowledge and motivates you even more to take action in the face of this great
challenge for humanity, such as the integral management of Climate change.
Cordially,
JOSE FRANCISCO CHARRY RUIZ
Director of Climate Change and Risk
Management
Project:
Jairo Cárdenas Saavedra. Specialized Professional
Revised:
Guillermo Prieto Palacios. Coordinador Adaptación al Cambio
Climático.
The
above signatories declare that we have reviewed this document and found it
adjusted to the rules and legal provisions and / or
current
techniques and, therefore, under our responsibility we present it for the
Sender's signature.
MINISTRY OF DEVELOPMENT OF COLOMBIA
Fanny Cortes Cantor
Coordinadora de Educación Ambiental MADS.
Subdirección de Educación y Participación
Conmutador (571) 3323400
Fanny Cortes
Cantor <fcortes@minambiente.gov.co>
Qua, 04/11/2020 10:31
Para:
Rodolfo
Dear
Mr. Beltrán.
We
received your request, addressed to Minister Lozano and transferred to this
Sub-Directorate because it is within our competence, where he suggests
strengthening environmental education in our country. In this sense, this
Ministry's mission has been proposed to build an environmental culture in their
communities. I congratulate you for your interest in preserving the natural
environment, as in Environmental Education for Colombians. I comment that this
Ministry has a National Policy on Environmental Education, and Law 1549 of
2012. Instruments that have allowed the installation of an environmental
education system that has permeated our entire country, by installing the 10
strategies contained in the aforementioned policy and its implementation has
had coverage at the levels of education: preschool, elementary, middle and
university, as well as in school contexts,
In
this context, environmental education has had significant achievements in our
country, allowing the transformation of environmental culture within the
framework of a dialogue of knowledge, such as training in values, strengthening
citizen participation, and the redefinition of ethics, such as to the
construction of an environmental thought, that manages to generate amazement
for life, how to sustain it. This has been achieved through processes,
co-construction efforts with the CARs, Secretaries of Education,
Inter-institutional Committees for Environmental Education CIDEAS, departmental
and municipal, the academy. It is important to recognize that through
environmental education we will achieve an environmentally sustainable
Colombia, and with a better quality of life for its inhabitants.
I
hope I have responded to your concerns
Cordially,
Fanny Cortes Cantor
Coordinadora de Educación Ambiental MADS.
Subdirección de Educación y Participación
Conmutador (571) 3323400
----- ----- -----
Subject: Response filed 27445.
Climate Education.
Respected Mr. Ropo:
In the most cordial
way and thanking the
invitation to join the international campaign of Inclusion of the Climate
Education in preschool, basic and secondary education, I would like to inform
you that we prefer not join this campaign, since it is pertinent to let this
process flow from areas other than the government to achieve and guarantee the
concurrence of different visions and initiatives.
This does not mean that from this
ministry we are not working on this matter, which is definitely vital to
advance and strengthen climate action.
This
is how, through this ministry, Colombia has made progress in including Action for the
ACE Climate Empowerment (for its acronym in English) within
National Developed Contributions.
Certain
NDCs, specifically as a contribution to adaptation, taking into account that "the first step to
adapt to climate change is to know”in the same way it has been incorporated as a
means of implementation or instrumental line of the National Policy on Climate
Change, on the understanding that equally education, training and
awareness are required to attack the cause of climate change by reducing
emissions and removal of GHG Greenhouse Gases.
This is why the National Strategy
called “Strategy National Education, Training and Public Awareness on Climate
Change ”since 2010,which
aims to establish guidelines that contribute to the creation of capacities at
the local, regional and national on climate change issues through the
implementation, monitoring, monitoring and evaluation of measures that promote
access to information, promote awareness public, training, education, research
and participation;
differentially reaching nine (9) target audiences such as decision makers,
government institutions, education sector, groups ethnic groups such as
Indigenous people, Roma, Afro-Colombians and peasants, children and youth,
private companies, communication and passive users concerned. This national
strategy responds to the guidelines of theUNFCCC included in the Doha Work
Program.
On
the other hand, and by already
having a national policy with an instrumental or transversal axis in ACE and a
strategy national in education, training and awareness, is the National Climate
Change System SISCLIMAwhich is a set of state, private and non-profit entities,
policies, regulations, processes, resources, plans, strategies, instruments,
mechanisms, as well as information pertaining to change climate, which
is applied in an organized manner to manage greenhouse gas mitigation and adaptation
to climate change in the country, through which the different audiences are
brought to their implementation of the different policies, policy instruments,
regulations and guidelines. This
is how I know are strengthening the Regional Nodes of Climate Change in the
knowledge and implementation of the National Strategy for Education, Training
and Public Awareness on Climate Change as SISCLIMA instance of articulation and
coordination in the territory.
This articulation with the
territory from the entities of the national order through the regional nodes of
climate change in ACE issues, has focused on the establishment of roundtables for
education, training and sensitization and its articulation with the management
that is being developed at the national level; management I know focuses in
response to Colombia's commitments to the world to face climate change embracing
all the guidelines of the UNFCCC, with the work of promoting and managing in different levels of
government that education, training and awareness on climate change are
incorporated in Formal Education, Education for Work and Human Development and
Informal Education, which respond to the country's commitments, national inputs
and territorial realities, that the Action for Climate Empowerment ACE is decentralized through the nine
regional nodes of change climate of the country, leading to institutions and
organizations at different levels, in the field national, regional and local
establish processes of education, training and awareness on climate change.
This
work with territories has been
strengthened with the issuance of Law 1931 of 2018, which establishes guidelines for the management of
Climate Change, granting the obligation that the Comprehensive Management Plans
Territorial Climate Change PIGCCT will be reviewed and adjusted according to
the information generated by SISCLIMA related to means of
implementation. Regarding the ministries that are part of the SISCLIMA, the
guideline is imparted to account for the progress in the means of
implementation in its sector with
the
support of their research and / or planning entities and of imparting the guidelines
for the implementation of sectoral measures for adaptation and mitigation of
GHG at the territorial level related to the issue of each sector, including,
among other guidelines on the financing of GHG mitigation measures and defined
adaptation, as well as education, science, technology and innovation.
Among the advances in the
implementation of the National Strategy for Education, Training and Public
Awareness on Climate Change is included in the curricula of the institutions of
basic education (schools) with the construction and brought to the territory of
the guidelines to include the climate change in the different teaching
programs, in the transversal projects and the structuring of PRAES School
Environmental Projects with a focus on climate change. This tool currently is being taken to the
territory and has pedagogical tools such as video games in mitigation and adaptation,
videos and awareness activities. In higher education (universities), the work
table called “Climate Change in Higher Education “with the development of the
Training, Research and Training tables for teachers.
----
---
Within the framework of these roundtables, postgraduate courses in climate
change are being built at the level of specializations and masters, electives,
chairs and courses, with an emphasis on priority issues for the country defined
by the emission of greenhouse gases and priority in adaptation.
In
the field of research, lines of research have been established, such as the
line of research in Education, Training and Awareness and the line of research
on Impacts of Climate Change on Ecosystems, where projects financed by private
universities have been established with the objective of to evaluate the National Strategy for
Education, Training and Awareness in different areas of the national territory
and in a differential way with specific target audiences, responding to the
time horizon of the Doha Work Program established for 2020, and with the
objective of having an approach to measuring the effectiveness of said
strategy.
In
the line of research on Impacts of Climate Change on Ecosystems, it is intended
to respond to the
strategic line of the National Policy on Climate Change PNCC called “Management
and Conservation of Ecosystems and their Ecosystem Services for Development.
Low
in Carbon and Climate Resilient”. The guiding objective of the research table
is to respond to the research needs of the sectors and territories in the
matter of climate change that are emerging from the Comprehensive Sectoral and
Territorial Climate Change Management Plans that are being structured and
implemented in the country, as
part of the Nationally Determined Contribution NDC.
The process of teacher and trainers is essential for strengthening
capacity building and raising awareness among audiences such as children and
young people who are being trained, with teachers who provide training and
generate research from education on highly challenging topics such as climate
change is. This is why
work is being done in this regard on university teachers and instructors from
the National Learning Service SENA, a leading entity in training for work and
human development that has scope in each of the regions of the territory.
----
----
In education for Work and Human
Development, in the same way, work has been done on the creation of courses and
including the topic of climate change in the curricula of technical and
technological careers, since this education has a greater focus on work
technical and technological, being aware of the importance of reaching the sectors with awareness
in the reduction of emissions and adaptation.
Progress in Informal Education is
important, since, if
productive sectors, state and private entities, civil society organizations and
academia, among others, are added, developing informal training processes with short face-to-face and
virtual courses, enhancing the tools of information and communication technologies,
will contribute to empowerment for climate action.
This is how informal education on
climate change is being promoted in Colombia, developing short virtual courses
for different audiences from the Ministry of Environment and Sustainable
Development but also fostered this same strategy from different areas, sectors
and institutions.
The creation, implementation,
evaluation and improvement of processes in education, training and public
awareness on climate change must continue in a differential manner, including
this issue in public policies and regulations, with a national strategy that
transcends the sector, regional and locally and incorporating it in Formal
Education, Education for Work and Human Development and fostering Informal
Education.
Only in this way will it be possible to obtain a strengthening of
Climate Action every day and achieve the common goal of an increase in global
mean temperature below 1.5 degrees.
To finish we inform you that we
are currently working in conjunction with the Ministry of Education National
and the Environmental Network of Sustainable Universities RAUS in updating the
goals in Education, Training and Awareness of Colombia that will be part of the new NDC and in
achieving greater ambition that allows the integration of Climate Change in the
different levels of the educational service, especially in formal education.
In
advance I hope that the information described above will be useful, strengthen
knowledge and motivates you even more to take action in the face of this great
challenge for humanity, such as the integral management of Climate change.
Cordially,
JOSE FRANCISCO CHARRY RUIZ
Director of Climate Change and Risk
Management
Project:
Jairo Cárdenas Saavedra. Specialized Professional
Revised:
Guillermo Prieto Palacios. Coordinador Adaptación al Cambio
Climático.
The
above signatories declare that we have reviewed this document and found it
adjusted to the rules and legal provisions and / or
current
techniques and, therefore, under our responsibility we present it for the
Sender's signature.
Fanny
Cortes Cantor <fcortes@minambiente.gov.co>
Qua, 04/11/2020 10:31
Para:
·
Rodolfo ROPO Beltran
Apreciado
Señor Beltrán.
Recibimos su solicitud,
dirigida al Señor Ministro Lozano y trasladada a esta Subdirección por ser de
nuestra competencia, donde sugiere fortalecer la educación
ambiental en nuestro país En este sentido este Ministerio su
misión se ha propuesto construir una cultura ambiental en sus comunidades.
Lo felicito por el interés en la preservación del medio natural, como en
la Educación Ambiental para los Colombianos. Le comento que
este Ministerio cuenta con una Política Nacional de Educación Ambiental, y la Ley
1549 de 2012. Instrumentos que han permitido instalar un sistema de educación
ambiental que ha permeado todo nuestro país, mediante la instalación de las 10
estrategias contenidas en la mencionada política y su implementación ha tenido
cobertura en los niveles de educación: preescolar, básica, media y
universitaria, como en contextos escolarizados,
En este contexto la
educación ambiental ha tenido logros significativos en nuestro país, permitiendo
la transformación de cultura ambiental en el marco de un diálogo de saberes,
como de formación en valores, de fortalecimiento a la participación
ciudadana, a la resignificación de la ética, como a la construcción de un
pensamiento ambiental, que le logre generar asombro por la vida, como sustentar
la misma. Lo anterior se viene logrando mediante procesos, esfuerzos de
co construcción con las CARs, Secretarías de Educación, Comités
Interinstitucionales de Educación Ambiental CIDEAS, departamentales como
municipales, la academia. Es importante reconocer que mediante la
educación ambiental lograremos una Colombia sostenible
ambientalmente, y con una mejor calidad de vida para sus habitantes.
Espero haber dado respuesta
a sus inquietudes
Cordialmente,
|
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