Regional dialogues on environmental education and climate change: a collective journey through time and territory
In collaboration with teachers from preschools, schools, official and unofficial universities, as well as representatives from the national and local education system, Fondo Acción organized six regional meetings to contribute ideas and examples to the Ministry of National Education regarding the potential future of environmental and climate education in Colombia based on practical experiences. Discover the key themes that guided these dialogues and enriched the conversation on environmental education and climate action!
The project Latin America for Climate Education (ALEC), led by the Office for Climate Education (OCE), aims to promote climate change education in Latin America. This is achieved through the adaptation of pedagogical resources to the local context, the professional development of teachers, and the establishment of a community of practice. The project is carried out through two pilot programs, one in Mexico and another in Colombia, with the participation of a network of expert allies in education and climate change in each country, including Fondo Acción.
To achieve these goals and strengthen climate education in Colombia in a sustainable and contextualized manner, close collaboration with the national and local public sector is essential, along with influencing public policies and decision-making. For this reason, Fondo Acción accepted the invitation from the Ministry of National Education to support the design, development, and dissemination of regional dialogues on environmental education and climate change. The objective is to gather ideas and potential pathways, based on the educational experiences of different individuals, for the update of the National Environmental Education Policy.
The result of these dialogues presents a complex and inspiring panorama of environmental and climate education, based on the environmental and cultural diversity of the country, as well as the interests, skills, and actions of different students and teachers within the education sector. Furthermore, it demonstrates the potential of educational communities to participate in defining and implementing guidelines that allow education to serve as a means and a platform for connecting with nature, conserving it, understanding its changes, identifying how to reduce its impacts or adapt to them, and thus creating possible territories.
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