Project in Latin America (CLEAR)

The Office for Climate Education is involved in several field projects, whose execution and financing are based on specific partnerships.

The CLEAR project in Latin America

The overall objective of the OCE is to promote and improve climate change education of primary and middle school students in every country and to induce the behavioral changes needed for the ecological transition. Classroom-based educational projects should enable young people not only to understand the phenomena at stake, but also to think about solutions for adapting and mitigating climate change and to lead to concrete implementation, through actions at the classroom, school, village or at the neighborhood level. 
An awareness of the major risks that climate change poses to humanity and of the urgency of action cannot be transmitted to young people without balancing this vision by offering professional and creative perspectives for the construction of a "carbon-free" world.

In this context, the OCE decided to implement the CLEAR project, co-funded by the French Facility for Global Environment (FFEM), around fifteen local partners from Mexico and Colombia and OCE itself
This five-years pilot project aims to promote climate change education in Latin America, more precisely in Mexico and Colombia.  
To do so, the project is composed of 4 Strategic Objectives (SO) that will be carried out all along the project's lifespan by the different partners:

  • SO. 1: Create a set of quality, multilingual, interdisciplinary and royalty-free educational resources for teachers and trainers, based on 3 main IPCC reports:

Climate Change and Land use (August 2019)
The Ocean and Cryosphere in a Changing Climate (September 2019)
6th Assessment Report (AR6, 2022)

These resources will be adapted to the age of the students and local curricula and local climate contexts.

  • SO. 2: Train and support primary and secondary school teachers in order to upgrade their knowledge, discover new pedagogies (investigation approach, project pedagogy, interdisciplinarity, etc.) and new tools (especially digital).
    Project pedagogy aims in particular to engage classes in concrete mitigation or adaptation actions. 

These trainings will be based on a precise identification of needs and may take different forms: Teacher training workshops (3 to 5 days) in physical presence, distance training (webinars, MOOCs of 12 to 18 hours, VLE platforms, etc.), scientific conferences involving researchers from all disciplines, field visits.

  • SO. 3: Create a multi-scale network (local, national, regional and international) of climate change educators.

During the 5 years of the project, conferences are planned in Mexico (2021 and 2023), Colombia (2021 and 2024) and another Latin America country in 2022.
These conferences will bring together some 100 participants, including local professors, as well as international personalities and experts.

  • SO. 4: Define an extension strategy.

The pilot phase should make it possible to design success factors according to different contexts and indicators and thus prepare the deployment of the initiative.
In addition, in order to prepare the expansion phase of the project, it will be proposed to carry out one academic research doctoral thesis, in Mexico (UNAM) and in co-supervision with Sorbonne University. 


Mexican partners are:

INNOVEC, an NGO who works on the renovation of science education and has a network of 10,000 teachers in 11 different states.

• Mexican Academy of Science, a scientific institution who actively supports science education in primary and secondary schools through a program called "Science in Your School", which provides teachers with professional development.

• Mario Molina Centre, an NGO who has scientific expertise in climate sciences and works in education, mainly at the secondary and higher levels. MMC is implementing a "climate change education program" through online distance trainings

• INECC, a government research organization dedicated to the creation and integration of technical and scientific knowledge on climate change mitigation and adaptation, as well as on ecology, green growth, pollution and health and environment issues.

• IRD Mexico, representation of the French Institute of Research for Development.

• Eco-Schools, funded and coordinated by the Foundation for Environmental Education (FEE), this program encourages young people to participate in their environment by giving them the opportunity to actively protect it. 

• UNESCO Mexico





Colombian partners are:

STEM Academia, under the supervision of the Colombian Academy of Science and through the program Pequeños Científicos, STEM-A participates actively to the professional development of teachers.

• Universidad del Rosario, a private university that has had high quality institutional accreditation for 8 years, granted by the Ministry of National Education and the National Accreditation Council.

• Fondo Acción, a Colombian non-profit private organizationcommitted to develop actions for the environment with children and local communities.

COLIFRI, a private non-profit association who promotes research, development and innovation activities aimed at strengthening the scientific communities and cooperation between Colombia and France

• Ministry of Education, (MinEducación).

• Ministry of the Environment, (MinAmbiente).





European partners are:

•  The French Facility for Global Environment (FFEM), supports innovative environmental solutions in developing countries. It was established in 1994 by the French government after the first Earth Summit and to date has funded 333 projects in more than 120 countries, two-thirds of them in Africa. The FFEM works in partnership with the public and private sectors and civil society in both the North and the South. It also works closely with other donors and international organisations. The projects it finances generate environmental, social and economic benefits for local populations. They help preserve biodiversity, climate, international waters, land and the ozone layer while combating pollution. The FFEM has an unusual approach that involves supporting pilot projects to learn lessons from them and disseminate their innovations on a larger scale.

• Fondation la main à la pâte, aiming to develop science education at primary and middle school, in France and abroad. The OCE has been created under the aegis of the Fondation La main à la pâte

• Siemens Stiftung, the Siemens fondation who invested in strengthening and supporting science and technology education through active committee engagement and operative educational work.