Transcript Key issues for a work programme to implement Article 6 of the United Nations Framework Convention on Climate Change Pr Jean-Pascal van Ypersele Université catholique.

Key issues for a work programme to
implement Article 6 of the United
Nations Framework Convention on
Climate Change
Pr Jean-Pascal van Ypersele
Université catholique de Louvain,
Institut d’astronomie et
de géophysique G. Lemaître,
Louvain-la-Neuve, Belgium
Courriel: [email protected]
Nathalie Semal
Fondation universitaire
luxembourgeoise, Arlon, Belgium
Courriel: [email protected]
Thanks to:
Françoise Bartiaux (Belgium)
Paco Heras (Spain)
Marie Jaudet (France)
Marie-Hélène Lahaye (Belgium)
Jean-Michel Lex (Belgium)
Laurence Pollier (UNFCCC Secretariat)
Willy Sleurs (Belgium)
Roland Soyeurt (Belgium)
Introduction
Article 6 essential for
FCCC & KP
SD in general
Neglected for 10 years
EU spoke several times in its favour
Time for some action
EU
SBSTA
Introduction (2)
WW2: The US Govt wanted the public to eat
more low-grade meat
Classic advocacy campaigns: 3% changed their
habits
Kurt Lewin showed that letting the housewives
meet in small groups to discuss the problem
helped them to « own » it and to decrease their
resistance to change: 32% changed their habits
Hence Nathalie Semal was called to help here
Introduction (3):
Eurobarometer
1989: 36% Europeans feel they are able to
discuss the “greenhouse effect”
 1992: 73% perceived themselves to have a
clear or general understanding of what “global
warming” meant
1995: who are “reliable information sources on
the state of the environment”? Industry: 2%,
Public authorities: 6%, Media: 28%, Scientists:
41%, environmental NGOs: 62%.
Introduction (4): Health of
the Planet Survey (1992)
12 developed countries, 12 developing
“Who should have the primary responsibility for
protecting the environment in their nation?”
15 countries: governments
4 countries: business
5 countries: citizens & citizens
“How much effect can individual citizens &
groups have on solving environmental
problems?”
developing countries more likely to think that citizens
should be responsible for environmental protection.
Introduction (4): IPCC TAR WG3 Ch. 5
(Barriers, opportunities & market
potential of technologies & practices)
 « Perhaps the most significant barriers to GHG mitigation, and
yet the greatest opportunities, are linked to social, cultural,
and behavioural norms and aspirations. » (5.3.8)
 « Conventional policy development is based on a model of
human motivation that has been widely criticized. People are
assumed to be rational welfare-maximizers and to have fixed
values, which, along with the information and means available
to them, determine their behaviour. » (5.3.8.1)
 « Consumers do not necessarily act on their stated values. »
 « One major barrier to the success of many policies is the
failure to take into account of the full range of human
motivations and goals » (5.3.8.3)
Introduction (5): IPCC TAR WG3 Ch. 5
(Barriers, opportunities & market
potential of technologies & practices)
« Efforts to promote low-GHG consumption
patterns such as domestic energy conservation,
cycling rather than relying on a car, living in
higher density housing, or eating less meat
might have the most success if they emphasize
ancillary benefits in terms of improving health,
family life, and community relationships rather
than saving money. » (5.3.8.3)
Introduction (6): IPCC TAR WG3 Ch. 5
(Barriers, opportunities & market
potential of technologies & practices)
 « Being concerned about the environment provides some
motivation for environmentally friendly behaviour. But
identity (as a “green consumer”) and internalized moral
ideals or imperatives play a much stronger role.»(5.3.8.3)
 « Some of the consumption choices that have the greatest effect
on GHG emissions, such as car and house ownership and
international travel, are also among the most significant means
of establishing personal identity and group membership. Where
such consumption patterns are closely connected to individual
and collective identities, they may be particularly difficult to
change. »(5.3.8.4)
Introduction (7): IPCC TAR WG3 Ch. 5
(Barriers, opportunities & market
potential of technologies & practices)
“There are no simple recipes for behaviour
changes” (5.3.8.7)
« However, there are considerable
opportunities to be grasped in taking
advantage of the desire for change and the
willingness to experiment and learn on the
part of individuals, communities, and
institutions. » (5.3.8.7)
Introduction (8): IPCC TAR WG3 Ch. 5
(Barriers, opportunities & market
potential of technologies & practices)
 « The processes behind the development and diffusion of
behaviour patterns and cultures are similar to those of new
technologies. They include:
 Development and discovery of new narratives, ideas, symbols,
concepts, behaviours, and lifestyles;
 Exchange of ideas, behaviours, etc., among firms, communities,
government organizations, etc.;
 Experimentation with new ideas, behaviours, etc., possibly
selecting those that could contribute to GHG mitigation and
other policy objectives;
 Replication of successful ideas, behaviours, etc.; and
 Selection by the contextual framework of markets, laws,
infrastructure, and culture. » (5.3.8.7)
Q1 How could the underlying objectives of
Article 6 be made more explicit: diffuse
knowledge or influence behaviours ?
 Climate change mitigation & adaptation
will result from the combination of:
 individual efforts: modified habits and
behaviours
 collective efforts: taking climate change into
account in decision making framework
 Being fully aware of the problem is
probably a necessary condition to
understand & accept the need for
changes
 But knowledge is not sufficient
Q2 What is meant by:
« education »
formal or informal?
Initial or continuing?
EU accent: « European Area of Lifelong
Learning »
« training »
professional qualification
how different from education?
What is meant by:
« public awareness »?
Foster a sense of ownership of the problem
Public = part of the problem and part of the
solution
« public participation in responses»
a condition for efficiency?
Contrasted views:
public should just follow the government policies
& measures (PAMs) (advocacy)
stakeholders should be involved in negotiating
and implementing PAMs (inquiry)
Q3 Which criteria should be
used for setting priorities ?
 What?
 Target?
 When?
Incremental acquisition of knowledge & skills
Easiest & most cost-effective measures
Ancillary benefits
High leverage people/institutions
Milestones
Q4 What set of guiding
principles for implementation ?
Follow the education and communication
methodology
Integrate the CC issues with other
sustainable development challenges
Start from existing best practices
Respect cultural specificities
The education and communication
methodology
Underlying objectiveTarget audience
specific objectives
knowledge, know-how, skills, values
setting priorities
capacity assessment
implementation
evaluation of results
Q5 How can local and concrete
activities be related to the large-scale
programmes of action ?
Bottom-up
Networking
Could we organise a
network of the existing
small-scale networks of
climate change and
environmental education
actors ?
Top-down
Q6 Where do we want to be in 5, 10, 20 years,
and how can education, training, and public
awareness contribute to these results ?
Article 6 activities should be coherent with
the UNFCCC schedule, e.g.,
2005: demonstrable progress, negotiation of
2nd commitment period
2008-2012: 1st commitment period
Evaluation is essential to check
Q7 What has to be done urgently
and what takes time, or can wait ?
Short term:
keep issue on agenda
network, exchange information
develop EU & SBSTA work programme
(using
the education and communication methodology)
agree on definitions & guiding principles
diffuse IPCC TAR when it is fresh
Longer term
develop partnerships
evaluate first results
update work programme
Q8 Which audience has to
be targeted first ?
High leverage people/institutions
main polluters
decision makers
communicators (teachers, media,…)
governments
local authorities
Youth and tomorrow’s decision makers
Q9 Which policies and measures related to
the FCCC and the Kyoto Protocol would
most benefit from public participation ?
Start from existing or planned stakeholder
dialogue initiatives
Q10 What are the obstacles to
successful implementation ?
 Perhaps the most significant barriers to GHG mitigation, and
yet the greatest opportunities, are linked to social, cultural,
and behavioural norms and aspirations. (IPCC)
 One major barrier to the success of many policies is the failure
to take into account of the full range of human motivations
and goals (IPCC)
 lack of well-thought objectives, guiding principles
 lack of integration
 lack of coherence « theory - practice » of authorities
themselves
 institutional fights
 lack of resources
Q11 Can Article 6 balance the huge
advertisement budgets used to promote
over-consumption ?
Escalator
Work with them or against them
Guidelines for the advertising industry
NB: entertainment industry important too
Q12 Who does what and where ?
Who is responsible for what?
Schools (all levels) and universities
Scientists, including IPCC
Governments
Medias
NGOs
IGOs, including GEF
Which international agencies and NGOs
are active in this field? (See W. Goldstein)
Give UNFCCC Secretariat a specific
mandate & budget line
Q13 How to build a global picture of
existing and planned activities ?
How to go beyond collecting and disseminating
them, in order to define « best practices » and
facilitate their diffusion ?
Need for criteria
Reinforce link with CC
In particular, how could the national
communications help to share experiences ?
(See L. Pollier)
Q14 How can Article 6 activities be integrated
into other programmes of action related to e.g.,
environment, energy, or poverty ?
How can Article 6 implementation be
linked to the capacity-building decisions
taken in Marrakesh? (See L. Pollier)
How to link Article 6 activities to the
various stakeholder dialogue initiatives ?
Q15 How to make the best use of the
IPCC TAR and other reports and
technical papers ?
Read them
Popularised versions needed
Translate and share translations
Copyright-free graphics & material
Support the IPCC outreach initiative
Q16 How to avoid duplication of efforts
across countries and institutions ?
Networking
Co-ordination
Diffuse good practices & pilot projects
Q17 How to reach non-English speaking
communities ? And other cultures ?
Share translations
Share approaches
Q18 How to promote
North-South co-operation ?
Relate to capacity building
Relate to technology transfer
Integrate Art 6 in co-operation policies
Exchange & secondment of experts
Mobilise the GEF & other resources
Q19 What could the EU do
& propose specifically?
Promote research on attitudes and good
practices
Network national initiatives through:
workshops
focal point & WPIE expert group
contact with other conventions WPIE groups
clearinghouse (web) to diffuse good practices
(Who?)
EUeducation & WORLDeducation
Greening/”SD” of curricula at EU level
Integrate Art 6 in existing EU policies