UN CC:Learn and MIET Africa are turning climate change into an everyday topic in Malawi, Zambia and Zimbabwe. Through a series of TV and radio programs, the two projects are streamlining the access to climate change discussions and raising awareness of this issue among people who previously didn’t have a chance to get any information about it.

How do we promote climate action even during a worldwide pandemic? That’s a question, that UN CC:Learn and MIET Africa asked and are trying to answer in three Southern African countries: Malawi, Zambia and Zimbabwe. Through a series of radio and TV programs  called “Our Changing Climate – Our time to act!”, the two partners are raising awareness of climate change and fostering climate action in the region.

The idea of hosting programs to discuss climate change and related topics arose in the aftermath of the health, economic and social problems brought about by COVID-19. To come out of this situation sustainably, and ensure an equitable, environmentally friendly and climate resilient economic recovery, it is crucial for everyone to understand the interlinkages between climate change, human health, and socio-economic development. The TV and radio programs in the three Southern African countries supported by UN CC:Learn have proven to be the perfect opportunity to do that.

These country-specific programs allow climate change to remain a topical issue in the region while helping them with the implementation of their National Climate Change Learning Strategy by touching on specific areas addressed by the strategies, like energy, agriculture, and health. Each episode approaches one main topic and hosts exclusive guests, such as young climate activists, experts, and government officials. Although these programs are produced independently in each country, these project aims to address the following points:

  • The global significance of climate change and how it impacts countries, communities, and individual lives.
  • How one could adapt to and mitigate climate change at country, community, family, and individual levels.
  • Get an overview of global and national responses to the climate crisis and a “call to action” for communities, families, and individuals, particularly youths, to do their part as friends of the earth.

The TV and radio programs are divided into episodes and each episode is broadcast in three languages in each country: Tumbuka, Chichewa, and English in Malawi, Nyanja, Bemba and English in Zambia, and Ndebele, Shona, and English in Zimbabwe. Each country will have 36 radio episodes and 6 TV episodes in total, equally distributed in the aforementioned languages.

Follow us on social media to get firsthand information on the upcoming episodes: Facebook. Twitter, Instagram and LinkedIn.

UN CC:Learn and Thomson Reuters Foundations delivered a two-part training to journalists and media professionals in Southern and Western Africa. The trainings took place online and walked participants through the potential that accurate and reliable climate change reporting can have in raising awareness of climate change and inspiring climate action.

In November 2020, UN CC:Learn organized two online trainings for journalists and government officials in West and Southern Africa. The two-part training was delivered by the Thomson Reuters Foundation on 16 – 20 November 2020 for Southern Africa in English and 23 – 27 November for West Africa in French. The trainings brought together UN CC:Learn expertise in climate change learning with Thomson Reuters vast experience in media coverage and reporting.

Journalism is an essential tool for enhancing climate literacy. Through reliable information, it can help embed climate change into the daily lives of people, turning it into it a day-to-day topic, fomenting discussions and solutions. Mr. Angus Mackay, the Head of UN CC:Learn Secretariat, conveyed this message in his opening speech to participants. He also stressed the need of informed journalists and media professionals to really strengthen society-wide climate change consciousness.

The first part of the training – the journalism training – for the journalists, was aimed at strengthening the climate change knowledge of journalists and promote independent, evidence-based reporting and the production of balanced and insightful off-diary stories that encourage public engagement and debate.  The second part of the training – the media training – for the media facing government officials, was aimed at strengthening the media handling skills to help develop and promote public interest in climate policies.

Amongst many issues covered in the journalism training, the following issues were targeted over the 5 days:

  • Review participants’ understanding of climate science, fill in any significant gaps;
  • Examine the impact of climate change on their different countries and mitigation and adaptation options;
  • Introduce techniques to simplify the jargon and explain scientific terms;
  • Identify stakeholders and direct journalists to experts and authoritative sources to grow their pool of contacts;
  • Highlight the importance of listening to sources with alternative perspectives, and analysing what they say in the light of the evidence they offer;
  • Explore information-gathering, analytical, storytelling and pitching techniques

The 2-day media training looked at specific issues such as:

  • Tools to use to promote public interest in climate policies in the different countries and encourage and inform public debate on the best way forward ;
  • Connecting government officials and through them to the country’s wider story.  g. local  farmers probably don’t realise that they are in the forefront of a huge debate that is starting to take hold in different parts of the world. Through the training, the government would be able to tell people through the media  in their countries what is being done locally and what is being done elsewhere, and how that might affect their lives;
  • Helping government officials to develop and effectively pitch their climate messages to the media and to the journalists in order to reach the target audiences.

The last day of the trainings offered an opportunity for the two groups to come together to share ideas and brainstorm around what the climate story is in their countries and how work together to promote and inform public debate.  Attendees discussed how to mutually facilitate the work of journalists covering climate change and that of government officials working at government institutions. Below are some of the suggestions that came out of the discussions:

  • Set up a mixed network of journalists and communication officers (i. e. WhatsApp group).
  • Set up a regional network of journalists and climate communication officers.
  • Create a network of environmental and climate radio stations.
  • Encourage journalists to specialize in different areas of environment and climate change.
  • Recurrent capacity-building on climate change and related topics.

In total, 10 francophone UN CC:Learn West Africa Hub member countries took part in the trainings: Benin, Burkina Faso, Chad, Guinea Bissau, Guinea, Ivory Coast, Mali, Niger, Senegal, Togo.  Similarly, 16 journalists and 13 government officials from the Anglophone partner countries participated: The Gambia, Malawi, Zambia and Zimbabwe.

Thomas Reuters Foundation invited experienced journalists to facilitate the trainings. Mr. Nicholas Phythian, who has over 20 years’ experience at Reuters, oversaw both journalist trainings, and was assisted by Ms. Joanna Winterbottom in the English training and by Ms. Nellie Peyton for the French training.  The media training was conducted by Ms. Naglaa El-Emary with assistance from Ms. Reem Shamseddine.  Thomson Reuters Foundation is the corporate foundation of Thomson Reuters global news and information services company and works to advance media freedom and development.

UNITAR and UN CC:Learn joined forces to deliver the Online Training Programme on Climate Change Diplomacy, at which 35 Kenyan diplomats, government officials, and civil society representatives were trained on climate diplomacy. The training took place between 13 November and 8 December 2020 and provided participants with knowledge on climate change and climate diplomacy, building their capacity for the upcoming climate negotiations at COP 26.

Climate change is recognized as a major challenge for the 21st century. New awareness, knowledge and competencies are needed across societies to be able to effectively address associated issues and negative effects. In order to enhance the knowledge and practical skills of Kenyan diplomats, government officials and civil society representatives, the Foreign Service Academy, Ministry of Foreign Affairs, the Climate Change Directorate, Ministry of Environment and Forestry, the United Nations Institute for Training and Research (UNITAR) and The One UN Climate Change Learning Partnership (UN CC:Learn) joined forces to organize an Online Training Programme on Climate Change Diplomacy from 13 November to 8 December 2020

This training, designed in the lead-up to the 26th session of the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC) scheduled in November 2021 in Glasgow (United Kingdom), aimed to provide the 35 selected participants with knowledge on climate change and climate diplomacy. It also built practical and in-depth understanding of negotiation skills and dynamics in the context of United Nations conferences and the UNFCCC process.

The official opening ceremony of the high-level segment of COP 25/CMP

The training was officially launched during an online Introductory Session held on 13 November 2020. This event featured interventions from H. E. Amb. Galma M. Boru, Director of the Foreign Service Academy, Ministry of Foreign Affairs, Dr. Pacifica Ogola, Director of the Climate Change Directorate, Ministry of Environment and Forestry and Mr. Angus Mackay, Head of the UN CC:Learn Secretariat. It also provided an opportunity for participants to receive more detailed information about the programme and meet each other.

Participants were then invited to complete a Climate Change Diplomacy E-learning Course, consisting of approximately 13 hours of flexible, self-paced study time distributed over a period of 3 weeks, from 16 November to 6 December 2020. The course included 7 modules, each including quizzes and interactive exercises, providing an introduction to climate change, its key issues and possible response measures, followed by more specific information on climate diplomacy, including the structure and functioning of the UNFCCC, the history of negotiations to date as well as current discussion areas.

The programme concluded with an 8-hour hands-on Climate Change Diplomacy e-Workshop held on 7 and 8 December 2020. The workshop, delivered by a multilateral negotiation expert, included interactive sessions on negotiation skills, exercises, and simulations.

A follow-up survey will be distributed to participants in 2021 to assess the use and application of the knowledge.

This training programme was organized as part of the UN CC:Learn project in Kenya, which supports the development and implementation of the National Climate Change Learning Strategy.

On 30 September 2020, a validation workshop was held in Zambia to validate the country’s National Climate Change Learning Strategy (NCCLS). The event brought together key stakeholders who worked together on the development of document and set out the pathway for its implementation.

The government of Zambia, through the Ministry of Lands and Natural Resources, the Zambia Environmental Management Agency (ZEMA) and Zambia Climate Change Network (ZCCN) held a validation workshop on 30th September 2020, to validate the National Climate Change Learning Strategy (NCCLS) developed in partnership with UN CC:Learn. The event took place at Fringilla Lodge, in the city of Chisamba, and brought together key stakeholders who worked together on the development of the strategy.

The event kicked off with Mr. Nyirenda B. Steven, the Coordinator for the Zambia Climate Change Network, highlighting ZCCN’s role in disseminating climate change information. He acknowledged the fruitful partnership between ZCCN, ZEMA, the Ministry and UN CC:Learn that made the development of the NCCLS possible.

He was followed by Mr. Friday Phiri, the Assistant Communication Manager at ZEMA, who stressed that climate change is a serious global challenge that is already affecting Zambia. He recognized that the newly developed strategy would help build capacity on and promote climate change awareness within Zambia, especially among journalists, which would contribute to the dissemination of accurate climate change information.

Validation workshop participants.

The validation of the strategy was the culmination of a thorough review process. The first draft underwent 4 internal review phases before being brought for validation.  And Mr. Angus Mackay, the Head of the UN CC:Learn Secretariat, who joined the event virtually, acknowledged all this hard work in his remarks. He congratulated Zambia for achieving this important milestone and reminded everyone that, despite the negative impacts of Covid-19, the work towards the validation of the strategy progressed.

The pathway to the validation was as follows:

The Ministry of Lands and Natural resources was represented by Ms. Carol Mwape Zulu, Chief Climate Change Officer at Department Climate Change and Natural Resources Management. In her opening remarks, she stated that the Ministry is giving serious attention to all efforts aimed at raising awareness on climate change as this will empower key stakeholders to undertake actions to address mitigation and adaptation needs.

Regarding the implementation of the NCCLS, it was accorded that actions to build a climate resilient Zambia by end of 2030 will be achieved in three phases: short term (1 to 2 years), medium term (3 to 5 years) and long term (6 to 10 years). To attain all the strategy’s objectives, a workplan laying out the implementation process has been developed. The main implementation goals in the strategy are:

  • Raise awareness and strengthen climate change knowledge.
  • Build individual and institutional capacity in climate change mitigation and adaptation.
  • Mainstream climate change learning into national development planning.

To find out more about UN CC:Learn work in Zambia, click here.

Chief Climate Change Officer, Carol Mwape Zulu giving her remarks

 

This newly launched e-tutorial brings to you UN Capital Development Fund’s two decades of experience in local development finance. Learn how local governments in least development countries can unveil and maximize action towards climate change adaptation through the Local Climate Adaptive Living Facility (LoCAL) Mechanism.

How effective local governments can be in tackling climate change? Aiming to answer this question and shed light on the importance of local government in the fight against climate change, UN CC:Learn has partnered with UN Capital Development Fund (UNCDF) to deliver a new e-tutorial on The LoCAL Mechanism which touches on the role these governments in Least Developed Countries (LDCs) have in identifying and executing the best climate change adaptation responses.

Local governments in LDCs are uniquely equipped to meet the needs of the local population and provide small-to -medium-sized adaptation investments. Nevertheless, they often stumble across financial constraints that hamper these activities. To bridge this gap and help solve this issue, the Local Climate Adaptive Living Facility (LoCAL) Mechanism can be an effective tool to empower local governments towards the achievements of their national determined contributions (NDCs) and their national adaptation plans (NAPs).

This e-tutorial aims to provide an incursion through the LoCAL mechanism. Through a 4-minute video and an interactive lesson, this learning resource provides answers to a series of questions such as: Why are local governments in a position to address climate change at the local level? How does LoCAL mechanism help local governments to address climate change? What are the components LoCAL relies on and how are they interlinked? Where does LoCAL operate? and others more.

While being open to everyone, people who may benefit greatly from this tutorial are:

  • Field officers/UN Volunteers, and local/central government staff who are actively involved in LoCAL implementation at country level.
  • UNCDF and national experts who contribute to the scoping and design phase and lead during LoCAL implementation.
  • The engaged public and practitioners with an interest in understanding ways to leverage climate adaptation finance at the local level.

This e-tutorial is currently available in English and can be accessed here.

Between October and November 2020, UN CC:Learn invited youth from across the world to a series of online discussions: the Virtual Youth Climate Dialogues. We’ve received 300 applications for seven events in English, Spanish and French, which brought together over 80 youth from different ages and backgrounds, but united in goal: finding solutions for the climate crisis.

 

Read on and learn more about this enriching experience.

How can youth be at the forefront of climate change discussions? Aiming to answer this question by empowering those who will be the most affected by climate change, UN CC:Learn has come up with the Youth Climate Dialogues (YCDs). The first edition took place in 2015, and at the World Children’s Day on 20 November 2018 UNICEF global event “Kids Take Over” the programme committed to organizing 30 dialogues by the end of 2020. As of November 2020, 36 dialogues have been held with over 900 students from across the world.

Originally, the dialogues were held between schools from different countries, but due to the constraints brought by the COVID-19 pandemic and closure of many schools, a new format has been implemented. In October 2020, UN CC:Learn sent out a call online, inviting youth to apply for a chance to be part of the Virtual Youth Climate Dialogues. This time, young people were invited to directly apply: the only thing they needed to do was to submit the registration form, share their “Climate Story” and have a stable internet connection.

In 4 weeks, 300 youth from different countries and backgrounds showed interest and competed for a chance to participate in these new YCDs. The first Virtual YCD took place on 30 October and brought together youth from Somalia, Zambia, and Jamaica to an online round-table discussion on climate change and how it is impacting their communities leading to personal reflection and learning . The format was adapted along the way, with the following editions offering more interactive options such as polls and group discussions.

If I were in a decision-making position I would introduce environmental education in all grades. I would also come up with a policy by which all presidential candidates would be vetted based on their climate action plans – Patricia,  YCD participant from Kenya

To celebrate and acknowledge the importance of World Children’s Day on 20th November 2020, four dialogues were organized: two in English, one in Spanish and one in French. The high number of applications led to these events being split into two days. On Thursday, 19 November, and Friday, 20 November, over 50 people joined the events and got a chance to discuss climate change and propose solutions for it. The 16-year-old climate activist Yande Banda helped co-moderate the English sessions. Her passion and eloquence reminded everyone of the power youth can have to drive transformational changes in their communities.

Photo taken during the Youth Climate Dialogue in English held on the occasion of World Children’s Day. Photo: UN CC:Learn

The last YCD of the year took place on 26 November 2020 and confirmed what had been seen in the previous ones: a diverse group of youngsters working both at personal and professional levels to raise awareness of climate change and bring positive transformation through their actions. From October to November 2020, UN CC:Learn hosted 7 editions of the Virtual YCDs in three languages, comprising people from every continent. Some of the countries represented were Australia, Burkina Faso, Brazil, Costa Rica, France, Jamaica, Kenya,  Mexico, Niger, Peru, Rwanda, Solomon Islands, United States, Zambia, Zimbabwe and many more.

If had the power, I would pass laws to protect natural habitats from deforestation and enforce these law strictly. I would actively listen and embrace all the voices from all political parties. And I would encourage the use of electric vehicles and solar panels. – Xinran, YCD participant from the United States

YCD in Spanish held in celebration of the 2020 World’s Children Day with young professionals and students from Latin America. Photo: UN CC:Learn

Moving forward, the programme is already planning future editions of the Virtual Youth Climate Dialogues. The idea is to make them more inclusive by holding events in other languagesand to enhance interactivity during the sessions through new activities and formats. Keep following our website and social media for any news on the Virtual Youth Climate Dialogues!

Find out how powerful youth can be!

How effective can putting a price on carbon be in the fight against climate change? That’s what you will find out in our course on Carbon Taxation.

 

This 12-hour, self-paced course walks you through the ins and outs of carbon tax and explains the social, economic and environmental benefits that can come from it. Interested? Take the course today to start learning more about carbon taxes.

For centuries, carbon dioxide and other greenhouse gases (GHGs) have been driving anthropogenic climate change. If the world is to reign in the devastating effects of rising temperatures, countries need to step up their efforts to halt carbon emissions. But how can they do that? Putting a price on carbon may be an integral part of the answer. Several countries across the globe have implemented carbon taxes or intend to do so. Currently, there are 64 carbon pricing initiatives in place, covering 22.3% of global GHG emissions.

Mindful of the untapped opportunities that carbon pricing presents, the United Nations Institute for Training and Research (UNITAR) and the World Bank have come together to develop a course which lays out the ins and outs of carbon taxes. The self-paced, free online course “Carbon Taxation” invites users to learn how carbon taxes work while examining the social, economic and environmental benefits that can stem from this policy tool. This course is divided into 5 modules and takes and estimated time of 12 hours to be completed.

The social cost of one ton of carbon emissions.

During the course, users will learn about different designs that can be used to price carbon. Moreover, they will see that carbon taxes can become an important revenue source, providing crucial funding for governments’ numerous development objectives. By implementing a carbon tax, governments ensure that “bads” such as emissions have an adequate price while protecting the “goods” within a society, such as a clean environment and employment.

After completing this course, users will be able to:

  • Describe how carbon taxes work in reducing greenhouse gas emissions
  • Outline key considerations that shape the decision to adopt carbon taxes
  • Summarize approaches for determining the carbon tax base and rate
  • Differentiate main undesirable effects and mitigation measures
  • List options for revenue use

Despite not requiring any prior knowledge of the subject, this course primarily targets people who want to build a solid understanding of carbon taxation. People who may benefit greatly from the content of this course are:

  • Stakeholders who wish to follow the global discourse on carbon taxation or who are involved in designing and implementing carbon taxes
  • Mid-level project developers and policy makers such as representatives from Ministries
  • Technical experts and practitioners engaged in country-level work within the PMR

The course was developed to keep you engaged at all times. Over the five modules, you will be presented with interactive activities, quizzes and media. While a modular learning sequence is proposed, users can select modules based on individual preferences. The modules are completed with the purpose of achieving module-specific learning objectives. For the most curious learners, publications and relevant databases will be provided along the way.

The course is available on UN CC:Learn e-Learning Platform and is currently available in English. Upon successful completion, users will get an official UN CC:Learn Certificate of Completion.

Jaz Randhawa is a young 25-years-old student from Singapore who uses technology in her favor to raise awareness on climate change. She decided to enroll in our NAP-Ag MOOC and have learned more about climate change and how the rising temperatures are affecting the world’s land, water, and air. As a millennial, she doesn’t miss an opportunity to become a proactive member of her community and is already making a difference in her country.

Perhaps mine is not a story of what I do now to make a difference, but rather my goal, my dream, and what I aspire to be. Taking this course in climate change was my first real step in understanding what needs to be done and how people are making progress every day.”

Jaz Randhawa /©Jaz Randhawa

I found this course incredible in a variety of ways — how the content was interjected with real-life stories of people who are working hard to make a better world for all, having quizzes to make sure knowledge is retained, and the peer assessments.

The peer assessments, seem to have been her favorite. This unique learning tool asks participants to develop their own agriculture adaptation projects and share their work with their fellow learners for feedback and support.

Sentosa, Singapore

Through her peer assignment work, Jaz found that multiple adaption projects are currently underway that curtail low water supply by developing water reservoirs in-country and abroad in Malaysia. But these were not enough. For her,

Are you also using technology to tackle climate change? Spread the word, and tell us what difference are you making in your community or country. Share your story with us on Twitter, Instagram and Facebook!

Today, carbon taxes cover a broad range of sectors and include novel features, demonstrating their ability to adapt to varying policy goals and national contexts. The versatility of carbon taxes also means that policymakers need a clear picture of the available options and how those options fit with the jurisdiction’s context and objectives. This online course provides a first step in understanding the carbon tax landscape.

Enroll
  • Finance
  • Climate Change

Self-paced course

12 hours

Welcome

Putting a price on carbon involves a fair amount of analysis and consultation with stakeholders. The overall goal of the course is to familiarize learners with underlying market dynamics, policy design options and relevant terminology. While the course is introductory in nature, learners will benefit greatly from a pre-existing understanding of:

  • The functioning of market economies, including basic concepts such as rational agency, the influence of prices on supply and demand, and investments
  • The role of public policy in shaping economic, social and environmental outcomes and achieving international and national commitments

This pre-existing knowledge is not a prerequisite to take the course. You are invited to enroll even if you believe you’re new to the topic!

What will you learn

Upon completion, you will be able to:

  • Describe how carbon taxes work in reducing greenhouse gas emissions
  • Outline key considerations that shape the decision to adopt carbon taxes
  • Summarize approaches for determining the carbon tax base and rate
  • Differentiate main undesirable effects and mitigation measures
  • List options for revenue use

Course at a glance

While being introduced to conceptual considerations of carbon taxation and its underlying economics, you will also benefit from exposure to a variety of case studies and international carbon pricing practices. The discussions take into account strategic aspects of the political environments in which carbon taxes function.

Module 1: Carbon taxes – Why and when to use them
Module 2: Preparing for carbon tax adoption
Module 3: Key design decisions
Module 4: Avoiding unwanted effects of the carbon tax
Module 5: Use of revenues

Get your certificate

Upon completing all five modules and passing the final quiz, you receive a certificate showing your understanding of the topic. Further details on how to obtain the certificate are presented in the course’s “Certification” section.

Partnership and contributors

Responding to the knowledge and skills needs of policymakers, the World Bank’s Partnership for Market Readiness (PMR) and United Nations Institute for Training and Research (UNITAR) jointly developed this online course with contributions from Climate Focus and Gnarly Tree Sustainability Institute.

In celebration of World Food Day, UN CC:Learn and Danone launched the Sustainable Diet e-course in Portuguese. The course has been taken by more than 12,000 learners from all over the world and it can be found at UN CC:e-learn platform.

Food systems are simultaneously a leading cause of environmental degradation and depletion of natural resources. Currently, food systems are responsible for a significant 20 percent of greenhouse gas (GHG) emissions and are a major driver of land conversion, deforestation and loss of biodiversity.  Agriculture alone accounts for roughly 70 percent of global freshwater withdrawals and water pollution and is responsible for 80 percent of worldwide deforestation.

With the world’s population predicted to expand to 9.7 billion individuals by 2050, these environmental impacts do not make current food systems sustainable. According to the most recent report published in 2019 by The Intergovernmental Panel on Climate Change (IPCC):

Consumption of healthy and sustainable diets presents major opportunities for reducing GHG emissions from food systems and improving health outcomes”

The food system embodies a complex chain that includes environmental, social and economic outcomes to provide food that comprises diets. Healthy diets generally encompass dietary goals defined in terms of nutrient adequacy, intake of specified food groups and adherence to a dietary pattern. Sustainable diets, however, are more than the sum of nutrients and foods consumed as they are strongly conditioned by the ways food is produced, distributed, marketed, chosen, prepared and consumed.

According to FAO (2019), the aims of sustainable diets are: to achieve optimal growth and development of all individuals; to support functioning and physical, mental, and social wellbeing at all life stages for present and future generations; to prevent all forms of malnutrition; to reduce the risk of diet-related non-communicable diseases, and to support the preservation of biodiversity and planetary health. Sustainable and healthy diets must combine all the dimensions of sustainability to avoid unintended consequences.

In this context, UN CC:Learn and Danone launched the Sustainable Diet e-course. This course is now translated into Portuguese and aims of helping people decide on choices that can promote real changes in their health and our planet.

Our role is to motivate people, through this food revolution, to make their choices considering the positive impact they can have on their health, on their community and on the planet” – said Edson Higo, CEO of Danone Brazil

The e-course is free of charge and has eight interactive modules which include videos, factsheets, and activities. The course identifies ways in which changing your diet makes a positive impact and invites the participants to develop a personal plan for a sustainable and healthy diet. This e-course is also available in English and you will receive an official certificate after successfully completing the course. Watch the teaser below and join our learning community today! Registrations are open.

What our learners have said:

I have learned how my diet impacts our planet and affects our health, and also how to start eating healthy and sustainably. A truly inspiring course.” – learner from Brazil

The course is amazing! It’s up-to-date, very simple to browse the site, the videos are really well-made, and the factsheets are so dynamic! Also, the completion marks on the activities were a nice way to motivate me to continue doing the course!” – learner from Brazil

As a professional in the health area, I can properly say that this course truly added value in my knowledge. Now, it is on me to act.” – learner from Kenya

I believe that being part of the sustainable food revolution helps us think how our eating habits and daily choices are affecting our health and the planet. I believe that if we all take this course, things would change favorably since we would have the knowledge to make a healthier and more sustainable choices” – learner from India