CLIMATE CHANGE AND ECOLOGICAL LIFESTYLE

GUIDEBOOK ON THE INTEGRATION OF ECOLOGICAL LIFESTYLE INTO EDUCATIONAL ACTIVITIES FOR YOUTH

Topic

CLIMATE CHANGE AND ECOLOGICAL LIFESTYLE THE JOURNEY FROM ECOLOGICAL LIFESTYLE TO CLIMATE JUSTICE

Hanoi, October 2019

Implementation: Center for Development of Community Initiative and Environment (C&E) This guidebook was compiled and published under the sponsorship of Rosa Luxemburg Stiftung – Southeast Asia Copyright: This guidebook can be copied or cited for non-commercial purposes only Compile: Vu Dinh Tuan, Truong Minh Den, Bui Thi Thanh Thuy Edit: Hoang Thanh Tam, Ngo Thi Phuong Thao, Le Th Thao Design: Nguyen Khanh Linh Photo: C&E Center, colleagues and internet Address: No 12 lane 89 Xa Dan street, Dong Da district, Hanoi Phone number: +84 24 3573 8536 Email: ce.center.office@gmail.com Website: ce-center.org.vn

PREFACE The “Guidebook on the integration of ecological lifestyle into educational activities for youth – Topic: Climate Change and Ecological Lifestyle – The Journey from Ecological Lifestyle to Climate Justice” is in the toolkit series on ecological lifestyle within the course of the project “Scaling up and mainstreaming innovative approaches on ecological movement into activities of universities”, the period of 2018 – 2020, funded by Rosa Luxemburg Stiftung. The toolkits are designed for teachers, educators, and youth activists with topics related to sustainable lifestyle and education.

This guidebook aims to introduce the connection between climate change and lifestyle, focusing on energy and climate justice via the approaches of science, economics, social, ethics and culture.

At the same time, readers will gain not only knowledge but also inspiration to re-design their life with their community towards sustainability among the climate crisis. The guidebook will also direct youth activities towards topics in lifestyle and climate change, especially energy and climate justice in the context of socio-ecological transformation.

Another objective of this guidebook is to support teachers, educators, and youth activists in inspiring their learners in a diverse, scientific-based, and interesting way. It introduces methods of integrating the topic “Climate Change and Ecological Lifestyle” into educational programs as well as activities to change learners’ awareness and action. As a result, learners can apply this to their future career and spread to their community where they live, study, and work.

Furthermore, this guidebook is also a simple tool for individuals and organizations who seek to understand and integrate topics related to ecological lifestyle into extracurricular, training, or educational activities for young people. No matter who you are or where you work, you can be an inspiration for your community.

The compilation team hopes to receive comments and suggestions from individuals and organizations to better revise and publicize this guidebook in upcoming times The compilation team C&E Center

CONTENT

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THE JOURNEY TO CLIMATE JUSTICE 7 The impact of climate change

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Just Transition

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Climate Justice

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Energy transition and energy democracy

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Participating in the rise of climate justice

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METHODOLOGY OF INTEGRATION INTO EDUCATION

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Forms of integration

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Training methods

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RECOMMENDATIONS FOR TRAINING PROGRAMS

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Teaching plan – Principles of climate justice

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Field trips

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Personal plan

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REFERENCE 53

TABLE OF FIGURES figure 1 - The ecological footprint of consumption in 2019

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Figure 2 - Solar panels installed on the rooftop during the Transition Town Movement in UK

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Figure 3 - Fujino village in Japan also joined the Transition Town with their solar system

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Pigure 4 - On December 18th, 2018 in Brussels - the capital of Belgium, more than 65000 people marched for climate on the sideline of COP24 happening in Poland

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Figure 5 - A climate march in New York, US in September 2014

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Figure 6 - Young people actively joined climate march all over the world

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Figure 7 - The Great Green Wall will cover 8000km horizontally of Africa with trees

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Figure 8 - Solar panels are placed around Green School Bali

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Figure 9 - The vortex hydroelectric system in Green School Bali

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Figure 10 - Solar panels have been installed on the rood of WWF Office in Hanoi

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Figure 11 - Some topics in the toolkit series of ecological lifestyle education produced by C&E 30 Figure 12 - Participants practice organic farming in one of C&E’s training courses

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Figure 13 - Ky Duyen - a student from Phu Bai High School in Hue - is making cúp from sugarcane starch

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Figure 14 - Greta Thunberg with the sign of “School Strike for Climate”

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Figure 15 - The clean drinking water model (RO) which was supported by GreenID using solar battery in Bac Giang Province 36

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PART

01 The journey to climate justice

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THE IMPACT OF CLIMATE CHANGE How does climate change impact the Earth and ecosystems? How does it affect different groups of people on Earth? Does everyone suffer the same impact from climate change?

The global impact of climate change has reached an unprecedented rate including more frequent extreme weather events, changes in plant growth which affects agriculture and food production, the disappearance or migration of plants and animals that can not adapt to the changes in environment, changes in diseases’ rate and the expansion of infectious diseases, changes of ocean currents and seasons. Not only humans but also nature itself can feel more clearly the negative impact of climate change as well as the increase in frequency and intensity of these impacts.

However, climate change does not have the same impact everywhere. Certain countries, regions and groups of people will suffer more from the consequences of global warming. These consequences have serious impact on coastal communities and cities, on food and water sources, on freshwater and marine ecosystems, on forests and highlands. Climate change is predicted to accelerate within this decade and will have remarkable impact on humans and the planet. Therefore, to diminish the unavoidable impact, the urgent step is to apply a more sustainable lifestyle and run a sustainable economy in which the greenhouse gases emissions will be greatly reduced.

Developing countries are the most vulnerable to climate change because they have less resources to adapt in terms of society, technology, finance and they are still dependant mostly on natural systems.

The poor and vulnerable like women, children and the elders are at more risk from impact of climate change, especially in health and economics.

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Young people in developing countries can see the impact of climate change on their lifestyle and livelihood faster and more direct than the ones in developed countries. The soil is eroded and deteriorated, plants are damaged, harvest declines due to extreme weather events such as droughts, heat waves, storms and floods. All of these affect agriculture production. As a result, many young people in the countryside move to cities or oversea. This is their way to adapt. Climate change also can bring conflict due to resource scarcity and it will affect the lives of youth in the long term. Local indigenous youth who still keep traditional lifestyle with their families depending on local culture and resources will be affected the most because their livelihood directly depends on the natural environment. They can see climate change not only as an environmental problem but also a human rights issue because they are forced to change their lifestyle, livelihood, culture and worldview.

The current social and ecological crises are connected to each other. The modern growth models destroy life and nature, and bring benefits for the rich more than the poor. To overcome this crisis, we need a socio-ecological transformation. In this transformation, we talk about climate justice and energy democracy in both national and global level, particularly about solution for the transition process, especially in the energy sector. Renewable energy can reduce climate change and create green jobs throughout the value chains, even in rural areas. However, we need a step-by-step process to ensure that breaking free from fossil fuels is not only a social solution but can also mobilize the political participation related to climate change, energy and environment for the benefit of the working class and the whole community.

All Asian countries have issued their green growth strategy, low carbon development and the Nationally Determined Contributions - NDCs. However, they are not included in the policy framework.

By increasing political participation, the best practical solutions can be integrated into policies, basing on the real need and capacity of the most vulnerable groups to climate change and environmental disasters.

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JUST TRANSITION “Equity is about making sure that everyone has the opportunities, rights and resources to fulfill their aspirations. It is based on the idea that people’s lives should be determined by their decisions, not by unfair conditions that they have no control over.” (RECOFTC, 2014) The goal of equity is to eliminate and avoid unfair circumstances that prevent people from reaching their full potential. An equity approach can help identify the reasons for unfair differences in people’s situations and making changes to address them.

Just Transition Just Transition is a development model based on the public policies designed locally. These policies head to income equity and a good life for all working people and communities which can be affected by programs that aim to diminish pollution and adapt to climate change.

The process of just transition will connect every factor that believe in the re-development of a region in equity: associations, industries, public administration, governments, civil societies. They should work together to find out what is best for their community and their region, from creating good jobs to identifying alternative sustainable choices.

Elements in Just Transition 1. A relevant economic development model: seek an integrated approach considering all related components and their long-term impacts. This includes factors like infrastructure, public and social policies, taxation, education and participation.

2. Locally designed: unlike other existing models, just transition is designed, implemented and evaluated from local level - grassroot communities.

3. Fair income and a decent life: applying alternatives needs to go hand in hand with considering livelihoods and quality of life for people.

4. Pollution reduction measures: we need to understand that a single solution does not work everywhere. For example: not every province has the condition for wind power or solar energy to replace fossil fuels. However, no matter which alternative is chosen, it needs to ensure the reduction of emissions compared to the previous one.

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Just Transition is a process that requires thorough consideration, especially when it comes to the transition of economic production model in areas that depends strongly on fossil fuels. There is no formula that works for every place in the world, however, the goals, principles and elements can be applied as foundation to plan necessary steps in each region.

Source thông tin: “Tám bước cho Just Transition” - Alexandru Mustata (2017); “Công bằng trong biến đổi khí hậu và REDD+” – RECOFTC (2014).

CLIMATE JUSTICE What is climate justice?

Climate Justice replies to the questions: • Who will bear the cost of climate change?

• Who will actually benefit from climate change adaptation policies?

• How are the benefits of climate change mitigation distributing in society?

• Which impact level and responsibility level we are willing to take as a global community?

• Who has the right to ask these questions choose what the priority is?

Climate justice goes together with human rights and human development to achieve the human-centric approach, protect the rights of the vulnerables; and share the burden and benefit of climate change with equal solutions, focusing on: • Ensure decisions on climate change has the community participation, transparency and responsibility • Ensure equal share of climate change’s burden and benefit The nature of climate justice is to identify who are mainly responsible for climate change and who are the main victims. At the same time, it acknowledges the necessity of global cutdown of greenhouse gases emissions and it looks for ways to divide responsibility fairly.

The approach of climate justice has a positive impact on the mitigation efforts from inspiring individuals to choose a more sustainable lifestyle to ensure the lives of future generations. It encourages responsibilities from both individuals and collectives.

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Perspectives on climate justice “[Climate change is] an issue so vast and threatening to peace, prosperity, social justice and indeed life itself that it demands we seek solutions together, or face irreparable damage to humanity. Climate change is a threat multiplier, a force that intensifies the likelihood of poverty and deprivation of all kinds; conflict; and the precarious migration of people.” - UN High Commissioner for Human Rights - Zeid Ra’ad Al Hussein (2015) “We have to realize that a true ecological approach always becomes a social approach; it must integrate questions of justice in debates on the environment, so as to hear both the cry of the earth and the cry of the poor.” - Laudato Si (2015) “Communities in the Global South as well as low-income communities in the industrialized North have borne the toxic burden of this fossil fuel extraction, transportation and production. Now these communities are facing the worst impacts of climate change - from food shortages to the inundation of whole island nations.” - Climate Justice Now! (2013) “We recognize the connections between climate change and global economic injustice as well as unprecedented levels of consumption... We recognize a personal and collective responsibility to ensure that the poorest and most vulnerable people now, and all our future generations, do not suffer as a consequence of our actions. We see this as a call to conscience...” – Quaker (2014).

Source: “Climate justice and the use of human rights law in reducing greenhouse gas emissions.” - David Elliott & Lindsey Fielder Cook (2016)

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The history of climate justice In the Earth Summit, also known as Rio +10, took place ten years after the one in 1992, the Bali Principles of Climate Justice was issued.

Climate Justice was mentioned in the United Nations Framework Convention on Climate Change - UNFCCC. UNFCCC was issued in May 9th, 1992 and became effective from March 21st, 1994. Its objective is to stabilize greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. One of the principles is that the parties have to participate in protecting the climate system for the benefit of humanity on the basis of equity and suitability to the common responsibility with differentiation.

In 2000, together with the 6th Conference of the Parties (COP6), the first Climate Justice Summit took place in Hague. This summit aimed to “affirm that climate change is a rights issue” and to “build alliances across states and borders” against climate change and in favor of sustainable development.

At the 2007 Bali Conference, the global coalition Climate Justice Now! was founded. In 2008, the Global Humanitarian Forum focused on climate justice at its inaugural meeting in Geneva.

On October 1st, 2009, Kofi Annan, the former general secretary of United Nation and the president of the Global Humanitarian Forum, launched the climate justice campaign. This is one of the biggest and specialized campaigns on climate justice in the world. In 2009, the Climate Justice Action Network was formed during the run-up to the Copenhagen Summit.

In April 2010, the World People’s Conference on Climate Change and the Rights of Mother Earth took place in Tiquipaya, Bolivia, hosted by the government of Bolivia. The conference published a “People’s Agreement” calling for greater climate justice.

In December 2018, the People’s Demands for Climate Justice, signed by 292,000 individuals and 366 organisations, called upon government delegates at COP24 comply with a list of six climate justice demands.

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The principles of climate justice The Mary Robinson Foundation in Ireland, who works specifically on this topic, put together the principles of climate justice:

RESPECT AND PROTECT HUMAN RIGHTS Every political decision needs to be based on justice and equality for every citizen. International rights framework can provide legal imperatives that honor human dignity regardless of gender, class or geography. At the same time, we should pay attention to the impact of these policies on nature and future generations.

SUPPORT THE RIGHT TO DEVELOPMENT The wealth and resource consumption gap between countries (especially between the North and the South) as well as between people in a country is one of the key problems of our time. It affects basic human rights and causes social problems. At the same time, the uneven impact of climate change worsens the matter. Climate change highlights the interconnectedness of humans around the world. Therefore sharing and handing over technology (clean energy, salinity resistant crops‌) to adapt to global warming is essential.

SHARE BENEFITS AND BURDENS EQUITABLY This involves acceptance of common but differentiated responsibilities among regions and countries when it comes to greenhouse gases emission reduction. Those who have most responsibility for greenhouse gas emissions and most capacity to act must cut emissions first. In addition, those who have benefited and still benefit from emissions in the form of on-going economic development and increased wealth, mainly in industrialised countries, have an ethical obligation to share benefits with those who are today suffering from the effects of these emissions, mainly vulnerable people in developing countries. People in low income countries must have access to opportunities to adapt to the impacts of climate change and embrace low carbon development.

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Figure 1 - The ecological footprint of consumption in 2019 Source: https://worldmapper.org/maps/grid-ecologicalfootprint-2019/ The map depicts ecological footprint according to consumption levels of individuals and countries. It shows how much countries over-use their resources, with different colors equivalent to the countries’ ecological footprint.

ENSURE THAT DECISIONS ON CLIMATE CHANGE ARE PARTICIPATORY, TRANSPARENT AND ACCOUNTABLE A crucial part of the culture of climate justice is ensuring the opportunity to participate in decision-making processes which are fair, accountable, open and corruption-free. The voices of the most vulnerable to climate change must be heard and acted upon. At the same time, the voice of low income countries needs to be understood and not over-powered by developed countries. Decisions on policies with regard to climate change taken in a range of fora from the UNFCCC to trade, human rights, business, investment and development must be implemented in a way that is transparent and accountable.

HIGHLIGHT GENDER EQUALITY AND EQUITY Climate change has different impacts on women and men, therefore the gender dimension needs to be addressed in climate justice. Women are more likely to bear the greater burden in situations of poverty and inequality caused by climate change. In addition, they are clearly aware of the importance of climate justice and can be change agents in their communities.

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HARNESS THE TRANSFORMATIVE POWER OF CLIMATE EDUCATION Education has the transformative power to change awareness of human rights and climate justice. To achieve climate stabilisation will necessitate radical changes in lifestyle and behaviour and education has the power to equip future generations with the skills and knowledge they will need to thrive and survive. If being done properly, education can bring about change in ethics and justice that make good citizens not only for their home country but also for the world.

Delivered in an effective multi-disciplinary school, college or university environmental education can increase consciousness of climate change, producing new insights not only at the scientific but also at the sociological and political level. In addition, not only confined by school setting, education can be transferred from informal methods because it is a long-term responsibility and commitment of everyone.

ENCOURAGE EFFECTIVE PARTNERSHIP Climate justice requires effective action on a global scale, therefore solutions to climate change need to be integrated both within states and across state boundaries.

Openness to partnership is a vital aspect of any coherent approach to climate justice, especially engaging the participation of the most affected by climate change – the poor and the under-resourced.

@ Mary Robinson Foundation

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ENERGY TRANSITION AND ENERGY DEMOCRACY Energy transition Regarding the energy sector in the context of climate justice, energy transition has been mentioned a lot in recent years. This topic was brought to the climax after the explosion at the Fukushima Daiichi nuclear power plant in Japan in 2011. Nowadays, different countries have seriously taken a look at their energy story and speeding up the transition - the conversion from nuclear energy to solar energy, wind, biomass; or the conversion from energy sources using a lot of fossil fuels to renewable energy.

Energy transition is the process of switching from a high reliance on fossil fuels to the development and application of renewable energy and efficient use of energy.

For Vietnam, energy transition is really urgent in order to reduce dependence on fossil energy and importation of external fuels, to ensure an independent, self-reliant and environmentally sustainable energy future, to protect the air, clean water and community health. This transition helps to ensure energy security, reduce emissions while maintaining economic stability, increasing access to energy at reasonable costs, creating new and quality jobs for communities that were affected by the transition. This transition is associated with labor mobility, with the diverse participation of many sectors of society in the energy market, requiring regulation to ensure the interests of stakeholders. These are the key elements of equitable energy transition in Vietnam.

Perspectives of different stakeholders on energy transition: •

Trade Union: insisting on ensuring benefits for coal industry workers

• Development team: emphasis on poverty reduction • Environmental groups: emphasis on the need for environmental protection Source: Equitable energy transition – Opportunities and challenges for Vietnam (Green ID - 2019)

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Energy democracy Energy democracy means that everyone is guaranteed enough access to energy.

Therefore, energy production needs to not pollute the environment nor harm humans. More specifically, this means that fossil fuel resources must be left in the ground, production facilities need to be socialized and democratized, and we must rethink our overall attitude towards energy consumption.

Four main points of energy democracy

APPROPRIATE ACCESS AND SOCIAL JUSTICE Everyone should be guaranteed access to adequate energy at an affordable price. The transition of energy systems must prioritize the needs of the community, the weak, not the profits of large companies. Do not use fossil energy (petroleum, coal). The main goal is to use renewable energy (wind, solar ...) as much as possible and especially to use local energy sources, not to buy from large corporations (high costs and difficult for poor people to approach).

OWNERSHIP BELONGS TO THE SOCIETY AND THE PUBLIC Energy ownership should belong to society / community instead of private companies. If owned for private benefit (profit), decisions about building a new energy system plant will be driven to profit rather than to the public interest.

FAIR PAYMENT AND CREATING GREEN JOBS The transition from fossil energy to renewable energy must involve the workers/unions to ensure that miners and oil workers do not lose their jobs or they must be compensated fairly. The meaning of equity and democracy here is that the affected people have the right to participate in energy policy decisions related to them.

ENERGY FOR THE POOR The poor need access to cooling energy in the summer and heating in the winter.

A participatory discussion on energy democracy On December 13, 2018 at the Climate Hub - a sideline activity of COP24 in Katowice, Poland - a discussion on energy democracy hosted by Rosa Luxemburg Stiftung took place.

The purpose of this event is to bring together climate justice activists, researchers and representatives of NGOs from the Southern Hemisphere (Argentina, Cuba, Mauritius, India, Indonesia, Philippines, Vietnam) with the international and local public at Katowice during the COP to host a discussion on energy democracy.

Energy has the power to transform people’s lives. Access to energy can give autonomy to marginal groups that have previously resisted dependencies with corporations for their needs. When preparing for COP to negotiate a code of conduct for the Paris Agreement, it is imperative to ask whether social justice will be used as a framework in dealing with energy issues and how this process will work.

A participatory roundtable discussion with energy democracy experts and delegates from the Global South at Climate Hub, by opening the event with a Trump Card game. This Trump Card game, which has 36 thermal power plants in Indonesia, has aroused the curiosity of the audience at Climate Hub, especially those from countries in the Northern Hemisphere.

It is important to highlight the harm and injustice caused by Global North corporations through investments in coal. This game makes the event very engaging and interesting.

Also in this event, representatives from the Southern hemisphere countries participated in smaller programs to present their work and projects towards the democratic transition of the energy sector in their respective countries and contexts.

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PARTICIPATING IN THE RISE OF CLIMATE JUSTICE Climate justice not only ensures the rights and responsibilities of the parties to climate change issues but also respects equity between groups in society, between current and future generations. Therefore, promoting climate justice now through specific activities for different groups is very important, especially those vulnerable to climate change. Climate justice ultimately aims to ensure the lives of people in society and especially future generations, so that future young people and children enjoy the best climate quality.

To promote and participate in the implementation of climate justice, each individual, organization and school can act according to their scope, context and resources. This section not only introduces solutions to climate justice at different levels, but also provides some good examples.

Regional and national level GERMANY – THE COUNTRY OF GREEN ECONOMY Germany is one of the countries with the largest economies in the world. According to Investopedia, in 2019, Germany ranked 4th among the 10 countries with the largest economies globally, after the US, China and Japan. In terms of green economy, Germany is considered one of the leading countries.

In Germany, environmental goods production grew above average, with a total production of nearly 76 billion euros. Germany is the leading country in exporting environmental goods, with a trade market share of 15.4% of the global market. According to the latest calculations, Germany has set a new record in creating nearly two million jobs in the environmental economy.

Germany and the European Union continue to work on a comprehensive climate agreement to limit global warming below 2°C compared to pre-industrial times. Recognizing that developed countries have made great contributions to the serious consequences of climate change, in 2009, German Prime Minister - Angela Merkel launched the Petersburg climate dialogue initiative at the Copenhagen Climate Conference. This dialogue promotes a stronger commitment of action from countries with advanced industrial economies.

The model of green economy development in Germany is the harmony between natural resources and environment protection, economic development and social justice (GIZ, 2012). Germany is making the transition in its energy system and has set ambitious goals in reducing emissions: cutting greenhouse gas emissions by 40% in 2020, 55% in 2030, 70 % by 2040 and the target of reducing emissions by 80-95% by 2050, compared to 1990.

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Source: “Green economy in the Federal Republic of Germany and some lessons learned” - Information and Documentation Center, Central Institute for Economic Management (2017).

JAPAN: ENERGY TRANSITION In 2011, Japan had a world-shaking event, the Fukushima Daiichi nuclear power plant exploded due to a dual earthquake and tsunami disaster. This incident awakened the Japanese government and they immediately changed policies related to the energy structure, which is stopping all nuclear power plants (contributing 30% of electricity production) and switching to renewable energy sources. And this incident has also happened in other countries in Europe and Asia, or America.

In July 2018, Japan approved its fifth strategic energy plan with a vision to 2030 and 2050. This plan has given a new perspective on the future of energy in Japan, which is energy development based on the philosophy of 3 E+S. Specifically, 3E includes: Energy security, Environment, and Economic efficiency; S is Safety. This structure shows Japan’s determination to move into an environmentally friendly economy.

Japan is currently the 5th country in terms of carbon emissions. And Japan also signed the 2015 Paris agreement on climate change. With the energy transition, Japan showed that the commitment is accompanied by specific actions in the implementation of this agreement.

Source: “Japanese energy policy: Determining the future electricity structure” - Spark Magazine (2018).

Community level PARTICIPATING IN TRANSITION MOVEMENTS TO CREATE CHANGE IN YOUR COMMUNITY Community renewable energy model in the “Transition Town” movement Transition Town is a social movement that has been blossoming since 2005 with the original goal of reducing carbon emissions from people’s initiatives. This is a movement that the participating communities will stand up to join hands to solve the urging problems around them with practical local solutions. The objective of the movement is to foster a culture of mutual care and support among communities as well as across the globe. Actual activities are diverse, ranging from reshaping dependence on the economy (strengthening local economic support activities, creating a complementary currency), cultivating skills for the community (survival skills, repair furniture or food production), creating dynamic spaces for the community (playgrounds, squares, vegetable gardens, parks ...), supporting the entrepreneur initiatives and community networking.

One of the most important activities in movement is “community energy”. The basic idea is to

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promote the installation and use of renewable energy from the community itself. These models can be funded and installed by the people themselves for their neighborhoods or families. According to the estimation of Transition Town in 2015, in the Transition Town communities in the UK alone, more than 5,000 groups have set up renewable energy models of different scales; raised ÂŁ 13,155,104.88 (British Pound), equivalent to about VND 370 billion; produced 17 800 GWh of electricity, enough for 4,000 houses and reduced 7 450 tons of CO2 emissions into the environment. These numbers will be much bigger when it comes to members of movement in many other countries around the world.

Figure 2 - Solar panels installed on the rooftop during the Transition Town Movement in UK Š Transition Network

However, the significance of this initiative does not stop at emissions reductions, but it does bring about a democratic space where people are proactively involved and share benefit leading to radical changes in culture and facilities. Changing energy consumption from the roots of the community also brings people closer together, opening up stories of sustainable development and creating trust because people can see the transformation happening right around them.

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Figure 3 - Fujino village in Japan also joined the Transition Town with their solar system © Fujino Denryoku More information: www.transitionnetwork.org Sources: “21 transition stories” – Rob Hopkins (2015)

RAISE THE VOICE OF THE COMMUNITY ABOUT CLIMATE JUSTICE Climate march In recent years, the events for climate marches are becoming increasingly popular with the support of a large number of people all over the world. These events often take place at the same time as important climate meetings - when the leaders of the countries sit together to come to a common agreement on reducing greenhouse gases emission or promoting sustainable solutions on national and global scale, such as the United Nations Framework Convention on Climate Change (UNFCCC), or COP.

Pigure 4 - On December 18th, 2018 in Brussels - the capital of Belgium, more than 65000 people marched for climate on the sideline of COP24 happening in Poland © Flanders Today

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These events are an opportunity for the public to voice up their wishes and expectations for changes towards climate justice and sustainable development. Messages about switching to renewable energy, ensuring equity for vulnerable countries, or strong measures to reduce greenhouse gases emission are delivered peacefully but strongly through these movements.

Figure 5 - A climate march in New York, US in September 2014 Š Neville Elder

Young people are an important factor in community movements that call for climate justice. Across the world, we are seeing young people, students and pupils rise up to voice their opinions about the desire for a more sustainable future and call for changes to be actualized into actions as soon as possible. These movements, when held peacefully and methodically, will not only lift the spirit of the youth, inspire the community, but also motivate policy makers, managers, employers or school leaders to rethink the decisions they make.

Figure 6 - Young people actively joined climate march all over the world Š Shadia Fayne Wood

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The expression of opinions, wishes and voices of the community, especially young people, is not limited to march events but can be integrated and expressed in many different forms such as events for young people, online social movements or community artwork. Most importantly we need to encourage the community to gain insights into issues related to climate change and climate justice, from which they can actively participate and act on the basis of full knowledge.

PLANT TREES AND SUPPORT NATURE RESTORATION PROJECTS Planting trees, especially on degraded, barren land, is one of the most basic and easiest actions anyone can take to help reduce carbon emissions and bring a cleaner environment and contribute to climate change adaptation. Projects to restore nature by planting trees and ecological measures are being widely implemented. These projects are particularly important for a country in a tropical region like Vietnam, which has great potential to restore natural ecology but also has a large area of degraded land after being used for human’s purpose (agriculture, forestry, construction ...). These projects need to focus not only on the number of plants but on increasing biodiversity and giving priority to indigenous species which are appropriate to the natural conditions of the region.

The Great Green Wall Africa

Figure 7 - The Great Green Wall will cover 8000km horizontally of Africa with trees Š UNCCD

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Launched in 2007 by the African Commission with the support of the United Nations Convention to Combat Desertification (UNCCD), this initiative is considered a breakthrough in the fight against desertification. This tree wall is located in Sahel - the southern region of the Sahara desert, one of the poorest places in the world. People and the environment in Sahel are directly affected by the severe impacts of climate change, from prolonged drought, food scarcity to a wave of mass migration to Europe and conflicts between regions due to resource disputes.

The purpose of this initiative until 2030 is to restore 100,000 hectares of degraded land, fix 250,000 tons of carbon (reduce emissions) and create 10 thousand green jobs. At the same time, the communities living in this green wall area will benefit from more fertile soil, economic development opportunities, food security and internal empowerment to cope with climate change, especially when they live in places where average annual temperature rises faster than anywhere else in the world.

Some results recorded from 2007 to now: • Ethiopia: 15 million hectares of degraded land have been restored, security for land tenure is improved • Senegal: 11.4 million trees planted, 25,000 hectares of land restored • Nigeria: 5,000 hectares of land restored and created 20,000 jobs • Sudan: 2000 hectares of land restored • Burkina Faso, Mali, Niger: about 120 local communities participated, a green belt is spread over 2500 hectares of land, more than two thousand seeds and seedlings of more than 50 native plants have been planted This green wall across Africa promises to be a step forward for the whole world in the fight with drought, desertification, poverty, social conflict and climate change.

More information: www.greatgreenwall.org Source: Website of the United Nations Convention to Combat Desertification (UNCCD).

School and organization level GREEN SCHOOL MOVEMENT LAs an environment for educational activities for young people, schools/universities should play a pioneering role in the application of sustainable initiatives and the protection of climate justice.

Around the world, many schools and universities have been participating in the green school movement with designing transition solutions for not only facilities but also a more sustainable teaching and learning environment.

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So what is a green school? Green school is not just about a curriculum, architecture or how it operates. These schools place sustainability as one of their core values, thereby making a significant contribution to building an ecological community around the world. Green schools are not only good for students, faculty and the community, but also save the school’s budget in the long run and contribute to protecting the Earth.

The three basic goals of green schools are: • Reducing negative impacts from the school itself to the surrounding environment: cut down water and energy consumption, especially fossil energy; using green transport systems, reducing the amount of waste (by composting or recycling) and protecting the natural environment.

• Improve human health and well-being: ensure a clean, safe indoor environment, pay attention to nutrition and physical activity programs.

• Increase understanding of ecology and sustainability for all: not only students, but through green schools, teachers, staff, families and other stakeholders can understand more about global issues and solutions to make a difference.

Green School Bali in Indonesia Green School Bali has become famous around the world for its eco-friendly, indigenous design and teaching philosophy towards sustainable development. The school was established in 2008 on an area of 20 hectares, built by local architects and using local materials, mainly bamboo.

Students can walk to school or catch bio-buses which powered by bio-ethanol produced on campus together with bio wax. This process reduces excess oil, chemicals and fossil fuels.

A large part of the electricity used in the school is generated from solar panels and small hydroelectric systems which take water from the river flowing through the school.

Figure 8 - Solar panels are placed around Green School Bali © Kyle Field

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Figure 9 - The vortex hydroelectric system in Green School Bali © Kyle Field

In order to reduce waste, the school uses composting toilets to provide nutrition back to the bamboo forest, the stove uses firewood with traditional cooking methods and leftovers are used to make fertilizers or feed the pigs.

With sustainable system design and an open learning environment, Green School Bali has become one of the best examples of how education can make a positive impact on climate justice.

Source: The Center for Green Schools (www.centerforgreenschools.org); “Green school in Bali shows students how to live sustainably” - Dawn Hammon and website Green School Bali (www.greenschool.org)

GREEN OFFICE World Wide Fund For Nature - WWF Vietnam Office has implemented the Green Office program since 2007. Many large companies’ offices in Vietnam are involved in this initiative, such as Toyota Vietnam, Tanner Vietnam and Unilever Vietnam.

The Green Office is a simple environmental management system for offices. The system is expected to benefit the environment and the company. The environmental management system of Green Office will help offices reduce the amount of waste, while also saving energy and raw materials costs.

In addition, employees of the company will be educated and influenced to be more environmentally conscious, thereby building Green Office into a corporate culture. This initiative will play a part in protecting resources and reducing carbon emissions.

The changes to save energy and green living in the office are also actively applied at WWF Vietnam.

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Figure 10 - Solar panels have been installed on the rood of WWF Office in Hanoi © WWF-Vietnam Source: website WWF Vietnam (vietnam.panda.org)

ECOLOGICAL LIFESTYLE EDUCATION We can build a society where every individual has a healthy, environmentally friendly and positive lifestyle contributing to the community. This is one of the important keys to address the social, economic and environmental issues that the world is facing. However, changing lifestyle requires a lot of knowledge, time, perseverance and support from the community. We can provide the tools and motivate individuals to change through formal or in-formal education.

Since 2010, the Center for Development of Community Initiatives and Environment (C&E) has focused on developing programs on sustainable living for young people. Recognizing the importance of education in building a sustainable community, C&E Center spends a lot of time and energy on lifestyle education projects in close cooperation with universities and organizations as well as educational institutions across the country. In order to support individuals and organizations wishing to promote ecological lifestyle education for young people, C&E Center has compiled a number of sustainable lifestyle documents for both learners and educators, including guidebooks to eco-lifestyles, training materials for trainers, toolkits for integrating eco-lifestyles with different topics. The topics selected for introductions are open and connected to all aspects of life, so they can be applied to the curriculum and extracurricular curriculum for students in different subjects. These topics include: • Sustainable water use • Responsible Tourism • Sustainable food consumption

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• Sustainable shopping • Zero-waste lifestyle • Gardening • Eco-space • Permaculture • Climate Justice TÀI LIỆU HỖ TRỢ LỒNG GHÉP LỐI SỐNG SINH THÁI VÀO CHƯƠNG TRÌNH GIÁO DỤC CHO THANH NIÊN

CHỦ ĐỀ TIÊU DÙNG THỰC PHẨM BỀN VỮNG Hà Nội, tháng 10 năm 2017

Figure 11 - Some topics in the toolkit series of ecological lifestyle education produced by C&E © C&E Center

In addition, C&E Center’s approach is based on three factors: Head - Information, Knowledge; Heart - Emotions, Care; and Hand - Practice. Especially when approaching ecological lifestyle, the invitations to act are very important. In order for a change to become a lifestyle, it is necessary to take repeated actions for a long time with feedback to improve it to suit each individual.

Figure 12 - Participants practice organic farming in one of C&E’s training courses © C&E Center

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Why do young people need to take action to change?

Every day, young people are exposed to countless images and messages promoting unlimited consumption as the key to a happy and fulfilling life. However, in reality this unsustainable consumption has serious negative effects, contributing to increasing climate change and other environmental challenges such as sea level rise, freshwater shortage and food insecurity.

Young people in the world will play an important role if we want to change people’s behavior on a large scale. It is important for young people to understand that behind excessive consumption is resource over-exploitation, increasing poverty, increasing inequality and prolonged conflicts.

All of this will get worse with climate change and will even reduce the chance to have a better and sustainable future for young people. The poorest of the poor who do not have enough to consume to meet their basic needs will be most severely affected by climate change.

However, young people have great determination, creativity and hope. They have the energy and willpower to help their communities and the world become better and constantly look for the best opportunities for the future. Many of them who are interested in climate change are ready to take action, seek ideas and guidance on how to change and adjust their lifestyle more sustainably. Information and education are the key for them to be competent and to understand not only about the impact of climate change but also how to relate to their daily lives and local environment, as well as options that they have, especially as a consumer. Most young people have heard about climate change, but many still perceive it as an abstract, too complex and remote threat, in fact, its consequences as well as solutions and behaviors can be developed to adapt and mitigate these consequences in a very specific way.

Source: YouthXchange – Guidebook on Lifestyle and Climate Change – Center for Development of Community Initiatives and Environment

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Individual level UNDERSTAND ECOLOGICAL FOOTPRINT Every day, each individual participating in dining, working or leisure activities is consuming the resources that the Earth has generously endowed us with. We constantly impact our surroundings, in one way or another. To measure human impacts on Earth, scientists came up with the concept of “ecological footprint”.

Ecological footprints can be interpreted as the amount of land and water on Earth needed to produce the resources that provide for the needs of human life (food, timber, energy, infrastructure, absorb CO2 emissions, store and assimilate waste).

© Sustainability Illustrated When looking into any of our life activities, we will see the Earth resources that humans acquire to serve that need. For example, to produce a T-shirt, the area of land for growing cotton, the area of factories, the area for transportation, storage and shops, not to mention when the shirt is discarded it will need landfill area, or area for recycling and reuse activities.

Understanding the ecological footprint is something that every individual should do to appreciate and respect the Earth, and at the same time see the close thread connecting their lifestyle with macro issues such as renewable energy, sustainable production and consumption, or natural agriculture.

Website to calculate your ecological footprint: www.footprintcalculator.org

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PRACTICE ECOLOGICAL LIFESTYLE

Figure 13 - Ky Duyen - a student from Phu Bai High School in Hue - is making cúp from sugarcane starch © Nhật Linh

The great changes we expect to happen in the world, such as reducing global warming, climate justice, peace and happiness for everyone ... will not be possible if change does not start with every citizen of the Earth. This is good news, because we may not be able to change the world yet, but at least we have the right to choose to change our own lives. These can be changes in your daily lifestyle and activities (walking, cycling, exercising more, choosing non-emissions sports), in your diet (eating a lot of vegetables, less meat, preferably locally produced food), in consumer choices (buying products with organic origins, restricting the use of chemical goods, buying energy-efficient appliances). These changes can sometimes be inconvenient and difficult to maintain, and some of the suggestions below may help make greening your lifestyle easier.

• Choose the starting point that best suits your interests and abilities: you want to start with changing your diet, or travel more sustainably, or try gardening? A little planning together with mental and resources preparation can help us feel a lot more prepared.

• Start slowly and gradually increase the level of change: choosing a goal that is too difficult can make you lose motivation and give up. For example, instead of going completely vegetarian, you can choose to be vegetarian 2 days a week; or gradually reducing red meat (beef, pork, goat), eating only poultry and seafood; Instead of never flying by plane, set a goal of how many hours a year can be spent on airplane at most.

• Be persistent and constantly refreshing: for every habit you want to change, try to practice (or remind yourself) for at least 5 minutes a day and continuously for 21 days. After this time, you

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will find your new habit easier to do and you don’t need to try to do it anymore. Difficulties or discomforts occur as an opportunity for you to look back and adjust your changes more appropriately, do not give up.

• Find ways to motivate yourself: each person will have different sources of motivation. You can reward yourself for reaching your goals, find creative ways to accomplish them, or invite your friends and family to join you.

The guidebook on ecological lifestyles that C&E Center composed introduce in details about actions that each individual can take towards ecological lifestyle, together with tools and methodology which will help changing your habits become easier. .

Information about this guidebook: https://issuu.com/tamtrung/docs/20160707_vietver

VOICE UP When it comes to climate justice, many people think these are decisions that are made by governments, policy activists and international organizations. However, developments in climate movements around the world in recent years have shown the importance of community voice.

In the latest report of 2018, the Intergovernmental Panel on Climate Change (IPCC) emphasized the urgency of applying strong measures on a global scale to reduce greenhouse gases emissions and control of global warming to not exceed 1.5oC by 2050. Scientists around the world are constantly giving evidence and calls for more drastic climate policy. In 2018, the whole world had to stop to listen to the voice of a 15-year-old girl - Greta Thunberg.

It all started in August 2018, every Friday, Greta came in front of the Swedish Parliament building with slogans calling for climate action. She shared her decision on social networks and attracted a lot of people to join. Gradually the “School Strike for Climate” movement has spread and become a global campaign, thanks to the perseverance of a student diagnosed with autism.

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Figure 14 - Greta Thunberg with the sign of “School Strike for Climate” © Little Sun

With the famous saying “once we act, hope is everywhere”, Greta Thunberg also changed her lifestyle, she started to become vegetarian and did not buy new clothes anymore. Greta travels by train and limits air travel to the minimum.

Greta has inspired thousands of students from around the world to participate in the “Fridays for future” protest. She was invited to speak at the United Nations Conference on Climate Change in Katowice, Poland in December 2018 and has continued to be an active climate ambassador ever since.

RESEARCH AND SUPPORT ORGANIZATIONS WORKING ON CLIMATE JUSTICE Organizations working on climate justice in Vietnam The Friedrich-Ebert Stiftung Vietnam and Green Innovation and Development Center (GreenID) are working together to conduct a study on how to achieve a transition in the energy sector in Vietnam, to adapt to the concept of social transition to the Vietnamese context and build the capacity of national researchers.

Developing clean energy projects while reducing the use of fossil fuels that pollute the environment is an inevitable shift around the world, including Vietnam. However, the issue of securing employment for workers and communities affected so that the transition is peaceful and does not cause social unrest has not been properly considered.

The concept of social energy transformation is not new in Europe or North America but is still not

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widely known in Asia. This process involves not only environmental aspects but also socio-economic changes, all of which are needed to accelerate the global energy transformation to achieve the agreed goals in the Paris Agreement in 2015.

In addition, in August 2019, the GreenID and WWF-Vietnam formed the Vietnam Coalition for Climate Action (VCCA). This is an initiative launched with a vision towards a low carbon economy for the safety, sustainable development and prosperity of Vietnam. The Alliance connects resources and promotes cooperation among stakeholders to accelerate the application of green, safe and sustainable solutions at a cost-effective, effective way for the people of Vietnam.

Figure 15 - The clean drinking water model (RO) which was supported by GreenID using solar battery in Bac Giang Province Š Green ID Source: Equitable energy transition – Opportunities and challenges for Vietnam (Green ID, 2019) & Website greenidvietnam.org.vn/

PART

02 Methodology of integration into education

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This guidebook not only focuses on providing information about the topic of “Climate change and ecological lifestyle – Climate justice and Energy democracy” but also pays attention to the procedure and tools to design training, activities, models and organization skills which will help to shift awareness and encourage actions of young people on the topic.

However, changes in lifestyle and how we make our choices does not happen overnight. It requires the investment in hard work, consistence and appropriate methodology. For an individual and a community to take sustainable actions, they need to have a basic understanding, know how to act and at the same time have a strong motivation and desire to take part. We can equip young people with this via education, pieces of training or directly integrating information into other activities in a strategic way.

FORMS OF INTEGRATION “Climate change and ecological lifestyle – Climate justice and Energy democracy” is a vast topic, combining many different fields. This helps educators to open up the discussion among students via integrating this topic into their teaching process and event organization. In this section we will introduce some methods to do that.

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INTEGRATION INTO TEACHING PLAN, EXERCISES AND RESEARCH Educators can use this topic to provide information and encourage ideas from students in their lecture, assignment or research topic. Examples of integrating into research topic: “Research about the principles of climate and energy justice in some countries or regions, political institutions”; “Analyze the specific actions of young people on one of the topics waste, water, food consumption, shopping, ... related to climate and energy justice”, “Analyzing the impacts of climate change and energy security towards climate and energy justice”,… and other topics that students propose.

Educators can introduce a group discussion. In 30 minutes each group can discuss about one of the following topics: • Zero-waste lifestyle • Virtual water • Local food • Community tourism • Local products Ask students to pay attention to the principles of climate justice and include it in the analysis. They do not have to mention all principles but choose some that they understand and can go deeper into.

INTEGRATION INTO TRAINING ACTIVITIES TTrainings equip students with general knowledge or deep understanding of detailed topics. Depending on the teaching’s objective, educators can choose activities with different topics.

For example, training on “7R model” in waste management, climate change mitigation and ensuring energy security.

Educators can discuss with students in 2-3 hours about 7 R: Rethink, Reduce, Refuse, Return, Reuse, Recycle, Repair.

A reminder for long-day training: educators can work together with students in preparing content, logistics and organization.

This will help students to be more active and learn more skills. In

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addition, supporting actions before, during and after a training is very important to keep their motivation. Educators can apply the rule of 21 days.

Psychologists suggest that for an action to become a habit, it needs to be repeated continuously in 21 days. Hence, study plan should be designed for 3-4 weeks no less. This is a process to empower students and educators as well to act. Empowerment will encourage positive feelings which in turn plant the seed for positive actions.

INTEGRATION INTO FIELD TRIPS Field-trip activities will increase the interest and positive actions of students. Depending on the local available resources (projects on solar energy, organic farm, waste management plants, restaurants with eco-friendly products‌), time frame (at least half a day for this type of activity) and budgets, educators and students can organize the field-trip accordingly.

Before going on the field-trip, educators can divide the group and give them assignments to research relevant topics. To facilitate a process before and after the field-trip will help students to be more well-prepared and achieve better results.

INTEGRATION INTO EVENTS Schools and provinces are implementing many programs and projects related to environment following the National Strategies, National Target programs. Educators can use resources from these programs and projects to help students taking part in research and experience these topics. This will increase their chances of getting jobs and adapting to reality as well.

At the moment, all cities are heading to become green cities, eco-cities and smart cities, which is an important factor that educators and students and choose to apply for their plan.

Currently, there are many projects related to climate change in most localities. And most recently, the Government has issued policies related to renewable energy, EVN has paid for solar

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power on the roof for citizens. This will encourage schools to take advantage of resources. , have a practical experience model and can be applied immediately at student’s family or at school.

INTEGRATION INTO PROJECTS Schools and provinces are implementing many programs and projects related to environment following the National Strategies, National Target programs. Educators can use resources from these programs and projects to help students taking part in research and experience these topics. This will increase their chances of getting jobs and adapting to reality as well.

At the moment, all cities are heading to become green cities, eco-cities and smart cities, which is an important factor that educators and students and choose to apply for their plan.

Currently, there are many projects related to climate change in most localities. And most recently, the Government has issued policies related to renewable energy, EVN has paid for solar power on the roof for citizens. This will encourage schools to take advantage of resources. , have a practical experience model and can be applied immediately at student’s family or at school.

INTEGRATION INTO EXCHANGE PROGRAMS Every year, universities, faculties and educational organizations have exchange programs between Vietnam and other countries.

Programs like this helped students to learn different skills and knowledge. Therefore, educators can integrate this into discussion with students.

Rosa Luxemburg Stiftung is encouraging topics related to socio-ecological transformation, alternative models, climate justice‌ Educators can suggest this information to students.

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TRAINING METHODS Experiential learning cycle One highly recommended method that can increase the efficiency of training and integration is the experiential learning cycle, or it can be called “lessons translate into actions”. David Kolb, an American theory educationist, proposed four steps of the experiential learning model as follows:

ANALYZING

SUMARY

APPLICATION

EXPERIENCES

How can we design training based on this learning model?

First and foremost, the role of trainer/teacher or facilitator (hereafter, we will use the word “trainer” for short) is to assist participants in learning and applying the lesson correctly.

Therefore, before designing an integrated lesson plan, trainer needs to clarify what the core focus of the training is.

Trainer can follow this step-by-step guide: Step 1: Analyze participants Where are they regarding this topic? What is their attitude towards this topic? Are they eager to learn? How much do they know about the topic? How much have they practiced or applied?

What do they need to learn and how do they want to learn?

Step 2: Identify learning objectives The learning objectives need to be very clear so that you can design the content quickly and appropriately. For example, what should learners receive after 45 minutes or

after 90 minutes?

In order to identify the objectives, you need to answer two questions: what are the objectives? (skill or knowledge, or both?) at which level?

For example, the objective can be that students will understand the concept or they understand and can repeat or they understand and can explain from their points of view?

Step 3: Design experiential activities Experiential exercise is one of the most critical indicators defining the success of your lesson. Learners will conclude the lesson points for themselves after going through each experience designed by educators. Therefore, the experiential exercise needs to be closely related to the topic for learners to

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be able to analyze. Experiential activities can include: listen, watch, smell, taste, hands-on, feel or deep thinking. However, note that these activities should create emotions, excite learners and make them think deeply.

Step 4: Design analyzing activities and summarize the lesson At this step, the trainer will ask questions about the activity for learners to recognize their own experience, come up with deduces and lessons.

Step 5: Design application activity Application activity is the part where trainer can suggest how learners can relate from lesson to reality. The application activity has different levels: relate to real life, apply to act, and use to go deeper into the lesson.

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Best practice analysis Positive examples are usually provided as story-telling, best practices or case studies. This tool is being used widely nowadays for the objective of inspiration. Sometimes knowledge about sustainability might be seen as “theoretical”, “too idealistic”, or even “dreamy”. The topic of “Climate change and ecological lifestyle – Climate justice and Energy democracy” does not solely focus on any particular field. Therefore, educators can flexibly choose the best practices that are related to different issues. One small note when picking best practice is that educators should pay attention to the principles of climate justice to help the discussion become deeper and more interesting. For example, educators can bring up the case of No-waste city Katmikatsu in Japan.

Main values of best practices: • To be examples (to understand complex issues); • To create emotions (participants will interact with real people in real life with authentic experience); • To be proofs (of what has been done or is being done) Using this method, educators can fulfill many objectives, such as: • Draw the attention of participants (ask questions: have you imagine that…?); • Check participants’ knowledge (ask questions: do you know that…?); • Provide proofs for their argument • Help participants to connect theory and practice; • Develop critical thinking (what would you do in this situation?) and understanding about complex relationships among economy, social and environment in one country; • Raise awareness and encourage actions of participants (what can we do to achieve this?)

Some notes when using this method: • Case-study needs to be well prepared and checked for its credibility and update (is it still working? is it available?)

• Avoid using controversial cases with too many opposite opinions and do not have a credible source to check.

• Even if the lesson duration is limited, you should provide enough information for participants to connect from the best practices to themselves and their living conditions. Providing more references for participants to research deeper on their own afterwards is highly recommended.

To assist the best practices or case studies, educators can collect more documents such as scientific researches, journal articles about Eco-space, video clips or documentaries, sharing of failure or successful stories from practitioners, information about the positive impact of the model.

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Educators can use the best practices introduced in the previous part of this guidebook. However, they should encourage students to give examples in their own community, or one in which they are actively involved. Climate change and renewable energy are topics that have been brought frequently to people, especially when Vietnam is among the countries that are mostly affected by climate change.

Working on project Educators can use project-based methods to increase student interest and motivate action to deliver more concrete results. Educators can assign project activities to small groups in different topics.

The following suggestions will help educators with more information to provide to students during the project implementation on a small scale by group, in a short time (about 1 week to 3 months).

Basic information of the project, including: • Project’s name • Objective • Time and place • Person / group implementing the project • Person / agency supporting the project implementation • Project activities (Describe the purpose of the activity, the resources needed for the activity, the results of the activity, the advantages or challenges of the activity, etc.)

• Challenges and risks of the project • Budget • Project’s communication Note: • Suggest students to focus on a specific subject / topic for concrete results; • Ensure that the project is effective within one week to three months; • A project should have concrete results related to three issues: knowledge, attitude and behavior.

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5W – 2H Model Why? Though it seems so obvious, in many projects this question was never asked. The reason, purpose or objective that drives you to do this project should be very clear, specific and it will guide all the project’s activities. When designing project steps, keep asking yourself “Does it serve the overall objective of the project?

What – cái gì?

What exactly do you want to do? The more specific, the better Who? Who will be doing this with you? Who can help you in this project?

When?

The decision of when to start the project should be taken after you think of the previous 3 questions. You should come up with a detailed plan and reasonable timeline.

Where?

With a simple and personal project, this question sounds so easy. However if you are doing a project with others or if this is a community project then you need to think carefully about where it will take place.

How? What are the actions? What are the steps? Which method you will use? (type of garden, way to plant, compost or not…)

Do your actions serve the objective of the project?

How much?

Which part will need money investment? Which part you can ask for free, make use of old materials or make your own to save money?

PART

03 Recommendations for training programs

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In this part, we will introduce some action plans to apply the topic “Climate change and ecological lifestyle – Climate justice and Energy democracy” to educational activities using the methods above.

Trainers and teachers can change the plan according to their participants and conditions.

TEACHING PLAN – PRINCIPLES OF CLIMATE JUSTICE Lecture in class The principles of climate justice is the topic that helps trainers and participants to discuss and bring out ideas to solve issues related to climate change, energy, water, waste…

Objectives • Participants have a basic understanding of the principles of climate justice at national and global level • Participants have a more positive attitude towards changing their own actions • Participants bring out concrete actions, brainstorm ideas to conduct small projects towards ecological lifestyle Methodology • Lecture with visual aids and experiential activities Duration • 90 minutes Kế hoạch bài giảng NO

CONTENT

DURATION

DETAILS

PREPARATION

Game: The melting ice Trainer explains the rule and invite 7 people to come up and play.

- At first, all 7 participants stand on the paper - Afterwards, trainer folds the paper into half 1

Warm-up

5-10 minutes and they have to keep standing on it.

Note: - 7 participants can only stand on the area of the paper - Each time they have 15 seconds to prepare After finished, trainer asks for reflection of the game.

An old A0 paper

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NO

CONTENT

DURATION

about global warming internationally Video

current situation of climate change in

PREPARATION

Use a short video from 3-5 minutes

The

2

DETAILS

Short discussion in 5-7 minutes after finish.

20 minutes

Vietnam

Discussion

Use a short video 3-5 minutes about questions global warming in Vietnam Sau khi xem xong sẽ thảo luận nhanh từ 5-7

and in the

minutes

world - Break into groups, discuss about what you - Stationeries

The 3

principles of climate

45 minutes

Summary

- Slide to intro-

- Trainer adds more solutions.

duce more models

- Trainer can introduce the example of ener- and solutions

justice

4

can do.

gy transition in Japan.

10 minutes

- Summarize main points - Summarize the action plan of participants

Practical lesson Trainer can give participants practical section in the class of changing fluorescent lights or compact lights (letter U) to the LED lights to save power.

Methodology Practical activity in class with actual tools Duration 90 – 120 minutes (the longer the better) Objectives • Participants understand what is energy transition • Participants gain actual experience • Participants have an individual or group action plan at the end of the lesson How to work with tools • Tools: - A full set of fluorescent lights (60 cm tube type, 60 cm type gutter with mouse and ballast, electrical wire connected to the plug) - A full set of LED light bulbs (60 cm type led tubes, 60 cm type chutes, power cords and plugs)

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- Screwdrivers, electrical socket type 2-5m long - A0 paper to draw the circuit diagram of fluorescent lights Break into groups and execute activities: trainer can choose type of group to do the exercise • Implementation steps: 1. Share an overview of energy transition 2. Overview of LED lights: advantages, brightness, how they are related to climate 3. Divide the group 4. Draw a circuit diagram of fluorescent lights circuit and led circuit diagram 5. Invite experts/electric man to showcase 6. Groups start to practice Further questions: 1. How complicated is the energy transition?

2. From your personal point of view, how can you share about actions that you can do (this part can be group discussion)

FIELD TRIPS With the topic “Climate change and ecological lifestyle – Climate justice and Energy democracy”, educators have many choices for field-trips, which are places with good practices such as renewable energy plants, green schools…

To choose the location, consider: (1) The objective of the field-trip (2) Available resources: time, human resources, budget.

This guidebook will give an example of such field-trip.

Location: Farms with solar panels Time: half a day Objective: • Participants understand the importance of energy transition • Participants have more information about renewable energy and opportunities come with it in climate change adaptation Agenda

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NO

CONTENT

DURATION

1

Opening

30 minutes

DETAILS Introduction about the place A tour around the place Participants can join to: • Set up solar panels at small scale

2

Practical activity

2 hours

• Connect solar power system to the equipment used electricity such as television, fan, ...

• Calculate electricity consumption - Sharing

3

Summary

30 minutes

- Questions and answers - Personal plan

PERSONAL PLAN Trainers encourage participants to plan individual actions to improve their capacity on the topic of “Climate change and ecological lifestyle – Climate justice and Energy democracy”. Individual action plan can aim towards understanding ideas and good practices related to the ecological lifestyle of young people in many areas such as waste, water, energy, shopping, food; Examples of practice at home / in the neighbourhood / in school related to this topic.

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PART

04 Reference

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1. Anne Fleischmann & Alastair Jamieson. (2019). One year of Greta Thunberg, climate activist and magnet for hope — and hate. Retrieved from Euronews: https://www.euronews.com/2019/08/20/one-year-of-greta-thunberg-climate-

activist-and-magnet-for-

hope-and-hate 2. David Elliott and Lindsey Fielder Cook. (2016). Climate justice and the use of human rights law in reducing greenhouse gas emissions. Geneva: Quaker United Nations Office.

3. Hammon, D. (2019). Green school in Bali shows students how to live sustainably. Retrieved from Inhabitat: inhabitat.com/green-school-in-bali-shows-students- how-to-live-sustainably/ 4. Heming, A. (2017). What is a green school? Retrieved from The Center for Green Schools: www.centerforgreenschools.org/what-green-school 5. Hopkins, R. (2015). 21 Stories of Transition - How a movement of communities is coming together to reimagine and rebuild our world. Totnes, Devon: Transition Network .

6. Khanh, N. T. (2019). Chuyển dịch năng lượng công bằng - Cơ hội và thách thức cho Việt Nam. Hà Nội: Trung tâm Phát triển Sáng tạo Xanh (GreenID) và Viện Friedrich Ebert Stiftung (FES).

7. Mustata, A. (2017). Eight steps for a Just Transition. Bankwatch Romania.

8. Nhàn, T. (2018). Chính sách năng lượng Nhật Bản: Xác định cấu trúc điện năng tương lai. Tạp chí Tia sáng.

9. RECOFTC. (2014). Công bằng trong biến đổi khí hậu và REDD+. Bangkok.

10. Trung tâm Phát triển Sáng kiến Cộng đồng và Môi trường (2013). YouthXchange - Sách Hướng dẫn về Phong cách Sống và Biến đổi Khí hậu. Hà Nội: Nhà xuất bản Tài nguyên Môi trường và Bản đồ Việt Nam. 11. Trung tâm Thông tin Tư liệu. (2017). Kinh tế xanh ở Cộng hòa Liên Bang Đức và một số bài học rút ra . Viện Nghiên cứu Quản lý Kinh tế Trung Ương.

12. UNCCD. (2019). United Nations Convention to Combat Desertification. Retrieved from unccd.int: https://www.unccd.int/actions/great-green-wall-initiative 13. WorldBank. (2015). Ngân sách cho ứng phó với biến đổi khí hậu ở Việt Nam: Đầu tư thông minh vì tương lai bền nững. Ngân hàng Thế giới.

14. WWF-Vietnam. (2007). WWF liên kết với khối doanh nghiệp để tìm các giải pháp môi trường. Retrieved

from

http://vietnam.panda.org:

http://vietnam.pan-

da.org/?112980/WWF-lien-kt-vi-khi-doanh-nghip-tim-cac-gii- phap-moi-trng

The Earth provides enough to satisfy every man’s need, not for every man’s greed - Mahatma Gandhi -