UNITED NATIONS ENVIRONMENT PROGRAMME - Environmental studies is a historical subject, but has only come to light in recent years. Incorporating environmental studies into the elementary and secondary curriculum, however, has received much less attention.
The delegate of the United Kingdom believes in green education: “[the] education system should be catered to educating people about incentives and benefits”. People should look to the core ideas of decreasing the impact of climate change: educating our youth on the environment and the importance of greener alternatives.
The delegate of Pakistan spoke of a dire situation: “many people in Pakistan are not aware that climate change exists”. The delegate believes that the younger generation should be the ones receiving green education, as “they aren’t biased and (...) [it would] instill a sense of responsibility [in them].” The youth today will grow up in a world that is just beginning to realize the toll of climate change in the world, and it will be their duty to restore the environment to its natural cycle.
The delegate of Japan also believes in educating the youth, starting with the quote “It’s best to start little”. The delegate encourages implementing current events into the school curriculum so students can learn about events around the world, especially about the impact of climate change. As a world leader in innovation, Japan also has several programs to lessen the effects of climate change. The Japan Environmental Forum is a program dedicated to enhancing the knowledge of the general public on the natural environment. This program is a joint-program with several other countries, especially with developing nations, so that knowledge about the natural environment can be shared with all.
The delegate of the Republic of Korea agrees, saying that “education (...) should be integrated into the process [of building a green economy]”. However, green education should be directed to the right people - the people truly impacted by climate change: farmers. Agriculture is a major part of the Korean economy, and the government should grant subsidies to those that buy environmentally-friendly products.
The Delegate of India strongly believes that green education is necessary for a greener world, but also believes that specific groups should be targeted for green education. Farmers, for one, should be a main target. “Many countries rely on agriculture for income and food.” Especially in developing countries, agriculture is a main source of income and a plays a big role on the economy. The delegate supports educating farmers in “sustainable practices such as crop rotation, natural pest predators, and cover crops which will encourage higher yields and the overall health of the environment [...] Consumers should also be aware of the availability of green alternatives.” as they are the ones that pay for fossil fuels and for their usage of non-renewable resources. “If these consumers were educated on the benefits of green alternatives, that would give them the initiative to support greener alternatives.”
The delegate of the United Kingdom believes in green education: “[the] education system should be catered to educating people about incentives and benefits”. People should look to the core ideas of decreasing the impact of climate change: educating our youth on the environment and the importance of greener alternatives.
The delegate of Pakistan spoke of a dire situation: “many people in Pakistan are not aware that climate change exists”. The delegate believes that the younger generation should be the ones receiving green education, as “they aren’t biased and (...) [it would] instill a sense of responsibility [in them].” The youth today will grow up in a world that is just beginning to realize the toll of climate change in the world, and it will be their duty to restore the environment to its natural cycle.
The delegate of Japan also believes in educating the youth, starting with the quote “It’s best to start little”. The delegate encourages implementing current events into the school curriculum so students can learn about events around the world, especially about the impact of climate change. As a world leader in innovation, Japan also has several programs to lessen the effects of climate change. The Japan Environmental Forum is a program dedicated to enhancing the knowledge of the general public on the natural environment. This program is a joint-program with several other countries, especially with developing nations, so that knowledge about the natural environment can be shared with all.
The delegate of the Republic of Korea agrees, saying that “education (...) should be integrated into the process [of building a green economy]”. However, green education should be directed to the right people - the people truly impacted by climate change: farmers. Agriculture is a major part of the Korean economy, and the government should grant subsidies to those that buy environmentally-friendly products.
The Delegate of India strongly believes that green education is necessary for a greener world, but also believes that specific groups should be targeted for green education. Farmers, for one, should be a main target. “Many countries rely on agriculture for income and food.” Especially in developing countries, agriculture is a main source of income and a plays a big role on the economy. The delegate supports educating farmers in “sustainable practices such as crop rotation, natural pest predators, and cover crops which will encourage higher yields and the overall health of the environment [...] Consumers should also be aware of the availability of green alternatives.” as they are the ones that pay for fossil fuels and for their usage of non-renewable resources. “If these consumers were educated on the benefits of green alternatives, that would give them the initiative to support greener alternatives.”