The Need of Environmental Education. Wildlife
Extinction Risk from Climate Change.
1 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
Content
1. Introduction ........................................................................................................................................... 2
1.1. 70th UN Anniversary………………………………………………………………………………………………………….2
2. The FAO’s work ..................................................................................................................................... 3
2.1 FAO and the Millennium Development Goals (MDGs)……………………………………………………3
3. The Need of Environmental Education.
Wildlife Extinction Risk from Climate Change ………………………………………………………….4
3.1 Background ................................................................................................................................ 5
4. Specific Topics
4.1 Altered ecosystems and landscapes .......................................................................................... 6
4.2 Changes in species distribution, composition and interactions ................................................. 6
4.3 Conflicts at the human-wildlife-livestock interface ................................................................... 6
5. An Example of the Degradation of an Ecosystem ....................................................................... 7
5.1. Sea level rise and climate change ............................................................................................. 7
6. Useful tips for the debate ..................................................................................................................... 7
7. Learn more about your topic ............................................................................................................10
7.1 Websites .................................................................................................................................. 10
7.2 Documents ............................................................................................................................... 10
7.3 UN bodies’ resolutions ............................................................................................................. 11
2 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
1. Introduction
A Model United Nations (MUN) is a simulation of the UN General Assembly, UN Security Council
or other multilateral body. In this simulation, delegates of the Member States have to debate
following very strict rules of procedure, like in actual institutions.
To participate in the debate, delegates must be well prepared before the start of the sessions,
having done a good research on the topic proposed. A good research means to identify the
country’s position on the issue to be discussed, its history, its legal framework (treaties,
resolutions, agreements, etc), its interests, as well as the effects for your country and how it
could affect other countries.
In this case you must work on the topic: “The Need of Environmental Education: Wildlife
extinction risk from climate change” under the consideration of the FAO (Food and Agricultural
Organization of the United Nations).
It is very important for delegates to represent their state in the body, this means, to claim for the
values their state takes in real life. After the debate, delegates ought to pass a draft resolution, to
vote and to pass a final resolution on the topic.
This means that all Member States will have to collaborate in order to get to an agreement, on
the behalf of the international system, and through dialogue. This is an excellent example of how
states can solve real problems by multilateral cooperation. Additionally, it is very important to
take into account the position of other programs from the United Nations as the UNEP or other
organizations that could be participating during the debates, as World Wildlife Organization,
Greenpeace among others.
1.1 70th Anniversary United Nations
2015 will be a very important date for the whole United Nations (UN) family. Not only the end of
one of the most important initiatives that the UN has made since its creation, the Millennium
Development Goals (MDGs), but also the commemoration of its 70th anniversary.
Under the slogan "Strong UN, better world", the United Nations wants to stress the importance
of new opportunity and strong commitment for next generations, that people and protection of
the planet are a central part of the organization’s work. Furthermore, ending poverty through
new challenges as the Post 2015 Development Agenda and not leaving anyone behind and
providing decent living standards, should be also a priority for our youth. You may like starting
this huge project by a little but essential contribution: caring about climate change and the
necessity of reaching a universal access to education. Which can be the link between these two
goals: this is FAO’s mission.
Achieving these ideals can only be done by a youth committed youth with dialogue and a better
mutual understanding. A social harmony enhanced by tools that are strengthen their ability to
manage, to understand, to choose and work with their emotions and the emotions of the others
in an efficient way, will generate positive outcomes such as conflict resolution, decision making,
empathy, encouragement of values or creativity. All of these goals are also main objectives of the
Global Classroom Cantabria.
3 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
2. The FAO’s work
The United Nations is an international organization founded in 1945 after the Second World War
by 51 countries committed to maintaining international peace and security, developing friendly
relations among nations and promoting social progress, better living standards and human
rights.
The Charter established six principal organs of the United Nations: the General Assembly, the
Security Council, the Economic and Social Council, the Trusteeship Council, the International
Court of Justice and the Secretariat. The United Nations family, however, is much larger,
encompassing 15 agencies and several programs and bodies.
Specialized Agencies, Related Organizations, Funds, and other UN Entities
Food and Agriculture Organization of the United Nations
International Civil Aviation Organization
International Fund for Agricultural Development
International Labour Organization
International Maritime Organization
International Monetary Fund
International Telecommunication Union
United Nations Educational, Scientific and Cultural Organization
United Nations Industrial Development Organization
Universal Postal Union
World Bank Group
World Intellectual Property Organization
World Meteorological Organization
World Tourism Organization
World Health Organization
FAO
ICAO
IFAD
ILO
IMO
IMF
ITU
UNESCO
UNIDO
UPU
WIPO
WMO
UNWTO
WHO
The Food and Agriculture Organization (FAO) is one of the specialized agencies of the United
Nations. It is composed by 197 members, including 194 Nation Members, the European Union
and two other associated members. At the FAO, all countries meet as equals to negotiate
agreements and debate policies.
FAO’s headquarters are located in Rome, Italy, but its offices and representatives are present in
more than 130 countries. Representatives of members meet every two years at a Conference to
review global issues, and to evaluate the work that has been carried out until that moment.
Besides, the Conference elects Council Members and a Director-General. The current DirectorGeneral is a Brazilian called José Graziano da Silva.
2.1 FAO’S work and the Millennium Development Goals (MDGs)
The main goal of FAO is the development and improval of agriculture, forestry and fishing
activities and techniques, in order to attain an optimal nutrition for everybody.
In observance with the Millennium Development Goals, detailed below, the FAO has remarked
the importance of the 2nd of the goals: universal access to education. It recalls that climate
change has an important and dangerous impact on territories, and this has a direct consequence
facing education. Some zones in our planet are being damaged by climate changes consequences
4 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
like the destruction of ecosystems, and children of all ages find obstacles to attend to school, or
even the school is in danger because of the terrible changes in climate and precipitations.
For this reason, the FAO thinks that involving children in environmental education programs
fulfills with the 2nd of the goals in two ways: we will fight for access to education (MDG2) by
protecting our environment, and preserving school equipments; but we also will make children
aware of all climate change consequences. This is a fundamental challenge, as climate change
and global warming is a consequence to human actions, and scientists have insisted in reaching a
global consciousness to prevent human behavior in the future, and to learn that our actions have
consequences, and it is only our responsibility to conserve our planet as it is.
For this reason, we invite all delegates to discuss about the Millennium Development Goals,
paying special attention to the ones concerned in the topic assigned, and to fight for universal
access to education, but including environmental education to start the change, so that we stop
the degradation of the environment from now, and to be easier to preserve education (schools,
and the possibility for children to attend).
3. The Need of Environmental Education.
Wildlife Extinction Risk from Climate Change
The world already faces a biodiversity extinction crisis, and it is likely to be made worse by
climate change. A lot of ecosystem and landscape changes are likely to occur in forests,
mountains, wetlands, coastal areas, savannahs, grasslands and steppes. Impacts include changes
in physical conditions, weather patterns and ecosystem functioning. As a consequence,
terrestrial, freshwater and marine wildlife will be severely affected unless we manage to cope
with climate changes through decisive planning and action.
Consequences on wildlife could lead to, among others:
-
Ecosystem changes, like seasonality or a rapid invasive species.
Species interactions, including species distribution or abundance.
Human – wildlife conflicts, especially regarding competing for resources
Wildland fires: increased drought, disastrous fires...
Health and diseases by the increased spread of pathogens, across species boundaries, due
to climate.
To avoid these problems or to combat them, some responses are proposed, like maintaining
current ecosystems, especially those which are still intact, and therefore likely to withstand
climate change, by establishing a strong and effective network of protected areas.
However, more radical approaches are being taken into consideration, as wildlife biologists
think that protection is not enough to avoid climate ecosystem changes. These responses could
relate to the adaptation of ecosystems, by allowing the translocation of species that have lost
optimal ecological conditions, or the artificial feeding of wildlife in times of emergency; but also
the restoring of ecosystems which have been degraded would need reparation, especially
mangroves, inland waters, forests, savannahs and grasslands.
It is not difficult to think of other techniques of preserving or restoring ecosystems and
landscapes. But there is an only point of connection between every action to be taken, which is
the need of consciousness rising. Here is the true challenge: to start a powerful wildlife
management, we first need the population to be concerned about the numerous problems and
consequences of climate change. For this reason, developing and communicating information on
the value of wild species and ecosystems to humanity is an important strategy in this long-term
project of conserving biodiversity.
5 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
For this reason, education on environmental risks, consequences and measures to prevent,
avoid or repair environmental damages on ecosystems and landscapes caused by climate
change, and which affect wildlife in all its forms is now a priority in our agendas.
3.1 Background
Natural world needs our help. A lot of zones on Earth have been deeply injured, and there is a
risk of never recuperating them. However, civilians are not aware of this problem and continue
their daily habits, without being conscious of consequences. Besides the problem of climate
change, we can easily see a problem in education. If we don’t care about our planet, this can only
be due to a lack of education in the subject.
The Food and Agriculture Organization is in charge of the generation of resources for nutrition,
and consequently, it cares about the degradation of ecosystems and landscapes. The link is easy
to see: animals and plants are not only our co inhabitants, but also the main source of nutrition
for humans. And climate change (like so many other natural dangers) could lead to food
shortages, malnutrition and other problems in human development.
In observance of several of the eight Millennium Development Goals of the UN (universal access
to primary education, ensurance of an environmental sustainability,...) the FAO claims for a
change on education, by introducing the care for wildlife and respect for the environment.
Particularly, the FAO recalls the need of environmental education for children as a necessary
step to complete the 2nd goal, i.e. universal access to primary education. If environmental
education is itself a fundamental piece, it is because children are the main target for this
education, and this is due to two reasons: First, children are continuously in development and
learning. Consciousness must arrive when the subject is still learning the composition of its
(social, natural,...) environment.
During childhood, children have the perfect occasion to learn good habits and to grow up having
been educated in environmental values and awareness. And secondly, children happen to be
especially affected by climate change, as they have a weaker immunologic system and they
usually follow unhealthy habits, which allow the contagion of illnesses. For these reasons,
experts have long talked about the importance of a quality environmental education for children.
Consequences of climate change can be really harmful for children, and that is why they are in an
optimal age for learning about it, and to learn to care about it. Their education is at stake and,
especially at less developed States; the human action can be a determinant point for preserving
schools, or for losing them. It consists of an investment in education now, for attaining a
complete education in future.
For example, children who learn about wildlife risks caused by climate change will grow up
aware of their action and their consequences, and they will prevent global warming destroying
schools (like other infrastructures), as well as working hard for next generations to be able to
attend to school, and taking the necessary actions to this to be possible.
4. Specific Topics
6 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
If discussing about possible solutions to avoid the increase of animals endangered animals
species from climate change, reports and investigations coincide in the importance of include
the environmental education since primary school. This could allow to new generations to be
aware of their ecosystem and biodiversity and how the climate change is affecting them. Human
being is an important part of this ecosystem so it has a direct impact in people’s life.
The delegates of the FAO at the Global Classrooms Cantabria will need to proceed in
investigating and promoting the environmental education focused in fighting Climate Change, in
order to avoid the increase of animal’s endangered species, by further addressing the following
key topics and issues.
4.1 Altered ecosystems and landscapes
As a result of such and amount of sudden changes in rainfall patterns and average global
temperatures, ecosystems have lost some of their ability to adapt naturally. High temperatures
and quantity of CO2 can cause de reduction of biodiversity, destroying ecosystems and therefore
stopping the functions they provide for humans. Drought, fires, floods, grassland becoming
desert or changing the pH level of the sea are some of the responses to climate change that
wildlife could suffer, as well as the according loss of species who cannot survive anymore in such
areas.
Example:
Northerly bird species (pine siskin, bobolink
and Nashville warbler) were studied during the
XXth century. It was observed that, due to the
increasing temperatures in Great Britain, some
bird
populations
had
moved
their
emplacements an average of 18.9 kilometers
northwards. The same pattern was observed in
North America and Finland. The problem appears regarding species which have no geographical
margin of migration, those which have nowhere to go once they exceed maximum temperatures
or precipitations.
4.2 Changes in species distribution, composition and interactions
Every physical factor is relevant in species distribution: temperature, rainfall, geographical,
barriers,... Consequently, there are some species of animals and trees which would not survive
on quite different conditions than they are currently. In the other hand, there are also species to
which temperature increase or other climate changes would benefit their expansion and faster
development, such as insects, and so does the disappearance of some of their predators, as a
consequence of the same climate changes. This rapid increase of insect species could have a
terrible impact on humans, like pests.
Example:
These pine migrants’ moths moved to previously plague unaffected areas
after their expansion and low mortality due to the reduction of their
natural enemies in their new distribution areas.
4.3 Conflicts at the human-wildlife-livestock interface
Conflicts arise every time humans have to share same areas with animals, particularly in rural
7 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
areas, and they become larger when resources are limited. Therefore, severe droughts as well as
other phenomena resulting from climate change will worsen these conflicts, especially
competition for resources, but also the kill of animals or the invasion of their habitats.
Example:
In Malawi, floods have increased during the last few
years, and this has aggravated the existent problem
between farmers and crocodiles.
5. An example of the degradation of an ecosystem
As you may know, 2014 is the International Year of Small Island Developing States. As Ban Kimoon, the Secretary-General of the UN recalled, "The International Year is an opportunity to
appreciate the extraordinary resiliency and rich cultural heritage of the people of Small
Island developing States". For this reason, we have decided to analyze climate change on small
island developing states:
As we have said, natural landscapes are less vulnerable than already-damaged zones are. But
these small island states are an exception:
5.1. Sea level rise and climate change
The problems of water management are particularly acute in Africa. The lack of drinking water
is responsible for serious health problems in the general population and main direct cause of
high infant mortality in the region. Almost 90 per cent of child deaths from diarrheal diseases
are directly linked to contaminated water, lack of sanitation, or inadequate hygiene. Despite a
burgeoning global population, these deaths have come down significantly over the last decade,
from 1.2 million per year in 2000 to about 760,000 a year in 2011.
Millennium Development Goal 4 (MDG 4) calls for reducing the under-five mortality rate by twothirds between 1990 and 2015. The child survival remains an urgent concern. The toll of underfive deaths over the past two decades is staggering: between 1990 and 2013, 223 million
children worldwide died before their fifth birthday.
Of the 783 million people worldwide without improved drinking water, there are 119 million in
China; 97 million in India; 66 million in Nigeria; 36 million in DRC; and 15 million in Pakistan.
6. Useful tipos for the debate
In order to have a fruitful debate, it is recommended that the delegates take into account the
following recommendations to lead the discussions:
 At the beginning of the debate, make a general statement regarding the topic (the general
statement can be a summary of your country’s position paper
 Address the related topics through different perspectives: social, economic, educational,
environmental,…
 Take a look and comment the progress and failures of resolutions approved in the past
 Propose new ideas and objectives (common and individual) for new resolutions
8 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
 Find out who are the key players on the international and regional level are
 Find alliances between the present members (make agreements with States that have a
similar position to yours) – this will help you to cooperate
 Find out which ideas your country is able to support and on which you will disagree
 Contemplate the possible road block soft the objectives to prevent failure
 Present (written) ideas for a draft resolution
 Share why the country you represent supports or is against the draft resolution(s)
 Vote on proposed draft resolution(s)
Delegates should also take into consideration the following questions/measures to take their
decisions during the debate:
 As we have seen, the fight against climate change, and the preservation of wildlife should
start with consciousness rising. How could we manage this process of global awareness?
 Which kind of education do you think it would be the suitable to be implemented? How
could this program be inserted in current children education?
 Is your country one of the most affected? Then ask for help at the committee!
 Which extra activities should accompany the education in environmental protection and
preservation?
 Are there in your country any programs on environmental education yet?
 Is your country aware of the consequences of the lost of animal’s species because Climate
Changes for people’s life (famine, drought, diseases, migration…)
7. Learn more about your topic
7.1 Websites
 http://biodiversity-l.iisd.org/news/fao-documents-wildlife-extinction-risks-from-climatechange/
 http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-sustainable-development/climate-change-education/
 http://www.unicef.org/cfs/files/CFS_Climate_S_Web_final_25.2.13.pdf
 http://www.unicef.org/education/bege_61668.html
 http://ncse.com/climate
 http://www.unep.org/Documents.Multilingual/Default.asp?DocumentID=2716&ArticleID=
9498&l=en
 http://ipcc-wg2.gov/AR5/images/uploads/WGIIAR5-Chap4_FGDall.pdf
 http://www.fao.org/sustainable-forest-management/toolbox/cases/casedetail/en/c/235698/
 http://awsassets.wwf.no/downloads/climate_changes_caucasus___wwf_2008___final_april_
2009.pdf
 http://www.nwf.org/news-and-magazines/national-wildlife/animals/archives/2010/howanimals-fight-global-warming.aspx
 https://www.ciwf.org.uk/includes/documents/cm_docs/2008/g/global_warning.pdf
 http://www.youthforum.org/assets/2013/10/0438-08_Climate.pdf
7.2 Documents
 Climate Change and Environmental Education MODULE | English
 Climate Change Adaptation and Disaster Risk Reduction in the Education Sector RESOURCE
MANUAL | English
9 The Need of Environmental Education. Wildlife Extinction Risk from Climate Change
 Youth in action on climate change: inspirations from around the world | English
 Climate Change and Children | English
 Child-Friendly Education: Transforming the lives of children affected by climate change |
English
 Climate Change Take Action Now:_ A guide to supporting the local actions of children and
young people, with special emphasis on girls and young women | English
 Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries | English
 Exploring the Impact of Climate Change on Children in South Africa | English
 The benefits of a child-centered approach to eliminate change adaptation | English
 Climate Change and Children: A Human Security Challenge | English
 Children's Vulnerability to Climate Change and Disaster Impacts in East Asia and the
Pacific | English
 Climate proof children: Putting the child first in climate finance | English
 Climate change impacts on children in the Pacific: A focus on Kiribati and Vanuatu | English
 The impacts of climate change on nutrition and migration affecting children in Indonesia |
English
 Children and Climate Change in Mongolia: Children's Increasing Vulnerability and their
Capacity as Agents for Community Based Adaptation | English
 Global Climate Change and Child Health: A review of pathways, impacts and measures to
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improve the evidence base | English
Conference of the Parties Interviews:
Warsaw: COP19 UN Climate Change Conference 2013
Qatar: COP18 UN Climate Change Conference 2012
Durban: COP17 UN Climate Change Conference 2011
Cancun: COP16 UN Climate Change Conference 2010
7.3 UN bodies’ resolutions
Kyoto Protocol
UN Convention Framework on Climate Change
Resolution adopted by the General Assembly on 26 November 2008
Security Council Forecast on Maintenance of International Peace and Security: Impact of
Climate Change
 Intergovernmental Conference on Environmental Education by UNESCO
 Convention on Biological Diversity
 The Cartagena Protocol on Biosafety
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This dossier has been made by the United Nations Association of Spain with the
collaboration of Nina Lamuela
DISCLAIMER: This dossier is a mere compilation of data to serve Global Classroom Cantabria for your Committee
debate purposes and must not be cited as reference in academic research. For citable sources, please refer to the
endnotes