Month: December 2023

Press Release for Report” Fostering Youth-led Innovations to Accelerate Progress on the United Nations Sustainable Development Goals”.

In preparation for COP28, more than 15 universities in Mexico, the United States, and Canada have combined forces to find innovative ways to Foster Youth-Led Innovation for the SDGs.
The Sustainable Development Solutions Network and the Center for Sustainable Development, Climate School, Columbia University lead this group. The group held workshops and six webinars from June to October, covering topics such as sustainability curriculum design, scaling and commercializing sustainable ventures, climate communications, and much more. Professor Wen-wen Tung of Purdue University states the importance of holistic learning referred to by the numerous webinars, ‘Today’s youth are crucial in creating a sustainable future, one that integrates innovations in the physical, digital, and holistic human realms. Institutions across all sectors must recognize youth as key assets and partners.”

At COP28, the consortium of universities led by the Center for Sustainable Development, Columbia University and University of Waterloo Canada will be releasing their report “Fostering Youth-led Innovations to Accelerate Progress on the United Nations Sustainable Development Goals”. The report features many young voices to hear from them on their needs on Eco innovations. The report has been endorsed by former Secretary General Ban Ki Moon who has stated that youth should be prepared to “…address the most pressing global challenges, education must equip all learners with the values, skills, and knowledge that nurture cooperation, resilience, respect for diversity, gender justice, and human rights.” H.E. Ban Ki-moon is also the Chair of Mission 4.7 along with Additional Secretary General UNESCO Stefania Giannini and Professor Jeffrey Sachs of Columbia University. Dr. Sumie Song of The GREEN Program and content director of the report notes, “every student, regardless of academic major, has the right to learn about sustainability and climate action. It is vitally important that young people in communities that have suffered the most harm from climate change are equipped and empowered to lead the transformation to a sustainable future”.

The consortium of universities is all set to launch their report at the RewirEd Summit “Connecting the dots: Youth-led Initiatives in Rewiring Education for Climate Action” on December 8th. The panelists including young environmental leaders such as Vidya Bindal and Eshaan Jain from New Jersey will be showcasing their grassroots actions and reflecting on the report. The panel also includes Dr. Wen-Wen Tung, Associate Professor and Director of Geodata Science for Professionals MS Program, Purdue University who is one of the co-authors of the report and The Rev. Canon Dr. Betsee Parker, Baroness of Locheil who is a supporter of Mission 4.7. Professor Matthew Witenstein from University of Dayton states that “COP28 will be a great venue to showcase young voices through our policy document”.

According to Professor Wendy Purcell of Rutgers University, “Youth are leaders now and for tomorrow and we must transform education to enable them to make their fullest contribution to the innovation necessary to deliver global betterment for all – this report highlights actionable steps for policy makers to make this happen.” Professor Purcell brings in her health and climate perspective giving it a holistic perspective. Dr. Radhika Iyengar who has spearheaded this report informs that the release of this report is timely at COP28 as it aims to foster youth leadership, innovation, and entrepreneurial capabilities through transformative approaches to sustainability education and training. The objective of the round table discussion is to galvanize more universities in the Global North–in particular from the United States, Mexico and Canada–to join this movement on teaching about the SDGs through an empowering and innovative lens. Nicholas Palaschuk of University of Waterloo and the initiator of the report writing process says that, “with the 2030 deadline right around the corner, broadening mentorship opportunities for young people to gain practical know-how is critical so they develop the confidence needed to drive sustainable solutions at scale. When youth are given the chance to apply their ideas, learn by doing, and receive proper guidance, they start to bridge their values with bold actions that create real impact.”

Beyond COP298, the consortium of universities will have an open invitation for University leaders to join workshops and webinars on Beyond Green Jobs

Read the full report here https://www.academia.edu/110132163/Fostering_Youth_led_Innovations_to_Accelerate_Progress_on_the_United_Nations_Sustainable_Development_Goals_A_Guide_for_Policy_makers

Download the paper using the follow QR Code:

By Vidya Bindal

As an Eco Ambassador how have you been helpful to push for Sustainability in your township?

Speech:
Hello, namaste everyone, my name is Vidya Bindal and I am a tenth grader at Millburn High School, in New Jersey, United States. I am, and have been, an Eco Ambassador and an imperfect climate activist since 2019, with Columbia University’s Earth Institute. I would like to keep my thanks for this opportunity short, as there truly is a lot that needs to be discussed today, however there are some names that I must mention, for these are people who have continued to personally inspire me: Dr. Sachs, and Dr. Iyengar.

Growing up, we were always a frugal and an environmentally-aware family, but my active climate journey began during my trip to India 4 years ago, with SDG 12, responsible consumption and production. I noticed India’s elimination of plastic straws in various restaurants and decided to come back to my town, Millburn, to see how a similar initiative could be implemented in our local schools. After compiling a presentation on how India, and a rare few schools in the U.S. were doing it, I presented a reusable cutlery research to both the principal of my elementary school and the superintendent of Millburn schools. The elementary school then activated a plastic cutlery ban because the Principal was already inclined to do that, but the same could not be done for all schools. In fact the school even issued reusable cutlery to students, complete with a cutlery bag! I had submitted my presentation and goals, to the call for the first ever Eco-Ambassador program that year-2019, and my project was selected. I was invited to present in Columbia University’s Earth Institute, during Climate Week, to an insightful audience, including Dr. Sachs.

I, along with many others in my community, then made presentations in the town hall to support a town wide ban on single use plastic bags, SDG 11. I organized a movie night in the local library to watch sustainability documentaries followed by a discussion session, SDG 13. I created a survey to understand our town’s willingness for townwide food waste composting SDG 11. Over the years, I have actively participated in organizing and executing projects, such as monitoring microplastics in our town’s Rahway River SDG 14, cleanup drives and plogging hikes, SDG 15, fast fashion awareness SDG 5, have written and presented across multiple blogs and forums, and am currently assisting in writing a toolkit for global citizenship education alongside the Bank-Ki Moon Foundation, SDG 13, and finally, native plant information including distribution of native plant saplings, and creation of native plant gardens on public spaces, SDG 15. I mention these sustainable development goals because that’s what they’re good for! I admire this framework for being an international guideline where there is something for everyone, to take action on anything they believe in, to empower those who want to make change.

But that alone isn’t enough. The white paper I collaborated on, emphasized the necessity of youth programs such as Eco Ambassadors. I have grown up wearing the badge of a climate activist with pride, benefitting from the guidance and resources afforded to me through this program, and I know that others can too. I participated in several eco-conversations and education summits organized by it, virtually during the pandemic, and in-person thereafter.
This past summer in particular, twice I was able to interact with a large international contingent of youth and policymaking groups, exchanging ideas and brainstorming. I have been empowered with thought, and voice to enable action, in not just myself, but hopefully, others.

For the first time, we see education receiving a seat at this international table. It gives me some hope, but there are a few things that need to be pointed out.
My take on youth is: One, Yes, there are youth out there who are not eco-aware, and the fault lies with the adult world that has simply not normalized environmentalism, at all really. Not in school curriculums, nor in social settings. Dr. Iyengar and Dr. Xe’s book “Climate Change Education” mentioned the KAB approach: Knowledge, Attitude, and Behavior, that though one may have the knowledge, the attitude and behavior are not directly related to it. But that just emphasizes that we have to incorporate climate education into everything, to learn how to be global citizens, and to find a solution to this system’s problem with a system’s solution.

Two: The following guidance and resources that you then provide, need to fit every child. Youth want to help. we’re not immune to the climate crisis, in fact we have to carry that burden forever. Kids have all sorts of interests, which form different passions. I myself play soccer, compete in track and field, do Indian classical dance, AND am an eco-ambassador, among my academics. Those are the things that have encouraged me to follow climate activism for gender equality, biodiversity, and research in environmental science. I am convinced that youth environmental leaders come in different types, with different hobbies, and THAT’S who the guidance should be aimed at. Those are our experiences that form our unique perspectives, and why wouldn’t you help us help ourselves for the problem you caused?? This white paper mentioned case studies such as The Green Program, UNESCO’s Operational Strategy on Youth, UNICEF’S generation Unlimited, but we need more, and we need it now.

And let me re-emphasize again, an IMPERFECT environmentally active youth is a large step to the end goal. Because that means living sustainably, within your means, but still living. It’s a life with your chosen amount of sacrifices, if that’s really what you want to call it, away from material, unsustainable, habits or purchases as are happening right now. But that means that you are living…. Sustainably. And that needs to become the new norm, through green skills, and green education. In a world where temperatures are rising, natural disasters are worsening, and human lives are lost,
You aren’t just shortening our futures, but ending our childhoods. We’re young! We have the courage, we have the visions, our sense of life, that’s what makes us kids! But that’s also exactly what you’re taking away from us by just sitting idly and not providing us with the tools to combat this climate crisis. Give us guidance, resources, education, just give us something. Thank you.

By Eshaan Jain

Hello Everyone! My name is Eshaan Jain. I am an 11th grader at the Pingry School in New Jersey, USA. Firstly I want to thank the RewirEd Summit, the Center for Sustainable Development, and particularly Dr. Radhika Iyenagar for the opportunity to participate in this panel. I would also like to thank all the authors of the eco-innovations report for providing a comprehensive roadmap for policymakers to promote youth engagement and innovations. Drawing from my own personal experiences as a youth volunteer focused on various environmental initiatives, I would like to note key recommendations from this report that I found to be the most compelling.

First and foremost, I couldn’t agree more with the recommendation that policymakers should enhance education about sustainability by integrating topics such as global citizenship and SDGs as mandatory within school curricula. If concepts like sustainability and climate change are not taught to students around the world as part of their core curricula right from an early age, then we are at risk of raising future generations who will continue to believe in the false paradigm of infinite economic growth achieved by endless production and consumption of material things as the only measure of success.

In my own case, a 5th grade classroom activity was a key learning moment. In this activity, a School Green Team Facilitator divided our classroom into two groups and gave a pack of chips to one group and asked them to eat it while the other group longingly looked on. Then the Facilitator asked the first group to throw their empty chip packets on the desks of the other group. So one group got to eat chips and the other had to deal with the waste! We further learned in that classroom session that this scenario played out in reality in our town of Millburn, one of the wealthiest in the state. Millburn has a very large waste footprint but our waste gets burnt in an incinerator located in the underprivileged town of Newark. For a group of 5th graders, this simple classroom activity was a very powerful illustration of the concept of environmental justice as well as an eye-opener about the problem of waste management.

My first introduction to the issue of plastic pollution also happened in 5th grade while participating in an Earth Day Poster competition. I learned that if we stayed on our current path of unchecked plastic production, by 2050 there will be more plastic in the oceans than fish. When I heard that an ordinance to ban single-use plastics in our township was being debated, I knew I wanted to help, but honestly had no idea where to start. However, encouraged by my first mentor in the environmental space, my Mom, I, along with my brother, set up a table at our local library for 3 days during our winter break. We brought several educational materials with us including a monster-like figure created out of plastic bags and asked the local community passing by to take a pledge to give up single-use plastics in their homes as well as support the plastic ban ordinance in our township. Millburn did end up passing the ordinance.

Since these early exposures, concepts of sustainability, equity, and justice have become important lenses through which I see the world. These early experiences also taught me that education is the first step to solving any societal problem, and lastly, as young as I was, I had the power to make a change and inspire others. I have since then worked on several community projects as an Eco Ambassador. First I have become intimately involved with supporting ecosystems through promoting Native Plants in our local community – SDG 13(Climate Action), SDG 15(Life on Land). As part of this effort, this summer I worked on drafting a Native Plant Ordinance for our township’s Environmental Commission for adoption. I have also participated in several local native plant sales and swaps as well as volunteered in native plantation efforts in community gardens.

More recently, with a firm belief in the importance of engaging with policymakers and government, I along with four other students in my town hosted a discussion with the candidates running for the Township Committee elections this Fall. Our discussions focused on understanding the candidate’s commitment and focus on driving sustainability and climate resiliency-related policy changes in our town. Now that elections are over, we intend to work with the elected candidates to implement policies like banning gas-powered blowers or expanding food scrap recycling in our town.

Furthermore, determined to spread awareness at a larger scale about SDG 14 (Life below water), last year I co-founded a student organization, AllForOceans, with a friend to engage students by connecting their love for marine life and aquatic sports with a platform to become stewards of our oceans. We have now expanded to 15 high schools in 3 countries. Looking ahead, we hope to create a global community of young ocean enthusiasts who will all work towards achieving five out of ten targets set by SDG 14: Reduce marine pollution; protect and restore ecosystems; reduce ocean acidification; sustainable fishing; and conserve coastal and marine areas.

As I look back on all the initiatives I have worked on since 5th grade, I realize how important mentorship and access to resources have been to enable me. Honestly, I doubt I would ever be as deeply involved in environmental issues as I am now, much less get to speak here at the RewirEd Summit if I was not guided by mentors like my Mom or Dr. Radhika Iyengar along the way. I was fortunate to have great mentors who filled the gap in sustainability education at school. However, for most other students the issue is glanced over in school and probably not talked about at home. No surprise that one of the key findings of this report is that Youth engagement in SDG innovation is an untapped opportunity across North America, and frankly all across the globe.

Therefore, I wholeheartedly agree with the recommendation that Policymakers should promote mentorship initiatives that connect young innovators with experienced advisors and professionals as well as provide access to innovation hubs, incubators, and accelerators to young people. To this end, I, and a few other students, are working with the Ban-Ki Moon Foundation and the Center for Sustainable Development to create a toolkit of resources and training to teach other students how to become global citizens, and what that really entails. I hope this toolkit, which will be released sometime late next spring, will help students around the world start their own innovations in the SDG space.

In closing, I would like to quote one of my favorite presidents, Franklin D. Roosevelt, who once said, “We cannot always build the future for our youth, but we can build our youth for the future.” This quote couldn’t be more apt today given the existential crisis my generation is facing with climate change. I hope that the adults negotiating our future at this conference realize that while they have not fulfilled their obligation of being good stewards of our planet, at the very least they owe it to our generation to equip us with the knowledge and tools to deal with the challenges staring us in the face.