We look forward to working together to build our communities across Australia throughout 2024.
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Summit Voices
We invite you to share your voice and what is currently happening around Australia in climate change education.
As part of the Summit on 18th of October we will showcase your voices throughout the program.
We are particularly interested in the voices of young people and a diversity of education communities representing your commitments to climate change education.
We are looking for a short video of 60-90 seconds that captures aspects of a project, a program, an action, or creative response to the climate crisis. This is a wonderful opportunity to showcase the work you, your organisation, or community is doing and to have your voice heard.
Please pass this invitation on within and across organisations and communities.
Partners and supporting organisations
The following organisations are lending their support to the Australian Climate Change Education Summit and Action Plan.
The Australian Association for Environmental Education (AAEE) is a lead partner in the Climate Change Education Summit and Action Plan.
As Australia’s peak professional association for environmental educators, we provide a collaborative and supportive network for the growing force of cross-sector environmental educators across our states and territories.
“DATTA Vic is delighted to support the 2024 Climate Change Education Summit. We are the professional association for teachers of Design & Technologies in Victoria. In the Design & Technologies curriculum, students consider ethical factors including the environmental and social impacts of technological change, and how the choice and use of technologies can contribute to a sustainable future. This learning area seeks to develop citizens with the knowledge and confidence to analyse, critique and creatively respond to design needs and opportunities for a circular economy. In short, we develop the creative problem solvers that we need to address global challenges like climate change and create a sustainable future.”
The Australian Science Teachers Association is the federation of Science Teacher Associations across each state and territory in Australia.
“Griffith University’s Climate Action Beacon recognises the urgent need for climate change education as well as its importance at all levels in order to prepare societies for current and future challenges. This will rely on transdisciplinary expertise to shape effective and impactful climate change education that builds resilience amongst those of all ages.”
The GLOBE (Global Learning and Observations to Benefit the Environment) Program is an international science and education program that focuses on promoting scientific literacy and building connections between people passionate about the environment. GLOBE has three primary goals: increasing environmental awareness, contributing to increased scientific understanding of the Earth and supporting improved student achievement in science and mathematics. By participating in GLOBE, students, teachers, researchers and lifelong learners can connect with the program’s global community.
In the Microplastics Monitoring Protocol Trial, students measure the concentration of microplastics in surface waters in the chosen hydrosphere study site. The students will apply a simple sequence of operations, using instruments and tools common in high schools (microscopes) as well as in sustainable development education centres.
Parents For Climate are Australia’s leading climate advocacy organisation for parents, carers, families and all who care about a safe future for kids.
“We educate and empower our supporters to make the climate safer for every child. Founded in 2019 by six regional, rural and urban mums in four states and territories, we’ve grown rapidly to fill a critical gap in the climate movement. We are a parent organisation, run by parents for parents.“
“It is critical that the education curriculum is fit for purpose for the world that our youth will be growing up and living in today and tomorrow. Climate Change will affect and is indeed already affecting every area of our lives, our society and our economy, including future vocations and careers. We need to ensure that the youth of today are prepared and equipped with the right knowledge and skills to adapt in this ever changing landscape. Which is why Climate Change education is paramount and needs to be immediately addressed.”
“The Port Phillip EcoCentre has been transforming the way Melbourne understands wildlife, waterways and climate change since 1999. Our team use the physical world as our classroom to connect people with community and their local nature. Our work is integral to enacting climate change education, and we endorse the Australian Climate Change Education Summit and Action Plan project’s work toward a Climate Change Education Strategy for Australia.“
The Sustainability, Environment, and the Arts in Education (SEAE) Research Centre is globally recognised for enacting profound change in/through transdisciplinary environmental and Arts education research that disrupts and generates new ways of being and becoming, which provokes dynamic responses to critical local-global calamities.
This research centre represents a large collective of researchers working across sustainability, environment and the Arts in education. This centre is unique and has a transdisciplinary research focus which directly informs public debate, policy, advocacy and practice.
“Climate change will increasingly shape our lives and livelihoods. It is therefore paramount to educate younger and future generations about climate change and associated impacts and risks. We need to equip these generations the best we can to help them deal with the changes that are about to come.”
Prof. Katrin Meissner
Director of the Climate Change Research Centre at UNSW
“Supporting climate science education within STEM subjects is essential for addressing climate change. Although climate science is inherently interdisciplinary – combining scientific methods, mathematics, and technology -it often receives less emphasis in STEM curricula compared to non-STEM subjects. This can cause students to underestimate the importance of STEM skills in this field and miss opportunities to apply their talents. By integrating climate science more prominently into STEM education, we can inspire and equip students to address climate challenges, expanding the talent pool and enabling them to make meaningful contributions to our planet’s future.”
Dr. Sanaa Hobeichi
Senior Research Associate at The Climate Change Research Centre (at UNSW), with The ARC CoE for 21st Century Weather and The ARC CoE for Climate Extremes.
“Climate education is vital to the work we do to make change for Tasmania and beyond, from the University of Tasmania we seek opportunities to partner with other communities taking action for climate and we are proud to support the Australian Climate Change Education Summit this October.”
Corey Peterson
Chief Sustainability Officer, University of Tasmania.
EENSW is a State Chapter of the Australian Association for Environmental Education (AAEE), the national peak professional association for environmental educators in Australia.
We support education for sustainability in NSW, in keeping with the three major roles of AAEE:
- promoting the most extensive and effective use of education and engagement to help people live more sustainably and protect and enhance the local environment
- supporting its members and others in the sector via professional development
- building greater strength in local networks that facilitate collaboration and skill sharing
We work in the interests of quality education and environmental change. For more than 30 years, we have been integrally involved in the development of Learning for Sustainability Plans as well as NSW school curriculum policy and support. We represent environmental educators across the state in discussions and debates, and provide submissions and recommendations on sustainability issues and directions for a sustainable future.
“It’s essential that climate change education becomes embedded in the Australian curriculum. Through education, students are empowered to make informed decisions and develop climate change resilience from a young age. We are in full support of the work of the Climate Change Education Network”
Global Climate Change Week (GCCW) encourages academic communities – including academics, students, and non-academic staff at universities – in all disciplines and countries to engage with each other, their communities, and policy makers on climate change action and solutions.
Held annually in October, GCCW provides an open platform for academics to register their interest, put their universities on the map, and organise voluntary activities aimed at raising awareness, inspiring behaviour change, and driving transformation in relation to climate policy.
“GCCW is delighted to support the Australian Climate Change Education Summit and Action Plan project being organised by Deakin University’s Centre for Regenerating Futures which is precisely the kind of activity GCCW was set up to encourage. GCCW encourages similar initiatives around the globe as we build worldwide concern and action on climate change. We very much look forward to the release of the Acton Plan on the final day of GCCW 2024.”
“Climate change education is no longer an optional extra in schools. Helping our educators and young people understand and adjust to an evolving way of living and learning for sustainability is vital to our health, happiness, and our planet. Cool.org advocates for social, economic, and environmental education to address the climate changes happening now and for those to come.”
“Psychology for a Safe Climate (PSC) focuses on communicating and educating about climate change in ways that make room for the emotional experiences of processing this information and its implications for your life and the future. Part of this is supporting educators in their own climate journeys, and we offer a ”climate aware” professional development series that offers a trauma-informed space for reflection and deepening thinking and feeling. A Climate Aware Practitioner is someone who is already working professionally supporting other people (such as health practitioners, educators, facilitators, campaigners, researchers etc.) who recognises the current climate crises as threatening the ongoing capacity of Earth to sustain human life, ecosystems and stable climate systems.”
“Climate Change education is essential in all schools systems, including the Catholic School system. Climate Change education should aim to consider themes around Climate Justice and the impact that climate change has on the poor and vulnerable in our global community.”