This articles presents efforts led in Mexico to create a youth empowerment platform to mitigate school´s Co2 emissions. The result was the creation of a NAMA for the school sector that ...
This articles presents efforts led in Mexico to create a youth empowerment platform to mitigate school´s Co2 emissions. The result was the creation of a NAMA for the school sector that was piloted in 4 states in Mexico and the creation of a model that allows this community to transform their environment.
How can youth be part of the national mitigation goals of Mexico? The answer to this question led the social lab PIDES: Social Innovation based in Mexico and the German Agency for International Cooperation to team up in 2013. The result was the creation of a Low Emission School programme that was formed by two main components: the creation of the first international Nationally Appropriate Mitigation Action (NAMA) for the school sector and a youth empowerment platform piloted and implemented by PIDES in collaboration with 4 local governments in its first phase. The main goals of this program were the promotion of environmental education and greenhouse gas emission reduction in schools, measured formally by an online tool that fed information back into the Ministry of Environment.
The goal was to empower small coordinating green groups inside each school, train them and support the generation of their green action plans during the school year. The cultural change and environmental education were as important as the C02 reductions for this NAMA. Though this school change agent program, we are assuring a present and future mitigation strategy.
This design-thinking type methodology helped the communities to take over the project and make it theirs. We knew that sustainable practices and demand driven changes had to come from within institutions and not be implemented by outsiders. Letting kids understand the areas of opportunity in their schools regarding six issues – Green Areas, Energy, Waste Management, Transport, Water and Sustainable Consumption – and then helping them figure out ways to solve these with their peers, allowed them to interiorize concepts and have a transformative education on sustainability. Respectively, PIDES became less their coordinator and more an advisor to these green student teams