Solar energy for citizens in Western Balkans
The project Solar energy for citizens in Western Balkans started in January 2023, supported by Western Balkan Fund and co-financed by EU, with the aim to promote the best practices regarding the possibility to use solar energy by citizens, informing, engaging and mobilizing citizens to be active participants in neutrality transition. During the project implementation, the WB-Solar Net web platform will be established in order to help CSOs in raising awareness on the great potential of solar energy for advancing the regional agenda for a green and sustainable economy, using innovative solutions on clean energy, and following EU Directives.
Nine partners from Albania, Montenegro, North Macedonia, and Serbia will work together to enhance the capacities of CSOs in WB in addressing the poverty energy of marginalized groups, and to advocate for improving the legislation, simplifying and shortening the administrative procedures for delivering permissions to the citizens of WB to install photovoltaic panels. It is also expected that the capacities of CSOs will be improved, in order to strengthen the cross-border dialogue for environmental protection. In addition, through the project, CSOs will gather knowledge and improve their skills in raising the awareness for quick actions for the alignment of WBC policies with the recent European directives and initiatives.
At the end of the project, a network of CSOs and other stakeholders named “Western Balkans Solar Net/Solar4WB” will be established and become functional, to serve as a hub for best practices of self-consumers of solar energy. This will help citizens to be better informed about opportunities and possibilities, and to address the needs of marginalized groups of energy poverty. The network will provide initial recommendations on how to improve legislation, policies, and administrative procedures for potential solar energy users. The activities will be organized to update and consult the National Plans of Energy and Climate of Western Balkan countries.
The online website platform will be developed to become a future hub for CSOs, where will be presented different examples regarding the situation in the field of solar energy. Two webinars will be organized to present the situation of the solar sector, the opportunities, and the barriers. Advocacy efforts will be meetings with representatives of public institutions, TV discussions, articles in the newspapers, posts on social media, etc. The Western Balkans Solar Net, (Solar4WB) as a functional platform with data of members and stakeholders, legislation, procedures, and information on related subjects will be established and presented during the Final Conference at the end of the project.
The second online webinar “ADVOCATING FOR SOLAR ENERGY FOR THE CITIZENS OF THE WESTERN BALKANS “
4th Meeting of the Intersessional Process for Considering SAICM and the Sound Management of Chemicals and Waste Beyond 2020, Bucharest 2022
EASD is participating at the fourth session of the Intersessional Process for Considering the Strategic Approach to International Chemicals Management (SAICM) and the Sound Management of Chemicals and Waste Beyond 2020 (IP4) in Bucharest , August/September 2022. From Serbia, beside Environmental Ambassadors for Sustainable Development (EASD), NGO Safer Chemicals Alternative – ALHem also participated. A summary report of IP4 by ENB which includes also a brief summary of SAICM’s history as well as of the history of the intersessional process.
As the meeting result Co-Chairs’ consolidated text is achieved. achievement, and resume it in early 2023 at a time and venue to be set by the Bureau in consultation with relevant stakeholders.
The UN General Assembly recently adopted a resolution establishing access to a clean, healthy and sustainable environment, a universal human right. At the same time, recent scientific evidence shows that the global threat of plastic and chemical production has exceeded the “planetary boundaries” for chemical pollution. In addition, the global chemical industry is projected to double by 2030, with rapid growth in emerging economies.
The CEE Region recognizes the need for greater cooperation among stakeholders aiming at strengthening the capacities of developing countries and countries with economies in transition for integrated management and promoting the adequate transfer of cleaner and safer technology. Moreover, great deal of attention should be dedicated to raising awareness of chemicals and waste issues among the responsible institutions, agencies, with improvement of the multi-sectorial and multi-stakeholder cooperation.
EASD position (within IPEN umbrella) is to believe that the SAICM is key to advancing the sound management of chemicals and waste considering human health and the environment. Some of important issues pointed out by IPEN include:
– SAICM is the only instrument we have today to address most chemicals and waste but its goals were not met although progress was made. SAICM should strengthen its open, inclusive, participatory and transparent structure which should be multi-sectoral and multi-stakeholder; From our perspective we need an agreement for a strong SAICM-Beyond-2020 Framework that goes beyond the Dubai Declaration and secures ambitious targets for prevention and reduction of harmful chemicals and waste globally bringing about real change.
– The science-to-policy panel should be a tool to raise awareness about the existing scientific knowledge and allow it to take action on emerging issues and issues of concern that were already agreed upon in SAICM; Also, should also have inclusive participation, allow the consideration of different forms of knowledge including from indigenous peoples, and take into account gender-specific dimensions;
– The scope shall include chemicals and all waste throughout their lifecycle.
– That objectives for the industry involvement and other financial commitments are reflected in targets, indicators, and milestones and that monitoring and reporting instruments track progress on financial objectives of the beyond 2020 instrument.
– The framework must also be accompanied by new and additional, adequate, sustainable and predictable funding accessible to all relevant stakeholders to address chemicals and waste issues. The establishment of a funding mechanism following the model of the Quick Start Programme.
The fourth session of the Intersessional Process for Considering the Strategic Approach to International Chemicals Management (SAICM) and the Sound Management of Chemicals and Waste Beyond 2020 (IP4) focused on:
-targets for the post-2020 instrument; -national focal points; -national implementation plans;-how the instrument should deal with issues of concern;-private sector involvement in financing chemicals and waste management; and -the relationship between the instrument and the science-policy panel for chemicals and waste (SPP) mandated -by the fifth session of the UN Environment Assembly (UNEA5).a vision and principles for the instrument;
-identifying targets for the instrument; -how to choose “issues of concern” that would be targeted by the instrument for focused attention and concerted action;-multi-sectoral partnerships;-funding for the secretariat; and -a proposal for a globally coordinated levy on chemical feedstocks to feed a new international fund on chemicals and waste;
– whether, and how, to refer to the new human right to a healthy environment under the instrument’s section on principles; – a possible measurability structure for indicators; – a possible stocktaking mechanism and online tool; -participation in the proposed governing body—the conference—by representatives from the environment, health, labor and agriculture sectors involved in chemical management and safety issues; and – a proposal for a way forward on how to handle existing SAICM issues of concern under the new instrument.
To note that EASD participate and follow SAICM WG on Governance and Mechanisms to support Implementation (from October 2020, lead to IP4 ).
Delegates considered targets in the compilation of draft recommendations for a new instrument as well as new proposals for targets. They agreed to replace the long list of targets with a more limited set of priority targets, grouped under specific strategic objectives. Discussion centered around which targets to keep, which newly proposed targets to include, and which targets might be merged together. See also a table comparing the SAICM Overarching Policy Strategy, SAICM/IP.4/2/Rev.1 “Compilation of recommendations regarding the Strategic Approach and the sound management of chemicals and waste beyond 2020” and the Outcomes of the Virtual Working Groups
On vision, delegates replaced the proposed phrases in the compilation text with three new ones developed by an informal group:
- “Chemical safety for all”;
- “A toxics free planet. Advancing chemicals and waste safety for a healthy future”; and
- “Healthy Planet and People: Making Our Future Chemical and Waste Safe.”
(to note, EASD support Call to action for a tomorrow without toxics )
We must continue working together towards a sound management of chemicals and waste throughout their life cycle, in order to avoid or minimize adverse impacts on human health and the environment!
Call to action for a tomorrow without toxics
Sign the Call to Action here:
https://docs.google.com/forms/d/e/1FAIpQLSecU8_1QRK983bsB1s92c0sHyVBv
adDWW2dW–T_46_JiWjgg/viewform
Urgent call for a strong SAICM-Beyond-2020-Framework ensuring sound chemicals and waste management!
Increasing chemical production, use of harmful chemicals, pollution, and waste are turning into a third planetary crisis[1], beside the climate and biodiversity crises, and at the same time exacerbating them. There is an urgent need for solution-focused actions along the whole lifecycle of chemicals and waste, addressing the threats to human health and the environment – from the enormous use of chemicals, poor chemicals and waste management, to the ever-increasing production and raw material extraction. The undersigned organizations stand together in urgently calling
on governments, industry, and other stakeholders to work towards a tomorrow without toxics. We urge them to actively reduce their chemical footprint and make prevention, reduction, and sound management of chemicals and waste a priority issue.
The current levels of chemicals used in industrial processes, agriculture and daily life products massively expose people and ecosystems to harmful substances.
Ubiquitous, excessive and often uncontrolled use of chemicals, their improper storage and disposal, and accidents, as well as the amount of waste in general and in particular mismanaged waste lead to harmful substances entering the environment, food chains, and human bodies. They poison air, soil and water, harm wildlife and cause biodiversity loss. Exposure to hazardous chemicals produces reproductive and neurological disorders, causes intergenerational effects, and the loss of livelihoods and food systems, among other things. The burdens fall disproportionately on the most financially oppressed, vulnerable and marginalized groups, such as Indigenous
Communities, people in the Global South, workers in industry and agriculture, women and children. This makes chemicals and waste management a cross-cutting issue.
The Strategic Approach to International Chemicals Management (SAICM) and the Dubai Declaration, adopted in 2006 by the First International Conference on Chemicals Management (ICCM1), aimed to achieve sound management of chemicals and waste throughout their life cycle by 2020.[2] Now, at the beginning of the year 2022, we see an even more urgent need for action. SAICM has identified important issues and created a multi-sector platform and multi-stakeholder process for action, involving governments, civil society, businesses and academics. However, the overall objective has not been achieved and progress made is insufficient and mainly limited to information collection, while only a few concrete risk reduction measures have been undertaken. Adverse impacts on human health and the environment from raw material extraction, chemical production, use and disposal continue.
There is no time to waste.
We need an agreement for a strong SAICM-Beyond-2020-Framework that goes beyond the Dubai Declaration on International Chemicals Management[3] and secures ambitious reduction and prevention of harmful chemicals and waste globally, bringing about real change, including the implementation of safe alternatives. Our vision is a world where chemicals and wastes are no longer a source of harm and where all people live in safe and healthy environments, free from toxic threats to ecosystems and to future generations. We call upon all stakeholders to commit to this goal and to increase engagement, expressing a concrete will to end the poisoning of our world. Put a
SAICM-Beyond-2020-Framework urgently into practice as follows:
● Recognize and implement the precautionary and sustainability principles as basic principles and rationale behind all measures. Follow the hierarchy of prevention, elimination and minimization of hazardous substances.
● Include the possibility to stipulate or initiate binding elements for chemicals and waste management throughout the whole lifecycle, including raw material extraction, production, use and disposal of chemicals.
● Set ambitious targets and milestones. Make national action plans binding for all SAICM stakeholders, which particularly promote implementation and monitoring. Include concrete activities to solve the Issues of Concern in SAICM national action plans as well as education and awareness raising measures. Ensure that groups of related chemicals are addressed in the framework and in related action plans
● Establish mechanisms for implementation and progress reporting, and independent monitoring, as well as mechanisms for compliance.
● Realize global implementation on all levels (i.e. local, national, regional and international levels) and ensure this through national action plans. Make a SAICM-Beyond-2020-Framework compatible with other global treaties
including a future legally binding Plastics Treaty[4] or a future international regulation on pesticides[5].
● Secure the multistakeholder and multisectoral character of SAICM. Ensure that the negotiation process is carried out in a way that guarantees equal and fair participation of all stakeholders and right holders, as well as the
possibility to bring in contributions, especially from the civil society.
● Guarantee solid, sustainable, and reliable financing by the internalization of external costs, according to the Polluter Pays Principle. This could be achieved through a coordinated tax on chemical feedstocks, levied by the
national governments where the chemicals are produced[6], ensuring and prioritizing the support for developing and emerging countries. Especially civil society organizations, Indigenous Communities, and science, including citizen science, should be eligible for funding. Further options to implement the Polluter Pays Principle are to be explored and implemented.
● Make sure that a SAICM-Beyond-2020 addresses the identified shortcomings of the predecessor framework and in particular, that solutions for all identified Issues of Concern (IoCs) are developed and new IoCs included when they are needed. Current IoCs must be kept until resolved[7]. This includes e.g. a global phase-out of highly hazardous pesticides (HHPs) and their replacement with agroecology in line with ICCM4 resolution, measures to reduce endocrine disrupting chemicals (EDC) exposure for humans and the environment, and transparency and traceability for chemicals in products.
● Guarantee globally equal safety levels for everyone and everywhere. States must ensure the protection of people and the environment through laws and regulations that hold producers accountable along the entire supply chain
and throughout the whole lifecycle. Eliminate unethical and unacceptable double standards.
● Support the approach of a binding Global Minimum Transparency Standard[8] as a first step for chemicals in products and the establishment of labeling according to UNEP SCP guidelines[9]. This can ensure transparency and
traceability, which are, together with the right to know, key requirements for a safe circular economy globally. It further helps to eliminate double standards and dumping of products in countries with less ambitious chemicals legislation, and to guarantee an equal level of safety for everyone everywhere.
● Ensure sensitivity to the different exposition and vulnerability of people and groups of people to hazardous substances, depending on their area of residence, occupation, social and economic status, age, and gender. Consider
that children are particularly vulnerable to hazardous substances and must be protected from being born pre-polluted.
● Better protect women from hazardous chemicals, by implementing gender responsive policies, mainstreaming gender-equality and collecting gender disaggregated data. Recognize and encourage the leadership role of women in society, politics and science, and also in a SAICM-Beyond-2020-Framework. Consider that women are more susceptible to harmful chemicals than men and have different windows of vulnerability, e.g. during pregnancy.
They are also exposed differently to toxic chemicals due to their gender roles.
● Recognize the principles and values of the universal human rights[10]. Support all right holders, according to the respective international resolutions and declarations[11].
● Recognize the principles of the Rio-Declaration on Environment and Development and the principles of the Agenda 2030, as basic principles.
● Acknowledge the role of chemicals and waste in the biodiversity and climate crises and take action to address these impacts through decreased chemical production, use and disposal, phase out of harmful substances and
implementation of safe and non-chemical alternatives
Urgent call for a strong SAICM-Beyond-2020-Framework ensuring sound chemicals and waste management!
Forest – our lifelong teacher (Erasmus+)
ForLife is a joint project of three partners: Doves, Slovenia (project leader), Jump (Italy) and Environmental Ambassadors for Sustainable Development (Serbia), under the Erasmus+ Program.
EC Project Number: 2021-1-SI01-KA210-SCH-
National Project ID: KA210-SCH-2/21
Project title: Forest – our lifelong teacher
The projects is in line with the new EU Priority “European Green Deal” which is a strong claim and a new strong message of the EU towards all citizens. The project aims to train and empower teachers in the field of global challenges of environmental education (with emphasis on forests and the connection to climate change), through quality lessons and outdoor activities to achieve goals in the field of Education for Sustainable Development (ESD). The professional support of experts who will share their knowledge in the field of forestry will be provided to teachers, in order to enable them the opportunity to exchange experience of good practice that they will transfer to their work. At the end of the project, teachers will be sufficiently qualified, confident, with new skills and knowledge to be able to pass on to students and educate them about the importance of forests in relation to climate change. It is expected that students will, in following period, change their attitude towards forests and show the concern for nature and the future of our planet through their activities (not only in schools, but also widely) and to become active citizens. The role and importance of forests and their main functions (social, production and especially ecological) will be emphasized during the project, as well as the inclusion of forest visits in regular school work will be proposed, in order to improve knowledge regarding forest as a natural environment in Europe, to emphasize the importance of forest protection, but also afforestation and sustainable forest management. Teachers that teach students with special needs, marginalized and sensitive groups (Roma and immigrants who often have difficulty learning due to their knowledge of terminology, women and girls) will be included in the project, having in mind they do not have as many opportunities to participate in international projects. Through practical activities, games and outdoor activities, the mentioned groups can actively participate, learn and gain new knowledge about forests. The sustainable forest management requires the adoption of practices that take in account scenarios of future climate. Information/educational instruments are foreseen as the important tool of the resilience of the forest to climate change (educational institutions have important role, including Eco-Schools and others).
The implementation of these measures needs to be supported by a training and awareness raising that builds both general knowledge on climate change and forest management. The project is primarily aimed at teachers who teach students aged 5 -15. Teachers who educate children with special needs or work with marginal groups (Roma and immigrants), with the project activities they will help these children to easily integrate into society and encourage them to contribute to the overall progress.
The project goal is to achieve state in which teachers will feel equipped and competent to transfer knowledge in the first place to the secondary group indirectly involved in the project: colleagues, school managements and further students, which will gain new knowledge in the field of forests. The teachers involved will continue to share their knowledge and experience at professional meetings for teachers, study groups, thematic conferences, the network of Eco-schools in Slovenia and Serbia also have its own monthly newspaper, through which they inform the teachers involved in the programme.
Project ForLife started in February 2022, and lasts until July 2023. It is supported by EU, throught the Erasmus+ programm.
Kick-off meeting was held on February 24-25, 2022 in Portorož, Slovenia, with participation of all three partner organizations. It was very good opportunity to discuss upcoming activities in each country, as well as activities that will be organized jointly, as trainings for teachers involved in the project. During the meeting there was also opportunity to visit Skocijan cave, to see how on of the forest track in the vicinity of Skocijan looks, to learn about educational activities that National forestry institute from Slovenia organize with school children, and to see how Eco-schools program is running in pre-school in Slovenia.
Final online Conference on the project: Forest – our lifelong teacher May 29-31, 2023
Schools go green and digital – and Erasmus+ supports teaching excellence!
Satellite-like activity in Serbia (and region): Serious of “Seminars for Climate and Environment Ambassadors”
Prof dr Andjelka Mihajlov as European Climate Pact Ambassador launched satellite-like activity as serious of “Seminars for Climate and Environment Ambassadors”. Launched event was National Eco-Schools coordinators meeting, held in Vladimirovci, Serbia on October 8, 2021. With introductory speech, she informed about upcoming serious of climate education and awareness raising “Seminars for Climate and Environment Ambassadors”, structured by European Pact Ambassador on Climate Pact priority topics, and to be realized by professional association “Environmental Ambassadors for Sustainable Development” through national network of Eco-Schools (with more than 100 educational institutions from pre-school to university level).
The first one will be webinar on November 25, 2011 with green knowledge and skills as thematic focus, with agenda focus on “vocabulary” and terms understanding related EU Climate Pact and Green Deal/Fit for 55, to be presented by Prof dr Andjelka Mihajlov. Case activities and lectures on theme will be presented by other professors, having as the base Climate Box .
Registration is mandatory: https://forms.gle/LoBoNrQSxSEQLcXv5
Time: Nov 25, 2021 09:30 AM Budapest
Join Zoom Meeting
https://us06web.zoom.us/j/
Meeting ID: 856 2230 5302
Passcode: 023813
The second webinar will be in February 2022 with thematic focus on green areas and buildings. This seminar will be partially supported by Ministry of Environmental Protection of Republics of Serbia, and project Water and Sanitation Safety Planning in the Balkan Region. The third webinar/seminar will be in May/June 2022 with thematic focus on green transport.
These satellite-like events clearly go along the objectives and values of the Climate Pact, involving a number of citizens to take climate action and building a greener country, region and Europe. Real assumption is that each of seminars will attract at least 50 teachers and professors (150+ for 3 seminars), reaching further at least about 4000 students and pupils, further influencing their families and community members on climate friendly way of living. Seminars will not be limited to Eco-schools; it will be open also to public in all countries in region for participants able to follow presentations in Serbian language.
Energy Efficiency in Eco-schools
Through the Eco-schools Serbia network, series of workshops regarding raising awareness on energy efficiency, especially related measures that can be implemented in Eco-schools, at homes and wider in local communities, are organized. Participants are pre-school children and students from primary and secondary schools which are members of Eco-school network in Serbia. Educational material was prepared, printed (with original illustrations and design) and shared during the workshops. The material served for building capacity of teachers and professors to deal with energy efficiency issue. Workshops are organized in cooperation with the staff from the Public enterprise “Elektroprivreda Srbije”, using and sharing their knowledge regarding energy efficiency.
Country factsheets on resource efficiency and circular economy in Europe: EASD activities mentioned
In July 2019, EEA issued TC/WMGE Reports 4/2019: Country factsheets on resource efficiency and circular economy in Europe – a set of 32 country factsheets that summarise policies and initiatives on the area of resource efficiency and circular economy.
, Environmental Ambassadors for Sustainable Development (EASD) are mentioned two times, within sub-chapters Non-formal Education and Awareness Raising and Networking and Conferences, pages 17 and 18. By this, EASD work in those areas acknowledged.
Eco-Paket (Eco-Package) in Eco-Schools
Eco-package is a project implemented in Serbia since 2013/2014 school year, exclusively run in the framework of the International Eco-schools Programme.
Until 2019 the number of Eco-Schools participating in the project increased continuously. This project supported Eco-schools network in their activities performed to be linked to the education for sustainable development through realization of UN Sustainable Development Goals, primarily Goal 4 (Quality education), Goal11 (Sustainable cities and communities) and Goal 17 (Partnerships for the Goals).
The project consisted of three activities:
• creative art work competition: based on different theme, every year the students are collecting used beverage cartons (UBC)
• collection of used beverage cartons (UBC) and
• educational workshops for school children including the demonstration how UBC can be turned into paper (these workshops are being conducted by EASD since 2015/2016 school year).
The main goal was to raise awareness among pre-school children, school children and students of Eco-schools, their families and wider community about the need for sustainable use of resources on the example of correct methods of separation, disposal and recycling of used beverage cartons
Specific goals were:
– Educate pre-school children, school children and students about correct methods of separation and disposal of used beverage cartons.
– Encourage wider community to participate in the process of collection and recycling of used beverage cartons in order to raise their environmental awareness.
– Introduce sustainable forest management principle through FSC model, including sustainable production and consumption of used cartons.
– Present and promote companies and businesses that have incorporated the principles of sustainable development and social responsibility towards the environment and natural resources into their operation.
Main target groups were children in kinder gardens (pre-school institutions), pupils in primary and secondary schools and university students, as well as teaching and non-teaching school staff
Other target groups were parents/families/neighbours, local communities (including local companies, institutions, organizations) and media.
Outreach include Eco-schools Serbia network management, workshops organization, preparation of educational material, knowledge based advocacy, raising awareness among educational institutions and local communities on circular economy issue, establishing good cooperation with local communities where Eco-schools exist
From 2019/20 project is not active at national level
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More about Eco-Schools Program in Serbia.
Also, detailed instructions are posted in Serbian, as well as most news and announcements.
In addition, there is separated dedicated web sites (in Serbian) for this Eko-paket (Eco-Package) project, supported by Tetra Pak in Serbia.
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October 2018: Circular economy knowledge based advocacy in Eco-schools network in Serbia
October 2017: Eko-paket – Eco-Schools annual conference for the school year 2017/2018
May 2017: Eko-paket 2017 outcome
September 2016: Education for Sustainability
September 2016: FEE General Assembly 2016 and International Conference on Education for Sustainable Development, Ahmedabad, India
June 2016: WED Messages from Serbia: 12th Regional Conference “Environment to Europe”
May 2016: EASD Knowledge Partner with CEE for ESD for transforming education for children and youth
November 2015: Eco-Schools 2015 NOM in Northern Ireland
October 2015 – SDGs as the relevant part of the context within which FEE operates
January 2015 – Eco-schools Serbia in the International Eco-schools news
December 2014, status: ECO-SCHOOLS FAMILY IN SERBIA IS GROWING, CATALYZED BY ECO-PACKAGE ACTIVITY, On December 12, 2014 in Belgrade, two different activities, merged in one great and successful event, happened: Green Flags Award ceremony and Annual meeting of Eco-Schools Coordinators. Over 50 participants were present from all levels of education institutions. The main topics discussed include different ideas and methods on how environmental education in schools could be enhanced and better represented in school curriculum. Positive experiences are shared, in particular related motivation through ECO-PACKAGE activity, supported in Serbia by Tetra-Pak Production Company (Tetra Pak Production d.o.o Beograd in 2013/14 and 2013/14 supports Eco-Schools Program in Serbia, as a socially responsible company). From 3 Eco-schools in 2012/13, 15 in 2013/14, in Serbia there are in the moment 24 schools in different stages of Eco-School Program implementation 2014/15 (2 higher education institutions level, 1 secondary school level, 18 elementary schools and 3 pre-schools). Behind this growing success is NO Team in Serbia (from organization Environmental Ambassadors for Sustainable Development): National FEE Mentor for FEE Programs Prof.dr. Andjelka Mihajlov, National Eco-School Coordinator (until October 2014 Milica Petrovic, from October to December 2014 Dragana Grujicic, and in 2015 expecting new dedicated person on the board), National FEE Council (with representatives of supporting ministries, other relevant institutions and experts), Prof. dr. Natasa Zugic-Drakulic – Executive Director, assistance of Milena Tabasevic and Marina Marjanovic, as well as Coordinators and dedicated teachers, professors and principals in Eco-Schools (participants of 2014 Seminar): Andrijanić Zoran, Angeleski Alma, Babović Dragana , Božilović Dragica, Bursać Slađana,Davidović Stevan,Despotović Slavica, Đurović Ljiljana, Gligorovski Tatjana, Grahovac Prole Milijana, Ivanović Vesna, Janković Danijela, Jeličić Biljana, Joksimović Ana, Jovanović Dragana, Kocić Vesna, Luković Verica, Luković Brankica, Maksić Marina, Mandić Miroslav, Miloradović Dragana, Milosavljević Zorica, Momčilović Verica, Nikitović Dragana, Nikolić Perčević Đulica, Pantović Zoran, Perić Snežana, Sekulić Dragojle, Simendić Siniša, Stoiljković Slavica, Strugar Aleksandra, Vasiljević Milka, Večei Funda Valerija, Vidojević Mirjana, Vranić Darko, Grujičić Marina, Malinić Uglik Sanja, Planić Vasilie, Marković Jasmina, Radić Marija, Stanojlović Dragana and Ceranić Đuro. Moments from the Event are available at: http://ambassadors-env.com/gallery/eko-skole-12-12-2014/ and http://ambassadors-env.com/gallery/eko-skole12-12-2014-deo-2/
December 2014 – Eco-schools National Operators Meeting 2014 ; National Meeting of Eco-Schools Coordinators
May 2014 – With children, parents and teachers “cleaning up Serbia”
January 2014. : There are 18 schools in the Program, 3 of them already awarded with Green Flag
Meeting with Eco-Schools Coordinators, December 2013
Tetra Pak Production d.o.o Beograd in 2013/14 start to support Eco-Schools Program in Serbia. Tetra Pak, as a social responsible company takes part in this Program in order to raise awareness of children and local communities on the importance of responsible behaviour towards environment.
The first GREEN FLAG ceremonies : September 19 and 12, 2013 , November 19 2013
National FEE Committee Meeting, September 6, 2013 : 3 schools awarded
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3 schools applied and started process in 2012-13 .
June 2013: International Mentor visited school “Drinka Pavlović” in Belgrade.
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Program activities include summer schools, summer camps, etc.
Related activities: Education for Sustainable Development
“Make Mercury History” – EASD participated at Minamata COP1 in Geneva
The first meeting of the Conference of the Parties to the Minamata Convention on Mercury (COP1) was held from 24 to 29 September 2017 at the International Conference Centre in Geneva, Switzerland. The first meeting of the Conference of the Parties has multiple objectives, including procedural, political and celebratory. COP1, as a milestone in the Minamata journey, provides a unique opportunity to raise global awareness of the Convention, in particular at a high level, and to focus attention on the far-reaching impacts that the successful implementation of the Convention will achieve. It is an historic opportunity to celebrate the Convention and the achievements to date and to provide motivation and momentum to all as they take the next steps towards full implementation.
The Minamata Convention addresses all aspects related to the use of mercury and sets out measures to:
• 
ban new mercury mines and phase-out existing ones;
• reduce the use, emissions and releases of mercury from artisanal and small-scale gold mining and major industrial activities;
• phase-out and phase-down the use of mercury in a number of mercury-added products and processes, specifically its use in dental amalgam;
• restrict trade and prohibit the manufacture, import and export of mercury and a wide range of mercury-added products such as batteries or lights;
• control and reduce air emissions and land and water releases;
• ensure the safer storage and proper management of mercury waste.
Environmental Ambassadors for Sustainable Development (Environmental Ambassadors, EASD), as accredited organization, participated as the Observer.
EASD representative participated at IPEN Preparatory Meeting, Regional Meeting, Opening Ceremony, Thematic Session focus discussions on mercury as relevant to Land, MIA (Minamata Convention Initial Assessment) Clinics (where countries with UNEP, UNDP and UNIDO and partners showcase their MIA work, including lessons learned), as well as some Showcase Events and Knowledge Labs. To note that MIA for Serbia is under development (EASD contribute as stakeholder…). Also, EASD representative at Minamata COP1 communicate with official delegation of Serbia.
A “Hg-week” (“Mercury” week) coincide with COP1 and physically have its main hub in Geneva starting on Friday, 22 September and ending Thursday 28 September 2017. It featured a series of awareness raising events around the issue of Mercury. The objective of the “Hg-week” is to reach out to participants at COP1, as well as the public, students, and other experts and stakeholders interested in the field of chemicals and health.
SDGs as the relevant part of the context within which FEE operates
After a long series of intergovernmental negotiations on various themes,which saw a broad participation from major groups and civil society stakeholders under the guidance of the United Nations State Members, the Goals have been adopted on September 25th at the New York United Nations Summit by 193 Member States. In the same occasion, the UN launched their post-2015 development agenda, in which the Goals are integrated. UN Member States, the civil society and private sector contributors will use this new, universal set of goals, targets and indicators to guide development global efforts over the next 15 years in a concerted international action within the broadest, most ambitious development agenda ever agreed at the global level. The 17 Goals and 169 Targets are meant to be action-oriented, concise and easy to communicate, aspirational, global in nature and universally applicable to all countries, while taking into account the different national realities, capacities and levels of development and respecting national policies and priorities.
The Foundation for Environmental Education with its global network thus needs to frame and highlight its role as a stakeholder and trendsetter in the Sustainable Development process, particularly for environmental, educational and eco-tourism matters. The SDGs will define a relevant part of the context within which FEE operates, thus we are driven to reflect our work in the Goals.
FEE through its mission of fostering awareness, knowledge, participation, commitment, skills, actions and creativity on the environment and on sustainable development, shares the core values behind the set of SDGs. The programmes based on Education for Sustainable Development, such as YRE, Eco-Schools and LEAF show a strong link with the educational Goal (SDG 4) and the Goal on global partnership for sustainable development (SDG 17). FEE’s tourism eco-labels, Green Key and Blue Flag, on the other hand, have a focus on making human settlements inclusive, safe, resilient and sustainable (SDG 11) and on implementing tools for monitoring sustainable development impacts for tourism (SDG 12.b).
Thus, FEE as an umbrella organisation aims at reaching objectives as indicated in the SDGs:
– “Ensure healthy lives and promote well-being for all at all ages” (SDG 3).
– “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all” (SDG 4).
– “Ensure availability and sustainable management of water..” (SDG 6),
– “Ensure access to affordable, reliable, sustainable, and modern energy for all” (SDG 7),
– “Conserve and sustainably use the oceans, seas and marine resources for sustainable development” (SDG14), as well as to
– “Protect, restore and promote sustainable use of terrestrial ecosystems..” (SDG 15).
– “Promote sustained, inclusive and sustainable economic growth..” (SDG 8), particularly to “..Implement policies to promote sustainable tourism which creates jobs, promotes local culture and products” (SDG 8.9).
– “Make cities and human settlements inclusive, safe, resilient and sustainable” (SDG 11).
– “Ensure sustainable consumption and production patterns” (SDG 12).
– “Take urgent action to combat climate change and its impacts” (SDG 13).
– “..Promote sustainable use of terrestrial ecosystems..” (SDG 15).
– “Promote peaceful and inclusive societies for sustainable development..” (SDG 16), particularly to build transparent institutions and promote non-discriminatory policies for sustainable development (SDGs 16.6, 16.b) with a positive, proactive, democratic modus operandi and a strong synergic support to civil society and third sector.
– “Strengthen the means of implementation and revitalize the global partnership for sustainable development” (SDG 17) through a geographically spread, multi-stakeholder approach.
Programmes’ overview:
a) YRE: Young Reporters for the Environment is a network of international youth engaged in environmental journalism and Education for Sustainable Development, where the students investigate an environmental problem and report it to the local community, while, at the international level, they may cooperate with young reporters from other countries for sharing information or data, with the aim of proposing a solution and disseminating it.
The most evident link between the Young Reporters for the Environment programme and the SDGs is found in the Goal 4:
“Ensure inclusive and equitable quality educationand promote lifelong learning opportunities for all” and its subparagraphs“..increase … the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship” (SDG 4.4) with the aim of learning to think critically, “ensure all learners acquire knowledge and skillsneeded to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of cultures contribution to sustainable development” (SDG 4.7) for being able to connectwith concrete issues.
The environmental educational programme thus also wish for taking “action to combat climate change and its impacts” (SDG13), specifically for what concerns to “improveeducation, awareness raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning” (SDG 13.3) through active solution-oriented learning. The programme canalso help to“promote mechanisms for raising capacities for effective climate change related planning and management, in LDCs, including focusing on women, youth, local and marginalized communities” (SDG 13.b).
YRE is a network of young people educating for sustainable developmentand environmental issues in general, thus it also supportsthe aim of many other SDGs, such as:
“Promotesustainable agriculture” (SDG 2).
“Promote well-beingfor all at all ages” (SDG 3).
“Achieve gender equality and empowerall womenand girls” (SDG 5).
“Ensure availability and sustainable management of waterand sanitation for all”, supporting and strengthening the participation of local communities (SDG6)
“Ensure access to affordable, reliable, sustainable, and modern energyfor all”(SDG7)
“Promotesustained, inclusive and sustainable economic growth, full and productive employment and decent work for all”, developing measures that support creativity and innovation (SDG8)
“Build resilient infrastructure, promoteinclusive and sustainableindustrializationand fosterinnovation”enhancing scientific research (SDG9)
“Make cities and human settlements inclusive, safe, resilient and sustainable … Reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality, municipal and other waste management”(SDG 11)
“Ensure sustainable consumption and production patterns”, raising awareness on sustainable development and lifestyles which are in harmony with nature (SDG12)
“Conserve and sustainably use the oceans seas and marine resources for sustainable development”, aiming to preventmarine pollution and protectmarine and coastal ecosystems (SDG14)
“Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss”, promoting the implementation of sustainable management of the forests (SDG15)
YRE helps to “Promotepeaceful and inclusive societies for sustainabledevelopment..”(SDG16)
YRE can encourage to “..Revitalize the global partnership for sustainable development” (SDG17)
The journalistic piece can influence the local communities to take action on various environmental matters
b) ECO-SCHOOLS: A global student-led change process in Education for Sustainable Development which involves also teachers’ training, integration in the school curriculum, environmental reviews, action plans, monitoring and evaluation, informing and involving the local community, setting an eco-code focusing on the various environmental themes (water, energy, waste, global citizenship..).
The programme is fully in line with the Goals:
“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” increasing the number of youth and adults with relevant skills and ensuring that all learners acquire knowledge for promoting sustainable development, developinga culture of peace and global citizenship while upgrading education facilities to child, disability and gender sensitive ones as to provide a safe, inclusive and effective learning environment for all(SDG 4)
“Make cities and human settlements inclusive, safe, resilient and sustainable”, strengthening efforts to safeguard the world’s cultural and natural heritagewith a focus on schools’ waste management, resource efficiency and climate change mitigation (e.g. Litter Less Campaign) (SDG 11)
“Strengthen the means of implementation and revitalize the global partnership for sustainable development” (SDG 17).
The implementation of the Eco-Schools programme also works towards the achievement of the aim of more SDGs, such as:
“Ensure healthy lives and promote well-beingfor all at all ages” (SDG 3)
“Ensure availability and sustainable management of water and sanitation for all”, improving water quality and water-use efficiency with pollution reduction, minimizing the release ofhazardous chemicals, halving the proportion of untreated wastewater,increasing recycling or safe reuse and ensuring sustainable withdrawals together with the strengthening of the participation of local communitiesfor such purposes (SDG 6)
“Ensure access to affordable, reliable, sustainable, and modern energy for all” increasing the share of renewable energy and energy efficiency, with the result of creating also savings (SDG 7)
“Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all”with the improvement of resource efficiency in consumption and production as to endeavour to decouple economic growthfrom environmental degradation (SDG 8)
“Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation” (SDG 9)
“Ensure sustainable consumption and production patterns”, using the natural resources efficiently, reducing the waste generation (including the food waste) and managing sustainably the chemical products (SDG 12)
“Take urgent action to combat climate change and its impacts”specially improving education, awareness raising and capacity on climate change mitigation, adaptation, impact reduction and early warning (SDG 13)
“Protect, restore and promote sustainable use of terrestrialecosystems..” (SDG 15)
“Promotepeacefuland inclusivesocietiesfor sustainable development… and build effective, accountable and inclusive institutions at all levels” highlighting the theme ofsocial justice(SDG 16).
c) LEAF: Learning About Forests wants to encourage environmental education through awareness raising among students, teachers and the wider school community, to increase knowledge about the key role forests play for sustainable life on our planet, reflecting their cultural, ecological, economic and social functions, with themes as biodiversity, climate, products or services, codes and myths.
The key Goals linked to the Learning About Forests programme are:
“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, increasing the number of youths and adults who have relevant skills and ensuring that all learners (referring to the whole school community) acquire knowledge and skills needed to promote sustainable development, including through education for sustainable development and lifestyles in harmony with nature (SDG 4)
“Ensure availability and sustainable management of water..”, protecting water-related ecosystems and supporting the participation of local communitiesfor improving water management(SDG 6)
“Protect, restore and promote sustainable use of terrestrial ecosystems, sustainable manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss”, ensuring a sustainable use of terrestrial and inland freshwater ecosystems and their services, including their biodiversity, in particular forests, wetlands mountains and drylands, preventing the extinction of threatened species(SDG 15)
The principles behind LEAF are compatible with the aim of more SDGs:
“End hunger, achieve food security and improved nutrition, and promotesustainable agriculture”, implementing agricultural practices, such as the tree-planting events, which help maintain ecosystems and progressively improve land and soil quality (SDG 2)
“Ensure healthy lives and promote well-being for all at all ages” (SDG3)
“Ensure access to affordable, reliable, sustainableand modern energyfor all” (SDG7)
“Promote sustained, inclusive and sustainable economic growth, full and productive employment..”, endeavouring to decouple economic growth from environmental degradation and devising policies that encourage sustainable tourism which promotes local culture and products, such as jobs related to the forest, while learning to respect the forest community as well as its myths, laws and codes (SDG8)
“Make cities and human settlements inclusive, safe, resilient and sustainable”, strengthening efforts to protect and safeguard the world’s cultural and natural heritage while supporting positive links between the urban and the rural areas as to widen the access to inclusive green and publicspaces (SDG11)
“Ensure sustainable consumption patterns” through relevant information and awareness for achieving sustainable management and efficient use of natural resources (SDG12)
“Take urgent action to combat climate change and its impacts” improving education and awareness raising on climatechange and the role of forests (SDG13)
“Strengthen the means of implementation and revitalize the global partnership for sustainable development” (SDG17).
d) BLUE FLAG: The world’s biggest voluntary eco-label for beaches, marinas and eco-tourism boats works towards sustainable development through compliance with criteria dealing with environmental education and information, environmental management, water quality, safety and other services.
The principles and rules of the programme comply with the content of many Goals:
“Ensure availability and sustainable management of water and sanitation for all”, improving water quality with pollution reduction and minimization of hazardous chemicals release, increasing recycling, safe reuse and water-use efficiency through the usage of sustainable withdrawals as to protect water-related ecosystems also with the support and participation of local communities (SDG 6)
“Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all”improving the resource efficiencyin consumption while devising and implementing policies to promote sustainable tourism which creates job, promotes local culture and products.Blue Flag focuses as well on the protection of labour rights together with the promotion of a safe and secure working environment and the prohibition of child labour (SDG 8)
“Build resilient infrastructure..”upgrading it as to be sustainable and equipped with clean technologies (SDG 9)
“by 2030 empower and promote the social, economic and political inclusion of all irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status”with the aim of reducing inequalities and discriminatory practices for wages as social protection policies (SDG 10.2)
“Make cities and human settlements inclusive, safe, resilient and sustainable”enhancing capacities for participatory and sustainable human settlements as to strengthen the efforts for safeguarding the world’s cultural and natural heritage while providing universal access to the public spaces particularly for women and children, older persons and persons with disabilities(SDG 11)
“Ensure sustainable consumption and production patterns”for the efficient use of natural resources, through a sound management and reduction of chemicals and wastes and the promotion of sustainable public procurement practices (SDG 12)
“Conserve and sustainably use the oceans, seas and marine resources for sustainable development”preventing and reducing marine pollutionalso from land-based activities, addressing the impacts of ocean acidification and conserving coastal and marine areas. Blue Flags also contributes in increasing the economic benefits to SIDS and LDCs with the sustainable use of marine resources through tourism (SDG 14)
“Protect, restore and promote sustainable use of terrestrial ecosystems… halt and reverse land degradation and halt biodiversity loss” for halting the loss of biodiversity and preventing the extinction of threatened species, also through the integration of ecosystem values into local planning policies (SDG 15).
The implementation of the Blue Flag programme also work towards the aim of several more SDGs:
• “Ensure healthy lives and promote well-being for all at all ages” (SDG3)
• “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”as education has a central role in the programme and reaches out for all the persons involved in it as well as for theusers (SDG4)
• “Achieve gender equality and empower all women and girls”(SDG5)
• “Ensure access to affordable, reliable, sustainable,and modern energy for all” to help increasing the share of renewable energy and energy efficiency(SDG7)
• “Take urgent action to combat climate change and its impacts”(SDG 13)
• “Promote peaceful and inclusive societies for sustainable development..”enforcing non-discriminatory policies for sustainable development (SDG16)
• Strengthen the means of implementation and revitalize the global partnership for sustainable development”through a multi-stakeholder partnership, which involves also public partnersand local authorities,where knowledge and expertise are shared (SDG17)
e) GREEN KEY: This eco-label for tourism facilities (hotels, campsites, small accommodations, tourist attractions and restaurants) is a voluntary award that aims at contributing to prevent climate change and reach sustainable tourism by awarding and promoting best practice, with the goal of changing the environmental practices at the awarded establishments but also the behaviour of tourism actors, including guests, staff, suppliers, authorities, local communities so to involve them in increasingly safeguarding their own environment. The focus is on themes such as environmental management, water, waste and energy saving, involvement and awareness of guests and staff, management of food and beverage and open spaces.
For what concerns the part of the programme related to environmental management, the Goals mainly involved are:
“Ensure … sustainable management of water..” improving its quality, having the proportion of untreated wastewater, increasing recycling, safe reuse and sustainable withdrawals of freshwater (SDG 6)
“Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation”setting rules for developing or upgrading quality infrastructures to support economic development and human well-being for an increased resource use efficiency and greateradoption of clean technologies (SDG 9)
“Make … human settlements inclusive, safe, resilient and sustainable”paying attention to air quality, indoor environment and waste management as to tackle climate change(SDG 11)
“Ensure sustainable consumption and production patterns”with rules for achieving sustainable management of natural resources,respecting eco-criteria for food and beverages, reducing waste generationand achieving environmentallysound management of chemicals (SDG 12).
This way the programme “develops and implements tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products” (12.b).
As an eco-tourism programme focused on the environmental awareness of staff and guests, the Goals principally involved are:
“Ensure healthy lives and promote well-being..” where the programme has to encourage the users to take part in green activities (SDG 3)
“..ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights..” as part of the “educational Goal” (number 4), whereby the learners are the recipients of the environmental information expected in the implementation of the programme (SDG 4.7)
“Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all”, as the Green Key programme sets Corporate Social Responsibility and safety rules for the workers(SDG 8)
“Take urgent action tocombat climate change and its impacts”through a reduced environmental impact but also through the improvement of education and awareness raising for both the facilities’ staff and users (SDG 13)
“..revitalize the global partnership for sustainable development” (SDG 17).
