This article makes the case for the education sector an untapped opportunity to combat climate change. It sets forth a definition of Climate Change Education for Sustainable Development that is comprehensive and multidisciplinary and asserts that it must not only include relevant content knowledge on climate change, environmental and social issues, disaster risk reduction, and sustainable consumption and lifestyles, but also a focus on the institutional environment in which that content is learned to ensure that schools and education systems themselves are climate-proofed and resilient as well as sustainable and green. The article presents evidence-based findings on the factors that influence skills, attitude and behaviour change the most, in order to determine what works for formal and non-formal climate change education content, including environmental education, climate change and scientific literacy, and education for sustainable lifestyles and consumption. The evidence shows that educational interventions are most successful when they focus on local, tangible, and actionable aspects of sustainable development, climate change and environmental education, especially those that can be addressed by individual behaviour. Finally, given that the majority of evidence that exists is anecdotal, often in case study format without monitoring and evaluation processes in place that could lead to quantitative as well as qualitative data, the article highlights remaining questions and areas of research that need to be investigated in order to guide effective climate change education policy and practice.

pled, benefiting hundreds of millions of people and lifting millions out of poverty in an accelerated process of globalization, including production, consumption, trade, and investment, as well as an expansion in the number of countries reaching middle-income status.1 In contrast, 60% of the world’s major ecosystem goods and services that underpin livelihoods have been degraded or used unsustainably.2 RIO+20 Sustainable Development: A Case for Education

This paper presents the key international legal instrument relevant for education, their use and links with policy frameworks and tools being developed by the humanitarian community to address education rights of children in conflict and emergencies. It describes the current thinking around the right to education in emergencies and why education is a central right to uphold from the onset of a crisis. It gives a brief introduction to how education can meet the international legal standards, as well as the international policy frameworks, such the Millennium Development Goals and Education for All. A continuous case study focuses on Cote d'Ivoire and how the right to education fared in the conflict of that country between 2000 and 2010. The paper looks at issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels. The role of the InterAgency Network for Education in Emergencies' (INEE) Minimum Standards for Education as well as the Inter-Agency Standing Committee's (IASC) Education Cluster is discussed, again with specific reference to Cote d'Ivoire, and the centrality of existing monitoring and reporting mechanisms for child rights violations are highlighted. Bringing together all of these elements in one place and making a strong case for the use of both humanitarian and human rights law in securing the right to education in emergencies is what this article brings to the discussion, arguing that the Convention of the Rights of the Child must be seen as the most central instrument.