Reaction on proposal to MECCE

The reaction on the proposal (see www.a4nll.com/prop-me) we submitted to the MECCE, a partnership of over 80 leading scholars and agencies, including the IPCC, UNFCCC, and UNESCO, was a follows:

 

“We received over 160 proposals from 45 countries. It was wonderful to see this strong response and as a result the selection process was very competitive.

 

Each proposal was reviewed and scored by at least two Adjudicators and then discussed at Regional Hub Adjudication meetings. Over 40 shortlisted proposals from across regions were then forwarded to the Steering Committee, where a final selection was made with an aim to include diversity in regions, sectors, and climate change communication and education (CCE) approaches.

 

We regret to inform you that your proposal has not been selected for funding this time. We appreciate the efforts put into submitting a proposal.”

 

 

The MECCE stated the following in the original call for case studies:

 

“Currently, much of the CCE (Climate change Communication and Education) being offered focuses on transmitting information on climate change to learners. However, the latest research indicates holistic CCE is needed to help learners overcome feelings of loss, anxiety, denial, and apathy, which can be associated with inaction. Focusing on social learning and local, place-based problems and solutions can enable a sense of taking meaningful climate action. Quality CCE also engages with climate justice, including the disproportionate impacts of climate change in the Global South, for women, for racialized and Indigenous communities, and for other historically marginalized groups. Finally, given the urgency of the climate crisis, a range of CCE initiatives that impact learners in all life stages are required.”

 

The following evaluation criteria were used by MECCE to evaluate the proposed projects (case studies):

 

• Overall fit with MECCE Project objectives

• Alignment with MECCE Project’s understanding of quality CCE (Climate change Communication and Education).

• Innovativeness of the CCE initiative to be studied (i.e., unique or new approach)

• Appropriateness of the team carrying out the case study

• Quality and rigour of proposed case study methods

• Quality of the case study dissemination plan(s)

• Feasibility of the proposed case study, including budget and timeframes

• Appropriateness of the budget

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