Sin Planeta B A.C.

I am applying because I believe I can make a huge impact in the world. Climate Education is a solution that is very replicable that needs some adequations according to the country, state and place to be done. I know that my work is not new, but I am making a huge improvement with the NGO that I funded because I do not depend on others to make it work.  Climate or environmental education It is very bureaucratic within the organizations that are developing this king of solutions.

If selected a winner, I can expand the impact and make even a huge difference by developing more material and adapting it to certain regions and geographical areas using digital animation. Moreover, by having the interaction with such networking I will be able to have more ideas and tools to have better results. It is extremely importante to have the expertise from others in order to have greater impacts. I want to expand and start to implement climate education in other countries with the help, support and prestige that this prize can provide me. 

In 2017, following a bout of depression that took me uncomfortably close to suicide, I realized that my only contribution to this world was my existence. At this moment, I decided that if I could only leave one thing behind me, it would be hope. When I was young, there was a secret place in my hometown which helped me see beyond the troubles of childhood. A hidden glade with a small lake, trees and flowers, it gave me a sense of mother earth. In her embrace, I felt safe, and I saw a future denied me everywhere else. The opportunity to preserve these places in which the younger generation can be truly happy and create positive memories, to protect our environment and provide a hopeful vision for the future are just some of the reasons why providing effective climate education matters now. 

This is why I founded the NGO Sin Planeta B, whose purpose is to provide education on climate change, strengthen community and social ties through environmental activities, and help to protect the natural world. By promoting environmentally friendly behaviours amongst all citizens, education on climate change will allow us to find strategies to help us to adapt.

Climate change migration, alteration in ecosystems, respiratory problems, and other social consequences are the result of climate change. In 2015, Forbes identified six burning challenges for urban areas in Mexico, four were related to the environment: water scarcity, energy, waste management, and pollution. On statistics: about 42 thousand Mexicans die every year due to air pollution; Globally, we see on the news more and more fires, ice melting and more effects caused by climate change. This is the real problem that humanity is facing and not enough solutions are available. 78% of the population has no interest in environmental lifestyles or practices, 44% is concerned about resources and water scarcity, only 16% is worried about climate emergencies, and 12% about pollution. 

Sin Planeta B, a Mexican nonprofit organization working to implement climate change education in elementary schools, urged a change in the educational law to strengthen the curricula on environmental and climate change awareness. By teaching a generation of children and teenagers, another generation will also be influenced to engage in sustainable environmental behaviours.

Empowering children agents of climate change education will leverage family involvement. Children will act to help their parents to promote changes in their behaviours.

The work is innovative because we are using our main characters to have children's attention and more participation. Our characters, PIM and JUJU are the ones who are in charge and are teaching climate change to children's. Also, we are incorporating footages of the beauty of the places where they live, and how this one might get affected by climate change. 

A Multi-Level Perspective Transition Roadmap

From the experience of other countries and the current background in Mexico, a transition roadmap was outlined. The roadmap incorporates stakeholders that are already involved and new ones whose participation is crucial for the transition. Within the MLP theory, Sin Planeta B is a niche. It is a new idea that was successful at local levels thanks to a support network comprised of institutions from the socio-technical regime. Private companies sponsored the program and, local schools and teachers familiarized and supported Sin Planeta B's program implementation. Some niches may thrive within the system and some others not. Sin Planeta B is an example of the first scenario. After knocking on doors, another upper-level actor, a state Senator, supported the initiative and presented the idea to national authorities.

Basic education programmes in Mexico do promote caring for the environment, but this is only a general approach to the problem. These programmes don’t cover raising awareness about environmental problems and the effects of climate change, or promoting changes in attitudes and behaviours while protecting natural resources. Those elements, it has been argued, must be an essential part of developing educational programmes about climate change. 

Since then, I have been working ceaselessly to persuade government officers to make climate change education a part of the national curriculum. Most of those I approached refused the call, except one - a Mexican Senator named Clemente Castañeda Hoeflich. Together, we have been working on an initiative to include climate change education in every classroom in Mexico. We presented last year the first initiative to make climate change education mandatory at the basic level. Moreover, this year, the first ever climate change education forums are about to take place in Mexico, in order to get to know every region needs and how to have a better implementation. 

I know that I have building a legacy and having a great impact in society by teaching and having new climate heroes.