This way of thinking about ACE has been helpful; however, it does not illustrate the integrated nature of this program. In designing and enacting  ACE efforts, it is important to consider connections to human rights (UN General Assembly, 1948) and, specifically, the rights of Indigenous Peoples (UN General Assembly, 2007). Below is a reconceptualization of this program that I have created to support understanding of this work. More on ACE at tinyurl.com/UN-ACE and the current Glasgow work programme on ACE.

Also helpful here is this brief:

Morrison, D., Espinoza H., B. D., Cintron-Rodriguez, I. M., and Sherpa, P. D. (2021). Justice and Action for Climate Empowerment (ACE): Guidance for Equitable Capacity-Building and Justice-Centered Implementation. Drafted for the UNFCCC Action for Climate Empowerment Activity Series 2021. Retrieve from: tinyurl.com/ACEJusticeBrief.

Caprini, A., Tariq, A., Consalvo, C., van Deursen, M., & de Wit, S. (2020). Future pathways for action for climate empowerment (ACE): How to direct future efforts relating to ACE to effectively contribute to the ultimate objective of the UNFCCC. Policy brief for Netherlands Climate Envoy. Retrieve from https://edepot.wur.nl/534181

Please cite this figure as: Morrison, D. L. (2020). Accelerating Just Climate Action through the Elements of the Action for Climate Empowerment Program. Retrieve from http://bit.ly/ACEElements 

Climate change mitigation and adaptation efforts sit within the broader work of sustainable development. So too does climate empowerment work sit within efforts around learning to live sustainably. In ACE, one of the six elements is about education, specifically; it is this element that connects to UNESCO's Education for Sustainable Development (ESD) program. Thus, ESD is one part of a broader ACE program and provides clarity for what that aspect of ACE may look like in practice.

In the most recent ESD roadmap (UNESCO, 2020), the UN General Assembly Resolution 72/222 (2017, p.8) is cited naming that:

The figure below illustrates the connection points of education (Goal 4) to the other Sustainable Development Goals. 

United Nations Framework on Climate Change - Article 6

In carrying out their commitments under Article 4, paragraph 1(i), the Parties shall:

(a) Promote and facilitate at the national and, as appropriate, subregional and regional levels, and in accordance with national laws and regulations, and within their respective capacities:

(i) The development and implementation of educational and public awareness programmes on climate change and its effects;

(ii) Public access to information on climate change and its effects;

(iii) Public participation in addressing climate change and its effects and developing adequate responses; and

(iv) Training of scientific, technical and managerial personnel.

(b) Cooperate in and promote, at the international level, and, where appropriate, using existing bodies:

(i) The development and exchange of educational and public awareness material on climate change and its effects; and

(ii) The development and implementation of education and training programmes, including the strengthening of national institutions and the exchange or secondment of personnel to train experts in this field, in particular for developing countries.

Paris Agreement - Article 12

Parties shall cooperate in taking measures, as appropriate, to enhance climate change education, training, public awareness, public participation and public access to information, recognizing the importance of these steps with respect to enhancing actions under this Agreement.