A/HRC/35/13 transparency framework, in intended nationally determined contributions and other communications and in the work of the Warsaw International Mechanism for Loss and Damage associated with Climate Change Impacts and its taskforce on displacement, in order to promote accountability and more effective climate policies; (c) Ensuring that climate adaptation policies improve disaster risk preparedness and enhance the adaptation capacities of all children, taking into account the needs and vulnerabilities of those most at risk. Gender considerations, for example, should be accounted for in climate change and disaster risk management policies, projects and planning processes. 59. Human rights mechanisms, including the Committee on the Rights of the Child, should consider ways to hold States accountable for their climate commitments, to better document the impacts of climate change and to promote rights-based climate action. As recommended during the day of general discussion on children’s rights and the environment held by the Committee on the Rights of the Child, the issue of the environment could be routinely integrated in concluding observations. Civil society inputs to the Committee review process should address climate change and its impacts on children’s rights and draw attention to the adequacy of States’ individual contributions to efforts to limit climate change to 1.5°C above pre-industrial levels, as well as the impacts of climate actions. Similarly, States should use the universal periodic review mechanism of the Human Rights Council to promote accountability for climate and human rights commitments. 2. Empower children to participate in climate policymaking 60. All children, without discrimination, should be prepared for and included in climate decision-making in order to ensure that their best interests are protected. Children’s involvement in the design and implementation of climate policies and climate vulnerability assessments should be facilitated according to their age and maturity. 79 Consultative mechanisms, improved dissemination of information and other strategies to engage children are needed for their meaningful participation. States should facilitate the participation of children in ongoing processes related to the United Nations Framework Convention on Climate Change that are likely to affect their development and survival. 61. Climate change education can empower educators, parents and children as agents of change. Educational curricula should transfer knowledge and develop skills that will equip children to confront climate-related challenges taking into account each child’s particular local context and, as appropriate, traditional knowledge. Climate education should, inter alia: (a) Raise awareness about appropriate lifestyle choices for sustainable development, such as low-carbon transportation, energy and consumption behaviours;80 (b) Emphasize solidarity, promote cooperation with children from other countries and create opportunities for children’s participation in environmental decision-making;81 (c) Include access to up-to-date, meaningful and age-appropriate information about the causes of climate change, its impacts and adaptive responses, including disaster risk reduction and emergency preparedness. 79 80 81 16 For example, the inclusion of girls as participants in the design, planning and implementation of climate strategies will lead to more effective policy formation. See, for example, United Nations Entity for Gender Equality and the Empowerment of Women (UN-Women) and Mary Robinson Foundation — Climate Justice, The Full View: Ensuring a Comprehensive Approach to Achieve the Goal of Gender Balance in the UNFCCC Process, 2nd ed. (2016), available at www.mrfcj.org/wpcontent/uploads/2016/11/MRFCJ-Full-View-Second-Edition.pdf. See, for example, target 4.7 of the Sustainable Development Goals. See, for example, Committee on the Rights of the Child, general comment No. 1, paras. 9 and 13.