A/HRC/35/13 IV. Good practices in promoting children’s rights in climate action 41. Some States, civil society organizations and other actors have already taken measures to integrate children’s rights in their climate actions. Existing good practices should be used to inform and enhance further national and intergovernmental action on climate change. These may involve, for example, educational policies, disaster risk reduction measures, strategic litigation and engagement by human rights mechanisms. A. Educational policies 42. Education on environmental stewardship, climate change and disaster risk reduction can prepare children of all ages to better address emerging environmental challenges. Most States that provided inputs for the present study had climate change education programmes and/or strategies to develop climate change and environmental curricula. 61 The United Nations Educational, Scientific and Cultural Organization, through its Climate Change Education for Sustainable Development programme, has been working with national Governments, particularly in African and small island developing States, to integrate climate change into national curricula through innovative approaches. 62 43. In Italy, collaboration between the ministries for the environment and for education led to the launch of new guidelines for environmental education.63 Extracurricular projects can also foster children’s activism and involvement in climate change policies. In Zambia, UNICEF has supported the Unite4Climate project, a child-led advocacy programme that empowers young people aged 11 to 17 to become climate ambassadors and agents of change within their communities and in global climate negotiations. 64 Some States have established national platforms for young people to voice their concerns and share their ideas about climate change and other issues, for example, the national environment and health platform for young people in Lithuania 65 and the Children’s Parliament in Namibia. 66 In Slovenia, the Administration for Civil Protection and Disaster Relief trains young people in disaster response and ensures access to information for all children, including those with disabilities.67 B. Disaster risk reduction 44. The incorporation of the principle of the best interests of the child throughout disaster risk reduction, sustainable development and climate change action is key to protecting children’s rights in a changing climate. In the Philippines, the Children’s Emergency Relief and Protection Act of 2016 provides for specific measures to protect and educate children in the context of emergencies, ensure their participation in relevant decision-making processes and collect better data.68 In Viet Nam, a law on environmental protection incorporates the principles of the best interests of the child and gender equality in relation to green growth and climate change;69 the country is also considering a child- 61 62 63 64 65 66 67 68 69 12 The inputs used for the study are available at www.ohchr.org/EN/Issues/HRAndClimateChange/Pages/RightsChild.aspx. United Nations Educational, Scientific and Cultural Organization, Not Just Hot Air: Putting Climate Change Education into Practice (Paris, 2015). Input from Italy. Input from UNICEF and Germany. Input from Lithuania. Input from Namibia. Input from Slovenia. Input from the Philippines. Input from UNICEF.