To ensure sustainable conservation of the manual through methodological training of teachers in educational institutions in Kyrgyzstan CAMP Alatoo had the task to train multipliers to disseminate the manual through on-site trainings. In particular, this was an indicator for raising awareness in the project region. 

Teacher training on teaching sustainable development and biodiversity conservation in schools was conducted in Jalal-Abad. The event was organised for secondary school teachers, the Jalal-Abad Methodological Centre, representatives of the Arabaev KSU and the Republican Institute for Advanced Training and Retraining of Teachers. Two teacher training courses were conducted by trained teachers from Bishkek, J-A city and Bazar-Korgon district during the assignment. At the first training teachers learnt the ESD methodologies and practiced ESD manual exercises, while at the second training they were implementing a role of trainers. During the whole process they were supported and coached by CAMP Alatoo team and consultants. 

The outstanding trainers/teachers were selected as master trainers and are now supporting the project by training teachers in the project regions and outside the project area.

The schools in the pilot area of Jalal-Abad oblast tested the preliminary version of the environmental education manual. During the testing the quality of material presentation, the capacity of teachers and pupils to understand and absorb the new information was identified.

In addition to informational and educational content, project specialists from “CAMP Alatoo” PF and “Lesik Ug” association practiced practical exercises together with pupils in 6 schools. High school students performed tasks to understand different processes, such as climate change, as well as the functions of ecosystems and natural resources specific to Kyrgyzstan.

After the pilot testing, adjustments and modifications were made to the manual as exercises, at the same time the teaching methodology of the teaching material was studied.

A special feature of the training manual is that the material on pasture management, forestry and adaptation to climate change is based on the example of Kyrgyzstan, where teachers from Bishkek and Jalal-Abad have identified topics and offer a new methodology for teaching sustainability standards. 

In the frame of the project a teacher manual on Education for sustainable development and biodiversity had been developed.

The manual consists of the following 4 technical chapters each with elaborated exercises and teaching aids as well as one methodological pre-chapter:

1. Education for sustainable development
2. Forest
3. Pasture
4. Climate

The manual is designed to address gaps in the school curriculum with regard to teaching about the environment, using Kyrgyzstan as an example. "When it comes to teaching materials on the environment, they often do not address this area in relation to our country. For example, pasture and forest management systems in Kyrgyzstan.

The start of our information campaign was preceded by a survey among the communities in the project area. We used this approach to objectively assess the attitudes and use of local people's knowledge about the state of the forest, their understanding and perception of the consequences of the current environmental situation, and their willingness to change consciousness and behaviour. First we interviewed 214 respondents in 4 rural districts to determine their level of awareness of the project's thematic areas and their preferences for the choice of information sources/channels/activities that would be effective in increasing their environmental knowledge. 

The target groups selected were: 

1. Representatives of local authorities at the rural district, village level (village administrations, forestry); 

2. Representatives of social institutions (schools, kindergartens, hospitals, first aid points);

3. Representatives of different associations and groups: religious (mosques), pasture committees, water users associations, political parties, NGOs etc; 

4. General population: dependent users of natural resources (focus on pilot communities): forest users, pasture users, product processors, etc.; women, elderly, people with disabilities.

The results of the survey showed that the level of environmental awareness and readiness to change the consciousness and behaviour of the population was below average (on a scale from 1 to 10 it was 4). The planned information campaign should have raised the level by at least 3 points. According to the results of the final KAP survey conducted among 332 residents in the two districts within the project area, the score would be 7. Thus, the level of environmental awareness was 10 points after the end of the project. 

Modern teaching methods and materials are often adapted to a European context and setting, making it hard to impossible to integrate them into a system that works differently. The ESD Manual offers Biology and Geography teachers additional teaching methods adapted to Kyrgyzystan that are in sync with the curricula. Teachers can use more interesting material to enhance their classes. Education is the basis towards a healthier planet, only by knowing how to act more sustainably, behavior can be adapted. 

The educational standards and the curriculum are showing access points for ESD, but they are not reflected in the school-books, because they are outdated.

Another weak link exists between the educational standards and the school curriculum on the one hand and the implementation through the teachers training institutions on the other hand.

• Integration of sustainable development and ESD approaches and principles in Kyrgyzstan is experiencing some difficulties due to low interest of the Ministry of Education. Today, most of the teaching staff is ready for this work, as evidenced by the results of numerous trainings conducted by the NGO "CAMP Alatoo".
• Low interest and capacity of specialists of educational institutions in the development of ESD standards and programmes;
• Lack of optimization of pedagogical workload (a teacher with a high workload is not able to prepare for classes and improve his/her professional skills).

改解决方案采用水下低速射流和超临界流方法，设计了虹吸管驱动系统。

低速射流：于彩池底部人工形成淹没贴壁湍动射流， 临时重建流体边界层（层流边界层和湍流粘性底层）。充分利用边界层内较强的 粘滞力，消减进入层内的碳酸钙微粒的动能，使得微粒逐层沉积固结。流速最 大控制在2m/s以内，以达到形成与天然条件下相似的钙华。本方法用于规模较 大的彩池。水下射流形成的剪切流对绿藻滋生亦有抑制作用。

超临界流方法：超临界流以急速水流冲击静止水体，在流层间切应力的作用下，拖曳下部流 层，使待修复区水体局部或全部成为超临界流（水体流速超过水中波速），弗劳 德数Fr在2以上。本法用于规模小、深度在10cm以下的小型彩池或滩地修复。

In collaboration with the Shangri-La Group and Jinhua Grand Hotel, corporate social responsibility projects have been implemented, resulting in significant support for local industries such as Chinese honeybee farming and Cornus officinalis cultivation, with a cumulative investment of nearly 300,000 yuan. Partnering with Xi'an Pengxiang Driving School, the “Caring for Qinling Mountain Area - Education Aid and Poverty Alleviation” donation campaign has been conducted for several consecutive years, providing financial assistance to 67 university students from mountainous regions, with total donations reaching approximately 300,000 yuan.

Efforts have been made to mobilize local residents to participate in conservation activities, fostering a cooperative approach to maintaining critical habitats for key species and creating a conducive ecological environment. The reserve has hired 30 residents from surrounding communities as forest rangers, sanitation workers, and security personnel, many of whom come from impoverished households. By addressing employment needs within the community, the relationship between the reserve and the surrounding communities has been significantly strengthened.

To engage community residents, conservation officers are organized to deeply integrate into communities to promote the "Forest Law of the People's Republic of China" and the "Regulations on Nature Reserves of the People's Republic of China," among other legal frameworks. Concurrently, there is a consistent effort to conduct biodiversity conservation publicity activities, such as "Land Day," "World Wildlife Day," "Qinling Ecological Environment Protection Promotion Week," and "Forest Fire Prevention Month." These activities are carried out at population-dense locations and villages through distributing leaflets, posting slogans, and hanging banners, aiming to raise public awareness about nature conservation through educational public service initiatives.
For primary and secondary school students, natural experience courses are developed, including seven experiential routes such as observing the golden monkeys in Yuhuangmiao Creek and exploring the historical and cultural heritage of Mount Taibai. These routes are designed to organize scientific exploration activities for young people. In recent years, over 20 nature experience activities have been conducted, involving more than 3,000 teachers and students. In August 2022, this initiative was recognized by the Shaanxi Forestry Bureau and the Shaanxi Provincial Committee of the Communist Youth League as the "Shaanxi Provincial Nature Education Base."

An Adaptive Pathway Plan is a strategic framework designed to enhance resilience and adapt to long-term changes, particularly in the context of climate change. It involves identifying adaptation challenges and evaluating the effectiveness of various interventions over time. The key components include:

• Pathways Mapping: The plan illustrates sequences of measures or investments to achieve defined objectives, allowing for adjustments as conditions change.
• Thresholds and Tipping Points: The approach uses indicators to signal when a change in strategy is needed, ensuring flexibility in decision-making.
• Removal of Uncertainty: The uncertainty with using climate risk prediction models for decision making has led us to use Resilience instead, therefore removing uncertainty from the decision-making process.
• Stakeholder Engagement: Involvement of diverse stakeholders ensures that the pathways are context-sensitive and reflect local needs.

Kassandra is a predictive system, and it does so by creating ‘scenarios’ in which key parameters are altered individually or collectively and the variation of the Resilience Index is calculated. This is done iteratively until an optimum level is reached.

In addition, the scenarios can be of two types, passive and active. Passive scenarios are those where parameters external to the system are altered, for instance climatic data, whilst active scenarios simulate actual adaptations or management strategies, such as extensive tree planting.

The scenarios are not a forecast but plausible alternative images of how the future can unfold, or, as defined by the IPCC - Intergovernmental Panel on Climate Change.