Problems and Purpose

Given South Africa’s dependency on coal for energy, the JET brought about an opportunity for a shift to more sustainable green energy. (Green Cape, 2023, p.3). The main problem the Climate Change Champs aimed to address was the lack of opportunities for youth to participate in the deliberation process regarding climate change, as they view deliberation and decision-making around topics such as energy distribution as predominantly a top-down decision-making process (Green Cape 2022, n.d.). The project noted that due to the top-down process, many individuals perceive climate policy as something done to them rather than with them, thus increasing citizens' mistrust in government, especially around decisions on coal and energy. Notably, the Climate Change Champs placed emphasis on the youth as they are the most vulnerable to long-term exposure, plus given the unemployment rates in South Africa, any drastic climate shocks will be the most difficult for youth to adapt to (Mail & Guardian, 2022, n.d.).

The purpose of the climate champ’s initiative was to empower youth to gain knowledge and skills to be able to participate in debates and decision-making around climate change. They aimed to create participatory spaces where youth could engage and contribute to provincial and national policy on renewable energy, hoping to foster greater trust and inclusion throughout the just energy transition (Green Cape, 2024, n.d.) They created spaces such as climate clubs and workshops where they promoted active participation in South Africa’s climate change journey. Furthermore, the project facilitated structured ways for youth to engage with democratic practices as they developed programs for them to communicate their needs and ideas to decision-makers . They described the project as a chance to equip youth with agency to voice their ideas and priorities directly to decision makers. They did this through first educating them with skills and knowledge, then creating spaces where they could confidently practice voicing their concerns and finally providing them with structured ways to actively participate directly (The ethical agency 2024, n.d.).

Background History and Context

South Africa's energy consumption mainly relies on coal mining. Given the increase in environmental concerns in 2021, South Africa launched the Just Energy Transition (JET). This transition aimed to lessen citizens' dependency on coal and increase low-carbon energy sources. The Active Climate Change Citizenship for a Just Transition in South Africa, also known as the Climate Change Champs project, was launched by Green Cape to educate and empower youth to be a part of the just transition (Green Cape, 2024, n.d.).Considering that most decisions surrounding energy and climate change are predominantly made by the government, the JET is seen as an opportunity whereby youth and communities can be part of the decision-making. Thus, Green Cape, in partnership with the European Union and Friedrich Naumann Foundation, launched the project to ensure that South Africa's climate transition included community-led participation and was not solely determined by government institutions (The ethical agency 2024, n.d.).

Organizing, Supporting, and Funding Entities

The Climate Change Champs project was organised and coordinated through Green Cape, which is a non-profit organisation in sub-Saharan Africa that focuses on promoting green economic solutions in developing countries. They facilitated the project as the lead organisers, conducting the coordination and delivery of the program along with arranging provincial workshops, competitions, and leading the train-the-trainer program. Additionally, the Friedrich Naumann Foundation for Freedom (FNF) was seen as the project’s strategic implementer. The FNF focuses on advancing democratic values through assisting individuals with becoming involved in political affairs (Friedrich Naumann Foundation for Freedom, 2025, n.d.). They assisted with the co-hosting of the project’s renewable energy competition, as well as contributing to the public promotion of participants through media platforms. The project was funded by the European Union (EU), aligning with its broader aims of achieving its Agenda 2030 for Sustainable Development. Agenda 30’s thirteen goal is climate action, thus highlighting why the EU participated in the Climate Change Champs project (Green Cape, 2024, p.3).

Participant Recruitment and Selection

The Climate Change Champs project was implemented in three provinces, namely the Western, Eastern, and Northern Cape, where they conducted their recruitment through three specific target groups. The three provinces were selected based on areas where renewable sectors were already established. Green Capes' first target group, according to their midterm evaluation document, was 10 local-level CBO/COS. They stipulated that out of those 10 local CBOs; they would recruit at least 60% female staff training participants (Green Cape, 2023, n.d.). This is in accordance with their aim of promoting the empowerment of women in the energy sector. Their second target group was 20 high school teachers who would facilitate the climate clubs at their selected schools. Participating schools included Walmer, James Jolobe, and Lungiso High in the Eastern Cape, and St Anna, Carlton van Heerden, and Paballelo High in the Northern Cape, and Emil Weder, Khanyoluwethu, and Diazville High in the Western Cape (Green Cape, 2023, n.d.). From these high schools, at least 500 14–20-year-old students were part of the voluntary climate clubs (Green Cape, 2023, n.d.).

Methods and Tools Used

Overarching methodology:

The Climate Change Champs project utilised participatory workshops and dialogues. The workshops and dialogues focused on capacity building, empowerment, and deliberation, creating a structured program whereby youth could exchange ideas, learn, and co-create local action. Furthermore, given the project’s aims of strengthening active climate change citizens, the program occurred over multiple phases and provinces, including the Western, Eastern, and Northern Cape. (Green Cape, 2023, n.d.). The project was designed to create a structured way of educating, empowering, and providing youth with a platform to engage in South African climate debates. For this participatory method, candidate selection was based on communities and schools located in renewable energy zones specifically targeting active environmental organisations (Green Cape, 2023, p.3).

Tools and Techniques:

The Climate Change Champs employed various techniques when implementing their program. The most significant model they used was train-the-trainer. This model was utilised to ensure continuity in the program and consisted of teachers and CBO receiving special training, which equipped them with skills and knowledge enabling them to host workshops and dialogues independently. In addition, they created climate clubs at participating schools. These were ongoing after-school clubs where learners could learn about renewable energy and the impact of global warming on their communities (Ncama, Nota & Rengqu, 2023, n.d.). To advance climate change citizenship, Green Cape also designed a toolkit called “Training Manual: Media Toolkit for youth in climate action,” providing practical steps on how to use media platforms to spread awareness (The ethical agency, 2024, n.d.). During workshops and dialogues, they used breakout groups as a mechanism to facilitate conversations and discussions. During these sessions, a clear agenda was set, providing a structured outline for discussions. The project also ran several competitions, such as the Sasol Solar Challenge, to promote innovation while being able to assess the knowledge and skills learners have gained from climate clubs and workshops (Sophe, 2024, n.d.).

Several of the tools employed were used in conjunction with one another as the project was structured in a way whereby one tool, such as climate clubs, was needed in order to promote innovation competition’s as well as educative workshops and dialogues needed to occur first to ensure participants received adequate knowledge to voice their views on climate changes at activations and showcases which they attended. The cycle of the project was structured to reinforce foundational learning in workshops, with consistency in climate clubs, which was supported through train-the-trainer methods, and incentive and motivation was produced through the competition’s development and an interconnected program (Green Cape, 2023, p.4). A primary example occurred in October 2023, where 15 learners from different climate clubs attended a “Presentation and Design Workshop” where they were able to debate and write up presentations on climate mitigation (theethicalagency, 2023, n.d.). The project’s methods and tools reflect how Green Cape intended to achieve the project’s goals. Showcasing that climate education can empower youth to confidently speak on complex issues if given a platform and resources. Thus, these tools were designed to foster active citizens who participate in climate debates and discussions while providing them with a platform to share ideas and needs.

What Went On: Process, Interaction, and Participation

Throughout the four-year duration of the Climate Change Champs project, many public interactions, workshops, and dialogues occurred. The project followed a structured program, which firstly consisted of train-the-trainer methods, followed by the creation of climate clubs, which enabled learners to attend workshops and activations, and the project ended with competitions where learners could present their projects. Green Cape noted that from the 3-4 of August 2022, they hosted a train-the-trainer workshop in Springbok. Community organisations from Namaqua and Upington attended the workshop, including members from Conservation South Africa and Namaqua National Park (theethicalagency, 2022, n.d.). The workshop focused on climate change mitigation, renewable energy, and the JET. The workshop was led by Mary Faulk, the project manager of the Climate Change Champs, and she stated that the workshops “are upskilling leaders and representatives from CBOs, so that they can be capacitated to educate their communities”. Additionally, they hosted a collaborative training workshop with Indigo Development and Change in Saldanha Bay. This training consisted of 20 participants from communities in Greyton and Overberg and was facilitated by Shannon Brandt from IDC. Greyton experienced intense climate shocks such as flash floods; therefore, this workshop focused more on economic inclusion and the adaptation of renewable energy practices (greeneconomy.media, 2022, n.d.).

Following the training, Green Cape was able to establish nine climate clubs across the three provinces (theethicalagency, 2025, n.d.). Participating schools include Walmer High, Emil Weder High, Khanyolwethu Secondary, and many more schools in the Western, Eastern, and Northern Cape. The project’s evaluation document notes that these schools were targeted as they lived in existing renewable energy zones. The climate clubs were voluntary after-school activities taught by CBO and educators who received the train-the-trainer training from Green Cape. These activities were localised to each community’s needs, focusing on how they can adapt renewable energy solutions in their communities. Participating students from climate clubs in Gqeberha conducted an interview with Kouga Express, whereby they commented on their community’s water scarcity and how the project provided them with a platform to voice these concerns and find community-led solutions (Kouga Express, 2023, n.d.).

The project also focused on hosting workshops where they focused on operationalising all the skills and knowledge they have gained through the climate clubs. In July 2023, they hosted a Media workshop concentrated on equipping the learners with journalistic skills, which they got to practice through writing up written pieces, which Green Cape submitted to community publishing houses (theethicalagency, 2023, n.d.). Lihle Ncama from Lungiso High got to publish her work in the Kouga Express. The article discussed the importance of youth activism, and the interconnected role that government and community members should uphold in climate change. She stated that “While governmental authorities and leaders should be held accountable, being active citizens in homes and communities to advocate for climate change adaptation and renewable energy interventions is important” (Kouga Express, 2023, n.d.). In October 2023, they hosted a follow-up workshop on presentations and designs. This workshop focused on encouraging solution-based thinking, including debating, writing, and presenting activities (theethicalagency, 2023, n.d.). These workshops also resulted in a short documentary produced by the European Union Film Commission whereby they showcase how a CBO Fatyela Enivro works founder Thandisile host climate clubs and empowers youth to engage with environmental activism (Lobel, 2025, n.d.).

The project linked climate literacy with active citizenship providing youth with the resources and tools to actively partake in climate discussions. It transformed the learners from pure consumers to active contributors in regard to climate change. Although the program was limited in terms of direct decision making in policy the program’s goal was to empower young people to confidently partake in climate conversation ensuring they have the agency to use their voice and be part of the bigger conversations instead of just watching it happen. This aim was archived through the above tools as it allowed for the creation of participatory spaces which created environmental awareness and empowered young individuals to find interest in influencing green policy. The underlying impact of the program was more abound normalising participatory spaces where issues could be openly discussed and critical debates could occur where individuals’ voices could be heard. Given Green Capes structure of ensuring continuity by training educators and CBOs and their recent statement confirming they still have nine climate clubs operating even though funding has ended (theethicalagency, 2025, n.d.). This highlights that the program created long lasting habits which prioritises democratic participation and environmental activism.

Influence, Outcomes, and Effects

Considering the project's goals of empowering youth to voice their ideas and priorities to policy decision-makers. The evidences shows that youth definitely grew more confident when speaking on climate issues in interviews with PE Express FM youth thanked Green Cape for the amazing opportunities they got to experience and throughout the interview they raised awareness on climate change and spoke about why it is important arguing that " youth voices are important because they are the generation that will be the most impacted by the transition they should use their creativity to come up with solutions to the challenges we face" (Amplifying Green Voices, 2024, n.d.). Through the dialogues and train-the-trainer workshops and climate clubs, Green Cape was able to strengthen community participation, facilitate community-led ideas on climate issues, and provide a visible platform for youth to be a part of current climate discussions. They provided local active citizens like Thandisile from Envirowork with the resources and a platform to actively participate in their community while sharing knowledge and inspiring youth (Lobel, 2025, n.d.). Although formal policy decision-making did not occur, Green Cape noted that the project was able to gather fifty formal signatures on policy submissions (theethicalagency, 2025, n.d.), and at the skills development workshop in Gqeberha, Green Economy Media included an image of Zoliswa Ntabeni filling out her comment submission on the 2022 Climate Change Bill (greeneconomy.media, 2022, n.d.). The project also allowed youth to engage with stakeholders in dialogues, for example, at the 2024 Western Cape Agricultural Youth Summit, the CBO IsaEnvrio representative Darryl Dreyer was part of the panel providing insight into climate mitigation while the learners had an activation booth where they were able to share their community-led projects (theethicalagency, 2023, n.d.).

Whilst the project had successful outputs it also encountered some limitations. Firstly, participation was limited to three provinces in South Africa excluding province like Mpumalanga where climate shocks are currently increasing (Green Cape, 2023, p.3). Secondly the project relied heavily on CBO and educators creating dependency on external stakeholders and it also excludes students who may not be part of the formal schooling system. The suitability of the project was also depended on funding from the EU and after the 4-year initial period the Climate Changes Champs program ended (Mail & Guardian, 2022, n.d.). Lastly there was limited action taken on the ideas and solutions the leaners developed there is no formal evidence showcasing how their workshops developing community led solutions were formally integrated in their communities. Overall, the project successfully empowered communities to be directly involved in climate change issues, and they created a foundational structure for communities to build on. However, connecting youth directly with local government could have advanced their cause as it would have allowed for community’s ideas to be placed into action.

Analysis and Lessons Learned

This section will discuss the analysis and lessons learnt in this case study by drawing from Archon Fund Democracy Cube theory and Carole Pateman Participatory Democratic theory. The central argument of participatory democracy theory revolves around the idea that participation is educative (Pateman 1970:27). According to Pateman, within a democracy, participation is the process through which individuals learn how to govern their own lives. Patman argues that in order for individuals to successfully participate in democratic process they need to develop political efficacy. Political efficacy refers to the belief that their actions matter; this can be explained through individuals developing a sense of understanding that their individual decisions affect citizens lives (Pateman 1970:46). Using Patman’s theory to analysis the Climate Change Champs, the project can be viewed process which assist youth in taking part in democracy from a young age. The theory argues that real participation in democratic practices enables citizens to gain confidence and develop skills allowing them to gain political efficacy (Pateman 1970:46). Considering the Climate Change Champs overarching goal of wanting youth to develop a sense of agency to express their ideas and concerns ultimately aligns with Patman’s theory. As the case study has showcased how a virtuous cycle of continuous education, access to resources and practical workshops can empower youth to participate in climate policy aligns directly with Patman’s political efficacy. The belief that their voice matters allowed for continuous participation.

Furthermore, taking into account Fung’s democracy cube the framework offers a lens through which participation can be measured by assessing who participates, how deliberation occurs, and who holds authority (Fung 2006:66). According to Fung, participation cannot be assessed on a single fixed scale, as democratic challenges vary across different levels (Fung 2006:66). This results in a need for diverse forms of participation depending on the issue. Fung, notes that each democratic purpose is different; therefore, organisers need to ensure they can identify the correct participatory mechanism that addresses the purpose they are attempting to serve (Fung 2006:74). When assessing the Climate Champs project through Fung’s framework the projects inclusion of youth, educators and CBO portrays a high level of inclusion. The collaboration provided a participatory space whereby individuals could share ideas, debate and host critical discussions. However, it is important to note that the project was limited to only three provinces. Fung’s second dimension of how deliberation occurred was showcased in the project through climate clubs and workshops. These deliberative methods allowed for the development of community climate solution and deliberation on how renewable energy can benefit communities. The climate clubs and workshops were mainly educational as Green Cape noted that an increase and knowledge and skills were needed thus making it more educational than a deliberative process (Green Cape, 2023, p.4). In regard to the authority of decision making the Climate Champs project was mainly advisory as they did not receive access to directly influence climate policy. Thus, concluding that according to Fung’s framework the projects participatory method was mainly a form of advocacy and educational rather than equipping the youth with any real decision-making authority.

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