Goal 13: Take urgent action to combat climate change and its impacts
13.3. Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
By working collaboratively with schools and other education institutions, Sail Training can contribute to curricula subjects in an applied manner.
Goal 14: Conserve and sustainably use the oceans, seas and marine resources
14.1. By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution.
As human activity can be a source of ocean pollution, and being on board a vessel in the marine environment is no different to being on land in that respect; young people have the opportunity to gain an understanding of the pollution controls that are set upon vessels to minimise their potentially detrimental effect on the marine environment. In addition, particularly with the massive over use single use plastics by humans, young people may also visualise land based pollution either at sea or if it has accumulated in coastal areas as they come into port. This may emphasise to young people why it is everyone’s responsibility to care for the ocean and their behaviour on land has a direct effect upon it (even if they originate from a land locked settlement).
14.2. By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts, including by strengthening their resilience, and take action for their restoration in order to achieve healthy and productive oceans.
Through visiting different locations and transiting past various geological features trainees have the potential to experience and witness geographical landscapes for a different perspective or even for the first time. This in turn brings to life the connection the ocean has major waterways and watersheds, particularly when visiting ports that are located on rivers, river estuaries and natural harbours. When included in activities such as passage planning, trainees begin to understand the relationship the ocean has to the earth’s circulation system regarding wind, tides, the Coriolis Effect, evaporation and precipitation.
Likewise, when on passage, young people may witness how humans are using marine resources to provide energy back on land. Particularly if a voyage is encountered in areas such as the North Sea as a voyage may have to navigate around hazards such as offshore oil and gas installations and wind farms. Passages may also provide the opportunity for young people to encounter marine life such as, Dolphins, Fish, Porpoise and Whales. This can develop an understanding of how the ocean is a food source and also may influence purchasing decisions such as buying sustainable and dolphin friendly caught and fish and seafood.
14.8. Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing States and least developed countries.
Because sailing overall relies heavily on weather for propulsion, an under-standing of the oceanic and atmospheric processes controlling weather pat-terns is required. Young people get an opportunity to experience first-hand how these processes influence their ability to navigate their ‘sea home’ to achieve a successful voyage. In addition, lessons provided in a school environment related to the energy, water and carbon cycles as well as solar radiation can be witnessed and experienced in a real life context. This in turn, can assist a young person to understand the relationship of land based weather patterns, and how major climatic episodes such as hurricanes and cyclones can effect areas significant distances away from their original source and how phenomena such an El Niño Southern Oscillation and La Niña can create major global weather changes across the world by increasing the sea surface temperature in the Pacific. These effects can have dramatic biological, chemical, economic, physical and social consequences.
14.10. Enhance the conservation and sustainable use of oceans and their resources by implementing international law as reflected in UNCLOS, which provides the legal framework for the conservation and sustainable use of oceans and their resources, as recalled in paragraph 158 of The Future We Want.
Young people have an opportunity to discover how the marine environment can be a source of inspiration and discovery as well as a location for recreation and rejuvenation. Likewise, through visiting foreign locations, they discover how the marine environment can be a significant influence on a nations/ regions heritage and culture; particularly as many of the areas where humans have settled are in coastal areas.
Goal 15: Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss
15.8. By 2020, introduce measures to prevent the introduction and significantly reduce the impact of invasive alien species on land and water ecosystems and control or eradicate the priority species.
Promote and implement how vessels manage the prevention of invasive alien species, taking proactive measure to prevent any detrimental impact that could be causes as a result a vessel’s transit through multiple ecosystems. (IAS from vessels if not managed appropriately, can impact land and freshwater ecosystems if river mouths/ estuaries are contaminated, a vessels continues their passage up river into freshwater environments, which can in turn migrate into land based habitats).