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Despite the relevance of education-specific negotiations under the United Nations Framework Convention on Climate Change (UNFCCC) and the influential role of the secretariat therein, research in this area is still scarce. We contribute to closing this research gap by exploring how the UNFCCC secretariat becomes involved in and has latent influence on the education-specific debates surrounding global climate conferences and the related information exchange on Twitter. Our analysis extends previous findings by combining theories and methods in novel ways. Specifically, we apply social-network theory and derive data from participant observations and Twitter, which enables us to analyze the role and influence of the UNFCCC treaty secretariat within education-specific negotiations. We find that the secretariat increases its influence by strategically establishing links to actors beyond the negotiating parties and show that it occupies a central and influential position within the education-specific communication networks in UNFCCC negotiations.

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Our article aims to better understand the role of the secretariat of the United Nations Framework Convention on Climate Change (UNFCCC) in the increasingly complex global climate governance structure. We employ an innovative approach to addressing this issue by systematically examining the climate secretariat’s relations with the main groups of actors involved in this policy domain, in particular with nonparty actors. In a first step, we use social network analysis (SNA) to examine the secretariat’s relations with nonparty and state stakeholders and to identify its position in the UNFCCC policy network. An understanding of where the climate secretariat stands in the global climate governance network and which actors it interacts with most allows us to draw preliminary conclusions about the ways in which it connects with other stakeholders to influence global climate policy outputs. In a second step, we conduct thirty-three semistructured interviews to corroborate the results of the SNA. Our findings lend support to the argument that the climate secretariat may gradually be moving from a rather neutral and instrumental stance to playing a proactive and influential role in international climate governance. It aims to increase its political influence by establishing strategic links to actors other than the formal negotiation parties.

Abstract:While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC) with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

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He holds a BA in Educational Science from the University of Jena and an MA in Educational Research from Freie Universität Berlin. His research focuses on the implementation of the UN Convention on the Rights of Persons with Disabilities and inclusive education, the diffusion of innovation and social network analysis.

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