Climate Change Centre at Development Alternatives had initiated a research in this regard and a brief out come of the research is reported here. Number of tools were identified for the implementation of the Article 6. Since the focus of CoP–8 was sustainable development, adaptation to climate change and poverty eradication therefore Implementation of the Article 6 of the Convention will also enhance the capacity of different stakeholders for adaptation to climate change.

A number of indicators have also identified for measuring the success of such programme.

The first and foremost in regard to education, training and public awareness is to develop a process nationally and regionally to prepare material to impart education, training and bring public awareness. This has to be done under a multitier approach. The IPCC and other UN organisations have over the years brought out considerable scientific and response strategy materials both on the science of climate change, its effects and adaptation. Such materials are however only for a very limited number of professionals who are benefited from these literatures and research materials.

Preparation of materials on climate change for the use and consumption of the common man, civil society, community and particularly for students at various levels of school education.

There is a need to bring out small books on "what is Climate Change"; "how it affects our life - our economic prosperity and our health and other welfare" and "how we all together can save the environment for our benefit and for the benefit of our future generations". These materials have to be in simple languages that people understand as well as to introduce such an education as a part of school curriculum in primary, middle and at higher levels.

To bring out small books and literature through a participatory process with the community that would provide linkages to their day to day life, their life style, and how traditional knowledge of the common people can be integrated to some simple responses to climate change. Such books and literature must be written in the language and vocabulary they would easily understand with illustrations they are familiar with. This is a huge task but must be done with urgency to impress on the people how their actions today may not only help their present generation, but also their children, grand children and great-grand children, for a better environment, better air, better soil, vegetation and forests as well as our precious water resources.

The next tier of activities under the education, training and public awareness process should be to involve middle level and higher level of policy makers, decision maker, planners at the national and regional level to educate and train such categories of people on climate change so that they would be able to integrate climate change concerns in all national and regional activities so that all our development activities are sustainable and would finally address to the main agenda of the developing countries : poverty eradication and providing better quality of life to all.

District level, national level and regional level workshops, seminars should also be organised at regular intervals for faster dissemination, and exchange of information among various groups and categories of people, communities, civil societies etc. Such a process will accelerate the process of education and training for officials, professionals, teachers in school to update and exchange their so far learned knowledge and experiences.

Education, training and public awareness must also take the advantage of all communication media like local newspapers, simple fact sheets, television, radio, village dramas, street plays etc.