21 July 2015: A report by the UN Educational, Scientific and Cultural Organization (UNESCO) reviews the organization's recent work to support education policymakers and educators of teachers to incorporate climate change into their curriculum.
The report, titled 'Not Just Hot Air: Putting Climate Change Education into Practice,' presents results and lessons learned from country pilots in the Dominican Republic, Guyana, Mauritius, Tuvalu and South Africa.
Based on the case studies, as well as brief profiles of climate change and education in 16 countries' sustainable development policy processes, the document provides recommendations to policymakers in five areas: policy development; government and resources; curriculum development; capacity building of teachers and education planners; and public awareness, communication and stakeholder involvement.
According to the publication's conclusions, some of the remaining challenges to integrating climate change into education are: a lack of systematic information on existing climate change-related learning; a lack of clear governance structures for addressing education and skills development for sustainable development; the requirement that teachers have an accurate understanding of climate change and of how it relates to broader issues of sustainable development; and weak or non-existent public awareness about climate change or its politicized nature in some countries.
UNESCO, through its Climate Change Education for Sustainable Development programme, is working to capitalize on education as a tool to combat climate change through raising awareness of its causes and effects, and preparing students to both take action on its causes and face its impacts. [UNESCO Press Release] [Publication: Not Just Hot Air: Putting Climate Change Education into Practice] More
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