Climate Change Communication and Education Country Profiles: Approaches to Greening Education Around the World
Paris: UNESCO;Global Education Monitoring Report (2023), 13 pp.
"An ongoing partnership between UNESCO’s Global Education Monitoring (GEM) Report and the Monitoring and Evaluating Climate Communication and Education (MECCE) Project, hosted by the Sustainability and Education Policy Network (SEPN), has developed 80 country profiles on CCE policies and practices. These are available on the MECCE Project website (www.mecce.ca) and on the GEM Report Profiles Enhancing Education Reviews website (PEER, www.education-profiles.org) which also hosts country profiles on other themes at the core of Sustainable Development Goal (SDG) 4. The 80 country profiles provide a comparative perspective of countries’ progress in relation to Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) and Article 12 of the Paris Agreement, through Action for Climate Empowerment (ACE); and on SDG Target 4.7, which focuses on education for sustainable development. The profiles cover all regions of the world, all income levels. The countries they cover are home to 75% of the global population [...] The GEM Report and MECCE Project teams have developed several measures to identify global trends in policies and practices in the country profiles (Figure 1). The measures can support countries to learn from peers. They can also support global target-setting and benchmarking in diverse contexts – particularly when used in combination with global indicators, regional and national surveys and polls, and qualitative Information. Some of the measures are illustrated in the following pages." (Pages 2-3)
1 Legislation and policies support mainstreaming climate change in curricular, 3
2 Initiatives encouraging social, emotional and experiential learning are emerging, 4
3 Some countries are embracing the transition to green and sustainable schools, 6
4 Teacher training is gaining momentum but 1 in 3 countries do not emphasize it, 6
5 Climate change training and capacity building are part of most countries' plans, 7
6 Different communication approaches are used to improve public awareness, 8
7 Most climate change plans are focusing on public participation, youth and climate justice, 8
8 Some countries are actively including indigenous peoples in their climate change education and communication activities, 9
9 Some countries are adopting gender-specific approaches, 9
10 Responsibility for climate change education and communication is often distributed between different actors, 9
11 Despite the urgency to prepare learners of all ages for a green and sustainable future, budget allocation for cce is rare, 10
12 Monitoring and evaluation remains primarily aspirational, 11
2 Initiatives encouraging social, emotional and experiential learning are emerging, 4
3 Some countries are embracing the transition to green and sustainable schools, 6
4 Teacher training is gaining momentum but 1 in 3 countries do not emphasize it, 6
5 Climate change training and capacity building are part of most countries' plans, 7
6 Different communication approaches are used to improve public awareness, 8
7 Most climate change plans are focusing on public participation, youth and climate justice, 8
8 Some countries are actively including indigenous peoples in their climate change education and communication activities, 9
9 Some countries are adopting gender-specific approaches, 9
10 Responsibility for climate change education and communication is often distributed between different actors, 9
11 Despite the urgency to prepare learners of all ages for a green and sustainable future, budget allocation for cce is rare, 10
12 Monitoring and evaluation remains primarily aspirational, 11
