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Title page

Contents

ACKNOWLEDGEMENTS 6

HIGHLIGHTS 7

OVERVIEW 11

EDUCATION FOR PRO-CLIMATEBE HAVIOR CHANGE 24

Summary 25

Has climate change prompted behavior change? Not really 26

Climate action is being impeded, in part, by missing and misleading information 27

Young people feel anxious and helpless in the face of climate change 27

Learning and skilling can help people drive climate action - for mitigation and adaptation 29

Education promotes mitigation behaviors 30

Education promotes adaptation behaviors, these are especially critical for low- and middle-income countries 31

Education can galvanize action today, not just tomorrow 32

Yet school education remains massively under-utilized for climate action 34

Many students still lack foundational skills, the building blocks of all climate skills 34

Education systems can do more to catalyze climate action 35

What should policymakers do? Three priorities to make schools work for climate action 39

Foundations first. Mainstream climate within foundational learning without crowding it out 39

Practical, actionable, and contextual climate curriculum 41

Build teacher capacity 44

Schools can do much more for climate action. The time to act is now 44

SKILLS FOR THE GREEN TRANSITION 46

Summary 47

What are green skills? 48

Most countries want green transitions 49

But green transitions demand green skills 51

Green skilling opportunities are closer and bigger than manythink - Busting 5 myths about green skills 53

Myth 1: Green skills are only relevant for high-income countries 53

Myth 2: Green skills are only relevant for those with higher education 56

Myth 3: Green skills are only relevant for technical and/or STEM fields 57

Myth 4: Green skills are only relevant for 'Green' Sectors 59

Myth 5: Green skills are highly sector-specific 62

But green skilling opportunities can also be unpredictable and inequitable 64

Students, Workers, and Governments want green skills, but don't know how to get them 66

What should policymakers do? Priorities for short and medium run 68

Short run priority: Increasing information and accessibility; especially around technical green skills 68

Medium run priority: Fostering adaptable workers and systems 69

ANNEX A: DEFINITIONS AND METHODOLOGY FOR GREEN SKILLS ANALYSIS 78

THE IMPACT OF CLIMATE CHANGE ON EDUCATION AND WHAT TO DO ABOUT IT 82

Summary 83

Climate change is threatening education outcomes 84

Climate change is causing massive school closures 84

Rising temperatures threaten children and their education 88

Climate change impacts on health and fragility further erode education outcomes 91

The education impacts of climate change are an economic time-bomb 92

What should policymakers do? Adapt education systems for greater resilience through four steps 94

Education management for climate resilience 95

School infrastructure for climate resilience 97

Ensuring learning continuity in the face of climate shocks 100

Leveraging students and teachers as change agents 102

How much will adaptation of education sector cost? 104

Governments must act now to protect education from climate change 110

REFERENCES 112

NOTES 141

Tables

Table 0.1. In every region, some countries have learning poverty rates above 50 percent 22

Table 3.1. Estimated costs of adapting education systems for climate change 105

Figures

Figure 0.1. Education propels climate action, while climate change threatens education outcomes 12

Figure 0.2. Those with more education show greater concern about climate change 15

Figure 0.3. Education propels climate action 16

Figure 0.4. Green skills are demanded in a wide range of sectors across developing countries 18

Figure 0.5. Climate change threatens education outcomes 19

Figure 0.6. Policy actions to help learning propel climate action 20

Figure 0.7. Most countries experience one more climate-related school closures every year 23

Figure 1.1. Global youth are terrified of the future when it comes to climate change 28

Figure 1.2. Young people feel strongly about the climate but feel less able to make a difference 28

Figure 1.3. Those with more education show greater concern about climate change 30

Figure 1.4. 70% of ten-year-olds cannot read and understand a simple text 35

Figure 1.5. Teachers believe education can and must make a difference in climate action 36

Figure 1.6. Most teachers are including climate topics in their lessons, but also get basic climate questions wrong 37

Figure 1.7. In Bangladesh, more vulnerable students had less climate knowledge 38

Figure 1.8. Framework to make schools work for climate action 39

Figure 1.9. Most teachers believe climate education is critical, but are unwilling to spend much time on it (more than 60 minutes per month) 42

Figure 2.1. The pace of the green skilling varies significantly across the 14 low- and middle-income countries analyzed 50

Figure 2.2/Figure 2.3. Green skills are widely utilized in Egypt, India, and Kenya 54

Figure 2.3/Figure 2.4. The ten fastest growing industries in India demand at least some green skills 55

Figure 2.4/Figure 2.5. Green jobs demand includes across low- medium- and high-skill workers 56

Figure 2.5/Figure 2.6. In Brazil and the Philippines critical thinking, communication, and problem-solving skills are all demanded more frequently in green job... 59

Figure 2.6/Figure 2.7. Green skills are demanded across a range of industries in Brazil 60

Figure 2.7/Figure 2.8. Green skills are needed in a wide range of sectors in the Indian, Egyptian, and Kenyan Economies 61

Figure 2.8/Figure 2.9. Some green skills are versatile and are being used across many industries 62

Figure 2.9/Figure 2.10. Some green skills are being used very widely across industries 63

Figure 2.10/Figure 2.11. Women are more likely to be employed in lower skill green jobs 65

Figure 2.11/Figure 2.12. Medium-Run Approach to skilling for the green transition 69

Figure 3.1. Climate change erodes education outcomes through both direct and indirect impacts 85

Figure 3.2. World Population Affected by Climate Shocks in 1981-2020, 5-Year Moving Average 85

Figure 3.3. Most countries experience more climate-related school closures every year 87

Figure 3.4. Global Incidence of Extreme Heat Days (〉 30℃) in 2020 90

Figure 3.5. Approach to Adapt Education Systems to Climate Change 95

Figure 3.6. To adapt their education systems for climate change, low- and lower-middle-income countries would need greater percentage increases in their education... 106

Figure 3.7. The bi-directional relationship of climate change and education 107

Boxes

BOX 1. NEW DATA FOR THIS REPORT 16

BOX 1.1. TWO CAVEATS TO HARNESSING EDUCATION FOR CLIMATE 33

BOX 1.2. CLIMATE CURRICULUM IMPLEMENTATION EXAMPLES 43

BOX 1.3. A STEP-BY-STEP GUIDE TO INTEGRATING CLIMATE INTO SCHOOL CURRICULUM 45

BOX 2.1. METHODOLOGY 52

BOX 2.2. GREEN SKILLING OPPORTUNITIES ARE CLOSER THAN WE THINK IN KENYA 58

BOX 2.3. POLICY EXAMPLES FOR FOSTERING ADAPTABLE WORKERS 73

BOX 2.4. POLICY EXAMPLES FOR FOSTERING AGILE SYSTEMS 77

BOX 3.1. CLIMATE CHANGE, AIR POLLUTION AND EDUCATION 91

BOX 3.2. EXAMPLE EARLY WARNING SYSTEM FOR SCHOOLS 96

BOX 3.3. SAMPLE STRATEGIES TO COMBAT CLASSROOM EXTREME HEAT 98

BOX 3.4. SAMPLE INNOVATIVE DESIGN FOR TEMPERATURE CONTROL 99

BOX 3.5. POLICY STRATEGIES TO INCREASE RESILIENCE OF EDUCATION SYSTEM TO CLIMATE STRESSORS 102

BOX 3.6. EXAMPLE OF TEACHER AND STUDENT TRAINING PROGRAM ON DISASTER RESILIENCE 103

Annex Figures

Figure A1. Defining high-green, medium-green, low-green, and non-green occupation groups using labor force survey data 79

Figure A2. Step-step process for Green Skills supply analysis 80

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