UNESCO. General Conference; 36th; 36 C/5: volume 1: Draft ...

and South-South cooperation. This will include preparing for the end-of-Decade conference to
be held in 2014;
(b)
(c)
Provision of policy advice on climate change education. Mitigating and adapting to climate
change requires the acquisition of new knowledge, skills and behaviours. Indeed, in many
regions, varying weather conditions and climate-related shocks are making it harder to deliver
quality education in safe learning environments. UNESCO will therefore develop national
capacities to integrate climate-relevant components into national education plans. It will also
work with its Member States to manage the impact of climate change on education systems
– including through preparing countries to deliver comprehensive education sector responses
to disasters. Particular attention will be paid to creating environmentally sustainable, safe and
adaptive schools, including through disaster preparedness, response and recovery strategies.
Due account will be given to regional specificities and priorities, paying particular attention to
the challenges of countries facing increased disaster risks such as Small Island Developing States
(SIDS) and African countries;
Strengthening of climate change education in secondary school teacher education
programmes, curricula and assessment. The Organization will aim to enhance both content
knowledge – including on the environment, climate change and scientific literacy, green technical
and vocational education and training (TVET) and disaster risk reduction and preparedness –
as well as critical thinking skills in order to equip learners with the requisite skills, knowledge
and attitudes to deal with future uncertainties and challenges such as climate change.
01050 These activities will be undertaken through close cooperation with other UN agencies and key ESD
stakeholders as well as with other UNESCO programmes.
Expected result 8: Capacities in Member States strengthened to integrate
education for sustainable development, including climate change education,
into educational policies, development plans and programmes
Performance indicators
Benchmarks
▪ Number of countries supported to develop
policies, plans and programmes on climate
change education for sustainable development
– 10 countries
▪ Number of countries supported to address
biodiversity and disaster preparedness
issues through ESD in educational policies,
development plans and programmes
– 20 countries
▪ Number of teacher training institutions that
have incorporated ESD modules and principles
to promote innovative learning and teaching
to address climate change, biodiversity and
disaster preparedness
– 20 teacher training institutions
36 C/5 – Major Programme I 42