Publication: Climate Change Education and Curriculum Revision
Loading...
Published
2022
ISSN
Date
2022-10-13
Editor(s)
Abstract
Climate change is intensifying worldwide, and countries might be approaching a tipping point from which there will be no return to avoid extensive damages. While the impacts of climate change affect every country, nations like Indonesia are more susceptible to suffering its devastating consequences, such as irreversible resource loss and more frequent severe weather events. Preparing the next generation to mitigate and adapt to ongoing climate change requires systems transformation, including the integration of climate change education (CCE) across school curricula at all levels, from preschool to tertiary education, and the creation of a coalition of actors committed to climate action. The World Bank is providing technical assistance and advice to the Ministry of Education, Culture, Research and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA) of Indonesia through the Learning for Human Capital Development Programmatic Advisory Services and Analytics (PASA). This PASA’s areas of technical assistance include a support to the revision of the national curriculum, under which this policy note was prepared. This policy note, which was prepared to inform the initial stages of the implementation of the revised Indonesian curriculum through the lens of climate change, includes three main sections: (a) an overview of the climate challenge and the country’s context; (b) the concept of CCE and related frameworks, including how these align with current Indonesian policies and programs; and (c) recommendations for promoting CCE in Indonesia through the revised national curriculum. The key recommendations outlined in this note for consideration of MoECRT and MoRA are: (a) develop teachers’ competence in CCE through an enhanced professional development system; (b) reorient the system’s culture toward education for sustainable development at the local and national levels; (c) promote partnerships to build capacity and design student-centered learning programs; and (d) design climate-friendly, resilient, and accessible education infrastructure.
Link to Data Set
Citation
“Teixeira, Janssen Edelweiss; Crawford, Elizabeth. 2022. Climate Change Education and Curriculum Revision. © World Bank. http://hdl.handle.net/10986/38146 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Improving Learning in Uganda, Volume II : Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments(Washington, DC: World Bank, 2013-02-22)Uganda is one of the few African countries with a functional national assessment system. Established in 2003, the National Assessment of Progress in Education (NAPE) Program is executed by the Uganda National Examination Board (UNEB). The program uses a learning outcomes measurement framework to annually measure achievement in literacy and numeracy proficiency on the basis of a cross-sectional, nationally representative sample of learners from the primary three (P3) and primary six (P6) grades. In 2008, the framework was extended to the senior two (S2) grade of lower secondary education for English, math, and biology. However, use of national assessment results to inform improvements in student learning remains weak. These data can nevertheless be used to search for solutions to the challenge of low-quality education in Uganda. The objective of this study is to generate a comprehensive, consolidated evidence base about student learning outcomes and teacher effectiveness in primary and secondary schools Uganda, grounded in existing, nationally owned NAPE assessment data. In specific terms, this analytical work attempts to establish the following: (a) the performance levels and patterns of students in P3, P6, and S2; (b) problematic curriculum areas in the respective grades; (c) teacher competency; and (d) predictors of student and teacher performance levels. The goal is not to reanalyze existing data, but rather, provide additional analysis that can help complement the very useful summary reports provided by NAPE for individual years. This analysis is also supported by findings from the qualitative end-of-cycle (EOC) curriculum examination reports generated by UNEB chief examiners.Publication Using the Results of a National Assessment of Educational Achievement(World Bank, 2009)This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.Publication Building the Skills for Economic Growth and Competitiveness in Sri Lanka(Washington, DC: World Bank, 2014-05-21)Despite internal conflict and the global financial crisis, Sri Lanka has made remarkable progress in the past decade, enjoying healthy economic growth and substantially reducing poverty. Moreover, Sri Lankans are the best-educated people in South Asia: the country has a 98 percent literacy rate, widespread access, high completion rates in both primary and secondary education, and gender parity in general education. Chapter two describes the general education and training system in Sri Lanka, especially the TVET sector. Chapter three examines the main drivers of skills demand and skills mismatches and gaps in Sri Lanka. Chapter four studies the relationship between education, training, and labor market outcomes, including skills already available in the workforce. Chapters five and six analyze factors affecting the skills supply system, such as cost, financing, and governance (chapter 5) and private sector provision (chapter six). Chapter seven briefly reviews firm-based training in Sri Lanka based on evidence from the employer survey. Chapter eight assesses workforce development policies in Sri Lanka based on the World Bank's Systems Approach for Better Education Results (SABER) framework. Finally, chapter nine provides the summary of main findings and outlines possibilities for the way forward in skills development in Sri Lanka.Publication Republic of Sierra Leone : Higher and Tertiary Education Sector Policy Note(Washington, DC, 2013-07-15)Chapter one provides background and context for these policy notes. It includes information on the history of Higher and Tertiary Education (HTEs), learning structures, the economy, relevant legal frameworks, and the general education sector. Chapter two deals with quality assurance: the structures of administration, legal framework, monitoring Commissions, internal and external quality assurance, policies, accreditation and participants. Chapter three highlights issues of academic Relevance to economic, social and national development. It reviews the Government of Sierra Leone (GOSL) priorities, the labor market, skills and competencies and employment status and opportunities for Higher and Tertiary Education Institution, or HTI graduates. The chapter further explores the supply of programs and courses while identifying gaps in offerings. Recommendations are provided. Chapter Four provides insight into the Cost and Financing of HTIs. The report highlights the financing of institutions, public financing, subventions, scholarships and projected demand for HTE and associated costs. Policy recommendations are provided in each chapter, and summarized here.Publication Remedial Education Programs to Accelerate Learning for All(World Bank, Washington, DC, 2012-05-01)Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all.
Users also downloaded
Showing related downloaded files
Publication Morocco Economic Update, Winter 2025(Washington, DC: World Bank, 2025-04-03)Despite the drought causing a modest deceleration of overall GDP growth to 3.2 percent, the Moroccan economy has exhibited some encouraging trends in 2024. Non-agricultural growth has accelerated to an estimated 3.8 percent, driven by a revitalized industrial sector and a rebound in gross capital formation. Inflation has dropped below 1 percent, allowing Bank al-Maghrib to begin easing its monetary policy. While rural labor markets remain depressed, the economy has added close to 162,000 jobs in urban areas. Morocco’s external position remains strong overall, with a moderate current account deficit largely financed by growing foreign direct investment inflows, underpinned by solid investor confidence indicators. Despite significant spending pressures, the debt-to-GDP ratio is slowly declining.Publication Doing Business 2009 : Comparing Regulation in 181 Economies(Washington, DC : World Bank and Palgave Macmillon, 2008)Doing Business 2009 is the sixth in a series of annual reports investigating the regulations that enhance business activity and those that constrain it. Doing Business presents quantitative indicators on business regulations and the protection of property rights that can be compared across 181 economies from Afghanistan to Zimbabwe and over time. Regulations affecting 10 stages of the life of a business are measured: starting a business, dealing with construction permits, employing workers, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, and closing a business. Data in Doing Business 2009 are current as of June 1, 2008. The indicators are used to analyze economic outcomes and identify what reforms have worked, where, and why. The methodology for the legal rights of lenders and borrowers, part of the getting credit indicators, changed for Doing Business 2009. The paper includes the following headings: overview, starting a business, dealing with construction permits, employing workers, registering property, getting credit, protecting investors, paying taxes, trading across borders, enforcing contracts, and closing a business.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Economy Profile of United States(World Bank, Washington, DC, 2017-11-01)Doing Business 2018 is the 15th in a series of annual reports investigating the regulations that enhance business activity and those that constrain it. This economy profile presents the Doing Business indicators for United States. Doing Business presents quantitative indicators on business regulation and the protection of property rights that can be compared across 190 economies; for 2018 United States ranks 6. Doing Business measures aspects of regulation affecting 11 areas of the life of a business. Ten of these areas are included in this year’s ranking on the ease of doing business: starting a business, dealing with construction permits, getting electricity, registering property, getting credit, protecting minority investors, paying taxes, trading across borders, enforcing contracts and resolving insolvency. Doing Business also measures features of labor market regulation, which is not included in this year’s ranking. Data in Doing Business 2018 are current as of June 1, 2017. The indicators are used to analyze economic outcomes and identify what reforms of business regulation have worked, where and why.