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![Strategies for building an inclusive skills delivery landscape
Source: Developed by OECD, building on the “Future Skills in Higher Education” model developed by Ehlers and Eigbrecht (eds.) (2024), Creating the University of the Future: A Global View on Future Skills and Future
Higher Education, Zukunft der Hochschulbildung [Future Higher Education], Karlsruhe, pp. xiv, https://link.springer.com/book/10.1007/978-3-658-42948-5.](https://image.slidesharecdn.com/oecdclimatewebinar13-241113165502-e4f98e6f/75/Tackling-climate-change_Francois-Staring-7-2048.jpg)
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Tackling climate change_François Staring
The document discusses the role of education at various levels in addressing climate change, emphasizing the need to prioritize environmental education and develop a holistic approach to sustainability. It notes that while a significant percentage of educational institutions recognize climate change as a priority, participation in training and reskilling among adults, especially in high-emission jobs, remains low. The OECD is focused on fostering socio-behavioral change and skills development to engage a broader sector of society in climate action.
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Tackling climate change_François Staring
- 1. What can schools,higher education and the labour market do right now to tackle climate change? François Staring OECD Webinar, 13 November 2024 Analyst, Higher Education Policy Team, Policy Advice and Implementation Division (PAI), Directorate for Education and Skills (EDU), OECD
- 2. We must re-thinkour education and training systems in the context of climate tipping points What role can education play?
- 3. Education systems seeclimate change as a priority more for the future than the present, and priority varies by education level Education levels for which environmental education was reported as a priority: • Primary to upper secondary (94%) • ECEC (78%) • Post-secondary (64%) • Higher education (61%) • Adult education (50%) Source: OECD, Education Policy Outlook 2023: Empowering All Learners to Go Green, OECD Publishing, Paris, https://doi.org/10.1787/f5063653-en .
- 4. WORK TO DATE:Mobilising different level of education for climate change today March 2024 November 2023 July 2024 School education Higher education Adult education February 2024
- 5. FORTHCOMING: New OECDreport, focused on developing a holistic, lifecycle and cross-sectoral approach to sustainability education • Fostering agency for socio- behavioural change through education, training and wider societal engagement • Technical and transversal skills development for climate change through skills anticipation, career guidance and a coherent skills delivery landscape December 2024
- 6. Action is alsoto engage the active labour force and wider society in tackling climate change Adult participation in upskilling and reskilling: • Only four in ten adults participate in formal or non-formal learning for job-related reasons • Workers in high- emissions occupations tend to train significantly less than other workers Source: OECD analysis based on data from Carnegie Endowment for International Peace’s Climate Protest Tracker (Carnegie, n.d.), https://carnegieendowment.org/features/climate-protest-tracker?lang=en Aggregate participation (in number of participants) in climate-related protests around the world
- 7. Strategies for buildingan inclusive skills delivery landscape Source: Developed by OECD, building on the “Future Skills in Higher Education” model developed by Ehlers and Eigbrecht (eds.) (2024), Creating the University of the Future: A Global View on Future Skills and Future Higher Education, Zukunft der Hochschulbildung [Future Higher Education], Karlsruhe, pp. xiv, https://link.springer.com/book/10.1007/978-3-658-42948-5.