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1、Shwetlena Sabarwal,Sergio Venegas Marin,Marla Spivack,and Diego AmbaszCHOOSING OUR FUTURE:Education for Climate ActionPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure Authorized 2024 International Bank for Reconstruction and Development/The World

2、Bank 1818 H Street NW Washington DC 20433 Telephone:202-473-1000 Internet:www.worldbank.orgThis work is a product of the staff of The World Bank with external contributions.The findings,interpre-tations,and conclusions expressed in this work do not necessarily reflect the views of The World Bank,its

3、 Board of Executive Directors,or the governments they represent.The World Bank does not guarantee the accuracy,completeness,or currency of the data included in this work and does not assume responsibility for any errors,omissions,or discrepancies in the information,or liability with respect to the u

4、se of or failure to use the information,methods,processes,or conclusions set forth.The boundaries,colors,denominations,and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or accept

5、ance of such boundaries.Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the priv-ileges and immunities of The World Bank,all of which are specifically reserved.RIGHTS AND PERMISSIONSThis work is available under the Creative Commons Attribution 3.0 I

6、GO license(CC BY 3.0 IGO)http:/creativecommons.org/licenses/by/3.0/igo.Under the Creative Commons Attribution license,you are free to copy,distribute,transmit,and adapt this work,including for commercial purposes,under the following conditions:All queries on rights and licenses should be addressed t

7、o World Bank Publications,The World Bank Group,1818 H Street NW,Washington,DC 20433,USA;e-mail:pubrightsworldbank.org.Shwetlena Sabarwal,Sergio Venegas Marin,Marla Spivack,and Diego AmbaszAUGUST 2024CHOOSING OUR FUTURE:Education for Climate ActionTable of contents HIGHLIGHTS 2OVERVIEW 9Box 0.1:New D

8、ata for this report 14EDUCATION FOR PRO-CLIMATE BEHAVIOR CHANGE 22Has climate change prompted behavior change?Not really.24Climate action is being impeded,in part,by missing and misleading information 25Young people feel anxious and helpless in the face of climate change 26Learning and skilling can

9、help people drive climate action for mitigation and adaptation 27Education promotes mitigation behaviors 29Education promotes adaptation behaviors,these are especially critical for low-and middle-income countries 29Education can galvanize action today,not just tomorrow 30Box 1.1:Two Caveats to Harne

10、ssing Education for Climate 31Yet school education remains massively under-utilized for climate action 32Many students still lack foundational skills,the building blocks of all climate skills 32Education systems can do more to catalyze climate action 33What should policymakers do?Three priorities to

11、 make schools work for climate action 37Foundations first.Mainstream climate within foundational learning without crowding it out 37Practical,actionable,and contextual climate curriculum 39Box 1.2:Climate curriculum implementation examples 41Build teacher capacity 42Schools can do much more for clim

12、ate action.The time to act is now.42Box 1.3:A step-by-step guide to integrating climate into school curriculum 43SKILLS FOR THE GREEN TRANSITION 44What are green skills?46Most countries want green transitions 47But green transitions demand green skills 49Box 2.1:Methodology 50Green skilling opportun

13、ities are closer and bigger than many think Busting 5 myths about green skills 51Myth 1:Green skills are only relevant for high-income countries 51Myth 2:Green skills are only relevant for those with higher education 54Myth 3:Green skills are only relevant for technical and/or STEM fields 55Box 2.2:

14、Green skilling opportunities are closer than we think in Kenya 56Myth 4:Green skills are only relevant for Green Sectors 57Myth 5:Green skills are highly sector-specific 602|CHOOSING OUR FUTURE:Education for Climate Action But green skilling opportunities can also be unpredictable and inequitable 62

15、Students,Workers,and Governments want green skills,but dont know how to get them 64What should policymakers do?Priorities for short and medium run 66Short run priority:Increasing information and accessibility;especially around technical green skills 66Medium run priority:Fostering adaptable workers

16、and systems 67Box 2.3:Policy examples for fostering adaptable workers 71Box 2.4:Policy examples for fostering agile systems 75Annex A:Definitions and Methodology for Green Skills analysis 76THE IMPACT OF CLIMATE CHANGE ON EDUCATION AND WHAT TO DO ABOUT IT 80Climate change is threatening education ou

17、tcomes 82Climate change is causing massive school closures 82Rising temperatures threaten children and their education 86Climate change impacts on health and fragility further erode education outcomes 89Box 3.1:climate change,air pollution and education 89The education impacts of climate change are

18、an economic time-bomb 90What should policymakers do?Adapt education systems for greater resilience through four steps 92Education Management for climate resilience 93Box 3.2:Example Early Warning System for Schools 94School infrastructure for climate resilience 95Box 3.3:Sample Strategies to Combat

19、Classroom Extreme Heat 96Box 3.4:Sample Innovative Design for Temperature Control 97Ensuring learning continuity in the face of climate shocks 98Box 3.5:Policy strategies to increase resilience of education system to climate stressors 100Leveraging students and teachers as change agents 100Box 3.6:E

20、xample of teacher and student training program on disaster resilience 101How much will adaptation of education sector cost?102Governments must act now to protect education from climate change 108REFERENCES 110NOTES 139 CHOOSING OUR FUTURE:Education for Climate Action|3Acknowledgments This report wou

21、ld not have been possible without the generous support of colleagues and collaborators.Special thanks to Luis Benveniste,Global Director and Halil Dundar,Practice Manager,for the Education Global Practice,World Bank,for their excellent leadership and guidance.This report was conceptualized under the

22、 guidance of Mamta Murthi,Vice President of Human Development and Jaime Saavedra,Human Development Director for Latin America and the Caribbean.It also benefited from the guidance of Harry Patrinos,Senior Advisor,Education Global Practice,Dena Ringold,Director of Strategy and Operations for Human De

23、velopment,and Norbert Schady,Chief Economist Human Development.This effort greatly benefited from the many contributions of Anshuman Gupta,Surayya Masood,Lara Schwarz,Devika Singh,Sai sri ram Sribhashyam(S.K.)who co-authored different chapters.Damilola T.Kadiri,Lucy Kruske,Farhad Panahov,and Claudia

24、 Zavaleta provided superb research assistance.Sinae Lee and Divyanshi Wadhwa provided great support for data visualization.Deborah Spindelman led the qualita-tive work.The authors are also very grateful to Rajiv Agarwal,Natasha Ahuja,Noam Angrist,Sharnic Djak-er,Ian Marfleet,and Apoorva R.Neelapu fo

25、r their valuable inputs.World Bank task team leaders across thirty-three countries supported the policymaker surveys.We also benefited from the reflections of Rassa Malu,the State Minister of National Education and New Citizenship for the Democratic Republic of Congo.The report benefited considerabl

26、y from the comments and suggestions of its peer reviewers,including Najy Benhassine,Pakistan Country Director;Jo Bourne,Chief Technical Officer,Global Partnership for Educa-tion;Amit Dar,Director of Strategy and Operations for East Africa;Jaime Saavedra,Human Development Director for Latin America a

27、nd the Caribbean;and Jennifer Sara,Global Director of the Climate Change Group.The authors are also very grateful for the insightful comments from World Bank colleagues Cristian Aedo,Syud A.Ahmed,Juan Baron,Anna Boni,Xiaonan Cao,Wendy Cunningham,Pedro Cerdan-Infantes,Gabriel Demombynes,Salina Giri,L

28、aura Gregory,James Gresham,Maddalena Honorati,Aleksan Hovhan-nisyan,Keiko Inoue,Julia Liberman,Craig Meisner,Harry E.Moroz,Meskerem Mulatu,Monica Y.Pagans,Halsey Rogers,Penny Williams,and Andres Yi Chang.We also received helpful comments from Alejandro Ganimian.Lauren Brodksy and Bruce Ross Larsen p

29、rovided great feedback for messaging.Nicole Hamam designed the volume,including the cover art.4|CHOOSING OUR FUTURE:Education for Climate Action Highlights Key-takeaways1.Education is a powerful but under-used instrument for climate action.Channeling more climate funding to education could significa

30、ntly boost climate mitigation and adaptation.This report shows how to do this.Education is the single strongest predictor of climate change awareness.It can play a catalyt-ic role in climate change mitigation and adaptation by reshaping mindsets,behaviors,skills,and innovation.And yet,education is m

31、assively overlooked in climate financing a mere 1.5 percentof climate finance went to the education sector in 2021.12.Schooling and learning,especially for the poorest,are at significant risk because of climate change.Education systems need to adapt for a changing climate.This report shows how count

32、ries can do this.Countries lost on average 11 days of instruction per year(or 6 percent of an academic year)in affected schools due to climate-related school closures.But impacts were highly unequal-low-income countries lost about 18 days per year(or 10 percent of an academic year)in affect-ed schoo

33、ls,while high-income countries lost only 2.4 days.Unless made up,this lost schooling will translate into big learning deficits for children in low-income countries.For instance,it takes about 18 days to teach a student how to add two-digit numbers to one-or two-digit numbers,with carrying(assuming w

34、ell-designed and structured pedagogy).2 Even when schools are open,students are losing learning due to climate change.An average student in the poorest 50 percent of Brazilian municipalities could lose up to 0.5 years of learning overall due to rising temperatures.Governments can act now to adapt sc

35、hools for climate change in cost-effective ways.A low-cost adaptation package for education systems would cost around US$18.51 per student.More effec-tive but expensive adaptation packages would cost between US$45.68 US$101.97 per student.All these adaptation packages include solutions for temperatu

36、re control,infrastructure resilience,remote learning during school closures,and teacher training.The first two components will help reduce the likelihood of climate-related school closures and all four components will help mini-mize climate-related learning losses.Costs would be lower for systems th

37、at already have some elements in place.For reference,low-income countries spend an average to US$51.80 per student per year,while high-income countries spend US$8,400 per student per year.3The story in numbers3.Climate action remains slow.Nearly 79 percent of youth across eight low-and middle-income

38、 countries believe their country is in a climate emergency.CHOOSING OUR FUTURE:Education for Climate Action|54.This is in part due to missing or misleading information,in three ways:Information gaps on climate awareness,especially among older people.Household behaviors are responsible for 72 percent

39、 of global greenhouse gas emissions.4 And yet,climate change aware-ness is still at only about 65 percent in low-and middle-income countries.5 Information gaps on how to act for climate mitigation and adaptation.Information gaps on adap-tation are particularly problematic for young people in low-and

40、 middle-income countries.This is because the most severe impacts of climate change will occur in these countries,which are home to 85 percent of the worlds children but have contributed very little to carbon emissions.6 For example,the ten highest-risk countries in terms of climate change collective

41、ly emit only 0.5 percent of global emissions.7 Misinformation.Nearly 47 percent of secondary teachers in Bangladesh and 41 percent in Uganda believe that climate change coverage in media is exaggerated.5.Climate action is also slow due to missing skills.Global green transitions would require skilled

42、 workers for an estimated 100 million new jobs,up-skilled workers for most existing jobs,and re-skilled workers for another 78 million jobs which will disappear.8 However,these skills are missing.6.Young people are desperate to act but feel ill-equipped to do so.While approximately 88 percent of Ban

43、gladeshi secondary students want to do something about climate change,only 32 percent could correctly answer a basic question about greenhouse gases.7.Education,especially in schools,can address information gaps and propel pro-climate behaviors at scale.In a global analysis,education is the stronges

44、t predictor of climate change awareness.9 An addi-tional year of education increases climate awareness by 8.6percent,based on data from 96 coun-tries.These impacts are stronger where education quality is higher.10 Education is especially critical for behavior change related to climate change adaptat

45、ion in low-and middle-income countries.Those with more education exhibit greater disaster preparedness and response,experience reduced adverse effects and recover more quickly from disasters.118.Education can help with climate action today,not just tomorrow.In India,climate-related outreach to child

46、ren not only increased their pro-climate behavior but also increased the pro-climate behavior of parents by nearly 13 percent.Parents are much more receptive to climate-messaging when its done with their children or through their children.129.Education,especially at the upper secondary and tertiary

47、levels,can generate green skills at scale to massively propel green transitions.These skills are increasingly critical.Around 65 percent of youth from eight low-and middle-income countries believe that without green skills,their future employabil-ity is at risk.10.School education can be much better

48、 harnessed for climate action for three primary reasons.Low foundational skills.Globally 70 percent of ten-year-olds are estimated to not meet minimum proficiency in literacy.13 Lack of climate education within already overloaded curricula.Nearly 65 percent of youth across eight low-and middle-incom

49、e countries believe they did not learn enough about climate change in schools.6|CHOOSING OUR FUTURE:Education for Climate Action Teachers are tackling climate topics in the classroom,but do not have the training to do this accurately or effectively.Nearly 87 percent of teachers across six low-and mi

50、ddle-income coun-tries reported including climate topics in their lessons.However,nearly 71 percent answered at least one basic climate related question incorrectly.11.Policymakers can help schools do much more for climate by focusing on foundations,incorporating practical and relevant climate curri

51、culum,and building teacher capacity.Two key principles for this are:(i)introduce climate topics early but without crowding out foun-dational learning.Instead,use climate topics to teach foundational skills;(ii)teacher consultations are essential to adjust the existing curriculum to include climate.T

52、eachers are sharply divided on how exactly climate curriculum should be introduced.Across eight low-and middle-income countries,around 45 percent of teachers believe climate should be a separate subject and the rest believe it should be mainstreamed in existing subjects.12.Tertiary education remains

53、 under-used for green skilling.This is in part because of prevailing miscon-ceptions about the nature of green skills.Nearly 54 percent of youth across eight low-and middle-in-come countries mistakenly believe green skills are only attainable through a masters degree.Around 73 percent mistakenly bel

54、ieve that it would be impossible to get a green job if they do not have STEM skills.13.Four facts about green skills that policymakers and students need to understand are:Green skills are broad.They include technical,STEM,and sector-specific skills.But also non-tech-nical skills,socio-emotional,and

55、cross-sectoral skills.In Egypt,India,and Kenya,less than half of the online postings for green jobs needed a STEM skill.Any job and any sector can become greener with the right set of skills.In Brazil,on average 25 percent of the skills demanded for jobs in the food and beverage service industries a

56、re green,as are 17 percent of the skills demanded for jobs in creative industries.These skills are not just for new jobs but also for augmentation of existing jobs.Green transi-tions will need some new skills for new jobs.But more importantly they will need additional skills for existing jobs.Nearly

57、 76 percent of businesses in Indonesia report that changes in existing jobs are the biggest adjustments needed to green their business.14 The demand for these skills can be unpredictable and inequitable.In high-income contexts,there were 62 women for every 100 men in green jobs.1514.Education can pr

58、opel climate action.But at the same time,climate change is impeding education.Climate change is increasing the frequency and intensity of extreme weather events such as cyclones,floods,droughts,heatwaves,and wildfires as well as the probability of co-occurring events.These extreme weather events are

59、 increasingly disrupting schooling and precipitating learning losses and dropouts.15.Climate change is causing massive school closures.These disruptions remain invisible because they are not being tracked.There is no official data on the frequency and severity of school closures due to extreme clima

60、te events.Consequently,this crisis is going largely unnoticed.Novel analysis for this report shows that:Over the past 20 years,schools were closed in at least 75 percent of the climate-related extreme weather events impacting 5 million people or more.16 Most worryingly,the frequency and severity of

61、school closures continues to grow due to climate change.Between January 2022 and June 2024,an estimated 404 million students faced school closures due to extreme weather events.This was the result of at least 81 countries shutting down schools temporarily due to floods,storms,and heatwaves.CHOOSING

62、OUR FUTURE:Education for Climate Action|7 These school closures can cause big learning losses.Between January 2022 and June 2024,countries that closed schools to respond to climate shocks lost on average 28 days of instruction in affected schools.However,the average masks significant disparities.Aff

63、ected schools in low-in-come countries during the same period lost about 45 days,while those in high-income countries lost only 6 days.In some contexts,climate-related school closures are frequent or of long duration.Between January 2022 and June 2024,students in Philippines experienced 23 episodes

64、of school closures.In Pakistan,they lost 97 days of school(nearly 54 percent of a typical academic year).16.Rising temperatures are also negatively impacting student learning.An average student in the poor-est 50 percent of Brazilian municipalities could lose up to 0.5 years of learning overall due

65、to rising temperatures.17.However,policymakers are not prioritizing this issue.A novel survey for this note,covering 103 educa-tion policymakers across 33 low-and middle-income countries,reveals that only about half(51 percent)believe that hotter temperatures inhibit learning.Further,62 percent said

66、 the protection of learning from climate change is among the bottom three priorities in their country(out of a set of ten priorities).18.Education systems need to be adapted for greater resilience through education management,adjust-ments to infrastructure,prioritizing learning continuity and mobili

67、zing students and teachers as change agents.This effort will need financing.A low-cost adaptation package,which includes measures for temperature control,infrastructure resilience,remote learning during climate-related school closures,and teacher training can cost about US$18.51 per student.Given th

68、at low-income countries spend an average of US$51.80 per student,this would increase per-student costs in these countries by approxi-mately 35.7 percent.8|CHOOSING OUR FUTURE:Education for Climate Action“MY MOTHER BELIEVES THAT CYCLONES ARE A GREAT SNAKE THAT BLOWS WHEN SHE PASSES.I EXPLAIN TO HER T

69、HAT CYCLONES ARE DUE TO CLIMATIC PHENOMENA,AND THAT THERE ARE THINGS WE CAN DO.”Environmental engineering student,Mozambique,in focus group discussions,2024520OVERVIEWShwetlena Sabarwal,Sergio Venegas Marin,Marla Spivack,and Diego AmbaszEducation holds the key to faster and better climate action(act

70、ion that supports climate change mitigation and adaptation).This is partly because people in the eye of the crisis have insufficient knowledge and skills to address it.Education can help alleviate these constraints in two crucial ways.First,education can galvanize behavior change at scale-not just f

71、or tomorrow,but also for today.Second,education can unlock skills and innovation to shift economies onto greener trajectories for growth.At the same time,education needs to be protected from climate change.Extreme climate events and temperatures are already eroding hard-won progress on schooling and

72、 learning.Climate change is causing an increase in dropouts and learning losses,which will turn into long-run inter-generational earnings losses.Climate-related erosion of education outcomes will get worse as climate change worsens,putting into jeopardy educations powerful potential for spurring pov

73、erty alleviation and economic growth.Governments can harness education and learning to propel climate action.This is a very attainable goal that is aligned with broader education objectives.To do this,governments need to act on three domains:First,harness school education for pro-climate behavior-ch

74、ange by investing in foundational skills and STEM education,delivering well-designed climate education,and building teacher capacity.Second,harness tertiary education for green skilling and innovation by fostering student adaptabil-ity through strong foundations,flexible pathways,and information flo

75、ws.Third,protect education systems by making them more adaptable and resilient to a changing climate.This report outlines data,evidence,examples,and a policy agenda on how to harness education and learning to propel climate action.Chapter 1 focuses on school education to generate climate change awar

76、eness and behavior change at scale.Chapter 2 focuses on tertiary education for green skilling.Chapter 3 discusses how to protect and adapt education systems in the face of climate change.Figure 0.1:Education propels climate action,while climate change threatens education outcomes10|CHOOSING OUR FUTU

77、RE:Education for Climate Action Climate action is slow partly because people dont have sufficient knowledge or skillsDespite a dire climate crisis,action remains slow.Across the board,there is only marginal greening of how economies function,how firms operate,and how individuals live and work.In 201

78、5,195 countries adopted a legally binding treaty to limit global warming to between 1.5-2C,compared to pre-industrial levels.17 A stocktaking in 2023 reveals that global efforts to meet these targets are failing.Across the 42 climate indicators only one is on track to reach its 2030 target.Of the ot

79、her 41 indicators,six are“off track”;24 are“well off track”;six are headed in the wrong direction entirely;and five have insufficient data to track progress.18 This is a dismal progress report,despite decades of frightening warnings,projections,and wake-up calls.Why has climate action been so slow?T

80、he lack of information,knowledge and skills have played a role.These gaps mean that people are not at the center of climate mitigation and action.Global climate efforts have put tremendous emphasis on what policies can lower emissions,but not on how to build support for these policies,how to impleme

81、nt these policies and help them succeed.At the same time,low-and middle-income countries urgently need large-scale efforts to help them adapt to the impacts of climate change.Efforts that will undoubtedly require improved awareness,knowledge,skills,and behaviors among people.Household behaviors are

82、responsible for 72 percent of global greenhouse gas emissions.19 Three types of information/knowledge gaps that may be partly responsible for impeding pro-climate behavior change.First,information gaps on climate change awareness,especially among older people.Climate change awareness is still at onl

83、y about 65 percent in low-and middle-income countries.20 Second,information gaps on what to do for climate change mitigation and adaptation.Nearly 65 percent of young people across eight low-and middle-income countries believe their future livelihoods are at stake if they dont develop green skills.A

84、nd yet,60 percent believe they did not learn enough about climate change in school.Third,there is a lot of climate-related misinformation,especially online,eroding public trust in scientific information.Nearly 47 percent of secondary teachers in Bangladesh and 41 percent in Uganda mistakenly believe

85、 that climate change coverage in media is exaggerated.21 Economies also lack the skills to power a transition to low-carbon economies.Globally,moving economies to more sustainable development trajectories would require skilled workers for an estimated 100 million new jobs,and up-skilled workers for

86、most existing jobs.They would also require re-skilled workers for another 78 million jobs which will disappear.22 But these skills are currently in short supply.In 2024,68 percent of the worlds energy-focused educational degrees were oriented towards fossil fuels,only 32 percent focused on renewable

87、 energy,failing to fulfill the increasing need for a workforce in clean energy.23 In India,60 percent of respondents in the energy sector report shortages of skilled workers for adaptation and mitigation activities.24 These skills shortages are creating significant barriers to green transitions.Thes

88、e knowledge and skills constraints are particularly frustrating because young people are desperate to act.They just feel ill-equipped to do so.Across 37 countries,around 78 percent of 15-year-olds claim that looking after the environment is important to them.But only 57 percent felt that they could

89、actually do something about it.25 In Korea this share was only 20 percent.Novel data for this report shows just how big the untapped opportunity for youth-led climate action is.Among secondary students in Bangladesh,nearly 93 percent believe climate change is happening,nearly 40 percent feel that th

90、ey are being personally Across the 42 climate indicators only one is on track to reach its 2030 target.CHOOSING OUR FUTURE:Education for Climate Action|11affected by climate change,and yet only 32 percent could answer a basic question about greenhouse gases.26 In a youth survey in Bangladesh,Kenya,a

91、nd Mexico,about 81 percent of youth felt that if they did not learn about green skills and how to apply them,then their future livelihoods were at stake.Education can unlock large-scale behavior change,not just tomorrow but todayGlobally,educational attainment is the single strongest predictor of cl

92、imate change awareness.27 An additional year of education increases climate awareness by 8.6percent(measured by knowledge and skills on environmental issues)based on analysis across 96 countries with nearly a million students over four years.28 In Brazil,84 percent of those with a secondary educatio

93、n or higher say climate change is a major threat,compared with 62 percent of those with less education a 22-point difference.29 The same pattern reoccurs in country after country.Across 16 advanced economies,those with more education are more willing to adjust their lifestyles in response to the imp

94、act of climate change.30Education directly promotes pro-climate behavior.In Europe,an additional year of education increased pro-climate behaviors by 5.8 percentage points.31 Students who attended a one-year university course on such topics reduced their individual carbon emissions by 2.86 tons of C

95、O2per year.32 Even as early as elementary school,exposure to environment-related,curriculum-based education can reduce energy consumption by more than 15 percent in their homes,and 30 percent in their schools.33Education also makes individuals more adaptive to the impacts of climate change via acces

96、s to higher employability and incomes.Globally,every year of learning generates about a 10 percent increase in earnings annually.34 It can also increase adaptability directly.Across Brazil,Cuba,Dominican Republic,El Salvador,Haiti,Mali,Senegal,and Thailand,people with higher levels of education exhi

97、bit greater disaster preparedness and response.35 Engendering behavior change for climate change adaptation is particularly critical for low-and middle-income countries which face the highest vulnerability to climate shocks.Education can propel behavior change today,not just tomorrow.This is because

98、 children can improve climate mindsets of their parents and communities.In Indonesia,an increase in disaster risk knowledge among students led toa significant increase in parents attitude and knowledge sharing.36 In U.S.,providing middle-school children with climate education led to higher levels of

99、 climate change concern among parents.Effects were strongest among parents who displayed the lowest levels of climate concern before the intervention.37 In the UK,recycling rates increased by 8.6 percent when students shared lessons in waste education with their parents.38 12|CHOOSING OUR FUTURE:Edu

100、cation for Climate Action Figure 0.2:Those with more education show greater concern about climate changeStatistically significant differences shown.Source:Pew Research Center,2018j1Education can propel behavior change for societies,not just individuals.There are many examples of education galvanizin

101、g political change.39 And the climate movement requires these changes,be it around scaling-back energy subsidies or promoting low-carbon infrastructure or taxing private planes.In Europe,an additional year of education leads to an increase in green voting.Such voting gains,equivalent to a 35 percent

102、 increase,can be hugely consequential in promoting pro-climate policies at the national level.40Education can empower people with skills to propel greener economiesEducation is the only way to develop the skills required for green transitions,especially green transitions that are also just.Shifting

103、towards more environmentally sustainable economic growth will require skilled workers.This global green transition would require skilled workers for an estimated 100 million new jobs,up-skilled workers for most existing jobs that will be transformed,and re-skilled workers for another 78 million jobs

104、 that will disappear.41 In a global survey of business leaders,nearly 80 percent agree that green skills will be the most important driver of the green transition.42 Future workers are most likely to access these skills mostly through education and training systems.Climate action also requires innov

105、ation as well as research and development that rely on universities.Globally,promising climate research happens in universities through grants,graduate training(Masters and PhD students),and partnerships with the private sector.This agenda is especially critical for low-and middle-income countries t

106、o help foster climate solutions that are relevant for their specific contexts.CHOOSING OUR FUTURE:Education for Climate Action|13Figure 0.3 Education propels climate actionBOX 1:NEW DATA FOR THIS REPORTThis report relies on extensive literature reviews,supplemented with novel data,as follows(all low

107、-and middle-income countries):Quantitative Data1.Compilation of media reports on climate-related school closures between January 2022 to June 2024 from 81 countries 2.Youth survey(ages 17-35 years)on climate and education from eight countries(Angola,Bangladesh,China,Columbia,India,Kazakhstan,Senegal

108、,and Tanzania)3.Secondary student survey on climate mindsets from Bangladesh and Uganda4.Teacher survey on mainstreaming climate curriculum from six countries(Bangladesh,Chad,Jordan,Nigeria,Pakistan,and Uganda)5.Policymaker survey on education and climate change from 33 countries6.Online job portal

109、data from five countries(Brazil,Egypt,Kenya,India,and Philippines)Qualitative Data7.Analysis of climate and education policies across 14 countries8.Interviews with youth climate activists from 16 countries9.Focus group discussions with tertiary education students and teachers in five countries(Bangl

110、adesh,Colombia,Kenya,Mexico,and Mozambique)10.Online global youth leaders survey14|CHOOSING OUR FUTURE:Education for Climate Action But education remains massively under-used for climate action Within global climate efforts,the education sector remains overlooked.While climate-related official devel

111、opment assistance increased from 21.7 percent in 2013 to 33.4 percent in 2020,education made up less than 1.3 percent of this change.43 In terms of government action plans for climate,also known as Nationally Determined Contribution(NDCs),less than 1 in 3 mention climate education,and less than 1 in

112、 4 mention green skills.Even in World Bank Country Climate Development Reports(CCDRs),across 46 countries,education is mentioned 20 times on average,compared to an average 172mentions for energy or 72 for infrastructure.44 This gap increases when we exclude CCDRs for Sub-Saharan Africa 16 average me

113、ntions of education versus 215 for energy.The same is true for research.Out of 15 review articles on the economic impacts of climate change published since 2010,only three mention the impacts of climate change on education.45Schools can do much more for pro-climate behavior change.Across low-and mid

114、dle-income countries most students,parents,teachers,and even policymakers want schools to better prepare students for climate action.However,this is currently not happening.The biggest obstacles to this goal are:Low foundational skills:Worldwide hundreds of millions of children reach young adulthood

115、 without even basic literacy and numeracy.Globally,70 percent of ten-year-olds cannot read for meaning by age ten.46 Lack of climate education within already overloaded curricula:Across 100 countries,nearly 47 percent of frameworks have no mention of climate change.47 In a youth survey across eight

116、low-and middle-in-come countries,nearly 65 percent feel they did not learn enough about climate in school.But adding climate topics to an already overloaded school curricula is not easy.If done without careful consider-ation,it could backfire by further crowding-out the much-needed focus on foundati

117、onal skills.Lack of teacher capacity:Finally,most teachers currently do not have the capacity to teach on climate.Across six low-and middle-income countries,87 percent of teachers claim to include climate themes in their lessons,and yet 71 percent answered at least one basic climate related question

118、 incorrectly.48Education can do much more on green skilling and innovation.One big issue is that although green skills are central to the green transitions that most countries have pledged,their characteristics are not well understood.There is a misperception that green skills are highly technical,h

119、ighly specific to a few sectors(energy,construction,transport,etc.),and only achievable through demanding degrees.This is not true.Novel analysis for this report shows four facts about green skills.First,these skills are broad and also include non-technical skills,socio-emotional skills,cross-sector

120、al skills,and skills that are achievable through short courses.Second,these skills can be flexibly applied and include a core of transferable cognitive and social-emotional skills.Third,these skills are not just for new jobs:they are augmented skills for existing jobs.Any job and any sector can beco

121、me greener through the right set of skill-augmentation.Fourth,these skills are evolving in a way that is unpredictable and inequitable.However,young people,educators,and policymakers do not appreciate the true scope and promise of green skilling opportunities.Other constraints include inaccessible,o

122、utdated,unresponsive,and rigid tertiary education systems that are failing to respond to the urgent promise of green transitions.CHOOSING OUR FUTURE:Education for Climate Action|15Fi gure 0.4:Green skills are demanded in a wide range of sectors across developing countriesAS ONE EXAMPLE,INDUSTRIES IN

123、 BRAZIL WITH THE HIGHEST SHARE OF SKILLS DEMAND BEING GREEN(IN ONLINE JOB POSTINGS)BRAZIL:INDUSTRIES WITH THE MOST GREEN SKILLSShare of skills that are greenElectricity,gas,steam,and air-conditioningFood and Beverage servicesRetail trade*Specialized constructionWaste collection,disposal,&treatmentMa

124、nufacture of motor vehiclesMachinery repair and installationCrop and animal productionArts and entertainmentSecurity and investigationScientific research and development0%5%10%15%20%25%30%26%25%23%19%19%18%18%18%17%16%16%*except of motor vehicles and motorcycles17%of all skills demanded by the arts

125、and entertainment industry in Brazil are green skills25%of all skills demanded by the food and beverage industry in Brazil are green skillsSource:LightcastTM(2024)Note:Data are taken from online job postings data in Brazil between September 2022 and August 2023.16|CHOOSING OUR FUTURE:Education for C

126、limate Action Education is also under threat by climate changeClimate change is causing massive school closures.A 10-year-old in 2024 will experience twice as many wildfires and tropical cyclones,three times more river floods,four times more crop failures,and five times more droughts over her lifeti

127、me in a 3C global warming pathway than a 10-year-old in 1970.49 This has significant implications for school continuity.Over the past 20 years,at least 75 percent of the extreme weather events impacting 5 million people or more led to school closures.Their duration is prolonged when school infrastru

128、cture is vulnerable or when schools are used as evacuation centers.In Pakistan,92 percent of households affected by flooding in 2022 were still uncertain six months later of when local schools would reopen.50 And there is evidence that a day of school closures is a day of learning lost.51 Beyond imp

129、acts on learning,these closures also cause dropouts as some students do not return to school after schools re-open.Figure 0.5 Climate change threatens education outcomesRising temperatures are causing learning losses even when schools are open.Across countries,additional school days subject to extre

130、me heat are found to negatively impact learning.52 While the size of the impact remains uncertain and very context specific,surpassing very high temperature thresholds or experiencing temperatures that represent significant deviations from local trends do precipitate learning losses.In Brazil,an ave

131、rage student in the poorest 50 percent of municipalities could lose up to 0.5 years of learning overall due to rising temperatures.53 In the United States,test scores decreased by 1 percent for every 0.56C increase in temperature in the school years leading up to the test.These seemingly small impac

132、ts build up over time given the cumulative nature of the learning process,especially in the foundational learning years.Climate change is also eroding education indirectly through increased diseases,stress,and conflict.A one standard deviation change in climate(temperature and rainfall)can increase

133、the risk of intergroup conflict by 14 percent and interpersonal violence.Conflict,violence,and war have severe consequences on childrens educational attainment and achievement.Reduced education attainment will translate into lower earnings and productivity.School attainment is linked with higher ear

134、nings,with estimates suggesting a return of 10 percent for each additional year of CHOOSING OUR FUTURE:Education for Climate Action|17schooling.As climate shocks reduce education attainment,future earnings will suffer.Individuals with lower education attainment face economic disadvantages and restri

135、cted access to stable employment.These inequalities are transmitted from one generation to the next,perpetuating cycles of poverty and limiting social mobility.54Policy efforts on three fronts can help harness education for climate actionGovernments can better harness learning to propel climate acti

136、on by focusing on three areas.First,harness schools to foster pro-climate behavior change at scale.Second,harness tertiary education for powering green transitions and innovation.Third,adapt education systems so they can be resilient in the face of a changing climate.Figure 0.6:Policy actions to hel

137、p learning propel climate action.Governments can make schools more effective for climate action through three actions.Several of these are fully aligned with broader education goals.First,improve foundational skills and strengthen STEM education.Climate topics should be used to teach literacy,numera

138、cy,and STEM concepts.Second,once foundational skills are secured,mainstream practical,actionable,and contextual climate curriculum.In doing so,consult teachers to avoid overloading the curriculum.Third,teachers must be supported at every step of the way,by enhancing teacher knowledge and skills on c

139、limate-related topics and providing them with high quality educational resources and target-ed support.Governments can help tertiary education spur green skilling and innovation in a way that is very attain-able.Green skilling opportunities are so big and so close that accelerating this agenda does

140、not require a big leap.A lot can be achieved in the short run through smart augmentations at the margin.However,to 18|CHOOSING OUR FUTURE:Education for Climate Action fully exploit these opportunities,system reforms would also be needed in the medium term.Accordingly,governments can act on two front

141、s:In the short run,facilitate more information and the availability of market-responsive short courses for green-skilling of both students and workers.Specifically,tertiary education systems should be:(i)disseminating information about the returns to specific green skills across sectors and(ii)facil

142、i-tating the availability of short stackable courses for green skilling that are easily accessible by both students and workers.In the medium run,foster adaptable students and systems through strong foundations,flexible path-ways,information flows,and intentional inclusion.It is also important to un

143、derstand that simply increasing specific narrowly defined courses in tertiary education will not be enough.Instead,the focus needs to be on creating the right enabling conditions,so that the system facilitates the supply of skills and innovation,instead of just trying to directly predict and provide

144、 narrowly defined skills.Governments can better adapt education systems to a changing climate.For the millions of children that will attend school over the next 50 years,the results of mitigation will simply come too late.Governments can enhance the resilience of their education systems now by focus

145、ing on(i)education management for resilience;(ii)school infrastructure for resilience;(iii)ensuring learning continuity in the face of climate shocks;and(iv)leveraging students and teachers as change agents.At the heart of this effort should be a focus to embed education into climate policy and clim

146、ate into education policy.And this will require both financing and alignment across different ministries and stakeholders.CHOOSING OUR FUTURE:Education for Climate Action|1920|CHOOSING OUR FUTURE:Education for Climate Action How should education ministries prioritize for climate?Prioritization shoul

147、d be guided by where the country is and what it needs the most.However,a key message of this report is that:(i)harnessing schools for climate action is fully aligned with the core educa-tion systems goals around quality education for all and(ii)harnessing tertiary education for green skills is very

148、attainable by making key augmentations in the short run.Three metrics can be particularly helpful to guide policy prioritization.First,the learning poverty rate(share of students who cannot read for meaning by age 10).No meaningful climate skilling is possible without foundational skills.On the othe

149、r hand,securing foundational skills for all can massively increase a countrys resilience,adaptability,and action for climate.Therefore,if a country has high learning poverty rates(50 percent or more),one of the best climate investments is improving foundational skills.In this effort,climate material

150、 should be used to teach literacy and numeracy(more details in Chapter 2).Table 0.1:In every region,some countries have learning poverty rates above 50 percent LEARNING POVERTY RATELOW (30oC)in 2020372Extreme heat days(30C)01303160619091120121150151180180+Extreme heat will disproportionately affect

151、the poorest regions.Warmer and lower resource settings are facing higher exposures to extreme heat conditions and as a result experiencing the greatest burden on educational outcomes(See Figure 3.4).A country like Gambia will experience a median of 280 hot days(above 35 C)a year under a pessimistic(

152、SSP5-8.5)scenario while a lower impact of 209 days under a middle of the road(SSP2-4.5)scenario.373 In contrast,the Netherlands is expected to experience around 2 hot days a year even under the most pessimistic climate scenario.In addition,within countries,hot days will disproportionately affect poo

153、rer students who are significantly more likely to attend schools without electricity(or air-conditioning).88|CHOOSING OUR FUTURE:Education for Climate Action Climate change impacts on health and fragility further erode education outcomes“Because of climate change now we have a crisis of water,and th

154、en a crisis of land And then we have terrorist groups again which has devolved into this civil war we are witness-ing now in Mali.And then,because of this insecurity there is no education,there is no security,there is no development.”Houyame Hakmi,Malian PhD student in MoroccoClimate change is adver

155、sely affecting education outcomes indirectly through a range of health shocks.A child exposed to high temperature in-utero or in early life will attain 1.5 fewer years of schooling in Southeast Asia.374 Exposure to normal weather conditions in-utero as compared to extreme weather conditions decrease

156、s the probability of dropping out of school by 5 percent in Colombia.375 Vector-borne diseases such as malaria,dengue and Lyme disease are highly sensitive to temperature and precipitation and will increase in many regions under climate change.376 Around 48 million people could be at increased risk

157、of seasonal malaria transmission and 62 million at an increased risk of endemic malaria transmission in Central,Eastern and Southern Africa by 2030.377 Rising temperatures also amplify the impacts of air pollution,from wildfire smoke and other sources,on childrens health and academic performance.378

158、 Exposure to fine particulate matter,a harmful air pollutant,lowers test scores as shown with evidence from Brazil,Chile,China,India,Iran,Italy,and the United States(See Box 3.1).379 BOX 3.1:CLIMATE CHANGE,AIR POLLUTION AND EDUCATION Climate change can increase air pollutants through changes in phot

159、ochemical reactions,ventilation and dilution,and removal processes such as precipitation.380 Climate change is likely to increase global air pollution and associated mortality.Projections have shown that 14 percent of the overall increase in ozone mortality from 2000 to 2100 estimated in a high emis

160、sions scenario(RCP8.5)will be attributed to climate change.381 Although particulate matter is expected to decrease overall,the decrease would be approximately 16 percent greater without the adverse effects of climate change.382 Poor air quality can affect learning and schooling through closures and

161、impacts on cognition and academic achievement.In Brazil,higher particulate matter(PM2.5)and nitrogen dioxide(NO2)around schools is associated with 0.05 percent and 1.02 percent lower scores,respectively.383 In China,high air pollution increases school absences,and this was shown to persist for up to

162、 4 days.An air quality that is 10 units higher can produce over 80 thousand student absences student across China every day.384 The effects of climate change and air pollution can also co-occur and interact,continuing to produce even more detrimental effects in vulnerable regions.The mental health o

163、f students is also compromised by climate shocks.Droughts,hurricanes,and wild-fires can also have negative impacts on student mental health.Following hurricane Katrina in the Unit-ed States,the majority of affected ninth grade ethnic minority students had mild or severe symptoms of post-traumatic st

164、ress disorder(PTSD).385 College students affected by the Fort McMurray wildfires had a 11 percent in PTSD following the fires.386 Climate anxiety has also been shown to be an increasingly prev-CHOOSING OUR FUTURE:Education for Climate Action|89alent stressor for youth.387 Across 50 countries coverin

165、g 56 percent of the worlds population,almost 70 percent of children believe climate change is a global emergency which can produce higher stress and anxiety.388 These mental health impacts are likely to adversely affect both student learning and retention.Climate change is causing food insecurity an

166、d economic fragility which jeopardize school enrollment.It is estimated that up to 170 million additional people will be at risk of hunger by 2080 due to climate change.389 This will have adverse effects on student learning and achievement.390 Extreme weather events strain on household resources and

167、 can lead to lower expenditure on schooling lasting years after a shock.391 In Bangladesh,exposure to cyclones,floods,and droughts increased child marriages as families use bride payments as a coping mechanism to financial hardship.392 The economic strain of climate shocks on households will increas

168、e learning poverty and prevent educational continuity.Climate shocks exacerbate conflict,displacement,and migration,threatening education outcomes for millions of children.A one standard deviation change in climate(temperature and rainfall)can increase the risk of intergroup conflict by 14 percent a

169、nd interpersonal violence by 4 percent.393 Migration and displacement will also increase due to changes in water availability,crop productivity,and wealth which will impact educational continuity for children.Conflict,violence,and war in turn have severe consequences on childrens educational attainm

170、ent and achievement.In some settings,temperature shocks also increase recruitment of boy and girl as child soldiers.394 Approximately 222 million children are out of school or at risk of dropping out of school due to conflict or crises.395 The education impacts of climate change are an economic time

171、-bombReduced education attainment will translate into lower earnings and productivity.Climate change and weather extremes will have severe costs on human capital and human development.396 School attainment is linked with higher earnings,with estimates suggesting a return of 9-10 percent for each add

172、itional year of schooling.These returns are higher in poorer countries and among girls.As climate shocks reduce education attainment,future earnings will suffer.As witnessed with the COVID-19 pandemic,learning losses and lower levels of education attainment reduce income and productivity,with studen

173、ts in grades 1-12 affected by school closures expected to earn 3 percent less in their lifetime.Studies looking at the impact of wildfires also infer deep impacts on future earnings,with estimates implying one year of higher wildfire smoke inhalation reduces future earnings of affected populations i

174、n the U.S.by US$1.7 billion.This affects primarily disadvantaged groups.397 These impacts are compounded by the direct economic effects brought about by climate shocks,which can directly reduce economic growth and levels of output.398 The impacts will be felt across generations,as lower education at

175、tainment perpetuates cycles of poverty and limits social mobility.Individuals with lower education attainment face economic disadvantages and restricted access to stable employment.These inequalities are transmitted from one generation to the next.399 Parents with lower education attainment often st

176、ruggle to offer adequate support and resources for childrens education,further perpetuating the cycle of lower education levels within families.400 This can manifest in various ways,such as limited access to early childhood education due to cost,fewer opportunities for enrichment activities,and inad

177、equate academic support at home.Health disparities also arise,as lower education correlates with poorer health outcomes.The combination of these factors traps families in cycles of poverty,and further increases their vulnerability to climate shocks.40190|CHOOSING OUR FUTURE:Education for Climate Act

178、ion The erosion of education outcomes threatens the progress on poverty reduction.The individual returns to education and the acquisition of skills add up to large benefits for economies.Three-quarters of the variation in growth of GDP per capita across countries from 1960 to 2000 can be explained b

179、y changes in math and science skills,highlighting the importance of education in economic security and growth.402 But for many countries,realizing the benefits of education remains a challenge.In 2019,learning poverty rate in low-and middle-income countries was 57 percent,or 6 out of 10 children cou

180、ld not read and understand a basic text by age 10.In Sub-Saharan Africa,the rate was even higher,at 86 percent.403 The looming threat of climate shocks,akin to the challenges posed by the COVID-19 pandemic,further worsens the acquisition of vital skills.Without these foundational skills,individuals

181、lack the tools needed to secure stable employment and higher incomes,hindering poverty reduction efforts.Vulnerable communities,who have contributed the least to climate change,will be the most affected“Unfortunately,we are the ones who can no longer mitigate.We have to adapt.”Lashanti Jupp,Educatio

182、n Activist,BahamasThe more severe impacts of climate change will occur in low-to-middle-income countries(LMICs),which are home to 85 percent of the worlds children.404 Yet,these countries contribute the least to carbon emissions responsible for climate change.For example,the ten highest-risk countri

183、es collectively emit only 0.5 percent of global emissions.In addition,consumption-based emissions data shows that high income countries are responsible for 92 percent of excess global CO2 emissions.405 In poor countries,economic growth is reduced by 1.3 percent for each 1C increase in temperature ea

184、ch year.406 Within affected communities,the most vulnerable children will bear most of the effects.Approximately 90 percent of the global burden of disease associated with climate change affects children.According to the Young Lives study which followed the lives of 12,000 children in poor communiti

185、es across Ethiopia,India,Peru,and Vietnam,children in the poorest households within each country are more affected by extreme weather events.For example,in Ethiopia,81 percent of children from the poorest households had experienced one or more extreme weather events while 22 percent from the least p

186、oor households had been exposed to these events.407 Certain groups of people will suffer greater climate impacts,including those with chronic illness and mobility challenges,people of color and women and girls,and those from low-income populations.408Education impacts from climate disasters dispropo

187、rtionately harm young girls.Climate-related events prevent at least 4 million girls in low-and lower-middle-income countries from completing their education.409 In India,girls and children from a lower socio-economic status are more susceptible to flooding and its effect on learning outcomes.410 Mor

188、e broadly,girls and women are particularly vulnerable to the social responses triggered by weather shocks,especially in places where they face restrictive gender norms.411 Coping strategies to extreme weather events can be particularly harmful to women.Girls are more likely to experience violence an

189、d exploitation related to climate shocks,412 be forced into early marriage,413 and become pregnant,414 all of which can affect their ability to stay in school.During or after weather shocks,boys can also be taken out of schools to be put at work and young men working in agriculture are often forced

190、to migrate to find alternative sources of income.415 CHOOSING OUR FUTURE:Education for Climate Action|91What should policymakers do?Adapt education systems for greater resilience through four steps“We always say climate change is a global issue.But actually,it looks completely different in different

191、 cities and countries.And so,children are experiencing it differently,and the solutions also have to be local.”Keya Lamba,Youth Activist,UK There is an urgent need to adapt education systems for climate change.Even if the most drastic climate mitigation strategies were implemented,we will continue t

192、o observe extreme weather events having detrimental impacts on education outcomes.For the millions of children that need to attend school over the next 50 years,the results of mitigation will simply come too late.Actions can be implemented now to increase the capacity of education systems to adapt a

193、nd to cope with these increasingly prevalent climate stressors.Education policymakers do not seem to fully appreciate the urgency for climate adaptation within the education sector.A novel survey for this note,covering 103 education policymakers across 33 low-and middle-income countries,reveals that

194、 only about half(51 percent)believe that hotter temperatures inhibit learning and nearly 45 percent also got one of five basic climate change related questions wrong.Further,62 percent said the protection of learning from climate change is among the bottom three priorities in their country(out of a

195、set of ten priorities).The corresponding number for World Bank education task team leaders was 74 percent.This low prioritization of adaptation is troubling given that increasing heat exposure during the school year could come to explain around one-third of the difference in the PISA performance bet

196、ween countries like Brazil and South Korea.416This section presents a broad menu of options that can be part of a sound adaptation strategy,as well as examples of how countries are applying these solutions.Ultimately,countries will need to contextualize their strategies according to the climate stre

197、ssors they face,the resources available,and what would work best for their populations.Adapting education systems for greater resilience requires policymakers to act on four fronts(see Figure 3.5):(i)education management for resilience;(ii)school infrastructure for resilience;(iii)ensuring learning

198、continuity in the face of climate shocks;and(iv)leveraging students and teachers as change agents.But this adaptation requires policymakers to allocate sufficient funding for boosting climate resilience within the education sector.Effectively implementing adaptation strategies to minimize harm and c

199、ope with climate shocks will require additional funds for the education sector.The case for education investment must be strengthened for improved domestic resource mobilization and increased allocation of global adaptation financing to education.Each dollar invested in disaster risk reduction to ma

200、ke education systems climate-smart can save up to 15 in post-disaster recovery.417 Part of the strategy to mobilize funding may involve the education sector accessing existing,or setting up new,loss and damage funds.418 Innovative financing mechanisms,such as the use of parametric insurance in the e

201、ducation sector,may also be useful in ensuring funds are available when coping with shocks.419 Though no global figures exist to summarize the additional financing needed for this effort,scattered estimates give a sense of the scale.Looking at just damages due to tropical cyclones,global estimates i

202、ndicate the education sector experiences financial losses of USD 4 billion annually.420 In the Philippines alone,over 10,000 classrooms per year are damaged due to typhoons and floods.42192|CHOOSING OUR FUTURE:Education for Climate Action Figure 3.5:Approach to Adapt Education Systems to Climate Cha

203、ngePROTECTEDUCATIONOUTCOMESEducation Managementfor ResilienceSchool infrastructure forResilienceStudents and Teachersas Change-Agents forResilienceEnsuring LearningContinuity for ResiliencePlanning for adaptation/risk management(with data)Establish early warning systemsStrengthen school level manage

204、mentEnsure compliance with building codesStructural adjustments to minimize damageRisk-informed locationManagement of classroom temperaturesKeep schools open(to the extent possible)Minimize use of schools as emergency centersEstablish remote learning programsEnsure attendance&catch-up after schools

205、re-openInvolve students and teachers in risk managementEquip teachers with training and toolsSupport students and teachers after climate shocksAllocateFundingforBoostingResilienceHARNESSING GREEN SKILLSACCURATE AND ACTIONABLE INFORMATIONINCLUSIVE SYSTEMSFLEXIBLE PATHWAYSALIGNED SYSTEMS(WITH PRIVATE

206、SECTOR AND ACROSS GOVERNMENTS)STRONG FOUNDATIONSFosteradaptableworkersFosteragilesystemsEducation management for climate resilienceFirst,support adaptation and disaster risk planning at the sector and school levels.Education policies,at the national and subnational levels,need to reflect the reality

207、 of climate change and what it means to their sector.Critical aspects to cover include an assessment of climate risks,strategies to minimize impacts to infrastructure and education outcomes,clear coping mechanisms to manage learning continuity during climate shocks,plans to effectively restore learn

208、ing process after natural disasters,and a sensible approach to involve teachers,students,and their families in the overall adaptation process.Nearly 60 percent of countries in a 2017 survey of 68 high-risk countries for disasters include either disaster risk reduction or disaster response components

209、 in their education sector plan,but these are not always comprehensive.422 The Ministry of Education of Liberia has integrated climate mitigation and adaptation measures into its education sector plan running through 2027,which identifies medium and long-term adaptation needs and implements strategi

210、es to address them.423 Climate change learning strategies led by national institutions have been implemented by various countries such as Benin,Uganda and Indonesia to strengthen linkages between the education and training institutions and the climate change community.424 Such planning should be und

211、erpinned by clear data and analysis related to climate risks and possible coping strategies.Effectively preparing for,coping with,and recovering from climate shocks requires education policymakers to understand the climate risks faced by their sector.Periodically assembling and discussing data about

212、 schools that are at risk can help the system minimize negative impacts.Infrastructure assessments are equally important to identify sub-optimal school structures that need upgrading for greater resilience against climate shocks.The process of assembling these data may involve coordination and consu

213、ltation with non-education ministries and experts.CHOOSING OUR FUTURE:Education for Climate Action|93Second,invest in early warning systems.Investing in mechanisms to alert schools in real time and take early action will minimize the damage of adverse climate events on students,teachers,and schools.

214、Risk reduction measures benefit schools and help communities learn of the risk through students.Multi-hazard early warning systems are being implemented in a growing number of countries and have been proven to minimize damage and the number of people impacted by climate shocks.425 In the Philippines

215、 and Indonesia,an early warning system for typhoons,floods,and earthquakes is used for disaster preparedness and response.In Indonesia,the education sector is provided information through a mobile app to improve disaster knowledge for students and staff(see Box 3.2).426BOX 3.2:EXAMPLE EARLY WARNING

216、SYSTEM FOR SCHOOLS Mobile app for disaster response IndonesiaInaRISK is a platform that summarizes results of local-level disaster risk following hazard assessments conducted by the local government.It has a mobile app that provides information about risks and guidance on how to take anticipatory ac

217、tions during a disaster.Indonesias education system,from primary schools to high schools,are using the app as part of the Disaster Safe Education Unit(SPAB)programme implemented by the Ministry of Education,Culture and Research and Technology to improve the disaster knowledge of students and staff.S

218、chools receive alerts through different channels,and evacuation procedures are often practiced during drills.Learn more!Third,supporting good management at the school level can really pay off.Offering targeted in-service training to school principals on crisis response and overall management practic

219、es can help with risk mitigation and improve the speed and recovery following climate shocks.In Haiti,following Hurricane Matthew,better managed schools recovered faster,with the difference even more pronounced at higher levels of damage.427 School principals scoring higher on a range of management

220、practices were able to re-open schools faster,bring students and teachers back sooner,significantly minimize learning losses,and introduce disaster risk reduction measures in case of re-occurrence.Similarly,in Puerto Rico,school principals scoring higher on management practices were better able to k

221、eep students engaged though remote learning opportunities.428 94|CHOOSING OUR FUTURE:Education for Climate Action School infrastructure for climate resilienceFor infrastructure the key actions are strengthening the resilience of existing buildings,protecting classrooms from heat,and adopting innovat

222、ive best practices(for both resilience and cooling)for any new construction.Compliance with local building codes must be enforced for all school buildings.Building codes are the minimum design and construction requirements to ensure safe and resilient structures.Though they vary by country,these cod

223、es establish the acceptable levels of risk from an engineering perspective.When school buildings operate outside the scope of the building codes,they are at risk of severe damage and destruction during climate shocks.This is unfortunately far too common.In Niger,nearly 47 percent of school infrastru

224、cture stock continues to rely on temporary structures(classes paillotes)made of straw,which are built based on demand and are dismantled annually during rainy season,leaving millions of children and youth without access to school.429 Note however that different climate risks add different types of s

225、tress on school infrastructure,and thus require different solutions.Even for each specific risk,there is no one-size-fits-all solution as different contexts will have different resources available to respond and mitigate damage.Structural adjustments can help minimize potential damage to schools fro

226、m floods and landslides.Measures specifically aimed at preventing urban run-off and flooding can be implemented at the school building level.Options include the construction of retaining walls,improved gutters and drainage systems to guide water away from the schools,as well as the construction of s

227、chools with elevated foundations.Temporary retaining walls can even be made out of sandbags.In Rwanda,a new project is equipping 1,367 school sites with retaining walls to mitigate flood-and rainstorm-related landslides,as well as related risks to communities and their assets living downstream from

228、the school location.430 In Vietnam,schools in flood-prone areas have been designed with elevated foundations,and classrooms are often constructed on stilts to reduce the risk of inundation.431 Infrastructure built for flood risk reduction not only increases resilience to climate stressors but can ha

229、ve co-benefits on environmental,social and economic systems.432 There are programs like the World Bank Global Program for Safer Schools,that aim to improve the safety and resilience of schools to natural hazards through large-scale investments in safer school infrastructure.433 In Peru,the program s

230、upported policy reform to improve resources for disaster risk management,reduce infrastructure vulnerabilities in the education and housing sectors including flood protection measures and increase governmental capacity for post-disaster recovery and reconstruction.434Risk-informed location for new s

231、chools is critical.The geographical location of a school determines the climate hazards to which it is exposed.Hazard maps can be particularly useful.For existing infrastructure,an understanding of the exposure of each school facility to natural hazards can serve as a starting point for managing cli

232、mate risk.For new infrastructure,knowledge of the risks of particular locations can guide decision-making into where to locate schools to minimize risk.If risk cannot be avoided,because of the location of the community that needs to be served by the new school facility,the risk information can infor

233、m the design of the new school building to minimize damage during the most likely climate shocks.In Indonesia,optimal locations for education facilities have been identified using a model for land suitability by considering a multi-hazard disaster risk index,with over 25 percent of schools currently

234、 located in high vulnerability areas.435Classroom temperatures need to be better managed,but this doesnt need to be costly.As discussed above,heat impedes learning.Reducing classroom temperature from 30 C to 20 C could increase CHOOSING OUR FUTURE:Education for Climate Action|95performance on learni

235、ng-related tasks by 20 percent.436 In Costa Rica,air conditioning units were used to reduce classroom temperatures from about 30 to 25C and speed on cognitive tests increased up to 7.5 percent,and accuracy increased by 0.6 percent for each degree reduction in classroom temperature.437 Interestingly,

236、this effect was stronger for lower performing students.While installing air conditioning units in classrooms is an option that some countries have implemented,it is certainly not the only approach to lowering temperatures.Less costly solutions range from painting rooftops with solar-reflective white

237、 paint,increasing tree coverage in and around the school,leveraging water features to mist the air,to even modifying school schedules to avoid peak heat(See Box 3.3).BOX 3.3:SAMPLE STRATEGIES TO COMBAT CLASSROOM EXTREME HEAT Low TechLow TechHigh TechINDONESIA Painting rooftops white.In Indonesia,a p

238、roject estab-lished a facility to produce affordable coatings to install cool roofs on over 70 build-ings including schools.Indoor temperatures were reduced by over 10 C by replacing dark roofs with a white coating.KENYATree planting.Kenya has set a target to plant 15 billion trees by 2032.Trees wil

239、l be planted by students and education work-ers and will provide shade in school grounds lowering temperatures.This practice can reduce temperatures in the school area by 1-5 C.TAIWAN Air conditioning in schools.The government of Taiwan has invested$1.2 billion USD to install air conditioning in eve

240、ry public classroom.Evidence from Costa Rica has shown AC to be effective at managing temperatures and supporting learning.Learn moreLearn moreLearn more New classrooms can be designed to keep cool.The use of natural ventilation,insulating materials,and climate-responsive designs for schools can be

241、alternative strategies to interventions like air conditioning,which may not be feasible in all contexts.School construction integrating natural daylight and cross-ventilation as well as trees and/or shade structures can reduce the energy needed.438 For example,Kenya 96|CHOOSING OUR FUTURE:Education

242、for Climate Action implemented a Green Economy Strategy and Implementation Plan that promotes bioclimatic design for school buildings and will increase thermal comfort for students during high temperatures.439 In Burkina Faso(see Box 3.4),the Gando Primary School is a good example of locally-context

243、ualized and innovative design that addresses the issue of extreme heat in classrooms.BOX 3.4:SAMPLE INNOVATIVE DESIGN FOR TEMPERATURE CONTROLGando Primary school Burkina FasoThe Gando Primary school was designed by Francis Kr within the parameters set by cost,climate,resource availability and constr

244、uction feasibility.For construction,Clay was used.This material is abundant in the region and can offer thermal protection against hot climate.To avoid overheating due to the commonly used corrugated metal roof,the design pulls the roof of the Gando Primary School away from the learning space of the

245、 interior.A dry-stacked brick ceiling is introduced in between,allowing for maximum ventilation:cool air is pulled in from the interior windows,while hot air is released out through perforations in the clay roof.This also significantly reduces the ecological footprint of the school by alleviating th

246、e need for air-conditioning.Learn more When the schools are running,make sure water runs as well.Access to water,beyond a basic human need,is also a highly effective practice for increasing attendance,enrollment,and learning.440 Ensuring this provision,especially in water-scarce environments,require

247、s innovative thinking and local solutions.In Kenya,water tanks and sanitation infrastructure were installed on rooftops through a water harvesting project.This not only creates storage to harvest water during the rainy season to provide water access during the drier months but can also help minimize

248、 local flooding of schools.441 In Vietnam,300,000 water purifiers are being distributed to schools and other community institutions to provide access to clean drinking water to 2 million children.This option provides clean water to students and is expected to reduce carbon emissions by 6 million ton

249、s over 10 years.442Ultimately,climate shocks add a level of stress to school infrastructure that cannot be fully remedied,but enhancing the resilience of school buildings and ensuring continuity of learning during school closures can significantly reduce their impacts.443 CHOOSING OUR FUTURE:Educati

250、on for Climate Action|97Ensuring learning continuity in the face of climate shocksKeep schools open(to the extent possible).There is overwhelming evidence that school closures lead to tremendous learning losses,especially for the disadvantaged.And these losses may be impossible to recover.Therefore,

251、schools should only be closed when essential and every effort should be made to reopen as soon as possible.Minimize the time schools are exclusively used as emergency shelters.A key part of minimizing school closures is to minimize their use as evacuation centers and/or emergency shelters.While thes

252、e centers offer a lifeline to the community,they do so at the expense of childrens learning and their future.At times of crisis,it is normal for countries to resort to their public infrastructure to meet the needs of their people,and this includes schools.However,given the high-cost school closures

253、can have on students and their learning,it is important to minimize the length of the school disruption regardless of how the school buildings are being used.Establishing alternative options,keeping dual functions by using classrooms as shelters only at night and reverting to classes during the day,

254、or using alternative temporary learning facilities on school sites can lower impacts on schooling.444In the event of school closures,four actions can protect or even boost education outcomes.1.Strengthen remote learning mechanisms to ensure learning continuity during climate-related disrup-tions.COV

255、ID-19 disruptions demonstrated that remote learning needs to be done more effectively.Its time to put these lessons to work to protect learning from climate shocks.Across five countries(India,Kenya,Nepal,Philippines and Uganda)phone-based targeted instruction significantly improved learn-ing by deli

256、vering up to four years of quality instruction for every 100 dollars spent.445 On flood days in Brazil,students who had only face-to-face classes had approximately 33 percent lower test scores,but no difference was observed when students had access to virtual learning options.446 Remote learning mod

257、els can be an important adaptation strategy to ensure continuous learning during school closures.Remote instruction proved to be most successful when it ensured fit-for-purpose,enhanced effective-ness of teachers,established meaningful interactions,and engaged parents and students as partners.447 2.

258、Conduct re-enrollment campaigns if school closures last long.As schools re-open,many children do not return on their own.448 Back to school communication campaigns,both general and targeted to at-risk students,can help increase attendance and re-enrollment rates.449 As parental concerns about risk a

259、nd safety may be an important factor keeping children from returning,addressing those fears and ensuring safety will enhance the effectiveness of those campaigns.Following COVID-19-related school closures,Ghana conducted a very successful back-to-school campaign resulting in nearly 100 percent re-en

260、rollment.450 This campaign was successful because it was conducted at the district level,involv-ing government,civil society,and media,and it leveraged different means of communication including radio,TV,and community events.3.Targeted financial support to disadvantaged students may be needed to bri

261、ng them back to school.After climate emergencies,poor households may not send children back to school for financial reasons.Removing school fees,offering subsidies to cover the cost of textbooks and uniforms,or giving cash transfers to families have all been shown to increase school participation in

262、 the aftermath of shocks.In Sierra Leone,following the school closures associated with the Ebola outbreak in 2014,the govern-ment removed school fees for two years,and offered subsidies to cover basic inputs like textbooks.451 These efforts to boost re-enrollment increased access to schooling with a

263、n additional 800,000 children enrolling.Broader cash transfer programs that were conditional on schooling in Brazil and Mexico have 98|CHOOSING OUR FUTURE:Education for Climate Action also increased the resilience of households as well as school participation.452 Easing transport difficul-ties after

264、 climate shocks can also be impactful,such as providing bicycles to rural girls,which increases access to schools(as seen in Zambia and India).453 4.Targeted and customized support may be needed for girls.Following shocks,girls are more likely to fall prey to violence and exploitation,454 experience

265、 deeper income losses,455 be forced into early marriage as a coping mechanism,456 become pregnant,457 and drop out of school as a result.These vulnerabili-ties make them most likely to benefit from communication campaigns as well as financial and nonfinan-cial incentives,so long as they are targeted

266、 appropriately.Following COVID-19 related school closures,Bangladesh,Benin,Ethiopia,Ghana,Pakistan,and Uganda implemented advocacy campaigns for girls re-enrollment.458 Other incentives such as scholarships and adaptations for young mothers have also shown success in bringing back girls to school af

267、ter shocks.459 As students return,catch up and remedial programs may be needed.When schools reopen after climate shocks,not all students will be at the same level as learning losses will likely take place;catch-up programs and extension of the academic calendar can address learning losses for the mo

268、st impacted students.There are numerous examples of remedial and catch-up programs that proved effective in mitigating learning losses once schools re-open after COVID-19,which can offer valuable insights as countries prepare for increasing climate shocks.460 Common elements of success in those prog

269、rams include the use of regular classroom assessments to guide instruction and the teaching prioritization of fundamental skills.School feeding programs can keep students enrolled through climate shocks and offset some of their indirect impacts by improving nutrition and health.Globally,418 million

270、children have access to school meals461 and many rely on them for their entire caloric intake.This reliance is growing as increasing weather and climate extreme events are driving millions of people towards acute food insecurity.Hence,the provision of school meals offers a strong incentive for child

271、ren to go to school daily.It can also be an effective tool to keep children well-nourished,healthier,and enrolled.There is also evidence that school meals can support better learning outcomes.In India,children receiving school meals for prolonged periods of time achieved better test scores in math a

272、nd reading.462 In the Philippines,children enrolled in early childhood nutrition programs performed significantly better in school and every dollar invested in these programs produced a three-dollar gain in academic achievement.463Schools may need to provide socio-emotional programs to help address

273、students anxiety and distress after climate shocks.Climate change and climate shocks are affecting mental health and psychological well-being of students.And mental health is strongly correlated with academic performance.464 School-based mental health services for elementary school-aged children can

274、 be effective in decreasing mental health problems and improving academic performance.465 For example,California provided mental health services to address the psychological impact on students after the Camp Fire ravaged through Paradise,California in 2018.466 In Mozambique,following multiple climat

275、e shocks,primary school teachers were trained to provide mental health and psychosocial support(MHPSS)to students affected by natural disasters,conflict,and COVID-19(See Box 3.5 for more details).467 CHOOSING OUR FUTURE:Education for Climate Action|99BOX 3.5:POLICY STRATEGIES TO INCREASE RESILIENCE

276、OF EDUCATION SYSTEM TO CLIMATE STRESSORSLearning continuityCatch-up programsSocio-emotional programsBANGLADESHOnline learning program.Bangladesh had one of the longest school closures during the COVID-19 pandemic which lasted 18 months.A project that helped students contin-ue education through dista

277、nce learning helped around 3.26 million children,providing train-ing to teachers and the devel-opment of digital content.This increases the resilience of students to stressors by ensuring learning continui-ty through school closures.LIBERIASecond Chance The Luminos Fund Second Chance Program is a re

278、medi-al learning program for Liberi-an out-of-school children aged 8 to 14.The 10-month program helps students develop literacy and numeracy skills to transition back into the formal education system.Children in the program increased their reading skills from under 5 correct words per minute to 39.O

279、ver 12,000 have participated and 90%have tran-sitioned to formal schooling.MOZAMBIQUE Increasing teacher capacity to provide psychosocial supportUNICEF and its education partners have established a program in Mozambique to ensure access to mental health and psychological services in crisis-affected

280、provinces.This includes mental health and psychosocial support interven-tions and manuals for profes-sionals and school staff to support student well-being before,during and after cyclones and other emergencies.Learn moreLearn moreLearn moreLeveraging students and teachers as change agentsStudents d

281、ont have to be passive victims of climate shocks;they can play a key role in risk management.Disaster risk reduction involving student training and leadership can be a low-cost strategy to increasing climate resilience.Primary schools in Cambodia with frequent schooling interruptions from floods,dro

282、ughts and storms have raised disaster risk knowledge among students by integrating disaster risk reduction into the primary social studies and science curriculum.468 These efforts focus on integrating relevant examples into existing curriculum to ensure students are exposed to this critical and rele

283、vant information without needing to expand the already-complex curriculum.Activities such as capacity building and simulation drills can be implemented with low costs and resources and are effective at increasing student and school 100|CHOOSING OUR FUTURE:Education for Climate Action resilience to c

284、limate hazards.Similarly,the Ministry of Education in Thailand reformed the Basic Education Core Curriculum to embed disaster education.Lessons are based on a prominent community-based risk management framework and are mainstreamed to learners from elementary school to senior high school.469 As the

285、people on the frontline,teachers have a critical role to play in risk management.Prior to extreme weather events,they can ensure students are aware of the climate risks and how to act in the event of one of them materializing.During and after climate shocks,teachers are instrumental in keeping stude

286、nts engaged in remote learning opportunities if access to school is disrupted.After climate shocks,they hold the key to ensuring learners have their needs met.For teachers to play this role successfully,they need to be trained effectively on climate change risk reduc-tion and resilience building.An

287、education climate-adaptation policy will fail to deliver results if the messaging doesnt reach those at the frontline:teachers and students.Teachers need to be able to communicate fluently with their students on what climate change is,the risks affecting their region,what to do in case of an emer-ge

288、ncy,as well as the role students themselves could play in risk management.Novel data for this paper shows that across six LMICs470 from three regions,nearly 87 percent of teachers claimed to include climate themes in their lessons but over 71 percent got at least one(out of six)basic climate change

289、question wrong.Several countries are implementing this type of training.For instance,in Buenos Aires,Argentina,teachers in regions highly susceptible to flooding have been trained in flood resilience.471 Teachers,government officials,and tech-nical experts were brought together to design educational

290、 content and spaces that encourage children and young people to adopt more environmentally friendly habits.The initiative has given rise to more than 100 schools having teachers trained in flood resilience,with many more schools in the country expected to join.BOX 3.6:EXAMPLE OF TEACHER AND STUDENT

291、TRAINING PROGRAM ON DISASTER RESILIENCE Disaster risk reduction through school training Kyrgyz RepublicThe Comprehensive School Safety Framework program in the Kyrgyz Republic is training students and teachers on safe behaviors during an emergency including floods,landslides and earthquakes.The prog

292、ram trains educators and students starting at the preschool level on how to understand and manage disaster risk.This also includes a mobile application and online course including interactive games for primary school children to explain safe behaviors during emergency situations.School-based disaste

293、r risk reduction training is being expanded to 1,800 schools across the country and is expected to reach 1 million school children.Learn more!CHOOSING OUR FUTURE:Education for Climate Action|101To meet the needs of students after school closures,teachers will need to be equipped with the right knowl

294、edge and tools.The student that leaves the classroom before a climate shock will be very different from the student that returns after.Learning losses,emotional shock,and a likely less prosperous community will add stress to the learning process and limits to how much can be achieved in the classroo

295、m.To meet the needs of the students,teachers will need guidance and capacity building on key aspects.These are well-captured in World Banks R.A.P.I.D.framework which was developed to tackle learning losses caused by COVID-related school closures and has tremendous relevance for climate-change relate

296、d school closures.It is based on five evidence-based policy actions for learning recovering after education disruptions:472 Reach all children.Assess learning.Prioritize the fundamentals.Increase the efficiency of instruction.Develop psychosocial health and wellbeing.Teachers have needs of their own

297、,offering support to them after climate shocks will be important.Climate shocks will undoubtedly impact teachers directly.Their physical and mental health,food and water security and housing can all be impacted by weather extremes.In parallel,more of them will be expected in their classrooms as stud

298、ents cope with the direct and indirect impacts of the climate shock.In countries like in the Philippines,teachers are even expected to take additional responsibilities to coordinate schools as shelters and provide make-up classes on Saturdays following flooding events,without receiving any additiona

299、l compensation or recognition.473 This combination can easily lead to teacher burnout,absenteeism and for teachers to eventually leave their jobs.474 To counter these risks,education systems can ensure teachers continue to be paid regularly,and that any additional responsibility is recognized either

300、 monetarily or through other means that may boost motivation.Programs active in the school to guarantee access to water and food to students can also be extended to teachers.Similarly,while teachers can play a role in offering mental health support to students,it will be important to offer services

301、to them through either institutional support,peer support groups,or other interventions.475 How much will adaptation of education sector cost?A low-cost package for adapting education systems for a changing climate can cost about US$18.51 per student.At the higher end it could cost between US$45.68-

302、US$101.97 per student.These adaptation packages include four key pillars-managing classroom temperatures;reducing climate-related infrastructure risks;ensuring learning continuity;and providing education resilience training to teachers and school leaders.The first two components of these packages wi

303、ll help reduce the likelihood of school closures due to climate events and all four components will help minimize climate-related learning losses.Costs would be lower for systems that already have some elements in place.For reference,low-income countries spend an average for USD 51.80 per student pe

304、r year,while high-income countries spend USD 8,400 per student per year476.A low-cost minimum adaptation plan can cost about US$18.51 per student.102|CHOOSING OUR FUTURE:Education for Climate Action Table 3.1:Estimated costs of adapting education systems for climate changePercentage increase in tota

305、l government education expenditure(2019)INTERVENTIONCOST PER STUDENT(US$)LOW-INCOME COUNTRY:MALILOWER-MIDDLE-INCOME COUNTRY:PAKISTANUPPER-MIDDLE-INCOME COUNTRY:COLOMBIAPillar 1:Managing classroom temperatures1.Fans1.831.50%1.49%0.12%2.Air-conditioning11.009.04%8.95%0.72%3.Air coolers10.008.22%8.14%0

306、.65%4.Painting rooftops0.660.54%0.54%0.04%5.Planting trees0.330.27%0.27%0.02%Pillar 2:Structural adjustments for climate shocks6.Retaining walls22.2918.32%18.14%1.45%7.On-site water absorption(permeable pavements)5.004.11%4.07%0.33%Pillar 3:Ensuring learning delivery during climate-induced school cl

307、osures4778.Remote learning system*6.505.34%5.29%0.42%9.Small group phone-based tutoring*19.0015.62%15.46%1.24%10.Small group one-on-one online tutoring*52.0042.74%42.30%3.39%Pillar 4:Training for climate-resilient education delivery11.Teacher training4.193.44%3.41%0.27%Low-cost package478Interventio

308、ns:1+4+5+7+8+1118.5115.22%15.06%1.21%Medium-cost package479Interventions:3+4+5+7+8+9+1145.6837.55%37.16%2.97%High-cost package480Interventions:2+4+5+6+7+8+10+11101.9783.82%82.96%6.64%Sources:see discussion below*:Costs do not include student devices.It is assumed that students can access lessons usi

309、ng their parents phones.CHOOSING OUR FUTURE:Education for Climate Action|103Within each of the four pillars we identify costs of the core solutions that are widely applicable.For each solution,the costing exercise details three steps:a)identify unit cost of each proposed element,b)convert unit costs

310、 to per student costs where relevant,c)approximate total element costs(by estimating total expected beneficiaries)to benchmark against overall education spending across contexts.Sources for unit costs are discussed below.For most solutions,costs are presented in terms of square feet.To contextual-iz

311、e,we then represent these as per student costs(in US$)where relevant,with the assumption that each student should be allocated at least 11 square feet of space.481These estimates are only meant to be illustrative.Actual costs will vary depending on the context.Factors such as the severity of climate

312、 risks,which might necessitate additional structural reinforcements,local material and labor costs,which can fluctuate widely,and the availability and reliability of electricity,which impacts infrastructure requirements,will all influence choice of solutions and the overall expenses.We contextualize

313、 adaptation costs for three different country scenarios,in terms of percentage of total education expenditure,for one low-income country(Mali),one lower middle-income country(Pakistan)and one upper middle-income country(Colombia).Beneficiary calculations and expenditure costs are based on 2019 data

314、derived from UNESCO Institute for Statistics.We also examine percentage increase in per student spending on average,for low-income and high-income countries.Figure 3.6:To adapt their education systems for climate change,low-and lower-middle-income countries would need greater percentage increases in

315、 their education expenditures compared to upper-middle-income countries15.2%15.1%1.2%37.5%37.2%3.0%83.8%83.0%6.6%LOW-INCOMELOWER-MIDDLE-INCOMEUPPER-MIDDLE-INCOMEPERCENTAGE INCREASE IN GOVERNMENT EDUCATION EXPENDITURE(IN 2019 US$)High-cost packageMedium-cost packageLow-cost packageWhile high-cost ele

316、ments can provide the most immediate and effective adaptation solutions,their viability depends on context and available financing.As Figure 3.6 shows,certain elements would repre-sent a large share of total education expenditures in low-income countries,compared to lower-middle-and upper-middle-inc

317、ome countries.Taking the example of lowering classroom temperatures,installing air conditioners could increase per student spending in low-income countries by approximately 21 percent compared to less than 1 percent in high income countries.In a low-income context(Mali),this would consti-tute an inc

318、rease of 9 percent of total education expenditure,whereas in an upper-middle-income country(Colombia),this share would increase by less than 1 percent.104|CHOOSING OUR FUTURE:Education for Climate Action Pillar 1-Managing classroom temperaturesThe most effective solution for cooling classrooms in th

319、e face of extreme heat is air conditioning.In Guyana,the installation of a wall-mounted air conditioner can lead to a cost of approximately US$11 per student.482 On the lower range,fans can be used to improve comfort in less extreme heat scenarios(below 35 degrees C).483 While fans cannot lower room

320、 temperatures,they can improve body temperatures by facilitating sweat evaporation.Evidence from India suggests that electric ceiling fan installation can cost approximate-ly US$1.83 per student484.In South Asia,evaporative air coolers485 are also a commonly adopted mid-range technology,used as an a

321、lternative to air-conditioning and fans.In India,such coolers may cost approxi-mately US$10 per student.486Fans and air conditioners require electricity and incur electricity costs.Low-cost alternatives that can be used alone or can help to reduce energy,include painting rooftops white and planting

322、trees.New white roofs are typically 28 to 36 degrees Celsius(50 to 65 degrees Fahrenheit)cooler than dark roofs in after-noon sunshine,while aged white roofs are typically 20 to 28 degrees Celsius(35 to 50 degrees Fahrenheit)cooler.487 Depending on the setting,this can lead to a reduction of indoor

323、temperatures by 2 to 5C(3.6 Figure 3.7:The bi-directional relationship of climate change and education CHOOSING OUR FUTURE:Education for Climate Action|105-9F)as compared to traditional roofs.488 In India,under the Ahmedabad Heat Action Plan 2017,an initia-tive to incorporate solar reflective paint

324、coatings in household,amounts to approximately US$0.66 per student.489 Similarly,trees can also prove to be effective by reducing air temperature,glare,and UV radi-ation.Shade provided by mature trees could also reduce surface temperatures by as much as 60 degrees F.490 For each student,trees can co

325、st approximately US$0.33.491 When considering solutions to lower classroom temperatures,decision-makers should evaluate a combination of strategies to maximize both comfort and cost-effectiveness.Integrating high-tech solutions like air conditioning with low-cost measures such as white roof painting

326、 and tree planting can create an effective approach to temperature management.For instance,a combined strategy involving air conditioning,roof painting and tree planting could cost approximately US$11.99 per student.Pillar 2-Structural adjustments for climate shocksFor adaptation,it is essential to

327、implement school infrastructure resilience strategies to protect educational facilities and ensure the continuity of learning.In low-and middle-income countries,floods are the most common type of natural disaster492 with their risk increasing significantly,affecting over 23 percent of the worlds pop

328、ulation.493 The most common solution for infrastructure resilience in the face of flooding risks is to invest in retaining walls.Retaining walls can help to mitigate damage from flood-and rainfall-related landslides and prevent water infiltration.In Rwanda,retaining walls in schools were set up at a

329、n average cost of approximately US$22.29 per student494.Estimating the per capita cost of retaining walls is challenging due to their context-specific nature,which depends on factors such as flood risk level,school boundary size,site topography,and design variations.Another solution is to enhance on

330、-site water absorption.Permeable pavements,including previous concrete,asphalt,or interlocking pavers,allow rainwater to infiltrate directly where it falls,thereby reducing stormwater runoff.With installation costs of US$5 per student,495 some applications have demonstrated a 90 percent reduction in

331、 runoff volumes.496For schools in coastal areas,flood protection can also take the form of restoring coastal wetlands,such as mangroves and salt marshes to reduce wave heights and velocity.Median restoration costs for salt marshes are US$0.10 per sq.ft,and US$0.01 per sq.ft for mangroves.497 In fact

332、,in cases where wave heights are lower,it can be two to five times cheaper to restore coastal wetlands than to construct submerged breakwaters.498 106|CHOOSING OUR FUTURE:Education for Climate Action Pillar 3-Ensuring learning continuity during climate-induced school closuresEnsuring that students c

333、ontinue to learn during climate-induced school closures is critical for maintaining educational outcomes.In Turkye,the immediate response to COVID-19 involved significant investment in a sustainable IT infrastructure designed to be resilient against future disruptions,including climate-related events.This effort costed approximately US$6.50 per student499 and laid the groundwork for a robust dista