Knowledge and understanding Skills and applications Values and attitudes

• Learn about emergency preparedness, evacuation drills and first • Emergency preparedness. • Awareness of nature.
aid. • Analysis for understanding of and concern for the environment. • Curiosity about the world.
• Understanding of nature through forest/nature classes.

ECCE
• Understanding of and preparedness for natural disasters (e.g.
floods, tsunamis, earthquakes).
• Basic understanding of climate science (e.g. carbon cycles,
greenhouse gas effects) and physical impacts (e.g. sea-level rise,
extreme weather).
• Foundation in economic, environmental and social concepts of
climate change, and how it relates to human lives (e.g. health,
energy, food production).
• Gardening and plant-growing skills. • Keenness to investigate.
• Open-mindedness.
• Natural-disaster preparedness. • Awareness of the impacts of human activities
• Ability to describe the causes and effects of climate change. and consequences of personal actions.
• Understand and distinguish climate change impact in relation to • Concern for and responsibility for living
self/context. organisms and their environment.
• Motivation to make informed decisions and
• Analyse impacts and vulnerability in key sectors due to climate
change. take responsible action.
• Awareness of different impacts (e.g.
• Impact analysis (e.g. interpret maps, graphs and statistics) across
geographic, socio-economic).
spatial and temporal scales.

Primary education
• Exploration of traditional/indigenous knowledge and culture.
• Concepts of climate mitigation and adaptation, resilience,
sustainable development.
• Intermediate understanding of climate science, climate justice
and international co-operation/agreements.
• Integrative concepts and methods, including economic-
environmental, economic-social and social-environmental
interactions.
• Integration of systems through examples such as carbon trading
(economic/environmental), and human capital (economic/social).
• Implications of inaction on climate change (economic, social and
environmental), and understanding of impacts and vulnerabilities.
• Understanding mitigation and adaptation.
• Understanding issues of equity and climate justice.
• Differentiate between adaptation and mitigation measures, and
employ creative solution-finding skills.
• Problem-based learning.
• Adaptive learning and self-reflection.
• Critical thinking.
• Linkage of theory and practice.
• Adaptation planning skills.
• Use of carbon footprint to understand ways to reduce
greenhouse gas emissions.
• Complex analysis (e.g. link between rising sea levels, agricultural
capacities, soil and water quality, flood risk, coastal habitat loss,
• Global citizenship.
• Appreciation of traditional cultures.
• Environmentally active and responsible
citizens.
• Behavioural change for mitigation.
• Informed use and consumption to reduce CO2
emissions, recycle, use less electricity, etc.
• Appreciation of importance of a sustainable
ecosystem.
• Green entrepreneurs.
• Commitment to climate justice, and addressing
inequitable impacts.

Secondary education
tourism, etc.).
• Skills to monitor the environment and analyse results to take • Reflexivity.
action. • Individual and collective action.
• Assessment and development of solutions.
15.  Goal 13 – Climate Action \ 67
 Knowledge and understanding
• Understanding of climate and environment including human
influence, environmental degradation, vulnerability, and
interrelationship between human actions, climate change and
secondary effects.
• Integrated assessment of the economic, environmental and
social aspects of issues.
TVET
• Intergenerational and future dimensions.
• Green and blue economy.
• Understanding of climate change and agriculture/food supply,
marine resources, energy production/consumption, etc.
• Mitigation and adaptation solutions.
• Research on governance, participation and social-ecological
system change to inform policies on climate change, and the
development of institutions for adaptation and mitigation, as well
as for systemic integration of climate change.
• Research on adaptive and integrated governance systems
to operate across multiple scales, including co-management
and transboundary management arrangements for collective
management of natural resources.
• Population, urbanisation, migration and conflict.
• Climate-resilient pathways.
• Expertise, understanding complexities, specialised research
(e.g. gender-related vulnerabilities, impact and management of
climate-related diseases).
Tertiary education
• Research on social change and social vulnerability aspects of
climate change.
• Climate and impact projections.
• Research on limits to adaptation and transformational
approaches to adaptation.
• Understanding of various technological/economic models,
including industrial ecology, agroecology, ecological engineering
and social enterprise.
• Impact of climate change on humans, including vulnerabilities and
multiplier effect.
• Role of indigenous/traditional knowledge in scientific and social
processes (e.g. agricultural practices, forecasting techniques).
• Understanding of processes of social and cultural change
associated with climate change.
• Concepts of climate mitigation and adaptation, resilience,
Adult education
sustainable development, and sustainable livelihoods.
Skills and applications
• Workplace skills, e.g. ocean management, green-economy
planning, energy and natural resources management, energy
technology skills (e.g. installation of solar water-heating systems).
• Develop possible adaptation and mitigation strategies for
communities.
• Systems innovation skills.
• Holistic approaches to climate change and climate-compatible
development.
• Connection of local actions with global processes.
• Integrate current and future climate risks into planning and
practice.
• Research to identify innovative and creative approaches to
enhance national and regional responses to climate change.
• Climate-resilient pathways to development.
• Research for strengthened knowledge base and addressing gaps.
• Integrated research, and development of holistic approaches to
sustainable development.
• Cross-scale, integral systems thinking.
• Capacity for dealing with complexity (e.g. inequitable impacts).
• Climate modelling, scenario building and methodological
development for adaptation.
• Understanding and assessments of risks, impacts and
vulnerability aspects.
• Understanding of social, cultural, economic and political dynamics
and influences on social practices and society.
• Strengthening of climate information and climate services
through knowledge and research, including modelling,
downscaling and scenario development.
• Capacities to access and manage climate finance.
• Ability to create linkages between various technologies/economic
models.
• Community-based climate change preparedness in coastal
communities.
• Community research and outreach.
• Understanding of the role of climate ethics in decision making.
• Skills as to how to use climate change information.
• Use of indigenous/traditional knowledge to address climate
change.
• Capacity to pursue sustainable livelihoods.
Values and attitudes
• Awareness raising and communication.
• Solutions-oriented.
• Corporate responsibility.
• Committed to sustainable production and
consumption.
• Society, economy and environment are seen as
interacting in an interrelated system.
• Climate-compatible focus.
• Proactive engagement, and advocating open
and transparent governance.
• Climate compatible and responsive
development.
• Awareness raising; generating interest and
developing capacity.
• Systemic, integrated perspectives on global
change and climate-compatible development
concerns.
• Need for collective action; mobilisation for
68 \ Curriculum Framework for Enabling the Sustainable Development Goals
wider change, greater resilience and improved
quality of life.
• Climate ethics.
• Changes in social practice and habits, which
in turn require new values and ethics, learning,
social innovation and social learning.
• Ethical leadership in decision making.
• Appreciation for technologies/economic
models in climate change.
• Support awareness raising.
• Focus on building individual and community
resilience.
• Commitment to sustainable livelihoods.
• Responsibility to take action.
• Positive role of local and traditional knowledge
in building resilience to climate change.
• Behavioural and lifestyle changes for climate
change actions.
• Campaign for climate justice.