OECD Report Launch_Education Policies for a Sustainable Future_Deborah Nusche

OECD Report Launch_Education Policies for a Sustainable Future_Deborah Nusche

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  Empowered Citizens, InformedConsumers and Skilled Workers: Designing Education and Skills Policies for a Sustainable Future Deborah Nusche and François Staring, OECD Directorate for Education and Skills Marcia Rocha and Cian Montague, OECD Environment Directorate Launch Webinar, 17 January 2025 Presented by Deborah Nusche , Senior Analyst
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  Addressing the planetarycrises requires sectoral and systemic change Source: (Dhakal et al., 2022) “Emissions Trends and Drivers”, in IPCC, 2022: Climate Change 2022 - Mitigation of Climate Change, Cambridge University Press, https://doi.org/10.1017/9781009157926.004. Trends in global greenhouse gas emissions by sector Technology, innovation Policy, governance Economic restructuring Socio- behavioural change Drivers of change
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  Addressing the planetarycrises requires sectoral and systemic change urgent A tipping point is a critical threshold beyond which a system reorganises, abruptly and often irreversibly Paris Agreement Current policies Climate tipping points Foresight, adaptation and resilience are also key (OECD, 2022))
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  What role foreducation and skills policies? 1. Fostering agency for socio- behavioural change 2. Developing skills for a fair and inclusive green transition
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  What role foreducation and skills policies? 1. Fostering agency for socio- behavioural change Collective action Career choices Individual behaviour
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  What obstacles dopeople face in exercising their agency? Over 70% of adults think the world must take urgent action to address climate change (G20 countries, Earth4All, 2024) 39% Trust their government And only 37 % are confident that their government balances the interests of current and future generations (OECD countries, OECD 2023 Trust Survey) Awareness of climate challenges is high… …but trust in governments is declining 80% Of students aged 15 report high awareness of climate change A lack of hope, and trust in leaders?
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  On average lessthan 50% of 15-year-old students correctly answered environmental sustainability items, across test units (OECD countries participating in European Social Survey Round 8, 2016) (OECD countries PISA, 2018) of adults in 30 jurisdictions believed recycling was among the best ways to reduce carbon emissions 59% (IPSOS, 2021)) What obstacles do people face in exercising their agency? Limited understanding of systemic solutions
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  Primary-upper secondary Post-secondary, non-tertiary Tertiary Adulteducation 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% At which education levels is sustainability education considered a priority? Adopt a holistic life-span approach How can education and skills policies foster sustainability competencies across the lifecycle? • Scientific and systems thinking • Understanding socio-ecological interrelationships • Aligning sustainability values, knowledge and action “Sustainability competencies” (OECD 2023 Education Policy Outlook)
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  How can educationand skills policies foster sustainability competencies across the lifecycle? Review curricula, qualifications, study programmes Support professional learning communities Anchor learning in places and partnerships Agency
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  What role foreducation and training policies? (2) 2. Developing skills for a fair and inclusive green transition Job decline in high-emission sectors Job growth in green sectors New sustainability roles across all sectors
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  What skills areneeded for green jobs? Technical Transversal • Literacy, numeracy, STEM • Information, digital literacy • Critical thinking, creativity • Collaboration, communication • Interpersonal, socio-emotional • Adaptability, growth mindset • Problem solving, entrepreneurship For specific industries , often anchored in specific regions Skills cannot be intrinsically ‘green’. Their impact depends on where and how they are applied. Sustainability competencies
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  Education and trainingpolicies are not keeping pace with the skill demands of the green transition • Only 40% of adults participate in formal or non- formal learning for job- related reasons • Workers in high-emissions occupations tend to train significantly less than other workers
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  How can educationand skills policies foster skills for the green transition Skills assessment and anticipation Career guidance Coherent skills delivery in post- secondary Links between formal, non-formal and informal learning
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  A framework forcoherent skills delivery in post-compulsory education
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  Thank you !