he challenges posed by climate change, biodiversity loss, and pollution have become defining issues of our time. These crises are global in scope, affecting all regions of the planet, with impacts felt across all sectors of society. Facing these daunting challenges requires rethinking how we engage with the environment and, more deeply, how human systems in general operate. Education is at the heart of this transformative effort. It enables individuals to grasp the complexities of environmental systems, understand the interconnectedness of ecological, social, and economic factors, and ultimately take informed and responsible action. This report takes a strategic life-span perspective on education and skills policies for a sustainable future, spanning from primary schooling to higher education and lifelong learning. Drawing on multi-disciplinary insights and examples of policies and practices from around the world, it provides actionable insights and recommendations on the role that education and training systems can play in fostering transformative change and building resilient societies. These recommendations focus on (1) empowering citizens and communities for action, (2) fostering informed consumption and lifestyle choices, and (3) equipping individuals with the skills needed for changing labour markets in response to the greening of economies and societies.
Empowered Citizens, Informed Consumers and Skilled Workers: Designing Education and Skills Policies for a Sustainable Future
Editeur(s) : Organisation de Coopération et de Développement Économiques - OCDE (OCDE)
Date : 01/2025
1.Adapt curricula, qualifications and study programmes. To support curriculum adaptation, governments can foster collaboration across key stakeholders to map the extent to which sustainability competencies, and key technical and transversal skills, are covered in curricula and qualifications, identify gap areas and develop guidance to support curriculum adaptation.
2.Upskill educators across levels and sectors of education: Mainstreaming sustainability in initial teacher education, and in continuing professional learning opportunities for educators across schools, vocational and higher education, can help break down silos and disseminate innovative and interdisciplinary teaching approaches that align with sustainability goals and the needs of green industries.
3.Bring place-based approaches to scale. Place-based and collaborative practices, including whole-institution approaches and local partnerships, can support inclusion and foster agency for socio-behavioural change via experiential learning. Governments can help bring effective practice to scale by providing frameworks, resources, and incentives, such as green labelling programmes.
4.Build bridges across formal, non-formal and informal learning. Formal education providers, in particular higher education institutions, can play a key role in science communication, consumer education and awareness-raising campaigns around climate change. Governments can enhance these links, for example by investing in support centres for science communication.
5.Strengthen skills assessment and anticipation. Considering the impact of net-zero targets and environmental policies on labour market and skills demands is key to inform national skills strategies. Governments can support effective skills assessment and anticipation processes by ensuring broad stakeholder involvement and tailoring approaches to regional contexts.
6.Enhance “green” career guidance. Sustainability-oriented career guidance can empower individuals to transform their motivation to act into sustainable careers, connect educational pathways with broader social and environmental goals, and support workers in transitioning out of declining industries and towards high-quality jobs in green sectors.
7.Develop a coherent and inclusive skills delivery landscape across vocational, higher and adult education. Governments can facilitate co-operation and strategic alignment across post-secondary education providers and industries, regional authorities and other relevant actors to adapt initial programme offers, expand upskilling and reskilling opportunities and remove barriers to participation in training.
Télécharger le document : https://www-oecd-org.acces.bibliotheque-diderot.fr/.../311cdbeb-en.pdf
mot(s) clé(s) : compétences, développement professionnel en éducation et formation, éducation à la citoyenneté
