Argentina In 2020 Argentina passed
Yolanda's Law (Spanish: Ley Yolanda), which requires all members of the executive, legislative and judicial branches of government to undertake 16 hours of
environmental education. This must include information about climate change, the protection of
biodiversity and ecosystems, energy efficiency and renewable energies, the
circular economy and
sustainable development, as well as information related to current environmental regulations. As of September 2023, 50,000 officials of the three branches of government have been trained. In March 2021 Argentina passed 'The Comprehensive Environmental Education Law' (Spanish: (Ley de Educación Ambiental), which establishes the right to comprehensive environmental education as a national public policy.
Australia Australia has been at the forefront of
education for sustainability, adopting in 2000 a national plan entitled Environmental Education for a Sustainable Future. A number of initiatives and bodies were created to implement the national plan, including the Australian Sustainable Schools Initiative and
Australian Research Institute for Environment and Sustainability. These provided a strong foundation for Australia's strategy, launched in 2006, to respond to the
UN Decade of Education for Sustainable Development. The strategy set out the goal to mainstream sustainability through a holistic approach that engages the community through education and
lifelong learning. Whereas climate change was referred to as one of a number of environmental concerns in the first national plan, a new plan launched in 2009, entitled Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability, had a greater focus on climate change and its impacts on other natural resources within a wider global context. The new plan incorporated climate change within education for sustainability, rather than establishing a new and potentially competing field of Climate Change Education. Australia introduced its first-ever national curriculum in 2014, including sustainability as one of three cross-curriculum subjects. they are cohosted by the
UK Student Climate Network and
SOS-UK and are in the process of devolving their campaign to Scotland and Northern Ireland from England. They have three asks of the Government: • A government commissioned review into how the English formal education system is preparing students for the climate emergency and ecological crisis • The inclusion of the climate emergency and ecological crisis in English teaching standards and training • The enactment of an English Climate Emergency Education Act - the first student written bill in history
England Environmental and development education have been present in England since the 1970s, when civil society organizations took the lead. From the late 1990s, the UK government promoted sustainable development and ESD at the local, regional and national levels. However, while a number of strategic government reports addressed CCE, government policy has focused less on ESD since 2010. possibly as part of public awareness program.
Republic of Korea The Republic of Korea has a number of policies and initiatives supporting environmental education. In 2008, the Environmental Education Promotion Act encouraged the development of environmental education. It aimed to raise national environmental awareness, to encourage people to develop research and inquiry skills, and to put what they learn into action. A committee consisting of high-ranking leaders such as government leaders and ministers were appointed to develop an education for sustainability guideline. The Ministry for Education and Training (MOET) played an important role to push forward establishment goals for ESD and CCE. Furthermore, they were also able to recognize the climate change impacts overall in Vietnam such as increase in average temperature and sea rise level. From 1951-2000, Vietnam's global average temperature increased about 0.5-0.7 Celsius, and sea level had risen about 20 cm. These two factors had put a hold on the growing socioeconomic achievements; therefore, MOET acted on the development education aspects to mitigate climate change in the future. Through UNESCO, there were four main projects that the countries can get involved in different socioeconomic levels such as
Advancing ESD policy development, A whole-institution approach to climate change through the UNESCO Associated Schools Network (ASPnet), Sustainability starts with teachers, Empower youth ESD leaders as change agents, and Community for ESD. Climate Change Education In 2009, MOET was able to develop and implement environmental education (EE) and CCE education into formal education curriculum. This gained approval from ESD standpoints, however it was still not considered to count towards all ESD approaches. Furthermore, one of the main challenges MOET was facing during this time was an increase of materials on top the regular curriculum, resulted in overloading students with knowledge. According to the Yale Program on Climate Change Communication, Americans in all 50 states support the education of climate change to children in schools. In 2020, the New Jersey State Board of Education adopted new learning standards which integrate climate change across all content areas; the standards came into effect with the 2022-23 school year, making New Jersey the first state to do so.
Ghana In response to the global demand for increased governmental action to tackle the adverse effects of climate change and the advancement of climate science on both international and local levels, the Government of Ghana (GoG) has undertaken several measures to integrate climate change into the nation’s development plans. As a participant in the UNFCCC, Ghana also attends the annual Conference of the Parties (CoP) meetings. The Ghanaian government launched the National Climate Change Policy (NCCP) in 2014 to address climate change challenges and promote a green economy. The policy aims for a climate resilient and compatible economy, sustainable development, and low carbon economic growth. The National Environment Policy (NEP) also emphasizes capacity building, educating stakeholders in sustainable environmental practices. Other key national policies include the National Youth Policy, Ghana's Educational Policy, and the Low Carbon Development Strategy. Ghana's development aspirations are reflected in the GSGDA I & II, which emphasize climate resilience. == See also ==