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This chapter examines how national governmentsCase studiesnational government cases (Italy; Scotland; Australia; Mexico; Indonesia; South Africa) are attempting to build climate‑ready education systems through policy and implementation efforts focused on climate change education (CCE). Drawing on detailed country reviews for ItalyItaly, Scotland, AustraliaAustralia, MexicoMexico, Indonesia and South Africa, complemented by the global analyses introduced in Chapters 1 and 2, we analyse the instruments, governanceGovernance arrangements, and programmes that governments use to promote climate‑change education in schools, and the persistent gaps between ambition and reality. We chose these countries because they have demonstrated and documented policies focusing on climate change education, and because they are in various continents and have diverse education systems in terms of financial resources and in terms of the education challenges they face. The selection is arbitrary and does not purport to be representative of other countries or regions, just to illustrate how countries adopting climate education policies do so. To write the reviews, we relied on publicly available information on government efforts in those countries to support climate change education in schools, the UNESCO-MECCE country reports, and published research studies.

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How Do National Governments Support Climate‑Ready Education Systems?

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Fernando Reimers,
  • Margaret Wang-Aghania

摘要

This chapter examines how national governmentsCase studiesnational government cases (Italy; Scotland; Australia; Mexico; Indonesia; South Africa) are attempting to build climate‑ready education systems through policy and implementation efforts focused on climate change education (CCE). Drawing on detailed country reviews for ItalyItaly, Scotland, AustraliaAustralia, MexicoMexico, Indonesia and South Africa, complemented by the global analyses introduced in Chapters 1 and 2, we analyse the instruments, governanceGovernance arrangements, and programmes that governments use to promote climate‑change education in schools, and the persistent gaps between ambition and reality. We chose these countries because they have demonstrated and documented policies focusing on climate change education, and because they are in various continents and have diverse education systems in terms of financial resources and in terms of the education challenges they face. The selection is arbitrary and does not purport to be representative of other countries or regions, just to illustrate how countries adopting climate education policies do so. To write the reviews, we relied on publicly available information on government efforts in those countries to support climate change education in schools, the UNESCO-MECCE country reports, and published research studies.