***Non-statistical indicator***
For 2018-2023 years the answer is „YES” for i) sustainable development - 10 curricula contents, ii) education for climate changes and their multidisciplinary approach in school curricula so as to set up the graduate profile - 5 curricula contents.
Note:
Sustainable development: The framework plan for primary, secondary and high school education offers every student the opportunity to opt for optional subjects. The optional subjects represent the flexible component of the Education Framework Plan that contributes to the development of transversal skills. The priority areas also include Education for Sustainable Development, which is oriented towards the use of competences in the field of ecological education to understand and identify solutions in case of local and global problems, such as those of sustainable development, environment, green economy, energy conservation/ use of alternative energy sources/promotion of energy efficiency measures, etc. The curriculum developed in 2018 for the Science discipline in primary education also highlights the training of students' skills and the interest in actively promoting environmental values and a healthy way of life. The theme of ecological education is studied in educational institutions within the framework of compulsory classes, optional classes and extracurricular activities. The teaching staff orients the students, in school subjects related to the pre-noted field, towards the use of skills in the field of ecological education, for understanding and identifying solutions in the case of local and global problems, as well as those of sustainable development, environment, green economy, conservation energy and promoting energy efficiency measures. For the organization of optional classes, teachers have the Curriculum for the optional discipline "Ecological Education" for grades I-XII and the Curriculum for the optional discipline "Chemistry and environmental exploration" for grades X-XII (approved by the National Curriculum Council and by order ME no. 874 of September 8, 2015).
Education for climate change: In 2018, the Curriculum Reform was started, which determined the correlation of curriculum policies with national and international educational standards and the formatting of the graduate's profile through the prism of educational goals and the key skills system. In primary education, grades II-IV, in the Mathematics and Sciences Curriculum Area, the mandatory Science discipline is studied, for which the curriculum was developed and the document ensures the completion and updating of the contents related to natural phenomena, including climate changes. Thus, the curriculum includes specific development skills, namely: (1) identifying and describing the components, phenomena, processes, relationships characteristic of the environment, demonstrating correctness and coherence in the use of specific terminology; (2) exploration-investigation of the environment, showing curiosity and interest in capitalizing on specific methods and tools for collecting and organizing results; (3) explaining the information/results/conclusions obtained in efforts to learn about the environment, showing a critical and creative attitude; (4) solving some problem situations based on the integration of the acquisitions acquired in the discipline with those in other fields, showing interest in the active promotion of environmental values and a healthy way of life. In the context, the Science discipline in grades II-IV is oriented towards training the student through the prism of education towards nature, the environment, knowledge of the flora and fauna of the Republic of Moldova, responsibility towards natural biodiversity, protection of natural heritage, but also the use of skills in making decisions to protect and maintaining natural well-being. For middle and high school education, the Geography discipline is studied, which includes content units aimed at the topic of the effects of climate change.
