Actions on integrating effects of climate (mitigation, adaptation, reduction of impact and early warning) in primary, secondary and tertiary education curricula

***Non-statistical indicator***

Actions regarding the effects of climate change integrated into the education curriculum:

1)Primary, general secondary - "YES" for the years 2018-2022

2) Secondary and post-secondary technical professional - "YES" for the years 2010-2022

3) Tertiary - "YES" for the years 2010-2022

Note:

1) Education - primary, general secondary: In 2018, the Curriculum Reform was started which determined the correlation of curricular policies with national and international educational standards and the formatting of the graduate's profile through the prism of educational purposes 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.

2) Secondary and post-secondary professional technical education: In the College of Ecology inChisinau, the following programs are studied: Ecology and environmental protection and Forestry, which include subjects related to the effects of climate change (mitigation, adaptation, impact reduction and early warning).

3) Higher education: In the pedagogical universities of the Republic of Moldova, the subjects related to the effects of climate change (mitigation, adaptation, impact reduction and early warning) are included in the programs in the field of Educational Sciences, Geography specialty.

This table provides metadata for the actual indicator available from Moldova statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from Moldovan statistics, this table should be consulted for information on national methodology and other Moldovan-specific metadata information.

Indicator

Indicator 13.3.1.1: Actions on integrating effects of climate (mitigation, adaptation, reduction of impact and early warning) in primary, secondary and tertiary education curricula
Definition and concepts

Actions are envisaged in the United Nations Framework Convention on Climate Change (UNFCCC, Decision 15/CP.18, eight-year Doha work programme on Article 6 of the UNFCCC (2012 – 2020), par.22 g, 22f) for including the issues on climate change in the educational process and information of population. Paris Agreement (art.12) provides for the obligation of the parties to communicate about such actions within NDCs (nationally determined contributions).

These are included/described in the National Communication on greenhouse gas emissions (once per 4 years), the updated [Biennial Report on greenhouse gas emissions](http://clima.md/).

At the same time, the global methodology is missing, hence it is difficult to provide the description of the national indicator.

Unit of measure

Number
Data sources

Data from national reports and materials drafted in line with UNFCCC and Paris Agreement
Data providers

1.Ministry of Education and Research

2.Public Institution National Office for the Implementation of Environmental Projects

Institutional mandate

Ministry of Environment
Comparability/deviation from international standards

Indicator is a proxy proposed for the national level
Data last updated May 12, 2023
Metadata last updated Jun 23, 2023

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator

Indicator 13.3.1.1: NA
Target

Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
International organisations(s) responsible for global monitoring

UNFCCC,UNESCO-UIS
UN designated tier

3
Organisation

1.Ministry of Education and Research

2.Public Institution National Office for the Implementation of Environmental Projects

Periodicity

Once every 2 and 4 years
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