Indicator 13.3.1 - Number of countries that have integrated mitigation, adaptation, impact reduction and early warning into primary, secondary and tertiary curricula
When data sources are populated, the table will appear here
Global Metadata
This table provides information on metadata for SDG indicators as defined by the United Nations Statistical Commission. Complete global metadata documentation on all indicators in Goal 13, unless otherwise noted, is provided by the UN Statistics Division.
| SDG Indicator Name | Number of countries that have integrated mitigation, adaptation, impact reduction and early warning into primary, secondary and tertiary curricula |
|---|---|
| SDG Target Addressed | Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning. |
| Definition of SDG Indicator | |
| UN Designated Tier | 3 |
| UN Custodial Agency | UNFCCC, UNESCO-UIS, (Partnering Agencies: UNEP, WHO, WMO, FAO) |
U.S. Metadata
This table provides metadata for the actual indicator available from U.S. statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from U.S. statistics, this table should be consulted for information on national methodology and other US-specific metadata information
| Method of computation for global SDG indicator | |
|---|---|
| Graph Title | Has the US established climate change mitigation, adaption and impact reduction into its primary, secondary, and tertiary educational curricula? |
| Actual indicator available | |
| Description of actual indicator available | |
| Method of computation | Since the United States has a federal education system there is no nationally designated curricula for public or private schools. While schools typically do cover some aspects of climate change science, there is a wide range in the scope and intensity of these curricula across state and local jurisdictions that make curricula decisions. A recent study by the National Center for Climate Change Education and Penn State University (http://people.oregonstate.edu/~schmita2/Outreach/TeacherWS_2016/plutzer16sci.pdf) found that nearly all students were exposed to at least some material on climate change during their school years. Three in four science teachers allocate at least an hour to discussing recent global warming in their formal lesson plans. Most science teachers reported covering the greenhouse effect (66%), the carbon cycle (63%), and four or more observable consequences, such as sea-level rise, or changes in seasonal patterns, like the flowering of plants and animal migrations. About 30% of teachers emphasized that recent global warming “is likely due to natural causes,” and 12% did not emphasize human causes. Of teachers who teach climate change, 31% reported emphasizing both the scientific consensus that recent global warming is due to human activity and that many scientists believe recent increases in temperature are due to natural causes. |
| Comments and limitations | |
| Periodicity | |
| Time Period | Annual |
| Unit of measure | Yes/no |
| Disaggregation #1 (Industry or social categories) | |
| Disaggregation #2 (Geographical coverage) | |
| Date of public data release from National source | |
| Date of last Update of This Page | January 2017 |
| Scheduled Update by National source | |
| Scheduled Update by SDG Team | |
| Data Source1 (Agency STAFF NAME) | Tom Snyder |
| Data Source2 (Staff E-MAIL) | Tom.Snyder@ed.gov |
| Data Source3 (Agency/Survey/Dataset name) | National Center for Education Statistics |
| Indicator web address (closest to data provided) | |
| International and National References |