C 243/2
EN
Official Journal of the European Union
27.6.2022
3.
Learning for the green transition and sustainable development supports learners of all ages in acquiring the knowledge, skills and attitudes needed to live more sustainably, in changing patterns of consumption and production, in embracing healthier lifestyles and in contributing – both individually and collectively – to a more sustainable economy and society.
It also contributes to building the skills and competences increasingly needed in the labour market.
It promotes understanding of the interconnected global challenges we face, including the climate crisis, environmental degradation and biodiversity loss, all of which have environmental, social, economic and cultural dimensions.
4.
The Sustainable Development Goals of the UN, notably Target 4.7, call for all learners to acquire by 2030 the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development (6).
5.
The Communication on the European Education Area (7), the European Pillar of Social Rights (8), the strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (9) and the Communication on a new ERA for Research and Innovation (10) call for education and training policies and investments to be geared towards inclusive green and digital transitions for future resilience and prosperity.
6.
The key competences, as defined in the European Reference Framework of Key Competences for Lifelong Learning (11), aim to support people across Europe in gaining the knowledge, skills and attitudes needed for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship in a time of rapid and profound change.
7.
The European Skills Agenda (12) announced support for the development of a core, green skills set for the labour market with a view to creating a generation of environment-conscious professionals and green economic operators, integrating environmental and climate considerations into general education, higher education, vocational education and training as well as research.
Europe needs highly competent professionals to support the green transition and to be a world leader in sustainable technologies.
8.
The Council Recommendation on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (13) and the Osnabrück Declaration recognise the VET sector as key for the digital and green transitions.
9.
The European Climate Pact invites individuals, communities and organisations to participate in climate action and building a greener Europe by offering opportunities to learn about climate change, develop and implement solutions, and connect with others to multiply the impact of those solutions.
The Education for Climate Coalition aims to create a community led by students and teachers, together with their schools and networks and other educational actors, to learn from as many relevant experiences as possible, and bridge fragmentation between education sectors, domains and people.
10.
The Digital Education Action Plan (14) provides a vision for high-quality, inclusive and accessible European digital education and training and underscores the importance of digital technologies as powerful enablers for the green transition whilst, at the same time, facilitating a move towards sustainable behaviour in both the development and use of digital products.
(6) (7) (8) (9) (10) (11) (12) (13) (14)
UNESCO, Education for sustainable development: a roadmap, 2020.
COM(2020) 625 final.
OJ C 428, 13.12.2017, p. 10.
OJ C 66, 26.2.2021, p. 1.
COM(2020) 628 final.
Council Recommendation of 22 May 2018 on key competences for lifelong learning, OJ C 189, 4.6.2018, p. 1.
COM(2020) 274 final.
OJ C 417, 2.12.2020, p. 1.
COM(2020) 624 final.