How to strengthen the quality of education to develop agency for climate change? To ensure every child learns and graduates with the knowledge, skills and competencies to be agents of change in all these capacities, all schools should provide quality climate change teaching and learning that includes:

1. Information, not just on the science of climate change, but all information necessary to enable them to act 4 across the transformational continuum, including: ▪ The science of climate change.

▪ The causes of climate change and the intersecting risks that make climate change especially challenging for marginalised children and communities (e.g. the intersecting risks of poverty, gender inequality, economic, civic and political exclusion and climate change).

▪ Consequences of climate change for people, countries and the region. ▪ Evidence of what works to address the causes.

▪ Policies and laws governing environmental rights and responsibilities.

▪ The rights and responsibilities of all, including children, schools, communities, businesses and government agencies to engage in environmentally sustainable practices.

▪ Processes and platforms that are available for participating in the development policies, laws and programmes at school, community, national, regional and global levels.

▪ Platforms and processes for monitoring, reporting and holding role-players accountable.

2. The development of their competencies, capacities and skills to use information for change, including:

▪ Research, analysis and evidence-based writing to support a position.

▪ Evidence based planning and monitoring and documenting changes.

▪ Communicating for change at an individual, policy, and political levels.

▪ Debating skills.

▪ Project management.

▪ Leadership skills.

▪ Advocacy capacity.

▪ Self-confidence.

▪ Computer and technology skills.

▪ Conflict resolution.

3. Application through the identification and integration of opportunities to use information and skills to bring about change into teaching and learning, for example:

▪ Integrating opportunities to make a change into routine subject content and projects, for instance:

o Develop an environmentally sustainable business plan as part of business management studies.

o Develop environmentally friendly infrastructure as a science project.

o As a civic education assignment, draft a submission to government on what a policy should include.

o Draft a submission to the African Union or the United Nations (UN) on government and business compliance with responsibilities.

▪ Enabling the exercise of agency by establishing extra-curricular programmes, such as debating clubs, climate change peer groups or climate change projects.

▪ Including children in school governance and planning for environmentally sustainable policies and practices.