Report: Education in National Adaptation Plan Processes

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The inclusion of the education sector in the national adaptation plan (NAP) process is critical: the education sector itself is profoundly impacted by climate change, which places the education of millions of children at risk every year. It is also a key foundation for building the adaptive capacity of individuals and communities. 

This synthesis report by the NAP Global Network and Save the Children analyzes the inclusion of the education sector, and children and youth, in NAP processes. The report assesses the inclusion of the education sector in NAP documents from developing countries based on three components of a climate-resilient education system—resilient and safe school infrastructure; school safety and educational continuity; and curricula, pedagogy, and teacher training.  

Methodology

The authors of the report used two approaches to data collection and analysis. The first step was a review of 62 multisectoral NAP documents submitted by developing country to the United Nations Framework Convention on Climate Change’s (UNFCCC) NAP Central as of June 30, 2025. A questionnaire was developed to standardize the data collection process, and reviewers completed this questionnaire in Survey Monkey to capture results of the keyword searches and text analysis. Results were exported into Excel for quantitative and qualitative analysis. Content analysis was also conducted on the 108 approved GCF Readiness proposals from 97 countries that were available on the GCF website as of June 30, 2025, focused on inclusion of education ministries in institutional arrangements and the inclusion of funding for the development of education sector adaptation plans.  

In the second step, case studies of country experiences were developed to complement the findings from the NAP document review.  

Key findings

References to education or educational institutions 

• 98% of NAPs reference education or educational institutions, with “school” and “higher education” being the most frequently referenced levels of education, with less frequent references to “vocational education” and/or “vocational training,” and “early education.”  

Inclusion of the education sector in Impact, Risk and Vulnerability Assessments (IVRA) 

• Less than half (40%) of NAP documents reference the education sector in their IVRA section, highlighting an evidence gap when it comes to understanding the impacts of climate change on the sector. 

Approaches to Education-Related Adaptation Priorities and Actions in NAPs 

• 84% of NAP documents include an education-related priority or action; however, fewer (73%) include one that is specific to children and youth. 

Figure: Components of a climate-resilient education system included in NAP priorities or actions 

• Curriculum change is the most common type of education adaptation priority or action in 71% of NAP documents. NAPs are less likely to include priorities on school infrastructure and educational continuity. 

• Only 3% of NAPs refer to gender and disability inclusion in terms of resilient school infrastructure, and no NAPs include a priority of action that addresses the gendered impacts of school disruption caused by climate shocks.  

Inclusion of children and youth 

• 94% of NAPs mention children and youth, and 55% acknowledge their capacity as agents of change; however, less than a quarter of NAPs (23%) reference their rights. 

Institutional arrangements 

Figure: Percentage of NAPs that identify different roles for the education ministry 

• Although 58% of NAP documents include a role in implementation for the education ministry, there is a significant gap when it comes to engaging the education ministry throughout the NAP process. 

• Very few NAPs (11%) include evidence that the education ministry was consulted in the development of the NAP. This suggests that while education is widely acknowledged as a priority area, the institutions most directly responsible for shaping and implementing education policy are not systematically engaged in the design process of NAPs.  

Finance 

• Even though many NAP documents include an education-related priority or action, only 27% include cost estimates for these priorities or actions. This indicates a significant gap in this key aspect for moving from planning to implementing education adaptation. 

Monitoring, Evaluation and Learning (MEL) in NAP processes 

• About one third of NAP documents (34%) include education-specific indicators. However, there is a significant gap in MEL for education, as 60% of NAPs that include an education priority or action do not include an associated indicator. 

Recommendations

For NAP teams: 

1. Involve and coordinate with the education ministry in NAP processes. 

2. Include the education sector in the IVRA to inform education adaptation priorities and actions.  

3. Strengthen the integration of the education sector in NAP priorities and actions, considering all components of a climate-resilient education system. 

4. Integrate education indicators in MEL systems for adaptation, such as gender- and age-responsive indicators that assess education sector adaptation processes and results. 

5. Ensure education adaptation priorities and actions in NAP processes are costed to address adaptation finance gaps in education. 

6. Facilitate the inclusion of children and youth in all their diversity in the NAP process, recognizing both their unique vulnerability and their capacity as agents of change. 

For education ministries: 

1. Strengthen coordination and collaboration with NAP teams on the development and implementation of education priorities in the NAP process. 

2. Be a strong voice for the education sector on adaptation through engagement and strengthened coordination with a range of actors, including the Local Education Group, the education cluster, teacher unions or representative organizations, and civil society organizations, as well as children and youth themselves. 

3. Ensure alignment between the NAP process and education policies, plans, and budgets. 

For funders: 

1. Prioritize investments in education sector adaptation and leverage co-financing opportunities across climate change, education, humanitarian, and development funds. 

2. Continue to provide funding for capacity building to enable the inclusion of the education sector in NAPs.