[{"data":1,"prerenderedAt":86},["ShallowReactive",2],{"activity-en-11.1":3,"sector-for-en-11.1":62},{"id":4,"title":5,"activityCode":6,"activityType":7,"body":8,"description":47,"dnsh":48,"extension":50,"meta":51,"naceCodes":52,"navigation":54,"path":55,"sector":56,"seo":57,"stem":58,"substantialContribution":59,"__hash__":61},"activities_en\u002Fen\u002Fsectors\u002Feducation\u002Factivities\u002F11-1-education.md","Education","11.1","enabling",{"type":9,"value":10,"toc":40},"minimark",[11,16,20,23,26,30,33,37],[12,13,15],"h2",{"id":14},"substantial-contribution-to-climate-change-mitigation","Substantial Contribution to Climate Change Mitigation",[17,18,19],"p",{},"As an enabling activity, the educational programme must directly develop knowledge, skills and competencies that enable learners to contribute to climate change mitigation in their professional or civic roles. Qualifying programmes include vocational training in renewable energy technologies, energy efficiency, sustainable construction, sustainable agriculture and forestry, circular economy practices, and low-carbon transport systems.",[17,21,22],{},"The curriculum must be aligned with current climate science and EU climate policy objectives. Learning outcomes must include measurable competencies related to understanding climate systems, applying mitigation technologies, or implementing sustainability practices. The education provider must review and update climate-related curriculum content at least every three years to reflect advances in technology and policy.",[17,24,25],{},"The activity must not promote or normalise high-carbon practices. Educational materials must not contain content that contradicts established climate science or delays the transition to a climate-neutral economy.",[12,27,29],{"id":28},"substantial-contribution-to-climate-change-adaptation","Substantial Contribution to Climate Change Adaptation",[17,31,32],{},"Where education addresses adaptation, programmes must develop competencies in climate risk assessment, adaptation planning, resilience engineering, nature-based solutions, or climate-informed decision-making. The curriculum must be grounded in IPCC assessment reports and the European Climate Adaptation Strategy.",[12,34,36],{"id":35},"dnsh-climate-change-adaptation","DNSH: Climate Change Adaptation",[17,38,39],{},"Educational facilities must be assessed for physical climate risks per Appendix A. Buildings used for education must incorporate appropriate adaptation measures, including thermal comfort management, flood resilience, and emergency preparedness for climate-related events.",{"title":41,"searchDepth":42,"depth":42,"links":43},"",2,[44,45,46],{"id":14,"depth":42,"text":15},{"id":28,"depth":42,"text":29},{"id":35,"depth":42,"text":36},"Educational activities that enable climate change mitigation and adaptation through training, skills development and awareness building.",[49],"cca","md",{},[53],"P85",true,"\u002Fen\u002Fsectors\u002Feducation\u002Factivities\u002F11-1-education","education",{"title":5,"description":47},"en\u002Fsectors\u002Feducation\u002Factivities\u002F11-1-education",[60,49],"ccm","PpeCr7llq0IfFh4_Wzcsslf2M1_AAI2D-qTVjbM6rHI",{"id":63,"title":5,"activityCount":42,"body":64,"description":77,"extension":50,"icon":78,"meta":79,"naceCodeRange":53,"navigation":54,"objectives":80,"path":81,"sectorNumber":82,"seo":83,"stem":84,"__hash__":85},"sectors_en\u002Fen\u002Fsectors\u002Feducation.md",{"type":9,"value":65,"toc":75},[66,69,72],[17,67,68],{},"Education is recognised in the EU Taxonomy as an enabling sector that builds the human capital needed for the green transition. A skilled workforce is essential for deploying low-carbon technologies, conducting climate risk assessments, and implementing adaptation solutions across every sector of the economy.",[17,70,71],{},"The two eligible activities cover vocational training and higher education programmes focused on environmental sustainability, climate science, renewable energy engineering, and related disciplines. These activities are classified as enabling because they equip professionals with the knowledge and competencies required by Taxonomy-aligned activities in other sectors.",[17,73,74],{},"Technical screening criteria require educational institutions to demonstrate that their programmes deliver measurable skills aligned with green economy needs. Curricula must be regularly updated to reflect evolving Taxonomy requirements, new technologies, and emerging climate science. Institutions must also track graduate outcomes to verify that training translates into professional capacity for climate mitigation and adaptation.",{"title":41,"searchDepth":42,"depth":42,"links":76},[],"Educational programmes and training activities building capacity for the green transition workforce.","lucide:graduation-cap",{},[60,49],"\u002Fen\u002Fsectors\u002Feducation",11,{"title":5,"description":77},"en\u002Fsectors\u002Feducation","NphXdS6DfZs7NPXuV6NIvoVM35jqNY81lIg4eifh-Yo",1775591372642]