L’éducation dans les processus de Plans Nationaux d’Adaptation

The report finds that while 98% of analyzed National Adaptation Plans (NAPs) mention education, there is a significant gap in substantive integration. Only 40% include the education sector in risk and vulnerability assessments, and only 27% provide cost estimates for education-related measures. The analysis highlights a lack of systemic involvement from education ministries during the design phase, with only 11% being consulted, despite the sector's critical role in building community resilience and protecting millions of students from climate-driven disruptions.

• While education is widely mentioned in National Adaptation Plans (NAPs), there is a lack of data-driven integration; 98% of NAPs reference education or educational institutions, but fewer than half (40%) include the education sector in their impact, risk, and vulnerability assessments.
• Most NAPs include education-related priorities, but they often lack specificity regarding children and youth. While 84% of NAPs have an education-related priority, only 73% specifically target the preschool to secondary levels or explicitly name children and youth as beneficiaries.
• Adaptation measures in NAPs are unevenly distributed across the components of a resilient education system. Curriculum modification is the most common priority (71%), whereas school infrastructure (34%) and teaching continuity and school safety (26%) are significantly less prioritized. Only 16% of NAPs cover all three identified components of a climate-resilient education system.
• There is a critical disconnect between the recognition of education as a priority and the involvement of education ministries in the NAP process. Only 11% of education ministries were consulted during NAP development, and they are rarely assigned roles in coordination mechanisms or monitoring, evaluation, and learning (MEL) systems, despite 58% being included in implementation roles.
• A significant financing gap exists for education adaptation; only 27% of NAPs that include education-related priorities also provide associated cost estimates, hindering the transition from planning to implementation.
• NAPs frequently mention children and youth, with 94% mentioning them and 55% recognizing them as agents of change, yet only 23% reference their rights.

APA

Merryweather, J., & Pham, C. (2025). L’éducation dans les processus de Plans Nationaux d’Adaptation. NAP Global Network. https://napglobalnetwork.org/wp-content/uploads/2026/02/education-nap-processes-FR.pdf

Chicago

Merryweather, Jennifer, and Chi Pham. L’éducation dans les processus de Plans Nationaux d’Adaptation. NAP Global Network, 2025. https://napglobalnetwork.org/wp-content/uploads/2026/02/education-nap-processes-FR.pdf.

Wikipedia

{{cite report |last1=Merryweather |first1=Jennifer |last2=Pham |first2=Chi |title=L’éducation dans les processus de Plans Nationaux d’Adaptation |publisher=NAP Global Network |date=November 2025 |url=https://napglobalnetwork.org/wp-content/uploads/2026/02/education-nap-processes-FR.pdf |access-date=23 October 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{merryweather2025lducation, author = {Merryweather, Jennifer and Pham, Chi}, title = {{L’éducation dans les processus de Plans Nationaux d’Adaptation}}, institution = {NAP Global Network}, year = {2025}, month = nov, url = {https://napglobalnetwork.org/wp-content/uploads/2026/02/education-nap-processes-FR.pdf}, urldate = {2026-10-23}, note = {Indexed by Climate Insights Directory} }