new to prepare students to work in those industries.
Authors
Marcia McKenzie
Professor, College of Education, University of Saskatchewan
Emily Eaton
Professor, Department of Geography & Environmental Studies, University of Regina
Kristen Hargis
Postdoctoral Scholar, Educational Foundations, University of Saskatchewan
The , which provides Kindergarten to Grade 12 online education to Saskatchewan students, partnered with , an Alberta-based company to develop the courses. They will include 50 hours of online theory and 50 hours of work placement.
This training will directly benefit oil and gas companies and prepare students for careers in industries that other jurisdictions – – are phasing out.
As global leaders and agencies , Saskatchewan is winding up its partnership with oil and gas in education by joining hands with an industry referred to by the UN Secretary General as “.”
As researchers who have examined sustainability and education, we are concerned that Saskatchewan’s focus on preparing students for careers in oil and gas is not just detrimental for the planet, it’s bad news for students’ future employment prospects.
Instead of training high school students for an industry that the world is transitioning away from, we need education on energy alternatives and ways of addressing climate change impacts.
Phasing out fossil fuels essential
The United Nations Intergovernmental Panel on Climate Change, which gathers climate scientists to synthesize research from around the world, “immediate and rapid action to phase out fossil fuels is essential for curbing climate change.”
This is called for, given that fossil fuels account for of greenhouse gas emissions globally.
In order to limit global warming to 1.5 C, , countries 45 per cent by 2030 and reach net zero by 2050.
and have legislated or adopted policies to reduce greenhouse gas emissions significantly by 2030 and achieve net zero by 2050.
In stark contrast, Saskatchewan has set no goals, such as reducing emissions from electricity production 50 per cent below 2005 levels by 2030. The province’s 2017 vaguely commits to “reduce greenhouse gas emissions, enhance biodiversity and educate the public about the effects of climate change” (italics added).
Relevant climate education needed
Education is indeed key to , but how this is done matters immensely.
A new report from the United Nations Educational, Scientific and Cultural Organization (UNESCO), , highlights how climate change and education are interlinked. Marcia McKenzie, one of the authors of this story, co-authored this report.
Climate change . At the same time, education is also crucial for advancing climate mitigation and adaptation.
Internationally, nations are committing to increasing climate change education, including at the recent where it was “confirmed that education must be transformed to respond to the global climate and environmental crisis.”
The summit saw the formation of a new , which set a goal to double the number of countries with climate education in their curricula.
To take the pulse on countries’ current inclusion of climate change in curricula, , examined the curricula of over 80 countries to assess inclusion of climate change content in their Grade 9 science and social science curricula. McKenzie also co-authored this report, and Kristen Hargis, another author of this story, contributed with research analysis. The study found Canada’s inclusion of climate change content to be lacking in comparison to over 80 countries, particularly within Saskatchewan.
Saskatchewan climate education lacking
While Saskatchewan has foster critical thinking or climate action.
Furthermore, researchers have found that that have an explicit climate science focus and there is constant pressure on teachers to “balance” out climate science with industry perspectives.
The government’s oil and gas course initiative means allowing oil and gas industries to partner on curriculum and teaching resources, and bring fossil fuel-oriented perspectives into the classroom. Oil and gas-sponsored curricula that individuals are both the source of the problem and the most effective locus for action.
This emphasis on individual responsibility shifts accountability away from fossil fuel corporations that are the more significant source of emissions.
Questionable job planning
Research from Clean Energy Canada has indicated that by 2050, .
Meanwhile EcoCanada predicts over the next decade.
Preparing students to work in an industry causing the climate crisis also seems to go against what most students want. A recent found that 56 per cent felt “afraid, sad, anxious and powerless” about climate change. The survey asked participants about their perspectives on climate change, how hopeful they feel about the future in the face of climate change, and whether they think the government is taking enough action, including in education.
To address identified gaps in these areas, many youth around the world are , as well as increased quality climate change education in schools.
School systems need to do more
Here in Canada, 64 per cent school systems should be doing a lot more to educate students on climate change and a renewable future.
This includes furthering the as they will face the climate crisis through their careers and lives. It also means addressing climate justice issues, and recognizing the .
Saskatchewan needs education that would actually prepare students for the economic, social and environmental realities of the future they will face.
Marcia McKenzie receives funding from the Social Sciences and Humanities Research Council of Canada.
Emily Eaton receives funding from Social Sciences and Humanities Research Council of Canada. She is a research associate with the Canadian Centre for Policy Alternatives.
Kristen Hargis does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
