Article / Report

Providing public and private education and support services at any level or for any profession, and governmental and public administration services, including judicial, regulatory, and legislative activities, taxation, defence, public order and safety, immigration services, foreign affairs and the administration of government programmes

Education and Government Services

Integrate principles of circularity into primary, secondary and tertiary curriculum and conduct workplace trainings

 Education and Curriculum

 Develop research, structure knowledge, encourage innovation networks and disseminate findings with integrity


Strengthen and advance knowledge

**Ensure sustainable consumption and production patterns**

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The world is seriously off track in its effort to halve per-capita food waste and losses by 2030.The COVID-19 pandemic has had significant impacts on consumption and production patterns, with disruptions to global supply chains and changes in consumer behaviour. 

Responsible consumption and production must be an integral part of the recovery from the pandemic. 
But the global economy also needs to speed up the decoupling of economic growth from resource use by maximizing the socio-economic benefits of resources while minimizing their negative impacts. 

Reporting on corporate sustainability has tripled since the beginning of the SDG period, but the private sector will need to significantly improve reporting on activities that contribute to the SDGs. 

This primarily entails environmentally sound management of "toxic chemicals" A substantial use of chemicals is essential to meet the social and economic goals of the world community, and these can be used with a high degree of safety when best practices are followed.  Gross chemical contamination, with grave damage to human health, genetic structures reproductive outcomes, and the environment, has been continuing within some of the world's most important industrial areas, and restoration will require major investment as well as the development of new techniques.
Effective control of the generation, storage, treatment, recycling and reuse, transport, recovery and disposal of hazardous wastes is another similar challenge. 
In addition,  solid wastes include all domestic refuse and non-hazardous wastes such as commercial and institutional wastes, street sweepings construction debris, and, in some countries, human wastes. As hazardous waste is frequently intermixed with other waste, this poses particular management challenges.
Finally, this target ensures that radioactive waste is safely managed, transported, stored and disposed of, with a view to protecting human health and the environment. 

To deliver SDG12, it is crucial to implement policies that support the shift to sustainable practices and decouple economic growth from resource use.

Sources: [https://sdgs.un.org/goals/goal12](https://sdgs.un.org/goals/goal12)
[https://sdgs.un.org/topics/chemicals-and-waste](https://sdgs.un.org/topics/chemicals-and-waste)

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12. Responsible consumption and production

Ensure sustainable consumption and production patterns

Narrow strategies reduce material and energy use. Currently, material use is highly inefficient and ineffective; we can deliver similar social outcomes by using much less and phasing out fossil fuels, for example. This doesn’t mean being worse off, but rather focusing on using materials efficiently: think in terms of riding a bike instead of driving a car, eating less meat, and living in a space that suits your needs. Using less is a core tenet of the circular economy—yet currently, the threshold for sustainable consumption, 8 tonnes per person, is being surpassed by 1.5 times. 

Narrow

Industries

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The principles of a circular economy concern designing out waste, regenerating ecosystems and keeping items in use. Decoupling the economy from material flows—improving the rate of resource productivity faster than the economic growth rate—is also a consistent guide. By evolving with the growing number of applications of circular economy principles, and consolidating these strategies across thematic areas, Circle Economy’s Key Elements Framework (KE) renders the elements of the circular economy salient and serves as a basis to derive contextual strategies and interventions. 


The Framework consists of:
- Core Elements: Activities directly handling product or material flows; and uniquely,
- Enabling Elements: those that remove obstacles for core actors.


Key elements of the circular economy

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Circle Economy's framework of strategies and activities that define the circular economy

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**These 17 Goals recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.**

The SDGs build on decades of work by countries and the UN, and especially on the Millennium Declaration adopted in September 2000 at UN Headquarters in New York which let to the elaboration of eight Millennium Development Goals (MDGs) to reduce extreme poverty by 2015.

In 2015, the Paris Agreement was signed. A major blueprint came out of this: The Sustainable Development Goals: 17 overarching goals—and 169 targets—that governments are aiming to meet by 2030. Significant progress has been made in terms of poverty, health and inequality, but there's still a way to go. This is where the circular economy comes in: by circulating resources multiple times, the circular economy tackles issues of scarcity and allows all to access what they need—without overburdening the earth. If it's implemented in a holistic way—affording attention to social considerations and the fair distribution of resources— it also offers a pathway for achieving the SDGs; and the link between the two is ever-growing. To read more about the link between the SDGs and the circular economy, click [here](https://www.circle-economy.com/blogs/how-the-circular-economy-can-help-us-reach-the-sustainable-development-goals).

It is the Division for Sustainable Development Goals (DSDG) in the United Nations Department of Economic and Social Affairs (UNDESA) which provides substantive support and capacity-building for the SDGs and their related thematic issues. TheDSDG plays a key role in the evaluation of UN systemwide implementation of the 2030 Agenda and in advocacy and outreach activities relating to the SDGs. In order to make the 2030 Agenda a reality, broad ownership of the SDGs must translate into a strong commitment by all stakeholders to implement the global goals. DSDG aims to help facilitate this engagement.
Alongside this, the annual High-level Political Forum on Sustainable Development serves as the central UN platform for the follow-up and review of the SDGs.
In addition, the UN Secretary-General presents an annual SDG Progress report, which is developed in cooperation with the UN System, and based on the global indicator framework and data produced by national statistical systems and information collected at the regional level.

To read more information: [https://sdgs.un.org/goals](https://sdgs.un.org/goals)

Sustainable Development Goals (SDGs)

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Based on the work of [Bocken et al. (2016)](https://www.researchgate.net/publication/309699661_Product_design_and_business_model_strategies_for_a_circular_economy), the Four Flows Framework serves as a simple framework for managing resource flows in a circular economy by using less (Narrow), using for longer (Slow), using again (Cycle), and using clean, regenerative materials and energy (Regenerate).

These different principles of circular economy can be applied to our socioeconomic metabolism: we can design stocks like buildings, infrastructure, machinery, and vehicles to be rich resource mines for the future, and design manufactured goods and consumables to be cycled and made regenerative. Furthermore, the focus must also centre on getting more value out of fewer materials. Achieving the aims of a circular economy—minimising material use, regenerating the Earth, and preventing material losses—can be done through these four key strategies mentioned above.

Source: Circle Economy. (2023). *[The circularity gap report 2023](https://www.circularity-gap.world/2023)* (p.22). Amsterdam: Circle Economy. 

Four Flows Framework

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Reading Time:   3 minutesBrazil has announced plans to introduce a national climate curriculum into every school by 2025. This decision, championed by President Luiz Inácio Lula da Silva, marks a significant step forward in the global effort to address the climate crisis through education.The national climate curriculum initiative comes as part of a broader update to Brazil’s National Environmental Education Policy. President da Silva recently signed into law measures that ensure climate change and biodiversity protection will be recognized as key components of environmental education across the country.Marina Silva, Brazil’s Minister of the Environment and Climate Change, emphasized the critical nature of this educational shift. “Educating for the environment is a task of this century,” Silva stated. “Without a national climate curriculum, we will continue to believe that it is possible to live in opposition to ecology.”This move aligns with the ongoing efforts of EARTHDAY.ORG, a global environmental advocacy group that has long promoted the importance of a mandated national climate curriculum. EARTHDAY.ORG President Kathleen Rogers praised Brazil’s decision, noting that it represents a significant victory in their campaign for universal climate education.“EARTHDAY.ORG is delighted with another win on climate education,” Rogers said. “We have been the global driving force behind promoting the importance of teaching climate education for decades. Our tireless work has ignited global interest, and Brazil has heard our call by putting climate education onto their school curriculum.”Brazil’s commitment to climate education is not new. In August 2023, at the Amazon Presidential Summit in Belém do Pará, the country emphasized the importance of environmental education. EARTHDAY.ORG’s Latin American office, based in Brazil, has been actively working to promote universal climate education across the region.The decision to mandate national climate curriculum in schools is expected to have far-reaching implications. Bryce Coon, Director of Climate Education Initiatives at EARTHDAY.ORG, highlighted the economic benefits of climate education. “Climate education gives students critically important skills that will help power the global economy,” Coon explained. “Not just in the future but right now.”EARTHDAY.ORG’s recent report, “Climate Education Vs. The Climate Crisis,” outlines the crucial role that teaching this subject will play in creating a climate-ready workforce. The organization argues that climate education is not just an environmental necessity but also an economic imperative.Their ultimate goal is to see a national climate curriculum included in every K-12 school curriculum worldwide. The organization has even produced an NDC Guide to help countries incorporate climate education into their Nationally Determined Contributions under the Paris Agreement.Brazil’s commitment to environmental protection extends beyond education. The country has reported a 40% reduction in Amazon deforestation and has expanded its renewable energy sources, which now constitute 48% of Brazil’s energy matrix. These efforts, combined with the new education mandate, position Brazil as a leader in climate action.As Brazil prepares to host COP30 of the UNFCCC in Belém in 2025, President Lula da Silva’s climate leadership will be on full display. The decision to implement nationwide climate education by that same year is likely to set a powerful example for other nations attending the conference.EARTHDAY.ORG President Rogers emphasized the urgency of such educational initiatives. “We need to remember that the cavalry isn’t coming. We are the cavalry when it comes to coping with a rapidly changing climate,” she stated. “Climate education is a vitally important part of our arsenal, and Brazil understands that.”In the context of international efforts, Brazil’s national climate curriculum initiative stands out as particularly ambitious. While many countries have incorporated elements of climate education into their curricula, few have mandated it as comprehensively as Brazil. For instance, Italy became the first country to make climate change education compulsory in 2019, but its approach is more integrated into existing subjects rather than a standalone curriculum. New Zealand has also introduced climate change resources for schools, but on a voluntary basis. Brazil’s move to make climate education mandatory across all schools by 2025 puts it at the forefront of global climate education efforts.The economic implications of Brazil’s national climate curriculum mandate are significant. As the global economy shifts towards sustainability, a workforce educated in climate science and green technologies is increasingly valuable. The World Economic Forum predicts that the transition to a green economy could create 24 million new jobs worldwide by 2030. In Brazil specifically, the growth of renewable energy sectors, sustainable agriculture, and eco-tourism could lead to substantial job creation. A study by the International Labour Organization suggests that Brazil could generate up to 1.8 million new jobs in renewables and energy efficiency by 2030.Moreover, climate education is expected to drive innovation in green technologies and sustainable practices. By equipping students with knowledge about climate challenges and potential solutions, Brazil is investing in its future capacity for environmental problem-solving and green entrepreneurship. This could position the country as a hub for climate-related innovation and green technology development in Latin America.Brazil’s pioneering decision to for a national climate curriculum in all schools by 2025 represents a significant milestone in the global fight against climate change. As other nations observe Brazil’s progress, this move could potentially spark a worldwide shift towards prioritizing climate education, equipping future generations with the knowledge and skills needed to address one of the most pressing challenges of our time.

 Brazil takes on international leadership and becomes the first country in the world recognized by UNESCO to commit to including Ocean Literacy in its national curriculum.
In a global context marked by the growing impacts of climate change—extreme rainfall, heatwaves, coastal erosion, and socio-economic and public health challenges—Brazil takes on international leadership and becomes the first country in the world recognized by UNESCO to commit to including Ocean Literacy in its national curriculum (Blue Curriculum), integrated into schools across the country and adapted to regional and local contexts.
This pioneering action responds to the recommendation of the Director-General of UNESCO for all Member States to begin incorporating Ocean Literacy into school curricula by 2025. In Brazil, this unprecedented initiative results from strategic collaboration among the Ministry of Education (MEC), the Ministry of Science, Technology and Innovation (MCTI), UNESCO and its Intergovernmental Oceanographic Commission (UNESCO-IOC), federal universities, local governments, and school networks, establishing a global milestone in environmental, scientific, and civic education.
Ocean Literacy promotes an integrated understanding of the ocean, recognizing it as a climate regulator, an essential source of life, and a catalyst for sustainable solutions to eradicate poverty, promote health, technological innovation, culture, economy, and environmental justice.
International Forum in Brasília launches world’s first Blue Curriculum
As part of the national efforts to consolidate the Blue Curriculum, Brasília will host, on April 9 and 10, 2025, at the CNPq Auditorium, the International Blue Curriculum Forum: International Experiences in Education and Ocean Literacy for Climate Resilience.
The event, preceded by preparatory meetings on April 8, will feature high-level discussions with the presence of the Minister of Science, Technology and Innovation, Luciana Santos, other ministers, federal government authorities, and representatives from state governments leading the implementation of Ocean Literacy and Blue Curriculum actions.
Alongside educators, policymakers, and civil society from various countries, authorities and notable figures will discuss the critical role of education in addressing climate change and promoting an inclusive, sustainable blue economy aligned with the 2030 Agenda and the Paris Agreement.
The official launch of the Blue Curriculum reinforces the crucial role of education in fostering planetary citizenship, grounded in science and social engagement, placing Brazil at the forefront of preparations for the Climate Conference (COP30), to be held in Belém, Pará. It also demonstrates Brazil’s commitment to the Sustainable Development Goals and the United Nations Decade of Ocean Science for Sustainable Development (2021–2030).
Major milestones already achieved by Brazil in Ocean Literacy:

Inclusion of Ocean Literacy in school curricula in 20 municipalities and 4 states (São Paulo, Pernambuco, Ceará, and Pará);
Organization of Regional Blue Curriculum Forums with broad national participation;
Engagement of more than 100,000 students through the Blue School Program;
Active participation of 350 scholarship students and 30 teachers in science clubs and youth leadership projects;
International leadership through the Brazilian Ocean Olympiad (>62,000 students across Brazil), which became international in 2024, involving more than 15 countries.

Key Federal Government initiatives announced during the International Blue Curriculum Forum
During the Forum, the Ministry of Science, Technology and Innovation (MCTI) and the Coordination for the Improvement of Higher Education Personnel (CAPES), part of the Ministry of Education (MEC), will announce major national initiatives related to the Blue Curriculum, totaling investments of over R$ 5 million (approximately US$ 900,000).
The event will mark the official launch of the 2025 National Science and Technology Week, which will center on Ocean Literacy, encouraging dialogue among schools, universities, and civil society on innovation, sustainability, and ocean conservation.
An unprecedented initiative by CAPES/MEC will be presented: specialized training in Ocean Literacy for Sustainable Development, reaching more than 1,000 Brazilian teachers, conducted by a national network of seven federal universities located in Brazil’s coastal regions.
Calls for the 2nd International Ocean Olympiad and the 5th Brazilian Ocean Olympiad will also be announced, aiming to expand student engagement nationally and internationally in activities promoting awareness and education on ocean, climate, and socio-environmental issues. The 2024 edition of the Brazilian Olympiad recorded over 62,000 student participants nationwide.
Finally, highlighting the country’s commitment to gender equity in science, the creation of 10 Ocean Literacy Clubs exclusively for girls will be launched—an innovative initiative with R$ 1 million in funding to strengthen female participation in ocean sciences and youth leadership in sustainability and conservation efforts.
These initiatives reaffirm Brazil’s commitment to mainstreaming and inclusive implementation of Ocean Literacy in education, consolidating the country’s leadership in global sustainability education.
Official Quotes:
Vidar Helgesen
Executive Secretary of the Intergovernmental Oceanographic Commission of UNESCO and Assistant Director-General of UNESCO
“Brazil’s federal launch of the Blue Curriculum represents a major achievement for Brazil and a proud moment for the Intergovernmental Oceanographic Commission. Brazil’s leadership reflects the essence of the vision of the Commission and indeed of the UN Decade for Ocean Science: to bring together governments and the science community in achieving the ‘Ocean We Need for the Future We Want.’ And, as we are all aware, we can only do that through education.”
Francesca Santoro
Senior Programme Officer of UNESCO’s Intergovernmental Oceanographic Commission and Coordinator of the UN Ocean Decade Coordination Office on Connecting People and the Ocean
“Brazil is now a global reference in ocean education. The Blue Curriculum shows that it is possible to turn scientific knowledge into concrete public policy, with the engagement of educators, students, and communities. This is the essence of the Ocean Decade: action based on science and collaboration.”
Ronaldo Christofoletti
Professor at UNIFESP and Co-Chair of the UNESCO Ocean Literacy Expert Group
“The Blue Curriculum is born from the active and diverse voices of Brazilian society. During the regional workshops for the Ocean Decade held in 2020 across all five regions of the country, the inclusion of Ocean Literacy in education was identified as a priority by every group involved. This is, therefore, a direct response to the voice of the people. It brings to life a collective desire to shape citizens who understand the ocean’s importance to Brazil’s present and future and its key importance for climate resilience. At the same time, it is a return to the essence of a country that is, by geography, history, and culture, deeply connected to the sea.”
Luciana Santos
Minister of Science, Technology and Innovation
“Brazil is already showing, with concrete results, how science can transform education and strengthen citizenship. The Ministry of Science, Technology and Innovation has led key actions in Ocean Literacy, such as expanding the Blue School Program—already engaging more than 100,000 students nationwide—the creation of science clubs, the training of ocean youth ambassadors, the internationalization of the Ocean Olympiad, and the articulation of a university network for teacher training. The launch of the Blue Curriculum is not a starting point—it is the consolidation of a living, collective, future-focused process. It is also a gesture of sovereignty and strategic vision: a country that understands the ocean’s importance for climate, biodiversity, and sustainable development is better prepared to face the challenges of the 21st century.”
Camilo Santana
Minister of Education
“The Blue Curriculum marks a historic milestone for Brazilian education. It strengthens and diversifies the National Common Curricular Base by incorporating an essential dimension that was long overlooked: our relationship with the ocean. Brazil is not only a continental country—it is profoundly oceanic. With over 8,000 kilometers of coastline, tens of millions living in coastal areas, and a history, culture, and economy shaped by the sea, integrating Ocean Literacy into curricula means recognizing who we are and preparing our children and youth to understand their role in a world that demands sustainable solutions and integrated knowledge. We are educating a generation to think of Brazil in terms of all its geography, biodiversity, and potential.”
Photo © Maré de Ciência / Rafael Vargas
This article was originally published on UNESCO’s website. 

Brazil

Brazilian Government

<p>Brazil has introduced a groundbreaking national initiative to embed sustainability education—including climate literacy—across all levels of its school curriculum. The effort positions the country as a global leader in using formal education to build environmental awareness and prepare students for a sustainable future.</p>