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State-of-the-art scientific evidence shows that our planet is approaching several environmental and climate tipping points faster than previously expected. This means that the international community is facing a rapidly closing window of opportunity to achieve profound transformations across sectors, systems and mindsets to secure a sustainable and liveable future. What is the role of education system in enabling social change at the massive scale and pace needed for climate change mitigation? And what policy levers can they employ to build resilience and adapt to environmental challenges? This paper explores ways to rethink educational approaches in the context of climate change, focussing primarily on school education, while exploring links to other levels of education. It looks specifically at strategies to restructure foundational science education and cross-curricular learning, zooms in on the potential of place-based approaches in empowering learners for action, and concludes by identifying policy levers to increase education system resilience. [ABSTRACT FROM AUTHOR]

Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted. [ABSTRACT FROM AUTHOR]

A continuous distribution of agents that face a piecewise-linear schedule of incentives results in a distribution of responses with mass points located where the slope (kink) or intercept (notch) of the schedule changes. Bunching methods use these mass points to estimate an elasticity parameter, which summarizes agents' responses to incentives. This article introduces the command bunching, which implements new non-parametric and semi-parametric identification methods for estimating elasticities developed by Bertanha et al. (2021). These methods rely on weaker assumptions than currently made in the literature and result in meaningfully different estimates of the elasticity in various contexts. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to present, through a case study, the specific conditions according to which a school library can be founded, developed and can operate in a Greek public elementary school and which ensued from the collaboration between parents and teachers belonging to different educational grades in an indifferent or negative educational and social environment. [ABSTRACT FROM AUTHOR]