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Summary: Motivation: As governments move in earnest toward a green economy, few countries are considering education policy that can facilitate the development of green skills for such transitions. Where policy discussions are happening, green skills are often conflated with science, technology, engineering, and maths (STEM) skills, with little attention to the breadth of green skills needed to achieve climate justice. Purpose: We present a green skills framework to help support policy stakeholders imagine a continuum of green skills for a just transition. Methods and approach: This article applies a critical feminist lens to understand how green skills have been conceptualized across the gender and adolescence, greening and sustainability, and education fields. It also integrates the perspectives of stakeholders from climate, education, and gender‐focused multilateral, government, and non‐governmental organizations working on green skills. Findings The analysis finds that green skills coalesce around three distinct but overlapping paradigms. The first understands green skills through a technical lens as the specific capacities needed for green jobs. The second and third paradigms understand green skills through a sociological lens, seeking to tackle the behaviours and social structures driving the climate crisis. As such, they centre on cross‐cutting generic capacities and transformative capacities, respectively. Taken together, the article offers a new definition of green skills for policy stakeholders. Policy implications: The three approaches to green skills outlined in this paper constitute the pillars of a new green learning agenda for climate action, climate empowerment, and climate justice. This green learning agenda fills a significant void in both climate policy and education policy, and could help governments address current capacity building needs while setting their populations up for the long‐term social transformations required to achieve a just transition. [ABSTRACT FROM AUTHOR]

Abstract: This paper focuses on community engagement, and particularly the inclusion of women, in water management as a response to climate change. Addressing water-related problems is central to climate change adaptation, and civil society, marginalized populations and women, in particular, must be involved. This is for both moral and pragmatic reasons: not only are the marginalized the first and worst affected by extreme weather events, but they also possess local ecological, social and political knowledge which can inform and contribute significantly to climate change adaptation strategies. Because of their social roles and position worldwide, women are greatly affected by water scarcity and flooding, and tend to be gravely impacted by poor water management, yet they face great difficulties in participating effectively in governance bodies. Sustainable long-term management of water resources in the face of climate change requires the participation of women, who possess knowledge of effective social technologies for coping with and adapting to climate change. Community-based environmental education is therefore required in order to expand the equitable involvement of women in water-related climate change adaptation activities and policy development. Environmental non-governmental organizations worldwide, working on shoestring budgets at the local level, are developing a range of methods to organize, raise consciousness and confidence, and help local activists create successful climate defense programs. This paper discusses South–North initiatives and models for community-based environmental and climate change education which are using the democratic opening provided by watershed-based governance structures to broaden grassroots participation, especially of women, in political processes. We outline the activities and results of two international projects: the Sister Watersheds project, with Brazilian and Canadian partners (2002–2008); and a Climate Change Adaptation in Africa project with partners in Canada, Kenya, Mozambique, and South Africa (2010–2012). [Copyright &y& Elsevier]