The First Wave
Twenty-five territories.
One commitment to local understanding.
GCCEI’s dated planning selection draws on UNICEF climate-risk material to help frame educational need. Each territory still requires its own evidence, language, partners and practical delivery plan.
A starting point
for serious conversations.
The retained funding roster names 25 First Wave territories. Ghana is the separate founding pilot; Nepal–Hindu Kush Himalaya is the second pilot direction and scientific flagship.
The first five planning priorities are Madagascar, Chad, Somalia, South Sudan and Sudan. Need is one consideration; readiness, access and a credible local partnership must also be established.
UNICEF’s report brings climate-hazard exposure together with children’s vulnerability and the essential services on which they depend. It provides context for the programme.
This is GCCEI’s selection, rather than a UNICEF programme, funding priority or endorsement. The numbers below identify planning entries; they are not a claim to a current official risk ranking.
Consult UNICEF’s reportThe retained 25 · open a territory to read its proposed focus
01Madagascar
Proposed educational focus
Connect biodiversity, soil, water and material cycles with life and earth sciences; connect cyclone exposure and land use with geography.
How do land cover and water movement affect a chosen community, and which observations support that explanation?
Language and curriculum
The plan uses French and Malagasy. Scientific vocabulary needs checking in both languages. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
02Chad
Proposed educational focus
Develop water, drought and resource-use studies through science and geography, with short teacher-led activities that fit the language stream.
How can learners compare water availability and household water use using reliable local information?
Language and curriculum
The plan uses French and Arabic. Both school language streams are retained in the planning allowance. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
03Somalia
Proposed educational focus
Use water availability, drought, coastal environments and household resources as science and social-studies investigations, with accessible language support.
What does available evidence show about water access in a selected locality, and where are the important gaps?
Language and curriculum
The plan uses Somali and Arabic. The Arabic requirement depends on the provider; the English master is also available. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
04South Sudan
Proposed educational focus
Provide an introductory version for P7–P8 and a deeper S1–S4 version linking water, land, health and evidence-based decisions.
How can a class explain the connections between local water, land use and health without overstating the evidence?
Language and curriculum
The plan uses the English master. Local-language explanation and alternative learning pathways need school-level confirmation. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
05Sudan
Proposed educational focus
Offer modular Arabic materials for science and geography, with continuity options suitable for displacement and interrupted school calendars.
What can a short sequence of Arabic lessons teach about water and household resources when learning time is interrupted?
Language and curriculum
The plan uses Arabic. The partner must confirm school continuity and the language support required. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
06Mozambique
Proposed educational focus
Connect floods, coasts, agriculture and energy with geography and science; give learners a clear Portuguese scientific glossary.
How can learners use a local flood or coastal example to connect geography, water and decisions about land?
Language and curriculum
The plan uses Portuguese. Any further local-language explanation must match the participating school. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
07Myanmar
Proposed educational focus
Prepare science and geography activities that can be taught independently, with local-language versions agreed with the actual education provider.
Which environmental question can a selected education provider teach safely through a short, self-contained science activity?
Language and curriculum
The plan uses Burmese. Ethnic-language requirements must be assessed with the actual education provider. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
08Pakistan
Proposed educational focus
Map materials to the chosen province and board; connect floods, water, air quality and energy with science, geography and mathematical evidence.
How do water or air measurements change across places or times, and which comparisons are valid?
Language and curriculum
The plan uses Urdu. The province, examination board and regional-language needs must be confirmed. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
09Niger
Proposed educational focus
Use drought, soil, water and household energy as proposed science and geography links, supported by a local-language explanation strategy.
How can a class connect soil, water availability and household energy through a safe local example?
Language and curriculum
The plan uses French. Arabic remains a candidate for confirmed Franco-Arab settings and is not an active additional allocation. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
10Nigeria
Proposed educational focus
Map against the revised curriculum in use; link pollution and resources to science, geography, practical technology and citizenship learning.
How can learners trace a familiar material from use to its next destination and explain the responsibilities involved?
Language and curriculum
The plan uses the English master. Nigerian-language explanation support must be matched to the selected schools. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
11Central African Republic
Proposed educational focus
Use accessible science, mathematics and geography projects on water, soil, health and local resources, with teacher-led language support.
How can simple water and soil observations support a clear explanation of resource use in a selected community?
Language and curriculum
The plan uses French. Sango explanation support may be required in the selected setting. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
12Democratic Republic of the Congo
Proposed educational focus
Connect material cycles, water, mining impacts and energy to science and geography, using examples centred on evidence and community consequences.
What evidence would help learners explain the relationship between material extraction, water and community consequences?
Language and curriculum
The plan uses French. The province, study option and national or local language support need confirmation. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
13Ethiopia
Proposed educational focus
Provide a middle-school foundation and secondary extensions in scientific reasoning, land, water, energy and the interpretation of social/geographical evidence.
How can students compare land, water or energy information while recording what the evidence cannot establish?
Language and curriculum
The plan uses the English master. This allocation assumes selected English-medium secondary settings; regional-language needs remain to be scoped. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
14Afghanistan
Proposed educational focus
Plan separately with qualified local education partners for boys’ schools and risk-informed alternative learning for excluded girls; curriculum mapping alone cannot solve access.
Which safe learning format would allow the intended learners to study a locally relevant water or resource question?
Language and curriculum
The plan uses Dari and Pashto. Both editions are retained, while the provider and access arrangements remain to be confirmed. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
15Guinea
Proposed educational focus
Connect science and geography with water, soil and resource studies; use the reform’s emphasis on analysis to support observation and evidence-based conclusions.
What can a selected water or soil case teach about observation, comparison and evidence-based conclusions?
Language and curriculum
The plan uses French. The adopted syllabus and any local-language support need partner confirmation. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
16Cambodia
Proposed educational focus
Build on existing curriculum links rather than add a disconnected climate subject: connect flood risk, land use, ecosystems and evidence to current lessons.
How can an existing science or geography lesson use a local land-use or flood example to improve explanation?
Language and curriculum
The plan uses Khmer. The selected grades, teaching stream and science option must be confirmed. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
17Eritrea
Proposed educational focus
Link conservation, water, energy and material cycles with science and social learning; green and science clubs provide possible supporting settings.
How can learners compare water conservation or household energy choices using explicit assumptions?
Language and curriculum
The plan uses the English master. This allocation assumes a selected English-medium setting with community-language explanation as needed. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
18Yemen
Proposed educational focus
Offer Arabic science and geography modules with interrupted-learning options; centre activities on water, household resources, health and evidence.
How can a short Arabic learning sequence explain water and household resources using safe, accessible information?
Language and curriculum
The plan uses Arabic. The actual local-language and continuity support must be agreed. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
19Mali
Proposed educational focus
Use soil, water, agriculture and materials as proposed science/geography links, with low-resource activities and a language plan matched to the school.
How can a soil or agricultural-water example connect measurement, vocabulary and practical reasoning?
Language and curriculum
The plan uses French. National-language, bilingual and madrasa settings require a school-specific language decision. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
20Benin
Proposed educational focus
Connect resource use, coastal and urban environments with proposed science and geography lessons; align practical activities to the chosen technical option where relevant.
How can learners explain a selected urban or coastal resource question through science and geography?
Language and curriculum
The plan uses French. The need for further local-language explanation depends on the selected school. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
21Angola
Proposed educational focus
Use Portuguese resources linking water, cities, land and material conversion to proposed science/geography learning and mathematical measurement.
How can a Portuguese teaching case use measurements to explain water, cities or material use?
Language and curriculum
The plan uses Portuguese. Any further local-language explanation must match the participating school. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
22Mauritania
Proposed educational focus
Map water, energy and resource questions to science, technology and geography-related learning within the statutory common foundation.
How can learners compare water or energy choices when scientific vocabulary crosses Arabic and French?
Language and curriculum
The plan uses Arabic and French. The actual teaching medium may differ by subject, so both language editions remain in the plan. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
23Bangladesh
Proposed educational focus
Link floods, water, textiles/materials and energy with science, geography/social studies, ICT and mathematical data; map separately for each education stream.
How can a local water, textile or material-flow example connect science with mathematical evidence?
Language and curriculum
The plan uses Bengali. This provision assumes a general Bangla-medium setting; other education providers may need different arrangements. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
24Papua New Guinea
Proposed educational focus
Use a grade-based map spanning 7–12; design print and offline science/social-science activities for coastal, island, water and resource contexts.
How can a print or offline activity help learners explain a selected coastal, island or water-resource question?
Language and curriculum
The plan uses the English master. Community-language explanation and print or offline access require local confirmation. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
The source-ranking qualification above remains unresolved for this planning entry.
25India
Proposed educational focus
Select one state/board first. Connect science and social science with materials, water, air quality and energy, using local cases and the appropriate language.
How can a case in a selected Hindi-medium setting connect air, water or materials with the actual school syllabus?
Language and curriculum
The plan uses Hindi. The Hindi edition supports selected Hindi-medium settings; it does not establish national language coverage. The receiving partner must confirm the actual school language and one curriculum pathway before commissioning.
A language is a beginning,
not the whole of a place.
The plan commissions an English master and twelve shared translated editions. Local terminology, teaching practice, access and regional-language needs must be established with receiving educators.
A language listed for a territory does not imply national coverage. Hindi, for example, is planned for suitable Hindi-medium settings in India; it does not provide for all Indian school languages.