ABSTRACT

This chapter discusses how climate change issues and related concepts are dealt with in Singapore's current curriculum. Singapore is used as an example so that the local case can be compared with studies around the world with a view to informing the teaching and learning of climate change in a wider context. Within the formal curriculum, the contents of school textbooks from primary to secondary level have been analyzed in terms of extent and scope. The chapter provides an insight into how CCE is integrated into the different disciplines of the natural sciences, social studies, humanities and civic and moral education. Education is mandatory up to the end of secondary school. Of those who enroll in Primary, about 22" will finally go to a university and qualify with a degree, 40" will go to a polytechnic and qualify with a diploma and another 25" will go to institutes of technical education.