Speaking at the high-level plenary session, the Deputy Minister outlined Turkmenistan’s fundamental position: the education system is viewed not as an auxiliary sector, but as a key link in implementing the climate agenda. Atayev emphasized that the transition to nature-based technologies and emission reductions should be accompanied by economic growth, not in conflict with it.

Regarding specific steps, the deputy minister reported that, following recommendations from the ILO and the European Training Foundation, the country’s universities have conducted an assessment of skills in demand in the context of the green transformation. Based on this assessment, an atlas of future professions was compiled, covering 156 specialties across 11 economic sectors. The qualification requirements for most of these include competencies related to climate and environmental issues.

At the school level, a “climate box” was distributed to all schools across the country back in 2019 with UNDP support. In 2022, teaching materials were developed for five academic subjects, enabling teachers to integrate climate change into their teaching. In 2025, with the support of UNICEF, similar materials were prepared for preschools.

Speaking about the regional dimension of the climate agenda, Atayev particularly noted the initiative of the President of Turkmenistan to establish a climate technology center, announced during the plenary session, and pointed out its relevance in the context of long-term climate planning and the implementation of NDC goals.

Google machine translated