Although the ocean covers the vast majority of our planet, most of us live on land and have a low awareness of the importance of oceans in our lives. Europe’s territory exhibits large peninsulas and indented coastlines stretching from the Arctic to the Atlantic, including the Baltic Sea, the Mediterranean Sea and the Black Sea. According to the World Economic Forum (WEForum) 1 oceans are responsible for producing more than 50% of the oxygen of the Earth. In addition, and by absorbing huge amounts of heat from the sun, oceans are helping our planet regulate its climate. Even today, the number and type of species that call the ocean their home is unclear while fish is on the menus of billions of people around the globe. Finally and according to OECD2, by 2030 ocean-based industries will employ more than 40 million people worldwide3. The biggest share of those jobs is likely to be in the fisheries sector, followed by tourism. Taking all the above into account, oceans and seas should be seen as a cornerstone of social and economic development, but unfortunately this is far from being the case. European school curricula reflect the general “ocean blindness” of society. By analysing existing curricula to find blue entry points, we aim to support schools and teachers who wish to make ocean literacy more present in their classrooms. The curricula analysed corresponded to primary and compulsory secondary education level, which in most cases covered the ages between 5-6 to 18-19 years old. Particular effort has been made in presenting and taking into account the particularities of each country and the curriculum developments on national level, aiming to provide as accurate and up to date information as possible. In the first section, focus is given to the methodology that has been put together in order to run this exercise, along with information related to the sources of information that have been used, the age ranges that the curriculum analysis focused on and the analytical process that has been followed. In the sections that follow, we present a short summary of the educational systems per country, including the subjects that were of interest to the curriculum analysis, and we identify the entry points for ocean literacy topics. Finally, the Annex presents extensive information on the curriculum analysis subjects that have been used for the respective country and level of education offering insights and details on the topics of common interest.
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