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Opportunities and Challenges of Mainstreaming Climate

Change into Agriculture and Natural Resource Education in

Africa

James B. Kung’u1, Aissetou D. Yaye2 and August B. Temu3

1Department of Environmental Sciences, Kenyatta University, Kenya.2ANAFE, 3World Agroforestry

Centre (ICRAF), Nairobi, Kenya

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Introduction

Climate change is one of the most significant challenges of our time.

It is adversely affecting practically all economic sectors.

Africa is highly vulnerable to climate change. Visible impacts have been noticed on different

sectors like water, biodiversity, agriculture, health and vulnerable ecosystems.

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Many countries are experiencing a number of adverse climatic hazards including dry spells, seasonal droughts, intense rainfall, riverine floods and flush floods.

Climate change has become a pressing poverty issue and could hinder the achievement of the MDGs in many countries.

Managing climate change requires scaling up efforts on adaptation and low carbon development.

Addressing climate change requires the urgent formulation of comprehensive and effective education policies.

Do African countries have the information they need to do this?

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There is a need for students to be well versed with the challenges posed by climate change.

Students need also to understand the implications of climate change on economic development and international trade.

Educating students on climate change will help to shape and sustain future policy-making.

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Education, training and Public Awareness on Climate change

Article 6 of the UNFCCC, on “Education, training and Public Awareness”, requires Parties to:

Promote and facilitate at the national and, as appropriate, sub-regional and regional levels, and in accordance with national laws and regulations, and within their respective capacities: -

The development and implementation of educational and public awareness programs on climate change and its effects;

Public access to information on climate change and its effects;

Public participation in addressing climate change and its effects and developing adequate responses; and

Training of scientific, technical and managerial personnel.

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Role of Education Education can be described as the process of preparing an

individual to become a functional and acceptable member of society.

There is a strong positive correlation between levels of education and economic development in a country.

Good education therefore can provide solutions to challenges of climate change.

Education can play a critical role in preparing and providing the leadership to meet the challenges of climate change and it can stimulate sustainable development.

Right education in agriculture and natural resource management (NRM) in particular is well placed to contribute to mitigation and adaptation to climate change.

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Current challenges on education in climate change in Africa. There are gaps in knowledge on mitigation and adaptation

strategies on climate change. The existing knowledge is fragmented and difficult to access

in many African institutions. It is difficult to assess quality research findings/ information on

climate change for many African education institutions. There are confusing/conflicting research findings that are

being disseminated on climate change. Declining funding, deteriorating infrastructure, civil disorder,

and massive expansion of students enrolment at all levels. Poor staffing of institutions to meet the desired curriculum

coverage.

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Enormous loss through emigration of talented faculty to other continents (brain drain).

It is estimated that 23,000 qualified academic professionals emigrate from Africa each year in search of better working conditions.

In most cases the farming community is not involved in the design and delivery of agricultural curricula.

There is absence of Private Sector involvement in the design and delivery of agricultural curricula

Climate change is not addressed meaningfully in the formal school and college curricula

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Way Forward African educators must take a leading role in assessing

what needs to be done in educational institutions They must make a significant contribution to providing

solutions to the challenges posed by climate change. The educators must provide: information on climate

change challenges; explore methods of mainstreaming climate change knowledge into agricultural education; and identify recommendations on effective policies, institutions and capacity building.

National and International Research institutions must share their findings with education sector.

Partnership between education and research institutions must be built and strengthened.

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Climate change need to be Integrated into the development agenda, across all sectors and all levels of government to ensure development policies does not undermine, but reinforce one another.

Need to review current curricula at all levels to capture the aspects of climate change.

Climate change curricula can be handled as a separate subject or infused and integrated into other subjects.

Need to develop and domesticate teaching and learning materials.

Need for concrete scientific data based on African experiences to be infused into the curricula.

Need to develop a Web Portal on climate change in Africa for easy access of information.

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Society-Poverty alleviation- Economic growth

- Mitigation strategies-Adaptation strategies

Education-Curriculum content-Teaching materials

- Institutional innovation

Research

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Conclusion Climate change has not been addressed meaningfully in

the formal school and college curricula in Africa. There is need to carry out a training needs assessments

on climate change for different education levels. There is need to revise and develop curricula for

schools and colleges that incorporate climate change issues.

Need to develop localised learning materials in both hand and soft copies e.g. posters, handbooks, CDs, DVDs, etc for use by students at different education levels.

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Conclusion Need for research institutes to share their research

findings with education sector. Need to develop climate change training modules for

teachers and tutors, and for other sectors such as agriculture, industry, forestry, health, water, industries etc.

Urgent need to integrate climate change into the curricula whether as a full-fledged course or as a component within other courses.

The graduates need to have a full grasp of the science of climate change and its implications on the livelihoods of the communities.

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AHSANTE SANA