A REPORT: UNESCO EXPERTS MEETING ON CLIMATE CHANGE EDUCATION

2011

Vilimaka Foliaki

School of Education, USP

10/18/2011

UNESCO Experts Meeting on Climate Change

Education for Sustainable Development in Small

Island Developing States (SIDS)

21 – 23 September 2011, Nassau, The Commonwealth of the Bahamas

2 A Report to the Faculty of Arts, Law and Education, The

Suva, Fiji.| School of Education, USP

T O T H E F A C U L T Y O F A R

T H E U N I V E R S I T Y O F T H

UNESCO EXPERT MEETING ON CLIMATE

SUSTAINABLE DEVELOPMENT

ISLAND DEVELOPING ST

21

NASSAU, THE COMMONWE

We all recognise that teachers are the best channels of knowledge in our

world and therefore, we must equip them with the knowledge and

confidence to lead in this global mission to educate our citizen

their lifestyles and their unchecked desires for comfort have made our

planet vulnerable.

(Hon. Desmond Bannister, Minister of Education of The Bahamas, 2011)

Introduction

General

The UNESCO Experts Meeting on

and Adaptation in Small Island Developing States (SIDS) was held

in Nassau, The Commonwealth of the Bahamas. This three

A Report to the Faculty of Arts, Law and Education, The University of the South Pacific,


A R E P O R T T O T H E F A C U L T Y O F A R T S , L A W A N D E D U C A T I O

T H E U N I V E R S I T Y O F T H E S O U T H P A C I F I C

EETING ON CLIMATE CHANGE EDUCATION FOR

EVELOPMENT AND ADAPTATION IN SM

ISLAND DEVELOPING STATES (SIDS)

21-23 SEPTEMBER 2011

NASSAU, THE COMMONWEALTH OF THE BAHAMAS


world and therefore, we must equip them with the knowledge and

confidence to lead in this global mission to educate our citizens about how



Meeting on Climate Change Education for Sustainable Development

and Adaptation in Small Island Developing States (SIDS) was held from 21 to 23 September

The Commonwealth of the Bahamas. This three-day international conference

University of the South Pacific,

T S , L A W A N D E D U C A T I O N ,

E S O U T H P A C I F I C

DUCATION FOR

AND ADAPTATION IN SMALL

ALTH OF THE BAHAMAS


s about how



Sustainable Development

from 21 to 23 September

day international conference



was organised by UNESCO’s section for Education for Sustain

collaborative support from the Governments of Japan, Denmark

Opening remarks were delivered

of the Commonwealth of the Bahamas. Other notable and distinguished

spoke during the opening session include

General Conference of UNESCO,

Natural Sciences at UNESCO. The infamous

video greeting.

Participants

In attendance, however, were 76

scientists, educators, curriculum developers, teachers,

development agencies, educational networks and civil society

(New Zealand), Live and Learn

(Samoa), Caritas (Kiribati), Pacific Resources for Education and Learning

Ministry of Education of the Cook Islands.

Rationale

Climate change is the result of decades of

even though the contribution of SIDS to climate change

hardest hit by the high costs of

Climate change is a serious threat not only to the economic viability of SIDS, but also to

their cultural survival and territorial integrity.

characteristics of SIDS make them highly vulnerable to climate change with more

and severity than anywhere else in the world.

Education is seen as an area which can enhance the capacity of populations, SIDS in

particular, to cope with the challenges that are brought about by climate change.

purpose of the conference was



UNESCO’s section for Education for Sustainable Development, with

collaborative support from the Governments of Japan, Denmark, and The Bahamas.

delivered by Hon T. Desmond Bannister, the Minister of Education

of the Commonwealth of the Bahamas. Other notable and distinguished guests who also

spoke during the opening session include H.E. Dr. Davidson Hepburn, ODE, President of the

General Conference of UNESCO, Ms. Gretchen Kalonji the Assistant-Director

he infamous Hollywood actor Forest Whittaker

were 76 participants from 29 countries. There were climate

curriculum developers, teachers, and representatives of multilateral

educational networks and civil society. The majority were from

SIDS in the Indian Ocean, the Pacific

Ocean, and the Caribbean

representing a multidisciplinary

diverse group of stakeholders.

There were also participants

different government ministrie

the Bahamas as well as

organising countries

Denmark.

The delegates from the Pacific

include representatives from the

University of the South Pacific

University of Waikato

Zealand), University of Auckland

(Fiji), South Pacific Regional Environmental Program

Pacific Resources for Education and Learning (Hawaii),

of the Cook Islands.

decades of unsustainable use of the Earth’s resources.

ibution of SIDS to climate change may be insignificant, they are the

high costs of sea-level rise, droughts, floods and tropical cyclones.


their cultural survival and territorial integrity. The geographical and economical

characteristics of SIDS make them highly vulnerable to climate change with more

and severity than anywhere else in the world.


particular, to cope with the challenges that are brought about by climate change.

as therefore to develop a roadmap to promoting education as


able Development, with

and The Bahamas.

Hon T. Desmond Bannister, the Minister of Education

guests who also

H.E. Dr. Davidson Hepburn, ODE, President of the

Director-General,

Whittaker also sent a

There were climate

representatives of multilateral

majority were from

SIDS in the Indian Ocean, the Pacific

Ocean, and the Caribbean,

representing a multidisciplinary

diverse group of stakeholders.

participants from

different government ministries in

as well as other the

organising countries Japan and

The delegates from the Pacific

include representatives from the

University of the South Pacific (Fiji),

University of Waikato (New

University of Auckland

South Pacific Regional Environmental Program

(Hawaii), and the

unsustainable use of the Earth’s resources. And

insignificant, they are the

droughts, floods and tropical cyclones.


The geographical and economical

characteristics of SIDS make them highly vulnerable to climate change with more urgency


particular, to cope with the challenges that are brought about by climate change. A general

to develop a roadmap to promoting education as



an important means to enhancing adaptation to climate change in the context of

sustainable development. Such roadmap with accompanying

as UNESCO’s contribution to three

1. 17th Conference of the Parties to the UN Framework Convention on Climate Change

in December 2011,

2. Rio+ 20 Conference in June 2012, and

3. End-of-Decade Conference of the UN Decade of Education for Sustainable

Development in Japan 2014.

The above events will then set the stage for the remainder of the UN Decade of

for Sustainable Development (2005

Nature of conference

The conference consisted mainly of presentations and critical discussions of research and

concept papers structured around four thematic areas of climate change education for

adaptation in SIDS:

1. Target the most affected and

vulnerable;

2. Draw from a variety of

knowledge sources;

3. Prepare for disaster;

4. Heritage sites as learning sites.

On the evening of Thursday 22

September, the participants were also

invited to a public lecture at the College

of the Bahamas in which high-profile government officers spoke on

implication for the Commonwealth of the Bahamas.

My area of interest: Using ICT to enhance adaptive capacity to Climate change

Major challenges to effective climate change adaptation

among many, 1) ineffective dissemination of

networking, organisation, and collaboration between stakeholders.

A paper which I presented at th

1. Information and communication technologies (ICTs), social media in particular,

the potential to enhance the capacity of SIDS to adapt to climate change.

2. Our ability to adapt to climate change

as a social group.

ICT is widely used around the world

trends. In the area of natural disaster, ICT

and preparedness. It is also being

improve communication and relationships




sustainable development. Such roadmap with accompanying recommendations will serve

three future conferences:

17th Conference of the Parties to the UN Framework Convention on Climate Change

Rio+ 20 Conference in June 2012, and

Decade Conference of the UN Decade of Education for Sustainable

Development in Japan 2014.

set the stage for the remainder of the UN Decade of

stainable Development (2005-2014).

conference consisted mainly of presentations and critical discussions of research and


Target the most affected and

Heritage sites as learning sites.

On the evening of Thursday 22nd

September, the participants were also

invited to a public lecture at the College

profile government officers spoke on Climate Change and its

implication for the Commonwealth of the Bahamas.

Using ICT to enhance adaptive capacity to Climate change

Major challenges to effective climate change adaptation (and mitigation) initiatives include,

among many, 1) ineffective dissemination of climate change information, and 2

networking, organisation, and collaboration between stakeholders.

at this conference put forward two main ideas:

Information and communication technologies (ICTs), social media in particular,

enhance the capacity of SIDS to adapt to climate change.

to climate change is determined by our ability to act collectively

is widely used around the world to improve the understanding of climate change

. In the area of natural disaster, ICT has provided new tools that improve planning

also being used to facilitate the exchange of resources

relationships within networks or communities of people.



recommendations will serve

17th Conference of the Parties to the UN Framework Convention on Climate Change

Decade Conference of the UN Decade of Education for Sustainable

set the stage for the remainder of the UN Decade of Education

conference consisted mainly of presentations and critical discussions of research and


imate Change and its

Using ICT to enhance adaptive capacity to Climate change

initiatives include,

information, and 2) ineffective

Information and communication technologies (ICTs), social media in particular, has

enhance the capacity of SIDS to adapt to climate change.

is determined by our ability to act collectively

improve the understanding of climate change

has provided new tools that improve planning

the exchange of resources and to

communities of people.

5 A Report to the Faculty of Arts, Law and Education, The University of the South Pacific,


Many web-based ICT tools such as Web 2.0 tools are free and interactive. As long as people

have access to the internet, these tools, such as social networks, have the potential to

enhance social capital by improving communication, building trust, and opening up

opportunities for sharing.

Adaptation to climate change impinges on people’s comfort. People are expected to make

sacrifices and compromises when climate change adaptation initiatives are implemented. It

is only within a culture of trust and reciprocity that we expect individuals to make

responsible choices for the common good. ICT, Web 2.0 in particular, have the potential to

build effective collective adaptation to climate change.

The Recommendations

Based on the issues raised and discussed in the conference, the participants drafted

recommendations for consideration and adoption by all stakeholders engaged in climate

change education for sustainable development and adaptation in SIDS.

These highlight the need to:

1. Take into account the interdisciplinary nature of Climate Change Education for

Sustainable Development (CCESD), which is an integral part of Education for Sustainable

Development (ESD). CCESD should be integrated across curricula at all levels to ensure

learning across the life-cycle. It should encompass formal, non-formal and informal

education. A holistic approach to CCESD must recognize the complexities of climate

change, addressing – and drawing upon – a range of disciplines and areas of expertise,

including climate science, policy, law, ethics, sociology, economics and culture, and aim for

the more effective and inclusive sharing of such knowledge. It must be guided by

considerations of equity and the impact of climate change on society.

2. Link the local and global perspectives. To be effective and relevant to the learner, CCESD

should be contextualized and linked to local phenomena and issues by covering topics

such as food security, water resources, gender equality, and human security in pursuing

livelihoods of choice. This local focus must be linked to the global perspective, creating

an understanding of the causes and ethical implications of climate change at the

global level.

3. Build teachers’ and educators’ capacities to deliver accurate information, integrate

local content, and promote critical thinking about and take action on climate change

mitigation and adaptation. Promote the reform of teacher education institutions while

ensuring the immediate delivery of community-oriented in-service training and mentoring

for teachers to gain confidence in teaching CCESD content.

4. Further encourage the development of pedagogies that support quality education,

with special emphasis on the development of knowledge, skills, values and competencies

required to mitigate and adapt to climate change in SIDS, including quality mathematics

and science education. This will require replacing traditional, rote-learning methodologies

with problem-solving, inquiry-based and future-oriented learning anchored in the



local community, enhancing the quality of mathematics and science education as well as

greening technical and vocational education and training.

5. Adjust educational planning to climate change, taking into account the impacts of climate

change on migration patterns and school enrolment, infrastructure maintenance and

personnel, as well as disaster risk management. This will require a comprehensive analysis

of risks, vulnerabilities and opportunities for the integration of CCESD across the education

system, that is, in policies and legislation; education sector plans and budgets; curricula

and examinations; teacher education; school infrastructure and facilities; learning

environments; and school governance and management. This requires capacity-building

activities for policy-makers, educational planners, and school governors and managers.

6. Involve learners and communities, as well as teachers and educators, in the planning

and design of educational programmes and activities. It is essential that learners,

whether in the formal, non-formal or informal context, take ownership of their adaptation

and mitigation measures. Learners, along with parents and the wider community, must be

involved in educational planning, including curriculum development.

7. Link and where possible integrate education for disaster risk reduction and climate

change education. The preparations and actions for disaster risk reduction are closely

related to those needed for climate change adaptation. Establishing this linkage in

educational policies and programmes will also allow for the demonstration of the urgency

and direct impacts of climate change on SIDS.

8. Link CCESD to the arts and culture. The arts, whether photography, music, dance,

painting, poetry, video production or other forms of expression, have proven to be an

effective means through which to engage SIDS populations on climate change issues.

9. Support the maintenance of healthy ecosystems. The degradation of ecosystems and

the services they provide caused by land use change and resource exploitation is

contributing to increasing the vulnerability of SIDS to climate change. Improving natural

resource management and raising awareness about ecosystem services are an integral part

of building resilience to climate change.

10. Support peace-building and peace-keeping, and prepare learners and educators to cope

with forced migration and other potential threats to human security posed by climate

change.

11. Learn from local and indigenous knowledge and respect other systems of knowledge

and values. Educational programmes should be built upon an in-depth understanding of

the learners’ knowledge, creativity, experience and perceptions. Learning should be based

not only on science but also on contributions from local and indigenous knowledge

systems, value systems and languages. Establishing this integration is essential in many

SIDS. Among Polynesian and other Pacific peoples, the relationship of people, land, sea,

ancestors and the spiritual realm constitutes the very basis for understanding

environmental change and its impact on society. Where appropriate, CCESD should be



pursued in cooperation with organizations and groups that exercise a key influence on

SIDS societies’ values and norms, such as faith-based organizations and community elders.

12. Tailor education programmes and public awareness campaigns to the human rights

and unique needs of different learner groups. Different learner groups have different

information needs. Children and adults understand and react differently to the learning

experience. Likewise, communication and education strategies must take account of

learners’ languages, gender, cultures and their relative positions within society.

Throughout, respect for every learner’s human rights is imperative.

13. Reach and empower the most vulnerable. The most vulnerable to climate change are

those facing the greatest difficulty accessing information and education. These include

children and adults, especially girls, women and those with disabilities, those from poor

families, indigenous groups, ethnic minorities and communities living in particularly

vulnerable locations such as coastlines. In Pacific SIDS, the engagement of vulnerable and

marginalized groups has been achieved through partnership arrangements between NGOs

and Ministries of Education, where NGOs address ESD and CCESD needs in remote and

marginalized communities and in informal contexts.

14. Diversify climate change communication. The use of information and communication

technologies (ICT), especially social media and mobile phones, represents a powerful

resource for CCESD, enabling active exchange and networking among SIDS learners and

educators at the local, regional and global levels. The use of such resources should be

complemented by a concerted effort to utilize other means to reach populations without

internet access, who are often among the most vulnerable to climate change.

15. Link education and research. The nexus between education and scientific research is a

powerful domain with the potential to empower SIDS communities. Cooperation between

the educational and research communities should be further developed, with an

emphasis on active engagement of schools and communities in the research

endeavour – for example through their participation in data collection. This can be

achieved through the design and promotion of educational programmes through which

learners experience their local social and natural environments first-hand, collecting data,

analyzing and sharing their findings – and taking action to address problems identified.

This will lead to a better appreciation of the environment among learners and researchers

alike, generate essential local data, and link the research and education agendas. However,

this will require long-term efforts that go beyond the standard project cycle. UNESCO

World Heritage sites have the potential to serve as places of learning and research on the

environmental and socio-cultural aspects of climate change and adaptation in SIDS.

16. Encourage the development of common research agendas for SIDS, including the

identification of areas where schools and communities can contribute through

participation in research in their communities and out-of-classroom project activities. The

leading role of SIDS in climate change research may benefit from the potential of SIDS to

serve as living laboratories for long-term climate studies. For example, the Bahamian blue

holes - marine sinkholes up to 200 metres deep - represent a unique and largely unknown



geological, paleontological and archaeological record of climate and sea level variations

over long periods of time.

17. Support intra- and inter-regional SIDS-SIDS cooperation. Although SIDS regions and

sub-regions are very diverse, they share a particular vulnerability to climate change and

face similar adaptation constraints and opportunities. Encourage cooperation between

SIDS and other countries that are and will be seriously affected by climate change.

Sharing and exchanging knowledge, good practices and information among SIDS education

and research communities has the potential to promote partnerships, and inform and

advance CCESD as well as the research agenda. Make use of existing networks and SIDS

knowledge management platforms like SIDSnet, Islands Communication Network and the

University Consortium of Small Island States (UCSIS) for these purposes.

18. Adopt a system-wide approach. Engage with sectors other than education, including the

private sector, and develop a cross-sectoral approach to CCESD to create awareness about

the benefits of addressing and incorporating CCESD into regional and national climate

change plans and policies and poverty reduction strategies. Build regional and national

capacity for the integration of education in SIDS climate change mitigation and adaptation

strategies.

19. Ensure that adaptation funds are made available to support CCESD, which represents an

important strategic dimension of climate change adaptation efforts in SIDS.

20. Advocate for Climate Change Education in SIDS and mainstream CCESD in

international mechanisms and processes such as the United Nations Framework

Convention on Climate Change (UNFCCC) Article 6 and the United Nations Conference on

Sustainable Development (UNCSD), particularly its meeting in 2012 in Rio de Janeiro, as

well as the wider global development and education agendas such as the UNESCO-led

United Nations Decade of Education for Sustainable Development (DESD), the drive for

Education for All (EFA), the United Nations Literacy Decade (UNLD), and the Millennium

Development Goals (MDGs). Ensure that CCESD activities continue after the end of the

DESD in 2014. Create synergies with the outreach programmes of other major multilateral

environmental agreements such as the Communication, Education and Public Awareness

(CEPA) Work Programme of the Convention on Biological Diversity (CBD).

Conclusion

I would like to reiterate a message which is quoted at the beginning of this report:

We all recognise that teachers are the best channels of knowledge in our world

and therefore, we must equip them with the knowledge and confidence to lead in

this global mission to educate our citizens about how their lifestyles and their

unchecked desires for comfort have made our planet vulnerable.




Climate change is a phenomenon with multifaceted nature. We cannot continue to risk the

future of our people by continuing to perceive climate change the way we use to perceive it.

Our curricula need to be reinvigorated with new knowledge drawn from diverse sources.

The potentials of areas such as ICT, culture, indigenous knowledge systems, peace

education, advocacy and networking need to be further explored. For our people to

continue living in our islands, SIDS need a new generation with new human capability to

adapt and be resilient to climate change. Our teacher education programs, both content and

pedagogy must assist in building this much needed human capability.

As teacher educators, we must find new ways to teach and educate our people about

climate change. We must ensure that everyone is educated about climate change. The

recommendations above provide excellent foundation for workable solutions to combat

climate change.

A REPORT: UNESCO EXPERTS MEETING ON CLIMATE CHANGE EDUCATION

Documents

Transcript of A REPORT: UNESCO EXPERTS MEETING ON CLIMATE CHANGE EDUCATION