Session 6_Nick Hall
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Session 6_Nick Hall
- 1. Enabling child-centred agency in climate change adaptation Nick Hall Plan International
- 8. “ Adults may want to do it themselves. “ “ They may think we don’t have the capacity – that we can’t do it.” “ But actually, if given a chance and some guiding directions we children can do anything.”
- 11. THANK YOU
Notes de l'éditeur
- 3 lessons: Geography and science; maths and economics; citizenship and history
- Climate change threatens to undo and even reverse the progress made toward meeting the Millennium Development Goals (MDGs) and poses one of the most serious challenges to reducing global poverty for the international community. However, the education sector offers a currently untapped opportunity to combat climate change. There is a clear education agenda in climate change adaptation and mitigation strategies. Young people need to learn new knowledge and skills and changing behaviour in order to reduce the vulnerabilities and manage the risks of climate change. Therefore, investing in quality education to combat climate change is an essential tool in achieving the MDGs. What are the barriers to engaging the education sector in the discussions on climate change mitigation and adaptation? At present, there is no coherent dialogue on how to expand the climate change agenda to include education as a tool in adaptation and mitigation strategies. Our experience with CCA and DRR programmes in many countries including Bangladesh shows that leveraging education for climate change action is possible through existing national and international agreements and relevant agendas.
- Citizenship education starts with infants and continues throughout childhood through adolescence – and adulthood Active citizenship needs support
- Rio 1 failed in part because education was not prioritised. Climate change presents us with a historic opportunity to make development more sustainable. Education, through enabling young people and communities to gain new knowledge and skills, and to change their attitudes and behaviour, is a critical component of this process. A more effective and more sustainable climate change agenda should prioritise education. This means including education ministries in climate change debates, policies and funding allocations. It means investing in curriculum change, in teacher training, in making schools safe from disasters.
- Children often have creative means and ambitious strategies to bring about change. They tend to be less constrained by social norms and common fatalistic attitude of their parents. Local Governments need financing and support to implement local adaptation Recognise that Children are effective risk communicators . Empowered children are innovative agents of change . Children’s holistic awareness of risks gives them a sound understanding of the consequences of climate change in their home areas, on local livelihoods, and on their right to survival, development and protection. This means that children can maximise the adaptive capacity needed to address climate change . Children can change behaviour for more sustained development . Today’s children are the leaders and decision makers of tomorrow .