95
livelihoods (ILO 2010; UNESCO 2015; UNDP
2015). Training in the development of a sustainable green energy and livelihood facility will be a
significant area of focus for the future.
The literature supports the view that education
is the key to improving resilience to climate
change as well as the attainment of the UN Global
Sustainable Development Goals (UNDP 2015).
However, pressure from global warming will
make it more challenging for developing countries, especially SIDS, to achieve existing development targets for health and education in the
future (Bowen et al. 2012). Training must focus
on building the capacity of the youth to improve
their understanding of the ecosystem of coastal
and terrestrial areas as well as provide the necessary knowledge and skills to build the resilience
of the youth to adapt to the impact of climate
change and ensure sustainable livelihoods
(Pereznieto et al. 2011). As indicated in Article 6
of the UNFCCC, education provides people with
the motivation and know-how to combat changes
locally, nationally and globally. The literature
indicated that solutions to address human capital
should be built on the local development system
involving cooperation with local people themselves (ILO 2013). These advocate for a bottomup approach to address education and training in
SVG and other SIDS. Although the government
talks a lot about consultations with stakeholders,
this talk is not compelling when it comes to the
implementation of consultative, participatory
practices. It can be deduced from the case studies
and the interviews with policymakers that the
government has adopted an approach where
“things” are imposed on the population without
any thought regarding the implications of the
decision/action.
Policymakers and senior officials support the
need for robust and viable training and CCA process. The integration of CCE in the school curriculum will help the youth to understand the
impact of global warming and increase climate
science literacy in society (UNESCO 2015). In
recognising the technical and technological
resource constraints faced by SIDS, it is advised
that CCE should be introduced incrementally
across the education system, i.e. it should be
piloted through traditional subjects such as science, geography and maths and TEVT courses/
centres. This should be evaluated to assess the
effectiveness of the pilot before it is rolled out in
all the schools.
The piloting of CCE would provide opportunities for assessing whether there are improvements in the learning content (knowledge and
skills) as well as innovations in teaching/training
delivery approaches (methodologies). It will also
review the strategies for enhancing non-formal
education programmes through the use of social
media, networks and partnership. This will provide opportunities to test whether the CCE programme is grounded in the community, i.e.
learners are taken into the communities to observe
and meet with persons whose lives are impacted
by climate change. The improvement in content
and knowledge on climate change should be
broad-based and focused on raising youth awareness of environmental issues, risk reduction, sustainable consumption and lifestyles. The
education provided to the youth should focus on
enhancing and sustaining the institutional environment in which that content is learned to ensure
that schools and education systems are climateproof, resilient as well as sustainable and green
(ILO 2010; UNESCO 2015).
Exploration of the Governance
and Decision-Making Process
This strategy supports a bottom-up approach to
building local capacity through enhancing
human capital, emphasising the inclusion of
women, the youth and other marginalised sectors of the population in the planning and development process to address emerging contexts
such as climate change and other development
calamities. Although the government publicly
recognised the sterling contributions provided
by the youth during periods of climate risk
disasters, the participation of the youth in governance and the decision-making process is
lacking, specifically in the area of CCA. This
leads to frustration and a lack of confidence and
trust in the government.
Theme 2: An Assessment of the Skills and Knowledge Required to Build the Resilience of the Youth…
livelihoods (ILO 2010; UNESCO 2015; UNDP
2015). Training in the development of a sustainable green energy and livelihood facility will be a
significant area of focus for the future.
The literature supports the view that education
is the key to improving resilience to climate
change as well as the attainment of the UN Global
Sustainable Development Goals (UNDP 2015).
However, pressure from global warming will
make it more challenging for developing countries, especially SIDS, to achieve existing development targets for health and education in the
future (Bowen et al. 2012). Training must focus
on building the capacity of the youth to improve
their understanding of the ecosystem of coastal
and terrestrial areas as well as provide the necessary knowledge and skills to build the resilience
of the youth to adapt to the impact of climate
change and ensure sustainable livelihoods
(Pereznieto et al. 2011). As indicated in Article 6
of the UNFCCC, education provides people with
the motivation and know-how to combat changes
locally, nationally and globally. The literature
indicated that solutions to address human capital
should be built on the local development system
involving cooperation with local people themselves (ILO 2013). These advocate for a bottomup approach to address education and training in
SVG and other SIDS. Although the government
talks a lot about consultations with stakeholders,
this talk is not compelling when it comes to the
implementation of consultative, participatory
practices. It can be deduced from the case studies
and the interviews with policymakers that the
government has adopted an approach where
“things” are imposed on the population without
any thought regarding the implications of the
decision/action.
Policymakers and senior officials support the
need for robust and viable training and CCA process. The integration of CCE in the school curriculum will help the youth to understand the
impact of global warming and increase climate
science literacy in society (UNESCO 2015). In
recognising the technical and technological
resource constraints faced by SIDS, it is advised
that CCE should be introduced incrementally
across the education system, i.e. it should be
piloted through traditional subjects such as science, geography and maths and TEVT courses/
centres. This should be evaluated to assess the
effectiveness of the pilot before it is rolled out in
all the schools.
The piloting of CCE would provide opportunities for assessing whether there are improvements in the learning content (knowledge and
skills) as well as innovations in teaching/training
delivery approaches (methodologies). It will also
review the strategies for enhancing non-formal
education programmes through the use of social
media, networks and partnership. This will provide opportunities to test whether the CCE programme is grounded in the community, i.e.
learners are taken into the communities to observe
and meet with persons whose lives are impacted
by climate change. The improvement in content
and knowledge on climate change should be
broad-based and focused on raising youth awareness of environmental issues, risk reduction, sustainable consumption and lifestyles. The
education provided to the youth should focus on
enhancing and sustaining the institutional environment in which that content is learned to ensure
that schools and education systems are climateproof, resilient as well as sustainable and green
(ILO 2010; UNESCO 2015).
Exploration of the Governance
and Decision-Making Process
This strategy supports a bottom-up approach to
building local capacity through enhancing
human capital, emphasising the inclusion of
women, the youth and other marginalised sectors of the population in the planning and development process to address emerging contexts
such as climate change and other development
calamities. Although the government publicly
recognised the sterling contributions provided
by the youth during periods of climate risk
disasters, the participation of the youth in governance and the decision-making process is
lacking, specifically in the area of CCA. This
leads to frustration and a lack of confidence and
trust in the government.
Theme 2: An Assessment of the Skills and Knowledge Required to Build the Resilience of the Youth…