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opportunities to develop the capacity of the youth
to adapt to climate change and (c) increasing the
policy and administrative mechanism by developing a national policy on climate change.
At the regional level, the focus should be on
building the resilience of small island communities to adapt to climate change rather than focusing on the vulnerability resulting from climatic
actions (Campbell 2009). This strategic action
should be supported by a programme of mainstreaming climate change policy across other
sectoral policies. The building of resilience at the
community level is timely and of necessity and
must involve the participation of all stakeholders
in the development of the CCA action. The literature supports the active involvement and input of
local stakeholders in designing, planning, implementing, monitoring and evaluation and management of adaptation initiatives (Kwiatkowski
2001; Adger 2003; Smit and Wandel 2006;
Lasage et al. 2015; Jaja et al. 2016; McNamara
and Buggy 2016).
Adaptation Platform
The following actions are to be taken under the
adaptation platform: (a) implementation of climate change education, development of climate
change policy and building cooperation and
partnership.
Development and Implementation
of CCE
The first stage for integrating CCE in the education curriculum is to help people to understand
the impact of global warming by increasing climate change literacy among the youth and the
wider society. In light of the economic difficulties affecting the island and the limitation in
financial resources, this should be rolled out in
stages across the education system. The lifelong
learning approach should be embraced as a strategic approach for the future. The classroom
environment should be extended to include the
broader community; monitoring and evaluation
should be viewed and practised as an essential
element for enhancing and extracting the overall
learning experience, lesson learned, good practices and learning outcomes (UNESCO 2014).
A critical part of the education reform process
would be the sharing of best practices among
educational institutions as a way of improving
and sustaining learning outcomes. CCE should
be integrated into all TVET courses as a way of
enabling the youth to take up viable livelihood
opportunities available in the tourism, construction and manufacturing sectors. This approach is
in support of the UNESCO CCE SD, which prepares people to plan for, cope with and find solutions for issues that threaten the sustainability of
the planet (UNESCO 2014).
Development of Climate Change
Policy
The literature states that adaptation is an important measure of policy response in the environmental governance of SIDS as climate change is
projected to cause more intense and extreme
events and less bright conditions for the main productive economic sectors such as agriculture and
tourism (Scobie 2016). It is recognised that the
development of a national climate change policy
is a necessary change enabler to ensure the building of the resilience of the youth to adapt to the
impact of climate change in the future. The proposed policy should explore the mainstreaming of
the climate change policy across all sectoral policies and programmes. This view is supported by
the literature, which calls for mainstreaming and a
greater focus on ensuring compatibility and integration of climate change policy and the international development goals (IPCC 2014a, b; Nurse
et al. 2014). Most stakeholders view the policy as
an important mechanism to achieve CCA and sustainability at the community levels; therefore, the
government should implement a comprehensive
consultative process involving all stakeholders at
community, district and national levels. This view
is supported by the literature which views community awareness as key enablers of adaptation
(David et al. 2013), achieved through a process of
Theme 4: Exploring Approaches for Delivering of Climate Change Adaptation
opportunities to develop the capacity of the youth
to adapt to climate change and (c) increasing the
policy and administrative mechanism by developing a national policy on climate change.
At the regional level, the focus should be on
building the resilience of small island communities to adapt to climate change rather than focusing on the vulnerability resulting from climatic
actions (Campbell 2009). This strategic action
should be supported by a programme of mainstreaming climate change policy across other
sectoral policies. The building of resilience at the
community level is timely and of necessity and
must involve the participation of all stakeholders
in the development of the CCA action. The literature supports the active involvement and input of
local stakeholders in designing, planning, implementing, monitoring and evaluation and management of adaptation initiatives (Kwiatkowski
2001; Adger 2003; Smit and Wandel 2006;
Lasage et al. 2015; Jaja et al. 2016; McNamara
and Buggy 2016).
Adaptation Platform
The following actions are to be taken under the
adaptation platform: (a) implementation of climate change education, development of climate
change policy and building cooperation and
partnership.
Development and Implementation
of CCE
The first stage for integrating CCE in the education curriculum is to help people to understand
the impact of global warming by increasing climate change literacy among the youth and the
wider society. In light of the economic difficulties affecting the island and the limitation in
financial resources, this should be rolled out in
stages across the education system. The lifelong
learning approach should be embraced as a strategic approach for the future. The classroom
environment should be extended to include the
broader community; monitoring and evaluation
should be viewed and practised as an essential
element for enhancing and extracting the overall
learning experience, lesson learned, good practices and learning outcomes (UNESCO 2014).
A critical part of the education reform process
would be the sharing of best practices among
educational institutions as a way of improving
and sustaining learning outcomes. CCE should
be integrated into all TVET courses as a way of
enabling the youth to take up viable livelihood
opportunities available in the tourism, construction and manufacturing sectors. This approach is
in support of the UNESCO CCE SD, which prepares people to plan for, cope with and find solutions for issues that threaten the sustainability of
the planet (UNESCO 2014).
Development of Climate Change
Policy
The literature states that adaptation is an important measure of policy response in the environmental governance of SIDS as climate change is
projected to cause more intense and extreme
events and less bright conditions for the main productive economic sectors such as agriculture and
tourism (Scobie 2016). It is recognised that the
development of a national climate change policy
is a necessary change enabler to ensure the building of the resilience of the youth to adapt to the
impact of climate change in the future. The proposed policy should explore the mainstreaming of
the climate change policy across all sectoral policies and programmes. This view is supported by
the literature, which calls for mainstreaming and a
greater focus on ensuring compatibility and integration of climate change policy and the international development goals (IPCC 2014a, b; Nurse
et al. 2014). Most stakeholders view the policy as
an important mechanism to achieve CCA and sustainability at the community levels; therefore, the
government should implement a comprehensive
consultative process involving all stakeholders at
community, district and national levels. This view
is supported by the literature which views community awareness as key enablers of adaptation
(David et al. 2013), achieved through a process of
Theme 4: Exploring Approaches for Delivering of Climate Change Adaptation