108
be developed to build resilience to adapt to climate
change.
Researchers are mindful that more research is
required to produce robust agreements on the
impact of SLR and other climate pressures on
small islands communities and on the type of
adaptation strategies that could be appropriate for
different kinds of islands under the various climate change scenarios, specifically its impact on
young people and other vulnerable sectors of the
population. Due to the severe vulnerability of
small island states to climate change (IPCC
2014a, b; Nurse et al. 2014; CARIBSERVE
2012; Fieser 2017; Economist 2017), and to gain
confidence in an island’s future and avoid depopulation and abandonment of small islands,
research into the possible inhabitability of an
island needs to be carried out to prevent shortterm risks (Gomez 2013; Fieser 2017; Economist
2017). The role of the youth in such research will
be of utmost importance to determine the impact,
future needs and outcomes for all the youth
(Pereznieto et al. 2011).
Clearing the Path Ahead: A Way
Forward for Research Studies
in the Youth and Resilience Building
Although numerous recommendations have
evolved from the research findings, these will be
limited to two key areas: (a) CCE and (b) enhancing governance and decision-making. A set of strategic actions will be recommended as a means of
strengthening the resilience and adaptive capacity
of the youth in small island communities.
Climate Change Education
for Building the Resilience
of the Youth
Evidence has shown that climate change is a significant development challenge affecting small
island states (Nurse et al. 2014; HernandezDelgado 2015; IPCC 2014a, b; Abram et al. 2019).
Although education is a viable strategy to address
social issues, education alone cannot achieve sustainable development, nor can it reduce the impact
of climate change on SIDS. However, it can play an
essential role in the process to coordinate with
socio-economic initiatives and institutions at
national, regional and international levels to address
development issues (Crossly and Sprague 2014).
Climate change can become a significant
driver of technological changes and innovation in
the search for measures and policies to adapt to it.
This phenomenon is already affecting agriculture, fisheries, tourism and mining sectors in
small island communities, thus impacting negatively on the levels and structure of employment
and skills needed in these island states.
Over the years, most SIDS experienced cuts in
fiscal spending on education and training as a
result of the execution of fiscal policies, which significantly contribute to hampering future development. CCESD, as articulated by UNESCO,
encompasses elements of basic education, training
and upskilling as well as lifelong learning
(UNESCO 2015). Evidence in the European
Union shows that a 1% increase in training days
leads to 3% increase in productivity and that such
training contributes to over 16% of the overall
growth in productivity (CEDEFIP 2007 in ILO
2010). The evidence also shows that good quality
education combined with good quality and relevant training would contribute to (a) empower
people to develop their full potential; (b) enhance
the size of employment and social opportunities,
(c) increase productivity for work and the overall
enterprise, (d) improve future innovation and
development, and (e) encourage investment and
job growth which leads to higher wages.
In light of the above, governments and key
stakeholders must commit themselves to ensure
that education and training in SIDS are improved
in terms of both access at all levels of education
and training by the youth in regard to the quality
and relevance of the education offered that will
meet present and future development needs. A
critical part of this proposed strategy would be to
ensure that, where necessary, practical approaches
are put in place to enable the youth and children
to build the resilience required to adapt to climate
change as well as meet the present and future
development needs of the state.
6 Preparing the Youth for the Storm: Deepening the Discourse Around the Youth and CCA in SIDS
be developed to build resilience to adapt to climate
change.
Researchers are mindful that more research is
required to produce robust agreements on the
impact of SLR and other climate pressures on
small islands communities and on the type of
adaptation strategies that could be appropriate for
different kinds of islands under the various climate change scenarios, specifically its impact on
young people and other vulnerable sectors of the
population. Due to the severe vulnerability of
small island states to climate change (IPCC
2014a, b; Nurse et al. 2014; CARIBSERVE
2012; Fieser 2017; Economist 2017), and to gain
confidence in an island’s future and avoid depopulation and abandonment of small islands,
research into the possible inhabitability of an
island needs to be carried out to prevent shortterm risks (Gomez 2013; Fieser 2017; Economist
2017). The role of the youth in such research will
be of utmost importance to determine the impact,
future needs and outcomes for all the youth
(Pereznieto et al. 2011).
Clearing the Path Ahead: A Way
Forward for Research Studies
in the Youth and Resilience Building
Although numerous recommendations have
evolved from the research findings, these will be
limited to two key areas: (a) CCE and (b) enhancing governance and decision-making. A set of strategic actions will be recommended as a means of
strengthening the resilience and adaptive capacity
of the youth in small island communities.
Climate Change Education
for Building the Resilience
of the Youth
Evidence has shown that climate change is a significant development challenge affecting small
island states (Nurse et al. 2014; HernandezDelgado 2015; IPCC 2014a, b; Abram et al. 2019).
Although education is a viable strategy to address
social issues, education alone cannot achieve sustainable development, nor can it reduce the impact
of climate change on SIDS. However, it can play an
essential role in the process to coordinate with
socio-economic initiatives and institutions at
national, regional and international levels to address
development issues (Crossly and Sprague 2014).
Climate change can become a significant
driver of technological changes and innovation in
the search for measures and policies to adapt to it.
This phenomenon is already affecting agriculture, fisheries, tourism and mining sectors in
small island communities, thus impacting negatively on the levels and structure of employment
and skills needed in these island states.
Over the years, most SIDS experienced cuts in
fiscal spending on education and training as a
result of the execution of fiscal policies, which significantly contribute to hampering future development. CCESD, as articulated by UNESCO,
encompasses elements of basic education, training
and upskilling as well as lifelong learning
(UNESCO 2015). Evidence in the European
Union shows that a 1% increase in training days
leads to 3% increase in productivity and that such
training contributes to over 16% of the overall
growth in productivity (CEDEFIP 2007 in ILO
2010). The evidence also shows that good quality
education combined with good quality and relevant training would contribute to (a) empower
people to develop their full potential; (b) enhance
the size of employment and social opportunities,
(c) increase productivity for work and the overall
enterprise, (d) improve future innovation and
development, and (e) encourage investment and
job growth which leads to higher wages.
In light of the above, governments and key
stakeholders must commit themselves to ensure
that education and training in SIDS are improved
in terms of both access at all levels of education
and training by the youth in regard to the quality
and relevance of the education offered that will
meet present and future development needs. A
critical part of this proposed strategy would be to
ensure that, where necessary, practical approaches
are put in place to enable the youth and children
to build the resilience required to adapt to climate
change as well as meet the present and future
development needs of the state.
6 Preparing the Youth for the Storm: Deepening the Discourse Around the Youth and CCA in SIDS