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The specific education-related recommendations consist of the following:
• Adopting a holistic approach that involves the
participation of all key stakeholders in the
development of climate change policy, which
should be aligned with youth and education
policies. The emphasis should be placed on
mainstreaming the climate change policy into
other sectoral policies.
• Developing strategies to mobilise financial
(donor funds) and human resources (such as
curriculum experts) to facilitate the development and integration of CCE into the school
curriculum with an emphasis on skill/livelihood
development and technological innovation.
• Promoting the development of a robust teacher
training programme to ensure the availability
of skilled teachers and trainers at primary,
secondary, TVET and tertiary levels of the
education system.
• Developing programmes to strengthen climate
change literacy of the youth and their broader
communities to adopt measures and increase
access to the youth and other stakeholders to
primary education and training at both primary and secondary education as well as those
who are involved in higher learning institutions and processes (universities, improving
TVET and apprenticeship training).
• Devising strategies for upscaling and replicating CCE actions implemented at the community level to national and regional levels.
The emphasis in this area should focus on
extracting the lesson learned and best practices from adaptation actions and replicating
them at all levels.
• Developing MOUs with PIs involved in the
training of young people in TVET to enhance
their commitment to the delivery of quality
education and recognise their contribution to
national development. Efforts should be made
to provide technical and financial resources as
well as M&E support to these institutions to
enable them to deliver high-quality programmes to the community.
• Developing a new curriculum with specific
skills and trades (TVET) and upgrading the
existing curricula to make them more adequate to deal with climate change and other
development calamities.
Enhancing Governance
and Decision-Making
The youth and communities are experiencing climate change in different ways, and their views vary
as a result of their specific experiences. Some youth
view consequences of climate change as (a) change
in precipitation; (b) more frequent and severe flooding and landslides; (c) rising temperature and its
effects; (d) sea-level rise and the consequences to
tourism facilities, fisheries and salinization of
groundwater; (e) stronger and more frequent storms;
and (f) more intense drought and invasive diseases
which affect their health and food security (UN
2014; UNDP 2015; Hernandez-Delgado 2015).
These outcomes directly affect the weaker sections of the society of which the youth are disproportionally represented (46% of the youth in SVG
are unemployed), making their livelihoods and
living conditions unsustainable. Despite all the
negative impacts of climate change on their daily
lives and their efforts to work with their communities to build their resilience to adapt to climatic
risks and disasters, the youth are continuously
being left out of the decision-making and governance processes at local and national levels.
To address the above challenges, a set of recommendations to enhance the participation of the
youth in the decision-making and governance
processes relating to CCA is proposed. These
governance recommendations are:
• Providing opportunities for the youth to participate in the development of National
Adaptation Programmes of Actions (NAPAs)
on climate change. The NAPAs network provides opportunities for young people to identify national priorities for adaptation to climate
change as well as opportunities for them to be
involved in the formulation of comprehensive
national climate change strategies, which
would offer high levels of visibility and political engagement for young people.
Clearing the Path Ahead: A Way Forward for Research Studies in the Youth and Resilience Building
The specific education-related recommendations consist of the following:
• Adopting a holistic approach that involves the
participation of all key stakeholders in the
development of climate change policy, which
should be aligned with youth and education
policies. The emphasis should be placed on
mainstreaming the climate change policy into
other sectoral policies.
• Developing strategies to mobilise financial
(donor funds) and human resources (such as
curriculum experts) to facilitate the development and integration of CCE into the school
curriculum with an emphasis on skill/livelihood
development and technological innovation.
• Promoting the development of a robust teacher
training programme to ensure the availability
of skilled teachers and trainers at primary,
secondary, TVET and tertiary levels of the
education system.
• Developing programmes to strengthen climate
change literacy of the youth and their broader
communities to adopt measures and increase
access to the youth and other stakeholders to
primary education and training at both primary and secondary education as well as those
who are involved in higher learning institutions and processes (universities, improving
TVET and apprenticeship training).
• Devising strategies for upscaling and replicating CCE actions implemented at the community level to national and regional levels.
The emphasis in this area should focus on
extracting the lesson learned and best practices from adaptation actions and replicating
them at all levels.
• Developing MOUs with PIs involved in the
training of young people in TVET to enhance
their commitment to the delivery of quality
education and recognise their contribution to
national development. Efforts should be made
to provide technical and financial resources as
well as M&E support to these institutions to
enable them to deliver high-quality programmes to the community.
• Developing a new curriculum with specific
skills and trades (TVET) and upgrading the
existing curricula to make them more adequate to deal with climate change and other
development calamities.
Enhancing Governance
and Decision-Making
The youth and communities are experiencing climate change in different ways, and their views vary
as a result of their specific experiences. Some youth
view consequences of climate change as (a) change
in precipitation; (b) more frequent and severe flooding and landslides; (c) rising temperature and its
effects; (d) sea-level rise and the consequences to
tourism facilities, fisheries and salinization of
groundwater; (e) stronger and more frequent storms;
and (f) more intense drought and invasive diseases
which affect their health and food security (UN
2014; UNDP 2015; Hernandez-Delgado 2015).
These outcomes directly affect the weaker sections of the society of which the youth are disproportionally represented (46% of the youth in SVG
are unemployed), making their livelihoods and
living conditions unsustainable. Despite all the
negative impacts of climate change on their daily
lives and their efforts to work with their communities to build their resilience to adapt to climatic
risks and disasters, the youth are continuously
being left out of the decision-making and governance processes at local and national levels.
To address the above challenges, a set of recommendations to enhance the participation of the
youth in the decision-making and governance
processes relating to CCA is proposed. These
governance recommendations are:
• Providing opportunities for the youth to participate in the development of National
Adaptation Programmes of Actions (NAPAs)
on climate change. The NAPAs network provides opportunities for young people to identify national priorities for adaptation to climate
change as well as opportunities for them to be
involved in the formulation of comprehensive
national climate change strategies, which
would offer high levels of visibility and political engagement for young people.
Clearing the Path Ahead: A Way Forward for Research Studies in the Youth and Resilience Building