6
suffer from climate change, including amphibians, birds, mammals and reptiles (Arnell et al.
2016). The impact of climate change on the natural resources base of SIDS will, therefore, be devastating (Simpson et al. 2010; Nurse et al. 2014).
In many SIDS regions, changing precipitation or
melting snow and ice are altering hydrological systems, affecting water resources regarding quality
and quantity. The shrinking of glaciers worldwide
due to climate change is affecting runoff and water
resources downstream (Poschen 2015). Climate
change has also caused many terrestrial, freshwater
and marine species to shift their geographic range,
seasonal activities, migration patterns and species
interactions in response to ongoing impact of this
phenomenon (IPCC 2014a, b) and is having serious
impact on people living in semi-arid lands, in lowlying coastal areas, in water-limited or flood-prone
areas or on small island states (IPCC 2001; Olmos
2001). Although data are absent on the impact of
climate change on the youth in SIDS, any change in
the natural resources base of SIDS could negatively
affect the youth.
Pathway to Alternative Skills
and Knowledge Development
Research shows that climate change will bring
about severe changes to existing enterprise and
the economic sectors across the globe, i.e. many
jobs and livelihoods that are currently available
today would not be in existence in the future (ILO
2013; Poschen 2015; UNDP 2015). Furthermore,
those jobs that are established in the future would
change tremendously and would require new
knowledge and skills to carry them out efficiently
(Poschen 2015; UNDP 2015). Carter (2008) highlights a mismatch between the skills and knowledge that is being provided by education and
training in the Eastern Caribbean and those that
are required by the workplace in the islands.
Therefore, the fundamental question to be asked
is how the pathway to alternative skills and knowledge development will be achieved to ensure the
youth are prepared for the changing market and
livelihood needs that will be brought about by climate change. While governments have adopted a
top-down approach to deal with climate change
adaptation, there is evidence that bottom-up
approaches are also being used at the local level.
There is an urgency for SIDS to move towards the
development of appropriate knowledge and skills
to enable the youth to adapt to climate change
through the development of sustainable livelihoods to meet the changing environment.
Top-Down and Bottom-Up
Approaches to Climate Change
Adaptation
There is evidence of both top-down and bottomup approaches to development and implementation of climate change adaptation actions in SIDS
including green infrastructure (Gill et al. 2007),
flood risk management (Garrets and Lange 2011)
and spatial planning (Hurlimann and March
2012). Policymakers and senior officials of the
government of SIDS are engaged in a series of
top-down activities and practices such as risk
management (Hunt and Watkiss 2010) and the
development of resilience and vulnerabilitybased plans (Park 2012).
Top-Down Approach
Governments in SIDS utilised top-down
approaches to implement climate change adaptation programmes. Top-down adaptation is defined
as the endpoint of a sequence of analyses beginning with projections of future emission trends,
moving on to the development of climate scenarios and thence to biophysical impact studies and
the identification of adaptive options to address
the climate change challenge (Kelly and Adger
2000). The top-down approaches are mainly
government- led, national in focus and much
slower in implementation. Top-down environmental activities in SIDS started as early as 1791,
which resulted in the creation of the first environmental law in SVG, i.e. the law to create the Kings
Hill Forest Reserve enacted in 1791 (Grove 2000).
Bottom-Up Approaches
SIDS have a rich history of utilising bottom-up
approaches to address climate change adaptation
1 The Global Overview of Climate Change
suffer from climate change, including amphibians, birds, mammals and reptiles (Arnell et al.
2016). The impact of climate change on the natural resources base of SIDS will, therefore, be devastating (Simpson et al. 2010; Nurse et al. 2014).
In many SIDS regions, changing precipitation or
melting snow and ice are altering hydrological systems, affecting water resources regarding quality
and quantity. The shrinking of glaciers worldwide
due to climate change is affecting runoff and water
resources downstream (Poschen 2015). Climate
change has also caused many terrestrial, freshwater
and marine species to shift their geographic range,
seasonal activities, migration patterns and species
interactions in response to ongoing impact of this
phenomenon (IPCC 2014a, b) and is having serious
impact on people living in semi-arid lands, in lowlying coastal areas, in water-limited or flood-prone
areas or on small island states (IPCC 2001; Olmos
2001). Although data are absent on the impact of
climate change on the youth in SIDS, any change in
the natural resources base of SIDS could negatively
affect the youth.
Pathway to Alternative Skills
and Knowledge Development
Research shows that climate change will bring
about severe changes to existing enterprise and
the economic sectors across the globe, i.e. many
jobs and livelihoods that are currently available
today would not be in existence in the future (ILO
2013; Poschen 2015; UNDP 2015). Furthermore,
those jobs that are established in the future would
change tremendously and would require new
knowledge and skills to carry them out efficiently
(Poschen 2015; UNDP 2015). Carter (2008) highlights a mismatch between the skills and knowledge that is being provided by education and
training in the Eastern Caribbean and those that
are required by the workplace in the islands.
Therefore, the fundamental question to be asked
is how the pathway to alternative skills and knowledge development will be achieved to ensure the
youth are prepared for the changing market and
livelihood needs that will be brought about by climate change. While governments have adopted a
top-down approach to deal with climate change
adaptation, there is evidence that bottom-up
approaches are also being used at the local level.
There is an urgency for SIDS to move towards the
development of appropriate knowledge and skills
to enable the youth to adapt to climate change
through the development of sustainable livelihoods to meet the changing environment.
Top-Down and Bottom-Up
Approaches to Climate Change
Adaptation
There is evidence of both top-down and bottomup approaches to development and implementation of climate change adaptation actions in SIDS
including green infrastructure (Gill et al. 2007),
flood risk management (Garrets and Lange 2011)
and spatial planning (Hurlimann and March
2012). Policymakers and senior officials of the
government of SIDS are engaged in a series of
top-down activities and practices such as risk
management (Hunt and Watkiss 2010) and the
development of resilience and vulnerabilitybased plans (Park 2012).
Top-Down Approach
Governments in SIDS utilised top-down
approaches to implement climate change adaptation programmes. Top-down adaptation is defined
as the endpoint of a sequence of analyses beginning with projections of future emission trends,
moving on to the development of climate scenarios and thence to biophysical impact studies and
the identification of adaptive options to address
the climate change challenge (Kelly and Adger
2000). The top-down approaches are mainly
government- led, national in focus and much
slower in implementation. Top-down environmental activities in SIDS started as early as 1791,
which resulted in the creation of the first environmental law in SVG, i.e. the law to create the Kings
Hill Forest Reserve enacted in 1791 (Grove 2000).
Bottom-Up Approaches
SIDS have a rich history of utilising bottom-up
approaches to address climate change adaptation
1 The Global Overview of Climate Change