13
Impact of Climate Change
on Fisheries
In the Caribbean, more than 64,000 people are
directly employed in the small-scale fisheries,
and aquaculture industry with another 200,000
people working in fish-related activities including processing, retail, boat construction and net
repairs. It is estimated that over 40% of fisherfolk
are youth. In the Pacific SIDS, the fishing industry contributes up to 10% of the total GDP, i.e. of
the 2.4 million tonnes of tuna caught in the
Western Pacific Ocean, 58% had been caught in
the waters of SIDS (UN-OHRLLs 2015).
Although there are limitations in the body of
knowledge on the contribution of the industry to
the economy and the impact of climate change on
the fisheries sector in SIDS, research shows that
loss of coral reef habitats are having detrimental
implications for the coastal fisheries sector
(Pratchette et al. 2009) where reef-based subsistence and tourism activities are essential to the
economic development and wellbeing of small
island states (Hernandez-Delgado 2015).
This situation is compounded by evidence that
fish stocks are declining as a result of degradation
of coral reefs. Changes in migration patterns and
depth of fish stocks are two of the main factors
affecting the distribution and availability of fish
in small island states. It is expected that climate
change may cause a migration shift in the future
aggregation to other areas (Semi 2007).
Therefore, any reduction in the fish stock in SIDS
will further impact severely on the livelihoods of
the youth population.
Human Capital Theory and Climate
Change Adaptation for Youth
in SIDS
Education is an economic good because it is not
easily obtainable and thus needs to be apportioned
and allotted for (Olaniyan and Okemakinde
2008). Education (knowledge), skills and livelihoods will be reference points for the analysis of
the vulnerability and building resilience through
enhancing human capital. A thorough assessment
of the literature indicates there is an interplay
between human capital and climate change, i.e.
the impacts of climate change are perceived to be
detrimental to the social system. Therefore, a
stronger human capital base would be necessary
to enable youth to develop the capacity to adapt to
the changing climatic situation. It is also imperative to provide resources to allow youth to build
resilience to adapt to the impact of climate change.
Human Capital theory is defined as the theoretical framework responsible for the adaptation of
education and development policies (Olaniyan and
Okemakinde 2008). Human Capital theory is
rooted in the work of Smith (1776 in Mulomgo,
2012) and Marshall (1890 in Mulomgo, 2012).
Smith concluded that a man who invests time and
money to acquire his education might be compared
to an expensive machine; his work should compensate for the costs he ensured for his education.
It is important to note that the Human Capital
models assume that all the education acquired by
the worker is to enable them to perform the duties
expected in the job or working life. Overall, the
theory underscores how education increases the
output and competencies of workers by enhancing the levels of cognitive stock of economically
productive human capabilities. Human Capital
views education and training as a product of
unique abilities and investment in Human
Development (Olaniyan and Okemakinde 2008).
The emphasis on education as a Human
Capital phenomenon is generating immense
interest from stakeholders, including parents and
the community. They believe that in an area of a
scarce skilled workforce, the better the quality of
education provided to their children, the better
the opportunity for them to receive a well-paid
job on completion of their schooling. Parents
who are generally poor look at their children’s
education as the best way of escaping the poverty
trap (Olaniyan and Okemakinde 2008).
One of the objectives of education is to contribute to economic growth and sustainability.
Therefore, for education to be effective and
responsive, it must be high in quality and meet
the knowledge and skills demanded by the economy and society (ILO 2010, 2013; Poschen
2015). Due to the limited resources base of some
Human Capital Theory and Climate Change Adaptation for Youth in SIDS
Impact of Climate Change
on Fisheries
In the Caribbean, more than 64,000 people are
directly employed in the small-scale fisheries,
and aquaculture industry with another 200,000
people working in fish-related activities including processing, retail, boat construction and net
repairs. It is estimated that over 40% of fisherfolk
are youth. In the Pacific SIDS, the fishing industry contributes up to 10% of the total GDP, i.e. of
the 2.4 million tonnes of tuna caught in the
Western Pacific Ocean, 58% had been caught in
the waters of SIDS (UN-OHRLLs 2015).
Although there are limitations in the body of
knowledge on the contribution of the industry to
the economy and the impact of climate change on
the fisheries sector in SIDS, research shows that
loss of coral reef habitats are having detrimental
implications for the coastal fisheries sector
(Pratchette et al. 2009) where reef-based subsistence and tourism activities are essential to the
economic development and wellbeing of small
island states (Hernandez-Delgado 2015).
This situation is compounded by evidence that
fish stocks are declining as a result of degradation
of coral reefs. Changes in migration patterns and
depth of fish stocks are two of the main factors
affecting the distribution and availability of fish
in small island states. It is expected that climate
change may cause a migration shift in the future
aggregation to other areas (Semi 2007).
Therefore, any reduction in the fish stock in SIDS
will further impact severely on the livelihoods of
the youth population.
Human Capital Theory and Climate
Change Adaptation for Youth
in SIDS
Education is an economic good because it is not
easily obtainable and thus needs to be apportioned
and allotted for (Olaniyan and Okemakinde
2008). Education (knowledge), skills and livelihoods will be reference points for the analysis of
the vulnerability and building resilience through
enhancing human capital. A thorough assessment
of the literature indicates there is an interplay
between human capital and climate change, i.e.
the impacts of climate change are perceived to be
detrimental to the social system. Therefore, a
stronger human capital base would be necessary
to enable youth to develop the capacity to adapt to
the changing climatic situation. It is also imperative to provide resources to allow youth to build
resilience to adapt to the impact of climate change.
Human Capital theory is defined as the theoretical framework responsible for the adaptation of
education and development policies (Olaniyan and
Okemakinde 2008). Human Capital theory is
rooted in the work of Smith (1776 in Mulomgo,
2012) and Marshall (1890 in Mulomgo, 2012).
Smith concluded that a man who invests time and
money to acquire his education might be compared
to an expensive machine; his work should compensate for the costs he ensured for his education.
It is important to note that the Human Capital
models assume that all the education acquired by
the worker is to enable them to perform the duties
expected in the job or working life. Overall, the
theory underscores how education increases the
output and competencies of workers by enhancing the levels of cognitive stock of economically
productive human capabilities. Human Capital
views education and training as a product of
unique abilities and investment in Human
Development (Olaniyan and Okemakinde 2008).
The emphasis on education as a Human
Capital phenomenon is generating immense
interest from stakeholders, including parents and
the community. They believe that in an area of a
scarce skilled workforce, the better the quality of
education provided to their children, the better
the opportunity for them to receive a well-paid
job on completion of their schooling. Parents
who are generally poor look at their children’s
education as the best way of escaping the poverty
trap (Olaniyan and Okemakinde 2008).
One of the objectives of education is to contribute to economic growth and sustainability.
Therefore, for education to be effective and
responsive, it must be high in quality and meet
the knowledge and skills demanded by the economy and society (ILO 2010, 2013; Poschen
2015). Due to the limited resources base of some
Human Capital Theory and Climate Change Adaptation for Youth in SIDS