55
munite an nashanal levlo feh adap feh climate
change).
Policymakers supported the need for the inclusion of technology in the curriculum. However,
they looked at the use of ICT from a more holistic
perspective. A policymaker and senior official Y2
stated:
There is a range of technologies available to
strengthen responses to disasters and reduce the
impact of climate change. Early warning technologies that will inform us on the magnitude, strength
and intensity of storms, rivers flooding, seismic
activities that may trigger tsunamis and volcanic
eruptions. Young people are more in tune with
technologies than older persons; therefore, they
must be trained to use these technologies such as
early warning systems to warn their communities
of approaching disasters and also the use of GIS
mapping exercises to identify areas that are prone
to climate risk vulnerability and disasters.
Although there are technical knowledge and
technology to predict storms and other climaterelated calamities and enhance adaptive capacity
to various livelihoods at the community level,
this knowledge is not integrated into formal sustainable practices. Policymaker and senior official Y15 further highlighted the gap between
climate change and indigenous knowledge as an
area, which needs urgent attention: “There is a
gap between Climate Change and traditional
knowledge. The challenge is how to manage
Climate Change knowledge in traditional subjects in schools”.
Technological innovation and creativity were
viewed by most policymakers and senior officials
as the solution to empower youth with knowledge and skills to build their capacity to adapt to
climate change since youth are more easily
adapted to the use of technology than an older
person. Policymakers spoke of the potential that
technology possesses to empower youth to
develop green energy and technology to build
stronger and cooler buildings to respond to
storms and temperature rise. Technology can also
be the change enabler/driver to empower youth to
create drought- and disease-resistant crops that
would enable SIDS to provide food all year round
and reduce the number of persons falling into the
poverty cracks.
Youth share similar concerns as policymakers
pertaining to the role that ICT could play in the
overall development of their education system
and CCA actions in the future. However, youth
were more conservative in their recommendation
for action by focusing on the redesigning of the
education curriculum to ensure that technology is
integrated into enhancing the overall content and
delivery of the education product in schools.
The use of technology can enhance the capacity of youth. Education and the creation of human
capital are responsible for both the changes in
labour and changes in the overall production of
new levels of technology (Mulongo 2012).
Change Enabler: Adaptation
The “change enabler adaptation” sub-theme is
divided into the following clusters: (1) integration of climate change education in the education
curriculum and (2) new CCA policy.
Integration of Climate Change Education
The inclusion of climate change education is
viewed by both policymakers and youth as viable
change enablers for youth to participate in climate change adaptation actions. A policymaker
and senior official Y1 suggested that:
The focus should be on the development of climate
change sustainable Education in the schools, colleges and adult and continuing education programmes. Youth should be provided with basic
knowledge on environmental law, land management and conservation strategies to enhance their
knowledge on their rights as citizens and empower
them to take actions or advocate for sustainable
practices when they see that such rights or laws are
violated.
Over three-quarters of the policymakers and
senior officials asserted that the methods used in
the classroom were too focused on “chalk and
talk”. They stated that trainers need to explore
more practical approaches to training and engaging youth, including the use of technology in the
classroom to enhance the delivery of content.
Youths are concerned with the lack of climate
change education in the school curriculum, as
stated by a young woman from FGD X9:
Summary of Analyses of the Top- Down and Bottom-Up Approaches from Data Collected…
munite an nashanal levlo feh adap feh climate
change).
Policymakers supported the need for the inclusion of technology in the curriculum. However,
they looked at the use of ICT from a more holistic
perspective. A policymaker and senior official Y2
stated:
There is a range of technologies available to
strengthen responses to disasters and reduce the
impact of climate change. Early warning technologies that will inform us on the magnitude, strength
and intensity of storms, rivers flooding, seismic
activities that may trigger tsunamis and volcanic
eruptions. Young people are more in tune with
technologies than older persons; therefore, they
must be trained to use these technologies such as
early warning systems to warn their communities
of approaching disasters and also the use of GIS
mapping exercises to identify areas that are prone
to climate risk vulnerability and disasters.
Although there are technical knowledge and
technology to predict storms and other climaterelated calamities and enhance adaptive capacity
to various livelihoods at the community level,
this knowledge is not integrated into formal sustainable practices. Policymaker and senior official Y15 further highlighted the gap between
climate change and indigenous knowledge as an
area, which needs urgent attention: “There is a
gap between Climate Change and traditional
knowledge. The challenge is how to manage
Climate Change knowledge in traditional subjects in schools”.
Technological innovation and creativity were
viewed by most policymakers and senior officials
as the solution to empower youth with knowledge and skills to build their capacity to adapt to
climate change since youth are more easily
adapted to the use of technology than an older
person. Policymakers spoke of the potential that
technology possesses to empower youth to
develop green energy and technology to build
stronger and cooler buildings to respond to
storms and temperature rise. Technology can also
be the change enabler/driver to empower youth to
create drought- and disease-resistant crops that
would enable SIDS to provide food all year round
and reduce the number of persons falling into the
poverty cracks.
Youth share similar concerns as policymakers
pertaining to the role that ICT could play in the
overall development of their education system
and CCA actions in the future. However, youth
were more conservative in their recommendation
for action by focusing on the redesigning of the
education curriculum to ensure that technology is
integrated into enhancing the overall content and
delivery of the education product in schools.
The use of technology can enhance the capacity of youth. Education and the creation of human
capital are responsible for both the changes in
labour and changes in the overall production of
new levels of technology (Mulongo 2012).
Change Enabler: Adaptation
The “change enabler adaptation” sub-theme is
divided into the following clusters: (1) integration of climate change education in the education
curriculum and (2) new CCA policy.
Integration of Climate Change Education
The inclusion of climate change education is
viewed by both policymakers and youth as viable
change enablers for youth to participate in climate change adaptation actions. A policymaker
and senior official Y1 suggested that:
The focus should be on the development of climate
change sustainable Education in the schools, colleges and adult and continuing education programmes. Youth should be provided with basic
knowledge on environmental law, land management and conservation strategies to enhance their
knowledge on their rights as citizens and empower
them to take actions or advocate for sustainable
practices when they see that such rights or laws are
violated.
Over three-quarters of the policymakers and
senior officials asserted that the methods used in
the classroom were too focused on “chalk and
talk”. They stated that trainers need to explore
more practical approaches to training and engaging youth, including the use of technology in the
classroom to enhance the delivery of content.
Youths are concerned with the lack of climate
change education in the school curriculum, as
stated by a young woman from FGD X9:
Summary of Analyses of the Top- Down and Bottom-Up Approaches from Data Collected…