56
The subject of Climate Change is too important for
the government to treat with disrespect. Youth
would have to take the lead to ensure that we are
provided with proper knowledge and skills on the
subject. There is a need to implement Climate
Change Education in the education system at all
levels (de subjik af climate change ah too impohtant
fuh govament fuh treet wid disrespek. Ahwe go hah
fuh tek eh lead fuh mek shor we geh deh rite nalege
and skill pon climate change. Govament hah feh
implement climate change edukashon enah arla de
skool dem).
Most senior officials and policymakers were
very excited when discussing the urgency and
value of integrating climate change education in
the school curriculum. They suggested that the
new education curriculum should focus not only
on providing knowledge and content but on
building activism among youth and changing
their overall attitude towards responding to challenges within their community.
On the issue of enhancing teaching methodologies, policymakers and senior officials suggested that trainers and teachers should use the
community to conduct their teaching and research
because there are lots of climate change scenarios and experiences to draw on in the community.
Therefore, case studies around specific experiences on climate change and how the community
responds to adapt to the climate change challenge
can be developed.
Youth expressed a similarly high level of
enthusiasm for integrating climate change education in the school system. Although they are
not too familiar with the specifics of climate
change education, they are aware that the education they are receiving is not adequate to prepare them to deal with the impact of climate
change now and in the future. They put forward
the following recommendations: (1) retraining
teachers, facilitators and lecturers in new methodologies and approaches to enhance the delivery of content and skills and (2) redesigning
the education curriculum to provide the appropriate knowledge and skills to enable them to
adapt to climate change. They have seen the
impact of climatic disasters that may be arising
from climate change and can link education as
a vehicle for building the adaptive capacity of
SIDS to adapt to the impact of climate change.
Youth will require skills in disaster management to deal with the increases in natural disasters in the Caribbean as well as skills and
knowledge in CCA to prepare them to function
in the long term.
Adaptive capacity is mainly influenced by the
appropriateness of a comprehensive institution
and education (Jopp et al. 2010); therefore, to
ensure the enhancement of adaptive capacity,
there is a need for secure interaction between the
world of work and the world of education and
training to ensure that adequate skills and knowledge are provided to guarantee the greening of
the economy (ILO 2010; Poschen 2015).
A New Climate Change Adaptation
Policy
The government has created Ministry of
Sustainable Development, which is responsible
for the coordination of all agencies/ministries
responsible for the environment. Therefore, the
enactment of a climate change policy is viewed
by policymakers as an excellent change enabler
to build on. Policymaker and senior official Y15
stressed the relevance of developing a national
climate change policy:
Many things need to be done to improve the development of Climate Change Education and to train
to make the education system more effective and
responsive to prepare youth to build resilience to
adapt to Climate Change in the future. We should
start by developing and implementing a National
Climate Change Policy in St. Vincent and the
Grenadines. The policy must be mainstreamed
across all sectors and integrated within all sectoral
policies such as agriculture, tourism, industry,
education.
The implementation of a national climate
change policy is viewed by all youth as a crucial
part of the effort of the government to create the
enabling conditions for CCA to take place. A
young woman from FGD X1 said:
The creation of a national policy on Climate
Change is very important. This policy should be
linked to all the sectors including agriculture,
industry, forestry, tourism and others (Deh crea3 Implementation of the Conceptual Framework for Youth Adaption in Climate Change on SIDS
The subject of Climate Change is too important for
the government to treat with disrespect. Youth
would have to take the lead to ensure that we are
provided with proper knowledge and skills on the
subject. There is a need to implement Climate
Change Education in the education system at all
levels (de subjik af climate change ah too impohtant
fuh govament fuh treet wid disrespek. Ahwe go hah
fuh tek eh lead fuh mek shor we geh deh rite nalege
and skill pon climate change. Govament hah feh
implement climate change edukashon enah arla de
skool dem).
Most senior officials and policymakers were
very excited when discussing the urgency and
value of integrating climate change education in
the school curriculum. They suggested that the
new education curriculum should focus not only
on providing knowledge and content but on
building activism among youth and changing
their overall attitude towards responding to challenges within their community.
On the issue of enhancing teaching methodologies, policymakers and senior officials suggested that trainers and teachers should use the
community to conduct their teaching and research
because there are lots of climate change scenarios and experiences to draw on in the community.
Therefore, case studies around specific experiences on climate change and how the community
responds to adapt to the climate change challenge
can be developed.
Youth expressed a similarly high level of
enthusiasm for integrating climate change education in the school system. Although they are
not too familiar with the specifics of climate
change education, they are aware that the education they are receiving is not adequate to prepare them to deal with the impact of climate
change now and in the future. They put forward
the following recommendations: (1) retraining
teachers, facilitators and lecturers in new methodologies and approaches to enhance the delivery of content and skills and (2) redesigning
the education curriculum to provide the appropriate knowledge and skills to enable them to
adapt to climate change. They have seen the
impact of climatic disasters that may be arising
from climate change and can link education as
a vehicle for building the adaptive capacity of
SIDS to adapt to the impact of climate change.
Youth will require skills in disaster management to deal with the increases in natural disasters in the Caribbean as well as skills and
knowledge in CCA to prepare them to function
in the long term.
Adaptive capacity is mainly influenced by the
appropriateness of a comprehensive institution
and education (Jopp et al. 2010); therefore, to
ensure the enhancement of adaptive capacity,
there is a need for secure interaction between the
world of work and the world of education and
training to ensure that adequate skills and knowledge are provided to guarantee the greening of
the economy (ILO 2010; Poschen 2015).
A New Climate Change Adaptation
Policy
The government has created Ministry of
Sustainable Development, which is responsible
for the coordination of all agencies/ministries
responsible for the environment. Therefore, the
enactment of a climate change policy is viewed
by policymakers as an excellent change enabler
to build on. Policymaker and senior official Y15
stressed the relevance of developing a national
climate change policy:
Many things need to be done to improve the development of Climate Change Education and to train
to make the education system more effective and
responsive to prepare youth to build resilience to
adapt to Climate Change in the future. We should
start by developing and implementing a National
Climate Change Policy in St. Vincent and the
Grenadines. The policy must be mainstreamed
across all sectors and integrated within all sectoral
policies such as agriculture, tourism, industry,
education.
The implementation of a national climate
change policy is viewed by all youth as a crucial
part of the effort of the government to create the
enabling conditions for CCA to take place. A
young woman from FGD X1 said:
The creation of a national policy on Climate
Change is very important. This policy should be
linked to all the sectors including agriculture,
industry, forestry, tourism and others (Deh crea3 Implementation of the Conceptual Framework for Youth Adaption in Climate Change on SIDS