foundation that increasing communities’ knowledge
6 about climate change, and
options for adaptation and associated links with disaster risk reduction are essential
to increasing resilience to climate change.
Increased knowledge also enables children and youth to take a leading role in
CC-CBA activities and become climate change educators within their communities.
7 The project facilitated the active engagement of children and youth in climate
change adaptation within their communities. Through supporting children, youth
and the wider community to identify, develop and implement small-scale adaptation action, the project also sought to support the community to actively improve
their resilience and at the same time speak with relevant decision-makers at the
local, regional and national level to influence change. By working with duty
bearers, the project helped to ensure these advocacy efforts do not ‘fall on deaf
ears’.
Project activities included school curricula development, community education,
and supporting peer education and outreach.
8 Children and youth participated in
training on using multimedia for communication and advocacy, including a radio
media program, music, theatre and jingle-making. Local governments (LGs) and
communities were supported to undertake participatory, climate change vulnerability and capacity assessments (PCVAs), which involved the participation of
children and youth. From these assessments, locally developed adaptation initiatives were developed by school groups, by children and youth, as well as by adult
community groups through a small grants programs. The project also supported
LGs to use PCVA results to help plan, budget, design and implement local CCA
activities, such as disaster preparedness and risk reduction activities. As well as
working with children, the project directly supported LGs to design CCA-related
local policies and regulations.
With the focus of children and communities, and through directly working with
duty-bearers at various levels including within government, CC-CBA was fundamentally a human rights-based project. As Windfuhr (2000:25) notes, “a rightsbased approach means foremost to talk about the relationship between a state and
its citizens.”
9 CCA requires actions and coordination by communities and
6 Williams, Casey, Adrian Fenton and Huq Sallemul. 2015. “Knowledge and Adaptive Capacity.”
Nature Climate Change 5(February):82–83. notes the growing agreement that knowledge is an
important determinant of adaptive capacity, in research frameworks, and in international policy
and agreements.
7 Children in a Changing Climate Research. 2010. Children, Climate Change and Disasters: An
Annotated Bibliography. Brighton: Institute of Development Studies University of Sussex, Tanner, Thomas. 2010. “Shifting the Narrative: Child-Led Responses to Climate Change and Disasters
in El Salvador and the Philippines.” Children & Society 24(4):339–51. doi: 10.1111/j.1099-0860.
2010.00316.x
8 Schoch, Corinne and Pia Treichel. 2015. Child-Centred Climate Resilience: Case Studies from
the Philippines and Vietnam: Save the Children and Plan International.
9 Windfuhr, Michael. 2000. “Economic, Social and Cultural Rights and Development Cooperation.” in Working Together: The Human Rights Based Approach to Development CooperationReport of the Ngo Workshop., edited by A. Frankovits and P. Earle.
16 Evaluating Climate Change Adaptation in Practice: A Child-Centred. . .
293
6 about climate change, and
options for adaptation and associated links with disaster risk reduction are essential
to increasing resilience to climate change.
Increased knowledge also enables children and youth to take a leading role in
CC-CBA activities and become climate change educators within their communities.
7 The project facilitated the active engagement of children and youth in climate
change adaptation within their communities. Through supporting children, youth
and the wider community to identify, develop and implement small-scale adaptation action, the project also sought to support the community to actively improve
their resilience and at the same time speak with relevant decision-makers at the
local, regional and national level to influence change. By working with duty
bearers, the project helped to ensure these advocacy efforts do not ‘fall on deaf
ears’.
Project activities included school curricula development, community education,
and supporting peer education and outreach.
8 Children and youth participated in
training on using multimedia for communication and advocacy, including a radio
media program, music, theatre and jingle-making. Local governments (LGs) and
communities were supported to undertake participatory, climate change vulnerability and capacity assessments (PCVAs), which involved the participation of
children and youth. From these assessments, locally developed adaptation initiatives were developed by school groups, by children and youth, as well as by adult
community groups through a small grants programs. The project also supported
LGs to use PCVA results to help plan, budget, design and implement local CCA
activities, such as disaster preparedness and risk reduction activities. As well as
working with children, the project directly supported LGs to design CCA-related
local policies and regulations.
With the focus of children and communities, and through directly working with
duty-bearers at various levels including within government, CC-CBA was fundamentally a human rights-based project. As Windfuhr (2000:25) notes, “a rightsbased approach means foremost to talk about the relationship between a state and
its citizens.”
9 CCA requires actions and coordination by communities and
6 Williams, Casey, Adrian Fenton and Huq Sallemul. 2015. “Knowledge and Adaptive Capacity.”
Nature Climate Change 5(February):82–83. notes the growing agreement that knowledge is an
important determinant of adaptive capacity, in research frameworks, and in international policy
and agreements.
7 Children in a Changing Climate Research. 2010. Children, Climate Change and Disasters: An
Annotated Bibliography. Brighton: Institute of Development Studies University of Sussex, Tanner, Thomas. 2010. “Shifting the Narrative: Child-Led Responses to Climate Change and Disasters
in El Salvador and the Philippines.” Children & Society 24(4):339–51. doi: 10.1111/j.1099-0860.
2010.00316.x
8 Schoch, Corinne and Pia Treichel. 2015. Child-Centred Climate Resilience: Case Studies from
the Philippines and Vietnam: Save the Children and Plan International.
9 Windfuhr, Michael. 2000. “Economic, Social and Cultural Rights and Development Cooperation.” in Working Together: The Human Rights Based Approach to Development CooperationReport of the Ngo Workshop., edited by A. Frankovits and P. Earle.
16 Evaluating Climate Change Adaptation in Practice: A Child-Centred. . .
293