PACJA   urges   governments   to   integrate climate change into education curricula  

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By Shadrack Nyakoe

The Pan African Climate Justice Alliance (PACJA) has called upon African governments to fast-track integration of climate change into their education systems.

In a statement released on the International Day of Education, Mithika Mwenda, the Executive

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Director, PACJA said education is a critical agent that could help the society address climate

emergency Africa faces today.

He said that it is through education that the Article 6 of the UN Framework Convention on

Climate Change (UNFCCC) that seeks to reduce the impact  of  climate  change  by enabling

society to be a part of the solution could be achieved.

The Intergovernmental panel on climate change last August released a report that reaffirmed the

precarious position Africa is in on matters of global warming. According to the report, African

countries are already struggling to adapt to the reality of a changing climate.

A   number   of   National   Climate   Change   Action   plans   and   countries   Nationally   Determined

Contributions (NDC) call   for   the   integration   of   climate   change   in   the   education   system,

emphasizing on integration in existing curriculum for the understanding of the various aspects on

climate change.

“Yet, action towards mainstreaming climate change into the education are still moving at slow

pace,” said Dr Mithika.

He added that formal and informal education systems provide the unique ways through which

African societies can transfer knowledge and skills of the current crop of experts and indigenous

knowledge needed to combat climate change effectively at all levels of learning in the formal

primary, secondary, tertiary, and adult education; and other professional development levels as

well as informally.

Mithika noted that as Africa’s largest coalition of civil societies clamoring for climate justice,

PACJA is not oblivious of ensuring that the generation to come is empowered with information

and knowledge to tackle climate change whose solution may not be in the foreseeable future.

He challenged curriculum developers and implementers to rise up to the occasion to coordinate

efforts towards having climate change in the education curricula.

According to the Kenyan government which has been having plans of mainstreaming climate

change into its education curriculum, the education system has lagged behind in imparting skills,

attitudes, values and behaviors necessary for climate action at individual or society wide levels.

Yet, countries such as Kenya, Zimbabwe among others have high literacy levels that could have

facilitated the integration easily.

However, Mithika   noted   with   satisfaction   moves   by   universities   in   Africa   which   are   fully

integrating climate change.

“The PACJA has entered into partnership with Kenyatta University Kenya to initiate the Nairobi Summer School on Climate Justice. Plans are afoot to extend this partnership to other universities around Africa as well,” he said.

The International Day of   Education is celebrated   every 24th of January to recognize  all the

education   efforts   going   on   in   the   world   and   most   especially   in   Africa   where   we   have not achieved targets set for sustainable development goals in Education.

This year’s theme as provided by UNESCO: Changing course, Transforming Education whose purpose serves to ensure that the revival of education sector and to strengthen it in the context.

The year 2020 hit the entire world by storm and disrupted among many activities, education

was hit hard.

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