CEMASTEA Trains Teachers On Climate Change, Mitigation
Climate change is a multifaceted global issue that often becomes politicized. An informed population is essential for developing strategies to mitigate its effects and address its devastation.
The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) recognized that many teachers lack sufficient information on climate change. This knowledge gap hinders effective education on the topic.
To bridge this gap, CEMASTEA has started training secondary school teachers to address climate change in their schools.
Livingstone Makanda, Head of Secondary School Education at CEMASTEA, reported that the first group of 104 teachers from 12 counties completed a week-long training at Menengai High School in Nakuru. The training encompassed various aspects of climate change, including:
- Environmental conservation
- Waste management
- Recycling
- Energy conservation
- Flood mitigation
- Indigenous knowledge
Makanda highlighted that teachers were also trained to counter misinformation about climate change.
He emphasized that teachers are pivotal in shaping societal change through research, educating future decision-makers, and raising public awareness.
He noted that global reviews indicate many teachers lack adequate climate science knowledge despite their positive attitudes towards environmental education.
Effective Teaching Strategies
Participants were trained to teach climate change across various subjects, such as science, social studies, and English-language arts. Makanda identified effective teaching strategies, including hands-on activities, expert speakers, and student research projects.
Makanda stressed the increasing visibility of climate change effects worldwide, such as heatwaves, flooding, droughts, and storms.
Retooling teachers to develop climate change-related programs in schools is vital for helping young people cope with global warming practically and psychologically.
The United Nations advocates for climate change studies to be part of school curricula by 2025. However, a UNESCO study found that over half of the education plans in nearly 50 countries do not reference climate change, and only 19% mention biodiversity.
Kenya’s National Climate Change Policy (Sessional Paper 3 of 2016) emphasizes integrating climate change across all sectors to build resilience and adaptive capacity.
Makanda advised that integrating climate change into school programs should encompass multiple disciplines, including agriculture, environmental science, economics, and policy, to foster a holistic understanding.
Dr. Samson Arodi, Nakuru County Quality Assurance and Standards Officer, noted that increased climate change information opens career opportunities in environmental conservation, renewable energy, and climate science.
Education plays a crucial role in building capacity for policy development, as an informed population can advocate for policy implementation and budget allocation for climate mitigation and adaptation.
Teachers as Catalysts for Change
Dr. Arodi stated that teachers are instrumental in achieving these goals, actively participating in curriculum development and using extracurricular activities to promote innovative climate solutions.
He emphasized that Kenya, as a signatory to the Paris Agreement, relies on teachers to educate the next generation about climate change, instilling a sense of global responsibility.
Samwel Mwangi from Olkejuado High School plans to start a waste management and recycling project with his students, promoting circular economy principles.
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Beatrice Nzilani, also from Olkejuado High School, intends to prioritize energy efficiency by implementing energy-saving lighting, optimizing HVAC systems, and encouraging the use of natural light. She also plans to promote renewable energy sources like solar panels.
Eunice Muthoni from Kangara High School recognizes the benefits of biogas for waste management and clean energy. She plans to use farm waste to produce biogas for cooking and electricity generation.
Ramadhan Roba from Isiolo Boys High believes in using oral literature, folklore, music, and drama to teach climate change. He sees these traditional forms as effective in conveying moral lessons on waste management and environmental conservation to young people.
Conclusion
Climate change poses significant risks, including threats to food security through crop failure. Integrating climate change education into school curricula and training teachers comprehensively is crucial for building a knowledgeable and proactive population.
CEMASTEA Trains Teachers On Climate Change, Mitigation
