Practices, Perceptions and Prospects for Climate Change Education in Africa

This open access book presents peer-reviewed chapters that introduce the subject of climate change within formal and informal sectors of education in Africa, as key to building the capacity of current and future generations to address the most pressing global issue.

An insight into existing practices, perceptions, and prospects for climate change education in Africa can bring to light relevant frameworks that can support a climate-resilient future in the continent.

Among others, the book contends that there is a need to rethink current practices of climate change education in the continent by optimizing Indigenous knowledge systems and context-relevant pedagogies as important strategies.

Governments, civil society, and other stakeholders in Africa can draw on the rich insights captured in this book as they consider feasible approaches to resolve the current climate crisis.

This book is open access, which means that you have free and unlimited access Provides in-depth analysis of climate change education in Africa Explains how climate education in Africa can be implemented for impactful outcomes Includes country case studies on climate change education in Africa

Autorentext

Dr. Marcellus Forh Mbah is currently an academic and the race and equality lead in the School of Education, Environment, and Development (SEED) at the University of Manchester, where he teaches environmental education. Prior to joining Manchester, he held teaching and research positions in Bournemouth and then at Nottingham Trent, during which he provided leadership to a Special Interest Group (SIG) on Education and International Development.

Professor Petra Molthan-Hill, Ph.D., is the co-chair of the UN PRME Working Group on Climate Change, a professor at NTU (UK), and an author of the 'Handbook of Carbon Management.' She is an international multi-award-winning expert for Climate Change Mitigation Tools and leads the 'Climate Literacy Training -CLT-ECOS' distributed worldwide with QS Impact and UN PRME, which won the QS Reimagine Education Award in Sustainability (Gold) in 2022.

Dr. Ernest L. Molua is a professor of Agricultural Economics in the Faculty of Agriculture and Veterinary Medicine, University of Buea, Cameroon. He is a member of the College of Research Associates of the United Nations University Institute for Natural Resources in Africa. He is a fulbright research fellow at Yale University, USA. He also serves as a visiting professor to the United Nations Institute for Economic Development and Planning, Dakar, Senegal.

Inhalt

Climate change education in Africa: Setting the scene.- Why Education Matters for a Climate-Resilient Africa.- Bridging Generations Using Climate Change Education in African Early Years to Tertiary Levels.- Conceptual Premises for Climate Change Adaptation Education in African Universities.- ICT-enabled climate change education and adaptation in Africa.- Pedagogical considerations for climate change education in Africa.- Valuation of High-Level Climate Change Education Discourse in Africa. Evidence-Based Insights for Mainstreaming Disaster Risk Management.- Gender and climate change education in Sub-Saharan Africa as the missing component in climate change adaptation for an effective management of natural resources.- Farmers' Climate Change Adaptation Strategies and the Role of Environmental Awareness and Education: A Review on Africa.- State Capabilities and Youth Climate Change Education.- Antecedents of climate change literacy in Sub Sahara Africa.- Critical thinking in sustainable business: Examining pragmatic and ethical issues for supporting biodiversity (eco-centrism) in business education.- Climate Change Education through Agroecology Curricula in Sierra Leone.- Indigenizing Education for Climate Management in Cameroon.- Challenges and opportunities for climate change literacy in Botswana: A critical review.- Climate Change Education in West Africa: Prospects and Problems.- Climate Change Education in African Higher Education Institutions: Insights into Current Practices and Future Directions.