Climate Change Education for Sustainable Development€¦ · Climate Change Education for...

UNESCO Country Project on CCESD, Nepal

Climate Change Education for

Sustainable Development Climate Change and Disaster Risk

Management in School Curricula

DR Bhuju, BK Ranjit, S Adhikari

___________________________________________________________________________________

DISSEMINATION WORKSHOP

UNESCO Office in Kathmandu and Nepal National Commission for UNESCO

Kathmandu, Nepal . 05 July 2015

• Sustainable development is

development that "meets the

needs of the present without

compromising the ability of

future generations to meet

their own needs (WCED 1987)

• Social: needs of people must

be met equally

• Environment: protect the

Earth’s environment

• Economy: competitive in a

world market

DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU

Climate Change Education for Sustainable Development DRBhuju, BK Ranjit, S Adhikari

WHY CC & DRR AT SCHOOL LEVEL

• Children are more vulnerable to disasters,

at the same time they can be influential and

effective communicators about disasters.

• Climate change is the biggest challenge of

our time, threatening existence of many of

the species including humans.

• Sustainable development realizes that

resources are limited and human beings are

only part of the ecosystem.

• School education is the one experience

most commonly shared by people around

the world. It lays some fundamental

foundations of knowledge which help

shaping their worldview and becoming

successful in life. DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU


CLIMATE CHANGE EDUCATION AND

SUSTAINABLLE DEVELOPMENT

• UNFCC C Article 4: all Parties shall promote and cooperate in education, training and public awareness related to climate change

• UNFCCC Article 6: all Parties shall promote and facilitate the development and implementation of educational and public awareness programs on climate change and its effects.

• COP-16, Cancun in 2010: called to enhance the involvement of groups with key roles in climate change communication and education including teachers, youth, children, …. support for formal climate change education in schools and institutions, at all levels and in both non-formal and informal education

INTERACTION MEETING WITH POLICY OFFICIALS OF GOVERNMENT OF NEPAL 16 JAN 2015 KATHMANDU


CLIMATE CHANGE (CC)

DISASTER RISK MANAGEMENT (DRM)

SUSTAINABLE DEVELOPMENT (SD)

IN SCHOOL CURRICULUM



PREFACE

ACKNOWLEDGEMENTS

EXECUTIVE SUMMARY

LIST OF ACRONYMS

LIST OF FIGURES

LIST OF TABLES

INTRODUCTION 1

OBJECTIVES AND SCOPE 2

METHODOLOGY

Desktop study and background documents

Survey sites: Kathmandu, Janakpur and Sindhupalchowk

Focus Group Discussion

Structured Interviews

Questionnaires

3

NATIONAL EDUCATION SYSTEM: STRUCTURE AND POLICIES

Background

Goals and Objectives

Structure of Education

Education Statistics

Education Policies

5

CLIMATE CHANGE EDUCATION AND SUSTAINABLLE DEVELOPMENT

Climate Change: Nepal Scenario

Climate Change Policy, 2011

National Adaptation Program of Action

Local Adaptation Plan of Action

Environment Education School Curricula

12

CURRICULUM CONTENTS

Environmental Education in Nepal

Quantitative Information on Subject

17

SURVEY RESULTS

Perception and Learning Practices

Policy and Curriculum

Opportunities and Constraints

23

CONCLUSION/RECOMMENDATIONS 30

REFERENCES

ANNEX DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU


METHODOLOGY

• Desktop Study and Background Documents

• Group Identification

• Questionnaire Preparation

• Questionnaire Survey and Focus Group Discussion

• Key Informants’ Interview and Consultation

Date (2014)

Location/Venue No. of Participants (Total: 149)

Gr I Gr II Gr III Gr IV

12 Sep

Dhulikhel (In-lieu of Kathmandu Gr I)

20 - - -

23-24 Sep

Dhanusha, Janakpur Education Training Centre

12 8 11 11

13-14 Oct

Sindhupalchowk, Chautara Shree Krishna Ratna Ganga HSS

15 12 14 13

16 Oct Kathmandu, Ganabahal Nepal Adarsha Sec. School

- 10 11 12

Total 47 30 36 36

Table 1. Survey schedule and composition of the groups



Date Name Profession and affiliation 23 Sep Mr Krishna Prasad Dhungana CDO, Dhanusha, 10 Oct Dr Tirtha Bahadur Shrestha Life Member, Nepal Academy 13 Oct Mr Gopal Prasad Parajuli CDO, Sindhupalchowk 17 Oct Dr Badri Dev Pandey Environment Education Expert

19 Oct Dr Tirtha Raj Parajuli Professor, Education

Dr Ram Krishna Maharjan Professor, Education Dr Prem Narayan Aryal Professor, Education

20 Oct Mr Kedar Bhakta Mathema Educationist, Former VC /TU 30 Oct Dr Susan Acharya Associate Prof. Education

Dr Hridaya Ratna Bajracharya Technical Adviser, UGC

Table 2. List of the intellectuals and experts consulted

SN Name Designation Institution

1 Dr Ananda Gautam Director Nepal Agriculture Research Council

2 Mr Reshmi Raj Pandey Joint Secretary Ministry of Federal Affairs and Local Development

3 Dr Bimala Devkota Senior Scientist Nepal Academy of Science and Technology

4 Dr Anjana Shakya Education Expert Freelancer

5 Dr Lab Dev Awasthi Joint Secretary Ministry of Education

6 Mr Khaga Raj Baral Executive Director NCED, Ministry of Education

7 Mr Diwakar Dhungel Executive Director CDC, Ministry of Education

8 Mr Damber Angdembe Curriculum Officer CDC, Ministry of Education

9 Mr Surendra Acharya Officer CDC, Ministry of Education

10 Mr Tapa Raj Pant NPO UNESCO, Nepal

11 Dr Bal Krishna Ranjit DEO District Education Office, Kathmandu

12 Dr Dinesh Raj Bhuju Team Leader National Survey CCESD Nepal

Table 3. Participants of Interaction (16 Jan 2015) on the survey report in Kathmandu

STRUCTURE OF SCHOOL EDUCATION

Level Grade Duration Age Group Certifying exams Core Subjects

Primary I to V 5 Yrs 5(+) to

10(+)

District level primary

school examination at

the end of class V

Nepali, English, Math,

Social Studies, Science

Middle/Low

er Secondary VI to

VIII 3 Yrs.

10(+) to

13(+)

Dist. level lower

secondary exam at the

end of class VII

Nepali, English, Math.

Social Studies, Science,

Health and Environment

High School/

Secondary IX&X 2Yrs.

13(+) to

15(+)

School Leaving

Certificate (SLC)

exam at the end of

class X

Nepali, English. Math,

Social Studies, Science,

Health and Environment

Higher

Secondary

10+2

XI to

XII 2Yrs.

15(+) to

17(+)

HSEB exams at the

end of both XI and

XII

English. Nepali and 3 Core

subjects of the chosen

stream



EDUCATION POLICIES IN NEPAL

YEAR MAJOR POLICY INTERVENTION/DOCUMENT

1954 First national education system in action

1971 National Education System Plan (NESP) implemented

1992 National Education Commission formed

2000 Fundamental reforms; Education for All (EFA), Teacher

Education Project (TEP), Secondary Education Support

Program (SESP), Community School Support Program

(CSSP) and Food for Education (FfE)

2005 National Centre for Educational Development (NCED)

Training Policy 2062

2005 Non Formal Education (NFE) Policy 2063

2006 Open and Distance Learning (ODL) Policy 2063

2006 Technical Education and Vocational Training (TEVT)

Skill Development Policy 2064 DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU


CLIMATE CHANGE: NEPAL SCENARIO

• Emission of green house gases: 0.025% of global emission

• The per capita carbon dioxide equivalent emission: below 2.0 tonnes (almost half as compared to global average value of 3.9 tonnes per capita (MoE 2011)

• Max. temp rise: 0.05 °C • Fourth most vulnerable

country to climate change (Maplecroft 2010)

• NAPA 2010 • Climate Change

Vulnerability Mapping for Nepal 2010

• LAPA Framework 2011 • Climate Change Policy

2011 • Climate Change Council



Role of education not mentioned

Climate Change (CC) Disaster Risk Management (DRM) Sustainable Development (SD) in School Curriculum



Curriculum Basic level grade I-III

Grade Total Cr Hrs Our Earth Rel Wt %

I 96 12 12.50

II 96 12 12.50

III 96 12 12.50

Coverage of topics related to CC, DRR and SD (Grade I-III) in Social Studies & Creative Arts

Grade Total Cr Hrs Env. Earth & Space Total Wt Rel. Wt % I 64 9 7 16 25.00 II 64 9 15 24 37.50 III 64 7 15 22 34.00

Coverage of topics related to CC, DRR & SD (Grade I-III) in Science, HPE

SN Subject Grade I-III Weekly class load Full mark

1 Nepali 8 100 2 English 5 100 3 Mathematics 6 100 4 Social Study & Creative Arts 6 100 5 Science, HPE 5 100 6 Local Content/ Mother Tongue 4 100

Total 34 600



Curriculum of basic level grade IV-V SN Subject Weekly class load Full mark

1 Nepali 8 100

2 English 5 100

3 Mathematics 6 100

4 Social Study 5 75

5 Creative Arts 3 25

6 Science and Environment 4 50

7 Health and Physical Education 4 50

8 Local Content/Mother Tongue 4 100

Total 39 600

Coverage of topics related to CC, DRR and SD (Grade IV-V) in Social Studies

Grade Total Cr Hrs Our Earth Rel. Wt. % IV 160 20 12.50 V 160 20 12.50

Coverage of topics related to CC, DRR & SD (Grade IV-V) in Science & Env.

Grade Total Cr Hrs Env. Earth & Space Total Wt Rel. Wt % IV 128 18 22 40 31.25 V 128 18 22 40 31.25



Curriculum of basic level grade VI, VII and VIII

SN Subject Weekly class load Full mark

1 Nepali 5 100

2 English 5 100

3 Mathematics 5 100

4 Social Study and Population Education 5 100

5 Science and Environment 5 100

6 Health and Physical Education 3 50

7 Ethics 2 50

8 Profession, and Vocational Education 5 100

9 Local Content/Mother Tongue/Samskrit 5 100

Total 40 800

Coverage of topics related to CC, DRR and SD (Grade VI to VIII) in Sc. & Env.

Grade Total cr hrs Earth & Cosmic Sc Env. Total Wt Rel. Wt %

VI 175 6 24 30 17.14

VII 175 5 24 29 16.57

VIII 175 16 24 40 22.86

Coverage of topics related to CC, DRR and SD (Grade VI to VIII) in Social Study & Pop. Edu.

Grade Total cr hrs Our Earth Env Total Wt Rel. Wt %

VI 175 5 20 20 11.43

VII 175 5 20 20 11.43

VIII 175 5 20 20 11.43 DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU


Curriculum of secondary level (grade IX-X)

SN Subject Weekly class load Full mark

1 Nepali 5 100

2 Mathematics 5 100

3 English 5 100

4 Science 5 100

5 Social Study 5 100

6 HPE Education 4 100

7 Optional - First Paper 5 100

8 Optional - Second Paper 5 100

Total 39 800

Coverage of topics related to CC, DRR & SD (Grade IX-X) in HPE Education

Grade Total cr hrs

Earth Care Sustainable Dev.

Env. Status of Nepal

Total Wt

Rel. Wt %

IX 120 8 - 8 6.67 X 120 14 18 32 26.67

Coverage of topics related to CC, DRR & SD (Grade IX -X) in Opt. Env. Sc.

Grade Total cr hrs CC, DRR & SD Rel. Wt % IX 120 52 43% X 120 50 42%



Per cent coverage of topics on climate/climate

change, disaster and sustainable development

in school curricula in Social Study



0

5

10

15

20

25

30

I II III IV V VI VII VIII IX X

PER

CEN

T

GRADE

Per cent coverage of topics on climate/climate

change, disaster and sustainable development in

school curricula in SHPE/SE/SES/HPEE

Abb: SHPE (Science, Health and Physical Education in

Grades I-III), S&E (Science and Environment in Grades IV-V),

SEE (Science & Environment Education in Grades VI-VIII) DISSEMINATION WORKSHOP . 05 JUL 2015 KATHMANDU


0

5

10

15

20

25

30

35

40

I II III IV V VI VII VIII IX X

PER

CEN

T

GRADE

0

2

4

6

8

10

12

14

16

18

20

IX X

PER

CEN

T

GRADE

Per cent coverage of topics on climate/climate change, disaster

and sustainable development in school curricula (grade ix-x) in

Science



SURVEY RESULTS 1. Perception and

Learning

Practices

2. Policy and

Curriculum: Gaps

in Policy, Skill

development,

Teachers’

Training and

Methodologies

and

3. Opportunities and

Constraints

• Group i: school

supervisors, resource

persons, representatives

of parents teachers

association, school

management committee,

• Group ii: representatives

of government and non-

government

organizations

• Group iii: teachers

(science, social study,

environment, health), and

• Group iv: school students

from grade vii and above

1. Dhanusha

(lowland Tarai-

Madhesh),

2. Kathmandu

(mid-hills

Pahad), and

3. Sindhupalchow

k (mountain

district Himali

Jilla)



Policy and Curriculum

• Curriculum should

focus on skill

development and

capacity building

education.

• Teaching learning to

be made more

scientific; Guest

lectures be included

• Illustrations and

figures are lacking in

the chapters; these

need to be prioritized

in the curriculum.

Perception and

Learning Practices

• Climate Change is

happening, its

impacts are being

perceived and

affecting the

livelihood

Climate Change has

not yet been

addressed clearly in

curriculum

DRR explained in

brief in curricula;

Topics are

interesting

Opportunities and

Constraints

• Curriculum has to

be designed in

such a way so that

it can address the

local and

contextual

evidences.

• Teachers needs

training

• Curricula based

on regional

scenario would

best address the

CC/DR problems



SURVEY RESULTS

CONCLUSION

RECOMMENDATIONS

• Education in Centre

• Greater Partnership

• Ensuring Capacities

• Curriculum Updating

• Knowledge Evaluation



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