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Climate Change Perception Among Geography and Biology Teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria

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Climate Change Perception Among Geography and Biology Teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria Annals of Ecology and Environmental Science Volume 2, Issue 4, 2018, PP 1-11 ISSN 2637-5338 Climate Change Perception among Geography and Biology Teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria Ishaya S., Apochi, M. A and Mohammed Abdullahi Hassan Department of Geography and Environmental Management, University of Abuja, Nigeria. *Corresponding Author: Ishaya S, Department of Geography and Environmental Management, University of Abuja, Nigeria. Email: [email protected] ABSTRACT This study assess climate change perception among Geography and Biology teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria. In carrying out this study, the Interpretive Research method was utilized. The population targeted were the forty nine geography and biology teachers in the eight public senior secondary schools in the Area Council. Semi-structured questionnaire was used in this study. Findings of the study shows that all geography and biology science teachers from the studied schools affirmed to changes in climate/ The main indicators of climate change as observed by the teachers are temperature rise, decrease in rainfall, drier weather, decline in domestic water supply, incapacitation of crop production, de-vegetation, decline of pastures for livestock production thereby instigated conflicts between headers and farmers and rural-urban migration. Reforestation, afforestation, cultivating drought tolerant crops, encouraging irrigation/fadama farming in localities, improve in water usage, shortening growing season by cultivation varieties that matured within a short period of time and indebt dissemination of information on potential weather incidences/events/disasters where seen as strategies of combating climate change impacts as opined by the teachers. Findings shows that the scope and nature of topics related to teaching of climate change in Geography and Biological Science curriculum were not detailed in syllabus and there is need in strengthening curriculum towards mitigating climate change. Keywords: Climate Change, Perception, Geography, Biology, Teachers. INTRODUCTION poverty, limited access to capital, ecosystem degradation, high risk areas, lower adaptive Over the last two decades, climate variability capacity, disasters and conflicts and lack of remains one of the most serious environmental, effective response from the side of the social and economic challenges on a global government (Ishaya, 2013). scale (Ishaya, 2013; Scholze et. al., 2006). Climate change is already affecting numerous At the Sustainable Development Summit on the sectors and productive environments, including 25th September, 2015, the United Nation agriculture, forestry, energy, and coastal zones, Member States adopted the 2030 Agenda for in developed and developing countries (Oli and Sustainable Development. The main drive of the Alec, 2008; Abaje, Ishaya and Usman, 2010) 17 Sustainable Development Goals (SDGs) is to but the developing countries, however, are the end poverty, fight inequality and injustice, and most vulnerable. The impact of climate change radically reduce the impact of climate change by on people’s livelihoods will be greater in Africa 2030. The SDGs was built on the outcome of (Nigeria inclusive), mainly because many poor the eight Millennium Development Goals smallholders depend on agriculture and have (MDGs) which were anti-poverty targets the few alternatives (World Bank, 2010, Sustainable world was committed to achieve by 2015. The Development Goals, 2015). In systems already MDGs which was adopted in 2000, aimed at an exposed to increasing resource demands, array of issues that included slashing poverty, unsustainable management and pollution, hunger, disease, gender inequality, and access to exposure to climate change constitutes an water and sanitation. Enormous progress were important additional pressure. In the developing made on the MDGs, showing the value of a countries, vulnerability can be further increased unifying agenda underpinned by goals and by existing stress factors, such as endemic targets (United Nations, 2017). Annals of Ecology and Environmental Science V2 ● I4 ● 2018 1 Climate Change Perception among Geography and Biology Teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria Despite this success, the indignity of poverty Maje were the selected settlements (see Figure. has not been ended for all countries particularly 1) in Nigeria which is highly exacerbated by the The climate of the Area Council just like most threat posed by climate change. One of the three climate in the tropics have a numbers of climatic aims of the 17 Sustainable Development elements in common, most especially the wet Goals (SDGs) is to tackle climate change by and dry season’s characteristics. The 2030. This aim could only be achieved through temperature in the area ranges from 300C – knowledge dissemination which could be done 37.00C yearly with the highest temperature in in senior secondary schools particular using the month of March and mean total annual geography and biology as a teaching subjects. In rainfall of approximately 1,650mm per annum. many developed nations, climate change is part About 60% of the annual rains fall during the of National Curriculum particularly in Europe. months of July to September. The area is Understanding current perceptions of climate drained by River Usuma and River Gurara the change among teachers is important for major rivers within the study area as well as in designing effective teacher training on climate the FCT. Gwagwalada the largest settlement in change communication. It is in view of this that the study area has a population of 23,114 people this study targets towards assessing climate and is one of the largest satellite town and the change perception among Geography and third largest urban centre in the FCT (Balogun, Biology teachers in Gwagwalada Area Council 2001; Ishaya and Baji, 2013). of the Federal Capital Territory of Nigeria. The area as a whole is located within the This study drives towards unveiling the northern boundary of the Guinea Savannah. The perceptions of Geography and Biological vegetation shows a slight level of variability Science teachers on climate change, geography comprising shrub savanna vegetation type that and biology science teacher’s opinion on covers the Iku – Gurara plains where the study strategies of combating climate change impacts, area is located except for the dominance of the scope and nature of topics related to riparian vegetation on the flood plains of River teaching of climate change in Geography and Gurara and Usuma (Balogun, 2001; Ishaya and Biological Science curriculum and unveiling Baji, 2013). The vegetation is dominated by geography and biology science teacher’s species of plants such as Danulio Oliver, opinion on ways of strengthening the curriculum AlbiziaZygia,Shea butter tree towards achieving the Sustainable Development Butrospermumparadoxium and African Locust Goals with regards to climate change. bean. Parkiaclappertoniana, Study Area Terminatiapilisotigma, Amona, Nauclea and Bombaxcontratumare the dominant shrubs Gwagwalada Area Council is one of the six found within the area (Balogun, 2001; Ishaya Area Councils in the administration of the and Baji, 2013). Federal Capital Territory (FCT). The study area is one of the Area Council of Federal Capital Agriculture is one of the major economic Territory (Abuja) Nigeria. The area is located activities in Gwagwalada Area council due to between latitude 805515211N, 90113411N and favorable climate and soil characteristics. Most longitude 605113611E, 701113511E ( Balogun, of the indigenous people are engaged in peasant 2001; Ishaya and Baji, 2013). It is strategically farming, lumbering, pond fishing, livestock located close to the heartland of the FCT, within farming among others, is examples of a very fertile agricultural land. It shares agricultural activities in Gwagwalada Area boundary with Kwali Area council to the South, Council (Balogun, 2001; Ishaya and Baji, 2013). Kuje Area Council to the East, Suleja to North Methodology and border town of Izom in the North Eastern In carrying out this study, the interpretive part. science paradigm research method is picked out The settlements found within the study area are of the Positivist, Interpretive, and Critical Gwagwalada town, Kutunku, Dobi, research methods as opined by Neuman (2003), TungaGayan, Gwako, Dukwa, Dagiri and Paso, because it is highly suitable in identifying the Ibwo, Wumi, Zuba, TungaMaje, Giyabiri, perception of geography and biology teachers Kwaita, Gurfata, Ashara, Ledi, Giri, Kaida, on climate change. This study dwells Kuturu and few others. For this study Giyabiri, ongeography and biology teachers’ perception Ledi, Gurfata, Dobi, TungaGayan and Tunga on climate change this succinctly fits into this 2 Annals of Ecology and Environmental Science V2 ● I4 ● 2018 Climate Change Perception among Geography and Biology Teachers in Gwagwalada Area Council of the Federal Capital Territory of Nigeria method of research because the study is change. Model of this description logically lead investigating teachers’ reality about climate to qualitative methodology. Figure1. Settlements Where Sample Schools are located Sampling Procedure Government Secondary School (GSS) Hajj Camp, Government Secondary School (GSS) The study adopted all the eight public senior Zuba and Government Girls Secondary School secondary schools in Gwagwalada Area Council (GGSS)
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