Strengthening Capacity for Managing Climate Change and Environment

Technical Assistance Consultant’s Report

Project Number: TA 7173-NEP June 2012

Nepal: Strengthening Capacity for Managing Climate Change and the Environment— Recommendations for Academic Curricula on Climate Change and Environmental Management

Prepared by Bajracharya, R., Ale, B.B., Bhusal, C.L., Jnawali, D., Kafle, B.D., Sapkota, B. Kathmandu, Nepal

For Government of Nepal, Ministry of Environment, Science and Technology

This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents.

Government of Nepal Ministry of Environment

TA 7173 (Nep): Strengthening Capacity for Managing Climate Change and Environment

Review Report of Curricula of Universities, Higher Secondary and Secondary Education of Nepal on Climate Change and Environment Management

Team of Reviewers Prof. Dr. Balkrishna Sapkota, Institute of Engineering, T.U. Prof. Dr. Basu Dev Kafle, Faculty of Education, T.U. Prof. Dr. Bhakta Bahadur Ale, Institute of Engineering, T.U. Mr. Chiranjibi Bhattarai, Environmental Law and Policy Expert Prof. Dr. C.L. Bhusal, Institute of Medicine, T.U. Prof. Dr. Damodar Jnawali, Faculty of Education, T.U. Prof. Dr. Roshan Bajracharya, Institute of Science and Technology, K.U.

Review Desk Coordinator Mr. Ngamindra Dahal, Training and Communication Specialist Ministry of Environment/ADB

FOREWORD

As a national focal point of Multilateral Environment Agreements, Ministry of Environment (MoEnv) has undertaken various initiatives to address climate change and environment management issues with technical assistance from Asian Development Bank. Mainstreaming of climate change and environmental management issues into academic curricula is one of the prioritized activities under technical assistance. This report is an attempt to identify gaps in existing academic curricula and propose remedial actions to mainstream climate change and environment management issues into curricula of universities, higher secondary and secondary levels. The general objective of the review is to develop strategic recommendations in support of the curriculum departments of the concerned universities and Ministry of Education to deal with climate change and environment management challenges.

Mainstreaming of climate change and environment management issues into education curriculum is imperative to strengthen national capacity for addressing climate challenges. This is important not only for minimizing adverse impacts of climate change and environmental degradations but also for contributing to produce skilled human resources to overcome climate and environmental problems. In this context, Ministry of Environment has put efforts to analyze the curricula and practices from climate and environment management perspectives. This review therefore focuses on identification of gaps and constraints, and, appropriate measures to overcome them. We believe that the report provides guidelines for mainstreaming relevant topics of climate change and environment management into curricula of all levels.

In the context of emerging climate change and environmental problems from local to global levels, it is highly desirable to ensure that present and future generations are informed of these problems and prepared to manage them as they grow. For the purpose of human resources planning, there is a need of comprehensive information regarding whether the current curricula at school and university provide knowledge and skills to students on climate change and environment management issues from both qualitative and quantitative perspectives. In the school level curriculum, introductory concept would suffice while at college and university levels more elaborative coverage on the topics are expected depending on the nature and objectives of the taught subjects. We can divide the objectives of mainstreaming climate change and environment management issues into two broad categories: general awareness and specialized knowledge. However, it is difficult to put a benchmark line for delineating those categories because of highly crosscutting nature of climate change and environmental issues. 3

These issues encompass disciplines of physical and biological sciences, technical fields particularly engineering, forestry, agriculture and public health, and selected themes of management, law and studies of humanity as well as education.

Meena Khanal, Joint Secretary and National Project Director for TA 7173 Ministry of Environment

Acknowledgements

The team of reviewers takes this opportunity to extend its sincere appreciation and gratitude to the Ministry of Environment, Government of Nepal for providing it with the opportunity to conduct and complete the curriculum review work from school education to higher education from the perspective of climate change and environment management. The cooperation and support provided to the team by various dignitaries and officials during the review process was praiseworthy. Similarly, appreciation goes to the stakeholders who participated in the consultation meetings, workshops and other discussion forum for their comments, feedback and sharing of experiences.

Special gratitude goes to:

Mr. Krishna Gyawali, Secretary, Ministry of Environment Ms. Meena Khanal, Joint Secretary, Ministry of Environment Mr. Purna Bhakta Tandukar, Under Secretary, Ministry of Environment Mr. Ngamindra Dahal, Training and Communication Specialist, ADB/Ministry of Environment Mr. Dilli Raj Joshi, ADB/Ministry of Environment Mr. Charles Pradhan, ADB/Ministry of Environment Dr. Binod Kumar Bhattarai, Associate Professor, Institute of Engineering, TU, Pulchowk, Lalitpur Mr. Dinesh Shrestha, Deputy Director, Curriculum Development Centre, Sanothimi Mr. Binay Kumar Bhattarai, Chief, Kathmandu Office, Purbanchal University Ms. Rajani K.C., Pokhara University, Pokhara Ms. Rajani Bhattarai, Kathmandu Office, Pokhara University, Gyaneswor, Kathmandu

Participants of: Stakeholders' workshop held on November 9, 2011 Consultation meeting of stakeholders, October 17, 2011

Finally, the team extends heartfelt gratitude to Asian Development Bank, Head Quarters, Manila, Philippines, and Ms. Cindy Malvincini, Ms. Melissa Howell Alipalo and Mr. Anil Pokhrel for their guidance and support.

-Review Team

Table of Contents

Foreword Acknowledgements Acronyms List of Tables

Executive Summary CONTEXT 8 METHODOLOGY 9 EXISTING SCENARIO 9 RECOMMENDATIONS 11 SPECIFIC RECOMMENDATIONS 12 CONCLUSION 14

Part 1: INTRODUCTION 1.1 Background 15 1.2 Scope 17 1.3 Objectives of the Review 17 1.4 Methodology 17 1.5 Procedure for Curriculum Development and Revision 18 1.6 Organization of the Report 18

Part 2: FINDINGS AND RECOMMENDATIONS 1. Natural Sciences 21 1.1 An Overview 21 1.2 Present State 22 1.2.1 Tribhuvan University (TU) 22 1.2.2 Kathmandu University (KU) 23 1.2.3 Pokhara University 24 1.2.4 Purbanchal University 24 1.3 Summary and Recommendations 24

2. Engineering 31 2.1 An Overview 31 2.2 Present State 31 2.2.1 Tribhuvan University 31 2.2.2 Pokhara University 31 2.2.3 Purbanchal University 32 2.2.4 Kathmandu University 32 2.3 Topics not covered in the existing curricula 32 2.4 Topics to be added in the curricula 32 2.5 Summary and Recommendations 33 2.5.1 Conclusion 33

2.5.2 Recommendations 33

3. Medicine 35 3.1 An Overview 35 3.2 Present State 35 3.2.1 MBBS 35 a. Tribhuvan University 35 b. Kathmandu University (KU) 37 3.2.2 Public Health 37 a. BPH- Tribhuvan University 38 b. MPH- Tribhuvan University 38 c. BPH- Purbanchal University 39 d. BPH- Pokhara University 40 3.2.3 Nursing a. B.N. -Purbanchal University 41 b. B.Sc. Nursing- Purbanchal University 41 3.3 Proposed Curriculum Framework 41

4. Agriculture, Forestry and Land Management 42 4.1 An Overview 42 4.2 Present State 49 4.2.1 Tribhuvan University 49 4.2.2 Kathmandu University 52 4.2.3 Pokhara University 53 4.2.4 Purbanchal University 54 4.3 Proposed Topics 55 4.3.1 Tribhuvan University 55 4.3.2 Kathmandu University 57 4.3.3 Pokhara University 57 4.3.4 Purbanchal University 58 4.4 Summary and Conclusion 59

5. Education, Humanities and Social Sciences 61 5.1 An Overview 61 5.2 Present State 61 5.2.1 Tribhuvan University 61 a. Faculty of Education 61 b. Faculty of Humanities and Social Sciences 63 5.2.2 Kathmandu University 66 5.2.3 Faculty of Education 66 a. Faculty of Humanities and Social Sciences 66 5.2.4 Purbanchal University 67 a. Faculty of Education 67

5.3 Proposed Framework 67 5.4 Conclusion 68

6. Law 69 6.1 An Overview 69 6.2 Present State 70 6.2.1 Tribhuvan University 70 i. LL.M. 70 ii. B.A. LL.B. 71 iii. LL.B. 72 6.2.2 Purbanchal University 74 i. LL.M. 74 ii. LL.B. 74 6.3 Summary and Recommendations 78

7. Higher and Secondary School 79 7.1 Higher Secondary Education 79 7.1.1 An Overview 79 7.1.2 Present State 79 7.1.3 Recommendations 80

7.2 Secondary Level Education 85 7.2.1 An Overview 85 7.2.2 Present State 85 a. Population and Environment (Grades 6-8) 86 b. Science and Environment (New Curriculum...) 89 c. Grades 9 and 10 90 7.2.3 Findings 92 7.2.4 Recommendations 93

Part 3: CONCLUSION

Conclusion 95

REFERENCES 97

List of Annexes 99

List of Tables

No. Subjects Page No.

Table 1.1 Universities, degree programmes and curriculum reviewed subjects. 24 Table 1.2 Levels and topics to be added in the courses 28 Table 1.3 Proposed curriculum format for climate change in Bachelor's course 30 Table 1.4 Proposed curriculum format for climate change in Master's course 31 Table 2.1 Proposed curriculum framework for Climate Change in Bachelor’s course 35 Table 2.2 Proposed curriculum format for Climate Change in Master’s course 35 Table 3.1 Proposed curriculum format for climate change in Bachelor's course 43 Table 3.2 Proposed curriculum format for climate change in Master's course 45 Table 4.1 Degree programs and universities 51 Table 5.1 Research Tools for Climate Change 70 Table 7.1 Climate Curriculum for Teachers 85 Table 7.2 Reviewed grades and subjects 91

Acronyms ADB- Asian Development Bank CBD- Convention on Biological Diversity CDC- Curriculum Development Center CDM- Clean Development Mechanism CITES- Convention of International Trade of Endangered Species of Wild Flora and Fauna COP- Conference of Parties CSD- Commission on Sustainable Development EIA- Environmental Impact Assessment GATs- General Agreement on Trade and Tariff GEF- Global Environment Facility GOs- Government Organizations HACCP- Hazard Analysis and Critical Control Point HPE- Health, Population and Environment HSEB Higher Secondary Education Board ICIMOD- International Centre for Integrated Mountain Development ISO- International Standards Organization IUCN- International Union for Conservation of Nature and Natural Resources KU- Kathmandu University LAPA- Local Adaptation Program of Action (NAPA) to Climate Change MEAs- Multilateral Environmental Agreements MoEnv- Ministry of Environment NAPA- National Adaptation Program of Action (NAPA) to Climate Change NCS- National Conservation Strategy NGOs- Non Government Organizations PU- Pokhara University SAARC- South Asian Association for Regional Cooperation SACEP- South Asian Cooperative Environment Program SEA- Strategic Environmental Assessment TRIPs- Agreement on Trade related Intellectual Property Rights TU- Tribhuvan University UN- United Nations UNCED- United Nations Conference on Environment and Development, 1992 UNFCCC- United Nations Framework Convention on Climate Change UNEP- United Nations Environment Program UK- United Kingdom USA- United States of America WSSD- World Summit on Sustainable Development, 2002 WHO- World Health Organization WTO- World Trade Organization

Degrees

MBBS- Bachelor of Medicine and Bachelor of Surgery MPH- Master of Public Health BPH- Bachelor of Public Health BN- Bachelor of Nursing BNS- Bachelor in Nursing Sciences B.Sc. Nursing- Bachelor of Science in Nursing

MN- Master of Nursing B.A. LL.B.- Bachelor of Arts Bachelor of Laws LL.B.- Bachelor of Laws LL.M- Master of Laws M.A.- Master of Arts B.A.- Bachelor of Arts BSW- Bachelor in Social Works B.E. Civil- Bachelor of Engineering (Civil) B.Arch- Bachelor of Engineering (Architecture) B.Sc. NRM & RD- Bachelor of Science, Natural Resource Management and Rural Development M.Sc. IWRM- Master of Science in Interdisciplinary Water Resources Management

Executive Summary

CONTEXT Climate change has emerged as a challenging problem of present day world. It has been described as the greatest environmental threat in the 21st century resulting in a number of events such as flooding, drought, changes in rainfall intensity and pattern, sea level rise, drying up of rivers/streams among others (Ozor, 2010). It is one of the greatest threats encountered by human beings. The variation in global or regional climates over time reflects changes in the variability and the state of atmosphere over time scales ranging from decades to millions of years. It has a lot of implications for the survival of man (Offorma, 2010).

The universities and schools play an important role in generating and diffusing knowledge among scholars and public and provide opportunities for innovation of new knowledge. One of such activities is to review and change the curricula of universities and schools in order to integrate major issues of climate change and environment management for developing both institutional and individual capacity to adapt to this change. Climate change issues should be infused into the curricula of universities as a matter of urgency (Chakeredza et al., cited in Ozor, 2010). Effective adaptation to complex global challenges such as climate change requires well coordinated and collaborative efforts to carry out necessary activities at individual and institutional levels (Ozor, 2010). Ozor further pointed out that curriculum development is necessary in higher education institutions for the following reasons:

• Capacity building (human and institutional) for mitigation, adaptation, and resilience to climate change, • Opportunity to attract donor funds, and • Building future leaders of tomorrow.

There are various environmental problems at local as well as global levels. It has been realized that the present and future generations should be informed of these problems and prepared to manage them as they grow. For the purpose of human resources planning, there is a need of comprehensive information regarding whether the current school and universities curricula provide knowledge and skills to students on climate change and environment management issues. The school level curriculum should introduce concept of these issues so that the young students can prepare a ground work against the ills of climate change and environment degradation whereas at the higher education level, more elaborative coverage and specialized knowledge on these issues are expected depending on the nature and objectives of the concerned faculties.

Education, be that at the school level or higher education level, offers the best opportunity for young people who are future leaders of tomorrow to be empowered to be able to sustain their livelihoods and that of the future generations. The youths are the future policy makers, administrators, leaders, and their awareness as well as sensitivity toward climate change and environment management should come from their enablement through good education, especially, secondary and higher education. Environmental sensitivity and responsive behavior through the acquisition of appropriate skills and knowledge on climate change issues is expected to empower the youths to lead to the development of suitable mechanisms for adaptation and mitigation.

This work is associated with reviewing the existing curricula and practices of imparting knowledge related to climate change and environment management including identification of gaps and constraints with some recommendations to address these gaps. The study has reviewed i) university level, ii) higher secondary level, and iii) secondary school level curricula from this perspective. The university level review identifies major gaps in existing curriculum and explores potential topics for integration to enhance knowledge and skills of students on addressing climate change and environment management issues from interdisciplinary perspectives through science, engineering, health, forestry, and agriculture faculties. Higher secondary and secondary level curriculum review identifies specific gaps/constraints in the existing curricula and text books for imparting basic knowledge

of climate change to the students. The review then focuses on recommendations for mainstreaming the issues of climate change and environment management through an integrated approach.

The review of university and higher secondary level curricula has covered curriculum and relevant policies excluding the textbooks. The curriculum review of secondary school level has included relevant policies, curriculum and textbooks. The main objective of the study is to help develop strategic recommendations in support of the departments of the concerned universities and Ministry of Education to deal with climate change and environment management challenges through an integrated approach. The specific objectives are stated as:

• To review curricula, practices and the imparting of knowledge related to climate change and environmental management, and • To recommend topics/ contents, and measures for mainstreaming them into the curricula.

METHODOLOGY

A panel of seven resource persons (curriculum reviewers) was formed to undertake the assignment in order to produce a comprehensive report through consultations with stakeholders and desk review. The MoEnv has taken initiative to facilitate this work from its commencement to completion. The resource persons visited universities and their departments along with HSEB and CDC to collect curricula of different subjects. A thorough study of curricula was made to identify units and components related to climate change. The consultant from ADB coordinated the programme and facilitated the reviewers to prepare recommendations for integrating components of climate change and environment management in the university, higher secondary and school level curricula.

In order to facilitate the work, a one-day interaction programme was organized by the Ministry of Environment. Stakeholders from various institutions participated and shared their experience. This workshop provided guidelines for the reviewers. The reviewers went through the process of reviewing the respected level of curricula in order to prepare a draft report. The reviewer of secondary and higher secondary education curricula contacted the HSEB, curriculum division and CDC curriculum officers for necessary consultation and input. The report was disseminated among experts at the stakeholders’ consultation workshop held at Hotel Summit, Lalitpur on Nov 9 2011. Each of the reviewers presented materials based on their theme. The objectives of the consultative workshop were to share experiences on the curricular issues of climate change in Nepal and to identify the areas to be included in the curricula. A number of participants raised issues related to climate change. They provided suggestions for fine tuning the report to reflect the spirit of the assignment.

A detailed group-work by theme was also made at this workshop. The list of participants/experts is presented in annex. The contribution of the participating experts was useful in identifying major issues of climate change for their integration in the regular curricula of the respective level of education. The report is organized into various sections by levels and themes. Each section deals with the existing status of climate change components in the curricula including the suggestions.

EXISTING SCENARIO

Review of the higher education level curricula reveals that Bachelor level programs of the universities are designed to provide necessary background knowledge on environment and climate change. Most of the general science Bachelor courses (physical and biological) briefly deal with issues and problems of environment and climate change. The syllabus of environmental science covers atmosphere, climate classification, monsoon, global warming, climate change etc. National and international environmental policy and legislation, environmental conservation in Nepal are also included in the course. Therefore, most topics dealing with environment and its management such as pollution, aerosols, environment monitoring, ozone depletion, acid rain etc. are covered to some extent adequately in the Bachelor programs of TU, KU and Pokhara universities. In

spite of this situation, there are gaps in the topics dealing with climate change and environmental management. The areas identified for inclusion are: • Climate change impacts, adaptations and mitigation, • National and international policy directives and strategies for climate change adaptation and mitigation.

The Master level programs of the universities deal with different aspects of environment and its management. The programs focus on providing specialized knowledge and skills to enable graduates to solve problems within he discipline and manage the respective resources. Natural Science Master Courses emphasize concepts and principles of environment and pollution, human behavior toward environment and environmental management, and natural conservation. They also cover concepts of ecosystems, biodiversity, wildlife and protected areas along with their conservation as well as management. Environment Science Master Programs at these universities cover all the environmental issues such as global warming, deforestation and its effects, ozone depletion, acid rain, pollution and pollution sources, consequences and control of pollution, along with Environment Impact Assessment tools and environmental management strategies. The courses also include climate change and its impact on nature, environment and society.

The topics for inclusion in Master level programs are: climate change impacts, climate change prediction models, forecasting, strategies for climate change mitigation and adaptations, national and international level policy directives and strategies for climate change adaptation and mitigation, climate change risk analysis, decision- making processes: economic, environmental, and social cost-benefit analysis and psychology decisions, perceptions and behavior.

The existing curricula on environment management and climate change in engineering colleges of Nepal partially cover the topics related to climate change. Few topics related to climate change are included in various subjects like chemistry, pollution control, EIA, technology, environment and society etc. in Bachelor’s level of engineering.

Courses offered in MSc in Water Resources Engineering are very much related to climate change due to temperature rise and change in precipitation pattern. Most of the curricula were developed a long time ago and revision has not been made. Climate change as a course has been started very recently globally too.

The topics to be added in Master’s level program are: direct observations of climate change, natural and human (anthropocentric) drivers of climate change, climate change models and scenarios; technological options related to civil infrastructure and energy infrastructure, energy resources and conservation for adaptation and mitigation of climate change; risk assessment and risk management; climate change policy: global, regional, national; and funding sources on climate change.

In Bachelor’s level related topics to be added are: technological options related to infrastructure on building, transportation, energy and water for adapting and mitigating climate change, cost-effectiveness analysis of adaptation and mitigation measures and climate change policy of Nepal.

Agriculture, Forests, Biodiversity and Land Management courses have adequately covered topics related to “environmental management” in general. However, most of these programs have only briefly covered or superficially dealt with areas related to “climate change”. Only a few exceptions were noted where one or more courses (full semester or year) were dedicated to climate change concepts and issues.

For the most part, the undergraduate courses were broad-based and comprehensive, including courses and course contents from a wide range of environment-related fields of study. The degree programs only briefly dealt with climate change as components of two or three courses, and did not dedicate the whole courses to the detailed coverage of the climate change phenomenon and its implications. Some of the undergraduate course programs, such as those of Tribhuvan University and Purbanchal University, do not specifically cover climate change in any depth. For these degree programs, new courses and course contents need to be added to fully

cover the various aspects of climate change in particular, and some topics related to environmental management in general.

The curricula of various subjects under the Faculties of Education and Humanities, and Social Sciences of different universities reveal that some of the components related to environment and climate change were available in the curricula with no similarity in the components of climate change. The major subjects where climate components were included are geography education, population education, environmental education, geography, population studies, rural development, sociology/anthropology and political science. Of these subjects, geography has been found as a major subject where climatology has been treated as a separate branch. In other subjects like rural development, sociology/anthropology and political science some components are included without a thrust.

Law faculties at Tribhuvan University (T.U.) and Purbanchal University (T.U.) have covered environment and climate change related international laws, principles and efforts, national laws, policies, programs, approaches and concepts under various papers and subjects taught at under graduate and post graduate levels. But Purbanchal University does not have environmental law stream at the LLM level. Therefore, Law faculties can employ two pronged strategies: imparting environmental law as specialization course and introducing cross cutting issues of environment law in general courses. In this regard, courses of B.A. LL.B. of Tribhuvan University and LL.B. of Purbanchal University have offered environment and climate change related subjects as compulsory courses. In relation to specialization, a paper on climate change, at the LL.M., in addition to environment law, should be useful with more focused approach considering the volume of ongoing international negotiations and developments.

From the law courses on climate change and environment management at the undergraduate level, students should get at least an understanding of the sources and impacts of climate change, the key state, national and international environmental laws, instruments, policies, and the role of law. Similarly, post graduate level students should gain more in depth knowledge and expertise in these aspects. As Purbanchal University does not have environmental law stream at the LLM, it may be suggested that it should start environmental law stream at that level and include the above mentioned aspects of environment management and climate change in the curricula.

With respect to the Higher Secondary level (grades 11 and 12) courses, it was noted that there was considerable overlap in some topic areas, particularly concepts of environment, ecosystems and natural resources. Components of climate change as definition, concepts, causes and effects were found insufficient. Thus, a separate chapter within the Environmental Education should be added to address the issue of climate change in particular.

The secondary level curriculum introduces the concept of environment management right from grades 6 through 10 with brief introduction of the concepts of climate change. There is however room for integration of these concepts into the curriculum. At this level, these environment components are covered: fundamental concepts on environment education and, to some extent, sustainable development.

The core subject like HPE education does not include concepts of climate change. The concepts of environment are little supplemented by practical, hands on activities and experiences. The need is there to integrate fundamental concepts of climate change and environment education in the curricula in a balanced way. Fundamental concepts on climate change are ignored in the curricula.

The gaps to be addressed with reference to school curriculum are: global warming and climate change, concepts and awareness toward global warming and climate change, greenhouse gases, ozone layer depletion, causes, impacts and consequences of climate change, human activities responsible for climate change, climate change situation around the world, measures to mitigate the causes of climate change and environmental degradation, mitigating the effects of climate change and environmental degradation, preparedness to live in the environment affected by climate change and networking for services on management of environment and climate change.

Focus of environment education and climate change should be laid on awareness raising, building foundational knowledge, developing attitude, skills (basic) building and transfer, participation in school and family activities and small scale practical, hands on projects related to climate and environment.

RECOMMENDATIONS

Based on the review of existing curricula and the interaction held with the stakeholders as well as consultative meetings with concerned officials, a number of recommendations are furnished as follows:

The topics to be added to Bachelor’s level program of the Faculties of Education, and Humanities and Social Sciences are: causes of global climate change, effect of climate change on the livelihood of Pygmies, Bushmen and Eskimos, impact of climate change on the livelihood of rural and urban people, the impact of climate change on various aspects of human life, effect of climate change on development, impact of climate change on biodiversity, women and environment, and women and climate change.

The topics to be included in Master’s level are: effect of climate change on human lives in developed and developing countries, effect of climate on the life of people in the mountain, hill and Tarai regions of Nepal, government’s policies and programs to address environmental degradation, impact of climate change on types of agricultural activities, impact of climate change on livelihood of indigenous people, impact of climate change on livelihood of people in rural and urban areas, review of government policies and programs on climate change, major issues of global climate change, climate change and population distribution, climate change and human health and government’s efforts for environmental conservation.

A course on climate change that deals with climate change science, related technology, risk management and policy should be included in Bachelor's level of engineering Similarly, technological options related to infrastructure on building, transportation, energy and water for adapting and mitigating climate change; cost- effectiveness analysis of adaptation and mitigation measures and climate change policy of Nepal should be focused. In depth study on risk management of various infrastructures on climate, analysis of hydrological and meteorological data, and forecasting based on these data and modeling should be incorporated as contents in Master’s level program. Similarly, direct observations of climate change, natural and human (anthropocentric) drivers of climate change, climate change models and scenarios, technological options related to civil infrastructure and energy infrastructure, energy resources and conservation for adaptation and mitigation of climate change, risk assessment and risk management, climate change policy: global, regional, national and funding sources on climate change are to be further added.

The topics recommended for inclusion at the Institute of Medicine are: household treatment of water, WHO and Nepal guidelines and standard of drinking water and water born diseases, introduction to healthcare waste, generation, segregation, transportation, treatment and disposal of health care waste system in Nepal, status and pressure of health care waste in Nepal, overview of hospital waste segregation, management of waste, environmental pollution, solid waste and healthcare waste related policies, acts/rules/regulations, guidelines and standards of Nepal, food contamination, adulteration and fortification, hazard analysis and critical control point (HACCP) policy and planning and signature/ treaties of Nepal in conventions related to quality improvement on food, status and pressure of air pollution in indoor/ outdoor, major source, types and quantity of fuel energy used in Nepal, indicator parameter, guidelines and standards for measuring air pollutants, prevention and control.

Similarly, source of noise pollution, effects of noise pollution, auditory and non-auditory and control mechanism, ecological approach to human health, agro-ecology and its importance to human health, types of energy, energy utilization practice in Nepal, renewable and non-renewable resources, energy utilization practice with respect to health impact, fundamentals of climate science, global warming, ozone layer depletion and its implication on public health, health dimensions of climate change, climate-related health impacts due to heat waves, air pollution, airborne allergens, compromised ecological services, water or vector-borne diseases, and shifts in agricultural productivity, climate change sensitive diseases in Nepal, climate change mitigation and adaptation approach in response to public health and climate change, concept on climate modeling, health impacts of

climate change with respect to forestry and biodiversity, climate change induced disaster, water resource and energy, urban settlement and infrastructure and food security are to be added.

Under mitigation strategies, current thinking on climate change mitigation strategies of national adaptation programme of action (NAPA) to climate change, reduction of carbon emissions; geo and hydro-engineering concepts and practices should be included. Under adaptation strategies, an overview on international strategy to adapt public health to climatic disaster, government strategic program and activities like national adaptation programme of action (NAPA) and local adaptation programme of action (LAPA) and indigenous and modern innovations for adaptation to climate change by different groups of people should be considered.

At the secondary and higher secondary education level, the Ministry of Education through Curriculum Development Centre and HSEB should develop a policy for working out strategies to facilitate integration of appropriate contents of climate change and environment management in the school level curricula starting from grades 6 onward with successive focus on coverage and intensity of contents at the upper grades. Grades 11 and 12 should be allowed to opt for entering into the stream of climate change and environment management under the Science stream given the interests of the students to study climate change as integral component of Science subjects.

SPECIFIC RECOMMENDATIONS Based on the generic recommendations furnished above, a set of specific recommendations are suggested below:

Mainstreaming climate change and environment management issues should start with the school level curriculum with rudimentary concepts of the issues gradually moving up at higher level education with more coverage and intensity of these issues to prepare human resources who are both responsive and accountable to bring the desired changes in the attitude and behavior of the common populace.

The mainstreaming exercise should follow a three-pronged strategy: - Creating environment and climate change literacy campaign with widespread effect on the behavior pattern of the people en masse, - Introducing the rudiments of climate change and environment management at the school level with a focus on preparation of young force with basic knowledge and skills on the issues of climate change and environment management, and - Offering climate change and environment management as specialization course at the Bachelor's and Master's levels.

To make the integration and mainstreaming of issues related to climate change and environment management possible in the regular curricula of school and higher education, a taskforce comprising representatives from Ministry of Education, Ministry of Environment, Universities, National Planning Commission, related UN organizations, civil society members and experts should be formed. This taskforce together with expert resource persons and related organizations makes necessary arrangements for the integration of these issues in the existing curricula. The taskforce should also work on suggesting policy strategies to the Ministry of Environment to address the challenges posed by climate change and environment degradation.

Relevant ministries and organizations should set aside certain amount of resources to include in their development agenda and programs the issues, challenges, prospects of climate change and environment management. To this purpose, an inter-organizational network is to be established to come up with common strategic measures to fight off the ills and evils of environmental pollution and climate change.

Immediate steps should be taken to integrate the issues of climate change and environment management in the existing curricula by helping the respected universities, HSEB and CDC of the government to create organization based taskforce in order to initiate the integration of curricula and implement them at the school and higher education levels. Provisions on providing hands on experience to the students through small scale activities,

project work, environment clubs and youth groups should be worked out by such taskforce in the respective organizations.

CONCLUSION

The existing curricula on environment management and climate change offered in the universities of Nepal partially cover the topics related to climate change. Few topics related to climate change are included in various faculties and institutes of the universities. Climate change as a discipline has been a recent global initiative too. Introduction of courses on climate change and wherever possible, their integration in the existing relevant curricula has therefore been the call of time.

Climate change is arguably the most pressing and complex environmental problem of the present world. It is a core concern that will influence policy and economic activity for years to come. It raises classical issues of distributional justice, law and science, risk, uncertainty and precaution, technology policy, and international relations. In this context, the incumbent courses should have two primary goals: explore the international environmental policy issues about global climate change and serve as an in-depth study of how international law and international relations influence the range of possible solutions to global environmental problems. As an important part of the course, a provision should be there on negotiation exercise to deal with global climate change. A concept on community empowerment and public education for responding to adverse effects of climate change in public health, forecasting and surveillance system, vulnerability assessment of public health due to climate change and disaster, risks of climate change and concomitant preparedness should be the areas to be addressed.

The existing curricula should be revised and the revised curriculum should also include the problems of global climate change. Special attention needs to be paid to emissions trading and other mechanisms that the regime uses to reduce greenhouse gas emissions. From the national perspective, the courses need to examine applicable constitutional provisions, environmental statutes, the common law, and other domestic efforts to address global warming. Finally, the courses should also consider the challenges posed by other international regimes, the fundamental nature of the climate change problem, and several other significant issues including compliance, enforcement, and global equity for the creation of an effective solution.

The school level curriculum should be revised by the CDC by working toward the integration of basic tenets of climate change and environment management with preliminary concepts to be integrated into the curriculum of upper primary grades with a gradual switch to moderate concepts to be integrated into the curriculum of higher grades of school education. Regarding the role of concerned institutions, the institutions as Ministry of Environment, Universities, I/NGOs, experts and civil society members should be brought together into a forum to work jointly to address issues and challenges confronting the society and concerted efforts by them should be made, wherever possible, for the inclusion of messages and concerns into development agenda of common concern.

PART 1: INTRODUCTION

INTRODUCTION

1.1 Background Global warming and human-induced climate change, which is a cumulative outcome of various side- effects and by-products of human activities, technologies and processes, threatens the very survival of the human race and the world as we know it. Innumerable scientific studies and research findings have indicated, beyond reasonable doubt, that such global scale changes in our planet’s environmental systems cannot be explained by natural processes alone (IPCC, 2007). Hence it has become clear that in order to effectively mitigate (to the extent possible) and adapt to (where change is inevitable) the impacts of global climate change, a global-scale concerted effort will be required, beginning with raising awareness and properly educating people about this complex phenomenon. For it is only through heightened awareness, sensitization and clear understanding of the problem that human attitudes and behavior may be changed so as to squarely address environment and climate change issues

Curriculum is said to be the throbbing pulse of a nation. By looking at the curriculum, one can judge the state of intellectual development and the state of progress of a nation. Curriculum is generally defined as, in formal education, a set of learning experiences organized through the delivery of well woven integrated courses and their contents offered at a school or a university. Curriculum offers a range of courses from which students choose learning experiences to develop under a specific learning program. In other words, curriculum collectively describes the teaching, learning, and assessment materials available for a pre defined set of learning outcomes. Schubert (1987) defines curriculum as the contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society. Learning outcomes are crucial as they normally include intended achievements along with the program's assessment strategies. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises a collection of such units, each, in turn, comprising a specialised, specific part of the curriculum.

Environmental conservation, alleviation of poverty and sustainable development are high on the agenda of global concerns (UN conferences: Johannesburg, 2002). Unsustainable management of natural resources hampers the development of humankind and contributes to the unequal distribution of economic welfare. Pollution, depletion of resources and disintegration of ecological functions are of global, regional and local concerns. To prevent continued environmental degradation and the decline of human society, interactions between human and the environment have to be in harmony. This is achievable through an integrated, holistic approach encompassing natural sciences, socio-economic and political factors with technological, economic and socio-cultural interventions. This approach should be included in the curriculum of the school and universities which will provide skills and knowledge to the students for the sustainable development of the nation and prepare them for better future.

It is also notable that in many universities, both within the country and overseas, new postgraduate courses and specialist disciplines in Environmental Management are evolving from diverse combinations of these contributing disciplines. But the crucial question, for example, how each of these disciplines is responding to these prevalent climate-induced challenges remains unanswered. In this work, we shall examine the current scientific knowledge on climate change and how this impinges on natural science disciplines of our school and higher education. This will enable us to evaluate the key areas of intervention and other areas where further research is needed for better, more sustainable and environmentally responsive practice. This will have far reaching implication for curriculum development in natural science in particular and other environmental disciplines in general.

Environmental science and education are not new for Nepalese education system. These were included in the curricula as a component of a subject such as ecology, atmospheric physics etc since 1978 AD. But, climate change and environmental management topics are relatively new for Nepalese education system. Some reasons to include these issues in the curriculum are (Ozor,2010):

• Human and institutional capacity building for mitigation, adaptation, and resilience to climate change, • Universities are centers of excellence, trans- disciplinary, shared thinking, and intellectual domain; hence it provides the best platform for environmentally-sustainable development, • It is an area of intense future funding, • Building future leaders of tomorrow: Empowering the youths to acquire skills and knowledge on climate change issues will not only lead to the development of mechanisms for adaptation and mitigation but also make them to become environmentally responsible.

Since climate change has emerged as a challenging problem of present day world and the world has turned into a global village, new ideas and information are pouring in a constant stream. There are various environmental problems at local as well as global levels. It has been realized that the present and future generations should be informed of these problems and prepared to manage them as they grow. It is, therefore, imperative to update our curricula by introducing the recent developments in the relevant fields of knowledge.

For the purpose of human resource planning, there is a need of comprehensive information regarding whether the current curricula at school and universities provide knowledge and skills to students on climate change and environment management issues on the respective fields of expertise from qualitative and quantitative perspectives. In the school level curriculum, introductory concept should be incorporated and at college and university levels, more elaborative coverage is expected depending on the nature and objective of the respective subjects.

This work is associated with reviewing the existing curricula and practices, especially knowledge related to climate change and environment management along with identification of gaps and constraints which will provide a foundation for preparing a comprehensive review report with recommendations highlighting the suggested topics, types and quality contents, and, measures for mainstreaming them into the curriculum.

Ministry of Environment (MoEnv), Nepal with a technical assistance from Asian Development Bank (ADB) has undertaken various initiatives to address climate change and environment management issues. Academic curriculum review is one such initiative. In this context, the review therefore aims at developing strategic recommendations to support higher education of concerned universities and school education of Ministry of Education to meet the climate change and environment management challenges. 1.2 Scope

The review has made an attempt to produce a comprehensive report along with recommendations on emerging climate change and environmental management issues in various key subjects. As the theme of climate change and environment management is very broad, the review has covered: i) university level, ii) higher secondary level, and iii) secondary school level curricula.

The university level curricula review involves identifying major gaps in the existing curricula, and explore potential topics for their addition to the existing knowledge and skills of students to manage climate change and environment issues from interdisciplinary perspectives in the disciplines of science, engineering, health, forestry, and agriculture faculties. Higher secondary and secondary level curriculum review also identifies key specific gaps/constraints on the existing curricula and text books for imparting basic knowledge of climate change to the students and recommends corresponding measures for mainstreaming the knowledge and skills in the existing curricula.

The key guiding questions for the review of curricula are as follows:

a. To what extent should climate change and environmental perspectives are included either in general courses of the subjects or as research topics (for specialization)? [scope, possible topics of content, approximate credit hours) b. Does the text provide a fundamental knowledge of emerging climate change and environment management issues through the perspectives of respective subjects? [Based on general taught courses]? c. What are the key recommendations useful to teachers, education policy planners and the curriculum/subject committees to consider while revising the curriculum?

1.3 Objectives of the Review

The main theme of the project was to review climate change and environment management components of the university and school level curricula of Nepal. The specific objectives were: 1. To review curricula, practices and imparting of the knowledge related to climate change and environmental management, and, 2. To recommend topics/ contents, and measures for mainstreaming them into the curricula.

1.4 Methodology

A panel of seven resource persons (curriculum reviewers) was formed to undertake the assignment and produce a comprehensive report through consultations with stakeholders and desk review. The Ministry of Environment has taken initiation of this work. The experts collected curricula of different subjects and reviewed them. A consultant from ADB coordinated the team to prepare recommendations for integrating climate change and environment management components in the university, higher secondary and school level curricula. The review team, in line with the project mandate, decided to include 4 universities of Nepal namely: Tribhuvan University, Pokhara University, Purbanchal University and Kathmandu University; higher secondary education under Higher Secondary Education Board and secondary school education (grades 8, 9 and 10) under Ministry of Education.

In order to determine the most essential topic areas that would form the basis of a useful curriculum for Nepalese Undergraduate, graduate and school students, the reviewer team conferred with experts from the fields of medicine, engineering, sustainability, law, agriculture, forestry, social sciences, education and climate science. The topics and curricula framework that evolved out of these consultations are believed to be useful and pragmatic steps toward advancing the student’s understanding of how to consider and address climate change issues for sustainable development of the nation. Gaps in the curricula were identified and proper recommendations were given to address those gaps.

In addition to the desk review, in the first stage, a one-day interaction cum stakeholder consultation meeting was organized at the Ministry of Environment. Stakeholders from various institutions attended the program and shared their concerns and experiences. This meeting provided general as well as specific guidelines for the reviewers. After the meeting, a detailed exercise was made by each of the reviewers and a draft report was prepared. The report was disseminated among experts at the Stakeholder Consultation Workshop held at Hotel Summit, Lalitpur on November 9, 2011. Each of the reviewers presented their outcomes based on their respective themes. The objectives of the Workshop were to disseminate findings, share experiences on the curricula/issues in Nepal, and to identify the core areas to be included in the curricula. A number of participants raised issues related to climate change and environment management. They provided suggestions for making the report comprehensive, representative and suitable for the integration of the intended contents in the curricula of respective levels of education. A thorough feedback and comments were also collected at this Workshop. The expert feedback and comments were constructive and useful in identifying major issues of climate change and environment management. 1.5 Procedure for Curriculum Development and Revision

The faculties and institutes of the universities have Faculty Boards and Subject Committees under the Boards with senior faculties of concerned subject(s) as the members. Subject Committees are constituted for making them responsible to determine basic issues related to curriculum development of their relevant subjects and to make these subjects more specific as well as responsive to the needs of the students and the country. The committees develop the curricula in accordance with the policy guidelines of the concerned university. After finalization of curricula of the new programs and/or revision on the existing curricula from the Faculty Board, the Board then forwards the resolution to the Academic Council of concerned university for approval. After getting the approval from the Council, the new or revised curricula become effective from the date approval.

1.6 Organization of the Report

The report has been organized into 3 parts along with executive summary and acronyms at the beginning, and references and annexes at the end.

At the beginning, an executive summary has been presented. Part One includes an introduction to the review, objectives, methodology, scope, information on curriculum development and organization of the report.

In Part Two, findings and recommendations have been included dividing the various disciplines taught at the Nepalese universities, higher secondary and secondary school education into different 7 chapters. Each chapter has included an overview, present state, summary and recommendations. Finally, conclusion has been included in Part Three followed by References and Annexes.

PART 2: FINDINGS AND RECOMMENDATIONS

1. Natural Sciences

1.1 An Overview The universities have offered environmental science or environmental management as degree programs to respond to the need of the time. These programs, in most cases, deal with some of the critical environmental issues such as resource use and degradation, pollution, climate change and environmental management at a superficial level.

This study has examined and analyzed the existing contents that deal with environment management and climate change at the undergraduate and graduate degree programs, especially on natural sciences. It has covered the various programs of Tribhuvan University, Kathmandu University, Pokhara University and Purbanchal University. In addition, the study has also identified gaps and areas needed for inclusion in the curriculum. Table 1.1 shows the reviewed programs of different universities.

Table 1.1 Universities, degree programmes and curriculum reviewed subjects.

S.N. Institution Level Subject 1 Meteorology 2 Geology 3 Chemistry 4 Bachelor Zoology 5 Botany 6 Microbiology 7 Tribhuvan Environment 8 University Meteorology 9 Geology 10 Physics 11 Master Zoology 12 Botany 13 Microbiology 14 Environmental Science 15 Medical laboratory technology BMLT 16 Health care management BHCM Bachelor 17 Pokhara Public Health BPH 18 University Environmental Management 19 Health Care Management (MHCM) Master 20 Natural Resources Management 21 Biotechnology Purbanchal Bachelor 22 Biochemistry University 23 Master Environment and Resource Management 24 Environmental Science Kathmandu Bachelor 25 Environment Engineering University 26 Master Environmental Science

1.2 Present State

A summary of relevant courses on natural sciences dealing with environment management and climate change in the above mentioned universities with their existing topic areas and content and suggestions for improvement are given in Annex 1. Detailed report of the review of the curricula of each university is given in the following subsections. Courses were divided into three streams: (i) Physical science – which has mathematics as a prerequisite course (ii) Biological science- which has biology as a prerequisite course and (iii) Environmental science- which may have either or both mathematics and biology as a prerequisite course. In physical science stream, Meteorology, Geology, Chemistry and Physics are included whereas in Biological science stream, courses reviewed are Botany, Zoology and Microbiology (Table 1). 1.2.1 Tribhuvan University (TU)

Being the oldest university of Nepal, Tribhuvan University has been providing higher education for more than 5 decades and has changed its curricula from time to time to address the need of the society.

Initially, TU was offering a part of environmental science in the biological science stream with the title Ecology in both Botany and Zoology faculties both for graduate and undergraduate levels. Now, some topics of environment science are covered on both physical and biological science streams. For example, in Physical stream -Meteorology, Geology, Chemistry and Physics curricula include few topics of environmental sciences while in Biological stream- Botany, Zoology and Microbiology include few topics of environment science and climate change.

At the undergraduate level, these courses deal with environment science and climate change as per the objective and need of the subjects. Meteorology and Geology cover the general concept of environment and climate change. These subjects also deal with the effect of climate change on society. However, the adaptation and mitigation strategies are not covered. Similarly, national and international policy directives are not included in physical science subjects. Chemistry introduces environmental pollution but it is not providing any idea on climate change. Undergraduate Physics curriculum is silent on both environmental management and climate change issues. Physics could have provided the ozone and ozone measurement technique at the undergraduate courses. Biological courses like Botany and Zoology fairly cover the concepts of environmental science. Botany deals with the environmental consequences, legislations and environmental impact assessment to some extent.

Zoology syllabus lacks content on the impact of climate change on different organisms and animals. Microbiology includes air microbiology and air pollution. Basically it covers air pollution in detail but lacks content on water, soil contamination, climate change basics, and impacts on different organisms in the undergraduate courses. Environment Science undergraduate course covers both environment management as well as climate change adequately. It even deals with environment geology, general climate change science and environmental policy and legislation. The climatology trend in local, regional and global levels are the areas lacking in this course. Graduate level courses containing the environmental management and climate change are Meteorology, Geology, and Physics in Physical sciences and Zoology, Botany and Microbiology in Biological science. From Physical science point of view the climatic system, atmospheric chemistry, climate change and environmental pollution are fairly dealt in Meteorology. Geology graduate course offers groundwater pollution and their quality with climatic geomorphology. Geology mainly offers mineralogy and geochemistry for water.

Graduate level Physics course covers the atmosphere and its thermodynamics and from climate change perspective, it offers the ozone measurement and its trend analysis. In other words, physical

science graduate level curriculum introduces environment and climate change but detailed climate change science including the impacts of climate change are missing in their contents. Biological sciences, on the other hand, covered fairly both environment and climate change in their curriculum. Especially the recently revised Zoology syllabus covers the various aspects of environmental management as well as climate change and its impact on terrestrial ecosystems fairly. Moreover, some mitigation measures are also covered in the syllabus. Biodiversity and climate change and its impact on mountainous ecology are fairly covered in Botany graduate curriculum. Applied environmental microbiology is the topic dealt in Microbiology syllabus. In addition, monitoring the air quality for bacteriological and particulate matters is also covered in this course.

Generally, the Physical science graduate course lacks content on climate change and its prediction models, and scenarios. In addition to these, options and strategies for climate change mitigation, national and international level policy directives, and climate change risk analysis are also missing both in physical and biological science streams of Tribhuvan University.

Graduate level environment science course adequately deals with the topics related to environmental management and climate change. This course deals fairly well with ecology, environmental pollution and its monitoring, environmental management and conservation, climate change and water recourses. The climate change and its adaptation and mitigation technique along with mountain environment with special reference to Himalayan Mountain are addressed in this course. However, climate change risk analysis, some decision making processes with reference to economic, environmental and cost benefit analysis, psychology decision are some of the areas not included in graduate level environment science.

1.2.2 Kathmandu University (KU)

Kathmandu University had initially arranged the environmental studies under the biological science stream. The study is extended, and a separate environmental science degree both at the undergraduate and graduate levels is offered nowadays. Undergraduate level course covers most of the basics like environmental pollution, air quality, water pollution, land contamination in both courses of environmental science and environmental engineering. Moreover, environmental monitoring strategies, the ecological and health impact of chemical pollution, pollution control etc.are also included in these courses. From the climate change point of view, possible causes of climatic change, impact of climate change for example global warming, ozone layer depletion, El nino-La Nina and effects on natural resources are covered in these courses. However, mitigation techniques and climate change adaptation aspects are missing in these courses. National and international policy directives and strategies for climate change and general climate change risk analysis are also missing from the syllabus.

The graduate level environmental science syllabus at KU fairly covers the environment, its management and climate change as in TU syllabus. Environmental problems, their cause and effects, environment pollution in local, regional and global scale are included in this course. Pollution and climate, occupational and community health impacts, general climate change and its impact are covered at the graduate level. The method of monitoring and its technique, modeling of climate and methods of its validation are the observed gaps in this syllabus.

1.2.3 Pokhara University(Pk.U)

There are few courses that include environment and climate change in the science discipline. Undergraduate level medical laboratory technology, health care management and public health are general science stream cover contents on climate and environment. These courses offer contents like

general environment, environmental issues, environment hazards, public health burden due to environmental pollution, management of pollution and impact of global warming and climate change on human health. The gaps in the courses are similar as explained for undergraduate general science curriculum at Tribhuvan University.

Environment management undergraduate syllabuses at this university are rather better than general science courses. This course offers contents on both environment, physical aspects of environment, atmosphere, climate and environmental hazards. However, the detailed climate change science, its impacts, climate change prediction models, and scenarios, climate change adaptation and mitigation are missing in this course as well.

1.2.4 Purbanchal University (PU)

Purbanchal University offers environment and climate change in only biotechnology and biochemistry undergraduate courses. The general concepts of environment, environmental management and climate change are introduced in these courses. However, climate change impacts, models for predicting climate change study, climate change risk analysis etc. are missing at this University curriculum as well..

1.3 Summary and Recommendations

In overall observation, the Bachelor programs of the universities are designed to provide necessary background knowledge on environment and climate change. Most of the general science Bachelor courses (physical and biological) briefly deal issues and problems of environment and climate. However the environmental science syllabus particularly covers atmosphere, climate classification, monsoon, global warming, climate change etc. National and international environmental policy and legislation, environmental conservation in Nepal are also included in the course. Therefore, most topics dealing with environment and its management such as pollution, aerosols, environment monitoring, ozone depletion, acid rain etc. are covered fairly adequately in the Bachelor programs of TU, KU and Pokhara universities. However, climate change is only briefly dealt in these programs. Some gaps are observed in topics dealing with climate change and environmental management. The areas identified for inclusion are: - Climate change impacts, adaptations and mitigation - National and international policy directives and strategies for climate change adaptation and mitigation.

The Master's programs running at all the universities deal with different aspects of environment and its management. These programs focus on providing specialized knowledge and skills to enable graduates to solve problems within their discipline and manage the respective resources. Natural Science Master Courses emphasize concepts and principles of environment and pollution, human behavior on environment and environmental management, and natural conservation. They also cover concepts of ecosystems, biodiversity, wildlife and protected areas along with their conservation as well as management.

Environment Science Master's programs in these Universities cover all the environmental issues such as global warming, deforestation and its effects, ozone depletion, acid rain, pollution and pollution sources, consequences and control of pollution, along with Environment Impact Assessment tools and

environmental management strategies. The courses also include climate change and its impact on nature, environment and society.

However, the following topics on aspects of climate change are identified for inclusion in Master level programs of these universities: • Climate change impacts, • Climate change and its prediction models, forecasting and scenarios, • Options and strategies for climate change mitigation and adaptations, • National and International level policy directives and strategies for climate change adaptation and mitigation, • Climate change risk analysis, • Decision-making processes: economic, environmental, and social cost-benefit analysis, and • Psychology decisions, perceptions and behaviors.

Table 1.2 presents summary of courses offered by different universities and topics suggested for inclusion in the respective courses. A simple framework of proposed curriculum for undergraduate and graduate levels is given in Tables 1.3 and 1.4 below respectively:

Table 1.2 Levels and topics to be added in the courses S.N. Level Subject Area Topics to be added Climate change impacts on water resources, energy availability, urban areas, Physical rural areas Climate change adaptations Natural Science Introductory approach for mitigation Climate change science Bachelor Biological Climate change impacts on water resources, biodiversity, and human health. Climate change science Cclimate trends Environmental Science General modeling Introductory approach for mitigation Role and contribution of climate change on society Mitigation and adaptation of climate change Decision-making processes: economic, Physical environmental, and social cost-benefit analysis Natural Science Impact of climate change on Himalayan region. Impacts of Climate Change on Life and 2 Master Environment Biological Effect of climate change on Humans, plants, animals, food etc Advance study on climate change science Climate change scenario and forecasting Environmental Science Approaches for national and local level adaptation to climate change Options and strategies for mitigation of climate change and implications for

environment

Climate change risk analysis General introduction on decision-making processes: economic, environmental, and social cost-benefit analysis, Psychology decisions, perceptions and behavior

Table 1.3 Proposed curriculum format for climate change in Bachelor's course

S.N. Subject Contents 1 Physical Atmosphere: Science Origin, composition, structure, and dynamics of the atmosphere; gas and radiation laws, energy budget and balance.

Weather and climate Definition of weather and climate, description of climatic parameter; temperature, humidity and precipitation. Atmospheric moisture: water vapor, condensation and sublimation process; formation of clouds and classification. Precipitation; cause, forms, processes and types, Energy transport, horizontal and vertical motions of air

Climate Change Introduction to global atmospheric change, Climate change mechanism, carbon cycle, Carbon emitting from fossil fuel, Chloroflorocarbons, global warming, and problem of global warming;Greenhouse gas emission and effect, radiative forcing; Global warming and its impact on ozone layer; Consequence on environment and life of ozone layer depletion.

Impact of climate change Sea level rise, water resources, glaciers, glacial lakes, agricultural and food supply, ecosystem, health, biodiversity, desertification;Impacts on infrastructure, and general atmospheric cycle, Flood, landslide, hurricanes, tornado, forest fire, GLOF, avalanche, cold wave, windstorm, thunderbolt, Heat wave, drought, soil erosion, landslides.

Measurement and analysis Ground level and vertical ozone, Temperature, precipitation, Forecasting Green House gas Emission, trans-boundary pollution problems,

Policies Local, regional and global policies and actions for environment and climate change, Kyoto protocol and other international treaties and conventions; Attention to improved and feasible local, regional, national, or transnational GHG-mitigation or climate-change adaptation policies.

Environment modeling and mitigation adaptation techniques

2 Biological Atmosphere: science Origin, composition, structure, and dynamics of the atmosphere; gas and radiation laws, energy budget and balance.

Weather and climate Definition of weather and climate, description of the climatic parameter; temperature, humidity and precipitation; Atmospheric moisture: water vapor, condensation and sublimation process; formation of clouds and classification; Precipitation:cause, forms, processes and types; Energy transport, horizontal and vertical motions of air

Climate Change Introduction to global atmospheric change, Climate change mechanism, Carbon cycle, Carbon emitting from fossil fuel, Chloroflorocarbons, global warming, and problem of global warming; Greenhouse gas emission and effect, radiative forcing; Global warming and its impact on ozone layer, Consequence on environment and life of ozone layer depletion.

Health impact Carbon dioxide: carbon cycle, Carbon emitting from fossil fuel, Chlorofluorocarbons, global warming, and problem of global warming; Greenhouse gas emission and effect, Global warming and its impact on ozone layer, Consequence of ozone layer depletion; Impact of climate change: agricultural and food supply, ecosystem, health, biodiversity, desertification; Mechanism; atmospheric gases impacts to human health, infrastructure, and general atmospheric cycle, Climate-related health impacts due to heat waves, air pollution, airborne allergens, compromised ecological services, water- or vector-borne diseases, and shifts in agricultural productivity; Climate change sensitive diseases in Nepal.

Policies Local, regional and global policies, actions, for environment and climate change, Kyoto protocol and other international treaties and conventions. Attention to improved and feasible local, regional, national, or transnational GHG-mitigation or climate-change adaptation policies; An overview on prioritized activities for climate change adaptation policies of Nepal government (NAPA).

Table 1.4 Proposed curriculum format for climate change in Master's course S.N Topics Contents 1 Physical Climate change: Science/ Introduction, Global temperature, global temperature models, The Biological greenhouse effect enhancement, Global warming Science Carbon Cycle: Carbon dioxide, Carbon emissions from fossil fuels, Estimating the future fossil-fuel emissions, Equilibrium temperature increase caused by CO2,

Chlorofluorocarbons Use for CFCs, Ozone-depletion, total amount of ozone- units of measurement, Dobson spectrometer, ozone sander, metrological process affecting ozone absorption and emission of ozone, radio affect of ozone, ultraviolet-ray protection by ozone, ozone chemistry, catalytic destruction of ozone, anthropogenic emission and its influence, ozone destruction by NOx and other threats to ozone, impacts of CFCs, estimating future atmospheric concentrations of CFCs, other greenhouse gases.

Observation to climate change: Sector wise observation water, agriculture, infrastructure, human health, tourism, energy and biodiversity.

Observations of the climate system; the earth's energy balance; atmospheric radioactive transfer; the surface energy balance; the hydrologic cycle; atmospheric circulation. Natural and human (anthropocentric) drivers of climate change Climate change models and scenarios

Modeling and Analysis Data, Statistics and handling data to derive new models or validate existing models on climate change

Climate change impacts: on public health, biodiversity and sustainable development and infrastructure, Calculation burden of climate sensitive issues, Findings on climate change impacts and adaptation, Analysis of adaptation measures ( based on NAPA)

Water resource and climate change: Precipitation; runoff and floods: causes of floods, flood mitigation reservoirs, floodways, channel improvement, land management, flood plain management, economics of flood mitigation, runoff forecasting; water harvesting, types of storage structure, runoff diversion, ground water level and environmental influences; drainage: estimate of flow, planning for water resources, national water policy; river navigation: requirement of navigable waterway, navigation dam, and navigation lakes; hydrology of urban areas and agricultural land, urban stream water runoff, typical hydrological problem related to agricultural lands.

Mitigation of climate change impact: Assessment of response to the threat of climate change, Renewable energy resources, transport, storage, and transformation technologies. Technological opportunities for improving end-use energy efficiency. Societal context for implementing engineering methods.

Global climate change policy: Basic understanding of different local, regional, and global policy of environmental management and climate change, legal aspect, effect of violation of such policies, environmental standards and guidelines.

2. Engineering

2.1 An Overview

Engineering is taught in 4 universities of Nepal i.e. TU, KU, Purbanchal University and Pokhara University which are included within the scope of this review. Within Engineering, various streams and specialization courses are offered. In relation to the environment management and climate change, some relevant subjects and their contents have been reviewed,analyzed and additional topics and areas for their inclusion in the curricula have been recommended .

2.2 Present State

a. Tribhuvan University

Institute of Engineering, TU is offering, partially or fully, climate change related courses in its Master’s and Bachelor’s level of engineering program. Climate change related courses are taught in 4 master’s program and all Bachelor's level program except computer engineering and architecture. The courses offered in Master’s program are i) Environment and climate in Disaster Risk Management, ii) Air and Noise Pollution, Fundamentals in Sustainable Water Sanitation, Health & Development, iii) Environmental Impacts and Climate Change in Renewable Energy Engineering, and iv) Subjects related to climate in Water Resources Engineering: hydrologic analysis, simulation laboratory, water induced hazard – I & II, time series analysis, GIS and remote sensing, and water resources planning and management.

Similarly, Technology Environment & Society in civil, mechanical, electrical engineering and Pollution Control in mechanical engineering are offered in Bachelor's level. The topics included in these subjects vary program-wise. Some focuses on climate change science and adaptation measures and others on air and noise pollutions, GHG emissions, carbon trading, and EIA.

b. Pokhara University Pokhara University offers climate change related topics partially in its Bachelor's level as well as in M Sc degree program in Construction Management. The offered subjects: Construction Policy, Environment Law and Procurement of Works and Service in Construction Management highlight topics on law and policies governing environment, ecology, forests, habitat and other matters that have direct bearing on construction. Topics related to climate change are included in Chemistry in BE civil engineering and BE diploma and Environmental Chemistry in BE rural engineering respectively. The included topics are environmental chemistry, air pollution, GHG effects and global warming, water pollution, ozone depletion and chlorofluorocarbon.

c. Purbanchal University Courses related to environment and climate change are offered in Purbanchal University as partial and full courses in Bachelor’s level. The course named Landscape Architecture deals on climate and soil partially in B Arch Program whereas Bioengineering deals on plants, soil and climatic condition of

Nepal. Introduction to Environmental Engineering is a full course in BE electrical and electronics and Environment Impact Assessment is offered as elective in BE civil and B Arch.programs.

d. Kathmandu University Kathmandu University offers 2 electives namely, Environment Impact Assessment and Human Values and Social Impact of Technology in Bachelor’s level in Civil Engineering. Vehicular pollution is included in Automobile course in BE Mechanical program.

2.3 Topics not covered in the existing curricula Topics related to climate change science are partially offered in Bachelor’s level curriculum. Contents on impacts of climate change, technological options for adaptation and mitigation are missing. Engineers involved in design and construction works will benefit from these courses in decision making and risk management if they are aware of these options.

Risk management in the design of civil infrastructure and legal aspects of climate change are also not covered in Master’s level program.

2.4 Topics to be added in the curricula The following topics need to be added in Master’s level program: • Direct observations of climate change, natural and human (anthropocentric) drivers of climate change, climate change models and scenarios; • Technological options related to civil infrastructure and energy infrastructure, energy resources and conservation for adaptation and mitigation of climate change; • Risk assessment and risk management; • Climate change policy: global, regional, national; • Funding sources on climate change.

In Bachelor’s level related topics to be added are: • Technological options related to infrastructure on building, transportation, energy and water for adapting and mitigating climate change, • Cost-effectiveness analysis of adaptation and mitigation measures, and • Climate change policy of Nepal.

2.5 Conclusion and Recommendations 2.5.1 Conclusion The existing curricula on environment management and climate change offered in the Universities of Nepal partially cover the topics related to climate change. Not a single university runs a program on climate change nor deals with course on climate change. Few topics like pollution control, EIA, technology, environment and society etc. related to climate change are included in various subjects like chemistry, in Bachelor’s of engineering program. Courses offered in M Sc in Water Resources Engineering are very much related to climate change due to temperature rise and change in precipitation pattern.

Most of the curricula were developed long time back with no recent revisions. Climate change as a course has been started very recently globally too.

2.5.2 Recommendations A course on climate change that deals with climate change science, related technology, risk management and policy should be included in Bachelor's level of engineering and in depth study on risk management of various infrastructures on climate, analysis of hydrological and meteorological data, and forecasting based on these data and modeling should be incorporated in Master’s level program.

The following framework has been recommended as an additional resource for the inclusion considerations.

Table 2.1 Proposed curriculum framework for Climate Change in Bachelor’s course S.N. Topics Contents 1 Science • Concept of climate and its work procedure • Trends of global climate change and its reasons • Climate change in the decades ahead • Impacts of climate change on farms, forests, fisheries, agriculture, water resources, health, property, ecosystems etc. 2 Technology • The role of humans & their technology in causing climate change • Technological options for mitigating climate change • Technological options for adapting to it 3 Economics • Population growth & economic growth as climate-change drivers • Costs of abatement, adaptation, and impacts • Consequences of alternative regimes of action & inaction for economic growth, employment, trade 4 Policy (on • Policy options and their impact on outcomes climate • Actors and interests in the climate debate…and the evolution of perceptions & change) interests over time • Finding an adequate, equitable, and attainable global climate-policy framework • Uncertainty and prudence in public policy on climate Source: Holdren, 2007, www.AAAS.org

Table 2.2 Proposed curriculum format for Climate Change in Master’s course S.N. Topics Contents 1 Climate Change • Introduction to climate change Science • Direct observations of climate change • Natural and human (anthropocentric) drivers of climate change • Climate change models and scenarios 2 Climate Change • Climate change impacts Impacts and • Analysis of adaptation measures in the following sectors: Adaptation Water. Agriculture, Infrastructure and settlement, Human health, Tourism, Energy, Biodiversity and ecosystem 3 Climate Change • Mitigation of climate change impact Mitigation • Biological and inorganic carbon sequestration • Renewable energy and nuclear power • Cost-effectiveness analysis of mitigation measures 4 Climate Change • Global climate policy Policy • National policy on climate change • Regulatory instruments 36

• Human behavior and social change Adapted from: http://www.climate-change.dk

3. Medicine

3.1 An Overview

Environment and health as well as basic concepts of environment issues have been included in various medical and paramedical curricula. The present curricula of various courses aim to make students capable of understanding basic concepts in environment science as well as their relation to health along with various environmental health issues that have direct or indirect links with human health. However, considering the changing scenario and shifting paradigm of climatic and environmental changes, there is a huge need to incorporate new issues and emerging challenges of environment as well as climate change into the curricula. With this regard, there is a need to produce more capable human resource in medical as well as health related fields.

3.2 Present State

Under the broader public health theme, Institute of Medicine under TU imparts medicine, public health and nursing courses at undergraduate and graduate levels. Under the medicine category, MBBS, BAMS and MD courses are taught. MD courses are more specialized and focused on particular subjects which are not relevant to environment and climate change. Therefore, MD curricula were reviewed during the study but are not covered in this report.

Under nursing, BN and MN courses are taught and some units are included in terms of the theme. Similarly, under the public health category, BPH and MPH courses are taught and relevant to the theme also. Contents, strengths and gaps of the curricula are analyzed below along with recommendations for the future actions.

3.2.1 MBBS

a. Tribhuvan University The contents of MBBS curriculum of TU are broadly grouped into introduction, water, waste disposal systems including solid waste, excreta disposal and sewage waste disposal, food sanitation, insects and rodents control, housing, ecology and environmental health management. In this section of Water, basic issues about water have been incorporated such as the sources of water, the relevancy of water quality and quantity, the concept of safe water, water quality standard/water quantity guideline, water quality indicator parameters, the implication of water purification and its types and implication, water related diseases and its prevention. However, the following contents are lacking in the curriculum and need to be incorporated : household treatment of water, WHO and Nepal guideline and standard of drinking water, water pollution.

In the section of waste and waste disposal system, solid waste, liquid waste and their management have been well covered. However, it needs to include the detail contents of health care waste including introduction to healthcare waste, generation, segregation, transportation, treatment and disposal of health care waste system in Nepal, status and pressure of health care waste in Nepal, overview on hospital waste segregation, guidelines of World Health Organization, management of healthcare waste, environmental pollution and health impact due to weak incineration system. An overview on solid waste and healthcare waste related policies, acts, rules/regulations, guidelines and standards of Nepal is also to be included.

In the section of food, good coverage of food security, food adulteration, food supply and handling, mycotoxin in food, food law and food hygiene is there. But contents such as food contamination, adulteration and fortification, Hazard Analysis and Critical Control Point (HACCP) Policy and planning and signature/ treaties of Nepal in convention related to quality improvement on food are to be incorporated.

Regarding the air and noise pollution, the sources, types and their impact on health have been covered. It lacks certain components such as types and quantity of fuel energy used in Nepal, indicators/parameters, guidelines, standards for measuring air pollutants, prevention and control, policy and planning and international treaties and conventions related to air quality improvement to which Nepal is a party, source of noise pollution, effects of noise pollution, auditory and non-auditory and control mechanism also need to be included.

In the portion of ecology, concept of ecology as well as various related issues as well as ecological prevention and management of environmental health have been included. The current curriculum also has included role of GOs and NGOs in environmental preservation and promotion of environmental health.

However, it further needs to include ecological approach to human health, agro-ecology and its importance to human health

The section of occupational health and safety has well covered various occupational hazards as well as acts and laws related to it.

The section of Medical Entomology also has enough coverage of contents including arthropods, vectors and medically important arthropods and relation to health.

The following issues are, however, not included- energy consumption, environmental health aspects including types of energy, energy utilization practice in Nepal, renewable and non-renewable resources, energy utilization practice with respect to health impact.

Also it does not include the contents related to climate change and human health. As listed in the annexes, the curriculum has to incorporate different issues of climate change, changing pattern of diseases due to climate change, global warming, and ozone layer depletion. Apart from the changing climatic conditions, the curriculum also has to include adaptation and mitigation strategies.

A concept on community empowerment and public education for responding to adverse effects of climate change in public health, forecasting and surveillance system, vulnerability assessment of public health due to climate change, climate change disaster risks and preparedness also need to be covered with special focus.

Furthermore, the detail concept about biomarkers and risk analysis has to be incorporated including exposure assessment, risk characterization. Apart from this, the curriculum has to incorporate climate change law in the content in brief.

b. Kathmandu University (KU)

In the case of MBBS curriculum of Kathmandu University, it needs to incorporate in detail about health care waste, climate change and health, climate change law, risk analysis as well as ecology and ecosystem and relation to health as mentioned above. Please see Annex – 3 for details.

3.2.2 Public Health a. BPH- Tribhuvan University

Bachelor of Public Health curriculum of Tribhuvan University has a wide range of relevant contents in its curriculum. This includes concept of ecology, ecosystem approach to human health. In this section, issues about ecology need further consideration and concepts of ecology with structure and function, abiotic and biotic factors, energy flow, material cycle and productivity of ecosystem, interaction of biotic and abiotic factors, human impacts on ecosystem are to be included. Ecosystem approach to human health and disease should be incorporated.

Other topics included in this curriculum are- waste management including solid and liquid waste. However, it has to incorporate the issues such as introduction to health care and electric waste, generation, segregation, transportation, treatment and disposal of health care waste system in Nepal, an overview on hospital waste segregation guideline of World Health Organization, management of healthcare waste, environmental pollution and health impact due to weak incineration system, overview of solid waste and healthcare waste related policies, acts, rules/regulations, guidelines and standards of Nepal.

The contents such as environmental law, air quality management, water resources management and conservation, health and environment, human excreta, food hygiene, milk hygiene and meat hygiene, occupational health safety and ergonomics in the curriculum look appropriate. However, contents on human-environment interaction and human impact on environment need to be incorporated. As recommended for the curriculum of MBBS above, it also has to incorporate energy and environmental health aspects as well.

Furthermore, contents about environmental pollution and hazardous waste need to be incorporated in detail including guidelines, standards for measuring air pollutants, prevention and control, air borne disease on rural and urban part of Nepal, sources of noise pollution, effects of noise pollution, auditory and non- auditory and control mechanism.

b. MPH- Tribhuvan University The curriculum of MPH has to be made broader to cover all the aspects of environment and health in detail. The current curriculum has included the concept of environment and health to a certain extent. Furthermore, it needs to include topics such as situation analysis on environmental problem, case study on disease problem (observational, cross-sectional and interventional, case report, retro prospective analysis),

indicators, parameters, guidelines, and standards for measuring air pollutants, prevention and control, common difference on environmental burden disease at rural and urban pars of Nepal.

The contents of water and health also look fine to some extent, which deal about water and its resources as well as water quality and relation to health in terms of water related diseases, arsenic contamination, impact and mitigation, water and sanitation policies. However, it has to include current policy and planning and international treaties and conventions related to water quality improvement to which Nepal is a party.

Similarly, in wastes management, all major areas have been included starting from solid, liquid and hazardous waste. But all these have to be elaborated in their contents. Furthermore , content on legislative control mechanisms also needs to be included.

Regarding air pollution and its impact, the curriculum has good coverage of contents but it still needs to incorporate these issues in detail:Status and pressure of air pollution in indoor/ outdoor, major source, types and quantity of fuel energy used in Nepal, indicator parameter, guideline, standards for measuring air pollutants, prevention and control, air borne disease on rural and urban pars of Nepal; policy and planning and conventions/treaties related to air quality improvement to which Nepal is a party; source of noise pollution, effects of noise pollution, auditory and non-auditory and control mechanism.

Content on food safety has been found missing in the section of food and related issues need to be incorporated.

The contents of infectious and tropical disease control seem to be adequate but it has to include certain contents about emerging and reemerging vector borne diseases and ways to control them. Changing pattern of infectious disease and tropical disease as per the change in climate also has to be incorporated.

Various miscellaneous issues in environmental health such as urban and rural environment have been well covered. Occupational health and ergonomics also have been included in detail.

However, energy and environmental health aspects and bio-marks and risk analysis have to be incorporated in detail in the curriculum :risk assessment and management, risk assessment and risk management framework, epidemiological methods, hazard identification in the field, relationship between dose and health outcome, human exposure assessment, health risk characterization, approach to managing risk, factors affecting the perception and acceptance of risk, prevention and control of exposures, risk monitoring and use of indicators, special problems in managing environmental health risks, cost- effectiveness and cost-benefit analysis of interventions, obstacles and opportunities for resolving environmental health problems, environmental toxicology, environmental carcinogenesis, design issues for animal testing, National Toxicology Program (NTP) Testing Guidelines, NTP Guidelines for Carcinogenicity Testing, Potential Endpoints: respiratory, blood and lymph, liver, kidney, nervous system, skin, reproductive toxicity, teratogenicity, criteria for causality: temporality, exposure precedes effect, biological plausibility, consistency, dose-response, strength of association.

c. BPH- Purbanchal University

The syllabus of Purbanchal University in Environment Health has been divided in second and third year. The curriculum covers various issues of environmental health starting from ecosystem approaches to human health, common environmental problems of Nepal, air pollution and health, water pollution and health solid and hazardous wastes and health, pesticides pollution and health, food production, quality and health, milk and meat hygiene, shelter and health, environmental law, biodiversity and its prevention, occupational health and safety, environmental pollution and hazardous pollutants. The last one covers the issues of climate change and various other related conditions such as ozone layer depletion. Some of the contents that need to be added are: Health care waste: Introduction to health care waste, generation, segregation, transportation, treatment and disposal of health care waste system in Nepal, overview on hospital waste segregation guidelines of World Health Organization, management of healthcare waste, environmental pollution and health impact due to weak incineration system, an overview on solid waste and healthcare waste related policies, acts, rules/regulations, guidelines and standards of Nepal.

Climate change and Health: Issues of climate change and health as well as climate change law need to be incorporated in detail as mentioned below: Fundamentals of Climate Science: global warming, ozone layer depletion and its implication on public health, health dimensions of climate change, climate-related health impacts due to heat waves, air pollution, airborne allergens, compromised ecological services, water- or vector-borne diseases, and shifts in agricultural productivity, climate change sensitive diseases in Nepal, climate change mitigation and adaptation approach in response to public health and climate change, concept on climate modeling, health Impacts of climate change with respect to forestry and biodiversity, climate change induced disaster, water resource and energy, urban settlement and infrastructure and food security.

Mitigation Strategies: Under this category, current thinking on climate change mitigation strategies of National Adaptation Programme of Action (NAPA) to Climate Change, reduction of carbon emissions, geo and hydro-engineering concepts and practices, approaches for putting adaptation strategies into practice in research need to be included.

Adaptation Strategies: Under this category, topics like an overview on international strategy to adapt public health to climatic disaster, Government strategic programs and activities (National Adaptation Programme of Action (NAPA) for Climate Change and Local Adaptation Programme of Action- LAPA), indigenous and modern Innovations for adaptation to climate change by different groups of people, concept on community empowerment and public education for responding adverse effects of climate change in public health, forecasting and surveillance system, vulnerability assessment of public health due to climate change, climate change disaster risks and preparedness should be included.

Climate Change Law Under the law chapter, these aspects should be included and taught in brief to generate general understanding of students on relevant laws and policies of Nepal:An overview on international conventions, strategies, policies, measures, and national policies, acts, rules/regulations to climate change and public health, objectives and strategies of United Nations Framework Convention on Climate Change (UNFCCC) and the Intergovernmental Panel on Climate Change (IPCC), Kyoto protocol, non-annex -1 and non-annex country, international regulatory measures, compliance, monitoring and enforcement, gender and equities, impacts of climate change, future of climate change, and policy, strategy and action plan of health on climate change in Nepal, climate change and health sector strategy.

Energy and environmental health aspect Under the category, aspects such as types of energy, energy utilization practice in Nepal, renewable and non-renewable resources, energy and health should be covered.

d. BPH- Pokhara University

In the BPH course, topics such as biodiversity and its conservation, air pollution and health, occupational health and safety, environmental toxicology, common environmental problems in Nepal, water resources and health, nutrition and health, concept of family health have been included in fairly good amount but to make the course more climate change and environment management friendly, issues regarding the climate change and health as well as climate change law and the topics as suggested earlier in MBBS and other curriculum should be added.

3.2.3 Nursing

a. B.N. -Purbanchal University

In the curricula of Bachelor of Nursing of Purbanchal University, concept of health and environment in some parts of the course is duly addressed. However, as in other curricula, it has to incorporate various issues about waste disposal systems as:introduction to health care waste, generation, segregation, transportation, treatment and disposal of health care waste system in Nepal; an overview on hospital waste segregation, guidelines of World Health Organization; management of healthcare waste; environmental pollution and health impact due to weak incineration system; an overview on solid waste and healthcare waste related policies, acts, rules/regulations, guidelines and standards of Nepal. Linkages between climate change and health as well as climate change law has to be incorporated too.

The section on community participation is found good in the curriculum which has included issues of environment, water, sanitation, air and housing. It also has topics related to disaster management and their medical and health aspects under community crises. The issues related to occupational health and their relation to nursing has been found covered well.

The topic environment, health and ecology has covered various issues related to sources of environment pollution, effects of environment pollution including global warming, green house effect, ozone layer, nuclear accidents, toxic hazards. Furthermore, other topics included are: water resources management and solid waste disposal, excreta disposal, liquid waste management, food sanitation/hygiene, air pollution, noise /sound pollution.

However, these aspects are to be added: concept of ecology with structure and function: a-biotic and biotic factors, energy flow, material cycle and productivity of ecosystem, interaction of biotic and a-biotic factors; human impact on ecosystem, ecosystem approach to human health and disease.

b. B.Sc. Nursing- Purbanchal University

In the B.Sc. Nursing, the curriculum is found quite inclusive that has covered almost major issues as:

environmental sanitation, sources of environment pollution, effects of environmental pollution including global warming, green house effects, ozone layer, nuclear accidents, toxic hazards, noise pollution, different categories of waste and their management, housing, water and its sources including uses, water related diseases.

The other topics included are: human system and environment, health and ecology and human system, interaction of human population in biosphere, effects of imbalance in atmosphere, air and land, impact of imbalance environment on human health.

It also includes environmental factors that influence human health which further includes internal environmental factors such as personal characteristics, physiological process, physical growth and development, human behavior and external environmental factors such as physical variables, biological variables, social variables, and cultural variables.

Similar kind of recommendations as for the BN curriculum as mentioned above are suggested for addition such as the issue of ecology, climate change and health, and climate change law. 3.3 Proposed Curriculum Framework

Table 3.1 Proposed curriculum format for climate change in Bachelor's course S.N. Topics contents 1 Science Atmosphere: Origin, composition, structure, and dynamics of the atmosphere; gas and radiation laws, energy budget and balance. Weather and climate Define weather and climate, describe the climatic parameter; temperature, humidity and precipitation. Atmospheric moisture: water vapor, condensation and sublimation process; formation of clouds and classification. Precipitation; cause, forms, processes and types.

Climate Change and its environment and health impact Introduction to global atmospheric change, Fundamental of climate science: Climate change mechanism, Carbon dioxide: carbon cycle, Carbon emitting from fossil fuel, Chloroflorocarbons, global warming, and problem of global warming. Greenhouse gas emission and effect: ‘runaway’ greenhouse effect, enhanced greenhouse effect, radiative forcing. Global warming and its impact on ozone layer, with mechanism. Consequence on environment and life of ozone layer depletion. Impact of climate change: sea level rise, water resources, glaciers, glacial lakes, agricultural and food supply, ecosystem, health, biodiversity, desertification. Mechanism; how atmospheric gases (major compounds of carbon, sulphur and nitrogen) impacts to human health, infrastructure, and general atmospheric cycle. Health dimensions of climate change. Climate-related health impacts due to heat waves, air pollution, airborne allergens, compromised ecological services, water- or vector-borne diseases, and shifts in agricultural productivity. Climate change sensitive diseases in Nepal.

2. Technology The role of humans and their technology in causing climate change. Technological shift to mitigate the Climate change: The physical and technical aspects of wind, solar, geothermal, hydro, tidal, biological, and wave energy systems. Pollution control Provide a sound understanding of climate change risks, Describe how to identify and overcome potential barriers to adaptive action including through knowledge transfer and exchange and capacity building, Set out how to use strategic planning to develop adaptive capacity. An overview on prioritized activities for climate change adaptation policies of Nepal government (NAPA).

3. Economics Introduction to climate change economics, Interaction between ecosystem economic theories to climate change, the uncertain science of climate change, future impacts of the enhanced greenhouse effect, forecasting green house gas emission and temperature change, the benefits of climate change control, economics of various policy approaches towards climate change and other international environmental issues such as trans-boundary pollution problems, international trade and the environmental, and the pollution heaven hypothesis; population growth and economic growth as climate-change drivers cost of abatement, adaptation, and impacts consequences of alternative regimes of action and inaction for economic growth, employment, trade 4. Policy Historic, current, and future greenhouse-gas (GHG) emissions of the some largest CO2 emitting developed countries and other low emitting developing countries, and prevailing national government policies and nongovernmental actions that affect emissions mitigation and adaptation, Kyoto protocol and other international treaties and conventions, attention to improved and feasible local, regional, national, or transnational GHG-mitigation or climate- change adaptation policies; finding a global climate change-policy framework that is adequate, equitable, and attainable; ethical dimensions of climate change policy. The topic will cover the following major topics: (1) climate change, personal and collective responsibilities, (1) ethics, climate change and scientific uncertainty, (2) distributive justice and international climate change negotiations, (3) intergenerational justice and climate change policy. 5. Impacts Concept on climate change impact mechanism to public health and other sector of following disaster components: flood, landslide, hurricanes, tornado, forest fire, GLOF, avalanche, clod wave, windstorm, thunderbolt, Heat wave, drought, soil erosion, landslides, and epidemics.

Table 3.2 Proposed curriculum format for climate change in Master's course

S.N Topics Contents

1 Climate Introduction to climate change: introduction, global temperature; simple global change and temperature models, the greenhouse effect enhancement. Science Carbon dioxide: the carbon cycle: historical emission of carbon dioxide, Carbon emissions from fossil fuels, estimating the future fossil-fuel emissions, Equilibrium temperature increase caused by CO2, Chloroflorocarbons, major use for CFCs, global warming its ozone-depletion, Total amount of ozone- units of measurement, dobson spectrometer, ozone sander, metrological process affecting ozone absorption and emission of ozone, radio affect of ozone, ultraviolet-ray protection by ozone, ozone chemistry, catalytic destruction of

ozone, man influence a stratospheric ozone, ozone destruction by NOx and other threats to ozone effects to ozone. Impacts of CFCs, estimating future atmospheric concentrations of CFCs, other greenhouse gasses.

Direct observation to climate change: Sector wise observation water, agriculture, infrastructure, human health, tourism, energy and biodiversity. Observations of the climate system; the earth's energy balance; atmospheric radioactive transfer; the surface energy balance; the hydrologic cycle; atmospheric circulation. Natural and human (anthropocentric) drivers of climate change Climate change models and scenarios 2. Climate Climate change impacts: a study on Climate change impact on public change health, biodiversity and sustainable development and infrastructure Impacts Calculation burden of climate sensitive diseases. and Findings on climate change impacts and adaptation. Adaptation Analysis of adaptation measures in the following sectors: ( based on NAPA, for Nepal Program)

Water resource and climate change: Precipitation; runoff and floods: causes of floods, flood mitigation reservoirs, floodways, channel improvement, land management and flood mitigation, flood plain management, economics of flood mitigation, runoff forecasting; water harvesting, types of storage structure, water yield from catchments, runoff diversion, ponds and reservoir; confined, semi confined and unconfined aquifer; ground water level and environmental influences; drainage: estimate of flow storm drainage and highway drainage; planning for water resources development: level, phases, objectives, data requirement, project formulation, environmental consideration, multipurpose project, national water policy; river navigation: requirement of navigable waterway, navigation dam, and navigation lakes; hydrology of urban areas and agricultural land, urban stream water runoff, typical hydrological problem related to agricultural lands.

Agriculture: Adaptation technique to adapt climate change: Poly culture, Agroforesty, Intercropping, polyvariatal cropping menhod, Genetically Improved plantation, Disaster crop resistant bioengineering technique ,

In addition , contents to answer these concerns are suggested for addition: How will climate change affect land use and biodiversity in Nepal's agricultural landscapes?

Will climate change increase the need for irrigation in Nepal? How will agriculture be a source and a sink for greenhouse gases under a changing climate? How is projected climate change in Nepal and internationally likely to affect economic prospects for Nepal agriculture?

What is the effect of reduced tillage on greenhouse gas release and sequestration from agricultural fields? How do elevated carbon dioxide and ozone levels affect carbon and nutrient dynamics in agro-ecosystems? What is sustainable agriculture and how is sustainable agriculture research and education adapting to climate change? What is the impact of climate change on nutrient cycling between soil, air, and water?

Infrastructure and settlement: Introduction to infrastructure development and climate change, mechanism for causing of climate change to infrastructure; building, bridge, tunnel, water reservoir, road and water channel/canal. Climate change and sustainable development, climate change and urban planning/design, climate change impact on ground and surface water in urban area, the current infrastructure planning system in Nepal, climate change policy, strategy, and action plan on sustainable infrastructure development activity.

Human health: Basic foundation in the physical and societal basis of climate change, forecasts of future climate, and their uncertainties, emphasizing parameters of potential relevance to human health; exploration of epidemiologic, risk assessment, and statistical methods appropriate for understanding the impact of climate on health in different populations, estimation of climate sensitive disease burden and attributable risk; the public health implications, positive and negative, of society's efforts to mitigate, and adapt to climate change will be elaborated including discussions of ethical, political, and economic aspects. The one-unit version ends before the spring break.

Biodiversity and ecosystem: ………………………………………………….. 3. Climate Mitigation of climate change impact: Assessment of technological options change for responding to the threat of climate change; overview of climate-change Mitigation science: sources, sinks, and atmospheric dynamics of greenhouse gases, current systems for energy supply and use, renewable energy resources, transport, storage, and transformation technologies, technological opportunities for improving end-use energy efficiency, recovery, sequestration, and disposal of greenhouse gases from fossil-fuel combustion, societal context for implementing engineered responses.

Biological and inorganic carbon sequestration: Concept on carbon sequestration, concept on inorganic and organic carbon sequestration processes/methods, carbon capture and storage, carbon marketing, carbon footprint, a case study on organic and inorganic carbon sequestration.

Renewable energy and nuclear power: Graduates will be able to demonstrate an understanding of the science related to a changing climate

and global warming, and develop a comprehension of energy production, delivery, and consumption for both traditional systems and sustainable/renewable energy alternatives. Energy sources will include nuclear, biomass, solar, hydro, and wind. Cost-effectiveness analysis of mitigation measures;

4. Climate Global climate change policy: change Declaration of united nations conference on the human environment Policy (Stockholm Declaration)-1972 Ramsar Convention, 1971 World Heritage Site Convention, 1972 Convention on International Trade In Endangered Species of Wild Fauna and Flora, 1973. The world conservation strategy (WCS)-1983 The second world conservation strategy 1991 The united nations conference on Environment and Development healed in Rio de Jenairo,1992 Convention on Biological diversity (CBD) 1992 Kyoto Protocol 1997 Basel Convention 1989 Stockholm Convention on Persistent Organic Pollutant 2001 Rotterdam Convention on the Prior Informed Consent Procedure for Certain Chemicals and Pesticides in International Trade, 1998 Vienna Convention for the Protection of the Ozone layer (Vienna Convention) 1994 United Nations Framework Convention on Climate Change (5 June 1992)- Nep. Sig. 12 June 1992 Montreal Protocol on Substance that Deplete ozone Layer (16 Sep.1987)- Nep. Sig. 6 July 1994 London Amendment to the Montreal Protocol on Substance that Deplete ozone Layer (29 June 1990)- Nep. Sig. 6 July 1994 Cartagena Protocol on Bio-safety, 2000 Some other environment and climate change policy related documents Asia-Pacific Network for Global Change Research Vital Climate Change Graphics from UNEP/GRID-Arendal Linkages - A Multimedia Resource for Environment and Development Policy Makers (including Earth Negotiations Bulletin - Reports and Documents from UNFCC Climate Negotiations MIT Center for Energy and Environmental Policy Research Prevailing environment and climate change related policy, acts, rules/regulations of Nepal: POLICIES  The National Health Policy, 1991  Three Year Interim Plan, 2008  The Industrial Policy, 1992  Nepal Environment Policy and Action Plan, 1993  The National Solid Waste Management Policy, 1996

 Renewable Energy Subsidy Policy, 2000  The Hydropower Development Policy, 2001  Sustainable Development Agenda for Nepal, 2003  Climate Change Policy, 2011  National Health Sector Implementation Plan II (NHSIP II), 2010- 2015  Guidance Note for Preparing Disaster Preparedness & Response Plan, 2011  Rapid Assessment of Emergency Preparedness and Response in Nepal 2010  Subsidy Policy for Renewable Energy, 2066 B.S.  National Agro-diversity Policy 2063 B.S.  National Agricultural Policy 2061 B.S.  National Seed germination Policy 2056 B.S.  National Fertilizer Policy 2058 B.S.  National Irrigation Policy, 2010  Rural Energy Policy, 2063  National Shelter Policy 1996.  National Urban Policy 2064 B.S. ACTS/RULES  Environment Protection Act, 1997  Environment Protection Rules, 1997  Solid Waste Management and Resource Mobilization Act, 1987  The Town Development Act, 1988  The Civil Aviation Act 2015(1958):  The Aquatic Animals Protection Act 2017(1961):  Public Roads Act (1974):  Nepal Petroleum Products Act, 1983  The Nepal Water Supply Corporation Act, 2046 (1989)  The Urban Construction Plan Implementation Act, 2019 (1972)  The Municipality Act, 1991  The District development committee Act, 1991  Labour Act 1991  The Pesticide Act 1991  The Industrial Enterprise Act 1992(2048):  The vehicle and Transport Management Act, 2049(1993)  The Water Resource Act, 1992 (2049)  The Local Self-Governance Act,1999(2055)  Solid Waste Management Act, 2068 STANDARDS/Guidelines  Nepal Vehicular Mass Emission Standards 2000  Vehicular Emission Standards for (in use vehicle) 2000  Industrial Effluent Standards: 9 specific and 3 generic  National Ambient Air Quality Standards 2003  National Water Quality Standards 2006  National Indoor Air Quality Standards 2009

 National EIA Guidelines,1993  National Environmental Health Impact Assessment Guidelines, 2004 (NHRC 2004)  Nepal Health Care Waste Management Guidelines NHRC and WHO 2002  Health Care Waste Management Guidelines 2002  Medical Waste Management Guidelines 2004  Others

4. Agriculture, Forestry and Land Management

4.1 An Overview

. In Nepal’s context, formal education and awareness-raising regarding environmental management and climate change is at a very early stage. Environmental education as a field of study was initiated in the country by Kathmandu University in 1994 as the first degree program of its kind. Components of environment were included in course curricula at the secondary school level in Nepalese schools less than two decades ago. To date, a complete course dealing with environment and human impacts on it has not been offered at the school level. While the number of universities and colleges offering environmental science or environmental management and related degree programs as fields of study have increased, in most cases the dealing of critical environmental issues such as resource use and degradation, pollution, and climate change are only at a superficial level. Hence a thorough review and analysis of the existing courses at universities in Nepal is warranted.

In this study, the curricula of both undergraduate and graduate degree programs in the fields of agriculture, forestry, and land use and management were examined in detail and analyzed for existing topics dealing with environmental management and climate change, as well as, for identification of gaps and topic areas needed for inclusion. The course programs of four universities, namely, Tribhuvan University, Kathmandu University, Pokhara University and Purbanchal University were reviewed. The following programs corresponding with each university were studied as shown in Table 4 1:

Table 4.1 Degree programs and universities Degree Program University

B.Sc. Agriculture M.Sc. Agriculture B.Sc. Forestry B.Sc. Forestry, Kathmandu Forestry College Tribhuvan University M.Sc. Forestry M.Sc. Watershed Management M.Sc. Natural Resource Management & Rural Development M.Sc. Biodiversity and Natural Resource Management B.Sc. Environmental Science B.Tech. Environmental Engineering Kathmandu University M.Sc. Environment & Natural Resources M.S. by Research in Glaciology B.Sc. Environmental Management Pokhara University M.Sc. Environmental Management

M.Sc. Interdisciplinary Water Resources Management M.Sc. Natural Resources Management B.Sc. Agriculture (Honours) M.Sc. Life Science Purbanchal University M.Sc. Meat Technology M.Sc. Dairy Technology

4.2 Present State

4.2.1 Tribhuvan University

The relevant courses dealing with environmental management and climate change from among the various programs at Tribhuvan University (TU) from the point of view of agriculture, forestry, biodiversity and land management included: Bachelor of Science in Agriculture (B.Sc. Agriculture), Master of Science in Agriculture (M.Sc. Agriculture), Bachelor of Science in Forestry (B.Sc. Forestry), Master of Science in Forestry (M.Sc. Forestry), Master of Science in Watershed Management (M.Sc. Watershed Mgmt.) and Master of Science in Natural Resources Management and Rural Development (M.Sc. NRM & RD). Each of these course programs are discussed in terms of the existing topic areas and content, as well as, the gaps and needed topics are identified. A summary of the course contents is provided in Annex A, Table 2.

At the undergraduate level, two course programs offered at TU were analyzed with the thematic areas of agriculture, forestry, bio-diversity and land management. The Bachelor degree program in Agriculture is designed to provide students with necessary knowledge and skills for successful crop production taking into account crop/plant, soil, water, nutrients and pest/disease management principles. It deals with crop and plant science and concepts of nutrient cycling, soil fertility, crop productivity, bio-fertilizers and bio- pesticides as alternates to agrochemicals. With respect to environmental management, two to three courses within the program covers topics on concepts of environment, ecology, energy and material flows and food chains in ecosystems. They also provide basic knowledge of environmental impact assessment (EIA), environmental preservation, agro-ecosystem sustainability, development policies, targets, laws and programs/strategies for resource conservation and people’s participation in environmental management. Various environmental issues and problems are dealt with in brief, such as, population dynamics, deforestation, different forms and sources of pollution and their control, waste disposal and agrochemical use and effects. In addition biodiversity of flora and fauna, their values, conservation and management are discussed in a separate unit. With respect to climate change, the existing topics covered include: industrialization, urbanization, the global warming phenomenon, causes and effects of climate change with specific focus on agriculture.

The B.Sc. Forestry program of the Institute of Forestry (IOF), TU, provides a comprehensive knowledge base and understanding of forests, including, types and classification, operational planning, products and their utilization, multiple use management, community forestry and sustainable forest management. Specific dealing of environmental management aspects are covered in a number of courses with topics such as soil and water conservation, watershed management, hydrology of forests, rangelands, agricultural land and environmental science. Climate change, on the other hand, is dealt with partially in two courses, namely, “Forest Hydrology” and “Environmental Science”. The former covers mainly the basics about

weather, weather systems, climate systems and climatology, while the latter briefly touches upon global warming, factors causing climate change, and its adverse effects.

The Bachelor of Forestry (B.Sc. Forestry) program at Kathmandu Forestry College, affiliated to Tribhuvan University, covers most of the same topics as the B.Sc. Forestry program of Institute of Forestry, Pokhara. The course introduces basic concepts, types and categorization of forests, forest botany and zoology, zoogeographic regions, silvicultural principle and practices, as well as, nursery establish and forest planning and management. The course addresses human-forest interactions, social forestry, community forest management, operational planning, monitoring and analysis, along with agro-forestry systems and practices. It also covers forest products utilization, like, timber & wood products, non-timber forest products, medicinal and aromatic plants, along with wildlife biology, biodiversity assessment, importance, loss and conservation, as well as, wildlife conservation.

Other aspects of environmental management dealt with in the program are: soil and water conservation, watershed management, water cycle, hydrology of forests, rangelands and agricultural land, as well as, water quantity, quality, runoff and stream flow. Soil science, fertility, plant nutrients, soil & water conservation engineering, bioengineering structures, conservation farming techniques, and soil erosion processes, monitoring and control are also dealt with.

The course touches upon climate change in a couple of courses including the following topics: forests as reservoirs of carbon, C-sequestration, Kyoto Protocol, C trading and forest economics. Also briefly covered in a unit of the course on “Environmental Science” are: global warming concepts, factors, effects and mitigation at the national and global levels, along with ozone depletion and greenhouse gases.

The three concurrently running Master programs at IOF, TU, namely, M.Sc. Forestry, M.Sc. Watershed Mgmt., and M.Sc. NRM & RD all deal with various aspects of environment and its management. As the program titles imply, they focus on providing specialized knowledge and skills to enable graduates to solve problems within the discipline and manage the respective resources in question. M.Sc. Forestry emphasizes concepts and principles of forest resource planning and management for enhanced productivity, sustainable multiple use, and conservation. It also covers concepts of environment, ecosystems, biodiversity, wildlife and protected areas along with their conservation as well as management.

The M.Sc. in Watershed Management course/program is designed to provide sound knowledge and capacity on watershed and their resources from a mountain ecosystems perspective. It covers hydrology, water and energy cycles and budgets, soil erosion processes and modeling, land use and human-induced degradation of forests, land/soil, and water quality, along with approaches and techniques of watershed rehabilitation, planning, analysis and monitoring.

The M.Sc. NRM & RD program emphasizes development concepts and theories, along with policies, strategies and approaches applied to rural development in the Asian/Nepalese context. It also covers types and categorization of natural resources, inventories, planning, management and sustainable use of natural resources such as, land, water, forests, biodiversity, etc. Policies and institutional aspects of rural development including ecotourism, sustainable agriculture, land evaluation, land use planning and management, etc., are also dealt with. Climate change issues are dealt with in two courses common to all three Master programs: “Environmental Science”, which is an elective course; and, “Global Environmental Change”, a newly developed course. 53

The former only briefly covers topics such as global environmental issues, global warming, deforestation effects, ozone depletion, acid rain, desertification; pollution sources, types, consequences and control, along with EIA and Strategic Environmental Assessment (SEA) tools and environmental management strategies. The new course deals with climate change in greater detail than the first. It includes causes of climate change and impacts on agriculture, food security, water resources, forests and rangelands, human/animal/plant health, biodiversity, settlements and indigenous communities.

The M.Sc. Agriculture program offered at the Institute of Agriculture and Animal Science (IAAS), TU, focuses on plant/crop growth, development and interactions with the environment, along with, responses to changes such as heat, cold, drought, salt and other stresses. It emphasizes the management and optimization of crop production systems, but also covers other topics related to environment in 2-3 courses. These include: ecosystems types and functioning, relation among plants, animals and humans; ecological hazards, their causes, consequences and management; and conservation of natural ecosystems, natural resources and biodiversity. Climate change is not specifically covered in any of the courses.

The Master program in Biodiversity and Natural Resource Management run jointly by TU with the Norwegian University of Life Sciences and funded by the NOMA program of Norway has been designed to focus on conservation and sustainable use of natural resources and biodiversity. The course covers basic concepts of biodiversity, biogeography, ecosystems as well as concepts of ecology, agrobiodiversity, livelihoods and food security. I also has a course that focuses on mountain environments, alpine ecology, along with human ecology concepts. A separate course deals with conservation biology approaches, strategies, tools and planning, as well as, environmental policies and laws, natural resources and their sustainable management, ethnobiology and indigenous knowledge.

With respect to climate change issues, the program deals with some specific aspects in a couple of courses. These include, global climate change influences on biogeography, climate change as a threat to biodiversity, and global warming impacts on mountain ecosystems.

4.2.2 Kathmandu University

Kathmandu University does not offer programs in Agriculture, Forestry and Biodiversity specifically, but has undergraduate degree programs in Environmental Science and Environmental Engineering, as well as graduate-level programs in Environment and Natural Resources and Glaciology.

The Bachelor of Science in Environmental Science (B.Sc. Environmental Science) program offers an interdisciplinary, broad-based and detailed coverage of natural and human environments, interactions between humans and their environment, as well as, human influences on the environment, climate and natural ecosystems. The course program also deals with the evolution of human society, population dynamics and demographics, along with modernization, the advancement of technology, urbanization and their consequences, such as, air, noise, water and land pollution, as well as, their monitoring, treatment and control. An emphasis is placed on conservation, sustainable use and management of natural resources, biodiversity, watersheds and agricultural lands.

Climate change is introduced and dealt with briefly in several courses. Various aspects of climate are covered including basic climate change science, global warming, greenhouse gases and greenhouse effect

and ozone depletion. Impacts and consequences of climate change on temperatures, precipitation and water resources, sea level and glaciers are also covered.

The Bachelor of Technology degree in Environmental Engineering (B.Tech. Environmental Engineering) at KU is run in conjunction with the Bachelor of Civil Engineering program. It incorporates aspects of both environment and engineering and is designed to bridge the gap between sciences and engineering with a focus on environmentally sound/friendly technologies. The course deals with environment as a system, ecosystems and basics of ecology, as well as, humans and the environment. It also covers hydrology, the hydrologic cycle, hydropower and renewable energy options, water quality, wastewater treatment; air and noise pollution and their control; solid waste generation, disposal and management; biochemical reactions & processes and their application in environment; bioengineering and its applications, civil and sanitation engineering; as well as, EIA, along with environmental and occupational health.

The course also covers global environmental issues, weather, climate, and global energy/radiation balance. It only briefly touches upon climate change, global warming, ozone and consequences of its depletion, green house gases (GHGs), greenhouse effect, aerosols and atmospheric brown cloud and acid deposition as causes of air, land and water pollution.

The Master degree program in Environment and Natural Resources (M.Sc. Environment & Natural Resources) at KU provides an in-depth dealing of human-environment interactions and extents, rates and magnitudes of human impacts on the environment. It also provides a science as well as management approach on dealing with aspects of land/soil, water, forests and biodiversity resources. The program covers water quality, air, noise, water and land pollution monitoring and control, EIA and SEA, disasters and risk management, pollution control technologies, and environmental epidemiology.

Two courses deal directly with climate change (causes, impacts, adaptation and mitigation), global change, sustainable development, and glaciers environments as well as hazards arising from climate change.

The Master of Science by Research degree in Glaciology (M.S. by Research in Glaciology) is a recently started, specialized research-oriented program intended to enhance human capacity in tackling the emerging issues of glacial retreat and its potential consequences. The course focuses on the cryosphere and the Himalayan region, emphasizing variations of glaciers, glacier-climate interactions, effects of changes in snow, ice, glacial lakes and permafrost on mountain ecosystems. Topics covered include glacial mass balance, Himalayan geology, glacier hydrology and snow melt, glacial lake formation and glacial lake outburst floods (GLOFs), climate effects on glaciers, permafrost, river basins and water resources. Also covered in the program is climate science including: weather, climate, atmospheric dynamics, monsoon, climatic classifications, green house effect, global warming and climate change; GHGs, atmospheric brown cloud, carbon cycling and reservoirs.

4.2.3 Pokhara University

Pokhara University has four relevant programs dealing with agriculture, forest, biodiversity and land management aspects of environmental management and climate change running within two of its affiliated colleges. An undergraduate program (Bachelor of Science in Environmental Management) and a graduate program (Master of Science in Environmental Management) are offered, while other two graduate

programs, Master of Science in Interdisciplinary Water Resource Management and Master of Science in Natural Resource Management are also offered under the University.

The B.Sc. Environmental Management degree program of Pokhara University is a multidisciplinary academic program intended to provide students with knowledge and skills for the application of scientific theories and various tools for tackling environmental problems and management of the environment integrating both biophysical and socioeconomic aspects. The program covers concepts of ecology, environment, ecosystems, soil and land quality, microbiological and chemical processes, functions and applications in environment, along with basics of society, communities, human ecology and relationships between human and natural systems. It also deals with concepts of biodiversity, its importance, value and preservation, as well as, applications of biotechnology in environment, particularly in areas of waste management, pollution control, water purification, etc. The course program provides students with basics of environmental governance, policies, laws and management tools, like audits, quality management systems, International Standards Organization (ISO) criteria, life-cycle assessment, EIA and SEA, along with knowledge of integrated watershed management, urban development, sustainable development and management of mountain environments.

Topics on climate change are only briefly covered in two or three courses. These include basic principles of hydrology, meteorology and climatology; concepts of weather, weather events, climate types and classification, climate change trends and theories. Also covered is a preliminary dealing of climate change science, causes, impacts and future trends of climate change.

The M.Sc. Environmental Management Program of Pokhara University builds upon the foundations laid in the undergraduate degree and provides more in-depth knowledge on several aspects of environment and its management. The graduate degree program covers in greater depth physical and biological components of the environment, ecosystem energetic, biogeochemical cycling, ecosystem structure, types and function, as well as, biogeography, biomes, habitats and biodiversity, along with stresses and impacts from human activities. In addition, it provides students skills to assess environmental amenities from an economic standpoint, such as, environmental cost-benefit analysis, externalities, valuation, market allocation and resource accounting. Apart from human dimensions and interactions with the environment, the program provides technical skills related to monitoring and treatment/control of air pollution, water purification, solid waste management, resource and energy recovery, urban infrastructure planning and management, and land use and watershed management.

Within this degree program, climate change is dealt with specifically in one course (Climate Change and Management) and some aspects are briefly covered in one or two others. The topics provided in these courses include basics of climate change, climate change science, causes, trends, impacts and management of climate change, renewable energy sources and types, and Clean Development Mechanism (CDM) of the Kyoto Protocol.

The M.Sc. program in Interdisciplinary Water Resources Management offered at Pokhara University is designed to provide a comprehensive background to students in order to enable them to effectively apply an interdisciplinary approach to the assessment, planning, development and management of water resources in view of sustaining national, regional and local economic development. It covers hydrology and the hydrologic cycle, surface and ground water quality, quantity and public health, sanitation, waste and wastewater management, as well as, society-natural resource interactions and impacts of water sector development projects. Legal, policy, conflict aspects of water resources, along with, water demand and 56

supply issues and river basin management are also dealt with. Although the program is focused on water resources, it touches upon general aspects of other components of the environment such as ecology and ecosystem services, land use, its changes, degradation and management, climate hazards and water- induced disaster management, biodiversity and local livelihoods, etc.

The course contents related to climate change include: climate change science, causes and impacts of climate change (on water resources, glacier melt, surface and ground water; floods, droughts, biodiversity loss, erosion & land degradation). It also deals with adaptation and mitigation, climate negotiations, impacts to livelihoods, diversification and adaptation approaches and assessment of risks.

The M.Sc. Natural Resource Management degree program offered at Pokhara University provides students with a broad dealing of the various forms and types of natural resources and their sustainable use and management, particularly in the regional and national context (i.e., Nepal and the Himalayan region). The program covers numerous aspects of environment and natural resources, namely, concepts and principles of ecology, ecosystem structure and functioning, populations, communities and interactions, evolution and biodiversity. It also deals with human ecology, people and the environment, sustainable development, environmental issues related to land, agriculture and livestock, water, forests and wildlife; natural resource conservation and environmental protection, as well as, energy and mineral resources and their exploitation. The program provides knowledge on policies, legislation and institutions for natural resources and their conservation; master plans and action plans; bioengineering approaches, types, application, scope, advantages and limitations. In addition renewable energy forms, types, sources and their potential are briefly highlighted along with water resources engineering, planning and management.

4.2.4 Purbanchal University

Four degree programs at Purbanchal University have contents relevant to the themes “Agriculture, Forestry, Biodiversity and Land Management”, namely, Bachelor of Science in Agriculture, Master of Science in Life Science, Master of Science in Meat Technology, and Master of Science in Dairy Technology.

The B.Sc. Agriculture (Honours) program focuses on topics related to crop production and agriculture, such as, soil science, soil fertility and fertilizers, agroecology, nutrient cycling, sustainable agriculture, and livelihood and food security. However, the course program also covers topics related to environment and natural resource management including population dynamics, land, forest, water, fisheries, mineral, biodiversity, and plant genetic resources, their importance and loss/degradation and conservation. It deals briefly with soil and water conservation engineering, water and stream bank erosion, landslides, watershed degradation and management, deforestation, and species extinction.

There appears to be no specific mention of global warming and climate change issues, although climate resources, environmental legislation, policies and action plans are dealt with briefly in one or two courses.

The M.Sc. Life Science degree program at Purbanchal University appears to be intended to provide students with a broad coverage of ecology, environment and biodiversity resources. The program deals with concepts of ecology and environment, ecosystem structure, composition and function, biodiversity resources, their importance, loss and conservation, along with protected areas and wildlife management. It also covers environmental hazards, pollution, biogeochemical cycling, EIA approaches, methods and applications, and ethno-biology. Climate change in this degree program is dealt with briefly in only one 57

course. The topics covered include greenhouse effect, global warming, ozone depletion and their consequences.

The M.Sc. Meat Technology and Dairy Technology programs at Purbanchal University have a number of courses in common in the first year of study. Other specialized courses and theses corresponding to the area of specialization are offered in the second year. With respect to environmental management, a three- credit common course “Environmental Management and Engineering” covers topics such as environmental pollution monitoring and control, types of pollution and effects on living systems, modeling of environmental pollution, pollution standards and regulation, Environmental Protection Act and environmental education. A few other courses deal with other aspects of environment, such as microbiology, biotechnology, waste management, as well as, hygiene and public health issues arising from the discipline in particular. However, there is no specific coverage of climate science or climate change issues.

4.3 Proposed Topics

4.3.1 Tribhuvan University

While most topics dealing with environment and its management are covered fairly adequately in the B.Sc. Agriculture program at IAAS, TU, climate change is only briefly dealt with in one course, namely, “Environmental Science and Agroecology”. Thus, some clear gaps, particularly in the coverage of climate change issues, were noted. Topics lacking for adequate dealing of climate change are: • Climate change science, trends and forecasting. • Climate change impacts on crops, water resources, energy, urban areas, rural areas and human health. • Options and strategies for mitigation of climate change and implications for agriculture. • Gender and women’s roles in agriculture and implications for climate change adaptation. • Approaches for national and local level adaptation to climate change. • National and international policy directives and strategies for climate change adaptation and mitigation, eg., REDD+, REALU, CDM, NAPA, NAMA, etc.

Gaps and needs noted in the TU B.Sc. Forestry program with respect to environmental management aspects include topics specifically dealing with pollution: source and types, their monitoring and control; forest biodiversity, floral and faunal biodiversity, their importance, loss and conservation; and, integrated approaches to land, water, vegetation and biodiversity resources management. With regard to the B.Sc. Forestry course at Kathmandu Forestry College, there are also some clear gaps and needs in the course program, particularly in the dealing of climate change issues. Hence, for both programs there is a need to add topic areas dealing specifically with: • Climate change science, trends and forecasting. • Climate change impacts on forests, water resources, energy, urban areas, rural areas and human health. • Role and contribution of forests in climate change mitigation and adaptation. • Gender and women’s roles in forest management and implications for climate change. • National and international policy directives and strategies for climate change adaptation and mitigation, eg., REDD+, REALU, CDM, NAPA, NAMA, etc.

With respect to the three M.Sc. programs running at TU, only a few specific topics dealing with certain aspects of climate change to be added were identified. These include: • Climate prediction models, forecasting and scenarios. • Options and strategies for climate change mitigation. • Women and gender aspects of forestry, watershed management and natural resource management and their implications for climate change adaptation and mitigation. • National and International level policy directions and approaches for adaptation to and mitigation of climate change; REDD+, REALU, CDM, NAPA, NAMA, etc.

Within the M.Sc. Agriculture course, TU, there are considerable gaps in knowledge on climate systems, global warming and climate change causes, impacts, mitigation measures and adaptation strategies. Specifically, topics dealing with the following areas are needed: • Climate change science, trends, modeling, predication and forecasting. • Climate change impacts on crops, water resources, forests, energy, land pollution, urban areas, rural areas and agriculture, and human health. • Gender issues and the role of women in agriculture and implications for environment and climate change. • Strategies for adaptation to climate change at local and global levels. • Options and strategies for mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation; REDD+, REALU, CDM, NAPA, NAMA, etc.

The M.Sc. program in Biodiversity and Natural Resource Management at TU, only briefly touches upon climate change. There are some gaps and topic areas that should be added to course program to have a broader coverage of climate change issues. These are as follows: • Climate change science, trends and forecasting/modeling. • Climate change impacts on water, forests, biodiversity, urban areas, rural areas and agriculture, as well as, human health. • Gender and women’s roles in biodiversity conservation and adaptation to climate change. • Options and strategies for mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation; and strategies for adaptation to climate change at local and global levels such as REDD+, CDM, NAPAs and NAMAs.

4.3.2 Kathmandu University

Both the B.Sc. Environmental Science and B.Tech. Environmental Engineering course programs at Kathmandu University cover the basics of climate change science, causes and effects. However, some specific aspects of climate change and additional details were noted to be lacking and need to be added. These are: • Climate change impacts on water resources, energy, urban areas, rural areas, forests, agriculture, and human health. • Gender issues and women’s role in environment management and climate change. • Strategies for adaptation to climate change at local and global levels. • Options and strategies for mitigation of climate change.

• National and international level policy directions for climate change adaptation and mitigation, such as, REDD+, REALU, CDM, NAPA/NAMAs, etc., and their potential implementation.

In the Master courses Environment and Natural Resources, as well as, Glaciology, climate change is dealt with at length in number of courses, however, a few topic areas could be covered in more depth, namely: • Climate change impacts on water resources, forests, energy, air and land pollution, urban areas, rural areas and agriculture, and human health. • Options and strategies for mitigation of climate change (reducing emissions, alternate energy, carbon sequestration, etc.) • National and international level policy directions for climate change adaptation and mitigation, such as, REDD+, REALU, CDM, NAPA/NAMAs, etc., and their potential implementation.

4.3.3 Pokhara University

While environmental management is dealt with extensively in the B.Sc. Environmental Management degree program at Pokhara University, several topic areas related climate chance are lacking and need more complete dealing. Topics that need to be added in both areas include: • Air and noise pollution monitoring, control and mitigation technologies. • Water quality, quantity, pollution monitoring and control. • Gender issues and role of women in environmental management and climate change. • Climate change impacts on water resources, forests, energy, air and land pollution, urban areas, rural areas and agriculture, and human health. • Approaches and strategies for adaptation and mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation, i.e., REDD+, REALU, CDM, NAPA, NAMA, etc.

The M.Sc. Environmental Management program at Pokhara University deals with climate in considerable detail in a separate course. However, additional topics that should be dealt with in greater detail within the program are: • Climate change impacts specifically on water resources, energy, air and land pollution, urban areas, rural areas and agriculture, and human health. • Approaches and strategies for adaptation and mitigation of climate change. • Gender and women’s roles in environmental management and climate change. • Other national and international level policy directions for climate change adaptation and mitigation, such as, REDD+, REALU, NAPA, NAMA, etc.

The M.Sc. degree in Interdisciplinary Water Resources Management offered at Pokhara University provides a comprehensive coverage of environmental management as well as basics of climate change. A few additional topic areas that could be covered in greater detail are: • Climate change impacts specifically on energy, forests, air and land pollution, urban areas, rural areas and agriculture, and human health.

• Gender issues and women’s role in water resources management and climate change. • National and international level policy directions for climate change adaptation and mitigation, such as, REDD+, REALU, CDM, NAPA, NAMA, etc.

While the M.Sc. Natural Resource Management degree program offered at Nepal Engineering College of Pokhara University provides students with a broad coverage of environment and resource management, some aspects of environmental management are left out and climate change is not specifically dealt with in any of the courses. Hence, the following topic areas should be added: • Air and noise pollution monitoring, control and mitigation technologies. • Water quality, quantity, pollution monitoring and control. • Gender issues and the role of women in natural resource management. • Climate change impacts on water resources, energy, air and land pollution, urban areas, rural areas and agriculture, and human health. • Approaches and strategies for adaptation and mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation, i.e., REDD+, REALU, CDM, NAPA, NAMA, etc.

4.3.4 Purbanchal University

The B.Sc. Agriculture (Honours) program at Purbanchal University provides students with a basic coverage of environment, but lacks specific dealing of climate change issues. Therefore, there is a need for a separate course dealing with climate change including the following topic areas: • Climate change science, trends and forecasting. • Climate change impacts on water resources, forests, energy, air and land pollution, urban areas, rural areas, agriculture, and human health. • Approaches and strategies for adaptation to and mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation, including REDD+, REALU, CDM, NAPA, NAMA, etc.

A few other topics in the area of environmental management could also be included, namely: • Air and noise pollution monitoring, control and mitigation technologies. • Water quality, quantity, pollution monitoring and control. • Solid waste, land pollution control and energy recovery from waste. • Gender issues and the role of women in agriculture.

Within the M.Sc. Life Science degree program at Purbanchal University, several topic areas are clearly lacking or incompletely dealt with. Hence more in-depth and specific coverage of the following topics are needed: • Air and noise pollution monitoring, control and mitigation technologies. • Water quality, quantity, pollution monitoring and control. • Solid waste, land pollution control and energy recovery from waste. • Climate change science, trends and forecasting.

• Climate change impacts on water resources, forests, energy, air and land pollution, urban areas, rural areas, agriculture, and human health. • Approaches and strategies for adaptation to and mitigation of climate change. • Gender issues and women’s role in climate change adaptation and mitigation. • National and international level policy directions for climate change adaptation and mitigation, including REDD+, REALU, CDM, NAPA, NAMA, etc.

The M.Sc. Meat Technology and Dairy Technology programs at Purbanchal University lack specific dealing of climate change issues. Therefore, a separate course dealing with the following topics are required: • Climate change basic science (causes and implications). • Climate change impacts on agriculture, forests, water resources, energy, and human as well as livestock health. • Implications for meat/milk storage, processing and deterioration, along with energy (refrigeration) requirements. • Gender and women’s roles in meat/dairy technology and implications for environment and climate change. • Approaches and strategies for adaptation to and mitigation of climate change. • National and international level policy directions for climate change adaptation and mitigation, including REDD+, REALU, CDM, NAPA, NAMA, etc.

4.4 Summary and Conclusion

The above review of the existing course curricula in 20 undergraduate and graduate programs at 4 major universities in Nepal revealed that most degree programs falling within the scope of the thematic area of “Agriculture, Forests, Biodiversity and Land Management” have adequately covered topics related to “environmental management” in general. However, most of these programs have only briefly covered or superficially dealt with topic areas related to “climate change”. Only a few exceptions were noted where one or more entire course (full semester or year) were dedicated to climate change concepts and issues.

For the most part, the undergraduate courses were broad-based and comprehensive, including courses and course contents from a wide range of environment-related fields of study. Degree programs that focused upon environment, such as, the B.Sc. Environmental Science and B.Tech. Environmental Engineering programs at Kathmandu University, and the B.Sc. Environmental Management program at Pokhara University were most comprehensive in addressing a wide variety of topic areas related to environmental management. However, even these degree programs only briefly dealt with climate change as components of two or three courses, and did not have entire courses dedicated to the detailed coverage of the climate change phenomenon and its implications. Some of the undergraduate course programs, such as, those of Tribhuvan University and Purbanchal University do not specifically cover climate change in any depth.

Among the various Master programs, those specifically covering climate change science, causes, impacts, adaptation and mitigation aspects, include the M.Sc. Environment and Natural Resources program offered at Kathmandu University, the M.Sc. Environmental Management program at Pokhara University, and the three M.Sc. degree programs offered at the Institute of Forestry, Tribhuvan University (Forestry, Watershed

Management, and Natural Resource Management and Rural Development). Each of these Master programs has one or more full courses dealing specifically with global warming, climate change and/or global change. For these degree programs, only minor additions and a few topics covering the most recent developments, trends, and national and global-level policy/strategy options to tackle climate change adaptation and mitigation may be required.

None-the-less, some graduate degree programs do not adequately deal with the climate change phenomenon, such as, the M.Sc. Agriculture program of Tribhuvan University, the M.Sc. Natural Resources Management program of Pokhara University, and the Master programs in Life Science, Meat Technology and Dairy Technology at Purbanchal University. For these degree programs, new courses and course contents need to be added to fully cover the various aspects of climate change in particular, and some topics related to environmental management in general.

5. Education, Humanities and Social Sciences

5.1 An Overview

There are various subjects in which climate change components are included. Such components have been incorporated in the subjects under various faculties and institutes of Nepali universities. This section deals with the review of climate change and environment management components in the programs under Faculties of Education, and Humanities and Social Sciences respectively. The components reviewed are presented in Annex.

This section has covered the review of curricula of Bachelor and Master Levels under the Faculties of Education, and Humanities and Social Sciences. The subjects covered are: geography education, population education, environmental education and health education under Faculty of Education. Similarly, geography, rural development, sociology/anthropology and political science are the subjects reviewed under Faculty of Humanities and Social Sciences. 5.2 Present State

5.2.1 Tribhuvan University

a. Faculty of Education

Geography Education

In geography education, there are various components related to climate in existing curriculum of Bachelor and Master Levels. At the Bachelor level, general classification of world climate and classification of climate proposed by Koppen and Thornthwaite are incorporated in Physical Geography. Major issues of global climate change should be included in this paper. In the course of Human Geography, the components covered are human activities in equatorial, hot desert and cold desert regions with special reference to Pygmies, Bushmen and Eskimos. In this paper, effect of climate change on the livelihood of Pygmies, Bushmen and Eskimos should be included.

In the course of population and environmental geography at the Bachelor's Level, the components associated with climate are: air pollution, water pollution, sound pollution, solid waste disposal, rural agricultural environment, use of pesticides and their effect on ecosystem and urban industrial environment. In this paper, the topic to be included is the impact of climate change on the livelihood of rural and urban people.

At the Master's Level, there are two papers in which climate and environment management components are already incorporated. In Advanced Physical Geography, climatology is a specific branch directly related to area of research on climate change and environment management. There are three units of major concern. Those are identified as classification of climate, applied climatology and climatic change respectively. Climatic classification proposed by Koppen and Thornwaite, mountain climate and valley climate, applied climatology, atmospheric hazards and its impact and relation of climate with agriculture, water resources, vegetation, soil, housing and health, theories of climatic change and global warming and its effects are included. Here, the new topic to be added will be the effect of climate on the life of people in the Mountain, Hill and Tarai Regions of Nepal.

In the second paper entitled Advanced Human geography, the topics of major concerns included in the paper are: energy crisis and management, air pollution and acid rain, greenhouse effect and global warming, ozone layer depletion and ultraviolet radiation, alternative sources of energy, environmental characteristics of developed and developing countries with reference to urban areas and the global movements for environmental protection. The effect of climate change on human lives in developed and developing countries needs to be added.

Environmental Education

At Bachelor Level of Education, there are two papers in Environmental Education. One of them is interdisciplinary whereas another is elective. A student from any other discipline can choose interdisciplinary paper and the elective paper can be elected by science education students. Both the papers carry out 100 marks each.

At the Master Level of Science Education, there is a separate paper on environmental chemistry. It carries out 50 marks, 40% allotted to theory and 10 % to practical respectively.

Population Education

Some environmental topics or components are also taught in population education at Bachelor level. One of the papers is designated as ‘Population and Environmental Education’. The components related to climate included are: ozone layer depletion, global warming/green house effect, acid rain, climate change, extinction of endangered species and carbon trading. The topics to be included will be impacts of climate change on various aspects of human life and biodiversity.

At the Master's level, one paper in Population Education is designated as Population and Environment. The unit included in it is Global Environmental Problems/Hazards. The components are: greenhouse effect and global warming, climate change and rise of sea level, ozone layer depletion and ultraviolet radiation and technological hazards and nuclear radiation respectively. The effects of climate change on human life in mountain, plain and coastal areas should be included in this course.

b. Faculty of Humanities and Social Sciences

Geography

Geography under the Faculty of Humanities and Social Sciences at the Master's level, has four papers related to climate. They are: Physical Geography of 100 marks, Mountain Climate and Hydrology of 100 marks, Natural Resources and Environmental Management of 50 marks and Climate Change and Human Adaptation of 100 marks, respectively. The last one is directly related to climate change. The components mentioned as climate change are: evidences and theories, recent global warming: trends and causes, greenhouse effects and global carbon cycle, climate change mitigation, global and regional climate modeling, impacts of climate change: sectoral and geographical area, vulnerability and risk assessment and risk communication, human adaptation and global, national and local initiatives respectively.

In the course of Physical Geography, climatic classification of Nepal and effects of global climate change are recommended for inclusion. In Mountain Climate and Hydrology, the topics to be adjusted are- effects of climate change in mountain region and the government’s efforts for adapting climate change respectively. The relevant topics for the course entitled Natural Resources and Environmental Management are- government efforts for environmental management and environmental policies and programmes of Nepal. In the same way, the components for the course on Climate Change and Human Adaptation to be included are- impact of climate change on human life and the Government’s efforts for adapting climate change in Nepal.

Geography at the Bachelor Level has some components of climate and environment in the curriculum. In the First Year, there is a paper on Physical Geography in which Climatology is a specific course related to climate. It carries out 50 marks. The components under it are- classification of climates of the world and their pattern, climatic classifications proposed by Koeppen and Thorntwaite, climatic regions of the world. In this section, climatic regions of Nepal should be specified. In the unit of climatic change, impacts of climate change needs to be added.

In the Third Year, topics under Environment Geography (optional) included are: introduction to mountain environment, air pollution (global warming, ozone layer depletion and acid rain) and environmental impact assessment, and the topic recommended is impacts of climate change on mountain communities.

In Agricultural Geography (Geog. Optional II), existing topics related are: physical influences on agriculture such as climate (temperature, winds, humidity dew, frost, dust and snow, sunlight and sunshine, rainfall); soil etc. The topic recommended here for inclusion is the impact of climate change on agriculture.

Population Studies

At the Master Level of Population Studies, an optional paper on Population, Environment and Development carrying out 100 marks is in the First Year. The syllabus is very rich in terms of climate change components and environmental management. The whole units of the syllabus are related to population, environment and various aspects of development. Climate change components are also included in the syllabus of this paper. These are designed as population size and the environment, population distribution and the environment, population composition and the environment, technology and the environment and population and climate change, pollution and health risk, global warming, environmental trends, women and environment, health and environment, air pollution, water pollution, noise pollution, global environmental problems/hazards, air pollution and acid rain, ozone layer depletion and ultraviolet radiation, greenhouse effect and global warming, technological hazard and nuclear radiation, crisis of drinking water and energy in developing and developed countries, environmental management, concept of environmental management, environment and sustainable development, water sources and watershed management, solid waste 66

management, environmental management associations, concept of 4-Rs: reduce, reuse, recycle and renewal of resources, concept of 4-Ps: protection, preservation, promotion, and production of natural resources,

Similarly, components like UNEP guidelines and principles for environmentally sound management of hazardous wastes, environmental strategies, programmes and policies in Nepal, environmental issues, strategies and policies, assessment of population growth and environmental sanitation in the country, problems of policy implementation, Nepal’s Environmental Profile with reference to land degradation in Nepal, loss of biodiversity, water shortages, floods and pollution, air quality, global warming, environmental problems and their impact on human development in Nepal: poverty and livelihood impact, disaster and displacement from loss of access to natural resources, public health impacts; environmental laws, policies, plans and programs; environmental impact assessment (EIA) and control of air pollution have been included.

Since the syllabus includes most of the climate change components, there is no need to add other components.

At the Bachelor's level in theThird Year, a paper related to environment is introduced. It is entitled as Population, Environment and Quality of Life with reference to Nepal carrying out 100 marks. Population and environment, population and resources, population growth and environmental pollution, institutions working for environmental protection, population and environmental policies are the areas covered in the curriculum. Definition and components of environment, types, components and functions of ecosystem, climate change, desertification and drought, deforestation and flood hazard, air pollution and its control, water pollution and control, soil pollution and control, noise pollution and control and socio-cultural pollution, ozone layer depletion and ultraviolet radiation, and population and environmental management policies of the SAARC countries are the other areas of major concern included in the paper. This syllabus is also strong in the areas of environment, climate change and environmental management. Therefore, There is no need of further inclusion.

Rural Development

Rural development is the one of the newly introduced subjects in Tribhuvan University. However, it became very popular within a short span of time. In this discipline, there are two papers related to climate and environment at the Master Level. In the paper named Sustainable Rural Development, there are three units related to this area. The topics are- environmental issues and sustainable rural development, pollution and sustainable development and climate change and its’ impact. The topics recommended for inclusion is impacts of climate change on various types of agricultural activities.

In the course of Natural Resource Management, components of environmental degradation and its’ consequences and climate change, its’ impact and local adaptations are the very important topic of this unit. The components suggested for inclusion are- Government policies and programs to address environmental degradation.

At the Bachelor Level of Rural Development Year II, the topics existing are: environment and ecology, types of environment, man and environment relationship, influences of environment, environmental degradation and depletion, environmental resources planning and management strategies, government policies in natural resource planning and development of the resources in planning and management, 67

environmental conservation and management strategies for land, forest, pasture and water. The component recommended is adaptation to environmental change.

In the Third Year, there is one paper under Rural Development is Government, Institutions and Local Rural Governance under which rural environment issues and justice is incorporated. The topic recommended for this paper is the effect of climate change on rural development.

Sociology/Anthropology

This is another stream of the Faculty of Humanities and Social Sciences where some elements of climate change are included. The topic designed is Anthropological Perspectives on Climate Change. The components covered are: climate change, politics of climate change and its effect/impact on natural resources management, climate change and culture, indigenous peoples and climate change, anthropological perspectives and policy implications of climate change research of natural resource management, role of anthropologists in addressing climate change issues: role in policy formulation, participatory action research, university curriculum change and climate change education and outreach. The topics recommended for inclusion is impact of climate change on livelihood of indigenous communities.

Political Science

In Political Science stream at the Master's Level, one paper is taught related to climate change and environment i.e. Environmental Politics. The major components of the course are: ozone depletion and climate change, deforestation and special loss, conservation of endangered flora and fauna, environmental degradation in Nepal, exploitation of natural resources, environmental pollution, development and environment, energy use and environment, and impact of environment on politics and society respectively. In this context, the topics to be included are impact of climate change on livelihood of people in rural and urban areas, and review of government policies and programs on climate change.

Bachelor of Social Work (BSW)

There are no components of environment and climate change in this course. Here, the topics to be included are- the effect of climate change on development, and role of communities and social workers to mitigate climate change and environmental degradation, disaster risk assessment and preparedness, health, livelihood and other problems likely to be occurred for the climate borne disasters, adaptation measures, adoption of climate friendly technologies and approaches to reduce adverse impacts, conservation of forest and natural resources, energy efficient individual practices for the sustainable communities, national laws, policies and programs to climate change and environment management.

5.2.2 Kathmandu University

Faculty of Education

M.Ed. in Environment and Sustainable Development

Under this Faculty, there is a Master Level programme in Environment and Sustainable Development. The components included in the existing curriculum are: land degradation (forms and causes), desertification (causes and extents), biodiversity loss and genetic resources, water crisis and food crisis, global climate change, causes and effects of global climate change, human dependence and influence in environment, developmental activities and its impact, human health and environmental impacts and global climate change. The components to be added are major issues of global climate change.

There is another subject directly related to climate change entitled as Global Climate Change and Sustainable Development. The components available under the paper are: greenhouse effect, climate system, interpreting past climates, forecasting future, causes of emissions in the past and present, fossil fuels, methane and other gases, transportation, disrupting carbon balance, agriculture, expected consequences of disrupted ecosystems, threatened water supplies, food security, health threats, rising sea levels, cities at risk, cultural losses and responding to change in relation with international action, meeting Kyoto targets, carbon trading, financing responses, local commitment, CO2 and economic growth, renewable energy and adapting to change respectively. The existing topics represent necessary components. However, the topic to be added could be impact of climate change on human health.

Faculty of Humanities and Social Sciences

MA in Human and Natural Resource Studies (Semester I-III)

In this subject, there are five courses related to environment and natural resources. There are no climate change topics as such. The courses are not specified. The course titles are: Environmental Economics, Natural Resource System Management, Population, Development and Natural Resource Linkages, Environment, Health and Development and Environmental Impact Assessment, each carrying out 3 credit hours. The topic to be included here could be- major issues of global climate change, climate change and population distribution, and climate change and human health, impacts of climate change and environmental degradation in the national as well as global economies etc.

MA in Development Studies

There is one paper entitled as Environment, Health and Development carrying out 3 credit hours. This course lacks climate change component as such. The topic to be added is climate change and human health, adverse impacts of climate change and environmental degradation in the national and global economy as well as in the development dynamics.

5.2.3 Purbanchal University

Faculty of Education

Under the Faculty of Purbanchal University, there is a M.Ed. programme in Population and Environmental Education. Under this, one paper carrying out 100 marks is directly related to population growth and environmental degradation. The topics included under the paper are -population growth and environmental degradation, environment, women and indigenous people and population and environment: Nepal’s case. Under the unit, population growth and environmental degradation, climate change has been included. 69

However, the areas to be studied are not mentioned. The topics recommended for inclusion are- impacts of climate change on indigenous people and the government’s efforts for environmental conservation.

There is also M.Ed. programme in Population Education. The course Principles of Demography has some elements of environment under the unit of Population, Resources and Environment. The topics already included are: population and environment relationship, factors affecting environment deterioration in developed and developing countries and environment and development. The topics to be added are, among other, major issues of global climate change.

5.3 Proposed Framework

The following topics need to be included at Bachelor’s and Master’s level program of the Faculties of Humanities and Social Sciences:

Bachelor’s level

• Causes of global climate change • Effect of climate change on the livelihood of Pygmies, Bushmen and Eskimos • Impact of climate change on the livelihood of rural and urban people. • The impact of climate change on various aspects of human life • Effect of climate change on development.

Master’s level

• Effect of climate change on human lives in developed and developing countries • Effect of climate on the life of people in the Mountain, Hill and Tarai Regions of Nepal. • Government’s policies and programs to address environmental degradation. • Impact of climate change on types of agricultural activities. • Impact of climate change on livelihood of indigenous peoples. • Impact of climate change on livelihood of people in rural and urban areas • Overview of government policies and programs on climate change. • Major issues of global climate change • Climate change and population distribution • Climate change and human health.

5.4 Conclusion The curricula of various subjects under Tribhuvan University, Kathmandu University, and Purbanchal University were reviewed. It was found that some of the components related to environment and climate change were available in the curricula. There was no similarity in the components of climate change. The major subjects where climate components were included are geography education, population education, environmental education, geography, population studies, rural development, sociology/anthropology and political science. Of these subjects, geography has been found as a major subject where climatology has been treated as a separate branch. In other subjects like rural development, sociology/anthropology and political science, some components have been included according to the nature of subject. Based on the

existing scenario, the necessary topics to be included are recommended as above. Meanwhile, other subjects like economics need to embrace climate change and environment management components and issues as cross-cutting areas of importance for the present and future.

Table 5.1: Research Tools for Climate Change

Research Tools for Climate Change

1. Climate Change in My City Students use an historical climate index to analyze climate change at local, regional, and global scales (useful to social sciences and other sciences students).

2. Oral History Project Students interview older residents in the community about climate changes during their lifetime and compare the results to a climate change index that is based on historical temperature measurements (useful to social sciences and other sciences students).

3. Climate Change and Disease Students research the relationship between hosts, parasites, and vectors for common vector-borne diseases and evaluate how climate change could affect the spread of disease (useful for public health and medicine students).

4. Climate Change and Ecosystems Students research the interdependencies among plants and animals in an ecosystem and explore how climate change might affect those interdependencies and the ecosystem as a whole (useful to science students).

(Source: WWF - Climate - Climate Curriculum for Teachers.htm)

6. Law

6.1 An Overview

University education offers the best opportunity for young people who are future leaders of tomorrow to be empowered to sustain their livelihoods and that of the future generations. The youths are the future policy makers, administrators, leaders, etc, and when not properly empowered, can become the future destroyers of the society and environment. Such empowerment comes through good education and especially university education. Empowering the youths to acquire skills and knowledge on climate change issues will not only lead to the development of mechanisms for adaptation and mitigation but also will make them to become environmentally sensitive and responsible.

In this context, law can be a major tool to implement environmental policies and programs. It provides basis for implementation and prevents from any actions those have adverse impacts to environment. In playing it's regulatory role, state uses laws and policies as the interstice connecting and controlling human activities within a broad political setting, whether it is with regard to the internal confines of a political community or in extra-territorial interactions. In the case of climate change, the major emphasis is on the broader theme of the state and ecology, that is, how the state responds to or regulates human activities bothering on the ecosystem. Actions of the state in this regard could be seen in terms of what government institutions do or fail to do with all legislative matters. The executive arm of the state also comes under consideration because policies related to climate change are meant for implementation.

Institutions should be able to contribute to the development of the body of knowledge as regards climate change adaptation and mitigation. University graduates, especially of the law stream, should be aware of the various international conventions and protocols surrounding climate change such as the United Nations Framework convention on climate change (UNFCCC), Kyoto protocol, Cop 15, and a range of other informal partnerships and dialogues that provide a framework that supports co-operation, and a foundation from which to build further collective action (Chakeredza et al, 2009).

Additionally, international negotiations to ensure complete phasing out of ozone depleting chemicals should be emphasized and there have been several conferences that tried to address sustainability policy. These include: • United Nations Conference on the Human Environment and The Club of Rome’s limits of Growth both held in 1972; • World Climate Conference, 1979; • The World Conservation Strategy. 1980; • The Brandt Report – Common Crisis North-South, 1980; • The Brundtland, World Commission on Environment and Development Report, 1987, • United Nation’s Conference on the Environment and Development- Rio de Jenario, 1992, • The Kyoto Protocol, 1997, • World Summit on Sustainable Development UNCED + 10 of 2002, • Climate Change Summit Copenhagen 2009 and beyond..

6.2 Present State

In the above mentioned context, the current curricula review covered only 4 relevant universities of Nepal namely: Tribhuvan University, Kathmandu University, Pokhara University and Purbanchal University. Out of the 4 Universities, it is found that only 2 universities i.e. Tribhuvan University and Purbanchal University have been teaching law courses at under graduate and post graduate levels.

From the current law curricula of the Nepalese universities studied, it was found that some papers at the under graduate as well as post graduate levels were relevant to climate change and environment management. The papers like environmental law, conservation law, agrarian law, water law, energy law included various environmental components. Therefore, the review has covered relevant provisions of those subject papers and tried to find out the strengths and weaknesses in terms of climate change and environment management. Summary of the review is presented below.

6.2.1 Tribhuvan University

Currently, Faculty of Law under the Tribhuvan University offers 3 types of degrees- B.A. LL.B. (integrated course), LL.B. and LL.M. The B.A. LL.B. is a relatively new course. Details of the courses offered under Tribhuvan University are analyzed hereunder.

i. LL.M.

The Faculty of Law under Tribhuvan University teaches 2 papers on environmental laws under the optional category of LL.M. course relevant to climate change and environment management. Environmental Law-I (International Environmental Law) is taught at the first year and Environmental Law-II (Comparative Environmental Law) at the second year. The earlier deals with the various international instruments related to environment and climate change along with some information on concepts and importance. The latter covers mainly the Nepalese environment related laws along with their introduction, development aspects of environmental law and comparative study of the sectoral laws with Indian, British and American contemporary laws. Major aspects of the curricula have been presented and discussed below.

a. Environmental Law-I (International Environmental Law)

International Environmental Law has covered the contents, among others, environmental problems, issues and challenges, principles of international law and justice, and international biodiversity and natural resources law. It has also covered the laws related to world heritage, protection of atmosphere and outer space along with sustainable use of energy.

Remarkably, unit 3 has covered international climate change law along with concepts, causes, impacts, international regulatory measures, compliance, monitoring and future of climate change.

The paper further dealt with international laws on pollution control including trans-boundary aspects of pollution, international law of weapons, wastes, military activities and armed conflict, and international environmental law and trade along with World Trade Organization (WTO), General Agreement on Trade and Tarrifs (GATs), Agreement on Trade related Intellectual Property Rights (TRIPs), and Convention on

Biological Diversity (CBD). It has also covered the international environmental governance system where States, international organizations, global and regional organizations, and organizations established by the environmental treaties. Likewise, this unit has included non-governmental actors such as scientific community, environmental organizations, legal groups, corporate sectors, individuals and the media.

Since the paper is one of the papers of specialization category under optional group, it has gone in depth in the themes as well as sectors of international environment law compared to the LL.B. course on environment law, and it needs to be looked at in synergy with the IInd paper on environment law i.e. Comparative Environmental Law taught at the Second Year of LL.M.

b. Comparative Environmental Law

The Comparative Environmental Law taught at the LL.M. 2nd year has covered 8 units covering introduction in the first unit, and sectoral laws of Nepal dividing in to 4 sectors in 4 units i.e. biodiversity laws, energy laws, pollution control related laws and cultural heritage laws, and then techniques and approaches of environment protection, institutions and actors and role of judiciary in environmental dispute settlement in the following chapters. As the paper is the comparative environmental law, it has focused on the comparative study of laws and practices of Nepal with India, UK and USA.

In the contents, other pollution control laws, Nepalese laws on climate change and control of depletion of ozone layer have also been included. In relation to the causes of environmental problems and climate change context, sustainable use and protection both of natural and human generated energy, and renewable and non-renewable energy also found relevant.

Since the papers were under the specialization category, both the papers have covered the climate change and environment management related national and international laws and issues significantly, and have clear cut linkages with one another.

Looking at the rapidly growing climate change arena and the ongoing developments at the national as well as international levels, and considering the volume of the international laws as well as national laws related to climate change, a paper of 50 marks climate change specialization at the LL.M. may be useful to generate more skilled legal human resource in this sector.

ii. B.A. LL.B.

Faculty of Law under Tribhuvan University has developed a 5 years' undergraduate program named B.A. LL.B. It has incorporated environmental law under the compulsory category. Name of the paper is Environmental Law (100 marks) and taught at 4th year. Importantly, it has made the paper of 100 full marks compulsory giving 125 teaching hours. Remarkable part of this paper is that the introductory chapter has included meaning, nature and scope of environmental law; global, regional and national environmental problems and issues: loss of biodiversity, disappearance of species, climate change, global warming, green house effect, depletion of ozone layer, acid rain and pollution etc.

It also covers major principles of environmental law e.g. polluter pays principles, precautionary principles, public trust doctrine, sustainable development, responsibility not to cause environmental damage, principles of preventive action, principles of good neighborliness and international cooperation, principles of Common but differentiated responsibilities, environmental impact assessment and other principles. 74

Under the international environmental law in unit 2, it has covered meaning, nature, kinds and sources of international law, and brief introduction on global conferences i.e. United Nations Conference on Human Environment 1972 (Stockholm), UNCED 1992 (Rio), WSSD 2002 (Johannesburg), Multilateral Agreements (MEAs): CITES, 1973, Ramsar Convention, 1972, Convention on Protection of Cultural and Natural Heritage, 1972, Vienna Convention on Ozone Layer Depletion, Montreal Protocol (1987) and subsequent amendments, Trans-boundary Movements of Hazardous Wastes (1989), UN Framework Convention on Climate Change (UNFCC) and Kyoto Protocol (1997), CBD, 1992 and Bio-safety Protocol 2000, Agenda 21, 1992, UN Convention against Desertification, 1994, and other environmental treaties to which Nepal is a party.

Unit 3 covers the international environmental institutions i.e. and unit 4 covers regional efforts and approaches. Then, unit 5 covers constitutional provisions on environment and government policies related to environment. In the policies, Nepal Conservation Strategy, periodic plans and industrial policies are included.

Similarly, it has covered almost all national legislations including various chapters of Muluki Ain (Civil Code), environment related sectoral laws, institutions, judicial interventions and recent trends too. Within the national legislation, prevalent laws of green sector, brown sector, blue sector and cultural heritage sector have been covered.

But policies like Climate Change Policy, 2011, other policies related to energy sector, and guidelines, strategies and action plans are not included which are the major tools to implement the international conventions as well as national laws and policies.

In addition, other relevant subjects such as Labour Law under the compulsory category included occupational safety and healthcare (1/9 chapters) and International Air and Space Law under the optional category at 3rd year, Law of Sea and International River under the optional category at 4th year, and Population Law at the 5th year under the optional category are taught. But these papers lack environment and climate change management concerns.

iii. LL.B.

The Faculty of Law has got Environmental Law paper (50 marks of 62 hours) under the optional category of LL.B. course at the 2nd year. This paper has included general understanding of environmental aspects, principles including national, international, regional conventions, treaties, accords, instruments and efforts along with institutions and litigations decided from the Nepalese judiciary.

In the introductory unit, it has included meaning, nature and scope of environmental law, and global, regional and national environmental problems and issues. In the problems and issues, loss of biological diversity, disappearance of species, climate change, global warming, green house effect, depletion of ozone layer, acid rain and pollution aspects are covered.

Likewise, the introductory unit included emerging principles of environmental law like polluter pays principle, precautionary principle, public trust doctrine, sustainable development, responsibility not to cause environmental damage, principles of preventive action, principles of good neighborliness and international cooperation, principles of common but differentiated responsibilities and environmental impact assessment. 75

In the unit 2, international environmental law has been included where meaning, nature, kinds and sources of international environmental law; and brief introduction on global conferences are covered. In the global conferences category, Stockholm Conference, 1972, United Nations Conference on Environment and Development (UNCED), 1992 -the Earth Summit and World Summit on Sustainable Development (WSSD) are included. In the same unit, 13 multilateral environmental agreements (MEAs) have been included where CITES, 1973, Ramsar Convention, 1972, Convention on Protection of Cultural and Natural Heritage, 1972, Vienna Convention on Ozone Layer Depletion, Montreal Protocol (1987) and subsequent amendments, Trans-boundary Movements of Hazardous Wastes (1989), UN Framework Convention on Climate Change (UNFCC) and Kyoto Protocol (1997), CBD, 1992 and Bio-safety Protocol 2000, Agenda 21, 1992, UN Convention against Desertification, 1994, and other environmental treaties to which Nepal is a party are in the list.

In the same unit, international environmental institutions like United Nations Environment Program (UNEP), Commission on Sustainable Development (CSD), Global Environment Facility (GEF), Conference of Parties and other bodies formed under the MEAs, and other international institutions have been included.

Looking at the unit, except to the Conference of the Parties (COPs) and their subsequent decisions, it has covered all the international conventions and protocols developed to combat climate change and environment degradation.

In the unit 3, regional approach for the protection of environment is included where 3 institutions i.e. South Asian Association for Regional Cooperation (SAARC), South Asian Cooperative Environment Program (SACEP) and International Centre for Integrated Mountain Development (ICIMOD) are specified.

In the unit 4, under the environmental laws of Nepal topic, brief history of environment protection in Nepal, constitutional provision on environment, environmental policies including National Conservation Strategy (NCS), periodic plans, Environmental Impact Assessment (EIA) Guidelines and Industrial Policy have been covered where Nepal Biodiversity Strategy, 2003 is not included.

Similarly, the unit has covered relevant chapters of Muluki Ain (an oldest law of Nepal known as civil code), other sectoral national legislation categorizing into 8 categories as forest laws, wildlife and biodiversity laws, cultural heritage laws, national heritage law, water resource laws, pollution prevention and control laws, Environment Protection Act and Rules, other laws, and finally, environmental impact assessment law.

In addition to the laws, the unit has included institutions for environment protection in Nepal, and role of judiciary in protecting environment. To give information on the role of judiciary in Nepal, 8 environmental cases decided from the judiciary have been included.

Since the paper is on environment law specialization, it has covered almost all issues and concerns to be addressed by laws in relation to climate change and environment management. In this context, it can be suggested that recent developments held at the national as well as international levels should be considered under the purview of the course as the climate change and environment management sector has been growing fast. For example, Nepal passed a Climate Change Policy in January 2011 and National Adaptation Program of Action (NAPA) to Climate Change in September 2010.

At the program level, it is important to make law undergraduates aware and sensitive towards ongoing climate change and environment management paradigms and subsequent development in the fields of environmental programs, policies and laws at the international as well as national levels. To do so, the paper needs to be put under the compulsory category of the LL.B. program. Otherwise, the human resource generated from the program would be left in a vacuum.

6.2.2 Purbanchal University

The Faculty of Law under the Purbanchal University teaches law course at LL.B. and LL.M. levels. It has 5 years' LL.B. course and 2 years' LL.M. course.

Like the Faculty of Law under the Tribhuvan University, it teaches environmental laws at the LL.B. level through various paper titles, but does not have environmental law stream at the LL.M. level.

i. LL.M.

At the LL.M. under the University, only 2 programs i.e. Human Rights and Gender Justice, and Criminal Law and Justice have been taught.

As Tribhuvan University allows to limited students to study at LL.M. level, a large number of government officials, university teachers, NGO affiliates, legal professionals and other tend to go for LL.M. degree at Purbanchal University affiliated colleges. Due to lack of opportunities to elect environment stream, students do not have choices and are compelled to elect the subjects whatever available at such institutions. Therefore, from the point of view of climate change and environment management and importance of law in that regard, Purbanchal University should develop environmental law curricula and allow colleges to impart environmental law subject at the LL.M.

ii. LL.B.

At the LL.B. level's 4th and 5th years, the Faculty has included various cross cutting subjects in relation to environment and climate change. At the 4th year, under the optional category of environment and development law group, two papers are included i.e. Environment Law (100 marks), and Water and River Law (100 marks).

Similarly, at the 5th year, Conservation Law (50 marks) is taught under the compulsory category which directly related to the theme of this review. Additionally, Agrarian Law (100 marks) and Labor Law (50 marks) are also taught under the compulsory category which can be taken as cross cutting subjects. Under the optional category of environment and development law group, Energy Law (100 marks) and Civil Aviation and Tourism Law (100 marks) are taught.

a. Environment Law

The Environment Law has began with the meaning of environment, ecology, ecosystem and biodiversity in the first unit, and set platform through second unit including genesis of environment along with early concept of environment, religious cultural mythology and national and international concern. In the same

line, unit 3 has covered global environmental challenges including acid rain, global warming, depletion of rain forest, hazardous waste, green house effect, stratospheric ozone depletion, and trans-boundary effect of hazardous waste. In the 4th unit, under the broader theme on Nepal's environmental challenges and priorities, population stabilization, land use planning, woodland and vegetation, pollution control, development of non polluting renewable energy, waste recycling, conservation of biodiversity, environmental education and updating environmental law themes are covered.

Under the environmental pollution in unit 5, categories of pollution i.e. air, water, noise, land and industrial pollutions are included along with their meaning, forms, prevention and control, standards, and remedies under law.

In the other units, other relevant aspects like solid and hazardous waste management laws, constitutional and statutory provisions, common law remedies for environment protection, public interest litigation (PIL) and judiciary, EIA and environmental audit have been covered.

Importantly, in the 11 and 13 units, international conferences, conventions, laws and declarations, and salient principles of sustainable development and environment covering Stockholm Declaration, Brundland Commission, Earth Summit, U.N. Commission on Sustainable Development, Kyoto Conference and Pact on Global Warming, Global Environmental Facility. Under the salient principles, intergenerational equity, use and conservation of natural resources, environmental protection, precautionary principle and polluter pays principle are included.

Under the major international declarations and conventions, the following have been covered: • Stockholm Declaration on the Human Environment • The Rio Declaration on Environment and Development • Convention on Climate Change • Vienna Convention for the Protection of Ozone Layer • Montreal Protocol on Substance that Deplete Ozone Layer.

Under the environmental management, meaning, methodology and management system in Nepal have been covered.

Looking at the course, as it is an environment law subject, it can be said that it has covered most of the components of climate change and environment management issues, concerns, efforts and initiatives made at the national as well international levels, but has left the policy aspects of Nepal.

b. Water and River Law Water and River Law covers various aspects of water and river related national and international laws including rights, duties and obligations of upper and lower riparian states. It has covered the Nepalese laws, which deal with water quality standards and pollution concerns. Since water is the one of major areas of environmental pollution and life of people and other living beings, the paper has greater significance in the review context. Since the paper falls under the environment and development law optional category, it should be looked upon in a group as a supplement to environment law.

c. Energy Law

Under the environment and development law optional category, Energy Law (100 marks) is taught at the 5th year of LL.B. which has covered contents related to climate change and environment management. Energy Law covers the alternative or renewable sources and traditional sources including hydro energy, wind energy, solar energy, petroleum energy, natural gas energy, energy consumption, and traditional vs. alternative energy and balancing the resources, dam, displacement of people and their rehabilitation.

In the units 9 and 10, it covers energy production and sustainability, and national policies on energy sector. In the former, necessity of sustainability, legislative requirements for sustainability, utilization and energy saving, environment and sustainability in energy sector and the like aspects have been covered and policy and legal issue aspects have been covered in brief in the later. In the unit 12, traditional versus alternative energy and balancing the resources themes are included without details.

However, the subject is directly related to climate change and environmental degradation, it does not mention about that and clearly lacks the environmental and climate change considerations in the contents.

d. Civil Aviation and Tourism Law

Under the environment and development law group, Civil Aviation and Tourism Law paper has covered concept, origin and development of international air law, and it’s universalization, sources, governing bodies of civil aviation, aircraft and air service, their operation at international as well as domestic levels, accident, civil aviation crime, commercial dealing, insurance and air transport service in Part A, and concept, meaning, importance and development of tourism law, facilities provided to the tourist under Nepalese law, and concept of village and eco-tourism in the Part B.

The village and eco tourism unit is directly related to environmental and climate change concerns, but does not provide details of content.

The Civil Aviation and Tourism Law paper clearly lacks the environmental and climate change concerns in the context of rapidly growing civil aviation and tourism sectors, and ever increasing environmental challenges affecting to the sectors.

e. Conservation Law

The Conservation Law has covered concept, development, importance of conservation law including forestry laws and forms of conservation. Under the national laws of forestry and conservation, laws are divided to in-situ conservation laws and ex-situ conservation laws where national parks and wildlife, conservation area protection, protected area management policies and guidelines and other sectoral laws are included. Similarly in the unit 3, under biodiversity conservation law title, meaning, importance and concept of biodiversity conservation including ecosystem diversity, species diversity and genetic diversity aspects are included.

In the unit 4, heritage site conservation laws and in unit 5 green sector’s environment laws have been included. In the later unit, general introduction of environmental law, state rights over natural resources, environmental impact assessment (EIA), environment and sustainable development and trans-boundary conservation have been included. In the unit 6 under peoples’ participation, most important areas of conservation efforts of Nepal i.e. community forest, leasehold forest, religious forest, conservation area, buffer zone, local self governance have been covered. 79

In the international conservation law category, CBD, Ramsar Convention on Wetlands, CITES, UNCCD and UNFCCC are included. Additionally, in the following units, incentive concepts and importance in the conservation sector, implementation of the various international conservation laws in Nepal, problems of forest encroachment and settlement, and finally, crimes and punishment under forest and other conservation law have been included.

Since the paper is of the compulsory category, it has significant importance in terms of climate change and environment management through covering most of the aspects of green sector relevant to climate change and environment.

However, it should also cover some of the conservation efforts made by Nepal through policies and strategies like NCS, Nepal Biodiversity Strategy, Climate Change Policy.

f. Others

Additionally, Agrarian Law (100 marks) and Labor Law (50 marks) are the cross cutting papers in relation to environment and climate change. In Part B -Agriculture Law of the Agrarian Law covers various aspects directly or indirectly related to environment and climate change. Similarly, Labor Law has incorporated one chapter out of 9 chapters on Occupation Safety and Health without any details of content.

In summary, students of LL.B. can have adequate knowledge on climate change and environment related international and national laws and policies including concepts and major issues looming around. To make the teaching learning activities more effective, research aspect should also be focused to the field of climate change and environment management.

6.3 Summary and Recommendations

Law graduates are the human resource for law, justice and administration services under the public service of Government of Nepal. They work as professors at various streams of university education, and remarkably work with civil society especially with non-governmental organizations, business and other organized sectors. Most of them go for law practice at law courts. In the course of international and bilateral dialogues and negotiations, law graduates used to be involved. A significant number of law graduates go to politics at local to national levels. As independent legal consultant, they can play crucial role in the fields of climate change and environment management. More importantly, they are the member of the global community where their personal responsibility towards the nature, environment, present and future generations is enormous.

Additionally, law is a multi-disciplinary subject, which covers almost all aspects of the human life, society and nature. Therefore, considering the urgency of the problems of climate change and environmental degradation, law faculties should uphold the current developments of the environmental laws and policy dynamics. To do so, law faculties should impart environmental law education encompassing along with due consideration to climate change related national laws and international laws, negotiations, debated and developments.

For the purpose, two pronged strategies could be useful and adopted i.e. one is imparting environmental law as specialization course (optional paper) at various levels to generate concerned sector's legal experts, and another is as general courses under the compulsory category as cross cutting issues of law. In this regard, courses of B.A. LL.B. of Tribhuvan University and LL.B. of Purbanchal University have offered environment and climate change related courses under compulsory category. For instance, the former has included Environmental Law (100 marks) covering most of the environmental and climate change issues, and the later has included Conservation Law (100 marks) covering the green sector of environment. Similarly, the later also included Agrarian Law (100 marks) covering some aspects of agro-biodiversity and other relevant themes too. While inserting climate change and environment related themes in the compulsory/general category, the strategy should be to ensure that every group and level gets basic information and knowledge on that without making repetitions and vagueness.

In relation to specialization, a paper on climate change at the LL.M. at TU in addition to environment law may be useful considering the volume of ongoing international negotiations and developments with more focused approach.

In summary, climate change is arguably the most pressing and complex environmental problems facing our Planet. Climate change will be a core concern that will influence policy and economic activity for years to come. It raises classic issues of distributional justice, law and science, risk, uncertainty and precaution, technology policy, and international relations.

In this context, law course should have two primary goals. First, the course should explore the international environmental policy issues raised by the current concern about global climate change. Second, the course should also serve as a detailed and in-depth study of how international law and international relations influence the range of possible solutions to global environmental problems. As an important part of the course, the course should include a negotiation exercise dealing with global climate change.

Law course needs to provide an overview of the problem of global climate change and the applicable laws, including the effect of the February 2005 entry-into-force of the Kyoto Protocol examining the international treaties, both the UN Framework Convention on Climate Change and the 1997 Kyoto Protocol, that create an international legal framework for climate change. Special attention needs to be paid to emissions trading and other mechanisms that the regime uses to reduce greenhouse gas emissions. From the national law perspective, the course needs to examine applicable constitutional provisions, environmental statutes, the common law, and other domestic efforts to address global warming. Finally, the course should also consider the challenges posed by other international regimes, the fundamental nature of the climate change problem, and several other significant issues, including compliance, enforcement, and global equity, to the creation of an effective solution.

7. Higher and Secondary School

7.1 Higher Secondary Education

7.1.1 An Overview

At the 11th and 12th Grade (or +2) level, several courses were found to be relevant in covering aspects of environmental management and climate change. In Grade 11 three courses were found to contain environment and/or climate change related topics, namely, Environmental Education (XI), Biology (XI) and Rural Development (XI). While in Grade 12, the courses Environmental Education (XII), Rural Development (XII) and Teaching Health and Environment Science dealt with various aspects of environment and climate change.

7.1.2 Present State

In the 11th Grade course, the basics of environment and ecology are dealt with at an introductory level. Topics like the definition, importance and components of environment, concepts of ecology, ecosystems, food chains/webs, tropical levels and types of ecosystems are covered. Also, concepts of community, succession, biogeochemical cycles and types and conservation of natural resources (water, forest, wildlife, etc.) are dealt with. Environmental pollution (air, water and land), their causes, types and extents, along with natural hazards (floods, drought, landslides, earthquakes, GLOFs and volcanoes) and forms of environmental degradation (soil erosion, deforestation, industrialization/urbanization, over-exploitation of natural resources and over-population) and their mitigation are briefly touched upon.

The Grade 11 Biology course also covers many of the same topics as in Environmental Education in two to three units. These include: ecology, ecosystem types, structure and function, biogeochemical cycles, pollution sources and effects. Also covered are floral and faunal biodiversity in Nepal, ecological imbalances and their consequences, conservation of natural resources such as wildlife and forests, and preservation of natural ecosystems.

A brief overview of ecological regions of Nepal, their interdependence and scope/limitations for socio- economic development are discussed in the course on Rural Development. Global warming and climate change issues are not specifically mentioned in the Grade 11 courses.

The Grade 12 course on Environmental Education focuses more on environmental problems and requirements for sustainable development. It covers topics such as, the relationship between development and environment, environmental stewardship and sustainable development, major environmental problems in Nepal, national environmental policies and role of environmental education in sustainable development. Problems of sanitation, its causes and effects, communicable diseases and their prevention and control measures, as well as, solid waste and its safe disposal and institutions and agencies associated with environment in Nepal are also covered. There is no specific mention of the climate change phenomenon and its causes and effects in this course.

The course on Teaching of Health and Environment Science also covers similar topics, namely, health and sanitation, various types of communicable and non-communicable diseases and their preventive/control measures, and causes and effects of poor sanitation. It also deals with concepts of environment, ecology, ecosystem types, natural resources, biogeochemical cycles, as well as, pollution types, sources, effects and mitigation measures. This course touches upon global environmental issues, namely, greenhouse effect, climate change, acid rain, ozone depletion, deforestation and biodiversity loss. The Rural Development course for Grade 12 briefly deals with environment and sustainable development, including management of natural resources, biodiversity and environmental conservation.

Some of the major subjects taught at the Grades 11 and 12 and their contents are mentioned below:

Environmental Education (Grade 11) • Elements of environment: Physical, Chemical, Biological

• Environmental education

• Ecology and eco-system (Ecological factors, biotic and abiotic factors, Food chain and food web, tropic level, Ecological pyramid and its types

• Biogeochemical cycle: Carbon cycle, Nitrogen cycle

• Conservation of Natural resources: measures, use and importance, problem and conservation , types of flora and fauna in different regions of Nepal, interrelationship between man and natural resources, Effects of human activities on natural resources and importance of biodiversity

• Environment Pollution: Causes, effect of environmental pollutions (water, soil, land, soil, radiation) , local, national, regional and global issues of environmental pollutions. (Aerosol, green house effects, ozone layer depletion, acid rain and possible global environment consequences)

• Natural Hazards: Flood, Landslides and debris flows, Earthquake, Glacial Lake Outburst floods (GLOF), Volcanoes

• Environmental Degradation and Mitigation measures: soil erosion, deforestation, industrialization, urbanization, over exploitation of natural resources, over population

• General measures for mitigating environmental degradation: Promotion of environmental and conservation education, Environmental stewardship, Maintaining natural balance

• Pollution control and Environmental sanitation measures: Afforestation, Soil conservation, Population control/family Planning, Proper human settlement/planned urbanization, Environmental legislation and monitoring, Kyoto protocols, Rio Declaration Environmental Education (Grade 12) • Environmental problems and sustainable development in Nepal : Principles of sustainable development, Unique features of environment of Nepal-Physiographic, climatic biotic variations,

Cultural heritage of Nepal, Major environmental problems in Nepal and their effects, National policy on environment and environmental education, Role of environmental education in sustainable development.

• Environmental Sanitation: Causes and effects of poor sanitation, Communicable diseases- airborne diseases, food and water borne diseases, their preventive and control measures.

• Solid waste: Definition of solid waste, sources and types of solid waste, composition of municipal solid waste in Nepal, hazardous waste, solid waste management and safe disposal

• Environment related institutions in Nepal

• Role, scope and activities of various institutions on environmental protection

Teaching Health and Environment Science (Grade12) • Pollution: Air, water, soil, noise, Radiation/Nuclear, pesticide pollution

• Natural environment: Ecosystem and its types, Food chain and food web

• Natural resources (renewable and non-renewable)

• Bio-geochemical cycle

• Concept, impact and mitigation measures of environmental degradation

• Environmental issues and agencies

• Global environmental issues : Greenhouse effect, acid rain, ozone layer depletion, climate change, deforestation of bio-diversity, degradation of bio-diversity

• Agencies working in the field of environment (MoEn, MoST, MoFS, UNEP, ICIMOD, WCU, IUCN, WWF, FEJ). From the review of the above courses, it is found that there was a clear over-lapping of some course contents in a number of courses, especially topics like concepts of environment, ecology, ecosystems, biodiversity, environmental pollution and natural resource conservation. While the contents related to environmental management provided at the +2 level (grades 11 and 12) were somewhat heavy, the coverage of climate change concepts, causes and effects are inadequate. Hence, some of the contents on environment and ecosystems could be reduced, providing a more general and introductory dealing of the topics, while a chapter specifically on global warming and climate change trends, causes and effects should be added. 7.1.3 Recommendations

With respect to the +2 level (grades 11 and 12) courses, it was noted that there was considerable overlap in some topic areas, particularly concepts of environment, ecosystems and natural resources. On the other hand, the dealing of climate change definition, concepts, causes and effects were found to be insufficient.

Thus, a separate chapter within the course on Environmental Education should be added to cover climate change specifically: i. Policy, ii. Curriculum, and iii. Role of concerned institutions. Policy: Ministry of Education through Curriculum Development Centre should develop a policy for working out strategies to facilitate integration of appropriate contents of climate change and environment management in the school level curricula starting from grades 6 onward with successive focus on coverage and intensity of contents at the upper grades. Grades 11 and 12 should be allowed to opt for entering into the stream of climate change and environment management under the Science stream given the interests of the students to study climate change as integral components of Science subjects.

Curriculum: The school level curriculum should be revised by the CDC by working toward the integration of basic tenets of climate change and environment management with preliminary concepts to be integrated into the curriculum of upper primary grades with a gradual switch to moderate concepts to be integrated into the curriculum of higher grades of school education.

Role of concerned institutions: Concerned institutions as Ministry of Environment, Universities, I/NGOs, experts and civil society members should be brought together into a forum to jointly work to address issues and challenges confronting the society and concerted efforts by them should be made, wherever possible, for the inclusion of messages and concerns into development agenda of common concern.

Table 7.1: Climate Curriculum for Teachers

Climate Curriculum for Teachers (An interdisciplinary approach to incorporating climate change in classrooms especially of high school-level curriculum) The comprehensive educational curriculum that will elevate students' knowledge of the issue and spur dialogue about what each of us can do to make a difference. This is divided into fifteen lessons which include handouts, a glossary of terms and additional resources for ongoing discussions and research. Please feel free to use the lessons you believe your students will most benefit from. Introduction • Opening Letter and Table of Contents Section A: Introducing Climate Change Lesson 1: Climate Change Pretest Discipline: Natural Sciences A quick 10-question quiz to test students' current knowledge of climate change so the teacher can determine how much class time is needed for background material on climate change. Lesson 2: Our Unique Atmosphere Discipline: Natural Sciences Read and discuss articles on the atmosphere to understand how heat-trapping gases work in the atmosphere and why they and carbon dioxide are necessary for life on Earth. Lesson 3: Emissions of Heat-trapping Gases Discipline: Natural Sciences Record how much energy they use at home to calculate their own carbon footprint. Students learn about atmospheric concentrations of heat-trapping gases and make predictions while identifying the sources of emissions.

Section B: Climate Change and Us Lesson 4: Communities of Living Things Discipline: Natural Sciences, Social Sciences, English and Humanities Read and discuss articles on how changing weather patterns, a changing balance of competitors,and changes in the availability of food and shelter can increase uncertainty for communities of living things. Students predict how continued warming may affect communities of living things with which they are familiar. Lesson 5: Climate Change and People Discipline: Social Sciences, English and Humanities Read and discuss real news articles on the social impacts of climate change, and how impacts on the economy and habitat will affect people. In groups, students determine the top-five risks for humans and present to the class. Lesson 6: Climate Change in My City/Village Discipline: Natural Sciences, Social Sciences Analyze climate change at local, regional, and global scales using an historical climate index. Lesson 7: Climate Change and Disease Discipline: Natural Sciences, Social Sciences Research the relationship between hosts, parasites, and vectors for common vector-borne diseases and evaluate how climate change could affect the spread of disease. Students explore how social factors affect the occurrence and spread of disease.

Lesson 8: Climate Change and Ecosystems Discipline: Natural Sciences Research the interdependencies among plants and animals in an ecosystem and explore how climate change might affect those interdependencies and the ecosystem as a whole. Continued to the next page...

Climate Curriculum for Teachers(Conti...)

• Lesson 9: The Forecaster Discipline: Natural Sciences, Social Sciences Gather historical climate data for local regions and chart the trends over the past 100 years. Make climate predictions for the next month, semester, and year, and monitor these predictions over that period of time. • Lesson 10: Car Quest Discipline: Natural Sciences, Social Sciences Assess the environmental impacts of a fleet of cars and then research and prepare a report about greener transportation choices.

Section C: What We Can Do!

• Lesson 11: Energy Watch Discipline: Natural Sciences, Social Sciences Keep track of home-energy usage and develop a plan to reduce the home-energy consumption. Track the progress over a period of time, and present the results to the class. • Lesson 12: Write On! Discipline: Social Sciences, English and Humanities Express views and knowledge of climate change in the community by writing federal political officials, local political officials, and regional newspapers, giving students a voice on climate change and their concerns for their futures and the future of their community. • Lesson 13: The Stabilization Wedges Game Discipline: Natural Sciences Learn about the technologies currently available that can substantially cut carbon emissions, develop critical reasoning skills as they create their own portfolio of strategies to cut emissions, and verbally communicate the rationale for their selections. Working in teams, students develop the skills to negotiate a solution that is physically plausible and politically acceptable, and defend their solution to a larger group. • Lesson 14: The Great Climate Change Debate Discipline: Social Sciences, English and Humanities Develop arguments and positions to debate ways to address climate change politically, environmentally, and economically on the regional, national and international level. • Lesson 15: Climate Witness Oral History Project Discipline: Social Sciences, English and Humanities Interview elder community members and write their stories of how they have noticed the climate changing over the years. Present these stories in class, offer suggestions to students, discuss relevance of material presented, and publish stories on a Web site.

(Source: WWF - Climate - Climate Curriculum for Teachers.htm)

7.2 Secondary Level Education

7.2.1 An Overview

Climate change and environment management have remained the crosscutting issues of today's world in all spheres of development. The health of societies and the earth planet is to be saved and nurtured in a balanced environment. We are all aware that improved quality of life is intricately associated with well managed environment which is both sensitive and responsive to climate change. One of the several strategic ways of addressing these issues is the updating of curricula at the school and higher education level on a regular basis in order to educate the students about the dire consequences of imbalanced environment and climate vulnerabilities.

Environmental degradation and failing human society can be prevented through adoption of integrated, holistic approach to national development which is triggered by development of education. Thus, inclusion of the message of climate change and environment management is to find its way into the education system through the curricular contents. The review of the school level curricula from the perspective of climate change and environment management is thus expected to throw light on our preparatory works to fight the ills and evils of climate change and environmental degradation. The review has covered school curriculum (grades 6-8,9-10) including the textbooks and the curriculum of Higher Secondary school. 7.2.2 Present State

Existing curricula at the school level (grades 6- 12) has a passing reference to climate change but contents on environment management has been included to a considerable extent. The curricula are front loaded with the contents of environment education but the contents on climate change are neither front loaded nor back loaded. Further, grades 9 and 10 have Health, Population and Environment Education as a core subject carrying weightage of 100 marks each. Grades 11 and 12 have offered Environmental Education of 100 marks each weightage along with the offer of Teaching Health and Environment Science (50 marks) subject allocated for grade 12 only.

A detailed review of the curricula of high school and higher secondary school revealed that environment education has received greater emphasis compared to climate change. Development is thus seen as being affected more by environment than by climate change. Reference to contents of climate change is very scanty even in the curricula of grades 6-8. It seems that the curriculum developers and textbook writers have failed to balance the contents of climate change with that of environment management. The greater need of today is to strike a balance between these two critical aspects of human life and development. The following areas provide a reference to the coverage of the contents on environment management and climate change. The review spans grades ranging from 6 to 12. The curricula of existing grades 6-8 and proposed curricula of the same grades are reviewed:

d. Population and Environment (Grades 6-8) (Existing curriculum) Grade 6: Areas Area 1: Introduction and Importance of Population and Environment

a) Introduction b) Importance c) Cause of Change in the Environment d) Effect of Change in the Environment e) Environment Education - its Need and Importance f) Environment Education : Definition, Importance

Area 2: Situation of Population, Natural Resources and Cultural Heritage a) Comparative situation of Natural Resources b) Introduction to Natural Resources c) Importance of Natural Resources d) Natural Resources - Then and Now e) Providing Basic needs f) Providing Air, Water, Light and Heat g) Helping in Economic Development h) Cultural Importance of Natural Resources i) Promoting Tourism j) Sustaining the Ecosystem

Area 3: Population Change and Causes and Effects of Environmental Degradation a) Causes of Environmental Degradation b) Effects of Environmental Degradation

Area 4: Population Management and Environmental Balance and Mitigating Measures a) Concept of Environmental Balance b) Need and Importance of Balanced Environment c) Balanced Environment, Conservation and Mitigating Measures d) Measures for Environmental Conservation and Promotion

Grade 7: Areas Area 1: Introduction and Importance of Population and Environment a) Concept of Major Components of Environment b) Natural Environment - Abiotic Environment - Biotic Environment

c) Artificial Environment d) Socio and Economic Environment e) Religious and Cultural Environment Area 2: Status of Population, Natural Resources & Cultural Heritage a) The Situation of Natural Resources b) National Parks, Wildlife Resources, Conservation areas

c) Need and Importance of Water Sources and Watersheds d) Status of Animals and Birds: Present Status, Need and Importance of Animals and Birds e) Status of Forests f) Herbs, Flowers and Fruits

Area 3: Causes of Population Change and Environment Degradation a) Causes of Environmental Degradation - Deforestation - Floods - Landslides - Soil Erosion - Urbanization b) Industrialization

- Air Pollution - Water Pollution - Soil Pollution - Noise Pollution c) Misuse of Pesticides - Introduction, Sources and Effects of air Pollution

Area 4: Effects of Population Growth & Environmental Degradation a) Natural Aspects b) Economic Aspect c) Effects of Environmental Degradation d) Socio cultural Aspects

Area 5: Methods of Population Control & Environmental Conservation a) Major Elements of Environmental Balance b) Relation between the three structures of food chain c) Methods of Conservation of Environment and its promotion - Environmental Balance - Water Conservation (Methods of Conservation) - Soil Conservation (Methods of Conservation) - Pollution Control (Methods of Conservation) - Environmental Sanitation (Methods of Conservation) - Conservation of Cultural Heritage Grade 8: Areas Area 1: Introduction and Importance of Population and Environment a) Inter-relationship between Population and Environment b) Man and Natural Resources c) Dependence of Man on the Environment d) Effects of Environmental Degradation on Man e) Effects of Human Activities on the Environment

Area 2: Status of Population, Natural Resources and Cultural Heritages

a) The Changing Structure of Natural Resources b) National Parks and Wildlife Reserves c) Water Resources and Watersheds

Area 3: Population Change and Causes of Environmental Degradation Causes of Population and Environmental Degradation - Resources Destruction, Economic Condition - Population Growth - Destruction of Natural Resources - Deterioration of Cultural Heritages - Pollution

Area 4: Population Growth and Environmental Degradation a) Degradation of Natural Resources and Cultural Heritages b) Effects of Degradation of Natural Resources c) Cultural Heritages: Pollution around Religious Sites, Effects on Temple and Monastery, Effects on Tourism Industry

Area 5: Population Management and Methods of Environmental Conservation and Promotion a) Methods of Conservation and Promotion of Environment

- Introduction - Public Awareness Generation - Afforestation - Conservation of Forest b) Environmental Sanitation c) Publicity Campaign d) Maintenance and Promotion of Cultural Heritages e) Public Participation

Area 6: International Agencies Involved in Population Control and Environmental Conservation a) World Food and Agricultural Organization (FAO) b) United Nations Environmental Program (UNEP) c) International Union for Conservation of Nature and Natural Resources (IUCN) d) World Wildlife Fund For Nature (WWF).

e. Science and Environment (New Curriculum: being launched from 2069 B.S. gradually from Grades 6 to 8) Areas Environmental balance, necessity and its importance Grade 6 Introduction and importance of environment, Biotic and abiotic components, natural resources

Grade 7 Classification of natural resources, National park, reservation area, conservation areas, water, wetland, watershed, interrelationship between producer, consumer and decomposer, human contribution on environment balance. Grade 8 Food, habitat, medicine herbs, status of forest, endangered animals.

1. Degradation of environment, its causes, effect and ways of conservation Grade 6

Causes and effects of environment degradation, earth quake, soil erosion, environment conservation, conservation areas, local efforts on environment conservation. Grade 7 Causes and effects of environment degradation, Natural disasters and their impacts on environment, local contribution on environment conservation, Reduction, Reuse and Recycle, INGOs/ NGOs working on environment conservation. Grade 8 Impacts of human activity on environment and control measures- environment pollution, green house effect and climate change, acid rain, ways of environment conservation, natural disaster and its management, some national and international organizations involved in the environment conservation.

2. Environment and sustainable development Grade 6

Sustainable development, relationship between population, environment and development. Grade 7

Concept of sustainable development, efforts on sustainable development, nature friendly development. Grade 8 Biodiversity. Theories of sustainable development

Table 7.2: Reviewed grades and subjects Health, Population and Health, Population and Environmental Environmental Environment Education Environment Education Education Education (100 marks) (Core Subject) (Core Subject) (100 marks) Environment Education Environment Education Teaching Health and (Optional Subject) (Optional Subject) Environment Science (50 marks)

f. Grades 9 and 10

Health, Population and Environment Education (HPE) Education (Grade 9)

Areas Covered: • Environment Education: need, scope, importance.

• Natural Resources: types and importance, Interrelationship between Natural Resource and Human beings, Proper use of Natural resources

• Conservation of Natural Resources: Major Activities for NRC

• Caring for the Earth: Introduction, Human beings and Earth, Conservation of the Earth, Respect to Nature, Local Efforts for Caring the Earth (protecting religious places, public places, rivers, watersheds, re-use of water and rain water harvesting)

• Nature Friendly Development

• Environmental Health

• Pollution and its management : Causes, effects and preventive measures of Air Pollution, Water Pollution, Land Pollution, Noise pollution, Efforts of Pollution Control and Management

• Purification of Water: Storage, Filtration, Boiling, Chemical Process, SODIS

• Solid Waste Management : Introduction and Classification of Solid Waste (Organic and Inorganic), Principles of Solid Waste Management , Reduction, reuse and recycle of Waste

• Management of Drainage

Health, Population and Environment Education (Grade 10)

Areas Covered:

• Environmental Status of Nepal

• Ecosystem by geographical region and its effects on environment

• Management and Conservation of Environment

• Biodiversity (Ecosystem Diversity, Gene Diversity, Species Diversity, Status of Vegetation Diversity

• Importance of Biodiversity: Soil Conservation, Water Shed Management, Environmental Balance, Function of Natural Ecosystem, Sustainability of Resources, Balance in Natural Process

• Biodiversity by Ecological Belts: Conservation Measures of Biodiversity (Knowledge of Biodiversity, Information on Biodiversity, Public Participation, Religious Value, Rules and Regulations, Income generation, Change in Consumption Pattern, Development of Positive attitude)

• Rare Vegetation and Animal

• Adverse Effects on Biodiversity and Conservation Measures

• Population, Environment and Development

• Introduction to Interrelationship among Population development and Environment: (Use of Natural Resource, Development and construction works, Economic development, Social and cultural activity)

• Effects of unplanned development activities on environment and mitigating measures (urbanization, industrial development)

• Effects of Industrial Development on the Environment

• Sustainable development (Concept, Importance, Principles)

Environment Science (Grade 9)

• Elements of Environment: Elements and importance

• Ecology and ecosystem: Forest ecosystem tropic level, Mountain ecosystem

• Environment pollution: Causes, effects and mitigating measures of water, air, sound and industrial pollution

• Climate change and its impact: Causes and effects of climate change and global warming

• Effects of global warming in Nepal

• Natural resources: Water, soil , indigenous animal and plants

• Energy: Renewable and non renewable resources, conservation of energy

• Environment and sustainable development:Role of environment education for sustainable development, Environment friendly technology, environment friendly lifestyle

Environment Science (Grade 10) • Ecology and ecosystem: Lotic ecosystem and lentic ecosystem, tropic level, Wetland area, conservation of wetland of Nepal

• Environment pollution: Causes, effects and mitigating measures of soil, radio active pollution,Types and management of solid waste and poisonous waste

• Climate change and its impact:Concept of green house effects, GH gases, Causes, effects and mitigating measures Greenhouse gases, Ozone layer: introduction, causes and conservation measures of ozone layer destruction

• Natural resources:Cause of deforestation and its effects, conservation of forest, Community forest

• Bio diversity: Genetic species, causes of degradation of biodiversity, In- situ, Ex-situ, indigenous knowledge, Nepalese efforts in the context of bio diversity conservation.

• Environment management: National international policies, national and international agencies working in the area of environment conservation, Government efforts

• Environmental health: Relationship between health and environment, study of an environment friendly working place, Impacts of environment pollution on human health, Effect of Environment pollution in health

7.2.3 Findings

• Environment components are covered to a large extent in the curricula • Fundamental concepts on environment education and, to some extent, sustainable development, are provided in the curricula starting from grade 6 • Fundamental concepts on climate change are ignored in the curricula • Core subject like HPE education does not include concepts of climate change • The concepts of environment are little supplemented by practical, hands on activities and experiences • The need is there to integrate fundamental concepts of climate change and environment education in the curricula in a balanced way.

7.2.4 Recommendations

The following recommendations are made to integrate the concepts of climate change and environment management in the school curriculum. The suggested topics for inclusion are: o Global warming and climate change: concepts o Awareness toward global warming and climate change o Greenhouse gases o Ozone layer depletion o Causes, impacts and consequences of climate change o Human activities responsible for climate change o Climate change situation around the world o Measures to mitigate the causes of climate change and environmental degradation o Mitigating the effects of climate change and environmental degradation o Preparedness to live in the environment affected by climate change, and o Networking for services on management of environment and climate change.

At the school level, focus of environment education and climate change should be laid on:

• Awareness raising • Building foundational knowledge • Developing attitude • Skills (basic) building • Skills (basic) transfer • Participation in school and family activities • Small scale practical, hands on projects related to climate and environment.

PART 3: CONCLUSION

CONCLUSION

Environment management and climate change has emerged as a field of academic interest. It is because a number of researches have documented exposure to disastrous conditions and loss of livelihood of various communities especially of poor, marginalized and low-income population in both developed and developing countries. Currently, climate change is being examined from various perspectives such as academic, legal, health, scientific, policy, planning, and so on. Besides, local, regional, national and international organizations have been studying and bringing out the results and beginning to address problems. As a result, understandings of the processes that give rise to environmental inequalities have become a necessity for those interested in promoting sustainable societies.

In the recent years, educational institutions especially secondary and higher secondary education boards and universities have shown enthusiasm to offer environmental education programs, mostly as part of science or a management course. The focus has been generally on ecosystem, natural resources, wildlife etc; generally without consideration of cultural or social justice issues. Environment management and climate change education should be studied from more than scientific or technical approaches.The linkage between climate change and sustainable development is still to be well explored, and much have to be contributed by academics and activists themselves. Therefore, there is a need to incorporate climate change and environment management in the secondary school to higher-level education or university level education curricula in Nepal.

The new curriculum should offer a critique of political as well as economic patterns that that privilege certain countries over others and should provide conceptual and embodied understandings of climate change science to socio-economic as well as ecological impacts on various communities and countries of the world. It should also shed light on the adverse impacts of the climate change and environmental degradation threatening to life and property of the human being and nature. It should also broaden the student's understanding of the impact of introducing changes into the environment that degrade the quality of human life-especially for those who occupy the economic and political margins of society. Both theoretical and practical aspects should be taken into consideration while preparing the curriculum.

In order to include and/or insert climate change and environment management issues and contents in the existing or new curricula, and to make the teaching learning activities more effective and practicable, revise the course and include within compulsory category as crosscutting themes in various courses, a continuous advocacy program particularly at the school level. In this regard, small scale financial support for the meetings and other logistics of needful subject committees and faculty boards may accelerate the process. At the school level, teachers other than science subject's background have been teaching environment and imparting incomplete education. Therefore, capacity building of school teachers -subject and potential teachers, is essential. Moreover, capacity building of teachers as well as institutions at the HSE as well as university levels is a must. For this, Training programs for teachers at local, national and international levels, refresher programs for teachers, development of resource/reference materials and text books, funding support for research activities, partnership and collaboration with the concerned stakeholders responsible for curricula development are to be organized regularly.

In order to translate theory into practice, more practicable courses are essential, and to make the climate change subject dynamic one, continuous research activities in collaboration with government, non government agencies and the universities are to be carried out. Similarly, stakeholder workshops along with teachers should also be organized at a regular interval to keep abreast of the academic updates.

REFERENCES

• Belbase, Narayan and Bhattarai, Chiranjibi (2001). Wetlands Conservation in Nepal: Prospects and Challenges, The Ford Foundation, New Delhi Office/Forum for Protection of Public Interest (Pro Public), Kathmandu, Nepal. • Belbase, Narayan and Bhattarai, Chiranjibi (eds.) (1998). Environmental Law and Justice, IUCN Nepal, Dhobighat, Lalitpur/Judge's Society Nepal. • Bhattarai, Chiranjibi(ed.) (2006). Environmental Law and Enforcement Challenges, a resource book, Forum for Environmental Awareness and Legal Public Concern (FEALPEC), Butwal, Nepal. • Bhattarai, Chiranjibi (ed.) (2006). Environmental Justice for Community Rights, Forum for Environmental Awareness and Legal Public Concern (FEALPEC), Butwal, Nepal. • Bhattarai, Chiranjibi (2006). Environmental Law Awareness Resource Manual, (author and editor), USAID/ARD, Inc. Rule of Law Project, Nepal/Forum for Environmental Awareness and Legal Public Concern (FEALPEC), Butwal, Nepal. • Bhattarai, Chiranjibi (ed.) (2006). Environmental Justice Concerns of the Industrialization, Forum for Environmental Awareness and Legal Public Concern (FEALPEC), Butwal, Nepal. • Canadian Standards Association (2007). “Climate Change and Infrastructure Engineering: Moving Towards a New Curriculum”. Project Report submitted to CSA. • CAP (2009). “Workshop on Climate Change and Urban Planning,” UN Habitat for a Better Urban Future. • Chakerdza, Sebastian et. al. (2009). “Mainstreaming Climate Change into Agricultural Education: challenges and Perspectives,” a Working Paper Prepared for World Agroforestry Centre and Anafe (African Network for Agriculture, Agro-forestry and Natural Resource Education). • Curriculum Development Center (2011). A Guide Paper of Curriculum Development Center on Secondary Education (grades 9-12) for revising the Curriculum Framework. Curriculum Development Center, Sanothimi, Bhaktapur, Nepal. • Curriculum Development Center (2011). Basic Education Curriculum (grades 6-8).For Piloting only. Curriculum Development Center, Sanothimi, Bhaktapur, Nepal. • Curriculum Development Center (2006). Secondary Education Curriculum (grades 9-10).Revised edition, Curriculum Development Center, Sanothimi, Bhaktapur, Nepal. • Dahal, Ngamindra and Bhattarai, Chiranjibi(eds.) (2009). Impacts of Climate Change in Nepal : Challenges and Options, National Trust for Nature Conservation, Jawalakhel, Lalitpur, Nepal. • Fordham University School of Law, New York, USA. Law and Policy of Climate Change - Fordham Law.html. • Government of Nepal (2011). Climate Change Policy, 2011, Government of Nepal, Ministry of Environment, Kathmandu. • Government of Nepal (2010). National Adaptation Program of Action (NAPA) to Climate Change, 2010. Government of Nepal, Ministry of Environment, Kathmandu, Nepal.

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• Higher Secondary Education Board (2009). Guide on Curriculum Implementation and Choice of Subjects. Higher Secondary Education Board, Sanothimi, Bhaktapur, Nepal. • Higher Secondary Education Board (2009). Higher Secondary Education Curriculum (revised). Higher Secondary Education Board, Sanothimi, Bhaktapur, Nepal. • His Majesty's Government of Nepal (1993). Nepal Environmental Policy and Action Plan, 1993, His Majesty's Government of Nepal, Environment Protection Council, Kathmandu, Nepal. • His Majesty's Government of Nepal and the International Union for Conservation of Nature and Natural Resources (IUCN) (1988). The National Conservation Strategy for Nepal, 1988. His Majesty's Government of Nepal and the International Union for Conservation of Nature and Natural Resources (IUCN), Kathmandu, Nepal. • Holdren (2007). www.AAAS.org • Ministry of Environment (2011). Status of Climate Change in Nepal. Ministry of Environment Kathmandu, Nepal. • National Planning Commission (2010). Nepal Millennium Development Goals, Progress Report 2010. National Planning Commission, Kathmandu, Nepal. • Offorma, Grace (2010). “Climate Change and the Need for New Curriculum Development in Nigerian Universities,” in Ozor, Nicholas, 2010. Influencing curriculum development and knowledge of climate change issues at the University of Nigeria, Usukka, pdf file retrieved on October 10 2011. • Ozor, N. ( 2010). Final Technical Report submitted to the global change SysTems for Analysis, Research and Training (START) under the African Climate Change Fellowship Programme (ACCFP). • Ozor, Nicholas (2010). “Influencing curriculum development and knowledge of climate change issues at the university of Nigeria, Usukka”, pdf file retrieved on October 10 2011. • UN Conferences, 2010 • UNESCO (2010). Climate Change Education for Sustainable Development. Paris: UNESCO. • http://www.climate-change.dk • WWF - Climate - Climate Curriculum for Teachers.htm • http://www.vucapinheiro.com/vucapage/meaning.htm • http://en.wikipedia.org/wiki/Curriculum#cite_note-7 • http://www.worldwildlife.org/climate/curriculum/WWFBin.pdf

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List of Annexes (Note: Please see next file attached herewith for the Annexes)

Annex 1: Natural Sciences

Annex 2: Engineering Annex 3: Medicine

Annex 4: Agriculture, Forestry, Biodiversity, and Land Management

Annex 5: Education, and Humanities and Social Sciences

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