Regional Planning Workshop on Climate Change Education

Organised by SPC and GIZ in collaboration with SPREP and USP

Coping with Climate Change in the Pacific Island Region (CCCPIR) Tuesday 27 – Thursday 29 September 2011 Tanoa Hotel, Nadi, Fiji Islands

Workshop Report and Documentation

Report prepared by Hanna Sabass GIZ Adviser on Climate Change and Education SPC/GIZ Coping with Climate Change in the Pacific Island Region (CCCPIR) German Technical Cooperation Deutsche Gesellschaft fuer Internationale Zusammenarbeit (GIZ) GmbH Module 2, Level 3, Plaza 1, Downtown Boulevard 33 Ellery Street, Suva P.O. Box 14041, Suva Tel: +679 3305 983; +679 3307 543 ext. 105 Fax: +670 3315 446 Email: [email protected] www.giz.de / www.spc.int

Fiji November 2011 2

Contents 1 Objectives and Background ...... 6 2 Summary of Outcomes ...... 7 3 Workshop Process and Outcomes ...... 9 3.1 Opening Session ...... 9 3.2 Session 1: Impacts of Climate Change and Vulnerabilities of Pacific Island Countries 10 3.3 Session 2: Countries‘ Engagements in and Views on Climate Change Education ..... 16 3.4 Session 3: Regional efforts, roles and best practices in Climate Change and Education ...... 17 3.5 Session 5: Climate Change Education in Primary and Secondary Education and TVET 18 3.6 Open Space ...... 21 3.7 Session 6: Elaborating the plans of operations ...... 22 3.7.1 Fiji ...... 23 3.7.2 Kiribati ...... 25 3.7.3 Samoa ...... 26 3.7.4 Tonga ...... 28 3.7.5 Vanuatu ...... 30 3.8 Session 7: Integration of education into proposed steering structure of CCCPIR ..... 32 3.9 Session 8: Next steps and Closing ...... 32

ANNEXES I. Agenda II. Participants List III. Outline of Climate Change Education – component 6 CCCPIR IV. Proposed national and regional steering structures of CCCPIR V. Applying a Children’s lens – three scenarios VI. Education for Sustainable Development - Integrating Climate Change into Pacific Educational Frameworks

Abbreviations

AusAid Australian Agency for International Development BMZ German Federal Ministry for Economic Cooperation and Development CAC Curriculum Approval Committee CC Climate Change 3

CCE Climate Change Education CDRC Curriculum Development Resource Centre CDU Curriculum Development Unit Community Education and Training Centre, Secretariat of the Pacific CETC, SPC Community CROP Council of Regional Organisations of the Pacific DoE Department of Education ESD Education for Sustainable Development FEdMM Forum Education Ministers Meeting FNU Fiji National University FSPK Foundation of the South Pacific Kiribati ICT Information and Communications Technology IOE Institute of Education, USP JCS Joint Country Strategies KAP Kiribati Adaptation Project KDP Kiribati Development Plan KIT Kiribati Institute of Technology KTC Kiribati Teachers College L&L Environmental Education - Live and Learn M&E Monitoring & Evaluation MECC Ministry of Environment and Climate Change Tonga MELAD Ministry of Environment, Lands, Agriculture and Development Kiribati MoE Ministry of Education MoYDST Ministry of Youth Development, Sport and Training Vanuatu NACCC National Advisory Committee on Climate Change Vanuatu NAPA National Adaptation Programmes of Action NCCCT National Climate Change Country Team Fiji NFE Non-Formal Education NUS National University Samoa Pacific Centre for Environment and Sustainable Development, University of PACE-SD, USP the South Pacific PATE Pacific Association of Teacher Educators PAT-VET Pacific Association of Technical & Vocational Education and Training PCC Pacific Conference of Churches PCEP Pacific Islands Climate Education Partnership PEDF Pacific Education Development Framework PESDF Pacific Education for Sustainable Development Framework PICs Pacific Island Countries PIFACC Pacific Islands Framework for Action on Climate Change PIFS Pacific Islands Forum Secretariat PREL Pacific Resources for Education & Learning PRIDE Pacific Regional Initiatives for the Delivery of basic Education RTCs Regional Training Centres Scientific Educational Resources and Experience Associated with the SEREAD Development of Argo

Applied Geoscience and Technology Division, Secretariat of the Pacific SOPAC, SPC Community SPATS South Pacific Association of Theological Schools SPBEA, SPC South Pacific Board for Educational Assessment SPC Secretariat of the Pacific Community SPC/GIZ SPC/GIZ programme 'Coping with Climate Change in the Pacific Island CCCPIR Region (CCCPIR)' SPREP Secretariat of the Pacific Regional Environment Programme Science, Technology, Engineering and Mathematics - Pacific Resources for STEM, PREL Education and Learning TECCC Training and Education Committee on Climate Change Vanuatu TIOE Tonga Institute of Education TTCs Teacher Training Colleges TVET Technical and Vocational Education and Training UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNFCCC United Nations Framework Convention on Climate Change UPNG University of Papua New Guinea USP University of the South Pacific VITE Vanuatu Institute of Teacher Education VRDTCA Vanuatu Rural Development Training Centre VTCs Vocational Training Centres WWF World Wide Fund for Nature

1 Objectives and Background During September 27 to 29 2011 a regional planning workshop on climate change education took place at the Tanoa International Hotel in Nadi, Fiji Islands. The workshops’ objectives were to reach a common understanding of climate change education in the regional Pacific context;, reach a common understanding of the objective, indicators and strategic framework of the climate change education component of SPC/GIZ programme “Coping with Climate Change in the Pacific Island Region (CCCPIR)” ; take first planning steps towards its implementation (Agenda see Annex I). Participating were representatives of the Ministries of Education and Ministries in charge of Technical and Vocational Education and Training (TVET), teacher training institutions and Climate Change focal points of the five pilot countries Fiji, Kiribati, Samoa, Tonga and Vanuatu. National government institutions in charge of education and training institutions are understood as key to achieve sustainable outcomes and to support children and students in increasing their capacity to respond to the impacts of climate change (adaptation) and to mitigate its causes (mitigation). Apart from country nominees the workshop was attended by representatives of the Secretariat of the Pacific Community (SPC), the Secretariat of the Pacific Regional Environment Programme (SPREP), the University of the South Pacific (USP), AusAid, Environmental Education - Live and Learn, South Pacific Association of Theological Schools (SPATS), Pacific Council of Churches, Pacific Resources for Education & Learning (PREL), Pacific Association of Technical and Vocational Education and Training, Fijian Teacher's Association, and of the University of Fiji – as observers, resource persons, potential partners for implementation and support to the facilitation of the workshop (Participants list see Annex II). The workshop was jointly organised by SPC and Deutsche Gesellschaft fuer Internationale Zusammenarbeit (GIZ) GmbH in partnership with SPREP and the Pacific Centre for Environment and Sustainable Development (PACE-SD) from USP. Climate Change Education is one of the six components of CCCPIR. It started in June 2011 and will run until December 2015. Other CCCPIR components relate to climate change adaptation and mitigation in the natural resources sectors (agriculture, forestry, land use, fisheries and the environment), tourism and energy (click here for project brief). The Climate Change Education component aims at strengthening capacities of education ministries (including ministries in charge of technical and vocational education & training TVET), training institutions, schools and teachers to develop and deliver education on climate change adaptation and mitigation in Fiji, Kiribati, Samoa, Tonga and Vanuatu. This supports the overall objective of CCCPIR to strengthen the capacities of Pacific member countries and regional organisations to cope with the impacts of climate change (An outline of the rationale, objective, indicators and recommended areas of intervention is given in Annex III). At the regional level, the Climate Change Education component supports the Pacific Islands Framework for Action on Climate Change (PIFACC) Principle 4 on „Education, Training, and Awareness‟ and intends to increase the adaptive capacity of significant parts of the population by supporting the spread of adaptation knowledge. The threats of climate change to ecosystems are acknowledged under the crosscutting theme 5 „Education for Sustainable Development‟ in the Pacific Education Development Framework (PEDF) from 2009. The joint initiative on “Education for sustainable development: Integrating Climate change into Pacific Educational Frameworks” (presented to the Pacific Heads of Education Systems Meeting in August 2011, Palau) is understood

as the umbrella for our implementation and coordination efforts with other partners and programmes. The Pacific Framework for Food Security is also relevant especially with regards to TVET. At the national levels, climate change education will support countries in implementing key strategic priorities in the area of climate change, including, where relevant, their National Adaptation Programmes for Action (NAPA), National Communications to the United Nations Framework Convention on Climate Change (UNFCCC), and relevant national strategies, polices and plans on education in relation to climate change and Education for Sustainable Development.

2 Summary of Outcomes

During three intense days the participants have Learnt about regional impacts of climate change (CC) and regional initiatives for climate change education, and discussed the specific needs for adaptation and mitigation; Learnt about ongoing work on climate change and education in the five pilot countries, their priorities and mechanisms; Drafted outputs on climate change education for primary and secondary education as well as TVET. These describe what should be achieved within the given time frame from 2012 to 2015; Drafted major activities to be implemented in their countries. For each activity possible milestones, responsibilities, time frames and resources were identified. All participants received Draft Plans of Operations to further elaborate and finalize them within their respective institutions. Identified next steps to be taken on regional level to support the countries in implementing their activities for climate change education; and Learnt about the existing proposed steering structure of CCCPIR and discussed how to best integrate representatives of education partners.

The most important objective of the workshop was to develop draft plans of operations as a foundation and guidance for the programme’s implementation. Hence, a short overview of major activities at country and regional levels is given:

A. FIJI 1. Incorporate climate change education into the strategic plan of the Ministry of Education (2011) Take stock and possibly further integrate relevant elements of climate change into the curricula of preschool, primary and secondary education and TVET (2012); Provide training for CDU, TVET officers and curriculum writers on climate change education (2012); Scope and sequence learning outcomes on climate change at all levels. 2. Review existing resources on climate change based on the curriculum: teaching materials both in schools and teacher training (2012). 3. Integrate climate change education into teacher training (2013). 4. Pilot/ trial new climate change education learning outcomes in a few districts (2013). 5. Consult on the inclusion of climate change education in the Fiji Qualifications Framework specifically with regards to vocational training (2012). B. Kiribati 1. Review national climate change objectives (2012). 2. Peer review and finalize draft learning outcomes for year 1 and 2 (2012). 3. Develop and adapt existing materials for year 1 and 2 (2012) 7

4. Provide i-service training on climate change education and new materials for primary school teachers (2013). 5. Review and improvement of learning outcomes for climate change for Year 3 to 6 and Junior Secondary (2013) 6. Develop and adapt existing materials for Year 3 to 6 and Junior Secondary (2013). 7. Develop relevant in-service trainings programmes on climate change to be delivered with a “train the trainer”-approach in the Kiribati Teacher College (beginning of 2012, first courses to pilot in mid 2012) 8. Incorporate by 2013 climate change into pre-service training . C. Samoa 1. Develop and approve a national campaign on climate change education (2011). 2. Take stock of relevant climate change resources currently used with the Ministry of Education, Sports and Culture (CC resource mapping to identify resource materials and their suitability) (2012). 3. Audit pre-service training on climate change (2012). 4. Build capacities of in-service teachers through an awareness programme on climate change (2012). 5. Monitor and evaluate environmental education resources in primary and secondary schools (2012). D. Tonga 1. Adapt existing primary and early school resources to incorporate climate change (2012); and 2. Integrate climate change into the secondary syllabus (2012) 3. Integrate climate change into the education programmes of the Tonga Institute of Education (TIOE) will (2012) 4. Establish links to the National Environment Coordination Committee on Climate Change. E. Vanuatu 1. Incorporate relevant climate change elements into the Vanuatu education and training policies, plans, strategies and frameworks (2012 to 2015) 2. Train formal and non formal teachers on relevant climate change topics and practical applications during in service and pre service trainings (2012 to 2013) 3. Integrate climate change elements consistently and appropriately into formal and non formal curriculums across all relevant subjects at all levels (2011 to 2013) 4. Develop national steering, coordination and sharing structures for formal and non formal climate change education (2012) 5. Develop and adapt teaching materials and resources on climate change, tailored to the local contexts, and effectively applicable in the formal and non formal sector (2013 to 2014) 6. Implement enhanced CCE on pilot site basis in selected Rural Training Centres and schools (2014). Apart from direct support to the five pilot countries, on regional level the following major activities are foreseen: Collect key learning messages and resources on climate change (and) education relevant for the Pacific region Establish a mechanism to share and network on climate change education possibly with the Climate Portal (SPREP) Integrate CCE into the training offered by SPC Community Education and Training Centre (CETC) Develop an assessment and monitoring approach with SPC South Pacific Board for Educational Assessment (SPBEA) Develop a course for secondary school teachers and possibly TVET educators through USP.

3 Workshop Process and Outcomes The workshop process was subdivided into six main sessions: Opening Session

Next Steps and S1: Impacts of Climate Closings Change and Vulerabilities of PIC

S6: Regional and National steering structure of CCE S2: Countries Engagement CCCPIR in and Views on Climate Change Education S5: Elaborating the plans of operations S3: Regional efforts, roles and best practices in CC and S4: Climate Change Education Education in primary & secondary education and TVET

3.1 Opening Session

From left to right: Dr. Wulf Killmann (CCCPIR), ‘Ana Lupe Voi (PATE, TIOE) and Brian Dawson (SPC) Participants were warmly welcomed by Mr Brian Dawson (right), the Senior Climate Change Advisor of SPC and Dr. Wulf Killmann (left), Programme Director of SPC/GIZ CCCPIR. Both stressed that while climate change is already happening, generations to come will be much more affected by climate 9

change impacts than we are today. It is therefore of tremendous importance to prepare the next generations from early on for the challenges ahead. Institutions and people working in education will have to play a particular role in this important task. Mr Dawson further stressed SPCs willingness to continuously closely collaborate with SPREP and USP on this most important topic. Mrs ‘Ana Lupe Voi (middle), President of the Pacific Association of Teacher Educators (PATE) and Principal of the Tonga Institute of Education (TIOE) gave an opening. She particularly pointed out that Climate change is a broad issue and should be clearly broken down into sub-topics appropriate and relevant for each level; The ultimate goal should be achieving sustainability and what we mean with ESD should be defined by schools to ensure that local contexts are respected; Traditional knowledge of CC should be integrated into syllabi and curricula; Students should be encouraged to put knowledge into practice through community programmes; Teachers need to be trained to be able to teach on climate change issues; Success depends on both “top-down” and “bottom-up” efforts and broad participation of the public; and Responsibilities must be shared: It is not only the ministries of education that inform a society but also the ministries of environment, commerce, state, and health that have a stake in ESD and CC, just as they have a stake in sustainable development. By combining expertise, resources, and funding from many ministries, the possibility of building a high-quality, successful education program increases. Every sector of the government that is touched by CC and ESD can play a role in this and the orientating process.

Mrs Hanna Sabass, Advisor on Climate Change and Education, CCCPIR, briefed the participants on the workshop objectives, agenda and schedule and Mrs Marita Manley, Technical Advisor on Climate Change, CCCPIR, took over the overall facilitation and arranged for a self-introduction of the participants.

3.2 Session 1: Impacts of Climate Change and Vulnerabilities of Pacific Island Countries This session started with a presentation by Brian Dawson, SPC Senior Climate Change Advisor, on Regional Impacts of Climate Change and Vulnerabilities of Pacific Island Countries (link to presentation here)

Climate change adaptation is usually still missing in school curricula as it is a rather new field of expertise.

In order to understand the idea of cc adaptation, participants were grouped and invited to “apply a children’s and students’ lens“1 by going into scenarios of a 9 year old boy attending primary school, a 15 year old girl attending secondary school and 24 year old woman studying at agriculture college that face the impacts of climate change and have to find ways to cope with these (scenarios see Annex V). Further, participants discussed where they (as a student) can access information and support. Lastly, back in their real roles, participants thought about their own role in supporting their students and their adaptation needs (see table 1 to 3).

1 The development of key questions for understanding climate changes, impacts and options for adaptation are based on GIZ 2011: Integrating climate change adaptation into development planning. A practice-oriented training based on an OECD Policy Guidance (see http://www.oecd.org/dataoecd/16/12/45856020.pdf) 10

The six groups were facilitated by Sereana Tagivakatini (SPC-SPBEA), Helen Jacot des Combes (PACE- SD, USP), Vilimaka Foliaki (School of Education, USP), Marita Manley (CCCPIR), Felix Ries (CCCPIR) and Christopher Bartlett (CCCPIR).

Table 1: Primary School Child Scenario Climate Change Affect on daily life of a primary school boy in What can she do to cope? Where can she get support? Impacts a typical outer island village Food Security I can’t catch crabs and fish Do not cut down the mangroves Local MP, environment NGO, I have less than what my parents have No undersize fishing environment department Disappointment Do not throw rubbish into the river Loss of traditional knowledge Respect for environmental loss Father is away all day Less money from selling fish Can’t pay my school fees More intense heavy If it rains heavily the river will be flooded and I could try to study at home with the materials I From village kids who are in the same rain it would be difficult to reach school have to ensure I am not behind in my learning class as me, from teachers who live in Educate my parents and extended family on my village, from my parents what I have learnt in school. Plant trees, mangroves, pick rubbish; encourage my peers to be actively involved in such activities Coral bleaching My father will catch less fish and has less fish Stop using sea as rubbish dump From chiefs, pastors, parents, village which affect marine to sell. He can’t pay my school fees. elders, colleagues to help stop the ecosystem practices Water salinisation Water supply is not safe Boil well water for drinking Tell sisters and brothers to help me Build rain catchment to make use of heavy Ask teacher for more clarification of rain impact if not attend to this responsibility Collect firewood for mum to boil well water Help in filling big water containers

Participants in the primary student group identified the following as their roles to enable CC adaptation learning: Shift paradigm: from Teacher centred to Child Centred - Provide opportunities for children Ensure that we put content into the context of students and children’s livelihoods Provide Appropriate resources CC impacts all, need to move, we are all on board Role model Integrate all areas of curriculum Be Informed and updated 12

Build capacities Network

Table 2: Secondary School Girl Student Scenario Climate Change Affect on daily life of a secondary school girl What can I do to cope? Where to get support? Impacts student Changes in Soil loss, Less yields, more pests Run away! (migrate) School and Teacher (information, Temperature Food (in)security Crop Rotation / Alternative crops and varieties agricultural education, health Sea level rise Increased hunger Alternative sources of food (e.g. bought – but science education) Economic impact health impacts) Aunt / good access to information Health impact -> Malnutrition Alternative livelihood Youth groups and church groups Do well at school (more career options) Boyfriend Community (siblings, elders) can give advice on alternative livelihoods Parents and external family (influence on career options) Media – source info Traditional knowledge Assignments, curricula Health diseases more illness, school absences, costs to Apply preventive measures: Get rid of Health professionals can give changes, emerging family (health, livelihoods) standing water, repellent advice on career disease and risks Impacts careers in families Education and information on how to treat Village community Change of lifestyle: improve hygiene and Media improve health living Parents and external family Changes in Decline in Agricultural Productivity Assume non-traditional (male) roles Ministry of Agriculture Temperatures and Reduced income for sellers of traditional Better time management Oversees remittances Precipitation carvings/ local producers -More stressful Plant crops more tolerant to droughts and Relatives because more responsibility, less income, heavy rain Schools and teachers less food, worries about future Change eating habits Church groups Better networking with school mates & Youth support groups community Peer groups Increase in extreme More difficulties in inter-island travelling Seek alternative accommodation (in school or weather events: - More frequent absence from school with other relatives)

Climate Change Affect on daily life of a secondary school girl What can I do to cope? Where to get support? Impacts student floods, cyclones Homesick (less frequent visits home) Self/support (fund raising, part time work) More vulnerable to urban problems Unnecessary begging (rape, drugs...) because of irregularities in Home schooling transport to islands Leave school Increased fares Stealing Study harder to qualify for scholarship Pray Appeal for help to relatives (remittances) Less chances for girls to pursue their chosen careers (reduced income, worry about travel, increased pressure on girls to undertake work in home when mother is away) Loss of motivation and self esteem

Participants in the secondary student group identified the following as their roles to enable CC adaptation learning: Educate about CC, impacts, coping mechanism and adaptation options Support to change behaviour Include CC activities information: curricula, guest speakers, videos Source relevant information from specialists (environment, regional organisations, church com) Engage with parents and communities Advocate for change in policies: cc in curricula, including in national cc policies Try to ensure an inter-disciplinary approach to impacts of CC right across the Pacific Acquire more knowledge of climate change impacts Interdisciplinary approaches to teaching Raise community awareness of CC Put yourself in your students shoes Be more approachable Routine counselling

Table 3: Student at agriculture college scenario (24 year old woman studying at agriculture college) - TVET Climate Change Effects on Daily Life of a female Coping /Adaptation Strategies Where to access Support Role of Participants in enabling the Impacts farmer CC adaptation learning process for TVET students Increase in Diseases More work and stress Find new recipes SPC Train trainers and Pests need money for pest control form co-ops Agriculture Dept gather traditional knowledge loss of fruit species for jams share information with elders with traditional and information, listen others knowledge disseminate knowledge have a plan B text books send or refer people to the right use traditional knowledge farmers associations person for fighting pests schools find mentors GEF (money) support funding applications professional councils run awareness programmes training programmes Changes in harvest Crop damages, less soil fertility: Find alternatives Find out what people don’t seasons, insecure Will make people reorganize diversify products used know or don’t understand about water availability, their work and change plans, have a good marketing CC storms, floods etc. ingredients not ready at same strategy educate influential people time or in same quantity, will source ingredients from a give marginalized people a require storage less affected location powerful voice in the village compost the leftovers from include environment and the product ecosystem in TVET curriculum Ocean Acidification Less catch Relocate/migrate Fisheries dept Advise parents to find the right and Coral Bleaching Less food set up taboo areas elders in Village educational programmes for fishermen lose jobs substitute fish products health dept their children more time for alcohol not focus on a single fish USP develop specific training consumption species Finance support materials fish poisoning think of ecosystem need to buy food from shops interconnectivity health problems loss of livelihoods for communities

“Fish Bowl” – from right to left: Vilimaka Foliaki (SOE USP), Brian Dawson (SPC), Teweiariki Teaero (SOE USP), Lumaava Sooaemalelagi (NUS), Prof. Murari Lal (PACE-SD USP), Charles Pierce (VITE), Christopher Bartlett (CCCPIR), Sereana Tagivakatini (SPC SPBEA) Remaining questions and remarks were discussed in a so called „Fish Bowl“-plenary discussion, facilitated by Dr. Christopher Bartlett, CCCPIR Technical Advisor on Climate Change in Vanuatu, that allowed all participants to share their expertise and views.

Some highlights of the discussions were: Apart from knowledge and skills the emotional, social, cultural and economic dimensions of climate change education should not be forgotten. There are many creative possibilities to involve children in singing, painting and dancing activities that are linked to their cultural traditions and encourage the use of all senses. Climate change education is not only about the provision of information but also about how to change attitudes and behaviour. With practical projects and field trips students can practice and experience nature and different techniques to gather information about their environment, to plant and care for different species of crops or mangroves or to go experience a coral reef. Programmes and projects of regional organisations that have field activities connected to climate change in the countries could link up with schools to involve them in for example the collection of data. The country representatives expressed their interest in seeing a coordinated unit for CCE in the region and their respective countries. Especially because climate change education should not be seen as being isolated from human rights, gender and youth, disability, globalisation and trade.

3.3 Session 2: Countries‘ Engagements in and Views on Climate Change Education In a series of presentations (on country links) followed by question and answer sessions country representatives of Kiribati, Fiji, Samoa, Tonga and Vanuatu shared information on their ongoing

work in climate change education and training – these were prepared jointly by representatives of Ministries in charge of formal education, TVET, climate change and teacher training colleges and were invited to share information on the following: 1. Very brief background information on the education sector in the respective country: 2. Current curriculum and activities on climate change: subjects and courses, former and current efforts to integrate (a) knowledge on impacts of climate change in the Pacific, (b) possibilities to reduce green-house gas emissions (mitigation) and (c) local options for students to learn how to deal with these impacts today and in future (adaptation).

Charles Pierce (VITE)

3.4 Session 3: Regional efforts, roles and best practices in Climate Change and Education Seema Deo, Education and Communications Advisor, SPREP, presented the work of SPREP in Climate Change and Disaster Risk Reduction, policies and approaches and regional actors in Education for Climate Change (presentation here). The approach of GIZ, the CCCPIR programme and its Climate Change Education component were presented by Dr. Wulf Killmann (director CCCPIR) and Hanna Sabass (CCE advisor of CCCPIR) – see CCCPIR project brief, Outline of CCCPIRS Climate Change Education Component Annex III and for the latest regional level developments a concept note on EDUCATION FOR SUSTAINABLE DEVELOPMENT: INTEGRATING CLIMATE CHANGE INTO PACIFIC EDUCATIONAL FRAMEWORKS Annex VI).

The CCCPIR objective for Climate Change Education: Capacities of education ministries (including those in charge of TVET), training institutions, schools and teachers are strengthened to develop and deliver education on climate change adaptation and mitigation in Fiji, Kiribati, Samoa, Tonga and Vanuatu.

The following results-based regional indicators were presented and discussed. Together with the objective these represent the strategic framework within CCCPIR operates: Indicator 1: By 2015 test results in social science (grade x), geography (grade x), agriculture (grade x) and economics (grade x) prove, that X% of secondary students have achieved learning outcomes in climate change (source: national assessment results or specifically designed test; baseline to be defined until mid 2012). Indicator 2: In 2015 75% of all trained primary teacher students conduct one teaching unit or lesson hour on climate change during teaching practice (source: curricula of pre-service primary teacher training; survey). Indicator 3: XX TVET institutions in three countries provide training modules on agriculture, fisheries and forestry with subject-specific climate change content (focus on adaptation) according to the national qualification framework (source: national qualification frameworks, training course syllabus and reports). The baselines and a monitoring system have to be established until mid 2012. Yearly reporting on the achievements with regard to the indicators to the German Federal Ministry for Economic Cooperation and Development (BMZ) is required. The activities and outputs planned in the following sessions 5 and 6 are oriented towards achieving the results-based objective and indicators, but are flexible and adjustable any time during the implementation period as long as consensus is ensured among the main counterparts. During discussions the concern was raised that indicator 1 might be too ambitious in the given time frame (until the end of 2015) but perhaps also good to focus activities on results in the sense or having to develop learning outcomes and a comprehensive assessment approach to prove students’ achievements.

3.5 Session 5: Climate Change Education in Primary and Secondary Education and TVET The participants split into three working groups on Primary, Secondary and TVET education to discuss first ideas on what is to be achieved and how to develop relevant content and delivery methodologies for climate change education (called “outputs” within the GIZ strategic framework, also understood as tangible “results” of activities that are going to be utilized by key stakeholders to achieve the objective). For PRIMARY EDUCATION the following outputs were defined: 1. Climate change objectives and learning outcomes are defined, specified and monitored CC champions are supporting climate change education (leaders, principals, unions etc)

2. Learning and teaching resources are revisited and adapted to include climate change Locally relevant climate change tasks (including assessment tasks) for primary students adapted and developed Website for sharing CCE resources established

3. Curriculum Officers are trained on climate change to be able to adapt current practices to support climate change objectives and learning outcomes 4. Primary teachers are skilled to deliver climate change education In-service and pre-service teacher training on climate change conducted

Further ideas were discussed and partly transferred to session 6, the country planning of activities: Establish a “teacher only day” on Oct 5th each year on climate change education

National awareness days – Climate change visual performance and activities exist Early childhood and kindergarten should have climate change activities Climate change should be included in assessments (e.g. in activities that children conduct – for example, interviewing their parents about what has changed) Teacher training requires guidelines for climate change There is a need to audit what already exists in the curricula (inventory), teacher training programmes, materials, experts and commitments Systems should be strengthened to identify relevant stakeholders for partnerships, coordination and resources. A mapping should be done on who is involved in climate change education locally to identify potential partnerships.

For SECONDARY EDUCATION following outputs were defined: 1. A centralised resources band for climate change education material is established Making existing climate change materials available online by 2015 To centralise resource bank info, climate change education, technical support possibly under the Climate Change Portal (SPREP) Personnel would be needed to collect an update information provided on the website

2. Climate change is introduced or reinforced across the curriculum and implementation ensured.

3. The curriculum for teacher training incorporates climate change education: appropriate resources are developed and teachers are skilled to deliver climate change education. A curriculum that prepares teachers to teach climate change in schools (teacher education) (x hours per week, no of training sessions/workshops, relevant context, awareness / sensitivity) All teacher education programs to incorporate relevant aspects of climate change education.

4. Climate change education is incorporated in national policies National governments incorporate CCE into their national development policies To better coordinate and synergize activities amongst environmental offices and all relevant stakeholders A policy that supports & emphasises teaching of CC (policy) (policy in place by...date)

5. Learning outcomes on climate change are defined by countries

For TVET following outputs were defined: 1. TVET Policies, plans, strategies and frameworks are mainstreamed to reflect climate change elements 2. Networks of TVET experts and resource people are established and maintained 3. TVET resources are developed, updated or adapted to incorporate climate change issues

4. Pre-Service and In-Service training for teachers and curriculum developers include climate change modules and competencies 5. Traditional knowledge on climate change drivers and adaptive strategies are effectively built into TVET curriculums, trainings and resources/materials. The TVET representatives discussed further the following: Courses need to be developed for TVET teachers especially for in-service trainings (a question remains on who will develop these resources? Whose role is it? Perhaps there should be a collaboration among various crops, universities, NGOs and government agencies As climate change is an urgent issue, TVET teachers and course developers should learn about climate change adaptation success stories from around the region Where does funding come from for TVET CC initiatives? The development of reading and course materials for TVET should build on existing training programmes (IOE) and professional development programmes. For example build on the Tonga climate change work. At the regional level, TVET has a monitoring and evaluation (M&E) framework that has been developed and implemented by SPC (2012). Climate change should be incorporated there as soon as possible, and then linked to national TVET policies CCCPIR programmes should be aligned with regional TVET frameworks TVET providers need a basic understanding of CC that fits within rural settings (RTCs) Countries need overarching TVET policies and these should include climate change CCCPIR could work with national TVET committees that are tasked to develop CC core competencies The service providers in TVET decide course content, thus they should be encouraged to include more climate change adaptation A regional mapping of TVET policies would greatly improve the ability to find climate change relevant parts and encourage best practices Some countries have national TVET strategic plans with climate change already integrated (Kiribati) Should climate change be a single module or integrated throughout various modules? Climate change needs to be made relevant for TVET contexts, away from theory and into practice Climate change in TVET should be approached from an impacts’ and sector relevance (not the global impacts relevance) TVET needs assistance in curriculum development (for curriculum developers), translating resources that are available on CC into core competency relevant materials Undertake a mapping of on the ground TVET and climate change activities that are happening throughout the regions, develop some best practice case studies USP will support countries if requests for training and materials are clearly articulated. Trainings and short courses for TVET teachers on the country campuses could be organised. Scholarships are offered to attend USP courses and distance education. USP materials exist now from current climate change courses, but they need to be locally adapted

USP has a list of climate change postgraduates in the region that could potentially support the implementation as local experts. The various qualifications for climate change in TVET could lead to a certificate or a diploma (USP) PAT-VET maintains a database of over 1000 TVET experts (and TVET institutions) in 22 countries. Utilizing PAT-VET will enable networking among people and organizations.

This session was finished by a presentation of Mrs Sereana Tagivakatini, SPC SPBEA on “Assessing and Monitoring Learning Outcomes using standardised Tests of Achievements” which could be utilized for the assessment of learning outcomes in education on climate change (presentation here).

3.6 Open Space To allow further exchange of ideas and approaches on climate change education, a so-called “open- space“ was offered, where any participants was invited to make a presentation. The presentations were repeated in a set number of intervals and the audience followed the ” law of their feet” – meaning, they went to whatever attracted them most and listened and discussed as long as they wished. Three participants took this opportunity: 1. Charley Pierce, senior lecturer at the Vanuatu Teacher Training Institute (VITE) introduced the participants to VITEs board game on climate change (including causes, impacts, mitigation and adaptation options in the Pacific) designed for teacher students, but great fun for school children and adults too (see annex VII).

Playing climate change! From left to right: Rev Rusiate Tuidrakulu (SPATS), Sam Samuel (VNTC), Kathy Solomon (VRDTCA), Cameron Darragh (PACCSAP), Mrs. Ruby Va'a (USP Samoa) 2. Ethan Allen, Director of Science, Technology, Engineering, and Mathematics (STEM) at Pacific Resources for Education & Learning (PREL) presented the Pacific Islands Climate

Education Partnership (PCEP), a collaborative network of Pacific Island communities and friends responding to the impacts of climate change in the Pacific Island region (especially the North Pacific; see http://pcep.dsp.wested.org). PCEPs aim is to connect with educators and scientists across the Pacific region to learn and share information about climate change and its impact in the Pacific Islands. The PCEP Eco Grades sequencing of ecosystem/biodiversity impacts from Kindergarten to grade 12 was presented (see annex/link). Further Ethan Allen a booklet developed by Micronesia Conservation Trust “Adapting to a Changing Climate” was introduced (see http://pcep.dsp.wested.org/content_items/1524355 and the pdf download at http://www.cakex.org/virtual-library/3439). This toolkit supports community-based climate change adaptation in Micronesia and contains portable flipcharts with visual illustrations of key concepts on climate change, why communities should care, how to get involved, impacts to communities and their resources, how to prepare for and adapt to climate change. 3. Vilimaka Fokiaki, Science Lecturer at the School of Education, USP, held a presentation on “Enhancing Climate Change Education using Information and Communications Technology (ICT)”. Web 2.0 and the potential and need for utilizing ICT in Pacific Island countries educative approaches were presented and discussed (presentation here). 4. Teweiariki Teaero, lecturer of USP provided his presentation on “Climate Change Education in Culture & Culture in Climate Change Education: towards embedded synthesis to the participants” as an electronic version (presentation here).

3.7 Session 6: Elaborating the plans of operations Participants split into facilitated country groups to first look at relevant mechanisms for curriculum development and second at the processes how training materials are developed2. This was followed by the development of the plans of operations: country representatives defined what activities are needed to achieve the outputs discussed earlier (see chapter 3.5), who should be responsible, who should be supporting, what the time frames are and what resources and support is needed. The plans of operations are draft plans –they are living documents that can be adapted and changed during the implementation period, can be shared with other partners and remain with the national key stakeholders and CCCPIR. The country groups were facilitated by Seema Deo (SPREP) – Samoa, Dr. Helen Jacot des Combes (PACE-SD, USP) - Tonga, Marita Manley (CCCPIR) – Kiribati and Tonga, Felix Ries (CCCPIR) – Fiji and Dr. Christopher Bartlett (CCCPIR) – Vanuatu.

2 The ideas for questions originate from Kabini Sanga & . Konai Thaman ed. 2009: Re-thinking Education Curricula in the Pacific: Challenges and Prosects; He Parekerek, Institute for Research and Development in Maori and Pacific Education, Victoria University, Wellington. 22

3.7.1 Fiji The Fiji delegation discussed the following education mechanisms with regard to the integration of climate change:

Table 4: Education mechanisms and institutions in Fiji Who decides the Responsibility & Who should provide Responsibility & Who should provide Processes to align outcomes of education participation in climate change inputs? participation in climate change inputs? education and national developing curricula developing learning development goals resources Keywords from roadmap Mains responsibility: Department of Education Main resp: USP, GIZ, L&L, DoE Guidance by roadmap (broad guidance) Curriculum Development (DoE), Live and Learn CDU, TVET (NCCCT), Other gov Joint country strategies Unit (CDU) (L&L), World Wide Fund agencies, Department of (needs improvement) for Nature (WWF), Forestry, Ministry of Education forum Science officers, USP, Mineral Resources, NCCCT SPC, SPREP, United Ministry of Fisheries, Fiji CC Policy provides Nations Development National University (FNU), mandate Programme (UNDP), SPC, SPREP, Pacific Department of Forestry Conference of Churches (PCC) Ministry of Ed and others Collaboration> - Support: stakeholders e.g. L&L Donors, DoE, L&L -> (MoU), Ministries, DoE, special topics FNU, USP, donors Experts from: FNU, USP, teachers, local writers CDU (developes Collaboration through curriculum) WG, direct collaboration on request by CDU Curriculum council (approves curriculum) Education Forum (once a year), participation of churches etc (advises MoE)

The following are the major activities that are planned for 2011 to 2013 (special focus on 2012) and captured in the draft Plan of Operations on climate change education for Fiji: 6. Incorporate climate change education into the strategic plan of the Ministry of Education (2011) Take stock and possibly further integrate relevant elements of climate change into the curriculum of preschool, primary and secondary education and TVET (2012) Provide training for CDU, TVET officers and curriculum writers on climate change education (2012) Scope and sequence learning outcomes on climate change at all levels 7. Review existing resources on climate change based on the curriculum: teaching materials both in schools and teacher training (2012). 8. Integrate climate change education into teacher training (2013). 9. Pilot/ trial new climate change education learning outcomes in a few districts (2013). 10. Consult on the inclusion of climate change education in the Fiji Qualifications Framework specifically with regards to vocational training (2012). Further it was discussed, that The links between the Department of Education and SPC should be strengthened to ensure support of the education sector trough Joint Country Strategies (JCS); The cooperation and alignment with faith based teacher education institutes is crucial; Climate change education should be integrated with Education for Sustainable Development and Disaster Risk Management; SPC-SPBEA can assist with climate change education in the areas of benchmarking, assessment and monitoring of curriculum outcomes; and PAT-VET can assist with the training of TVET teachers and curriculum officers and the development of TVET benchmarks, unit standards and modules.

3.7.2 Kiribati The Kiribati delegation discussed the following education mechanisms with regard to the integration of climate change:

Table 5: Education mechanisms and institutions in Kiribati Who decides the Responsibility and Who should provide Responsibility and Who should provide Processes to align outcome of education participation in climate change inputs participation in climate change inputs education and national developing curricula developing learning development goals resources Secretary Ministry of Curriculum Development Experts from relevant Same as column 2 (CDRC Same as column 3 Ministry of Education Education (ultimately) Resource Centre (CDRC) ministries (e.g. Ministry responsible for curricula part of Kiribati in consultation with of Environment, Lands, and resource writing) Development Plan (KDP) Kiribati Teachers College Agriculutre and committee (KTC), teachers, relevant Development (MELAD), Use KDP goals to align experts, individual Ministry of Fisheries, Met education strategy institutions (e.g. Kiribati office, Communications, (Senior management Institute of Technology, Kiribati Adaptation Committee) KIT) Project (KAP) – Office of the President, Ministry of Health, environmental NGOs, Foundation of the South Pacific Kiribati (FSPK), Sandwatch Senior management team SPREP, SPC, USP, UNESCO Curriculum committee Seread (have offered to (liaise with Kiribati come and do a workshop Teachers College) in January 2012) USP – broad advisory role Elders from community – focus groups

The following are the major activities that are planned for 2011 to 2013 (special focus on 2012) and captured in the draft Plan of Operations on climate change education for Kiribati. The Curriculum Development Resource Centre would like to 1. Review national climate change objectives (2012). 2. Peer review and finalize draft learning outcomes for year 1 and 2 (2012). 3. Develop and adapt existing materials for year 1 and 2 (2012) 4. Provide in-service training on climate change education and new materials for primary school teachers (2013). 5. Review and improve learning outcomes for climate change for Year 3 to 6 and Junior Secondary (2013) 6. Develop and adapt existing materials for Year 3 to 6 and Junior Secondary (2013). Experts from MELAD, Fisheries, KAP, environmental NGOs, CROP and the Kiribati Teachers College support could these activities. The Kiribati Teachers College plans to 7. Develop relevant in-service trainings programmes on climate change to be delivered with a “train the trainer”-approach (beginning of 2012, first courses to pilot in mid 2012) 8. Incorporate climate change into pre-service training by 2013. Experts from the Ministry of Education, MELAD, environmental organisations and CROP could support these activities. The Ministry of Labour seeks to include climate change in its TVET policy alignment process and wants to identify entry points for climate change education in TVET courses by June 2012. Additionally to these major activities it was discussed, that the Ministry of Education and the Ministry of Labour should be included in relevant climate change coordination bodies. A mechanism to share available resources on regional level should be established.

3.7.3 Samoa Samoa discussed briefly relevant mechanisms for curriculum development and the processes how training materials are developed. The following are the major activities that are planned for 2011 to 2013 (special focus on 2012) and captured in the draft Plan of Operations on climate change education for Samoa: Propose a working group/task force on climate change education to the country working group for climate change (2011). 1. Develop and approve a national campaign on climate change education (2011). 2. Take stock of relevant climate change resources currently used with the Ministry of Education, Sports and Culture (CC resource mapping to identify resource materials and their suitability) (2012). 3. Audit pre-service training on climate change (2012). 4. Build capacities of in-service teachers through an awareness programme on climate change (2012). 5. Monitor and evaluate environmental education resources in primary and secondary schools (2012).

Further, it needs more elaboration how far climate change education can be integrated in early childhood education, special needs education and TVET.. Research projects on climate change and education from Samoan perspective could be conducted. Traditional knowledge on climate change should be documented and build upon.

Tamasoalii Saivaise (MoE Samoa) presents major activities on CCE for Samoa

3.7.4 Tonga The Tonga delegation discussed the following education mechanisms with regard to the integration of climate change: Table 6: Education mechanisms and institutions in Tonga Who decides the Responsibility and Who should provide Responsibility and Who should provide Processes to align outcome of education participation in climate change inputs participation in climate change inputs education and national developing curricula developing learning development goals resources Ministry of Education in Curriculum Development Specialists (writers) Ministry of Environment, Ministry of Education consultation with Unit (CDU) Teachers Health, Agriculture etc Ministry of stakeholders and public But no funds! Environment and Cimate Change (MECC) Secretariat Ministry of Planning Yearly report on alignment Must follow Joint National CDU coordinates Ministry of Environment Ministry of Education – Action Plan (JNAP) Specialists invited based Ministry of Health monitoring on topic Business People Donors (financial Consultation Process CROPS (welcome but low assistance) Approval by Curriculum funds to bring them to Other partners – Approval Committee Tonga) experts, technical (CAC) – members from Institute of Education (IOE, assistance, financial ministries and other USP) assistance instiutions SPREP SPC (including Appleid Geoscience and Technology Division SOPAC) USP Women’s group Churches Live and Learn Youth group Broad consultation process with NGOs, youth, women, churches and partners involved

Try and revise every 5 years depending on funds

The following are the major activities that are planned for 2011 to 2013 (special focus on 2012) and captured in the draft Plan of Operations on climate change education for Tonga. The Curriculum Development Unit (CDU) would like to 1. Adapt existing primary and early school resources to incorporate climate change (2012); and 2. Integrate climate change into the secondary syllabus (2012) The Tonga Institute of Education (TIOE) will integrate climate change into its education programmes (2012.) Additionally the Ministry of Education would like to be included in the National Environment Coordination Committee. Proposals for funding support for climate change education under the Joint National Action Plan will be drafted.

3.7.5 Vanuatu The Vanuatu delegation discussed briefly relevant mechanisms for curriculum development and the processes how training materials are developed.

James Melteres (CDU Vanuatu) presents major activities on CCE for Vanuatu Six major outputs for climate change education in Vanuatu were developed and activities identified for 2011 to 2013 (special focus on 2012) and captured in the draft Plan of Operations on climate change education for Vanuatu3: 1. Output 1: Vanuatu Education and Training Policies, Plans, Strategies and Frameworks incorporate relevant climate change elements Strengthen education in national climate change policies and strategies (2012)

3 activities listed for Vanuatu have been updated and further defined in November 2011 30

Incorporate relevant elements of climate change in the frameworks and strategies of the Ministry of Education (Education Act in 2011, Vanuatu Education Road Map in 2015) Incorporate relevant elements of climate change in the frameworks and strategies relevant for TVET (2015) Incorporate relevant elements of climate change in the frameworks, strategies and acts of the Vanuatu Institute of Teacher Training (2015)

2. Output 2: Teachers (formal and non formal) are trained on relevant climate change topics and practical applications during in service and pre service trainings Relevant knowledge, skills and attitude on climate change will be integrated in the teacher training at the Vanuatu Institute of Teacher Education (VITE), based on directions given by the Curriculum Development Unit (2012)

3. Output 3: CC elements are consistently and appropriately integrated into formal and non formal curriculums across all relevant subjects at all levels Collect key learning messages and resources on climate change for Vanuatu from various national and regional stakeholders (2011-2012) Integration of relevant elements of climate change into the curriculum of K -6 (2011-12) Integration of relevant elements of Climate change into the curriculum of year 7 – 13 (as required) (2011-12) Integration of relevant elements of climate change into units of competencies and training packages for various industry sectors for TVET (2011-12) Integration of relevant elements of climate change into descriptions and training modules for agriculture and environment of the Vanuatu Rural Development Training Centre (VRDTCA) 4. Output 4: National steering, coordination and sharing structures for formal and non formal climate change education are developed and strengthened (2011-12) Based on new curriculum directions collect, collate and assess existing Vanuatu relevant specific CC education materials, specifically books, activities, ppt presentations, teachers notes, audio/video, curriculums, lesson plans, handouts and case studies to identify already existing resources and gaps for the training of teachers and trainers and for the use in schools and classrooms (2012) A Training and Education Committee on Climate Change (TECCC) will be established as a technical subsidiary to the NACCC that will review/approve educational materials, facilitate CC trainings, implement CC educational policy, and coordinate educational actors and activities (2011) A coordination process will be developed to ensure consistency between formal and non formal CC education, to ensure that students moving from one to the other have a streamlined and smooth transition with little to no duplication or missing competency (ongoing) 5. Output 5: Teaching Materials and resources on climate change are available, tailored to the local contexts, and effectively applied in the formal and non formal sector Teachers and teacher trainers (formal and non formal) will be trained in the development process of effective CC teaching materials (2013) Teaching materials (books, DVDs, activities) on CC for all levels will be developed or enhanced that are a part of the curriculum, support formal and non formal settings, are action based, and are based on regional and national best practice (2013, 2014)

Teachers and teacher trainers (formal and non formal) will be trained in the use of the newly developed/enhanced teaching materials (2014-2015) 6. Output 6: Enhances climate change education is implemented on pilot site basis in selected Rural Training Centres and schools (2014). Based on the new CC curriculum and teaching materials skilled teachers trial novel approaches to CC education in key pilot schools and RTCs. Schools will be selected based on willingness, Cc vulnerability, capacity and ease of access and according to MoE & MoYDST action plans

3.8 Session 7: Integration of education into proposed steering structure of CCCPIR Dr. Wulf Killmann (Director CCCPIR) and Hanna Sabass (Advisor on Climate Change Education CCCPIR) presented the draft steering structures for regional and national levels of the overall CCCPIR programme (presentation here). As CCCPIR in all five pilot countries for education on climate change is suggesting utilizing existing national climate change coordination mechanisms, the education representatives are in favour of strengthening their presence in these by establishing a new working group on education or strengthening existing ones (see chapter 3.7).

3.9 Session 8: Next steps and Closing Next steps were suggested and discussed (and prioritized – each participant was allowed to put three stickers at different activities according to his or her priority).

Many suggestions and high priority ranking related to the establishment of a regional knowledge collecting, sharing and network mechanism on climate change education: Sharing knowledge of classroom (primary) techniques and evaluation on cc (E.g. Seread experience in Samoa) (4) Networking by email (5) Pacific climate change education facebook (5) Support networking in countries through regional stakeholders (7) Directory of expertise already exists through Education for Sustainable Development (ESD) – need to build on (2) Faith based CCE regional level sharing (0) Sharing experiences in reviewing teachers training including climate change (2) Region wide activity to develop ‘bank’ of traditional knowledge (7) Avoid re-inventing of delivery and training approaches, stock (2) Regional scoping of what already exists (3) As a possible solution it was suggested to create a web page on climate change education on the Climate Change Portal planned by SPREP in collaboration with other CROP agencies. Further it was suggested to share the data of the Pacific Science Programme (AusAid) and to adapt Pacific science and projections to use in schools (4) High priority was attached to training of educators and resource writers: Training of teachers and educator trainers (11) Regional Training for resource writers (11) USP teacher education programmes – include CC in SoE (2) Finally, the following activities were suggested: Research on CC impacts, most effective delivery, best practices (2) TVET activities (4) Link formal education to community based approaches (3) Visualisation of plans and monitoring systems (2) 32

Prof. Murari Lal, Director of PACE-SD at USP, closed the workshop. In his moving speech he emphasised the high priority to educate Pacific children on the impacts of climate change and their possibilities to cope with the effects. He expressed USP’s preparedness, in its role as educator and researcher, to support this tremendously important task.

Prof. Murari Lal (PACE-SD) in his moving speech

ANNEXES VII. Agenda VIII. Participants List IX. Outline of Climate Change Education – component 6 CCCPIR X. Proposed national and regional steering structures of CCCPIR XI. Applying a Children’s lens – three scenarios XII. Education for Sustainable Development - Integrating Climate Change into Pacific Educational Frameworks

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ANNEX I - AGENDA REGIONAL PLANNING WORKSHOP ON ‘CLIMATE CHANGE EDUCATION’ ORGANISED BY SPC AND GIZ IN COLLABORATION WITH SPREP AND USP Coping with Climate Change in the Pacific Island Region (CCCPIR) TUESDAY 27-THURSDAY 29 SEPTEMBER 2011 TANOA HOTEL, NADI, FIJI

Time Topic Content Methodology Facilitation/Moderator Day 1 8:30 Registration Secretariat 09:00 Opening session 09:00 Devotion Plenary tba 09:10 Welcome address Plenary Brian Dawson (Senior Climate Change Advisor SPC), Wulf Killmann (Director CCCPIR) 09:20 Opening address Plenary ‘Ana Lupe Voi (PATE) 09:30 Workshop overview, objectives and Plenary Hanna Sabass (Adviser on procedures Climate Change and Education, CCCPIR) 09:40 Introduction of participants Plenary Facilitators 10:00 Morning Tea 10:30 Session 1: Impacts of Climate Change and Vulnerabilities of Pacific Island Countries

10:30 Regional Impacts of Climate Change and Plenary with PPT Brian Dawson Senior Climate Vulnerabilities of Pacific Island Countries Change Adviser SPC) 11:00 Understanding impacts of Climate Change and Group Work Facilitators developing ideas how to reduce vulnerabilities

Time Topic Content Methodology Facilitation/Moderator from children’s and students’ perspectives

12:00 Lunch 13:00 Plenary Discussion “Fishbowl” Facilitators, Prof. Murari Lal (Director PACE-SD), Brian Dawson (CC advisor SPC), Sereana Tagivakatini (SPC- SPBEA), Vilimaka Foliaki (Lecturer School of Education, USP), and further resource persons 13:30 Session 2: Countries Engagement in and Views on Climate Change Education See guiding questions

13:30 Country presentation by Kiribati, Q&A Plenary Representatives of Kiribati 14:00 Country presentation by Fiji, Q&A Plenary Representatives of Fiji 14:30 Country presentation by Samoa, Q&A Plenary Representatives of Samoa 15:00 Tea 15:30 Country presentation by Tonga, Q&A Plenary Representatives of Tonga 16:00 Country presentation by Vanuatu, Q&A Plenary Representatives of Vanuatu 16:30 Session 3 : Regional efforts, roles and best practices in Climate Change and Education

16:30 Regional efforts, roles and best practices in Plenary with PPT Seema Deo (SPREP), Vilimaka Climate Change and Education Q&A Foliaki (SOE USP) and others 17:15 Overview about GIZs’ approach, CCCPIR and PPT and Q&A Wulf Killmann (Director CCCPIR Climate Change Education & Hanna Sabass (Adviser on Climate Change Education) 17:45 Evaluation of the day Single Dot Question Facilitators 18:00 Welcome Cocktail

Time Topic Content Methodology Facilitation/Moderator Day 2 8:30 Wrap up of last day and outlook today Plenary Facilitators 8:45 Session 5: Climate Change Education in Primary and Secondary Education and TVET

8:45 Working Groups of Primary, Secondary and Group Work (3) Facilitators and resource TVET Experts to discuss first ideas on how to persons for each group develop relevant content and delivery methodologies for climate change education Sereana Tagivakatini (SPC Presentation on possibilities of how to assess Groups primary and secondary achievements in climate change education Education (2) SPBEA)

10:00 Morning tea 10:30 Continued group work Group Work (3) Facilitators and Resource Persons 11:30 Presentation of Group Work Plenary Representative of each group and Facilitator 12:00 Lunch 13:00 Open Space Self-organized “Market Place” with Facilitators and Presenters Break-Out spaces: Interested participants are invited to present what they feel is important to consider in three 15 minute intervals 14:00 Session 6: Elaborating the plan of operations

14:00 Formation of five country working groups and Group work (5) Facilitators and resource introduction into group task, guidelines, format persons of plan of operations 14:15 Identification of relevant country mechanisms Group work (5) Group Facilitators and Resource in curriculum development, assessment, Persons teacher training and resource development 15:00 Afternoon tea 15: 30 Elaborating Plan of Operation (identify Group work (5) Group Facilitators and Resource

activities) Persons 17:15 Evaluation of the day Single dot question Facilitators 17:30 End

Time Topic Content Methodology Facilitation/Moderator Day 3 8:30 Wrap up of last day and outlook today Plenary Facilitators 08:45 Session 6: Plan of operations – cont’d 08:45 Elaborating plan of operations - Cont’d Group work (5) Group Facilitators and Resource Persons 10:00 Morning tea 10:30 Elaborating plan of operations Group work (5) Group Facilitators and Resource Persons 12:00 Lunch 13:00 Presentation of five country plans of operations 5 Market Stands One group representative, to be replaced after 15 minutes by another one 13:30 Exchange of views in primary and secondary Group work (3): Primary and Secondary Group Facilitators and Resource education and TVET: what can be achieved on Education and TVET Persons from regional regional level? organisations 14:00 Presentation of regional level activities Plenary Representatives of SPC, USP and SPREP 14:15 Session 7: Regional and National steering structure of CCCPIR

14:15 Presentation current CCCPIR structure and PPT Wulf Killmann and Hanna needs for adjustment towards integrating Sabass Education 14:30 Clarifying steering structure – how to integrate Group work (5) Group Facilitators Education? 15:00 Afternoon tea 15:30 Session 8: Next steps

15:30 Action planning Plenary Facilitators 16:00 Closing session Facilitators

16:00 Evaluation Facilitators 16:30 Final statements Plenary Facilitators Closing remarks Plenary Prof. Murari Lal (Director of PACE-SD, USP) Devotion Plenary tba 17:00 End of workshop

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ANNEX II - REGIONAL PLANNING WORKSHOP ON ‘CLIMATE CHANGE EDUCATION TUESDAY 27-THURSDAY 29 SEPTEMBER 2011 TANOA HOTEL, NADI, FIJI

Country Name Position Ministry/Depar tment Address Email Contacts

Kiribati Mr Toani Barao Ministry of Education Ministry of Education [email protected] Tel: (686) 28091 P O Box 263 Fax: (686) 28222 Bikenibeu, Tarawa Republic of Kiribati

Kiribati Mr Taitai Teororo TVET [email protected] Kiribati Mrs Bibiana Curriculum Curriculum Development Bureimoa Development Officer Resource Center

[email protected] Kiribati Mr Aberaam Tebitaki ag Deputy Principal Kiribati Teachers Bikenibeu, Tarawa College [email protected]

Fiji Mrs Ruth Malo Acting Senior Ministry of Education, Waisomo House Suva [email protected] Phone: 3306077 Kuilamu Education Officer Curriculum Development Fax: 3305953 (Biology and Unit Chemistry)

Fiji Mrs. Serenia Rawalai Principal Education Ministry of Education, Waisomo House Suva [email protected] Phone: 3306077 Officer for Secondary Curriculum Development Fax: 3305953 Curriculum Unit

Country Name Position Ministry/Department Address Email Contacts

Fiji Ms. Alumeci Susu Principal Education Ministry of Waisomo House, Level 1 [email protected] Phone: 3300027 ext. 320 or Tuisawau Officer TVET Education,Technical and 3314477 ext 541 Vocational Education Mobile: 9252189 and Training Section Fax: 3314373

Fiji Ms. Alisi Pulini Environment Officer Department of 90 Raojibuai Patel St, [email protected] Phone: 3310355 /3312879 Vosalevu – Climate Change Environment Suva

Samoa Mr Latu Lecturer Grade 1, National University of PO Box 1622, [email protected] Tel: +685 21428 Faainuseiamalie Environmental Samoa, Faculty of Lepapaigalagala Campus, Fax: +685 25489 Science Education Toomatagi, Samoa

Samoa Ms Lumaava Head of Department : National University of PO Box 1622, [email protected] Tel: +685 21428 Sooaemalelagi Education Samoa, Faculty of Lepapaigalagala Campus, Fax: +685 25489 Education Toomatagi, Samoa

Samoa Mr Tamasoalii Curriculum Officer - Ministry of Education, [email protected] Tel: (685) 64600. Saivaise Secondary Science Sports and Culture

Samoa Ms Tuiolo Schuster Principal Capacity Ministry of Natural [email protected] Building Officer Resources & Environment Tonga Mr Claude Tupou Deputy Director - Ministry of Education Quality Assurance

Tonga - PATE Ms Ana Lupe Voi President PATE and Pacific Association of [email protected] Principal of Tonga Teacher Educators Institute of Education (TIOE)

Tonga Ms Ofa Ma'asi Ministry of [email protected] Environment and Climate Change Vanuatu James Melteres National Secondary Department of CDU PMB 9006 Port-Vila [email protected] Tel: 23508 curriculum Education (Curriculum Vanuatu coordinator development unit)

Organisation Name Position Division Address Email Contacts

Vanuatu Charles Pierce Science and Social Vanuatu Institute of PMB 076, Port-Vila, [email protected] Tel: 23099 Science Lecturer Teacher Education Vanuatu Fax No: 27530 (VITE)

Vanuatu Annette Theophile Science Lecturer Vanuatu Institute of PMB 076, Port-Vila, [email protected] Tel: 23099 Teacher Education Vanuatu Fax No: 27530 (VITE)

Vanuatu Sam Samuel Quality Assurance Department of Youth PMB 153 Port-Vila [email protected] Tel: 22134 Officer Training and Sports Vanuatu (TVET) Vanuatu Kathy Solomon Director Vanuatu Rural PO Box 925 [email protected] Development Training PORT VILA, VANUATU Centres Association

SPC Brian Dawson Senior Climate Strategic Engagement [email protected] Change Adviser Policy and Planning Facility

SPC Sereana Tagivakatini Educational SPC-SPBEA [email protected] Assessment Officer

SPC Lia Maka Head - Education SPC-CETC (Community Division of Education, [email protected] Tel: 3341654/3391033 ext 702 Training Centre Education Training Training and Human Mobile: 9990290 Centre) Development, Secretariat Fax: 3391324 of the Pacific Community Web: www.spc.int/cect (SPC),Private Mailbag, Suva, Fiji

SPC Kirstie Meheux Disaster Risk SPC-SOPAC [email protected] Management Programme

SPREP Seema Deo Education and Social SPREP Samoa [email protected] Communications Adviser

USP Mr Vilimaka Foliaki Focal Point for CC School of Education [email protected]

Organisation Name Position Division Address Email Contacts

USP Prof. Lal Director Pacific Centre for The University of the [email protected] Environment & South Pacific Sustainable Laucala Bay Campus Development (PACE- Suva, FIJI ISLANDS SD) Phones: +679-3232894 (Office) +679-9926336 (Mobile) Fax: +679-3232891 USP Dr. Helen Jacot Des Lecturer Pacific Centre for The University of the [email protected] Combes Environment & South Pacific Sustainable Laucala Bay Campus Development (PACE- Suva, FIJI ISLANDS SD) Phones: +679-3232894 (Office) Fax: +679-3232891 USP Mr. Teweiariki Senior Lecturer in School of Education The University of the [email protected] Phone: 679-3232596

Teaero Education Faculty of Arts & Law South Pacific Fax: 679-3231039 Laucala, Suva, Fiji Website: www.usp.ac.fj Postal: USP, Laucala, Private Mailbag, Suva, Fiji

USP Samoa Mrs. Ruby Va'a Director Campus Director, The Tel: (685) 21671 University of the South Fax: (685) 22933

Pacific, Private Bag, Apia [email protected] ,Samoa

USP Tonga Dr. Masasso Paunga Director Campus Director, The Tel: (676) 29055/29240 University of the South Fax: (676) 29249 Pacific, PO Box 278, Nuku'alofa, Tonga

Live and Learn Morena Rigamoto Country Manager Environmental 52 Imthurn Road, Domain, [email protected] Tel: 3315868 Education - Live and Private Mail Bag, Suva, Fax: 3305 868 Learn Fiji

PATVET Isimeli Nalomaca Coordinator (interim) Pacific Association of PATVET, c/o SPC, Private [email protected] Phone: 3391 033 ext 35586 Technical and Mail Bag, Suva, Fiji. Direct Line: 3349586 Vocational Education Fax: 3397 730 and Training Organisation Name Position Division Address Email Contacts

Pacific Ethan Allen STEM Director 900 Fort Street Mall, Suite [email protected] Tel: 808-441-1392 Resources for 1300 Fax: 808-441-1385 Education & Honolulu, HI 96813-3718 U.S. Toll-free Phone: (800) Learning 377-4773 (PREL) U.S. Toll-free Fax: (800) 512- 7599 AskPREL Website: www.prel.org

Pacific Ms Losana Education Resource 4 Thurston Street, Suva [email protected] Tel: 3311277 / 3302332 Conference of McGowan Developer and PO Box 208, Suva Fax: 3303205 Churches Communications Office

Fijian Teacher's Mr Mikaele Leawere Principal 68 Knollys St Suva [email protected] Tel: 3315099 Association Administration Officer

University of Fiji Dr Mahendra Kumar Head - Department of University of Fiji Private Mail Bag, Lautoka [email protected]/kumar.m Tel: 6640600 ext 171

Science [email protected] Mobile: 6640700 Acting Dean-School Mobile: 9999732/9450259 of Science & Website: www.unifiji.ac.fj Technology Director -Centre for Energy, Environment & Sustainable Development

SPATS Rev Rusiate General Secretary South Pacific 30 Gardiner Road, [email protected] Phone: (679) 330 3924 or 330 Tuidrakulu Association of Nasese 1942 Theological Schools P.O. Box 2426, Fax: (679) 330 7005 Government Buildings, Email: [email protected] Suva Website: www.spats.org.fj Fiji Islands PACCSAP Cameron Darragh Program Manager Pacific Australia Climate [email protected] t: +685 66279

Change Science and ov.au m: +61 488 218 129 Adaptation Planning Program Australian Department of Climate Change and Energy Efficiency (DCCEE)

GIZ Wulf Killmann Programme Director Coping with Climate House 10, Forum [email protected] Change in the Pacific Secretariat Complex, Ratu Island Region Sukuna Road P.O.Box 14041, Suva. T: 3305 983; 3307 543 F: 3315 446 Organisation Name Position Division Address email

GIZ Felix Ries Technical Adviser Coping with Climate House 10, Forum [email protected] Change in the Pacific Secretariat Complex, Ratu Island Region Sukuna Road P.O.Box 14041, Suva. T: 3305 983; 3307 543 F: 3315 446

GIZ Ms Marita Manley Technical Adviser Coping with Climate House 10, Forum [email protected] Change in the Pacific Secretariat Complex, Ratu Island Region Sukuna Road P.O.Box 14041, Suva. T: 3305 983; 3307 543 F: 3315 446

GIZ Dr Christopher Technical Adviser - Coping with Climate PO Box 306 [email protected] Bartlett Vanuatu Change in the Pacific Port Vila Island Region Vanuatu Mob: +678 5552187 Tel: +678 29594 Fax: +678 29595

GIZ Rachel Dempsey SPREP/ GIZ Coping with Climate Secretariat of the Pacific [email protected] Change in the Pacific Regional Environment Climate Change Island Region Compound Specialist PO Box 240 Apia, Samoa T + 685 66 224 M + 685 7266046 F + 685 20231

GIZ Ms Hanna Sabass Adviser on Climate Coping with Climate House 10, Forum [email protected] Change and Change in the Pacific Secretariat Complex, Ratu Education Island Region Sukuna Road P.O.Box 14041, Suva. T: 3305 983; 3307 543 F: 3315 446

ANNEX III- BACKGROUND INFORMATION

COPING WITH CLIMATE CHANGE IN THE PACIFIC ISLAND REGION (CCCPIR)4

CLIMATE CHANGE EDUCATION

Background and rationale

The potential negative impacts of climate change are of utmost significance for the small island states of the Pacific Island region, in particular for communities inhabiting atolls or coastal lowlands. Many of the region’s countries are already affected by climate change impacts. Likely future impacts may be lowland flooding, saltwater intrusion and coastal erosion, changing rainfall patterns, increased drought periods, increased cyclone frequency and intensity and rising sea level. Pacific Island Countries (PICs) have no alternatives but to effectively addressing climate change issues through adaptation and mitigation measures.

On the other hand, most Pacific Island countries have insufficient financial and human resources to deal with the multifaceted impacts of climate change, be it on a strategic policy level or on a concrete implementation level. PICs are especially affected by the growing gap between increasing vulnerability and the lack of capacities to cope with the adverse effects of climate change.

Many programs on Climate Change have been implemented by various regional and national stakeholders over the years and generated knowledge, experiences and best practices on local climate change impacts, local options for adaptation and mitigation, and on awareness rising. Now is the time to start make this knowledge available to the general public, and particularly to those generations that will feel the more severe impacts of climate change in 30, 50 or even 70 years – the children of today. Education can and should play an active role to bolster people`s ability and stimulate the next generation to demand, generate, interpret and apply information on current and future climate and to be able to cope with the challenges of global warming. This has been stressed by article 6 of the UNFCCC and at the UNESCO World Conference on Education for Sustainable Development, Bonn, 2009. To ensure relevance and effective learning, the deliverance of knowledge on climate change should be oriented towards local contexts and experiences and prioritize traditional knowledge on dealing with changes.

Therefore, national education ministries and local/regional experts on Climate Change should take the lead in incorporating global and local climate knowledge into national formal and non-formal educational systems (including TVET).

Major findings of the SPC/GIZ appraisal mission on Climate Change and Education in November 2010: While climate change was present in the secondary and partly primary school curricula, depth and focus differed in every country. The assessed curricula and teaching materials concentrate on understanding the greenhouse effect and the effects of global warming. Adaptation knowledge and skills to enable the learners with the ability to decrease their vulnerability seem to be largely absent from textbooks and curricula. Teacher’s education was found to not provide adequate knowledge and skills to teach climate change issues to the depth and complexity needed. While some regional teaching material and teacher guides exist, these materials are often in English instead of local languages and lack integration with

4 Details on the overall program see CCCPIR project brief: http://www.spc.int/lrd/index.php?option=com_content&view=article&id=478&Itemid=44

PHES August 2011: Climate Change Education Page 47 47 official textbooks and curricula. In the vocational training sector climate change was found to be largely absent.

Though education is not one of the key climate-sensitive sectors (OECD 2009), in small island countries that are highly dependent on natural resources, the education sector is likely to incur indirect impacts from climate change. If for example extreme weather events destroy harvests and the affected population suffers from food shortages, dropout rates from schools might increase. Or school infrastructure might be damaged. The education sector in PIC is usually part of the national committees on climate change. Climate change policies designed at national levels have to be translated into sector policies, planning and budgets and the focal points within the Ministries of Education have to report back to the national climate change committee about their activities and achievements. So far it has not been considered to mainstream climate change into existing education policy frameworks, strategies and planning processes.

In this context the Government of the Federal Republic of Germany through the Climate Change Education within the context of Ministry for Economic Cooperation and CCCPIR is defined as the transformative Development (BMZ) has extended its deliverance of knowledge on global causes and commitment under the SPC/GIZ regional local effects of CC and local/regional options for program ‘Coping with Climate Change in adaptation and mitigation - based on global and the Pacific Island Region (CCCPIR)’ by a regional research results and practical adaptation component on education and climate and mitigation experiences in various programmes change. This supports the Pacific Islands and sectors, such as agriculture, fisheries, forestry, Framework for Action on Climate Change tourism and energy and in local contexts (PIFACC) principle 4 on Education, (knowledge transfer; to be discussed and finally training, and awareness and shall increase defined by PIC, see also UNESCO Climate the adaptation capacity of significant parts of the population through the spread of Change Education for Sustainable Development: applicable adaptation knowledge. The http://unesdoc.unesco.org/images/0019/001901/19 threats to ecosystems caused by climate 0101E.pdf). change are also acknowledged under the crosscutting theme 5 ‘Education for sustainable development’ in the Pacific Education Development Framework (PEDF) from 2009. The anticipated programme component will therefore support the implementation of the PIFACC and the PEDF – and accordingly the Pacific Education for Sustainable Development Framework (PESDF) from 2006.

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Component 6 Climate Change and Education Objective Capacities of education ministries, training institutions, schools and teachers are strengthened to develop and deliver education on climate change adaptation and mitigation in Fiji, Kiribati, Samoa, Tonga and Vanuatu. Indicators of component 6 Indicator 1: By 2015 test results in social science (grade x), geography (grade x), agriculture (grade x) and economics (grade x) prove, that X% of secondary students have achieved learning outcomes in climate change (source: national assessment results or specifically designed test; baseline to be defined until mid 2012). Indicator 2: In 2015 75% of all trained primary teacher students conduct one teaching unit or lesson hour on climate change during teaching practice (source: curricula of pre-service primary teacher training; survey) Indicator 3: XX TVET institutions in three countries provide training modules on agriculture, fisheries and forestry with subject-specific climate change content (focus on adaptation) according to the national qualification framework (source: national qualification frameworks, training course syllabus and reports).

(Objective and indicators are set and agreed upon between SPC, GIZ and BMZ, reporting towards BMZ has to be done on this basis. However, this does not exclude the development of or alignment to other indicators)5

It is acknowledged that Climate Change Education is of utmost importance and relevance to all PIC. However, due to limited funding, the broad thematic scope and wide regional coverage of CCCPIR it was agreed to implement component 6 on Climate Change Education in five pilot countries only. Nevertheless, all outputs (like e.g. teaching resources, assessment approaches, modules for teacher education) and lessons learnt will be made available for all PICs. All interested development partners are invited to share expertise, join forces and push forward the issue of Climate Change Education.

Preliminary results chain/ strategic framework6

Education ministries and regional as well as national training institutions for primary and secondary teachers and vocational training will be advised on the integration of climate change into policies, strategies, curricula and assessment standards, taking the activities on Education for Sustainable Development into account. These institutions will be supported to develop and offer corresponding trainings and supporting material (inter alia local, gender differentiated impacts of climate change and specific adaptation knowledge. Experiences from various programmes on Climate Change will be utilized). USP will be supported to play a central role in the training of trainers for the national institutions. Policies and guidelines for vocational training will be complemented with climate change aspects focussing on subject specific adaptation knowledge (outputs). Education ministries take climate change into account for their policies and strategies and ensure in cooperation with the training institutions that climate change is integrated into assessment standards, curricula and syllabi. Vocational training institutions supplement their training modules with expert adaptation knowledge. Teachers use their new methods, knowledge and training material on climate change (use of outputs). This leads to the

5 Science might be included in indicator 1 6 to be discussed and developed with relevant stakeholders at the planning workshop in September 2011

PHES August 2011: Climate Change Education Page 49 49 following direct result: Capacities of education ministries, training institutions, schools and teachers in Fiji, Kiribati, Samoa, Tonga and Vanuatu are strengthened to plan and deliver education on climate change adaptation and mitigation.

Recommended areas of intervention3

Policy level: On the policy level the integration of climate change into regional and national education strategies and curricula can be supported. Major curriculum development exercises are currently carried out and provide a good entry point to sharpen the topic of climate change adaptation (linkage to component 2 on mainstreaming CC).

Primary schools: The pre-service training for primary teachers can be supported to equip the teachers with the skills to educate the learners on the causes of global warming and especially how responses can be developed. A feedback mechanism to incorporate local knowledge and lessons from community adaptation projects shall provide examples and link global warming to local livelihoods. The development of relevant teaching material in the taught language can be supported. Through the regional approach an exchange of teaching practices between the countries would provide the teaching institutions with access to best practices and tested approaches.

Secondary Schools: For the secondary teachers an in-service training on teaching climate change adaptation is proposed. The institutions carrying out in-service training could be supported in this (universities and colleges, curriculum specialists). The support could include the development of teaching units and lesson plans. It is envisaged to revise the prescriptions of assessments for year 13 to include adaptation to climate change in selected subjects (through SPC-SPBEA).

Technical and vocational training and education: The national quality assurance authorities for TVET training in the countries could be supported to integrate climate change into their national qualification frameworks. Trainings for training providers in the countries enable the integration of climate change knowledge into relevant technical trainings. Links to SPC’s TVET programme and the SPC/SPBEAs Pacific qualification register will be elaborated in the planning process. Schools in action: Extra-curricular activities could be supported at school level. This can encompass actions like drama on climate effects, field trips, competitions and actions in and around the schools to improve their ‘climate readiness’.

Implementation

The Climate Change component supports mainly education institutions (ministries of education, ministries of youth and employment, teacher training institutions, schools and providers of vocational training).

SPC is the main implementation partner on regional level of the overall programme CCCPIR. Within SPC the SPBEA and CETC are the two functions charged with an educational mandate. The Climate Change component will be implemented in partnership with USP and SPREP.

CCCPIR generally welcomes and appreciates exchange and cooperation with further partners and supports regional efforts for climate change education.

The regional and national plans of operations (activities, responsibilities, time frame, resources) will be developed together with relevant stakeholders at the regional planning workshop in the end of September 2011.

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ANNEX IV - EDUCATION FOR SUSTAINABLE DEVELOPMENT: INTEGRATING CLIMATE CHANGE INTO PACIFIC EDUCATIONAL FRAMEWORKS

An initiative under the Pacific Education for Sustainable Development Framework (endorsed by FEdMM September 2006)

Background

The United Nations adopted the Decade of Education for Sustainable Development (2005-2014) in 2004 and appointed UNESCO as the lead agency. Sustainable development is seeking to meet the needs of the present without compromising those of future generations. It is a vision of development that encompasses populations, animal and plant species, ecosystems, natural resources and that integrates concerns such as the fight against poverty, gender equality, human rights, education for all, health, human security, intercultural dialogue, etc. Education for Sustainable Development (ESD) aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. Due to its potential impacts in this broad spectrum, climate change is an area of key importance in the Pacific region.

The Pacific Ministers of Education adopted the Pacific Framework for Education for Sustainable Development in 2006, with the following goal: To empower Pacific peoples through all forms of locally relevant and culturally appropriate education and learning to make decisions and take actions to meet current and future social, cultural, environmental and economic needs and aspirations.

The Pacific Education Development Framework (PEDF) identifies ESD as one of several crosscutting themes. Priorities under Cross-cutting Theme 5 are: course material and sustainability content development in school and Technical & Vocational Education and Training (TVET) curriculum; incorporation of ESD principles in Pacific Regional Initiatives for the Delivery of basic Education (PRIDE) and Forum Education Ministers Meeting (FEdMM) mechanisms; and mainstreaming ESD approaches into teacher training programs. Support to educational initiatives on climate change and disaster risk reduction are key areas of sustainability content in education that will help to equip today’s students with the necessary knowledge and skills for sustainable futures in the face of the potential impacts of climate change.

In 2005 the Pacific Forum Islands Leaders7 endorsed the Pacific Islands Framework for Action on Climate Change 2006-2015 (PIFACC) with the goal of ensuring that Pacific Island peoples and communities build their capacities to be resilient to the risks and impacts of climate change. Raising awareness, along with other education and training activities, are of utmost importance to deliver the expected outcomes.

7 The Pacific Forum Island countries are the Cook Islands, the Federated States of Micronesia, the Fiji Islands, Kiribati, the Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, the Solomon Islands, Tonga, Tuvalu and Vanuatu

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The Pacific islands are highly vulnerable to the impacts of climate change due to their small isolated nature, food insecurity, and limited basic services. The majority of the Pacific’s populations live in coastal areas and therefore impacts such as sea level rise, increased storm surges and cyclones have direct and sometimes severe impacts on Pacific communities.

Changes that have already been experienced in the Pacific include an average temperature increase of 0.6° C, changes in rainfall patterns (some places drier and others wetter) and sea level rise of between 5 and 10 cm since 1990. The incidence of extreme weather events has also increased in some parts of the Pacific. Current predictions based on maintaining existing levels of greenhouse gas emissions indicate further increases in all of these impacts. Some of the key impacts likely to affect Pacific communities are reduced freshwater resources, increases in vector-borne diseases decreased agricultural yields, changes in ocean fish stocks, reduction in biodiversity and the increased occurrence of floods, droughts, and other extreme events. Pacific island nations are responding to these impacts through their National Adaptation Plans of Action (NAPAs) focused mainly on assisting Pacific communities to respond to the changes that are happening. Developing an understanding about climate change in the community is essential to achieving these adaptation targets. Climate change education is supported by the PIFACC, especially principle 4 on ‘Education, Training and Awareness’ to “ensure Pacific island people build their capacity to be resilient to the risks and impacts of climate change”. There is also a strong regional consensus for the integration of climate change adaptation and disaster risk reduction work at all levels, including education. At the recent Pacific Platform for Disaster Risk Reduction (August 2011), a roadmap toward integration was developed. The strong links between the two make it practical to do this and therefore it is proposed that this should be the approach taken with regards to education in the Pacific.

Introducing Climate Change Education (CCE) through formal schooling, informal learning, and awareness activities can and should play active roles in stimulating the next generation to demand, generate, interpret, and apply information on current and future climate, and bolstering peoples’ abilities to cope with the challenges of global warming and build adaptive capacity. This has been stressed by article 6 of the United Nations Framework Convention on Climate Change and at the UNESCO World Conference on Education for Sustainable Development, Bonn, 2009. To ensure relevance and effective learning, the deliverance of knowledge on climate change should be oriented towards local contexts and experiences, and should prioritize traditional and indigenous knowledge of dealing with changes, as emphasized in the guiding principles of the Pacific Islands Climate Education Partnership (PCEP)8.

As several Pacific-based organisations and partners (see Annex A) are currently working on relevant CCE issues, this paper is a collaboration as a first step in the development of a more cohesive and strategic approach.

Why Climate Change Education and what has been happening to date? Climate change education is not necessarily new: much of the underlying scientific knowledge has long been part of school curricula across the Pacific. Similarly, awareness programs on climate change have been implemented in many places and with a wide variety of target groups from the media to women’s growers’ groups. Governments, regional agencies, development partners and civil society have all been active climate change educators for some time.

8 See Appendix A.

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A key difference with the introduction of future CCE programs will be that linkages will be built both among the various earth systems (energy, matter, life; economic, ecological) and between the scientific and applied knowledge underpinning climate change and relevant cultural, social, and economic consequences and responses. Pacific knowledge systems are rich in information about coping with environmental change, something that Pacific Islanders have been doing for hundreds of years. Adaptation may be about introducing new crops, migrating to a different island, or establishing new sources of drinking water. The integration of the various technical areas will assist with applied knowledge and increasing understanding, especially where that content builds on traditional and local knowledge and situations. In addition to content, building skills in policy makers, teachers and teacher trainers is critical. Policy makers need to understand how to manage their school infrastructure (climate-proofing), reduce greenhouse gas emissions, and provide and educational environment that will meet the nation’s capacity needs for the future. The quality of education is fundamentally linked to the ability of teachers. Providing adequate training and tools for teachers is therefore a key element to implementation. Children are the Pacific communities of the future who are going to have to directly deal with the effects of climate change. They are also the decision-makers, practitioners and teachers of the future. Building understanding in this group through education programs will have benefits for assisting Pacific communities to live fulfilling, sustainable and just lives. For the decision makers of the present, enhancing non-formal education programs through media, networking, and partnerships is also important. Increased "climate literacy" among all actors will benefit communities, governments, research institutions, and everyone living in the changing environment of the Pacific. Further, in the non-formal education sector, various groups are presenting climate change differently to community groups, sometimes with conflicting information. There is a gap between existing climate change knowledge, community climate change education and implementation of climate change projects in the Pacific. Further, with climate change financing coming in the form of programmes/projects with a capacity building or educational component from various sources, how will these interventions support a strategic approach? Some ministries of Education in the region have long included segments on much of the underlying knowledge necessary to understand causes and effects of climate change, adaptation and mitigation. Key areas include units on weather, climate, water cycles, the atmosphere, biodiversity and aspects of chemistry and physics. Some countries have developed this further by the introduction of specific educational programs on climate or with aspects relevant to climate change such as SEREAD (Samoa) and Sandwatch (Cook Islands). Other government ministries are also actively involved in CCE, either through a technical advisory role to their Ministries of Education, or through their own awareness programs. These include ministries responsible for natural resources, environment, agriculture, fisheries, forestry, health, and youth. Universities in the region have also sought to develop and strengthen the fundamental science necessary for understating climate change as well as mainstreaming of aspects of climate change into a range of other subject areas. This has resulted in some climate change courses and programs such as the University of the South Pacific’s Post Graduate Diploma in Climate Change, Master of Science in Climate Change (MSc CC), and Doctor of Philosophy (PhD) in Climate Change programs. Regional and international agencies have played a supporting role in some of these projects through funding, technical advice and resource materials. The key agencies involved to date have been Pacific Association of Technical and Vocational and Training (PATVET), PCEP, the Secretariat of the Pacific Community (SPC) through their partnership with GIZ (German

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Department for International Cooperation), the Secretariat of the Pacific Environment Programme (SPREP), the United Nations Educational Scientific & Cultural Organization (UNESCO) and the University of the South Pacific (USP) (see Annexes A and B). In addition there is a significant body of knowledge generated over the last few years relating to our understanding of climate change in the Pacific, and practical adaptation and mitigation actions. There is a significant amount of regionally relevant information available via the internet and through outreach programs by agencies working on climate change. The inclusion of this knowledge into regional and national education systems would be of value. Civil society efforts are more dispersed and conducted by a large number of other global, regional, and local NGOs. The types of NGOs range considerably from those with environmental concerns, educational concerns or business concerns, and others such as media groups and the Pacific Conference of Churches. There are even groups with dedicated web portals such as www.climatechangeeducation.org based in California. See Annex B for a table highlighting existing and planned areas of work.

Developing a strategic and collaborative approach to Climate Change Education As many of the current CCE initiatives have been developed separately, the need to collaborate and coordinate the activities has been identified; for example UNESCO and PCEP have independently inaugurated quite parallel endeavours for systemic, comprehensive climate change education in the South and North Pacific regions respectively. Also, initiatives for climate change under the umbrella of PIFACC and for education for sustainable development under PESDF can benefit from enhanced coordination and ensure synergies for the countries. This can be achieved through establishing a more strategic approach of shared goals, objectives, and coordination among contributing activities. In addition, the active participation and support of Ministries of Education and Ministries in charge of climate change are critical to achievement of the goals and all activities, and are implicit in all of the points outlined below. The overall goal of establishing a climate change education initiative in the Pacific is to increase levels of knowledge on the causes and local impacts of climate change, international as well as regional efforts to deal with climate change, and to build capacity for local adaptation and mitigation measures in Pacific Island Countries. The specific objectives of this initiative are to: 1. ensure that relevant aspects of climate change are included in formal and non-formal education in Pacific island countries at all levels 2. enhance opportunities to increase knowledge and understanding of climate change in a coordinated manner through the non-formal sector 3. build service providers’ capacities to deliver accurate information, integrate local content, and promote critical thinking about climate change 4. increase individual capacity to take action on mitigation and adaptation

Priority Areas Baseline 1. Establish current levels of climate change knowledge, beliefs and teaching practice amongst curriculum developers, principals and teachers 2. Establish current level of content on climate change and related topics in curricula

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3. Establish current availability of accurate, localised educational resource materials related to climate change Policy 1. Develop a school sustainability model handbook for mitigation and adaptation at country level 2. Develop national non-formal education policies and/or implementation strategies to include climate change into existing and proposed non-formal education activities 3. Mainstream relevant climate change considerations into education sector policies, strategies and legislation and strengthen education ministries’ engagement with national climate change coordinating committees in each country Curriculum 1. Develop a framework of key messages and learning content for all age groups, to provide Pacific students with a good knowledge and understanding of climate change 2. Adapt the generic framework by linking it directly to national curricula and develop supplementary materials where gaps are identified 3. Review content relevant to climate change in courses of various sectors such as agriculture, fisheries, energy and forestry 4. Develop curricula in areas where gaps have been identified 5. Develop a climate change training module and/or integrate climate change into existing modules for Community Employment & Training Centre (Women’s Community Development Workers’ course at SPC) 6. Develop and enhance specialised courses on climate change-related topics for university students 7. Develop country-specific community-based toolkits for engaging communities in relation to disaster management and climate change adaptation activities Assessment of Learning 1. Develop assessment standards and tools for measuring understanding of climate change in secondary school students in selected subjects Teacher training 1. Develop a pre-service module on integrating climate change for primary school teachers 2. Develop a series of pre-service modules on climate change or integrate climate change content into existing modules for secondary school teachers aligned to relevant subject areas 3. Integrate ESD and climate change within in-service training programs for primary school teachers 4. Integrate ESD and climate change within in-service training programs for secondary school teachers Educational resources 1. Develop and disseminate widely story books / readers with relevant content for all age groups 2.Collect, develop, adapt and introduce educational resources with local content relevant to climate change and the Pacific for use in primary and secondary schools 3. Collect, develop, adapt and introduce training materials for Technical and Vocational Education and Training (TVET) and Non-Formal Education (NFE) such as the Adapting to a Changing Climate materials recently published by the Micronesian Conservation Trust and others 4. Collect, develop, adapt and introduce educational resources with local content relevant to climate change and the Pacific for use in universities targeted at teacher students and all other relevant areas of tertiary education Monitoring & Evaluation

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1. Review climate change knowledge, beliefs and practice in curriculum developers, principals, teachers and communities on a periodic basis 2. Collect and analyse educational results of secondary students in relation to understanding of climate change 3. Survey teaching practice for use of climate change materials, coverage of topics and effectiveness of teaching strategies 4. Develop a methodology to measure adaptive capacity in the Pacific context

Draft Recommendations It is recommended that the PHES: 1. endorses the formation of a working group including national stakeholders (Ministries of Education, Ministries, agencies and committees in charge of climate change coordination, Teacher Training Colleges, NGOs) to develop the framework to be ready for endorsement by the next Ministers of Education Meeting and Pacific Climate Change Roundtable;

2. endorses the draft goal and objectives as the basis for developing the framework and priority areas;

3. agrees to the presentation of the draft Pacific Climate Change Education Framework at the UNESCO Small Islands States Climate Change Education Conference in the Bahamas, 20-22 September 2011; and

4. agrees to the presentation of the draft Pacific Climate Change Education Initiative at the CCCPIR regional planning workshop on Climate Change Education with representatives of regional organisations and of Kiribati, Fiji, Samoa, Tonga and Vanuatu in Nadi, Fiji, 27-29 September 2011.

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Annex IV-A: Some climate change education initiatives in the Pacific

Pacific Association of Technical and Vocational Education and Training’s (PATVET) mission is to be the principal interactive forum for the TVET sector to discuss and debate issues of concern to the sector, as well as advocate on behalf of TVET in the wider education and development sectors. The Association’s goal is to be a united voice to advocate, influence, promote, lead and set standards for TVET in the Pacific. Two of its objectives are to influence TVET policy formulation and resource mobilization and promote measures to secure life skills and sustainable livelihoods in the Pacific. PATVET works to promote cooperation and support through the exchange of knowledge and the dissemination of information.

Contact; Isimeli Nalomaca, Coordinator (Interim); Mail: PATVET, c/o SPC, Private Mail Bag, Suva, Fiji. Phone: (+679) 3391 033 ext 35586, Direct Line: (+679) 3349586, Fax: (+679) 3397 730, Email: [email protected]

Pacific Islands Climate Education Partnership (PCEP) is a collaborative network of Pacific Island communities and friends responding to the impacts of climate change in the Pacific Island region. Through collective impact with partners, and guided by the principles of honor and respect for the people of the Pacific, the traditional Pacific Island cultural values of identification with and respect for the natural environment, and the empirical and Indigenous knowledge of Pacific Islanders, PCEP strives for the following outcomes: (a) A network that will collaborate and coordinate across local community organizations, school districts, state and federal government entities, and academic disciplines (b) A general, multidisciplinary K-14 climate change science education framework (c) Processes to facilitate the adaptation of existing curriculum resources to the region’s climates and cultures (d) A comprehensive, web-based information platform that enables the development and implementation of the PCEP climate change education strategic plan for the USAPI; see: http://pcep.dsp.wested.org/

Contacts: Art Sussman, Senior Project Director, WestEd, Co-PI Pacific Islands Climate Education Partnership; [email protected] 415.531.3110 Ethan Allen, STEM Director, PREL, [email protected] 808-441-1392

The Secretariat of the Pacific Community (SPC)/GIZ programme Coping with Climate Change in the Pacific Island Region (CCCPIR) has a new component on Climate Change Education aiming at strengthening capacities of education ministries (including ministries in charge of technical and vocational education & training TVET), training institutions, schools and teachers to develop and deliver education on climate change adaptation and mitigation in Fiji, Kiribati, Samoa, Tonga and Vanuatu. This supports the overall objective of CCCPIR to strengthen the capacities of Pacific member countries and regional organisations to cope with the impacts of climate change (project brief see http://www.spc.int/lrd/index.php?option=com_docman&task=cat_view&gid=210&Itemid=48). Areas of support in education will be defined at a regional workshop in the end of September 2011. The Climate Change Education Component will be implemented by SPC/GIZ in partnership with SPREP and USP.

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Contacts: Hanna Sabass, CCCPIR-Adviser on Climate Change and Education, Tel.: (679) 3305 983, Email: [email protected] ; and Mr Brian Dawson, SPC Senior Climate Change Adviser, Tel: (687) 26 01 31, Email: [email protected].

Secretariat of the Pacific Environment Programme (SPREP) is producing children’s readers on climate change – Building on successes of earlier story books (“Jo and Ju Save the Mangroves”, “Where has all the Rubbish Gone?”), SPREP is currently developing illustrated readers targeting early primary school children. The aim of the readers is to provide material that does not need to be part of national curriculum or assessment processes and can be used as either supplementary material in the classroom or outside. http://www.sprep.org/publication/pub_detail.asp?id=361 Climate Change and Sea Level Rise: curriculum modules for Pacific Schools– published 1997. These 2-part modules provide comprehensive information and activities for science and social science teachers and serve as useful supplementary resource material for upper high school. http://www.sprep.org/publication/pub_detail.asp?id=361 Factsheets on Climate Change (SPREP) – a series of factsheets providing information for the non-scientific audience on climate change, its impacts and potential solutions. http://www.sprep.org/climate_change/PYCC/factsheets.htm Contact: Seema Deo ([email protected])

The United Nations Educational, Scientific and Cultural Organization (UNESCO) Apia Office has a range of formal and non-formal education programs relevant to Education for Sustainable Development including CCE. In particular UNESCO is supporting the development of national ESD plans within which countries may include CCE and/or DRM. In conjunction with the national ESD planning, UNESCO has supported analysis of current curricula, with climate change specifically identified in some countries. With Waikato University and the Ministry of Education in Kiribati, a draft curriculum framework for climate change is being developed. The framework identifies the key knowledge and skills necessary for a holistic education on climate, climate change, adaptation and mitigation at age appropriate levels and including locally relevant content. The Framework is intended for use in developing themes relevant to climate change across all curriculum areas. The Natural Sciences sector of UNESCO has commissioned the development of a Community Based Disaster Risk Reduction and Climate Change Adaptation toolkit for Samoa. The objective is to develop a facilitator’s guide for community based service providers including government, NGOs and international organizations for the implementation of community based DRM and CCA interventions. The toolkit will be developed through the direction of the Samoan government and through consultations with the existing organizations that provide DRM and CCA services to the villages in Samoa. This toolkit is scheduled for completion by the end of 2011. Through the Sandwatch programme seeks to modify the lifestyle and habits of children, youth and adults on a community-wide basis and to develop awareness of the fragile nature of the marine and coastal environment and the need to use it wisely in the face of climate change. A video on traditional knowledge of cyclones in the Cook Islands and a student project on traditional knowledge of disasters in Fiji are currently being developed. Contacts: Sue Vize Program Adviser UNESCO Apia Ph: (685) 24276; Email: [email protected]

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Kevin Petrini Program Adviser UNESCO Apia Ph: (685) 24276; Email: [email protected]

University of the South Pacific (USP), through the Pacific Centre for Environment and Sustainable Development (PACE_SD) offers Post Graduate Diploma in Climate Change, Master of Science in Climate Change (MSc CC), and Doctor of Philosophy (PhD) in Climate Change programmes. The post-Graduate Diploma in climate change includes four courses; EV414 (Climate Change, Impacts and Vulnerability), EV415 (Climate Science) are core courses, other courses such as BI442 (Biodiversity and Conservation), EC415 (Environmental and Natural Resources Economics), EV424 (Disaster Risk management), EV425 (Environmental Impact Assessment / Strategic Environmental Assessment), GE409 (Environmental Changes in the Pacific) and PH407 (Wind Power: Theory and Applications) are among the optional courses under the programme.

USP regularly organises non-formal training and capacity building on issues related to climate change. For example, a summer course on Human Rights and Climate Change will take place at USP in September 2011.

USP has also prepared a set of factsheets on climate change and related issues in the Pacific Island Countries. These factsheets will be distributed in the Pacific island Countries via the In- Country Coordinators of the EU-GCCA project. These factsheets, at present in English, will also be translated into vernacular language for a better access by Pacific Islanders. Contact: Prof Murari Lal, Director PACE-SD Email: [email protected] Aliti Koroi, Project Assistant ESD Email [email protected])

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Annex IV-B: Current and planned CCE initiatives in the Pacific (draft) Baseline Policy Curriculum Assessment Teacher Educational M&E Training Resources Early PCEP SPREP Childhood UNESCO Education Primary UNESCO UNESCO CCCPIR national TTCs UNESCO UNESCO CCCPIR CCCPIR SPC-SPBEA CCCPIR CCCPIR SPC-SPBEA PIFS? PCEP PCEP Nat TTCs PCEP CCCPIR Secondary CCCPIR UNESCO UNESCO CCCPIR USP, national UNESCO UNESCO SPC-SPBEA CCCPIR CCCPIR SPC-SPBEA TTCs USP PCEP CCCPIR SPREP CCCPIR PCEP PCEP USP CCCPIR Nat TTCs Tertiary PCEP USP, NUS, USP, NUS, USP, NUS, USP, NUS, USP, NUS, UPNG, UPNG, UPNG, UPNG, UPNG, FNU, UniTech, UniTech, UniTech, UniTech, UniTech FNU FNU FNU FNU CCCPIR CCCPIR PCEP PCEP TVET PCEP CCCPIR CCCPIR (with VTCs CCCPIR CCCPIR SPC-CETC SPC-CETC) CCCPIR PCEP PAT-VET PAT-VET PAT-VET PCEP VTCs

NFE UNESCO PCEP SPREP SPREP PCEP PCEP UNESCO

Note: There some gaps in the table as we have not had responses from all organisations.

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Some Resources Adapting to a Changing Climate materials recently published by the Micronesian Conservation Trust and others (http://www.cakex.org/sites/default/files/SMALL%20Booklet%20FINAL.pdf). Marshall Islands Climate Change Portal http://unfccc.int/resource/ccsites/marshall/index.html Tuvalu Climate Change SOS http://media.adelaidenow.com.au/multimedia/2008/10/tuvalu/tuvalu-perthnow.html UNESCO Climate Change education Clearing House http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate- change-education/ Pacific Adaptation to Climate Change Project http://www.sprep.org/climate_change/PACC/index.asp

Further resources added later by CCCPIR:

Pacific Islands Climate Education Partnership (PCEP) educates students and citizens across the Pacific about the urgency of climate change impacts in ways that exemplify modern science and honor indigenous cultures and environmental knowledge. http://pcep.dsp.wested.org/ Climate4classrooms is a website supporting the teaching and learning of climate change in different languages using recognized scientific research. http://uk.climate4classrooms.org/teaching-resources SEREAD is an educational program and resource that provides regionally relevant and focused ocean science that is built upon Argo data in a format that fits directly into existing curricula of Pacific Island schools. http://www.argo.ucsd.edu/SEREAD.html Unite for Climate is an entry point into the world of youth action on climate change. http://uniteforclimate.org/ Sandwatch provides a framework for school children and local communities to work together to critically evaluate the problems facing their beach environments and develop sustainable management solutions. http://www.sandwatch.ca/

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V. Applying a Children’s lens – three scenarios

Primary You are a 9 year old boy attending primary school. You walk 3km to school each day with others from your village. You have to cross a river on your way and if it is a hot day you sometimes stop to have a swim with your friends after school. You have one younger sister and one older brother and at the weekends you often go with your brother to set traps for crabs in the mangroves. Your mum works at the local nursing station assisting the nurses and your dad is a fisherman. When he catches more than the family needs he sells his fish at the market. This helps to cover your school fees. When you leave school you want to be a boat captain.

Secondary You are a 15 year old girl attending secondary school. There is no secondary school in your village, so you have moved to your uncle and aunt’s house in a town on the main island. You are the youngest of 5 children. One brother still lives in the village with your parents and helps to look after the crop plantations. Your other brothers and sisters are all working on the main island or overseas. Every three months you return home during the school holidays. You take a bus, a boat and then walk 5km. Your mum works for a small virgin coconut oil company. Your dad is a wood carver and you take handicrafts back to town which are sold to tourists by your uncle. Your aunt works for the ministry of environment and is not at home much because she has to attend many conferences and workshops. After finishing school you want to study to become a doctor.

TVET You are a 24 year old woman studying at agricultural college. Before starting the course you were working with the youth group in your community to start a small agricultural enterprise making jams which were sold to a shop in town. You grew up helping your parents with farming and fishing and are now keen to learn about modern practices too. Because of your academic achievement there is a certain respect for your opinion in the community. When you finish college you want to start your own business or apply for work at the Ministry of Agriculture.

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