Citation: Bangay, C. and Blum, N. (2010) Education Responses to Climate Change and Quality: Two
Parts of the Same Agenda? International Journal of Educational Development 30(4): 335-450.
Clearly there will be significant challenges to incorporating both these areas of knowledge
and skills, and to implementing the educational approach outlined, and these will vary greatly
depending on the level of education, as well as the local and national contexts being
addressed. In primary education, for instance, a core concern is when to introduce the issue
of climate change. This decision is important in order not to frighten children and young
people, but to empower them to understand and critically engage with climate/
environmental change.
In secondary education, there are often existing tensions between a centralised curriculum
and the need to promote locally-based and locally-appropriate knowledge, as well as
problems associated with the already overloaded nature of curricula. Identification of the
most appropriate issues and areas of knowledge will require cooperation between local,
national and international actors. Educators at all levels will also need support and training to
deliver quality education about complex, climate-related topics in ways which are both
relevant to local environmental, social and political contexts, and which meet wider
educational targets (e.g. literacy, numeracy, employability).
The chronic shortage of scientific knowledge and expertise around climate change and its
impacts in many developing countries is also a key concern for educators and policy-makers
at both secondary and tertiary levels. As an OECD study reported in the 2009 EFA Global
Monitoring Report stated:
„The PISA 2006 assessment of scientific literacy among 15-year-old students offers
some important lessons... Strong performance in science and awareness of global
environmental problems tend to go hand in hand, and both are associated with a
sense of responsibility supporting sustainable environmental management.
Conversely, weak performance in science is associated with lower awareness of
environmental problems. Failure in scientific education will mean less widespread -
and less informed - public debate on issues such as climate change and wider
environmental problems.’ (UNESCO 2008: 37)
There are, however, already some opportunities for exchange and support between
institutions across the globe which could assist with skills and technological transfer and
capacity development. Examples include initiatives such as DFID’s DELPHE programme for
higher education (British Council 2008) and UNEP’s Mainstreaming Environment and
Sustainability in African Universities project (see Gough and Scott 2007), as well as the long-
term efforts in international professional exchange and skill share by NGOs such as
Voluntary Service Overseas (VSO).
7. Conclusions
In a recent speech given to graduating university students Professor Lord Nicholas Stern,
adviser to the UK Government on the Economics of Climate Change and Development from
2005-2007, stated: „We have to recognise two challenges of this century - overcoming world
poverty and managing climate change, and we stand or fall on these two things’ (Stern
2009). It is the contention of this paper that climate change will significantly impact upon
education provision and that education in its broadest sense has a critical role to play in
response. Education has a proven record in improving child and maternal health while
reducing fertility, and it supports environments of innovation and capacity building associated
with technological transfer. As Stern noted in his earlier report:
„Fostering a shared understanding of the nature of climate change, and its
consequences is critical in shaping behaviour, as well as in underpinning national
and international action. Educating those currently at school about climate change
will help shape and sustain future policy making, and a broad public and international
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