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.
debate will support today’s policy-makers in taking strong action now’ (Stern 2007:
xxi).
However, the pressing nature of climate change requires educational responses which go
beyond the simple provision of new curriculum content. Reflection is also needed regarding
the relative emphasis placed on educational access and schooling, as opposed to what is
actually learnt in classrooms and the degree to which learning equips and empowers people
to deal with rapid change. This will in turn require the development of sound pedagogical
approaches, curricula, and assessment strategies, as well as of conducive learning
environments both inside and outside of educational institutions. Moreover, there is a need
to move beyond the MDG focus on primary education to fully exploit the potential of the
secondary and tertiary sub-sectors. More attention also needs to be paid to informal
education programmes, which in some areas are the only available educational opportunities
and which may also be better placed to have immediate impact (cf. Bekalo and Bangay
2002; Blum and Diwan 2007).
We suggest that education of the kind described in this paper has significant potential to
both address climate change and to support wider goals for sustainable development - that
is, development which attends to the social, economic and environmental dimensions. By
focusing on support for education through not only the provision of curriculum content and
efforts to increase enrolment, but also approaches to pedagogy, curricula, assessment
frameworks and learning environments that support quality learning, we can encourage
learning that encompasses both particular areas of knowledge and skill as well as the
development of individual’s and communities’ capacity to deal with future uncertainty and
rapid environmental, economic and political change. As those facing the most imminent
impact of climate change have effectively expressed:
„Climate change in the context of sustainable development necessitates a holistic
approach conducive to a better quality of life within a long-term time frame, rather than
one aimed at short-term gains. Sustainable development strategies are multifaceted,
taking into consideration economic, social, cultural, environmental, participatory, and
political factors that affect human welfare. An optimal level of understanding of climate
change in PICT [Pacific Island Countries and Territories] communities can only be
fruitfully and effectively realised if the stakeholders are adequately educated to
understand the values underpinning sustainable development and to participate in
relevant and appropriate action on climate change.’ (Pacific Islands Framework for
Action on Climate Change 2006-2015: 11)
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International Journal of Educational Development 22(1), 35-46.
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