By ANNIE ZULU
“I don’t know exactly what climate change is, but I
have heard about it a couple of times on television and radio, says 10-year-old
Rachael Mulenga while shyly playing with her fingers.
Rachael, who is in her fifth grade at a public
primary school in Lusaka’s Kabanana Compound told this reporter that she only
learnt about the water cycle and tree planting, but has not been taught
anything about climate change at school.
Although she has witnessed the impacts of climate
change such as floods, she has no Idea what really causes them.
“When I visited my grandparents in Eastern Province
two years ago during the rainy season, I saw water flow which damaged all the
crop in my grandparents field and other people’s. I was so terrified because I
have never seen anything like that before, my grandparents looked worried and
my holiday was cut shot, I had to come
back to my parent in Lusaka,” she said.
For 12-year-old Dalitso Banda who goes to a private
school in Lusaka´s six miles area and in
grade six, the word climate change is new to him as he appeared blank when
asked about it.
Dalitso has never heard of the term before, but just like Rachael he had
learnt some basics of the environment at school.
He believes that droughts are as a results of God’s
anger toward human beings for sinning.
“I have heard people say God stops the rains when
people do bad things and I think its true. If we could all do good things and
please God, then we will have enough rains,” Dalitso said.
These two stories shows how a lot children in Zambia
lack awareness on climate change despite being far more vulnerable to
climate-related disasters and associated health risks than any other social
group.
The
climate education situation
A report by the International Union for Conservation of Nature (IUCN) indicate that, the subject of climate change is relatively new in Zambia, and consequently people especially children have a limited or no understanding of it, that is, they are aware of the localised effects of climate change, but cannot associate them with it.
A Climate Change Researcher Mathews Sichone stated
that climate change is not directly captured in Zambia's school curriculum.
“It is just cryptically integrated in the various
environmental themes and issues under the integrated science section of the
curriculum,” he said.
The
impact of climate change on children
According to the United Nations Children's Fund
(UNICEF), approximately 1 billion children are at an 'extremely high risk' of
the impacts of the climate crisis.
In Zambia just like many parts of the world, people
are facing multiple climate-related impacts such as severe drought and
flooding, air pollution and water scarcity, leaving children vulnerable to malnutrition and
disease. The crisis also threatens their education, development, survival and
future.
Climate Change Activist Taonga Phiri observed that
when flood hits in Zambia, many children especially girls are often forced to
drop out of school and work more than they are supposed to.
“There is a general culture in Zambia that girls
have to help with house chores and in some rural areas they are expected to
work for more than 12 hours in the field. With the added issues caused by
flooding, families are forced to work in the field even harder to make up for
the losses and all of this results in labour that cuts down on girls’ study and
school time.”
“In urban areas, flooding sometimes lead to the
closure of schools. The destruction caused by these natural disasters also
leads to unemployment, which eventually pushes families into poverty and leaves
children malnourished,” Ms Phiri said.
Importance
of climate education to children
Child climate education is one of the major keys to
solving the climate crisis because children are the future.
National Action for Quality Education in Zambia
(NAQEZ) Executive Director Aaron Chansa shared the same opinion with Mr Sichone
that children in Zambia do not learn about climate change at school apart from
just learning about the basics of environmental protection.
Mr Chansa said many children in the country finish
high school without any formal education about the crisis that was already
harming their communities and fundamentally reshaping life on earth.
“Schools just teach about recycling and the importance of planting trees, they don’t relate it to our day-to day-lives. There was no real importance placed on the subject.”
“Some children only learn what they know about
climate change from the news, not their teachers. That’s part of the problem,
they’re not learning much about this in school,” he said.
He has since called on Government to introduce a
climate change curriculum from primary school all the way to secondary school,
stressing that children are never too young to learn about it as it affects
them too.
“Climate change should be a part of the curriculum
being taught in schools and should be made relevant to the daily life of
children. They should be give the tools to understand the effects of a changing
climate so that they can take well-informed and effective action in the
future,” he said.
Mr Chansa further said incorporating climate
education into school curriculum was key to ensuring children in Zambia grow up
understanding the importance of conservation.
“Their minds are still in the process of learning,
receiving and accepting what they hear. Creating change in the classroom begins
with Government action on climate change and climate education. The schools can
only follow what the leaders have put in place,” he said.
From
a teacher’s perspective
Teachers are often the first and best sources of
trusted information for children.
Ginandra
Shangozhi, a primary school teacher at Cevrus International School in
Lusaka is of the view that it is the responsibility of teachers to prepare
pupils for a future shaped by climate change.
According to her, the impacts of climate change were
becoming more visible and that children were not spared, hence the need to
educate them about it.
She said children were very curious about climate
change and interested in learning about it.
Ms Shangozhi is however limited on how far she can
go in talking about climate change with her students, as it was not in the
curriculum.
“I always try and blend it in environmental topics
and talk about it in simple terms to pupils, but I can not go into detail
because its not part of the curriculum.
If only we could have, it would be much easier,” she said.
She also said trainings and sensitization on climate change for teachers were needed as many teachers had little knowledge about the topic.
“This would do along way in ensuring teachers have clear understanding of climate change as they pass on knowledge to children,” she said.
Government’s response
Successful climate education for children is dependant on curriculum review and the integration of climate change into the educational system.
The Ministry of Education is responsible for
determining the policies and direction of the educational system in Zambia. It
is also in charge of distributing learning resources, capacity building and
curriculum decision making.
When contacted for a comment on the climate
education situation and climate change
programs (if any), Ministry of Education Permanent Secretary for Technical
Service Joe Kamoko told this reporter that he could not comment at that
particular time because he did not have details and needed to consult first.
Mr Kamoko however, advised this reporter to call the
following day around 2pm as he would have consulted by then.
But when this reporter called as advised, the
Permanent Secretary said still had no details.
This response is a clear indicator that child
climate education is not given the attention it deserves in Zambia.
The urgency and significance of teaching children
about what climate change is, how it affects them and adapt to it can never be
overemphasised.
Educating them on climate change, practices that
lead to it and those that can lead away from it will benefit not just the
individual and community, but the entire nation, as children hold the future.
This
story was produced under the WAN-IFRA Women in News (WIN) Social Impact
Reporting Initiative (SIRI) Special Edition on Climate Change. Any views
expressed in this story are those of the author and do not represent the views
of WIN and its partners.
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