Climate Change Adaptation and Mitigation:

Schools’ Role

By:
Weldemariam Seifu (PhD)

Senior Consultant:
Natural Resource Management, Agronomy and
Horticulture

Addis Ababa, Ethiopia

February 14 - 15, 2025
Training Content
 Introduction to climate Change
 Definition and Basics of climate change

 Causes and consequence of climate change

Climate change mitigation and adaptation
Climate change education in Ethiopia
Schools’ role in climate change action
Main objectives of the training

 This training is designed to accomplish the following objectives:

 Augmenting awareness about climate change

 Recapping the main causes and consequences of climate change

 Exploring how schools can be part of climate change adaption/mitigation

 What will be the Role of Schools in Climate Action?

 How to integratee Climate Change into Curriculum?

 Exercise practical approaches of climate change coping strategies

 Introduction: Understanding Climate Change

 Define the following terminologies:

 what is climate

 what is weather
 what is climate variability
 what is climate change
 What is Weather?
 Definition: Weather refers to the short-term atmospheric conditions in
a specific place at a specific time, including temperature, precipitation,
cloud cover, wind, and humidity.
 Key Points:
 It can change rapidly, sometimes within minutes or hours.

 It is what we experience daily (e.g., sunny, rainy, or stormy days).

 Example: rainy afternoon or a sunny day

What is Climate?
 Definition: Climate refers to the long-term average of weather
conditions (such as temperature, precipitation, humidity, wind, and seasons)
in a specific region over a period of time, typically 30 years or more.
 Key Points:
• It describes the general patterns and trends in weather over decades.

• It is influenced by factors like latitude, altitude, ocean currents, and geography.

 Example: The climate of the Semera is hot and dry, while the climate of
the Jimma is mild and humid.
What is Climate Variability?
 Definition: Climate variability refers to natural variations in climate
over shorter time periods (months to decades) due to natural processes,
such as El Niño, La Niña, volcanic eruptions, or solar cycles.
 Key Points:
• It occurs within the context of a stable climate system.

• It does not imply long-term changes in climate patterns.

 Example: El Niño events cause temporary warming of the Pacific Ocean,

leading to unusual weather patterns like heavy rainfall in some regions and
droughts in others.
What is Climate Change?
 Definition: Climate change refers to a statistically significant variation and long-term
changes in the Earth's climate system, particularly a sustained shift in average weather
patterns over decades or longer.
 Key Points:
• May be due to natural internal processes or external forcing, or due to persistent anthropogenic changes
in the composition of the atmosphere or in land use .
• It is primarily driven by human activities, such as burning fossil fuels, deforestation, and industrial
processes, which increase greenhouse gas concentrations in the atmosphere.
• It leads to global warming, rising sea levels, melting ice caps, and more frequent extreme weather events.

 Example: The global average temperature has increased by about 1.1°C since the pre-
industrial era, leading to more intense heatwaves, storms, and shifts in ecosystems.
Summary of Differences …
Terms Definition Time Scale Key Characteristics

Changes frequently; what you

Short-term atmospheric conditions
Weather Minutes to days experience daily (e.g., a sunny
(e.g., temperature, rain, wind).
day or a thunderstorm).

Describes general trends (e.g., a

Long-term average of weather patterns
Climate 30+ years region’s dry season or monsoon
in a region over decades.
season).

Temporary changes within a

Natural fluctuations in climate over
Climate Variability Months to decades stable climate system (e.g.,
shorter periods (e.g., El Niño, La Niña).
unusual rainfall patterns).

Sustained changes (e.g., global

Long-term shifts in climate due to
Climate Change Decades to centuries warming, rising sea levels, more
human activities or natural factors.
extreme weather).
Summary of Differences …
 why studying climate is important:
Understand Environmental Changes:
Study how climate influences ecosystems, weather patterns, and natural resources.
Support Agriculture:
Improve crop planning and resilience to climate variability and change.
Conserve Biodiversity:
Protect species and habitats threatened by shifting climates.
Protect Human Health:
Understand how climate affects diseases, food security, and water availability.
Predict Future Trends:
Use climate data to forecast changes in temperature, rainfall, and extreme weather events.
 why studying climate is important: …
Promote Renewable Energy:
Optimize the use of solar, wind, and other renewable resources based on climate data.
Reduce Disaster Risks:
Prepare for and mitigate impacts of floods, droughts, and storms.
Address Global Warming:
Identify causes and impacts of climate change to develop mitigation strategies.
Guide Policy and Decision-Making:
Provide scientific evidence for climate action and sustainable development.
Foster Global Cooperation:
Address climate challenges through international collaboration and agreements.
 Climate vs Weather:
 Videos\Weather vs. Climate.mp4

 Nature is speaking:
 https://www.youtube.com/watch?v=WmVLcj-XKnM

Videos\Nature Is Speaking – Julia Roberts is Mother Nature _ Co

nservation International (CI).mp4

 what do you learn from these videos?

 What are the Primary Indicators of Climate Change?

 Discuss in Group (3 min)

 List the indicator

 Present your
discussion
What are the Primary Indicators of Climate
Change?
7 3
 What are the basics of climate
change?
 Understanding the basics of climate change is crucial for informed decision-making,
policy development, and individual actions aimed at mitigating its impacts and building
resilience to its effects.

 Here are the basics of climate change:

1. Greenhouse effects

2. Global warming

3. Climate change impacts

4. Causes of climate change

5. Climate change mitigation and adaptation

6. International cooperation
2. Causes and consequence of climate change

 Cause of climate Change

 Climate change is driven by a combination

of natural processes and human activities.

 The primary drivers of recent climate

change are human activities,
particularly:
 the burning of fossil fuels,
 deforestation, and
 industrial processes.
 Key Greenhouse Gases:
 Carbon Dioxide (CO₂): Released from burning
fossil fuels, deforestation, and industrial processes.
 Methane (CH₄): Emitted from agriculture
(livestock, rice paddies), landfills, and fossil fuel
extraction.
 Nitrous Oxide (N₂O): Released from fertilizers,
industrial processes, and burning fossil fuels.
 Fluorinated Gases: Synthetic gases used in
refrigeration and industrial applications.
 Other Greenhouse Gases
 Do you know the planetary boundaries concept?
 The planetary boundaries concept presents a set of nine
planetary boundaries within which humanity can continue to
develop and thrive for generations to come.

 The nine planetary boundaries identified are:

1. Climate change
2. Change in biosphere integrity (biodiversity loss and species
extinction)
3. Stratospheric ozone depletion
4. Ocean acidification
5. Biogeochemical flows (phosphorus and nitrogen cycles)
6. Land-system change (for example deforestation)
7. Freshwater use
8. Atmospheric aerosol loading (microscopic particles in the
atmosphere that affect climate and living organisms)
9. Introduction of novel entities
• Source: Stockholm Resilience Center

The evolution of the planetary boundaries framework

 Causes for rising GHGs emissions
 Burning of fossil fuels
 Deforestation
 Agriculture
 Industrial process
 Transportation (Vehicles)
 Fluorinated gases
 Land use changes
 Waste management
 Natural factors
 Volcanic eruption
 Solar radiation variability
 Circulation patterns
 Milankovitch cycles
 Why Earth’s Climate is Changing Faster Than
Ever?
 Earth’s climate is now changing faster than at any
point in the known history of the climate. Why?
 The rapid pace of current climate change is driven by
human activities across key sectors like energy, transport,
buildings, agriculture, and land use.

 These activities have significantly increased GHG

emissions, leading to accelerated global warming . How?
 How?
 Burning of Fossil Fuels:

• Combustion of coal, oil, and natural gas for energy

releases large amounts of carbon dioxide (CO₂) and

other greenhouse gasesthat act like a blanket wrapped

around the Earth, trapping the sun’s heat and raising

temperatures.

More blankets = more warmth

 Impact: CO₂ traps heat in the atmosphere, leading to

global warming.

• Example: Power plants, vehicles, and industrial

processes are major contributors.

 How? …
 Land use and Deforestation:

• Cutting down forests for agriculture, logging, and

urbanization reduces the number of trees that absorb
CO₂.

• Impact: Less CO₂ is removed from the atmosphere,

increasing its concentration.

• Example: Ethiopia’s pristine forest, a major carbon

sink, destroyed.
 How? …
Industrialization:
 Industrial activities release GHGs like
methane (CH₄) and nitrous oxide
(N₂O).
 Impact: These gases are more potent
than CO₂ in trapping heat. Why?
 Example: Agriculture, waste
management, and chemical production
are key sources.
 Comparison Table
Lifespan in
Greenhouse Gas GWP (100 years) Key Sources
Atmosphere

Fossil fuels,
Carbon Dioxide 1 Hundreds to deforestation,
(CO₂) thousands of years industrial processes.

Methane (CH₄) 28–36 ~12 years Agriculture, fossil fuel

leaks, landfills.

Fertilizers, industrial
Nitrous Oxide (N₂O) 265–298 ~114 years processes,
combustion.

GWP (Global Warming Potential) is a critical metric for understanding and addressing the impacts of
different greenhouse gases on global warming.
 How? …
• Population Growth and Consumption:

• A growing global population increases

demand for energy, food, and resources,
leading to higher GHG emissions.

• Impact: More emissions accelerate

climate change.

• Example: Increased meat consumption

raises methane emissions from livestock.
 How…?
Agricultural Sector:

 Agricultural practices emit methane (CH₄) from

livestock digestion and rice paddies, and nitrous
oxide (N₂O) from synthetic fertilizers and manure.
 Impact: Accounts for ~19% of global GHG
emissions.
 Example: Cattle farming, rice cultivation, and
fertilizer use.
 Energy, transport, buildings, agriculture and land use
are among the main sectors causing greenhouse
gases.
Summary Table of Key Sectors and Their Contributions:
Main GHGs % of Global GHG
Sector Key Activities
Emitted Emissions
Electricity, heat, and
Energy CO₂ ~73%
industrial processes
Road vehicles, aviation,
Transport CO₂ ~16%
shipping
Heating, cooling,
Buildings CO₂ ~17%
lighting, construction
Livestock, rice paddies,
Agriculture CH₄, N₂O ~19%
fertilizers
Land Use and Deforestation, land
CO₂ ~10%
Forestry conversion
Cement, steel, and
Industrial Processes CO₂, N₂O ~5%
chemical production
 Consequences of climate change

 Climate change affects all regions around the world.

 Consequences of Climate Change include:

 Rising global temperature

 Melting ice caps and glaciers

 Extreme weather events

 Changing ecosystem

 Food and water insecurity

 Health impact

 Economic consequences
 Effect of climate
change
 Effects of climate change on weather
 Higher average temperatures

 Longer lasting droughts

 More intense wildfires

 Stronger storms

 Effects of climate change on the environment

 Sea level rising

 Flooding

 Ocean warming

 Loss of oxygenation in ocean

 Increasing ocean acidification

 Effect of …
 Effects of climate change on agriculture
 Change in temperature, precipitation, and frost timing
 Change in Agricultural Productivity
 Impacts to Soil and Water Resources
 Health Challenges to Agricultural Workers and Livestock

 Effects of climate change on human health

 Rising Temperatures and Heatwaves
 Changing Disease Patterns
 Extreme Weather Events
 Food and Water Insecurity
 Mental Health Impacts

 Future effects of climate change

 Discover climate change pressure for Future??
 Overview of climate change in Ethiopia

 Discussion and reflection session – 10 min

 Mention some weather extreme events you know in Ethiopia

 Ethiopia’s contribution to the global GHG emission is

insignificant. But the country is highly vulnerable to the impacts of

climate change. Why?

 do we have any doable opportunities or actions?

Overview of climate change in Ethiopia
 Over the last decades, the temperature in Ethiopia increased at about 0.2 °C
per decade.

 The increase in minimum temperatures is more pronounced with roughly 0.4 °C

per decade.

 Precipitation, on the other hand, remained fairly stable over the last 50 years
when averaged over the country.
 However, the spatial and temporal variability of precipitation is high.
Cont…
 Globally, Ethiopia accounts for less than 0.1% of emissions, yet it is already
experiencing the adverse effects of climate change.

 More than 85% of emissions are due to agriculture and deforestation.

 In general, improving agricultural productivity, ensuring food security and gender

equality, and climate change adaptation are important policy concerns in the
country.

 The power, transport, industrial and building sectors contribute 3% each.

 investing on renewable alternative energy sources

Cont …

Climate change - cause Ethiopian drought

https://www.youtube.com/watch?v=5uZqNPSJpdY

The devastating impact of climate change in Ethiopia

https://www.youtube.com/watch?v=Zh9kc343etk
Cont …
The following summarizes the major weather extreme events in Ethiopia:
 Frequent and severe droughts (occurring once every other year) (Afar, Somali,
Borena, Tigray, Amhara, …)
 Erratic and uneven rainfall ( Somali, Afar, Tigray, Amhara, Oromia, South …)

 Shifts in the onset and cessation of the seasonal rainfalls, and shorter rainy days

 General water stress and scarcity (Afar, South Omo, Borena, Chiro)

 Increased heat waves and windy days (pastoral districts in Afar, South Omo and
Borena)
 Increased health risks (malaria, diarrhea, and malnutrition)

 Increased landslides and soil erosion

 Some key impacts of climate change in Ethiopia include:

 Droughts: Ethiopia has faced recurrent droughts in recent years, affecting food
production and leading to widespread hunger and malnutrition in parts of the
country.

 Flooding: Climate change has also caused more intense rainfall events, leading to
flooding in some regions of Ethiopia, causing displacement of communities and
destruction of infrastructure.

 Desertification: Climate change has exacerbated the process of desertification in

Ethiopia, leading to the degradation of arable land and loss of vegetation.

 Loss of biodiversity: Climate change has also affected the unique biodiversity of
Ethiopia, with species facing extinction due to changing habitats and temperatures.
 Soil erosion is defined as the physical processes which
cause land degradation, impacting negatively on soil
productivity. This reduction in soil productivity is caused
through a:
 loss of fertile topsoil and water holding capacity,

 reduction in rooting depth and

 removal of nutrients

 Strong winds also disturb dry soil causing soil erosion, an

issue in the drylands

 the soilspehere is a critical carbon sink, thus playing a

crucial role in mitigating carbon dioxide emissions and
global warming.
Natural Climate Solutions in Ethiopia
 Promotes sustainable forest, agricultural, and community land
management to address the causes of land use change.

 Promote sustainable livelihoods, and increase the effectiveness of

environmental policies.

 Protecting forests and other key ecosystems sustains livelihoods,

mitigates climate change risks, and maintains environmental services like
biodiversity preservation, carbon capture, and water purification.

 Reducing tillage frequency to reduce surface soil erosion and replace

with climate smart agricultural practices like cover crop, mulching,
manuring, ...
 Doable actions
 Invest in soil and water conservation,

 Plant trees (particularly Multi purpose plant seedlings)

 Manage grazing lands (use shifting or cut-and-carry

system)
 Restore degraded ecosystems by exclosure
management practice
 Develop community-level disaster risk management
assessments and action plans.
 Provided continuous training on climate vulnerability
analysis
Ethiopia’s commitment to address climate change:
1. National Climate Resilience and Green Economy Strategy
 The plan and action to mitigate GHG emissions is built on the following four pillars:

1. Improving crop and livestock production practices for greater food security and
higher farmer incomes while reducing emissions;

2. Protecting and re-establishing forests for their economic and ecosystem

services, while sequestering significant amounts of carbon dioxide and
increasing the carbon stocks in landscapes;

3. Generation and distribution of electricity from clean and renewable sources;

4. Leapfrogging to modern and energy efficient technologies in transport, industry

and building sectors.
2. Emissions Reduction Targets (Reduce emissions by 64% by 2030)
 This target is considered ambitious and reflects Ethiopia's dedication to mitigating climate
change impacts while pursuing sustainable development pathways.
3. Renewable Energy Development
 Ethiopia is investing heavily in renewable energy sources, particularly hydropower, wind, and solar.
 The country aims to achieve universal electricity access and increase the share of renewable energy in its
energy mix to over 90% by 2030

4. Rural Electrification and Clean Cooking

 The government is prioritizing rural electrification and clean cooking initiatives to improve energy access
and reduce reliance on traditional biomass fuels.
 Efforts to promote clean cooking technologies, such as improved cookstoves and biogas, aim to mitigate
indoor air pollution and deforestation while enhancing energy efficiency.

5. Afforestation and Reforestation (Reforest and restore up to 15 million hectares)

 Ethiopia has launched ambitious afforestation and reforestation programs to combat deforestation, land
degradation, and biodiversity loss.
 The "Green Legacy initiative”, launched in 2019, aims to plant billions of trees across the country to
restore degraded landscapes, enhance carbon sequestration, and promote ecosystem resilience.
 Ethiopia’s adaptation interventions in Agriculture:

 Promotion of climate-resilient crop varieties and livestock breeds.

 Adoption of conservation agriculture practices to enhance soil moisture

retention and reduce erosion.

 Implementation of water-saving irrigation techniques, such as drip irrigation

and rainwater harvesting.

 Capacity building for farmers on climate-smart agricultural practices and

weather forecasting.
Institutional capacity building
 Ethiopia has undertaken several strategic and programmatic adaptation
and mitigation actions.
 The strategies and plans which are enabling actual implementations of
climate actions include:
1. The National Adaptation Programme of Action (NAPA) of 2007;
2. The Ethiopian Programme of Adaptation to Climate Change (EPACC, 2011);
3. Nine National Regional States and two City Administration adaptation plans;
4. Five sectoral adaptation plans;
5. Climate Resilience Strategy in Agriculture and Forestry;
6. Climate Resilience Strategy in Water and Energy;
7. Climate Resilience Strategy in Transport;
8. National Adaptation Plan (2017);
9. Guideline for Integrating the CRGE into Sector Development Plans;
10. CRGE Sectors Roadmap for Implementation of Green Economy Mitigation Actions.
ETHIOPIA’S CLIMATE CHANGE POLICY ROADMAP
1. What constrained severely the effective implementation of existing
environmentally-oriented policies and programs in Ethiopia?
 The effective implementation of environmentally- Addressing these challenges requires
oriented policies in Ethiopia is severely constrained
integrated approaches that combine:
by:
 policy enforcement,
 financial limitations,

 weak institutions, community engagement,

 population pressure, capacity building, and

 poverty, sustainable financing mechanisms.
 land degradation,

 climate change, and

 lack of awareness.
Climate change education in Ethiopia
 Education has a role to climate change
adaptation and mitigation

 However, Ethiopia’s educational sector in

general and its curricular policy in particular
remains far behind the expected level of
integration of climate change education (CCE)
in the formal education system.
 But, There is a need to advance climate literacy
in Ethiopia at each stage (formal and non-formal)
by giving due emphasis.

 Recently Ethiopia has launched a new national

climate change education strategy that seeks to create
environmentally conscious citizens by 2030.
 Every school in the country will be champions in
building a climate resilient green economy.

https://www.uncclearn.org/wp-content/uploads/2020/10/Ethiopia-Strategy-Final-Document-Digital.pdf
 How climate change education is incorporated into school curricula?
 Schools, parents, and policymakers need to work together to address climate
and environmental change challenges and ensure that students have access to
a safe, healthy, and supportive learning environment.
 The devastating impact of climate and environmental
change on education

Climate and environmental change poses an accelerating

threat to education, particularly for girls, the poorest and most
marginalised children.

 Disasters are increasing in severity and occurring almost five

times as frequently as 40 years ago, already disrupting the
education of nearly 40 million children a year.
 Effects are both direct and indirect:
 Flooding destroys schools,
 storms force people to flee their homes;
 droughts result in children having to go further to collect water or look after animals, leaving less time
available for education; and
 financial impacts of climate shocks mean families cannot afford to keep children in school.
 Time spent away from school due to disasters has been shown to have severe consequences for
learning, lasting years after the disruption has ended.
Even when children stay in school,
environmental changes such as
temperature increases and high levels of
pollution make learning difficult, as
children’s physical wellbeing and ability to
concentrate are compromised.

For every step we take forward on

education, climate and environmental
change takes us two steps back.
The positive and negative effects - CCE
 Positive effects:

Integration of climate change into curriculum: Schools may incorporate

lessons on climate change, environmental science, and sustainability into their
curriculum, providing students with valuable knowledge and skills.

Increased awareness: Climate change education can raise awareness among

students, teachers, and the community about the importance of
environmental conservation and sustainable practices.
Development of critical thinking skills: Education can help students
develop critical thinking skills, which are essential for analysing complex
environmental issues and developing effective solutions.

 Improved decision-making skills: Education can help students develop

decision-making skills that enable them to make informed choices about
their personal behaviour and lifestyle, as well as to participate in
collective decision-making processes related to climate change and
sustainability.

 Career opportunities and Future development

 Negative effects:
Disruption of education: Extreme weather events like droughts, floods,
and heatwaves can disrupt school operations, leading to closures and
interruptions in learning.

Poor Air Quality: Climate change can lead to poor air quality, particularly
in urban areas, due to increased levels of pollutants such as ozone and
particulate matter.

Health hazards: Climate change-related health issues, such as increased

heat stress and waterborne diseases, can affect students' well-being and
ability to attend school.
 Increased Absenteeism - Extreme weather events such as floods,
hurricanes, and wildfires can disrupt transportation, cause power
outages, and damage schools, making it difficult for students to attend
school

 Resource constraints: Limited resources and infrastructure may impede

efforts to address climate change in schools, hindering educational
programs and initiatives.

 Limited Career Opportunities – reduce alternative and job opportunity

 Overall, the negative impacts of climate change on education and
future development are significant and wide-ranging.

 It is important to take action to mitigate the impacts of climate change

and ensure that students have access to a safe and healthy learning
environment, as well as opportunities for future success.
Benefits of education for climate and environment

 Reduced vulnerability to disasters:

 Studies show that quality education dramatically reduces vulnerability to death from weather-
related disasters.

 During times of crisis, continuity of access to education can be lifesaving if it offers protection,
access to health services, normality, and hope.

 Increased resilience and adaptive capacity:

 Children with foundational skills (literacy, numeracy, critical thinking, and problem-solving)
help families better process and act on information about risk.

 Educated populations are healthier, more financially secure, and better able to recover from
climate shocks.
Behavior change:

 While knowledge transfer is not sufficient, education could play a role in

supporting behavior change of individuals for better climate adaptation and future
mitigation.

 Shift to green economies:

 Inclusive, quality education is needed to power an equitable transition to a green

economy, providing girls and boys with the transferable skills needed to do jobs
that have not even been imagined yet.

 Education is key for research and innovation, which will be needed to identify
future solutions to the climate and environment crisis.
How CC can be effectively integrated in to a curriculum?

 Integration into Existing Subjects:

 Science:
 Teach the greenhouse effect, carbon cycle, and impacts of global warming.
 Include experiments on renewable energy and climate modeling.
 Geography:
 Explore climate zones, weather patterns, and the impact of climate change on ecosystems.
 Study case studies of regions affected by climate change.
 Social Studies:
 Discuss climate justice, policy, and the role of international agreements (e.g., Paris
Agreement).
 Examine the social and economic impacts of climate change.
 Mathematics:
 Analyze climate data, trends, and graphs.
 Calculate carbon footprints and energy usage.
 Language Arts:
 Read and write about climate change topics, such as essays, stories, or debates.
 Use literature to explore environmental themes.
How CC … ?
Stand-Alone Climate Change Courses:
 Develop dedicated courses or modules on climate science, sustainability, and environmental stewardship.
 Include topics like renewable energy, waste management, and climate adaptation strategies.
Project-Based Learning:
 Hands-On Activities:
 School gardens, tree planting, or recycling programs.
 Energy audits and water conservation projects.
 Community Projects:
 Collaborate with local organizations on climate action initiatives.
 Conduct awareness campaigns or clean-up drives.
 Use of Technology and Digital Tools:
 Incorporate online platforms, simulations, and interactive tools to teach climate concepts.
 Use apps and games to engage students in learning about sustainability
Extracurricular Activities:
 Establish eco-clubs or green teams to promote environmental awareness.
 Organize field trips to renewable energy sites, nature reserves, or recycling centers.
Partnerships and Collaboration:
 Partner with NGOs, government agencies, and universities to enhance climate education.
 Involve parents and the community in school climate initiatives.
 How it can be effectively integrated?

Examples of Successful Integration:

Finland: Climate change is embedded across subjects, with a focus on critical thinking and

problem-solving.

Kenya: Environmental education is part of the national curriculum, with an emphasis on

local issues like deforestation and water scarcity.

USA: Many schools use the Next Generation Science Standards (NGSS), which include

climate science.
 Empowerment and leadership:
 Where education opens leadership opportunities for girls as adults, emerging
evidence suggests that their participation in national politics can lead countries to
adopt environment-friendly policies.

 Reduced inequalities:
 Quality education can tackle discrimination, including gender discrimination,
because schools reach children at an age before norms are internalized.
 Reducing inequalities in society is critical to limiting the inequitable effects of
climate and environmental change.
Pathways of change
The framework below outlines two pathways to address
climate and environmental change in and through
education:
1 More resilient and inclusive education systems; and
 Safer learning facilities:

 Education continuity management

 Risk reduction and resilience education

Possible actions:
 Geo-spatial mapping to identify areas and schools at risk of flooding or landslide
 hazard-specific school design and construction adhering to codes and standards
 maintenance and retrofitting existing schools
 Innovations
 contingency plans and inclusive remote learning approaches
 including education in disaster management plans
 parental engagement and mobilization of community
 incorporating risk reduction and resilience into curricula and teacher training
 Climate-smart infrastructure:
 Climate-smart infrastructure offers benefits beyond safety and can be much more
conducive environments for student wellbeing and learning, while mitigating impact
on the local environment.
 Climate-smart infrastructure will look different in different contexts, depending on
specific environmental hazards.
 Possible actions:
building or retrofitting school buildings to optimize natural heat, light and ventilation,
ensuring they are accessible to all children including those with disabilities
approaches such as painting school roofs white; school gardens; rainwater harvesting;
planting trees
identifying clean energy sources
2) Knowledge, skills and agency for climate resilience and action
 Education has a critical role to play in reducing vulnerability, improving
communities’ resilience and adaptive capacity, identifying innovations, and
empowering individuals to be part of the solution to—rather than victims of
—climate and environmental change.
 Possible actions:
• DRM and resilience education
• whole school approaches such as school gardens, rainwater harvesting, installing
solar panels, bee-keeping, and tree planting
• mainstreaming relevant green skills into curricula reform
• recruitment and training of teachers at all levels, including with subject specialist
knowledge
• developing assessment approaches to determine the success of climate education in
supporting more resilient, adaptive and mitigate behaviors
How climate change education is incorporated into school curricula?
 Cross-Disciplinary Approach
 Science Education
 Geography and Environmental Studies
 Social Studies and Civics
 Mathematics and Data Analysis
 Language Arts and Communication
 Outdoor and Experiential Learning
 Project-Based Learning and
 Action Projects
 Overview of Ethiopia’s Climate change strategy in education:
• Integration of climate change education into school curriculum
• Educational Resources and Materials
• Teacher Training Programs
• Extracurricular Activities and Programs
• Partnerships and Collaborations
• Community Engagement and Outreach
• Practical projects and field trips
• Implementation of sustainable practices
• Incorporating green technologies
• Encouraging research and innovation
• Advocacy and activism
• How can education really contribute to solving the climate crisis?

• https://www.youtube.com/watch?v=TrTL1__4SvM

• How Environmental Education Inspires Climate Action

• https://www.youtube.com/watch?v=mzgl9nqNd3w

• Schools need to devote resources to climate change education

• https://www.youtube.com/watch?v=J4nVLTYX79w
• Making Climate Change Connections in Every Class (Climate change Game)

• https://www.youtube.com/watch?v=1fRya0dyekY
Climate change mitigation and adaptation

Definitions:

 Adaptation: The process of adjustment to

changes in an environment. In the context
of climate change, it refers to changing our
lifestyles to cope with a new environment
rather than trying to stop climate change.
 Mitigation: Taking action to reduce the
severity or intensity of an event. In the
context of climate change it refers to
reducing the output of greenhouse gases
and/or increasing the size and amount of
greenhouse gas storage sites or sinks
What can we do?
Climate change mitigation and adaptation:
 Climate change mitigation strategies
• Use renewable energy
• Reducing carbon footprint
• Electrify your home and transportation
• Conserve water
• Change your transportation
• Conserve and restore forests
• Wetland restoration
• Reduce greenhouse gas emission through
your food choices
 Climate change adaptation strategies

• Early warning systems

• Ecosystem restoration

• Climate-resilient infrastructure

• Water supplies and security

• Long-term planning
Reduce Carbon Footprint in Schools

 Greenhouse gas emissions from the schools are

divided into four main sources:

 Energy use in school buildings

 Pupil and staff travel to and from school, and

other journeys undertaken on school bus

 Emissions produced by companies that

supply goods and services to schools, for
example, a school food provider

 Emissions from waste produced by school

 The following way can be also followed in
reducing schools’ impact on the environment:

1. Go with the greener alternatives

2. Run a more eco-friendly school system

3. Reduce energy waste

4. Change to energy-saving light bulbs

5. Manage the waste

6. Recycling and composting

7. Encourage students to grow plants and

trees

8. Go Paperless
Practical – session
 Practical 1 - Waste management
 At the end of the practical session trainees will be able to:
a) Minimization Waste

b) Handling and Storage Waste

c) Describe, characterize and segregate waste

d) Transport waste and

e) Keep record properly

Waste Generation Minimization
 Prevention
 Reuse
 Recycling (resource recovery)
 Recovery
 Disposal
Table A1. Different categories of solid wastes.
Organic waste Waste from preparation of food, market places, etc.

Combustibles Paper, wood, dried leaves, packaging for relief items, etc. (high
organic and low moisture content)
Non-combustibles Metal, tin cans, bottles, stones, etc.

Ashes/dust Residue from fires used for cooking

Bulky waste Tree branches, tyres, etc
Dead animals Carcasses of domestic animals and livestock
Hazardous waste Oil, battery acid, medical waste

Construction waste Roofing, rubble, broken concrete, etc.

Practical – 2: Vegetable Gardening
 Practical - 3: Compost preparation
 The Materials Required for Making Compost Manure
 Waste straws and grasses.
 Weeds, leaves fallen from trees.
 Roots and stems of young plants.
 Dung and urine of animals.
 Organic kitchen product ( vegetable, food wastes)
 Limestone, ash, urea, etc.
 The Place for Making Compost Manure
 The near place from farm.
 Elevated & well drained place
 Place of easy care and observation.
 Methods of Preparing Compost Manure
 Pit method (Below ground level ) –
 Digging pit, Filling pit, Using bamboo or wood stake for manure ventilation, Covering by mud or plastic

 Heap method (above ground level)

 The Heap method of composting is one easy method of aerobic (in the presence of oxygen) composting.
 It requires a convenient location to make the compost pile.
 A shady area, protected from sunlight, rainfall, and strong wind would be preferred.
 The base of the heap must be in contact with the loosened earth.
 Identifying the Well Decomposed Compost & FYM

 The manure is decayed and appears black.

 The used materials lose its original form, and cannot
be distinguished
 The manure does not stick in hand.
 The bad smell of manure is less.
References and Further Reading
• USAID. 2015. USAID LEAF‘s Climate Change Curriculum. USAID Lowering Emissions in Asia Forests
Program (USAID LEAF). Winrock International and US Forest Service. Bangkok, Thailand.
• Climate Science Primer: http://www.fs.usda.gov/ccrc/climate-basics/climate-primer
• Climate Basics - Frequently Asked Questions
http://www.fs.usda.gov/ccrc/climate-basics/climate-faq
• Foukal, P., C. Frohlich, H. Spruit, and T. M. L. Wigley. 2006. Variations in solar luminosity and their effect
on the Earth's climate. Nature 443: 161-166.
• Global Warming & Climate Change Myths
https://www.skepticalscience.com/argument.php
• International Panel on Climate Change (IPCC) Assessment Reports:
http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml
• Mantua, N.J., S.R. Hare, Y. Zhang, J.M. Wallace, and R.C. Francis, 1997: A Pacific decadal
climate oscillation with impacts on salmon. Bulletin of the American Meteorological
Society, Vol. 78, pp 1069-1079.
• World Bank. 2012. Turn Down the Heat: Why a 4°C Warmer World Must Be Avoided.
Washington, DC. © World Bank.
https://openknowledge.worldbank.org/handle/10986/11860
The climate crisis affects us all, regardless of faith or background.

Thank You!!