View
216
Download
2
Category
Preview:
Citation preview
2
Tree planting by Climate Change Ambassador -Ambassador
Jennifer Nakanda-JSS 2B Govt. Girls Sec. School Big Qua,
Calabar Cross River State, Nigeria (April, 2011)
Case Study
CLIMATE CHANGE ADAPTATION
PROGRAMME IN NIGERIA:
A UNICEF PERSPECTIVE
Background
Systems for climate change adaptation
(CCA) in Nigeria were advanced for the
development of resilient people through the
African Adaptation Programme (AAP) for
climate change (CC) an initiative of the
governments of Japan and Nigeria launched
in October, 2010. The goal of the
programme: empowerment of Nigerian
children and youth as change agents through
the acquisition of knowledge and skills on
climate change has greatly progressed.
Towards the achievement of this goal, the
AAP evolved processes to ensure that
learners would become capacitated through
knowledge and skills (including leadership,
peace building, conflict resolution and life
skills) acquisition and orientation in
participatory approaches to effect social and
behavioural change in their communities. The
programme focused on the generation of
evidence and concepts using evidence-based
research to inform upstream policy dialogue.
It aimed at developing and implementing
strategies and programs for the wellbeing of
the child in a changing Nigeria. Unchecked,
the adverse effects (severity and magnitude)
of climate change on Nigeria’s programmatic
goals has potentials to undermine progress
made towards the achievement of the MDGs
1 and 7 with direct impact on all the other
MDGs. The AAP was coordinated by the
Federal Ministry of Environment under the
leadership of the Special Climate Change
Unit (SCUU). Implementation of the AAP
was managed through a tri-agency
arrangement that involved the UNDP, UNIDO
and UNICEF. Each agency, through its area
of comparative strength in partnership with
the government provided technical support
towards the achievement of the programmes’
goals. The AAP was implemented in Benue,
Niger and Cross River states. In UNICEF,
AAP was implemented by Education sector,
Communication for Development, WASH and
Emergency sections with Education bearing
the bulk in view of the overarching goal of the
AAP.The AAP-Education focused
interventions were implemented in 12 schools
+ 1 (replication using state-owned funds) in
Niger and Cross River States of Nigeria.
Deliverables under the African Adaptation
programme in Nigeria
Deliverables of AAP range from a national
climate change policy passed into Law in
2012 (Fed. Min. Envt. & UNDP), National
Communication Strategies (Fed. Min. Envt.
& UNDP, UNICEF). Capacity Building of
3
Farmers on novel cropping practices
(UNIDO) to Knowledge Management System
establishment on Climate Change
Adaptation.
The key deliverable for UNICEF is focused
on the advancement of Knowledge
Management in CCA, Disaster risk Reduction
(DRR) and Emergency Preparedness and
Response (EPR). They have been largely
achieved in collaboration with key
government partners at the National and
state levels. These partners include Federal
and State Ministries of Education,
Environment, Agriculture, Water resources,
Information, State Universal Basic Education
Board, Federal agencies including National
Emergency Management Agency (NEMA),
National Education Research and
Development Council (NERDC), National
Commission for Colleges of Education
(NCCE), School-based Management
Committees (SBMC).
A.Reviews, Learning and Teaching
Material development on Climate Change
Adaptation (CCA), Disaster Risk
Reduction (DRR) and Emergency
Preparedness and Response (EPR).
Desk reviews of the existing Education and WASH policies identifying gaps pertaining to absence of CCA were conducted towards informing legal direction in Nigeria and reports disseminated to key stakeholders for the purpose of CCA incorporation. The Basic and Secondary Education DRR curriculum was reviewed with due consultation and collaboration with key stakeholders on Climate Change (CC) and Disaster Risk Reduction (DRR)] including the National Emergency Management Agency (NEMA) and National Education Research and Development Council (NERDC). Through this review CCA, emergency preparedness (EPR) and gender issues have been infused into the curriculum to inform their practice and delivery to young people. Skills-based packages for School Gardening as a core strategy for CCA including Mitigation and Adaptation packages were developed.
The development of teachers at Pre- and In-service levels at the Colleges of Education who present the key source of Education supply has been addressed by the AAP. Requisite learning materials that compliment the CCA/DRR-enhanced basic and secondary education curriculum are currently available. The capacities of 340 Tutor Educators and 1,352 student teachers at 6 focal Colleges of Education from the 6 geopolitical regions of Nigeria have been built on these developed materials. These pre-service teachers and instructors have thus become empowered with increased knowledge on the CCA for quality education delivery at the basic and secondary levels. A teachers’ guidance pack on CCA, DRR and gender issues for use in Primary, Junior Secondary Schools in Nigeria and participatory packages is available. The guidance pack captures issues of gender, human rights with focus on the impacts of Climate Change on natural systems. Strategies for coping with, reducing and managing climate induced disasters are highlighted and the integration of CCA & DRR into school curricula through focus subjects is outlined. A training module for mainstreaming CCA into the Water, Sanitation and Hygiene (WASH) Sector has been developed in collaboration with National Water Resources Institute (NWRI) and Federal Ministry of Water Resources (FMWR). This resource material will be offered as a standalone course and also integrated into NRWI programmes for WASH sector professionals. Twenty-eight key Water and Sanitation sector stakeholders (FMWR, NWRI, River Basins Development Agencies, State RUWASSAs, Federal Ministry of Environment and some NGOs) have had their capacities enhanced on the use of this module.
Learner-friendly instructional materials in
peace building and conflict resolution for the
promotion of positive behaviour have been
developed. These materials (Learning
Manual and Strategic CCA Framework and
Participatory Approaches for problem solving
and conflict management skills) address
issues of climate change, migration-based
conflict, good interpersonal relationship and
4
Okonkwo and the Elders lamenting the devastation of
Climate Change in Chinua Achebe’s novel “Things Fall
Apart” in a Performance by students of Day Secondary
School, Tunga, Minna State Nigeria, December 2011.
peaceful co-existence. The establishment of
systems to prevent and mitigate violence in
communities as a result of climate change
and other causes has been achieved in the 2
pilot states while the capacities of 97 key
stakeholders including Learners from these
states have been built in the prevention,
reporting and response to violence.
Leadership and Life skill master training of 29
key stakeholders from 10 states in Nigeria
has been conducted. The goal of this training
is the knowledge enhancement of a core
team of master trainers who are available for
the stepping down to learners in the AAP-
pilot schools as well as those in non-AAP
pilot schools during replication process in
other states of Nigeria. Life skills/leadership
training of Learners has been stepped down
at the state levels by these master trainers.
Increased awareness on CCA and DRR has
been advanced through the development of
child-friendly interactive communication
materials. These Learner-attractive
communication materials that enshrine key
messages on climate change adaptation,
disaster reduction and preventive skills in
health and climatic issues are currently
available in English and local language.
Sensitization of learners and school
communities have been achieved through the
dissemination of these communication
materials in schools and during community
dialogues.
The acquisition of CC knowledge by learners has been showcased in the 2 UNICEF-focused pilot states (Niger and Cross River)
during zonal and inter-state level school competitions on CCA. The 6 AAP pilot schools participated in competitions in drawing, debate and drama categories in November, 2011. The participating children demonstrated strong capacity and keen understanding of CCA challenges and their role in meeting those challenges. The Finals of the competition was reported in print and electronic media (Nigerian Television Authority and Guardian Newspaper, 27th Nov. 2011) and video showcased in the CCA international forum at Durban South Africa, November 2011). One the AAP-built Child CCA Ambassador participated in the TUNZA 2011 outing at Bandung, Indonesia was proud to share her experiences and knowledge gained with peers and communities upon her return.
In October 2012, a national forum was hosted
at which the knowledge building efforts of
Cross River and Niger state partners was
showcased during the successful execution
of zonal and national level Quiz competitions
and Children Parliaments on CCA. This
national CCA Quiz competition and Children
Parliament whose theme was focused on
causes and challenges of climate change
was in response to the recent national flood
disaster that affected more than 90% of the
country. Thirty-six qualifying CC children
ambassadors out of 100 CC ambassadors
Chief of Gwam and Community members viewing developed
Climate Change Adaptation communication materials during
a Community dialogue held July 2012
5
Pupils from Baoku Memorial Basic School, C & S New Eden
Pry. School, School 1 & 2 Mokola, Polytechnic Nursery &
Pry. Sch and U.M.C Demonstration School, Oyo State
undertaking the School-based CCA/DRR Assessment test for
the purpose of Face Validation, June 2012
from 6 states (Cross River, Niger, Benue,
Imo, Lagos and Sokoto- from the 6
geopolitical regions of Nigeria) exhibited CCA
knowledge and skills acquired including
leadership skills.
Climate Change Adaptation knowledge
acquisition in Basic Education (BE) for
enhanced quality has been boosted by the
development of assessment tools to evaluate
the level of knowledge and skills acquired at
the school level through the AAP’s targeted
efforts of awareness creation, development of
learning materials that educate and empower
children at the levels and the child-friendly
participatory strategies. These school-based
tools will be used to measure change in the
knowledge and skills on CCA among learners
within the framework of existing assessment
system in schools. This instrument for
monitoring learning achievement (MLA) has
been enriched by face validity testing using
pupils and teachers from 5 primary schools.
B. Capacity Building
Knowledge management for sustenance of
programme benefits and replication of climate
change adaptation and disaster risk
reduction-focused interventions to schools in
other states of Nigeria has been promoted
through institutional and human capacity
development. The capacity of a critical mass
at the Federal Ministry of Education has been
enhanced on climate change analysis. In this
effort, two Deputy Directors and 1 Assistant
Director who serve as focal officers for CCA,
DRR and EPR at the Federal Ministry of
Education (FME) trained in climate change
analysis in South Africa have stepped-down
the training of 61 teachers at the state levels.
This training aimed at an increase in the
fundamental knowledge on the framework for
designing, monitoring and evaluation
systems, methodologies, tools and guidelines
was undertaken to enable empower the FME
Educational Mangers in the mainstreaming of
disaster risk management and reduction into
development and humanitarian interventions.
Two UNICEF specialists from the Emergency
and Communication for Development
programmes have also acquired enhanced
capacities in CCA and DRM through
undertaking the same training utilizing
UNICEF-counterpart funding.
In a related development, new capacity for
has been acquired by one UNICEF Education
officer in Disaster Risk Reduction, Response,
and Recovery (DR4) through a training
hosted by the Swedish Civil Contingencies
Agency (MSB). This training for professionals
working in development and humanitarian aid
and who will be increasingly engaged in
decision making or field operations related to
disaster risk reduction has been utilized in
part to build stakeholders’ capacities. The
training which included a broad overview of
DRR, Response and Recovery across the
disaster timeline covers concepts and
terminologies, assessing risks, risk reduction
practices. In addition, the establishment of ,
institutional and legislative systems (ILS),
response, stress on mission, working in
teams, recovery, handover and transition,
preparedness and contingency planning, and
capacity development are covered with
integration of cross-cutting issues of gender
and environment across the above topics.
6
Rainwater flowing from tap through pipes channelled from the
collection point (tank) into the school garden. SUBEB Desk
Officer, FME partner, UNICEF focal officer, Gwam Community
Women Leader and Youth Leader looking on
Model School Garden, Gwam Pry School, Niger State
Gwam Community Dialogue in Gwam Primary School with
Community Leader in attendance
Plantain, Melon and Citrus plants a PCN Primary
School Cross River State, Nigeria
One hundred and sixty-six (166) teachers,
head teachers, health education teachers,
SBMCs, PTAs have acquired enhanced
knowledge and capacity on implementation of
CCA in schools and communities. These key
Duty Bearers are currently supporting the
practice of environmental friendly activities in
their schools/communities. Thirty-five key
stake holders from ministries, departments
and Agencies (MDAs), Civil Society
organizations (CSOs) and Faith-based
organizations (FBOs) have had their
knowledge base increased on root causes of
Climate Change across Nigeria and
opportunities for mitigation, prevention and
community resilience. These stakeholders
have committed to holding a yearly workshop
on the prevention of flooding and zonal and
national quizzes/competitions towards the
generation of more Climate Change
ambassadors as agents of change to their
communities.
C. Community Dialogues Climate Change adaptation (CCA) and
disaster risk reduction (DRR) systems have been further strengthened as 100 climate change ambassadors in 6 states empowered by acquisition of knowledge and skills now
serve as advocates to their communities. Through the activities of these change agents, four hundred and forty (440) community members are now aware of the consequences of climate change. School gardens with vegetables, grains, fruits and several new crop varieties for the economic prosperity of the schools and communities) supported by functional rainwater harvesting facilities have been established by the
7
Rainwater Harvesting, Gwam Primary School, Niger State
Presentation by members of the Climate Change Club, Gwam
Pry Sch., Gwam, Niger State
Established School Garden, Gwam Pry School, Niger State
with various vegetables and young fruit trees.
Learners. Interviews during monitoring revealed the support of the community
Mother’s Association in ensuring adequacy of water during the dry season. During the community dialogues, reports from the school community leaders Community Head, Women Leader, Youth Leader and Head
Teacher) at Gwam Community where 1 of the pilot schools is situated) were made on the increased enrolment and interest of children in attending Gwam Primary School with emphasis on the participation in the school
gardening projects. Community members and monitoring team engaged in a dialogue during which issues of CC and DR where discussed. Communication materials were disseminated and presentations made by climate change ambassadors and Young Farmers club members. Tree planting has been further undertaken in Gwam community in response to the recent loss of the primary school’s roof’s due to wind action. Another monitoring visit to the 3 pilot schools in Cross Rivers State revealed that planted trees/gardens have been well maintained. Learners have become empowered as advocates of Climate Change Adaptation in homes and communities. Interviews conducted revealed knowledge acquired and strengthened on CCA and translation of tree planting exercise to homes. As a team, Cross River state has taken the CCA message to churches, communities and markets. An informal partnership has been initiated between His Royal Highness, Ntoe Ekong Etagbo of Akim Qua, Community Elders and PCN Primary School children after they addressed him in the company of the Elders on 13 July, 2012 and a commitment towards the scaling up of tree planting in Akim Qua has been made. The Ntoe himself pledged to replace 2 trees he cut down in front of his house with four. Renewable energy pilot project involving solar capture has been installed in both states and is currently being used in the generation of electrical power to pilot schools during and after school hours. Towards the generation of vital data to guide programme implementation at the state level, another informal multi-sectoral government partnership with membership from communities (school-based management committees; SBMC), ministries of Education, Agriculture, Environment and Water Resources has been established. This CCA-implementing team (2 AAP-pilot states) whose mandate is the joint schools monitoring/appraisal on AAP progress including child-participatory components including school farms/gardening, water harvesting, renewable energy pilot projects present as a best practice for the replication of CCA in other states.
8
Community mapping exercise in Calabar; Learners (AAP
pilot schools), teachers, community members and key
stakeholders, March 2012
Climate Change ambassadors instructing their peers on
hands-on approaches
D.Child-led Governance Tasks The CCA systems building efforts have focused on children who are key stakeholders in CCA as they represent as the generation most at risk of being affected by the negative impacts of CC. Learners’ participatory principles have been mainstreamed through several Child-centred experiential learning tasks and child-participatory approaches established in the pilot schools The implementation of these tasks were guided by state–specific Action Plans characterized by activity-driven strategies with specific objectives, budgets
and time frames. These strategies on Learners’ CCA knowledge and skills acquisition for influencing community dialogue through child-centred activities include community mapping exercise, tree-planting, peer mentoring and other activities have been undertaken by learners and state CC stakeholders. Capitalizing on the enormous resources children have to contribute to ideas, talents, energy and passionate drive towards environmental sustainability, the development of child-centered learning tasks has been achieved. Using strategies that promote increased child participation in Child-centered learning tasks, these Learners imbued with new skills have developed new communication materials including songs, poems, puzzles, games, drama etc). They have served as trainers in building capacities of their peers in 2 schools in the use of CCA/DRR-directed hands-on strategies. A Communiqué was issued by Niger and Cross Rivers state key stakeholders to inform implementation of CCA.
Capacity-built children Climate Change Ambassadors armed with new skills and knowledge serving as advocates to their
communities through dialogue have influenced community and state leadership in the 2 pilot states. This has resulted in policy decisions taken to reduce impact on the environment such as afforestation and replication of CCA pilot projects to more schools using state-owned funds. In Niger state, the state governor advocated to by the ambassadors participated in the planting of 70 trees and approved the replication of the CCA programme in 1 school using state-owned funds. School health clubs have been identified as critical systems building components to advance Learners as change agents. The establishment and strengthening of Environmental or CC Clubs in schools on CCA towards the reinforcement of classroom taught concepts has been addressed through key stakeholders whose capacities have been built in these regards. These clubs which promote issues of CCA, environmental sustainability, school farming, gardening and violence prevention have thus been established in the pilot schools. Capacity building efforts on Cross River and Niger state partners has yielded result as observed during the successful execution of zonal and national level Quiz competitions and Children Parliaments on CCA. A national CCA Quiz competition and Children Parliament on causes, challenges in response to the recent national flood disaster has been held. Thirty-six qualifying CC children ambassadors out of 100 CC ambassadors from 6 states (Cross River, Niger, Benue, Imo, Lagos and Sokoto- from
9
the 6 geopolitical regions of Nigeria) exhibited CCA knowledge and skills acquired including leadership. In addition, towards building capacity for response to CCA-related emergencies such as the recent flooding incident that affected over 90% of Nigeria, the training of 55 core emergency response key stakeholders from 8 states was achieved. The focus of the training included key activities and considerations BEFORE, DURING and AFTER emergencies. The identification of the roles and responsibilities of key stakeholders during the lifeline of these emergencies was done and strategies developed. Federal and State MDAs, CSOs and faith-based networks have been mobilized in the conduct of capacity building workshops for head teachers and teachers in Cross River and Niger states on Disaster Risk Reduction and UNICEF’s Core Commitments to Children in Emergencies in response to the flooding emergency that affected Nigeria in the last six months of 2012. Lessons learnt on the AAP CCA project have been applied in support provision to post-flood Recovery in hard-to-reach populations in Bayelsa, Kogi and Delta states.
Challenges Experienced
The major setback in AAP implementation
was the inability to conduct the 2 planned
studies on the ‘Impact of Climate Change on
Children in Nigeria’ and ‘Emergency
Preparedness and Disaster Risk Reduction in
relation to Climate Change Adaptation in
Nigeria’. This setback was due to emergent
security issues occasioned by the existence
of terrorism (Boko Haram sect) in the country.
This presented an obstacle in consultant
recruitment process making assess to
relevant technical external (international)
expertise difficult.
Recommended