Elaboration of a strategy to integrate training on adaptation to climate change within the educational system of cameroon

4.3.2. For general and technical education systems

1. 
   There was a general lack of laboratory equipment, finances, transportation facilities and lack of equipment for demonstration such as films;
   
2. 
   Lack of appropriate training even through seminars and/or workshops made for very limited exposure of teachers to climate change knowledge and adaptations;
   
3. 
   Lack of didactic materials, books and weather instruments;
   
4. 
   No textbooks available for climate change;
   
5. 
   Most subjects had no link between course content and occurrence of certain phenomena like climate change. There was therefore nothing specific about climate change taught in the classroom;
   
6. 
   Climate change is a new concept that does not have a teachable syllabus yet, but all administrators accepted that climate change knowledge and adaptation should be taught in the secondary schools;
   
7. 
   Lack of audio-visuals, maps and appropriate materials;
   
8. 
   Only students who join the Environmental Clubs get to understand a bit about climate change through seminars, competitions and field trips;
   
9. 
   Funding for Environmental activities for students is only provided by donations from mostly NGO’s;
   
10. 
    Officials have not been exposed much to workshops and seminars on climate change and remain in the dark about it;
    
11. 
    There are a few locally fabricated wind vanes in some schools but very little pedagogic tools, material and equipment exists for climate change studies;
    

12. 
    Climate change and adaptation is not taught as a discipline in ENIEG, and ENIET and should be taught as a discipline on its own;
    
13. 
    In the past, subjects have been remove or replaced in the programme in these institutions, so climate change and adaptation can even be used to replace other subjects/disciplines;
    
14. 
    The integration of climate change and adaptation into the curricula is extremely important since the school is training trainers for the primary school educational system; and
    
15. 
    Some of the primary schools are using pedagogic materials on climate change provided/developed by NGOs such GLOBE and other bodies. This is a good initiative because it is already creating a lot of awareness and changing the attitudes of the pupils, teachers and others within the society. Unfortunately, not all schools have access to these facilities.
    

4.3.3. For tertiary education

1. 
   Absence of trained experts on climate change and adaptation issues;
   
2. 
   Lack of political will to ensure the mainstreaming of climate change across all institutions;
   
3. 
   Lack of appropriate standards textbooks and other related pedagogic materials for training on the subject;
   
4. 
   Difficulty in modifying syllabuses at short notice due to bureaucratic rules in this respect.
   

4.3.4 Challenges and problems deduced specifically from respondents of questionnaires

An assessment on the level of teaching of climate change in the educational system In indicated high scores in the ‘Fair’ and ‘Poor’ domains as shown in Figure 2 below:

Figure 2: Scoring the teaching of climate change

The assessment of respondents’ awareness of adaptation to climate change indicated 37% recorded in primary schools while universities recorded 80% as shown in Figure 3.

Figure 3. Awareness on adaptation to climate change

An assessment of the suitability of the contents of existing courses for the delivery of climate change knowledge indicated that there was very little being taught on the subject as shown in Figure 4.:

Figure 4: Suitability of present course contents to the delivery of climate change knowledge

An assessment of the abilities of teachers on previous training to teach climate change knowledge and adaptation strategies indicated that most of them, except at the tertiary, never had any specific training on the subject as shown in Figure 5.:

Figure 5: Percentage of respondents on teachers capacities to teach climate change

An assessment of respondents’ general awareness of the subject and the definition of climate change indicated more than 50% awareness on climate change knowledge while their abilities to define climate change was remarkably low as shown in Figure 6 below:

Figure 6. Awareness of respondents to climate change knowledge

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