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



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4.6.3 For tertiary education


The outcomes of several consultation meetings with the Chief of Service at MINESUP in charge of programmes of State Universities during which appropriate strategies of mainstreaming climate change and adaptation into the curricula of State Universities was discussed are as follows:

This is a topical issue of utmost importance especially as the effects or impacts of climate change are well known and are actually being felt here in Cameroon.

The training of youths/students on this subject is therefore a necessity for future strategies of coping with this phenomenon.

Although the process of modifying the syllabi of Universities is the sole responsibility of staff and administrators of the Universities, the Minister of Higher Education can equally influence a cross-cutting amelioration of syllabi in all State Universities especially with regards to this matter which is of vital concern and which, if effectively implemented, will be for the benefit of all.



Therefore, the appropriate strategy will be as follows:

  1. Firstly, MINEPDED presents a concise report on the intention of mainstreaming aspects of climate change into the curricula to MINESUP. The content of the report will include; specific objectives, rationale, justification, and specific outcomes from the intention of mainstreaming climate change and adaptation (CCA) issues.

  2. A taskforce constituting the related ministries and universities will be created to conceive practicable modalities for mainstreaming the subject matter. Moreover, the taskforce will establish a working document that will contain two essential components: (i) sensitization of university students who are not offering subjects that have direct link with CCA.

(ii) Reinforced modules and course contents of the carrier courses in a form of manuals and teaching guides.

  1. Use the insertion method of addition to integrate climate change adaptation into the non carrier programmes.

  2. MINESUP will then draft a letter that shall be accompanied by the manual to the state universities for implementation. The implementation shall be through any of the insertion method (total, partial, or addition).Conversely the task force could equally contact the Universities directly (lecturers, head of departments, etc) in order to ensure an alternative bottom-up (or participatory) approach of mainstreaming.

  3. MINEPDED and PACC will then follow up through continuous capacity building of the lecturers of the carrier subjects because man power is lacking in the domain of CCA in order to ensure long term effectiveness of the process.

  4. The University of Maroua (ISS) will create programs for training of meteorologists.

  5. Non carrier programmes such as Law, Economics, International Relations, Journalism, Security, and Public Administration will also be considered for this integration process.



4.6.4 For teachers training colleges


It was realized that the integration of climate change and adaptation into the syllabi of teachers training colleges namely:

  • Ecole Normale des Instituteurs d”Enseignements Générale (ENIEG)

  • Ecole Normale d”Enseignement Technique (ENIET)

  • Ecole Normale Supérieure (ENS) and

  • Ecole Normale Supérieure d’Enseignement Technique (ENSET)

as well as into other Institutions where subjects containing some elements of climate change (carrier subjects) do not exist, could be realized by designing new courses on climate change and adaptation. This option was equally suggested by the authorities of the teachers training colleges.
The standard course content on climate change and adaptation presented in Table 10 and samples of training modules on adaptation to climate change presented in APPENDIX IV will be useful for the conception of the courses in question at each level. This will be in collaboration with the teachers/lecturers in each of the disciplines as was adopted for the integration of Human Right and of HIV/AIDS into the secondary education system.


5.0 CONCLUSION AND RECOMMENDATIONS

The elaboration of strategies to integrate knowledge on climate change and adaptation into the Francophone and Anglophone education systems of Cameroon based on the acquisition, analysis and synthesis of existing syllabi and on consultation meetings with stakeholders of the primary, secondary and tertiary education systems to identify gaps, challenges and other related problems, has revealed some gaps and “axes” that can be used to integrate more knowledge into these systems. Different strategies have been conceived for each of the levels of the education system based on already existing knowledge in some courses/modules and other strategies proposed where such knowledge is completely absent from the syllabi.


The successful implementation of these strategies will definitely empower the youths at all levels of the education system with respect to climate change and adaptation concepts especially as the impacts of this phenomenon have been shown to affect all the developmental arms of the Millennium Development Goals. This will put the country on a good path towards the realization of the economy and development envisioned for 2035.

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