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

TABLE OF CONTENTS ii

LIST OF FIGURES vii

LIST OF TABLES xi

LIST OF APPENDICES xii

ACKNOWLEDGEMENTS xiii

EXECUTIVE SUMMARY xvi

RESUME xviii

1.0. INTRODUCTION xx

1.1. Definitions of Key Concepts xxi

1.1.1. Definition of climate change xxi

1.1.2- Causes and impacts of climate change xxii

1.1.3. Mitigation of climate change xxiii

1.1.4. Adaptation to climate change xxiii

1.2. General Background and Statement of Problem xxv

1.2.1. Background xxv

1.2.2. Monitoring xxvi

1.2.3. Need for Conceiving Adaptation Strategies in Africa and Cameroon in Particular xxvii

1.3 Objective xxviii

1.3.1 Main Objective xxviii

1.3.2. Specific objectives xxix

1.4 Rationale and justification xxix

2.0. STUDY AREA xxxiii

2.1. Location xxxiii

2.2. Geographic and agro-ecological description xxxiii

Figure 1: Agro-ecological zones and Regional capitals of Cameroon (Modified after IRAD, 2006) xxxvii

2.3. Administrative locations xxxvii

2.4. Distribution and list of sampled educational establishments xxxviii

3.0 METHOD OF STUDY xl

4.0 OUTCOMES AND RESULTS xlv

4.1 Existence of climate change knowledge and adaptation in the educational system of Cameroon xlv

4.1.1 Primary education xlv

4.1.1.1 Anglophone Primary Education xlv

4.1.1.2 For Francophone primary education xlix

4.1.2 For secondary education lxii

4.1.2.1 Anglophone secondary Education lxii

4.1.2.2 Francophone Secondary Education lxv

4.1.2.3. TECHNICAL EDUCATION (For both Anglophone and Francophone systems) lxix

4.1.2.4 Teacher Training Colleges lxxi

4.1.3 Tertiary Education System of Cameroon lxxi

4.1.3.1 University of Dschang lxxi

4.1.3.2 University of Buea lxxiii

ENV 204: Climatology and Biogeography 6 Credits (40–10–10) lxxiv

4.1.3.3 UNIVERSITY OF YAOUNDE 1 lxxx

4.1.3.4. UNIVERSITY OF NGAOUNDERE lxxxi

4.1.3.4 UNIVERSITY OF MAROUA lxxxiv

4.1.3.5. UNIVERSITY OF YAOUNDE II lxxxvi

4.1.3.6 University of Douala lxxxvii

4.1.3.7 University of Bamenda lxxxviii

4.1.3.6. National advanced school of public works, Yaounde lxxxix

4.1.3.7 Université Evangélique du Cameroun (UEC) Bandjoun lxxxix

4.2. ANALYSES OF THE SYNTHESIS AND CURRENT STATUS OF CLIMATE CHANGE AND ADAPTATION IN THE EDUCATIONAL SYSTEM OF CAMEROON xc

4.2.1. For primary education xc

4.2.2. For Secondary Education (General and Technical) xci

4.2.3. For Tertiary Education xciii

4.3 CHALLENGES AND PROBLEMS IN THE INTEGRATION OF CLIMATE CHANGE AND ADAPTATION IN THE EDUCATIONAL SYSTEM OF CAMEROON xciv

4.3.1 For Anglophone primary education system xciv

4.3.2. For general and technical education systems xciv

4.3.3. For tertiary education xcvi

4.3.4 Challenges and problems deduced specifically from respondents of questionnaires xcvi

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: xcvi

Figure 2: Scoring the teaching of climate change xcvi

xcvii

Figure 3. Awareness on adaptation to climate change xcvii

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

xcviii

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

Figure 6. Awareness of respondents to climate change knowledge xcviii

4.4. SUGGESTED COURSES AND COURSE CONTENTS TO BE INTEGRATED INTO THE EDUCATIONAL SYSTEM xcix

4.4.1 For primary education xcix

4.4.2 For secondary education cv

4.4.3. For the Tertiary Education System cvii

A complete programme on climate change and adaptation for use in enriching courses during the integration of the subject into any level of the educational system has been presented in Table 9. Choices of topics/themes from this list can be used to design cross-cutting approaches for students irrespective of their field of study (Sciences, Arts, or Social Sciences). cviii

The resources used in the conception of the strategies and in the design of the courses/modules including pedagogic tools/materials, method of training, and other approaches of integrating climate change and adaptation into the tertiary level are presented in Appendix IV. These have been used to conceive three options of integrating climate change and adaptation into the tertiary level and special approaches for integration into teachers training colleges and institutions (ENS , ENSET) in both the Anglophone and Francophone systems. cviii

4.5 EXISTING AND SUGGESTED TOOLS AND MATERIALS TO BE INTEGRATED INTO THE EDUCATIONAL SYSTEM cxiv

4.5.1 For primary Education cxiv

4.5.2 For secondary education cxv

4.6 PROPOSED STRATEGIES FOR INTEGRATION OF COURSES AND COURSE CONTENT ON CLIMATE CHANGE AND ADAPTATION IN THE EDUCATIONAL SYSTEM OF CAMEROON cxvi

4.6.1 For primary education cxvii

4.6.2.For secondary education cxviii

4.6.3 For tertiary education cxxii

4.6.4 For teachers training colleges cxxiii

5.0 CONCLUSION AND RECOMMENDATIONS cxxiv

6.0. REFERENCES cxxvi

7.0. APPENDICES cxxxi

APPENDIX 7.1 TERMS OF REFERENCE (ToR) OF THE STUDY cxxxi

APPENDICES 7.2: LIST OF PEOPLE AND INSTITUTIONS CONTACTED DURING THIS STUDY cxlvi

APPENDIX 7.3: COPIES OF QUESIONNAIRES ADMINISTERED IN THE STUDY clii

APPENDIX 7.4: SAMPLES OF EXISTING MODULES FOR TRAINING ON clxiii

ADAPTATION STRATEGIES TO CLIMATE CHANGE USED IN THIS STUDY clxiii

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