Elaboration of a strategy to integrate training on adaptation to climate change within the educational system of cameroon
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PROGRAMMES D’APPROCHES INTEGREE ET GLOBALES D’ADAPTATION AUX CHANGEMENTS CLIMATIQUES (PACC) 
ELABORATION OF A STRATEGY TO INTEGRATE TRAINING ON ADAPTATION TO CLIMATE CHANGE WITHIN THE EDUCATIONAL SYSTEM OF CAMEROON 
FINAL REPORT Your Ref.: 002/08/2001/TACC of 29/08/2011 Project No: 00072824 Yaoundé, January 2012 
TABLE OF CONTENTSTABLE 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 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 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 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 LIST OF ACRONYMS AFC Alliance Franco Camerounaise ANOVA Analysis of Variance BMP Bachelors-Masters-PhD CCNUCC Convention Cadre des Nations Unies sur les Changements Climatiques C3D Climate Change Capacity Development Project CGCEB Cameroon General Certificate of Education Board CH4 Methane CO2 Carbon Dioxide DD Divisional Delegates ECM Education à la Citoyenne et Morales ENIEG Ecole Normal d’Enseignement Générale ENIET Ecole Normal d’Enseignement Technique ENS Ecole Normale Supérieure ENSET Ecole Normale Supérieure d’Enseignement Technique FASA Faculté d’Agronomie et de Science d’Agricole (FASA) GDP Gross Domestic Product GHG Greenhouse Gas GIS Geographic Information System GIZ Geautomatiseerd Intergraal Zorgdossier (German Technical Cooperation Agency) HFCs Hydro flourocarbons IGE Inspecteur Général d’Enseignement IITA International Institute of Agriculture IPCC Intergovernmental Panel on Climate Change IRAD Institute de Recherches Agronomique pour le Développements IRG International Resources Group INP Inspecteur Nationale Pédagogique LMD Licence-Masters-Doctorat MINEDUB Ministère d’Education du Base MINEDUC Ministère d’Education du Cameroun MINEPDED Ministère d’Environnement et de Protection de la Nature et de Développement Durable MINEPAT Ministère du Plan et d’Aménagement du Territoire MINESEC Ministère d’Education Secondaire MINESUP Ministère d’Enseignement Supérieur MDGs Millennium Development Goals NAP National Adaptation Programme NGO Non-Governmental Organizations N2O Nitrous Oxide NPI National Pedagogic Inspector ONACC Observatoire National des Changements Climatiques PACC Programme d’Adaptation aux Changements Climatiques PRA Participatory Rural Appraisal REPAR Reseau de Parliamentaires Pour la Gestion Durable des
REDD Reducing Emissions from Deforestation and Forest Degradation RDE Regional Delegate of Education RIE Regional Inspector of Education SF6 Sulphur hexaflouride SPSS Statistical Package for Social Sciences STU Sciences de la Terre Unités SVT Science de la Vie et de la Terre UK United Kingdom UNEP United Nations Environmental Programme UNESCO United Nations Educational and Scientific Cooperation UNFCCC United Nations Framework Convention on Climate Change UNICEF United Nations International Children Education Fund USA United States of America USAID United States Agency for International Development WWF World Wildlife Fund Directory: sites sites -> Answer True False 2 points Question 2 sites -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 sites -> Glossary for Chapter 1 Algorithm sites -> North Carolina Inclusion Initiative Mapping Where Children with ieps are Being Served Purpose sites -> Northern England’s set-jetting locations sites -> Physical custody of 1033 program property accountibility form statement of Physical Custody: By signing for the below 1033 property I am a Law Enforcement Officer of the aforementioned Law Enforcement Agency sites -> Nstructions for Acquiring Excess Equipment online, through the 1033 Program sites -> Memorandum of agreement Download 1.08 Mb. Share with your friends:
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