The prevention, mitigation or cessation of the effects of climate change in the world today. Perspectives on these issues, thus, introduction of climate change education into the school curriculum would elicit Intuitively and historically, education has been fundamental to engendering awareness and refining the public Increasing rainfall in the South and a similar increasing trend of drought in the North. Nigeria has started experiencing the effects of climate change with Infrastructure which has been linked to its notable susceptibility to this grim reality (when compared to other AfricanĬountries) (Mbakwem, 2014 Salami, 2011). Poor economic development underscores the Nigerian literacy decline and sparse Impact of the climate change and its ramifications as it has brought about concerted efforts and strategies thatĪttempt to address, to mitigate it. Have been recorded as intense rainfall, drought, hurricanes, floods, landslides.
General, Ban Ki Moon it is the “defining challenge of our time” (UNESCO, 2010). Known fact is that climate change has rocked the foundation of human existence. Over comparable time periods (United Nation Framework Convention or Climate Change (UNFCCC), 2004). Climate change refers to the alteration in the composition of the globalĪtmosphere through varied levels of human activities leading to the observed pattern of natural climate variability
Widely acknowledged fact internationally. But today the reality of climate change is becoming a Like a myth and merely existed in the minds of some scientists. of Educational Technology and Library Science University of Uyo University of Uyo, Uyo PMBĬlimate change has become one of the important environmental challenges of our time. Nwosu* Institute of Education, University of Uyo, PMB 1017, Uyo, Akwa Ibom State, Nigeria Introducing Climate Change in Non Formal Education Sector in Introducing Climate Change in Non Formal Education Sector in Nigeria: Instructors’ Perspective Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. The study results revealed an overall moderate awareness of climate change issues awareness of mitigation and adaptation measures with the instructors indicating a need to be more informed on the subject before they can teach it. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings.