ABSTRACT
Climate change poses a danger to the current and the future generations. Sad to note though is the fact that although developing countries have contributed the least to the current mess, they will be more impacted due to their limited technology to adapt to the consequences. As a remedy to the current situation, formal education has been identified as a major tool of passing the required knowledge, skills and changing people’s attitude towards climate change. The study was guided by three objectives: To establish the key areas of climate change addressed by the current Nigeria’s secondary school formal curriculum; to establish the extent to which implementation of the curriculum contributes to awareness of climate change among teachers and students and to evaluate effectiveness of knowledge on climatic change in environmental preservation in schools. To achieve the set objectives, the study adopted a descriptive survey research design. The study adopted purposive, stratified and simple random sampling techniques to compose a representative sample. Using stratified sampling technique, schools were divided into either boys, girls or mixed before selecting a sample of 10 schools. From the sampled schools, stratified sampling was used to dividing teachers into departments before employing simple random sampling technique to select a sample of 8 teachers from each of the sampled schools making a total sample of 80 teachers. Purposive sampling technique was used to select form four students before employing simple random sampling to select a sample of 10 students from each of the schools making a total of 100 students as part of the sample. Purposive sampling was also used to select a sample of 8 subjects for content analysis. Purposive sampling technique was also employed to select 8 respondents from the curriculum developer in Nigeria. The study used a thematic area content analysis template to undertake content analysis on sampled subjects. Data from teachers and students was obtained using different questionnaires for each of the categories. An interview guide was used to collect data from sampled Nigeria Institute of Curriculum Development officers. Quantitative data collected was analysed using inferential statistics while qualitative data was analysed through descriptions and narratives. Statistical Package for Social Science and Minitab programs were utilised to enhance quality analysis. Analysed data was presented in tables of frequencies, graphs and charts. Analysed data established that sampled subjects had an aggregate variation ratio of 0.44. A statistical test established that the chi-square value was greater than the significant value, that is 0.567>0.495. A conclusion was made that climate change content in the sampled subjects was inadequate. On the relationship between implementation of curriculum and awareness among teachers, the chi-square value was greater than the significant value, 0.794>0.659, and therefore the relationship was not significant. However for students a significant relationship was established with likelihood ratio being less than the significant value, 0.196>0.658. Finally the study established that 63% and 13% of sampled knowledge on climatic change rated the curriculum as poor or very poor respectively. This implied that climate change lessons did not aid environmental preservation in schools was not been effective. Results of this study are likely to be beneficial in policy, practical and theoretical dimensions.
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This study aimed at assessing the contribution of curriculum in creating awareness of climate change among learners in secondary schools in Yaba of Lagos State. In this introductory chapter, the study outlines a background of the study, a statement of the problem, the research questions, objectives and the research hypotheses as well as the significance of the study and a conceptual framework.
1.2 Background to the Study
The East African Community Climate Change Master Plan (EACCCMP) (2011), acknowledged that climate change and global warming are the biggest environmental issues of our time. Jekayinfa and Yusuf (2012) submit that climate change threatens the existence of mankind as well as his environment and is therefore a contemporary issue worldwide. Notably, the consequences of climate change will be, by far, more felt in less developed and developing countries although its causes are global (Small and Nicholis, [2003]; Jekayinfa and Yusuf, [2012]). Climate change impacts are already visible in the changing weather patterns. These have had serious impacts on human beings, destroying ecosystems and water supply, causing sea-levels to rise, distressing agriculture and food production. Climate change therefore has a swelling effect on both natural resources and the balance of nature (Jekayinfa and Yusuf, 2012).
It is on the basis of the dangers posed by a changing climate that awareness is needed on its causes, impacts, mitigation and adaptation. The United Nations Educational, Scientific and Cultural Organization (UNESCO, 2009), suggests that the understanding, mitigation and adaptation to the changing climate will to a great deal, depend on education. They also argue that although education is needed at all levels and both formally and informally, creating awareness and understanding at a young age is the best way of changing attitudes and behaviours. Similarly Bangay and Blum (2010), liken the importance of education to health. They assert that to recognize in advance threats posed by climate change, education will play a key role. These arguments are in tandem with one of the United Nations’ millennium development goals which states that ‘environmental sustainability must be ensured which is only possible through ongoing education around environmental issues.’
It is also important to note that climate change consequences are likely to impact disproportionately on the people of Africa, Asia and those living in Small Islands of Developing States. However, the specific nature of climate fears will vary between countries. Vietnam having recognized her dangerous exposure to a changing climate, the government gave priority to climate change adaptation. The Ministry of Education and Training (MOET) in Vietnam developed the MOET Action Plan on Education Sector Response to Climate Change (UNESCO, 2009).
For the case of South Africa, Sunassee et al., (2012), explain that the National Curriculum Statement (NCS) requires learners in the intermediate and senior phases “to behave as responsible citizens and make informed decisions on environmental management and lifestyle choices for a sustainable future.” Learners in these levels are expected to be aware of acid rain and its consequences, the ozone, the greenhouse effect as well as the global warming phenomena. They are also supposed to be able “to present scientific arguments on the risks and benefits of the combustion of organic products and the manufacturing of synthetic products on human development, society and the environment.” For learners in the Further Education and Training phase (FET), the requirement is that they are supposed to “be familiar with the different gases that are present in the atmosphere and their proportions at different levels of the atmosphere as well as be able to identify carbon dioxide, oxygen and photosynthesis through reactions.”
In Nigeria since independence, commissions have been established to look into the education system. It is however important to note that none of all the commissions touched on climate change and possible infusion into the education curriculum. It is therefore apparent that climate change, in Nigeria’s education policies, is casually treated and learning is hardly there at primary, secondary and tertiary levels. The National
Climate Change Response Strategy (NCCRS) attributes this to lack of adequate climate change information, knowledge and long-period data to researchers, planners, policy makers and the general public on climate change adaptation, impacts and mitigation measures (RoK, 2012).
It is therefore evident that curriculum is likely to play a crucial role in creating awareness about causes, impacts, mitigation and adaptation to the changing climate. The study therefore set out to establish which aspects of climate change were addressed in the current curriculum and in which subjects that was done. The study also sought to find out the level of awareness of climate change among teachers and students. It also sought to find out how effective knowledge on climatic change had been in infusing climate change content into the curriculum. By undertaking this study, it was sought to establish the extent to which use is made of the curriculum in contributing to creation of awareness among leaners in schools about climate changes and their adverse effects on environment. However, as noted earlier, the contribution of curriculum in creating awareness about climate change has not been given much emphasis in Nigeria’s education curriculum. The dangers posed by a changing climate and the little emphasis given to curriculum in Nigeria as far as its contribution to creating awareness on climate change is concerned formed the basis for this study.
1.3 Statement of the Problem
According to McCarthy et al., (2001), there is now scientific opinion consensus that human activities are affecting the earth’s climate. They affirm that such activities are modifying the concentration of atmospheric constituents that absorb or scatter radiant energy. The result of this is explained by Sarmiento et al., (2004), who warn that the warming could cross certain thresholds for unforeseen climate change. This will likely trigger shutdown of the ocean currents that supply nutrients to important fisheries and moderate the climate in most regions of the world. Again IPCC (2007), synthesis predicts that sea levels could rise by between 20 cm and 88 cm following global rise in temperatures by between 1.4° C and 5.8° C by the year 2100. In addition, weather patterns will become less predictable and the occurrence of extreme climate events, such as floods, storms and droughts will increase.
On the basis of the dangers posed by the changing climate, O’Neill and Oppenheimer (2002), proposed that we may have only a constricted time frame to act before the levels of emission reductions needed to prevent catastrophic and irreversible climatic changes become extremely expensive. Bangay and Blum (2010) propose that the solution lies in formal education. They argue that “formal education is as important as health” and that an educated population is better equipped to recognize in advance the threats posed by a changing climate and act accordingly.
Recognizing the crucial role played by formal education in creating awareness about climate change, this study asked the question: Is the content in the current secondary school curriculum adequate and explicitly presented to create awareness of climate change among the learners? This study examined the scope of the work done by the scientific community in the area of climate change. A wide range of studies reviewed delved on issues of students’ awareness of climate change (Henry et al., 2012); teachers’ awareness (Eunice and Joy, 2014; Ekpoh and Ekpoh, 2011; Nkechi, 2014); climate change impacts (Aja, 2015); infusion of climate change into secondary school agricultural science (Michael, 2014) and the role of media in creating climate change awareness (Onkargouda et al., 2024). Studies reviewed from Nigeria mainly touched on indigenous coping and adaptation strategies (Edward et al., 2014) and perceptions of teachers towards the integration of adaptation strategy topics on climate change into secondary school agriculture syllabus (Stephen et al., 2014). Notably, few studies have been conducted in Nigeria in regard to climate change.
Recognizing the dangers posed by the changing climate and acknowledging the limited research especially in Nigeria to link contribution of curriculum in creating awareness about climate change, it was pertinent for this study to investigate curriculum and its contribution to awareness of climate change among learners in secondary schools in Yaba of Lagos State, Nigeria.
1.4 Objectives
The research was guided by the following objectives:
i. To establish the key areas of climate change addressed by the current Nigeria’s secondary school formal curriculum.
ii. To establish the extent to which implementation of the curriculum contributes to awareness of climate change among teachers and students.
iii. To evaluate effectiveness of knowledge on climatic change in environmental preservation in schools.
1.5 Research Questions
The study sought to answer the following research questions:
i. To what extent are key areas of climate change addressed in the current Nigeria’s secondary school formal curriculum?
ii. How does implementation of curriculum contribute to awareness of climate change among teachers and students?
iii. How effective has the curriculum developer been in environmental preservation in schools?
1.6 Research Hypotheses
i. There is no significant climate change content in the current Nigeria’s secondary school formal curriculum.
ii. There is no significant relationship between implementation of secondary school curriculum and climate change awareness among teachers and students.
iii. The curriculum developer has not been effective in environmental preservation in schools.
1.7 Significance of the Study
This study aimed at establishing the contribution of curriculum in creating awareness about climate change in secondary schools in Yaba of Lagos State.
The study is therefore expected to have both theoretical and practical importance. Practically, the study, is expected to benefit numerous institutions as well as individuals. For instance:
The curriculum developer (NICD) will understand the strengths and weaknesses in the current curriculum. This will assist the NICD in improving the curriculum to better address the emerging issues around climate change. The study is likely to shed light on whether the current curriculum is creating awareness about climate change and therefore look for possible ways of improving on the same.
The study will also be of much benefit to teachers. The study will make them aware of the extent to which their learners are knowledgeable about climate change issues. This will enable teachers improve on how they deliver content to learners in a bid to create more awareness about climate change. Teachers will also be challenged by this study to make effort to take the teaching of climate change more serious owing to the dangers it presents to the current and future generations.
Environmental campaigners will, from this study, establish whether the education curriculum is sufficient in creating awareness about climate change. If not, they would advocate for other ways of doing the same. For instance, environmental campaigners may find it necessary to intensify campaigns in schools to enlighten teachers and students on causes, impacts, mitigation and adaptation measures. The environmentalists may also push the government and education stakeholders in improving the curriculum to address issues around climate change.
The teacher training institutions will also be made aware of the knowledgeability of teachers about climate change. This will inform their decisions on the kind of courses they offer to their clients. In so doing, teacher training institutions will make their courses more marketable. Such institutions may also develop new courses in line with the emerging issue of climate change and therefore widen the scope of the courses they offer.
Finally, the study is expected to lead to advancement of knowledge on how best Nigeria’s education curriculum can address climate change issues and some of the challenges of climate change lessons did not aid environmental preservation in schools. The study will also form a base on which other scholars and institutions can develop their studies. More scholars are likely to take interest in the contribution of curriculum and education to creating climate change awareness in other levels of education.
1.8 Operational Definitions of Terms
Adaptation: Human adjustment to a changing climate to ensure his continued survival in more severe climatic conditions.
Climate change content: Content in Nigeria’s secondary school formal curriculum that meets the threshold as per 8 thematic areas addressed in Appendix 1.
Climate Change Mitigation: Human interventions aimed at reducing greenhouse gases and consequently reduce their impact on climate systems.
Climate Change: These are changes in weather patterns attributed to increase in greenhouse gases in the lower atmosphere mainly due to human activities but also due to some natural events.
Curriculum: The formal and informal content and process by which learners develop skills, gain knowledge and understanding, and alter attitudes, appreciations, and values under the support of an academic institution.
Global warming: This is a situation that results from the effect of greenhouse gases. The gases trap heat in the atmosphere and re-radiate it leading to warming of the lower atmosphere.
Greenhouse Gases: They are gases that exist in the atmosphere, naturally or aggravated by human activities, which absorb infrared radiation and re-radiate it back to the lower atmosphere leading to its warming. Such gases include carbon (IV) oxide, methane, sulphur dioxide and water vapour.
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