In Search of Indigenous Framework on Climate Change Education in the Vanuatu Education System

Abstract

Climate change has become the focus of attention in many countries of the world. Education is seen as a pivotal tool not only in bringing climate change issues to the fore of regional and international debates, but also in raising awareness about climate change in schools. In Vanuatu, Climate Change Education (CCE) has been included in the Vanuatu Education System including relevant policies and curriculum documents. This paper reports on the preliminary findings emanated from a qualitative case study recently carried out in Vanuatu. The purpose of the study was to find out if current official curriculum documents promote climate change concepts congruent to local settings, for example, the indigenous knowledge system, to promote sustainable development.

Data was collected via interviews of key education and climate change officers; as well as by reviewing relevant educational documents, including educational policies and curriculum. Data collected was analysed through the content analytical tool. The preliminary findings show that the promotion of local climate knowledge in the curriculum is less emphasized. These findings will be articulated in the presentation. The paper then speculates on the best possible indigenous knowledge framework on climate change beyond the curriculum to promote climate change education and to ensure sustainable development for the Pacific people.