St. Vincent & the Grenadines Climate Change Mitigation and Adaptation and Disaster Risk Reduction Curriculum Consultancy

Mimosa Blossom

A Sustainability Frontiers team consisting of David Selby, Fumiyo Kagawa and Rowan Oberman, an SF Associate Members from SF’s partner organisation, the Centre for Human Rights and Citizenship Education, Dublin City University, Ireland, are currently undertaking a twelve-month World Bank-funded consultancy (from February 2019 to February 2020) on behalf of the Government of St. Vincent & the Grenadines (SVG).

 
SVG is at risk from multiple hazards including hurricanes, storms and storm surges, tsunamis, coastal erosion, flooding, drought, landslides, earthquakes and volcanic eruptions. Climate change is exacerbating the severity and frequency of such hazards. The Government of SVG is responding to the increased threat through a regional project funded by the World Bank and the Climate Investment Fund Pilot Program for Climate Resilience. Within the project a key area for investment is the education of children and youth in how to engage with disaster risk reduction (DRR) and the need for climate change mitigation and adaptation (CCMA). The SF consultancy is the flagship development for the SVG education sector.

The broad aim of the consultancy is the development of a national climate change and disaster risk reduction curriculum for lower secondary schools across SVG curriculum. The consultancy breaks down into four interrelated tasks: 

  • Task 1: Writing of an Inception and Data Collection Reports. Following setting out their proposals for the methodology, scheduling and deliverables for the consultancy, the task of the SF team is to make a compilation of participatory learning tools for understanding CCMA and DRR issues, materials on disaster and climate change from a small islands developing states (SIDS) perspective, and to gather togather from the Caribbean and globally existing curriculum materials on CCMA and DRR. They will also collect SVG and Caribbean case study materials. Out of this work will emerge a resorce book for teachers.

  • Task 2: Developing CCMA and DRR Curricula for Schools. Out of the preceding work the team will develop cross-curricular lessons and activities organised in modular format for grades 1 to 3 of secondary school. Consultations and workshops with students, teachers, educators, curriculum developers and CCMA/DRR experts will inform the curriculum developed. When the first draft is ready a further round of consultations and workshops will be held to elicit feedback and horn the activities.

  • Task 3: Piloting the Curriculum. The curriculum will be piloted in classrooms with the impact and quality of the materials being evaluated through student and teacher focus groups, lesson observation and workshops, prior to refinement.

  • Task 4: Development and Piloting of Teacher Training Modules. Discrete training modules for trainee teachers, in-service professional development purposes and the training of trainers (ToT) will be developed and each piloted and refined. Following this, a final consultancy report will be written.   


For details of SF’s other work on climate change and disaster risk reduction in the Caribbean click here and here.


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