Practices, Perceptions and Prospects for Climate Change Education in Africa - Hardcover

Über die Autorin bzw. den Autor

Dr. Marcellus Forh Mbah is currently an academic and the race and equality lead in the School of Education, Environment, and Development (SEED) at the University of Manchester, where he teaches environmental education. Prior to joining Manchester, he held teaching and research positions in Bournemouth and then at Nottingham Trent, during which he provided leadership to a Special Interest Group (SIG) on Education and International Development.

Professor Petra Molthan-Hill, Ph.D., is the co-chair of the UN PRME Working Group on Climate Change, a professor at NTU (UK), and an author of the 'Handbook of Carbon Management.’ She is an international multi-award-winning expert for Climate Change Mitigation Tools and leads the ‘Climate Literacy Training -CLT-ECOS’ distributed worldwide with QS Impact and UN PRME, which won the QS Reimagine Education Award in Sustainability (Gold) in 2022.

Dr. Ernest L. Molua is a professor of Agricultural Economics in the Faculty of Agriculture and Veterinary Medicine, University of Buea, Cameroon. He is a member of the College of Research Associates of the United Nations University Institute for Natural Resources in Africa. He is a fulbright research fellow at Yale University, USA. He also serves as a visiting professor to the United Nations Institute for Economic Development and Planning, Dakar, Senegal.

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This open access book presents peer-reviewed chapters that introduce the subject of climate change within formal and informal sectors of education in Africa, as key to building the capacity of current and future generations to address the most pressing global issue.

An insight into existing practices, perceptions, and prospects for climate change education in Africa can bring to light relevant frameworks that can support a climate-resilient future in the continent.

Among others, the book contends that there is a need to rethink current practices of climate change education in the continent by optimizing Indigenous knowledge systems and context-relevant pedagogies as important strategies.

Governments, civil society, and other stakeholders in Africa can draw on the rich insights captured in this book as they consider feasible approaches to resolve the current climate crisis.