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Case Study

CLIMATE CHANGE ADAPTATION PROGRAMME

IN NIGERIA:

A UNICEF PERSPECTIVE

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Tree planting by Climate Change Ambassador -Ambassador

Jennifer Nakanda-JSS 2B Govt. Girls Sec. School Big Qua,

Calabar Cross River State, Nigeria (April, 2011)

Case Study

CLIMATE CHANGE ADAPTATION

PROGRAMME IN NIGERIA:

A UNICEF PERSPECTIVE

Background

Systems for climate change adaptation

(CCA) in Nigeria were advanced for the

development of resilient people through the

African Adaptation Programme (AAP) for

climate change (CC) an initiative of the

governments of Japan and Nigeria launched

in October, 2010. The goal of the

programme: empowerment of Nigerian

children and youth as change agents through

the acquisition of knowledge and skills on

climate change has greatly progressed.

Towards the achievement of this goal, the

AAP evolved processes to ensure that

learners would become capacitated through

knowledge and skills (including leadership,

peace building, conflict resolution and life

skills) acquisition and orientation in

participatory approaches to effect social and

behavioural change in their communities. The

programme focused on the generation of

evidence and concepts using evidence-based

research to inform upstream policy dialogue.

It aimed at developing and implementing

strategies and programs for the wellbeing of

the child in a changing Nigeria. Unchecked,

the adverse effects (severity and magnitude)

of climate change on Nigeria’s programmatic

goals has potentials to undermine progress

made towards the achievement of the MDGs

1 and 7 with direct impact on all the other

MDGs. The AAP was coordinated by the

Federal Ministry of Environment under the

leadership of the Special Climate Change

Unit (SCUU). Implementation of the AAP

was managed through a tri-agency

arrangement that involved the UNDP, UNIDO

and UNICEF. Each agency, through its area

of comparative strength in partnership with

the government provided technical support

towards the achievement of the programmes’

goals. The AAP was implemented in Benue,

Niger and Cross River states. In UNICEF,

AAP was implemented by Education sector,

Communication for Development, WASH and

Emergency sections with Education bearing

the bulk in view of the overarching goal of the

AAP.The AAP-Education focused

interventions were implemented in 12 schools

+ 1 (replication using state-owned funds) in

Niger and Cross River States of Nigeria.

Deliverables under the African Adaptation

programme in Nigeria

Deliverables of AAP range from a national

climate change policy passed into Law in

2012 (Fed. Min. Envt. & UNDP), National

Communication Strategies (Fed. Min. Envt.

& UNDP, UNICEF). Capacity Building of

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Farmers on novel cropping practices

(UNIDO) to Knowledge Management System

establishment on Climate Change

Adaptation.

The key deliverable for UNICEF is focused

on the advancement of Knowledge

Management in CCA, Disaster risk Reduction

(DRR) and Emergency Preparedness and

Response (EPR). They have been largely

achieved in collaboration with key

government partners at the National and

state levels. These partners include Federal

and State Ministries of Education,

Environment, Agriculture, Water resources,

Information, State Universal Basic Education

Board, Federal agencies including National

Emergency Management Agency (NEMA),

National Education Research and

Development Council (NERDC), National

Commission for Colleges of Education

(NCCE), School-based Management

Committees (SBMC).

A.Reviews, Learning and Teaching

Material development on Climate Change

Adaptation (CCA), Disaster Risk

Reduction (DRR) and Emergency

Preparedness and Response (EPR).

Desk reviews of the existing Education and WASH policies identifying gaps pertaining to absence of CCA were conducted towards informing legal direction in Nigeria and reports disseminated to key stakeholders for the purpose of CCA incorporation. The Basic and Secondary Education DRR curriculum was reviewed with due consultation and collaboration with key stakeholders on Climate Change (CC) and Disaster Risk Reduction (DRR)] including the National Emergency Management Agency (NEMA) and National Education Research and Development Council (NERDC). Through this review CCA, emergency preparedness (EPR) and gender issues have been infused into the curriculum to inform their practice and delivery to young people. Skills-based packages for School Gardening as a core strategy for CCA including Mitigation and Adaptation packages were developed.

The development of teachers at Pre- and In-service levels at the Colleges of Education who present the key source of Education supply has been addressed by the AAP. Requisite learning materials that compliment the CCA/DRR-enhanced basic and secondary education curriculum are currently available. The capacities of 340 Tutor Educators and 1,352 student teachers at 6 focal Colleges of Education from the 6 geopolitical regions of Nigeria have been built on these developed materials. These pre-service teachers and instructors have thus become empowered with increased knowledge on the CCA for quality education delivery at the basic and secondary levels. A teachers’ guidance pack on CCA, DRR and gender issues for use in Primary, Junior Secondary Schools in Nigeria and participatory packages is available. The guidance pack captures issues of gender, human rights with focus on the impacts of Climate Change on natural systems. Strategies for coping with, reducing and managing climate induced disasters are highlighted and the integration of CCA & DRR into school curricula through focus subjects is outlined. A training module for mainstreaming CCA into the Water, Sanitation and Hygiene (WASH) Sector has been developed in collaboration with National Water Resources Institute (NWRI) and Federal Ministry of Water Resources (FMWR). This resource material will be offered as a standalone course and also integrated into NRWI programmes for WASH sector professionals. Twenty-eight key Water and Sanitation sector stakeholders (FMWR, NWRI, River Basins Development Agencies, State RUWASSAs, Federal Ministry of Environment and some NGOs) have had their capacities enhanced on the use of this module.

Learner-friendly instructional materials in

peace building and conflict resolution for the

promotion of positive behaviour have been

developed. These materials (Learning

Manual and Strategic CCA Framework and

Participatory Approaches for problem solving

and conflict management skills) address

issues of climate change, migration-based

conflict, good interpersonal relationship and

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Okonkwo and the Elders lamenting the devastation of

Climate Change in Chinua Achebe’s novel “Things Fall

Apart” in a Performance by students of Day Secondary

School, Tunga, Minna State Nigeria, December 2011.

peaceful co-existence. The establishment of

systems to prevent and mitigate violence in

communities as a result of climate change

and other causes has been achieved in the 2

pilot states while the capacities of 97 key

stakeholders including Learners from these

states have been built in the prevention,

reporting and response to violence.

Leadership and Life skill master training of 29

key stakeholders from 10 states in Nigeria

has been conducted. The goal of this training

is the knowledge enhancement of a core

team of master trainers who are available for

the stepping down to learners in the AAP-

pilot schools as well as those in non-AAP

pilot schools during replication process in

other states of Nigeria. Life skills/leadership

training of Learners has been stepped down

at the state levels by these master trainers.

Increased awareness on CCA and DRR has

been advanced through the development of

child-friendly interactive communication

materials. These Learner-attractive

communication materials that enshrine key

messages on climate change adaptation,

disaster reduction and preventive skills in

health and climatic issues are currently

available in English and local language.

Sensitization of learners and school

communities have been achieved through the

dissemination of these communication

materials in schools and during community

dialogues.

The acquisition of CC knowledge by learners has been showcased in the 2 UNICEF-focused pilot states (Niger and Cross River)

during zonal and inter-state level school competitions on CCA. The 6 AAP pilot schools participated in competitions in drawing, debate and drama categories in November, 2011. The participating children demonstrated strong capacity and keen understanding of CCA challenges and their role in meeting those challenges. The Finals of the competition was reported in print and electronic media (Nigerian Television Authority and Guardian Newspaper, 27th Nov. 2011) and video showcased in the CCA international forum at Durban South Africa, November 2011). One the AAP-built Child CCA Ambassador participated in the TUNZA 2011 outing at Bandung, Indonesia was proud to share her experiences and knowledge gained with peers and communities upon her return.

In October 2012, a national forum was hosted

at which the knowledge building efforts of

Cross River and Niger state partners was

showcased during the successful execution

of zonal and national level Quiz competitions

and Children Parliaments on CCA. This

national CCA Quiz competition and Children

Parliament whose theme was focused on

causes and challenges of climate change

was in response to the recent national flood

disaster that affected more than 90% of the

country. Thirty-six qualifying CC children

ambassadors out of 100 CC ambassadors

Chief of Gwam and Community members viewing developed

Climate Change Adaptation communication materials during

a Community dialogue held July 2012

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Pupils from Baoku Memorial Basic School, C & S New Eden

Pry. School, School 1 & 2 Mokola, Polytechnic Nursery &

Pry. Sch and U.M.C Demonstration School, Oyo State

undertaking the School-based CCA/DRR Assessment test for

the purpose of Face Validation, June 2012

from 6 states (Cross River, Niger, Benue,

Imo, Lagos and Sokoto- from the 6

geopolitical regions of Nigeria) exhibited CCA

knowledge and skills acquired including

leadership skills.

Climate Change Adaptation knowledge

acquisition in Basic Education (BE) for

enhanced quality has been boosted by the

development of assessment tools to evaluate

the level of knowledge and skills acquired at

the school level through the AAP’s targeted

efforts of awareness creation, development of

learning materials that educate and empower

children at the levels and the child-friendly

participatory strategies. These school-based

tools will be used to measure change in the

knowledge and skills on CCA among learners

within the framework of existing assessment

system in schools. This instrument for

monitoring learning achievement (MLA) has

been enriched by face validity testing using

pupils and teachers from 5 primary schools.

B. Capacity Building

Knowledge management for sustenance of

programme benefits and replication of climate

change adaptation and disaster risk

reduction-focused interventions to schools in

other states of Nigeria has been promoted

through institutional and human capacity

development. The capacity of a critical mass

at the Federal Ministry of Education has been

enhanced on climate change analysis. In this

effort, two Deputy Directors and 1 Assistant

Director who serve as focal officers for CCA,

DRR and EPR at the Federal Ministry of

Education (FME) trained in climate change

analysis in South Africa have stepped-down

the training of 61 teachers at the state levels.

This training aimed at an increase in the

fundamental knowledge on the framework for

designing, monitoring and evaluation

systems, methodologies, tools and guidelines

was undertaken to enable empower the FME

Educational Mangers in the mainstreaming of

disaster risk management and reduction into

development and humanitarian interventions.

Two UNICEF specialists from the Emergency

and Communication for Development

programmes have also acquired enhanced

capacities in CCA and DRM through

undertaking the same training utilizing

UNICEF-counterpart funding.

In a related development, new capacity for

has been acquired by one UNICEF Education

officer in Disaster Risk Reduction, Response,

and Recovery (DR4) through a training

hosted by the Swedish Civil Contingencies

Agency (MSB). This training for professionals

working in development and humanitarian aid

and who will be increasingly engaged in

decision making or field operations related to

disaster risk reduction has been utilized in

part to build stakeholders’ capacities. The

training which included a broad overview of

DRR, Response and Recovery across the

disaster timeline covers concepts and

terminologies, assessing risks, risk reduction

practices. In addition, the establishment of ,

institutional and legislative systems (ILS),

response, stress on mission, working in

teams, recovery, handover and transition,

preparedness and contingency planning, and

capacity development are covered with

integration of cross-cutting issues of gender

and environment across the above topics.

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Rainwater flowing from tap through pipes channelled from the

collection point (tank) into the school garden. SUBEB Desk

Officer, FME partner, UNICEF focal officer, Gwam Community

Women Leader and Youth Leader looking on

Model School Garden, Gwam Pry School, Niger State

Gwam Community Dialogue in Gwam Primary School with

Community Leader in attendance

Plantain, Melon and Citrus plants a PCN Primary

School Cross River State, Nigeria

One hundred and sixty-six (166) teachers,

head teachers, health education teachers,

SBMCs, PTAs have acquired enhanced

knowledge and capacity on implementation of

CCA in schools and communities. These key

Duty Bearers are currently supporting the

practice of environmental friendly activities in

their schools/communities. Thirty-five key

stake holders from ministries, departments

and Agencies (MDAs), Civil Society

organizations (CSOs) and Faith-based

organizations (FBOs) have had their

knowledge base increased on root causes of

Climate Change across Nigeria and

opportunities for mitigation, prevention and

community resilience. These stakeholders

have committed to holding a yearly workshop

on the prevention of flooding and zonal and

national quizzes/competitions towards the

generation of more Climate Change

ambassadors as agents of change to their

communities.

C. Community Dialogues Climate Change adaptation (CCA) and

disaster risk reduction (DRR) systems have been further strengthened as 100 climate change ambassadors in 6 states empowered by acquisition of knowledge and skills now

serve as advocates to their communities. Through the activities of these change agents, four hundred and forty (440) community members are now aware of the consequences of climate change. School gardens with vegetables, grains, fruits and several new crop varieties for the economic prosperity of the schools and communities) supported by functional rainwater harvesting facilities have been established by the

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Rainwater Harvesting, Gwam Primary School, Niger State

Presentation by members of the Climate Change Club, Gwam

Pry Sch., Gwam, Niger State

Established School Garden, Gwam Pry School, Niger State

with various vegetables and young fruit trees.

Learners. Interviews during monitoring revealed the support of the community

Mother’s Association in ensuring adequacy of water during the dry season. During the community dialogues, reports from the school community leaders Community Head, Women Leader, Youth Leader and Head

Teacher) at Gwam Community where 1 of the pilot schools is situated) were made on the increased enrolment and interest of children in attending Gwam Primary School with emphasis on the participation in the school

gardening projects. Community members and monitoring team engaged in a dialogue during which issues of CC and DR where discussed. Communication materials were disseminated and presentations made by climate change ambassadors and Young Farmers club members. Tree planting has been further undertaken in Gwam community in response to the recent loss of the primary school’s roof’s due to wind action. Another monitoring visit to the 3 pilot schools in Cross Rivers State revealed that planted trees/gardens have been well maintained. Learners have become empowered as advocates of Climate Change Adaptation in homes and communities. Interviews conducted revealed knowledge acquired and strengthened on CCA and translation of tree planting exercise to homes. As a team, Cross River state has taken the CCA message to churches, communities and markets. An informal partnership has been initiated between His Royal Highness, Ntoe Ekong Etagbo of Akim Qua, Community Elders and PCN Primary School children after they addressed him in the company of the Elders on 13 July, 2012 and a commitment towards the scaling up of tree planting in Akim Qua has been made. The Ntoe himself pledged to replace 2 trees he cut down in front of his house with four. Renewable energy pilot project involving solar capture has been installed in both states and is currently being used in the generation of electrical power to pilot schools during and after school hours. Towards the generation of vital data to guide programme implementation at the state level, another informal multi-sectoral government partnership with membership from communities (school-based management committees; SBMC), ministries of Education, Agriculture, Environment and Water Resources has been established. This CCA-implementing team (2 AAP-pilot states) whose mandate is the joint schools monitoring/appraisal on AAP progress including child-participatory components including school farms/gardening, water harvesting, renewable energy pilot projects present as a best practice for the replication of CCA in other states.

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Community mapping exercise in Calabar; Learners (AAP

pilot schools), teachers, community members and key

stakeholders, March 2012

Climate Change ambassadors instructing their peers on

hands-on approaches

D.Child-led Governance Tasks The CCA systems building efforts have focused on children who are key stakeholders in CCA as they represent as the generation most at risk of being affected by the negative impacts of CC. Learners’ participatory principles have been mainstreamed through several Child-centred experiential learning tasks and child-participatory approaches established in the pilot schools The implementation of these tasks were guided by state–specific Action Plans characterized by activity-driven strategies with specific objectives, budgets

and time frames. These strategies on Learners’ CCA knowledge and skills acquisition for influencing community dialogue through child-centred activities include community mapping exercise, tree-planting, peer mentoring and other activities have been undertaken by learners and state CC stakeholders. Capitalizing on the enormous resources children have to contribute to ideas, talents, energy and passionate drive towards environmental sustainability, the development of child-centered learning tasks has been achieved. Using strategies that promote increased child participation in Child-centered learning tasks, these Learners imbued with new skills have developed new communication materials including songs, poems, puzzles, games, drama etc). They have served as trainers in building capacities of their peers in 2 schools in the use of CCA/DRR-directed hands-on strategies. A Communiqué was issued by Niger and Cross Rivers state key stakeholders to inform implementation of CCA.

Capacity-built children Climate Change Ambassadors armed with new skills and knowledge serving as advocates to their

communities through dialogue have influenced community and state leadership in the 2 pilot states. This has resulted in policy decisions taken to reduce impact on the environment such as afforestation and replication of CCA pilot projects to more schools using state-owned funds. In Niger state, the state governor advocated to by the ambassadors participated in the planting of 70 trees and approved the replication of the CCA programme in 1 school using state-owned funds. School health clubs have been identified as critical systems building components to advance Learners as change agents. The establishment and strengthening of Environmental or CC Clubs in schools on CCA towards the reinforcement of classroom taught concepts has been addressed through key stakeholders whose capacities have been built in these regards. These clubs which promote issues of CCA, environmental sustainability, school farming, gardening and violence prevention have thus been established in the pilot schools. Capacity building efforts on Cross River and Niger state partners has yielded result as observed during the successful execution of zonal and national level Quiz competitions and Children Parliaments on CCA. A national CCA Quiz competition and Children Parliament on causes, challenges in response to the recent national flood disaster has been held. Thirty-six qualifying CC children ambassadors out of 100 CC ambassadors from 6 states (Cross River, Niger, Benue, Imo, Lagos and Sokoto- from

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the 6 geopolitical regions of Nigeria) exhibited CCA knowledge and skills acquired including leadership. In addition, towards building capacity for response to CCA-related emergencies such as the recent flooding incident that affected over 90% of Nigeria, the training of 55 core emergency response key stakeholders from 8 states was achieved. The focus of the training included key activities and considerations BEFORE, DURING and AFTER emergencies. The identification of the roles and responsibilities of key stakeholders during the lifeline of these emergencies was done and strategies developed. Federal and State MDAs, CSOs and faith-based networks have been mobilized in the conduct of capacity building workshops for head teachers and teachers in Cross River and Niger states on Disaster Risk Reduction and UNICEF’s Core Commitments to Children in Emergencies in response to the flooding emergency that affected Nigeria in the last six months of 2012. Lessons learnt on the AAP CCA project have been applied in support provision to post-flood Recovery in hard-to-reach populations in Bayelsa, Kogi and Delta states.

Challenges Experienced

The major setback in AAP implementation

was the inability to conduct the 2 planned

studies on the ‘Impact of Climate Change on

Children in Nigeria’ and ‘Emergency

Preparedness and Disaster Risk Reduction in

relation to Climate Change Adaptation in

Nigeria’. This setback was due to emergent

security issues occasioned by the existence

of terrorism (Boko Haram sect) in the country.

This presented an obstacle in consultant

recruitment process making assess to

relevant technical external (international)

expertise difficult.