What Can We Learn From How Countries Include Education, Children and Youth in Their NAP Processes?

Jennifer Merryweather, Education Specialist, NAP Global Network & Save the Children

 

Three students in white and red uniforms sit at a long wooden desk in a bright classroom, engaged in an art activity. In the center, a girl laughs joyfully while holding a small paint tube.
Education is critical for building the adaptive capacity of current and future generations—a key aim of the national adaptation plan process. (Credit: Ulet Ifansasti/Save the Children)

 

Young people are “full players in the fight against climate change, and the decision-makers of tomorrow.” As noted in the Central African Republic’s national adaptation plan (NAP), there is no doubt that children and young people—who make up over 70% of the population in sub-Saharan Africa—have the potential to be agents of change in driving climate change adaptation. To foster this, the United Nations Framework Convention on Climate Change and global organizations such as the Global Partnership for Education and Save the Children emphasize one critical enabler: education.  

Education is relevant, as 1 billion children live in countries that are extremely vulnerable to the impacts of climate change. Not only are children more vulnerable due to their physiological and developmental stages, but climate hazards also disrupt critical services that children rely on to survive and thrive, such as education.  

As climate risks worsen, children’s education is disrupted both directly and indirectly by climate change. Direct impacts, such as flooding, fires, and cyclones, disrupt access routes to schools, destroy classrooms, and prevent children, especially girls and children with disabilities, from accessing a quality education. Indirect impacts increase the risk of malnutrition, disrupt livelihoods, and increase the risk of child marriage and child labour, all of which keep children out of school.  

Despite these disruptions, education is critical for building the adaptive capacity of current and future generations—a key aim of the NAP process. At the same time, the NAP process offers a strategic opportunity to embed the education sector within broader adaptation and development planning and budgeting, with multiple ensuing benefits. 

To mark the International Day of Education and the power of youth in co-creating education, this article outlines what we can learn from countries that are already including children, youth, and education in their NAP processes. 

How Are Countries Including Children, Youth, and the Education Sector in Their NAP Processes? 

Based on our Education in National Adaptation Plan Processes report, in partnership with Save the Children, we unpack emerging trends and good practices that can serve as a guide for NAP teams seeking to improve how children, youth, and education are considered in their own NAP processes.  

94% of NAPs Reference Children and/or Youth  

Among the NAPs that reference children and/or youth, the majority recognize them as a population group that is vulnerable to climate change and as a group targeted to benefit from adaptation action. Notably, over half identify them as agents of change. Throughout the NAP process, considering the unique vulnerabilities and needs of children and youth, as well as their potential as agents of change, can drive more effective and inclusive adaptation efforts.   

Good practice example: Nepal’s NAP considers the specific needs of children across a number of priority areas, such as rural and urban settlements, industry, transportation and physical infrastructure, safe drinking water and sanitation, and disaster risk reduction. Both Jordan’s and the Central African Republic’s NAPs recognize youth as future decision-makers and key actors in the NAP process.

NAPs Acknowledge Intersectional Factors, But Gaps Remain 

Tap the image to read the latest report on education in NAP processes.

Age, gender, disability, and other factors all influence the ways in which children and youth are vulnerable to climate change, their adaptation needs, and the opportunities they have to engage in climate action. This is acknowledged in 58% of NAPs, which refer to intersectional factors when referring to children and youth. Gender is most commonly referenced, and some NAPs consider other intersectional factors such as poverty, the urban/rural divide, and migration. However, only 8% of NAPs explicitly consider the needs of children with disabilities. 

Good practice example: Madagascar’s NAP notes the need for gender–sensitive climate–resilient infrastructure, especially water, sanitation, and hygiene, to ensure that girls can continue to access education. 

84% of NAPs Include an Education-Related Priority or Action

This signals good progress in prioritizing education for children and youth. However, the majority of education adaptation priorities or actions focus on curriculum change and overlook resilient school infrastructure, school safety, educational continuity, and gender and social inclusion.  

A more holistic approach to the education sector can and should be explored, acknowledging that the success of curriculum initiatives will depend on safe, climate-resilient schools; school continuity planning in the face of climate shocks and hazards; and the mainstreaming of gender equity, disability, and social inclusion in education adaptation.  

Good practice example: Saint Lucia is developing an Education Sector Adaptation Strategy and Action Plan, which has allowed it to expand on education adaptation measures across areas such as resilient school infrastructure, educational continuity, school safety, and curriculum change and teacher training.

Less Than Half of NAPs Consider Education in Climate Risk Assessments  

Education adaptation actions should be informed and prioritized based on the Impact, Risk and Vulnerability Assessment (IVRA) phase of the NAP process to ensure that the impacts of climate change on the education sector—and children and youth—are well understood. However, as only 40% of NAPs include education in their IVRA phase, this points to a key evidence gap.  

Key Recommendations to Strengthen the Integration of Children, Youth and Education in NAP Processes

Our analysis revealed some areas that can be strengthened to better include children, youth, and education in the NAP process. One key area is the engagement of the education ministry.  

Although 58% of NAPs include the education ministry in an implementing role, very few give them a role in other areas. Involving the education ministry earlier in the NAP process to inform education sector adaptation planning and to include them in coordination mechanisms for the NAP process could help ensure alignment between education sector adaptation priorities and other sectoral and national adaptation priorities.   

 

 

Other recommendations for NAP teams include the following: 

  1. Involve and coordinate with the education ministry in NAP processes.  
  2. Include the education sector in the IVRA to inform education adaptation priorities and actions. 
  3. Strengthen the integration of the education sector in NAP priorities and actions, considering all components of a climate-resilient education system. 
  4. Integrate education indicators in monitoring, evaluation, and learning systems for adaptation. 
  5. Ensure education adaptation priorities and actions in NAP processes are costed to address adaptation finance gaps in education. 
  6. Facilitate the inclusion of children and youth in all their diversity in the NAP process, recognizing both their unique vulnerability and their capacity as agents of change. 

Read the latest research, Education in National Adaptation Plan Processes, to explore more recommendations to strengthen the integration of children, youth, and education in the NAP process.