An Assessment of the Extent of Inclusion of Climate Change in Secondary School Curricular in Africa: A Content Analysis

*Sylvanus Twinomugisha Rwobusiisi – Kyambogo University, Uganda,
Dr. Alice Dhliwayo – The Open University of Tanzania, Tanzania ,
Dr. Flora Kiwonde – Kyambogo University, Uganda
Prof. Lazarus Ndiku Makewa – Rwenzori International University, Uganda,
Kalulu Ronald – University of Tourism, Technology and Business Studies, Rwanda
*Corresponding Author: stwinomugisharwobusiis@gmail.com

Abstract: Despite the great role played by education in creating knowledge, developing skills and attitudes among people, little climate change and mitigation content exists in taught curricula in most developing countries. There has been a lot of discussion surrounding education and climate change in schools. This comprehensive corpus study used Content Analysis technique to assess the extent to which Africa has taken up the inclusion and or integration of climate change in its curricular. The researchers used this corpus study as a comparative assessment of how countries in East Africa, West Africa, Central Africa and Southern Africa have included climate change in their curricular and the efforts these regions have done to adopt strategies and policies in their education systems. The study found out that climate change is an emerging challenge for most African countries, education is a key player in awareness and mitigation of climate change in developing countries of Arica, secondary schools in developing African countries have climate change integration in their curricular at very minimum levels and that the greatest challenges the countries face are those of funding and teacher empowerment and efficacy in the area of climate change. It is recommended that African countries integrate climate change across their curricular as a way of bringing awareness and mitigating its impact on the planet.