he News on Sunday: Why is it crucial now to educate children about climate change adaptation in Pakistan?

Afia Salam: There are several reasons. In fact, even now might be too late. Pakistan is one of the countries most vulnerable to the impact of climate change. We have struggled to convey this message not only to the world but also to our people.

It’s easier to start with children because they don’t have inherent biases. Unlike the older generations, they don’t have to unlearn traditional practices. Additionally, children are among the most vulnerable segments of society. They are also great teachers; they often motivate their elders at home; they also look up to role models who are doing something good. This makes children an ideal starting point for climate advocacy. We must focus on them.

TNS: Many children in rural areas may not have access to formal education, let alone the latest information on climate change. What strategies would you recommend to reach out to these communities and teach them about adaptation?

AS: By education I don’t mean only the formal, structured education imparted in schools, especially since our country has over 25 million children out-of-school. Obviously, that is a large chunk of the population that has no access to any kind of formal education and the issue is not limited to rural areas. Even in cities, we see a very large number of out-of-school children.

Moreover, retention rates are very poor, even for those who do attend school. To top it all off, the quality—or rather the lack of quality—of our education fails to equip students with the life skills they need to deal with the looming threats of climate change.

Non-formal methods of teaching must be used to reach the underserved, whether through audiovisual tools, street theatre, art, design or storytelling. This approach needs to have a broad outreach, as we cannot use a one-size-fits-all solution. Instead, we must tailor our efforts to different regions and segments of the population.

TNS: Climate adaptation is still not a part of the standard school curriculum. How can we include climate adaptation in formal education and make the subject more practical and hands-on?

AS: Unfortunately, we have a compartmentalised education system, and climate change cannot be confined to those rigid structures. It is an intersectional issue, and every subject taught in formal schools can and should embed lessons on climate change. Even outside classroom settings, schools hold assemblies, organise plays and plan field trips—all of which can be used as teaching and advocacy tools to raise children’s awareness on how to adapt to the impacts of climate change.

TNS: What do you think of current government or private initiatives focused on climate change education for children?

“Many organisations are already implementing climate change adaptation knowledge in their communities. We need this effort on a much larger scale. This requires government intervention.”

AS: To be fair, efforts have been made. It’s just that the government is a behemoth that moves very, very slowly. The ministry [of education] has been working on developing a climate change curriculum, and from what I know, they have already prepared it up to the intermediate level. When it will be rolled out, who will benefit from it and whether it will still be relevant so many years after its preparation is anyone’s guess.

Since subjects such as climate change, the environment and education are provincial matters, and Pakistan is a huge country with provinces facing different challenges, I think it is the responsibility of the provincial education departments to look at how they can educate their populations about climate change issues and how to deal with them.

Many NGOs and private sector organisations have been active in this space. They have good models that, if implemented by the government through a public-private partnership, could be beneficial. They already have trained trainers who can deliver training to government teachers, enabling a smooth rollout.

It is just that somebody needs to decide that this is something essential that our children must know. It is imperative because children can influence elders at home to make lifestyle changes that will help address climate change.

TNS: How can community programmes and the media reinforce efforts to educate children outside the classroom?

AS: Community programmes are not doing a bad job, but again, as I said, scaling up is only possible if the government steps in. Many community organisations are already implementing climate change adaptation knowledge. We need this effort on a much larger scale. This requires government intervention.

This needs to happen even for children who are not in the classrooms. It is much easier to address this within the classrooms, and it should be a government priority to ensure children are in classrooms. But while this is being done, we cannot wait because climate-induced disasters have repeatedly hit Pakistan. We need to have a programme for advocacy and adaptation knowledge immediately.

TNS: In your opinion, what are the long-term benefits for communities if they manage to educate children on climate change adaptation?

AS: Climate change adaptation is essentially a change-in-behaviour issue. Children, known for their ability to adapt quickly to new things, can help facilitate the necessary changes in current lifestyles and practices to better defend against its impacts. Communicating these changes through children will be more effective.

The role of the media is essential in this process, as it is the first bridge we have to cross for creating awareness.

The interviewer is a freelance contributor