Combes, H. (2019). Using vocational education to support development solutions in the Pacific: An emphasis on climate change and health. Applied Environmental Education & Communication.

In the Pacific, the capacity of curriculum writers for integrating the content of climate change into their curricula and/or taught Resilience [Climate Change Adaptation (CCA) & Disaster Risk Reduction (DRR)] in education is limited. This paper described the findings of a 2018 study on the integration of climate change into primary and secondary schools' curricula and taught resilience in education in TVET. It involves teachers (n=30) from Kadavu and Levuka islands, curriculum writers and editors from the Ministry of Education, GIZ, SPC, and USPin Fiji. An exploratory design was used to explore the curricula for Fiji and the EU PacTVET project at SPC. Information was collected from workshops and training events, interviews and project documents. Using BEKA (Benchmarking, Evidencing, Knowing, Applying) and the concept of ako (e.g. to study or educate), a model of climate change and resilience in education was designed as part of this research to help Pacific schools with their curricula. These results indicate how behavioural changes may shape Resilience, thus placing them in a better position to achieve the UNFCCC, the SDGs, the Sendai Framework and the Framework for Resilient Development in the Pacific (FRDP) targets and objectives by 2030 and beyond.

This article reports on the results of the EU PacTVET project, which explored the use of Technical Vocational Education and Training (TVET) to provide a better understanding on the development solution for the impact of climate change on human health in the region. It describes the findings of a 2014-2018 project on the use of vocational education to provide development solutions in the Pacific with an emphasis on climate change and health. An exploratory design was used to investigate how vocational education developed solutions for climate change and health in the 15 Pacific – African Caribbean and Pacific (P-ACP) countries: Cook Islands, Federated States of Micronesia (FSM), Fiji, Kiribati, Nauru, Niue, Palau, Papua New Guinea (PNG), Republic of Marshall Islands (RMI), Samoa, Solomon Islands, Timor-Leste, Tonga, Tuvalu and Vanuatu. Information collected via personal communication with relevant stakeholders, qualitative interviews, documents review, and survey (n=48) of youths and young women in Fiji. Data analysis was performed using thematic analytical strategy and frequency analysis. The study found that vocational education plays a significant role in building the capacity of people to become more sustainable and resilient in their life now and in the future. Also, getting an accredited qualification on health resilience and/or job in the health sector may help them to respond effectively and efficiently in the event of climate change and/or disasters caused by natural hazards. The same factors were explored quantitatively using descriptive analytical strategy, and concluded TVET education, to have a positive influence on climate change and health. As a result, vocational education could provide development solutions for health adaptation in the Pacific. These results indicate global actions for vocational education, that would perfect the course of resilience for these 15 P-ACP in the Pacific and alike in the U.S.

This study uses an explanatory design to investigate the role of primary education in addressing climate change in primary schools in Fiji. A self-administered questionnaire (N=30) was conducted with primary school teachers from 14 primary schools in Fiji. Using frequency analysis, all teachers perceived that addressing climate change at a much younger age is more effective than just addressing it at the decision-making level. Furthermore, a Kendall tau-b was performed, and identified a significant correlation between the primary school teachers' location and recommendations for further training on climate change (τb=.59, p<.001) and work relevance and climate evaluation (τb=.6, p<.001). The same factors (e.g. work relevancy, helping primary education adapt to climate change, etc.) were explored qualitatively using desktop review, literature search and found addressing climate change at a much younger age to be significant. These results are expected to perfect not only the role of primary education but to contribute significantly to the achievements of a climate-resilient Fiji by 2030 and beyond.