Cities in Southern Africa are experiencing a rapid rate of urbanisation, which exacerbates the impacts of climate change on cities. The recent droughts and water stress in Cape Town, South Africa and Windhoek, Namibia, impacts of Cyclone Idai that destroyed 90% of Beira city, and recurrent heatwaves are evidence of the impacts of climate change on cities in the region. Planners are responsible for the spatial configuration of spaces and places such that cities are safe, resilient, sustainable, and inclusive; hence planning for climate change is imperative. In this study, we argue that the recurrence of climate change-related disasters in Southern Africa reflects the lack of skills, knowledge and capabilities among planners to integrate climate change adaptation into urban planning processes. Like any other profession, planning practice is informed by education and training of the graduates, which influences their worldview and ideology that they take into the professional world. This study examines the contribution of planning education to climate change adaptation in Southern Africa, using the case of Zimbabwe, South Africa and Namibia. Using content analysis of course syllabi in terms of the pedagogy on climate change adaptation, the study identifies the knowledge, skills, and abilities schools impart to planning students. The study reveals that climate change is recognised as a planning dilemma, but it is yet to be integrated into the planning curriculum and is consequently marginalised.

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