Tess K. Martin

A Case for Formal Education in the Technical, Vocational Education and Training (TVET) Sector for Climate Change Adaptation and Disaster Risk Reduction in the Pacific Islands Region

The Pacific Small Island Developing States (P-SIDS) are extremely vulnerable to climate change impacts and natural hazards due to their geographical location, topography and major economic sectors (agriculture, tourism and fisheries). The sustainable development and even the mere existence of these P-SIDS are under threat. Regionally, leaders are aware of this vulnerability and many related projects have been conducted on a national and regional basis by different stakeholders. Limited availability of appropriate formal training related to climate change adaptation and disaster risk reduction in the region has led to: lack of locally trained people to implement and monitor projects; use of donor funds to support foreign experts; unsuccessful projects causing maladaptation or increasing vulnerability and risk. Findings from a regional needs and gap analysis indicate that formal qualifications which account for local contexts are required to build national capacity to: accurately monitor and assess impacts of climate change and natural hazards; identify solutions to reduce these risks; and plan, manage and implement risk reduction projects to reduce damage and losses. This paper makes the case for the introduction of formal and accredited qualifications in climate change adaptation and disaster risk reduction in the technical, vocational education and training sector to support climate change adaptation and disaster risk reduction in the Pacific Islands Region (PIR). The development of regionally-specific quality assured qualifications in this context is ground breaking and is the impetus for the European Union Pacific Technical Vocational Education and Training in Sustainable Energy and Climate Change Adaptation Project (EU PacTVET). Responsive and accredited regional qualifications should ensure that the interventions managed by those having these qualifications are really supporting sustainable development.

Adaptive Capacity in the Pacific Region: A Study of Continuous Professional Development for In-Service Teachers in Kiribati.

ABSTRACT This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is integral in Kiribati and Pacific community daily life it could be a suitably applied in the workplace to promote effective learning. At the same time the study was designed to investigate a system of learning for teachers in Kiribati that would address their needs, in particular being school-based. The study revealed that cultural influences in Kiribati such as: the role of leaders, respect for elders and secret knowledge have a strong influence on teacher behavior both inside and outside the classroom. The recommendations concur with research literature that suggests developing effective policy and practices in the Pacific region must be driven by and strongly reflect cultural practices, values and beliefs. Importantly, the notion that some cultural practices may conflict when applied in different settings provides an added dimension to the body of literature.

Capacity Development and TVET: Accredited Qualifications for Improving Resilience of Coastal Communities—A Vanuatu Case Study

For countries like Vanuatu, climate change is the most significant single threat to sustainable development, in particular due to the large proportion of the population living in coastal communities. Additionally Vanuatu is the world’s most at-risk country for natural hazards mainly affecting coastal communities (Birkmann and Welle in The world risk index, 2015). One of the key barriers to improving Pacific Island Countries’ resilience to climate change impacts is the lack of local and regional capacity and expertise resulting from the absence of sustainable accredited and quality assured formal training programs in climate change adaptation (CCA) and disaster risk management (DRM) (Jordon et al. in Climate change policy in the European Union: confronting the dilemmas of adaptation and mitigation. Cambridge University Press, United Kingdom, 2010; Martin et al. in Training needs and gap analysis. Suva, Fiji, 2015). The European Union funded PacTVET project has partnered with The Pacific Community (SPC) and the German aid agency (GIZ) Coping with Climate Change in the Pacific Region (CCCPIR) programme to support the delivery of the first accredited TVET certificate in Climate Change and Disaster Risk Reduction (CCDRR) in the Pacific Islands region. This TVET qualification provides outcomes based learning specifically focused on coastal communities through practical activities and field work involving vulnerable coastal areas throughout the provinces of Vanuatu. The delivery of the CCDRR course is being led by the Vanuatu government through the Vanuatu Institute of Technology and is leading regional and global developments in formal accredited TVET training for Climate Change and Disaster Risk Reduction.