CLIMATE CHANGE: THE MISSING TOPIC IN ZIMBABWEAN
SECONDARY SCHOOL GEOGRAPHY CURRICULUM. THE CASE OF
CHIWUNDURA DISTRICT
By
Mangizvo V. Remigios
Zimbabwe Open University
rvmangizvo@gmail.com
+263772810978
ABSTRACT
Climate change has serious impacts on the lives of school children, particularly those in the
rural areas. They miss school because rivers are either flooded, or because they are hungry,
due to recurring droughts. Others suffer from malaria which is on the increase because of
climate change. Children seem not to understand the situations they find themselves in.
Their geography curriculum does not have enough material that deal with climate change in
detail. The study was conducted in Chiwundura District. This is a district that experiences
extremes of climate change that is floods and droughts. This study which was qualitative in
nature sought to find out what was covered in the geography curriculum. It also wanted to
establish whether both pupils and their teachers understood climate change issues. The study
utilized interviews with geography teachers and school pupils to find out what they knew
about climate change. The study also made a number of observations to find out if the
geography syllabus covered issues on climate change. The study established that teachers
lacked the expertise on the topic as they had limited content. The school children revealed
that little was taught to them on climate change and instead heard much on the topic from
radios and televisions. The syllabus did not have separate topics on the topic. It was included
under topics such as weather and climate. The topic on weather and climate was optional
both at Advanced level and university. The geography curriculum needs to focus on current
challenges.
Key words: Climate change, curriculum, geography, school children
Introduction
Climate change is one of the most important global challenges that are currently affecting humanity. Climate
change has impacts on man, animals, plants and their environment resulting to health, economic and social
consequences (Victor-Ishikaku and Nyenwe, 2014). As a result climate change has received a lot of attention in
the last decade (Ukpoh and Ukpoh, 2011). The United Nations holds yearly conferences dedicated to climate
change in the framework of the United Nations Framework Convention on Climate Change (UNFCCC). These
provide the formal platform to assess the progress that has been made on climate change. Climate change also
known as global warming is associated with increases in temperatures and heat stress, more frequent drought
and intense flooding, windstorms and disease outbreaks (IPCC, 2007). Climate change is attributed to the
increase in the greenhouse gases (GHGs) caused by both anthropogenic and natural causes. Some of the
anthropogenic causes include industrialization, deforestation, fossil burning (greenhouse gases), bush burning
and desertification (Mbah, 2014). These activities result in the production of carbon dioxide, methane, nitrogen
dioxide, chlorofluorocarbons and ozone. All the above mentioned gases are greenhouse gases which lead to the
depletion of the ozone layerin the atmosphere thereby leading to global warming. Climate change can result
from natural factors that are external to the climate system, such as changes in volcanic activity, solar output,
ocean variation and the earth's orbit around the sun (Ekpo, 2009). According to Litus (2012) climate change
causes extreme weather events such as rising and falling temperatures. It could also result in heavy
precipitations which cause flooding and rising sea levels. Extreme weather events such as cyclones, floods and
droughts often lead malnutrition, waterborne diseases such as diarrhea and dysentery. Floods also result in
drowning, severe mental and physical trauma as well as vector-borne diseases such malaria.
It is apparent that the level of public awareness on issues related to climate change is generally low. It is
therefore imperative to improve public understanding of the potential effects of climate change. The education
sector is critical in achieving public awareness on climate change. Francis (2014) contends that it is important
for the education sector to raise awareness on climate change as the education system has been affected by
climate change in a number of ways. School facilities such as buildings and playing fields, school activities,
school attendances and learning are all affected by climate. According to Amanchukwu et al. (2015) many
children in the River State in Nigeria fail to attend school during heavy rains. Floods often force school children
to relocate with their families to places that are safe from flooding. This affects their education as these new
places may not have education facilities. In Zimbabwe 3 000 families that were affected by the Tokwe-Mukorsi
Dam basin were moved to a place known as Chingwizi transit camp in Nuanetsi Ranch in Masvingo.
Thousands of schoolchildren who moved with their families to places where there was safety from flooding, had
their schooling disturbed or no longer have access to education (Zimbabwe Independent, 2014). This
absenteeism has a negative impact on the academic performance of the children. Manjengwa et al. (2013) also
contend that some children’s education in Zimbabwe was negatively affected by drought. They observe that
drought resulted in lack of food caused by low crop yields due to unreliable rainfall. Since the families depend
on agriculture children dropped out of school because they could not raise fees due to the drought. The impact
of climate change was more severe for the rural children than the children living in the urban area (Manjengwa
et al., 2013). Their study show that almost one quarter of the school buildings was damaged during storms and
heavy rains, while thirteen per cent of children could not go to school when there were floods and heavy rains.
Schools are therefore the perfect vehicle to transfer information on climate change. According to VictorIshikaku and Nyenwe (2014) teachers are the most effective means of transferring knowledge to the younger
generation and families. It is therefore critical for teachers to be well informed before they disseminate climate
change information to students who later take it to their communities. It however observed teachers have
serious misconceptions about climate change (Papadimitriou, 2001). This stems from the fact that they do not
have an in-depth understanding of the phenomenon. According to Aladag and Ugurlu (2009) the
misconceptions are also probably due to the complexity of the science involved, the uncertainties and
controversies surrounding climate change. It is imperative therefore to provide realistic education as this will
bring awareness on climate change issues. Education remains a critical element in how communities respond to
climate change. This type of education creates knowledge, understanding and values, attitudes, skills and
abilities among students (Epkoh and Ekpoh, 2011). Young people will develop better ways of addressing global
warming. They will encourage change of attitudes and behavior in their communities. They will inculcate
better ways of adapting to climate change-related trends. Ultimately communities will be empowered to deal
with any eventualities resulting from climate change such as floods and droughts.
This study was motivated by the desire to establish whether climate change was being taught in schools in
Chiwundura Communal Area. The study wanted to find out whether the schools were in any way involved in
disseminating information on climate change. Furthermore the study wanted to establish the level of awareness
of both teachers and students as this was critical for adaptation and mitigation of challenges associated with
climate change.
Statement of the problem
Although climate change is affecting humanity in a number ways, it is conspicuous by its absence in
Zimbabwe’s secondary school geography curriculum. Despite the fact that a lot has been said about the
challenges posed by climate change on the well being of people in Zimbabwe, particularly those in the rural
areas, the topic has not been included in the geography curriculum. The negative effects of climate change
touch on the food security of the country, the environment, health and the economy. All these have a bearing on
the learning and teaching. As such it is expected that it is high time climate change is included in the secondary
school geography curriculum.
Research questions
This study was guided by the following research questions:
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Why is the topic on climate change not being taught in the secondary schools in Zimbabwe?
Why is it necessary to include climate change in the geography curriculum?
How can the communities benefit from the inclusion in the curriculum?
Methodology
The study adopted a qualitative research design whereby interviews and observation methods were used to elicit
information from teachers and students in Chiwundura Communal Area. The study adopted the case study
approach in order have an in-depth study of the area. In-depth interviews were conducted with geography
teachers and geography students from the seven schools in the study area. The study also utilized the
documentary analysis and both Ordinary and Advanced Level Zimbabwe School Examinations Council
(ZIMSEC) syllabuses were examined to get first hand information on whether the aspect on climate change was
in the syllabus. The study used the qualitative paradigm because after the pilot study it was established that
climate change was not being taught in the schools. It was imperative to use qualitative methods as they
provided the research team with an opportunity of being where this was happening and getting insight from the
people concerned. Interviews provided the researcher with opportunity to interrogate the participants and even
obtain rich information. The study sampled all the 15 teachers teaching geography and twenty O’ level and A’
level students from all the schools. Convenience sampling was used to select students.
Study area
The study was conducted in all the seven secondary schools in Chiwundura Communal Area. Chiwundura
Communal Area is located about 40 kilometres east of either Gweru or Kwekwe the two nearest urban centres in
the Midlands Province of Zimbabwe. Geography is taught in all the schools in the study area. The three A’
level schools in the area offer geography as well. Six of the seven schools in the area are electrified. However
electricity is available at teachers’ houses and school offices. Only two schools have computer laboratories but
they do not have access to internet. Chiwundura Communal Area is located in Agro-ecological Region 4. This
area experiences seasonal droughts and once in a while flash floods. The communities in the area are peasant
farmers who depend on agriculture for sustenance.
Findings
1. Climate change and the syllabus
The study established that climate change as a topic was not was not in the syllabus at all levels in the secondary
school curriculum, that is Junior level, Ordinary Level and Advanced Level. As such teachers who participated
in the study revealed that they did not teach climate change as a topic. They went on to say that under normal
circumstances they teach to prepare students for examinations. It was their aim to complete the syllabus before
the students sat for their examinations as their performance was always judged on the success by their students.
Their focus was therefore on having as many students as possible obtaining good drags at the end of the year.
They revealed that examinations never focused on climate change as it was not in the syllabus. They went on to
say whenever they taught about climate change it was incidental and sporadic. They never went into greater
detail. Both the Ordinary and Advanced Level students that were interviewed revealed that they had not learnt
about climate change during the course of the study.
The study however established that there were sections (Item 5.2.6 and item 5.2.7) that dealt with aspects of
climate change in the ordinary level syllabus. Item 5.2.6 had the subheading People and the weather. It
discussed how people interacted with natural weather conditions creating both good and bad consequences
through the increased carbon dioxide and destruction of the rain forest. Item 5.2.7 had the subheading Weather
Hazards and it discussed the causes and effects of weather hazards with reference to African case studies such as
droughts, floods and tropical cyclones. An examination of the Geography Advanced Level syllabus showed that
under the main topic Climatology, there was a subtopic on human impacts. This topic was concerned with
issues such as global warming and the greenhouse effect. In essence these are the basic issues in climate
change. It follows that the teachers are not aware that climate change is embedded in the syllabus.
2. Awareness levels
The study established that both teachers and students had limited awareness on climate change. During
interviews it emerged that teachers had heard about the climate change and had basic knowledge about what it
entailed. They heard about climate on radios and televisions and also read about it in newspapers. Students at
both Ordinary and Advanced levels revealed that they were aware of the subject through the same media forms.
They said their teachers only treated climate change in an incidental manner. As a result they had limited
knowledge on the subject. It was further observed that both teachers and students had very limited access to
internet which was the only form of media that provided current information on climate change. Although six
out of the seven schools were electrified some did not have access to internet except for two schools. On top of
that electricity was only installed at the teachers’ residence and the school offices. Some of the laboratories had
computers but no power was installed. In cases where computer were connected to electricity, there was no
internet connectivity.
3. Limited resources
During interviews with the teachers they revealed that the basic textbooks that they used in geography had very
little information if any on climate change. They did not have any other literature to consult on climate change.
The schools did not have well stocked libraries with relevant supplementary books. The teachers said they were
making to bring newspapers to the school libraries. These were however inadequate as at times they did not
provide information on causes of climate change as well as the science involved in the process. They were often
limited to impacts. Students also revealed that they could spend more than two months before reading a
newspaper. Whenever they got one more than fifteen students would scramble to read it. The shortage of
reading and reference resources was a major hindrance in obtaining relevant information on climate change.
4. Lack of training in climate change
The study established that most of the sampled teachers were not competent enough to teach climate change.
This was due to a number of factors. Firstly, those teachers who trained either in universities or in teacher
training colleges did not cover concepts on climate change. As such they do not have the knowledge and skills
to disseminate information on climate change. One of the participants revealed that his knowledge was limited
to basic climatology and meteorology. He therefore felt incapacitated to adequately handle issues on climate
change. It was also observed that the topic on climate was optional at the university level and according to one
of the respondents students often avoided this topic. The participants also revealed that given a chance they
would opt not to teach climate as it had complex mathematical and physics concepts. It was also observed that
teachers advised their students that it was still possible to write and pass their final examinations without
attempting questions on climate. This kind of attitude was enough to derail any efforts in teaching climate
change particularly at Advanced Level.
5. Perception of geography as a subject
According to information obtained from the sampled teachers Geography was not given the same status as
English, Maths and Science. It was one of the subjects students opted to drop especially at Ordinary Level due
to a number of reasons. Firstly, Maths, English and Science were a requirement for one to get into a teacher
training college. Since most families had cash constraints they could only afford to write a limited number of
subjects at O’ Level. It was therefore easier to drop Geography than English or Mathematics. In the process the
dissemination of topics such as climate died a natural death. Secondly, over the years Geography has developed
a negative image because of the very low pass rates. According to some sampled teachers students were
reluctant to take up Geography at A’ level while it was a subject many were willing to drop because of the
negative perceptions associated with the subject.
5. The importance of including climate change in Geography at secondary school level
Climate change does not need to be a new subject but must be looked at as a new learning area in Geography. It
is currently affecting the lives and livelihoods of households in Chiwundura Communal Area and Zimbabwe
and the world at large. Its introduction is critical as it addresses the challenges bedeviling learners and their
communities. Its inclusion in the geography curriculum is a response to the challenges such as floods, droughts
and food shortages that are affecting the learners. When the students exit school at either Ordinary or Advanced
levels they should be in a position to be critical thinkers with the ability to solve problems related to climate
change. They will be equipped with communication skills as well as teamwork skills. All the above mentioned
attributes are critical in dealing with climate change challenges. These are generally missing but could be
developed in the classroom.
Chiwundura Communal Area is one rural area with residents engaged in several activities that result and
exacerbate climate change. According to information obtained from the students the communal area
experiences rampant veld fires every year. These usually occur between August and October. Students should
be educated that besides causing cardiovascular and respiratory problems due to emissions contain fine
particulate matter veld fires produce large amounts of carbon dioxide, a gas which is responsible for worsening
global warming and climate change. (Tshuma and Mathuthu, 2014). The students should play an important role
of informing their communities that veld fires only provide them with temporary benefits such as a few mice or
hares but the damage is long lasting. The students should also take a leading role in educating their
communities to be conscientious as their actions such as throwing away smoldering cigarette butts could have
costly consequences.
Almost all the students who participated in this study came from homes that used fuelwood as the main source
of cooking energy. All the students who were interviewed did not know that the use of fuelwood had serious
negative impacts on the environment. Besides triggering deforestation fuelwood produced gases such as carbon
dioxide that contributed to climate change. During discussions the students mentioned that they were not aware
that the smoke produced during cooking using fuelwood was dangerous to their health as well as the
atmosphere. This corroborates observations made by Adamu and Alarima (2013) that rural communities in
Nigeria were unaware of the effect of fuelwood burning on the environment. It is the role of the students to
develop high awareness levels that will help transform communities by making them aware of the dangers posed
by using fuelwood. Although there are limited options for fuelwood the communities were at least armed with
information that could help them in decision making.
Chiwundura Communal Area had experienced weather patterns that are closely linked to climate change. Long
dry seasons have become common phenomena. Short lived droughts with serious long lasting problems have
hit the communities. In most cases villagers were caught unaware and both drought and flood situations have
often affected food security. Communal farmers in Chiwundura are peasant farmers and the seasonal
agriculture is the bedrock of their survival. Students have been directly affected as they have often missed
school due to flooded rivers. They have also been sent away from school because their parents failed to raise
fees as they could not get excess yields from their fields to sell to get money for other needs such as education,
health and clothing. In some cases some students ultimately became school dropouts. Some respondents
revealed that some children actually lost their lives as they attempted to cross flooded rivers.
The communal area is well known for its horticultural products which are supplied to the nearby towns of
Kwekwe and Gweru. Information obtained from the students was that horticulture was being affected by
drought. The dam levels were getting lower and lower while siltation was a major challenge. It was surprising
to observe that several students found it very difficult to link the prevailing situations to climate change. It was
critical to equip the students with this critical information which they could transmit to their homes. This would
ultimately provide communities with shock absorbers to cushion them from the adverse situations such as
drought and floods. Their ability to mitigate or adapt to the prevailing conditions would be much better than if
they did not have any information at all.
Conclusions
Climate change is not being given the attention it deserves in secondary schools in Chiwundura Communal
Area. This stems from a plethora of factors which include its absence in the syllabus, lack of competence by the
teachers, inadequate information and limited awareness on what has to be taught to the students. This situation
however stifles development as students lack the capacity to understand how human activities are affecting the
environment. The students’ scope is curtailed because climate change is not well understood.
Way forward
It is imperative for the Ministry of Primary and Secondary Education must integrate climate change issues at
secondary school level in Zimbabwe. Climate change must be a standalone topic in Geography instead of
having it within the topic on climate. This gives the topic the importance it deserves and is therefore is one
effective way of addressing the long-term threats of climate change.
Once the curriculum has included climate change it is therefore critical to equip the teachers and their class
children on how to be conversant with climate change and its consequences.
Stakeholders in education should organize workshops, seminars and conferences on climate change. These will
provide the participants such as teachers with information on climate change, its impacts and ways to mitigate
the impacts climate change. New information on climate change continues to be churned out and through
workshops and conferences teachers are equipped with new knowledge which they can transfer to their students
in class.
Stakeholders in education should have regular in-service training for teachers to keep them abreast with new
developments on climate change.
Teachers should be trained on teaching strategies and techniques in climate change. There is need to have a
curricula reform and teacher training in order to educate the students as well as the general public.
Students should embark on school projects that encompass climate change issues. Innovative methods and
techniques should be utilised in teaching climate change so that it becomes interesting. These methods will
reinforce the content the student must retain and help them develop a better understanding of climate change
issues.
There is need to develop skills-based curriculum in geography as this will empower children to respond
appropriately to the threats posed by climate change.
Students should be taught in such a manner that that they are able to deal with challenges they meet after leaving
school. Such type of knowledge will make them useful and relevant citizens who are able to solve climate
change problems. This will enable them to advice community leaders and their families in case there are
climate change related challenges such as floods.
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