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South Africa remains the largest emitter of carbon dioxide, a greenhouse gas, in Africa. As such despite the glowing government policy documents addressing climate change, efforts towards achieving the targets of the sustainable development goals (especially SDG 13) at grassroots level remain significant. We identified relevant published articles and grey literature on CCE. A thematic analysis of these publications focused on identifying the common CCE initiatives being actioned in SA. The major themes on CCE in respect of mitigation and adaption included: CCE initiatives promoted and articulated through the media, school community projects, the development of the school and higher education curricula for CCE, the development of associated teaching materials and guides. The findings revealed that despite the evidence of robust education initiatives for climate change mitigation and adaptation in published reports, there was greater emphasis on short term responses at the expense of long-term mitigation efforts. [ABSTRACT FROM AUTHOR]

In Sub-Saharan Africa, climate change is evident due to the frequency of drought cycles. This paper explores the Environmental Education (EE) efforts for reducing the impact of climate change in drought prone Gwanda district, Zimbabwe. The paper focuses on how climate change mitigation and adaptation stakeholders within the community can initiate EE programs which have the potential to be upscaled to macro innovations. A qualitative interpretive case study approach was used with three data generation tools (interviews, a focus group discussion and document analysis).The sample comprised 38 participants. The study was guided by the Sustainable Rural Livelihoods Framework (1998). The study revealed that for EE programmes to be effective, they have to harness local factors. The study found that formal field days, information and skills sharing among neighbours during letsema/lidaba and Indigenous Knowledge Systems were micro innovations with growth potential to build farmers' generative resilience to climate change. [ABSTRACT FROM AUTHOR]

The purpose of the article, which is a comparative study, is to explore climate change discourses in South African and Norwegian geography textbooks by addressing the following questions: What policy discourses of climate change can be identified in the textbooks? How is the climate change content of geography textbooks influenced by predominant discourses in society? The authors assert that problems and solutions to climate change in textbooks are influenced by dominant discourses of climate change in society. Despite expecting to find a strong emphasis on ecological modernization and a win-win discourse in the Norwegian context, and perhaps a stronger focus on civic environmentalism and global injustice in the South African context, their findings reflected that for both countries, textbooks predominantly leaned towards belief in international agreements and green governmentality. Some emphasis was placed on ecological modernization, particularly in South Africa, while civic environmentalism and global injustice perspectives were marginal and lacked context. The overlapping nature of perspectives identified in the textbooks also demonstrated the complexity of identifying problems and solutions connected to climate change. The authors conclude that political ecology can offer a consistent didactical framework to examine the diversity of interests, perspectives and 'stories' about climate change at different scales. [ABSTRACT FROM AUTHOR]

Children from food insecure households tend to be vulnerable to diseases and miss school or fail to participate in school activities. This paper reports on the determinants of food insecurity amongst primary school children in southwestern Zimbabwe, a context where inadequate data presently exists. According to Chattopadhay (2000: 312), an explanation for Zimbabwe's food insecurity can be understood using the entitlement framework by Amartya Sen (1981). Qualitative research using a case study research design was used. School administrators, teachers and parents of food insecure children were purposively selected. The tools were semi-structured interviews (28 in total) and focus group discussions (14 in total for the six schools that were sampled). The results show that the determinants of food insecurity amongst primary school children in Matobo district are multifaceted: social, economic and environmental and they tend to compound each other. Most households are vulnerable to food insecurity as a result of a loss or lack of physical, social, financial, natural and human assets. Additionally, poverty and climate change seem to be the major contributors of food insecurity in rural areas. The paper concludes by asserting that government can ensure food security in southern Zimbabwe by reviving existing irrigation schemes and supporting income generating projects at household level through training and the provision of start-up capital. There is also the need for non-governmental organizations to empower the local residents of Matobo district on the available options to germinate livelihood success and thus ensure future food security for their families. [ABSTRACT FROM AUTHOR]