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Education is often considered a means for enhancing adaptive capacity, based on the consideration that formal education is likely to improve the ability of individuals to evaluate risks and respond to warning information. We explore the relation between the level and nature of education and enhanced ability to respond to tropical cyclone risk. We make a distinction between formal school-based education and nonformal education in the form of traditional knowledge of environmental precursors and conditions that may be associated with tropical cyclone occurrence. We evaluate two possible routes through which education could lead to enhanced ability to respond to tropical cyclone risk; first, education, both formal and nonformal, may lead to a better ability to access, understand, and interpret warning information and hence lead to an appropriate response to the warning; and second, formal education may be associated with greater income levels and socioeconomic status and thus with greater resources for evacuating in response to cyclone warning. We find that the hypotheses regarding the link between formal education and adaptive capacity are actually not well supported by empirical data. On the other hand nonformal education in the form of traditional knowledge for predicting cyclones based on environmental precursors emerged as a significant determinant of the ability to understand and interpret warning information and provides a strong case for preserving and promoting a hazard-specific traditional knowledge base along with formal education.

In the context of still uncertain specific effects of climate change in specific locations, this paper examines whether education significantly increases coping capacity with regard to particular climatic changes, and whether it improves the resilience of people to climate risks in general. Our hypothesis is that investment in universal primary and secondary education around the world is the most effective strategy for preparing to cope with the still uncertain dangers associated with future climate. The empirical evidence presented for a cross-country time series of factors associated with past natural disaster fatalities since 1980 in 125 countries confirms this overriding importance of education in reducing impacts. We also present new projections of populations by age, sex, and level of educational attainment to 2050, thus providing an appropriate tool for anticipating societies' future adaptive capacities based on alternative education scenarios associated with different policies.

Good assessment of environmental issues, such as climate change, requires effective communication of the degree of uncertainty associated with numerous possible outcomes. One strategy that accomplishes this, while responding to people's difficulty understanding numeric probability estimates, is the use of specific language to describe probability ranges. This is the strategy adopted by the Intergovernmental Panel on Climate Change in their Third Assessment Report. There is a problem with this strategy, however, in that it uses words differently from the way lay readers of the assessment typically do. An experiment conducted with undergraduate science students confirms this. The IPCC strategy could result in miscommunication, leading readers to under-estimate the probability of high-magnitude possible outcomes. [ABSTRACT FROM AUTHOR]