The contribution of Geography Education in climate change mitigation in Bududa and Moroto Districts, Uganda.

Abstract

This study assessed the contribution of geography education in mitigating climate change in Bududa and Moroto districts in Uganda. Specifically, the study explored how geography education objectives, content, teaching methods and assessment strategies promote the process mitigating of climate change.

The study employed a cross sectional survey design and mixed methods approach. Respondents comprised 479 Ordinary level secondary school students and 87 teachers. Respondents were accessed through simple random and purposive sampling. Data was gathered through questionnaires, interviews, classroom observation and document reviews. Data was analyzed using descriptive statistics and content analysis techniques.

Results indicated that the Ordinary level geography objectives promote mitigating climate change. The content of the Ordinary level geography curriculum provide opportunities for creating awareness and mitigating climate change although it is inadequate. Teachers use teacher centered methods that promote rote learning and cramming. Interactive and collaborative teaching methods that would be suitable to create awareness and help in mitigating climate change are marginally used. The assessment strategies used by geography teachers and Uganda National Examinations Board (UNEB) do not promote development of skills and values that are necessary in mitigating climate change. In general the assessment strategies used are inadequate.

The following recommendations are made: Government should review the Ordinary level geography curriculum and integrate climate change; National Curriculum Development Centre (NCDC) should update climate change content in the geography textbooks, students’ and teachers’ guides; Ministry of Education and Sports should initiate in-service training for practicing teachers and implement Teacher Development programmes that retool teachers in use of interactive teaching methods and content on climate change, and lastly NCDC should adopt assessment strategies that test development of skills and values.