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University of Zambia (2011)

Perceptions of Climate Change adaption and learning Among residents of selected Areas of Zambia’s Lusaka province

Muchanga, Manoah

Titre : Perceptions of Climate Change adaption and learning Among residents of selected Areas of Zambia’s Lusaka province

Auteur : Muchanga, Manoah

Université de soutenance : University of Zambia

Grade : Master of Education in Environmental Education 2011

Climate change is deemed to be one of the most important issues facing humanity in the 21st Century and beyond. It is a complex issue that must never be viewed from a linear perspective. It cuts across various socio-ecological, political, economic and other issues. This study purposed to investigate perceptions of climate change adaptation and learning among residents of selected areas of Zambia’s Lusaka Province. Specifically, the research probed how selected respondents perceived causes and effects of climate change and their views on adaptation strategies. The research also aimed at identifying types of education that would be appropriate for adaptation learning. The study employed both qualitative and quantitative approaches in the context of a hermeneutic survey research design. Cluster and simple random sampling techniques were used to select 165 households from 178081 households of Lusaka Province (excluding households of medium and low density areas of Lusaka District) for data collection. Data collection instruments included semi-structured interview schedule, simple unstructured observations and photographing. Results were analysed using constant comparative analysis and therefore, all uniform phrases and words that emerged from responses were grouped and quantified using manual coding and thereafter, discussed and interpreted. A hermeneutic survey was employed in order to add meaning to some respondents’ perceptions. Selected respondents from households in four districts of Lusaka Province namely Luangwa, Chongwe, Lusaka and Kafue generally perceived climate change from socio-economic, ecological, political, moral, spiritual, as well as cultural and technological contexts. Specifically some causes of climate change were blamed on the government, shifting cultivation, witchcraft, God among others. Among the effects were increased hungers, floods, droughts, loss of property and diseases. Drought-resistant crops, reforestation, change of government, praying hard, good drainages and others, were suggested as adaptation strategies. Inter and intra-spatial variations and similarities in perceptions were evident. Different types of education for adaptation learning were suggested. In Luangwa District, residents of different villages mainly desired agricultural education and this was due to some perceived climate change-induced poor agricultural system and its subsequent effects. In Chongwe District, forestry education was widely deemed to be necessary for adaptation and mitigation learning. This was premised on the perceived increase in deforestation and related pyric factors as causes of climate change. As for selected peri-urban compounds of Lusaka District, flood education was widely needed due to increased annual flooding and its subsequent effects. In Lumumba Compound of Kafue District health education was needed for adaptation learning and this was premised on some perceived increase in diseases. From Siamunyemba Village of the same district agricultural education based on the perceived poor agricultural system induced by climate change was recommended. Meanwhile, residents of Chilanga area isolated chemical education based on the perceived increase in air pollution as a major causal factor of climate change. The main recommendation of the study included an urgent need to find out what the contents and methods of all such suggested types of education for climate change adaptation and mitigation learning might be


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