National Climate Change Learning Strategy

1.1 Introduction ....................................................................................................................................... 1

1.2 Education as a response to climate change .................................................................................... 1

1.3 Process of developing the NCCLS .................................................................................................. 2 Chapter 2 ................................................................................................................................................. 4 Background and Rationale ...................................................................................................................... 4 2.1 Overview of climate change situation and responses in Zambia ............................................... 4

2.2 Legal and Policy Frameworks ......................................................................................................... 7

2.3 Education Sector as key to Climate Change Learning ................................................................12

2.3.1 General Education ......................................................................................................... 13

2.3.2 Higher Education .......................................................................................................... 13 2.4 Learning Needs and Institutional Capacity to Deliver Climate Change Learning .................14

2.5 Institutional Capacities to Deliver Learning.................................................................................15

2.6 Identified Gaps from capacities to deliver learning ....................................................................16 Chapter 3 ............................................................................................................................................... 18 Vision .................................................................................................................................................... 18 Chapter 4 ............................................................................................................................................... 19 Strategic Objectives ............................................................................................................................... 19 Chapter 5 ............................................................................................................................................... 20 Measures ............................................................................................................................................... 20 Chapter 6 ............................................................................................................................................... 38 Implementation Framework ................................................................................................................. 38

6.1 Implementation Framework ...........................................................................................................38

6.2 Resource Mobilisation and Funding..............................................................................................42

6.3 Evaluation Framework ....................................................................................................................44 Monitoring and Evaluation Framework ....................................................................................................46 References ............................................................................................................................................. 58 iv Tables and Figures FIGURES FIGURE 1: ZAMBIA’S AGRO ECOLOGICAL REGIONS............................................................................................. 4 FIGURE 2 INCREASING ANNUAL TEMPERATURES (1950-2010) ........................................................................... 4 FIGURE 3: DECLINING ANNUAL RAINFALL TREND 1980 - 2020 ......................................................................... 6 FIGURE 4: A SUMMARY OF NPCC COORDINATING AND MANAGEMENT STRUCTURE .....................................38 TABLES TABLE 1: TIMELINE LEADING TO THE DEVELOPMENT OF THIS STRATEGY ........................................................... 2 TABLE 2: CLIMATE CHANGE RELATED ACTS ......................................................................................................... 7 TABLE 3: POLICY MEASURES................................................................................................................................10 TABLE 4: SUMMARY OF CLIMATE CHANGE LEARNING NEEDS .........................................................................14 TABLE 5: STRATEGIC MEASURES..........................................................................................................................21 TABLE 6: COORDINATION AND MANAGEMENT - ROLES AND RESPONSIBILITIES ...............................................39 v List of Acronyms and Abbreviations AER Agro Ecological Region AfDB African Development Bank AUC Commission of the African Union CC Climate Change CCNRMD Climate Change and Natural Resources Management Department ClimDev-Africa Climate for Development in Africa Programme CSA Climate Smart Agriculture CSO Civil Society Organisation DMMU Disaster Management and Mitigation Unit ECE Early Childhood Education ESD Education for Sustainable Development GHG Greenhouse Gas HEIs Higher Education Institutions HNAP Health National Adaptation Plan ICT Information, Communication and Technology IPCC Intergovernmental Panel on Climate Change M&E Monitoring and Evaluation MLNR Ministry of Lands and Natural Resources MOGE Ministry of General Education MOHE Ministry of Higher Education MRV Measurement/Monitoring, Reports and Verification MTENR Ministry of Tourism, Environment and Natural Resources NAIS National Agricultural Information Services NAP National Adaptation Plan NAPA National Adaptation Plan of Action on Climate Change NDC Nationally Determined Contribution NMT Non-motorised Mode of Transport NPCC National Policy on Climate Change NRDC Natural Resources Development College REDD Reducing Emissions from Deforestation and Forest Degradation SADC Southern Africa Development Communities SDGs Sustainable Development Goals SEAs Strategic Environmental Assessments TEVET Technical Education, Vocational and Entrepreneurship Training TEVETA Technical Education, Vocational and Entrepreneurship Training Authority UN United Nations UN-CC United Nations - Climate Change UNCED United Nations Conference on Environment and Development UNDP United Nations Development Programme UNECA United Nations Economic Commission for Africa UNFCCC United Nations Framework Convention on Climate Change UNICEF United Nations International Children Emergency Fund ZARI Zambia Agricultural Research Institute ZMD Zambia Meteorological Department ZCCN Zambia Climate Change Network vi Working Definitions Adaptation Refers to actions aimed at managing the known and unknown impacts of climate change. Aesthetic Value The value of a resource, land or property based on its appearance or scenic views that may be enjoyed from it. Afforestation Planting of new forests on lands that historically have not contained forests. Agro Ecological Region Land resource mapping unit, defined in terms of climate, landform and soils, and/or land cover, and having a specific range of potentials and constraints for land use. Sometimes used inter- changeably as Agro-Ecological Zones. Alternative Energy Sources Energy derived from non-traditional sources e.g. compressed natural gas, solar, hydroelectric, wind. Biodiversity The total variety of all living organisms, including their genetic constituents, inter-relationships and habitats together with ecosystems and landscapes of which they are part. Capacity building Capacity building and capacity development for climate change refers to the development or strengthening of (a) individual skills/expertise and/or (b) relevant institutions and organizations, to reduce GHG emissions and/or to reduce vulnerability and adapt to climate change. Climate change A change of climate, which is attributed directly or indirectly to human activities that alter the composition of the global atmosphere, and which is additional to natural variability, and observed over comparable periods of time. Climate Change Learning This is fostering awareness, capacity building and innovation in order to help communities and individuals reduce the greenhouse gas emissions and effectively adapt to the changing climate. Climate variability Variations in the mean state and other statistics (such as standard deviations, the occurrences of extremes, etc.) of the climate on temporal and spatial scales beyond that of individual weather events largely due to natural internal processes within the climate system. Clean development Mechanism A market-based mechanism under the Kyoto Protocol through which industrialized countries invest in projects in developing countries that yield emission reduction which go towards their commitment under the Protocol. Community Mobilisation Act of arranging and organizing society and making it ready for an intended action. Concentration Amount of a chemical in a particular volume or weight of air, water, soil or other medium. Conservation The wise use and management of nature and natural resources for their inherent value and for the benefit of society, bearing in mind vii that the future generations have as much right to these resources as our own. Convention An agreement among states on a particular issue. Curriculum A series of planned events, activities which learners go through acquire knowledge and skills. It may also be understood as lessons and academic content taught in a school or in a specific course or program of study. Deforestation Those practices or processes that result in the conversion of forested lands for non-forest uses; cutting down of trees in a large area. Disaster risk reduction The concept and practice of reducing disaster risks through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events. Dissemination Act of spreading (information, beliefs and ideas among others Early Warning The provision of timely and effective information, through relevant institutions, that allows those exposed to hazards to take action to avoid or reduce their risk and prepare for effective response. Ecosystem A complex of living communities of organisms and their non- living environment interacting as a self-sustaining entity of its own. Electronic Media Ways of communication by the use of electronics instead of paper. Emissions Refers to the release of greenhouse gases and/or their precursors into the atmosphere over a specific area and period of time. Energy Efficiency Using less energy to provide the same service. Entrepreneurship The act of setting up a business through innovative means. Environmental Education This is a process of developing a world population that is aware of and concerned about the total environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. Flash floods Sudden local flood of great volume and short duration. Food insecurity Uncertainty with regards to availability of food. Gazetted forest Forest estate that has been legally established by the state. Gender mainstreaming Integration of gender sensitivity and equality in to development plans. Global Warming Refers to the gradual increase, observed or projected, in global surface temperatures, as a consequence of the disturbance in the climate system. Green economy This refers to an economy that is low in carbon and efficient in its use of natural resources, in addition to traditional inputs such as labour, fossil energy and capital. A green economy values and invests in natural capital and offers the best conditions for viii ensuring sustainable growth, it seeks to conserve and preserve the environment and its sustainability for future generations. Greenhouse gas These gaseous constituents of the atmosphere, both natural and human induced that absorbs and re-emits infrared radiation. Greenhouse gas inventory Summarises the accuracy of estimations made for the gas emission for climate change planning. Habitat Those parts of the environment (aquatic, terrestrial, atmospheric), often typified by a dominant plant form or physical characteristic on which an organism depends, directly or indirectly, in order to carry out its life processes. Indigenous Knowledge The understandings, skills and philosophies developed by societies with long histories of interaction with their surroundings. Integrate To form and coordinate as one unit to make it more effective. Kyoto Protocol This an international legally binding agreement under the United Nations Framework Convention on Climate Change, which gives legally binding emission reduction targets to industrialized countries. Mainstream The integration of climate change considerations into the development planning process, sector and local level plans. Mitigation Refers to efforts that seek to prevent or slow down the increase of atmospheric GHG concentrations by limiting current and future emissions and enhancing potential sinks for greenhouse gases. Policies System or statement containing principles to guide decisions and achieve rational outcomes. Renewable Energy An energy source that can be replenished in a short period of time. Resilience The ability of a system and its component parts to anticipate, absorb, accommodate or recover from the events of the hazardous event in a timely and efficient manner. Resources Any property that can be converted into means of value and support. Socio economic Involving social as well as economic factors. Steering Committee A committee that decides on the priorities and provides strategic oversight and guidance on issues of climate change adaptation and mitigation. Strategy A means chosen to achieve a desired outcome, such as the attainment of a goal or solution to a problem. It implies the art of planning and marshalling resources for their most efficient and effective use. Stress Force or combination of forces which produces a strain. Summit A meeting of heads of governments. Sustainable development The development that meets the needs of current generations, without compromising the ability of the future generations to meet theirs. Vulnerability The degree of susceptibility to the negative effects of climate change. It is a function of the type, magnitude and frequency of climate events to which a system is exposed to (exposure) as well as the sensitivity of the system and its capacity for adaptation. ix Executive Summary Introduction This National Climate Change Learning Strategy systematically examines learning and skills development needs in energy, forestry, agriculture, health and education sectors of Zambia to respond to the impact of climate change. The first three sectors were identified as priority sectors in the Nationally Determined Contribution (NDC) while the education sector was identified as key to knowledge and skills delivery. The health sector is also affected by climate change, by increasing the risk of illness through variations in weather patterns. The Strategy aims to address the challenge of strengthening climate change mitigation and adaptation measures. International and national contexts International concerns about global warming were first translated into the United Nations Framework Convention on Climate Change (UNFCCC) in 1992, a global treaty whose main objective is to stabilise GHG concentrations in the atmosphere to a level that would prevent dangerous human induced interference with the climate system. Under the UN Framework Convention on Climate Change (UNFCCC), nations have been urged to integrate learning in the fight against climate change. The development of national climate change learning strategies in Africa have been informed by global and international policy statements and conventions. At African sub regional and national levels, the development of National Climate Change Learning Strategies has been shaped by initiatives such as establishment of the Climate for Development in Africa Programme (ClimDev- Africa). ClimDev-Africa is a joint initiative of the African Development Bank (AfDB), the Commission of the African Union (AUC) and the United Nations Economic Commission for Africa (UNECA). Legal and Policy Frameworks Zambia has put in place climate relevant legal, policies and strategies which include, among others, National Adaptation Programmes of Action (NAPA) 2007; Nationally Determined Contribution (NDC) 2015; National Climate Change Response Strategy 2010; and National Policy on Climate Change (NPCC) 2016. The NPCC provides a framework for coordinating climate change programmes in order to ensure climate resilient and low carbon development pathways for sustainable development, towards the attainment of Zambia's Vision 2030. Although the policies are in place, the challenge remains to integrate and mainstream climate change into other key national development programmes. Most of these policies are sector focused and say little about climate change learning issues. The closest they mention is climate change capacity building, information exchange and awareness raising. This Strategy provides a framework for a comprehensive integration of climate change learning across sectors. x Strategy Vision: Enhanced climate change learning in energy, forestry, agriculture, health and education sectors contributing to mitigation efforts and a resilient Zambia Overall Objective: To strengthen individual and institutional systemic capacities of the energy, health, forestry, agriculture and education sectors to enable them deliver climate change learning and contribute to the implementation of the NDC and NAPs; and subsequently towards a resilient Zambia by 2030. Learning Needs and Institutional Capacity to Deliver Learning The study to assess learning needs and institutional capacity to deliver climate change learning revealed that: staff from learning institutions needed to be capacitated to effectively deliver climate change learning; there was need to establish an understanding of climate change learning and skills development needs of key sectors (i.e.) education, agriculture, energy and forestry); and there was need for deliberate efforts to capacitate the learning institutions and sectors. The research participants were mainly from the education sector (general and higher education); agricultural training institutions. Both public and private higher institutions of learning where invited to participate in the study. Participants to the Resilience Ready: Zambia’s 2030 Vision Conference in 2019 also took part in this study. Measures The Action Plan for this strategy was developed through a consensus-based process involving relevant sectors (energy, health, forestry, agriculture and education) and stakeholders during the Mid-Term workshop in Chisamba in February 2020. The priority actions to strengthen individual and institutional systemic capacities of priority sectors to deliver climate change learning for a resilient Zambia by the end of 2030 are phased as short term (1-2 years); medium term (3-5 years); and long term (6-10) years. Each of the five sectors (energy, health, forestry, agriculture and education) will deal with the three national priority actions i.e. 1) awareness raising and knowledge strengthening; 2) individual and institutional capacity building and 3) mainstreaming climate change learning into the priority sector policies and systems in the short, medium and long-terms. Strategy Implementation and Evaluation Framework The implementation of the National Climate Change Strategy will need multi stakeholder participatory approach. The Strategy will be implemented through the existing (with some new inclusions) sector-wide structure and coordination mechanism outlined in the NPCC whose main stakeholders include: Council of Ministers - The Council of Ministers is the supreme decision-making body for overseeing climate change interventions in the country. It is chaired by the Vice President. The Permanent Secretary from the Ministry of National Development Planning is the Secretariat to the Council of Ministers. Steering Committee of Permanent Secretaries - The Steering Committee is the main advisory body to the Council of Ministers on policy, programme coordination and implementation. It is xi chaired by the Permanent Secretary in the Ministry of National Development Planning. The Steering Committee is made up of permanent secretaries from line ministries. Technical Committee – The Technical Committee comprises representatives from relevant ministries and other key stakeholders. The Technical Committee is chaired by the Permanent Secretary, Ministry of Lands and Natural Resources. Ministry of Lands, and Natural Resources - This is the lead institution in overseeing the implementation of the NPCC and other climate change related programmes and activities, such as this National Climate Change Learning Strategy. It reports to the Steering Committee of Permanent Secretaries. Ministry of National Development Planning - The Ministry of National Development Planning is responsible for overall coordination and oversight, and mainstreaming of climate change in national development planning processes. Ministry of Finance - The Ministry of Finance is responsible for resource mobilisation in line with its mandate. It is responsible for managing the national budget process, and is the conduit for all international climate-related financial inflows. Office of the Vice President - Disaster Management and Mitigation Unit - The DMMU is responsible for mobilising and managing resources for disaster response and rehabilitation. Climate Change and Natural Resources Management Department (CCNRMD) - The Department serves as a Climate Change Secretariat. For purposes of coordination, overall oversight and mainstreaming of climate change in national development planning processes. CCNRMD works in close collaboration with the Ministry of National Development Planning. In addition to what is spelt out in the NPCC and for the purpose of the implementation of this Strategy, the coordinating committee membership will be extended to include the Ministry of General Education, Ministry of Higher Education, Ministry of Health, Zambia Environmental Management Authority and Zambia Climate Change Network. These will play key roles in the implementation of the NCCLS. The performance of this Strategy will be measured by means of a Monitoring and Evaluation (M&E) Framework. Performance will be ascertained by ensuring continuous monitoring and regular evaluations of the set-out action plans and their respective indicators, which include anticipated outcomes from the interventions. Accountability will ensure compliance with set standards and results against planned activities/targets which will be responsive to the demands and expectations of the national leadership, citizenry as well as donors. Above all, M&E will ensure continuous and conscious involvement of key stakeholders by transparently sharing results, ideas, views and perspectives thereby enhancing collaborative learning. xii Chapter 1 Introduction

1.1 Introduction Climate Change is defined as change in the earth’s climate over time. It is attributed directly or indirectly to human activities that alter the composition of the global atmosphere, adds to natural variability, and observed over comparable periods of time. Climate change is disrupting global economies and affecting lives, costing people, communities and countries. Weather patterns are changing, sea levels are rising, weather events are becoming more extreme and greenhouse gas emissions are now at their highest levels in history. Without action, the world’s average surface temperature is likely to surpass 3 degrees Celsius this century. The poorest and most vulnerable people are being affected the most. In 1992, international concerns about global warming were translated into the United Nations Framework Convention on Climate Change (UNFCCC). The main objective of the UNFCCC is to stabilise GHG concentrations in the atmosphere to a level that would prevent dangerous human induced interference with the climate system. Zambia is a signatory to the UNFCCC having signed the treaty on 11 June 1992 and ratified it on 28 May 1993. Zambia has experienced climate induced hazards which include drought, floods and extreme temperatures. These have adversely impacted food and water security, water quality, energy and livelihoods of the people, especially in rural communities. Such impacts are likely to compound the daunting economic and social challenges the country already faces.

1.2 Education as a response to climate change Globally education, in its broader sense, is seen as a response to taking action against climate change. Education provides skills, knowledge and setting the right attitude for people world over to take action. International conventions and policies have provided guidelines on the need for education and learning to be at the centre of the efforts to respond to climate change. The need for education has been highlighted in initiatives such as the Rio Earth Summit; the UNFCCC Article 6 and the Doha Work Programme; the UNFCCC Article 6 and the Kyoto Protocol Article 10; the Paris agreement of 2016; Durban Forum on Capacity Building; the World Summit on Sustainable Development (2002); and the UN Decade of Education for Sustainable Development (2005-2014). 1 “Education provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems. Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet.” Heads of UNESCO and UNFCCC As a response to the international calls for concerted efforts to tackle effects of climate change, Zambia has established a long-term institutional structure for the coordination of climate change activities and programmes. The coordinating structure includes the Council of Ministers, the Steering Committee of Permanent Secretaries and the Technical Committee on Climate Change. Furthermore, the country has established a dedicated Department of Climate Change and Natural Resources in the Ministry of Lands and Natural Resources. Zambia has also embarked on the development and implementation of dedicated climate change related policies and strategies. They include the National Policy on Climate Change (NPCC), the National Determined Contribution (NDC), and the country is in the process of developing the National Adaptation Plan (NAP). Various sector policies and programmes have mainstreamed climate change. Against this backdrop, this National Climate Change Learning Strategy has been prepared under the One UN Climate Change Learning Partnership (UN CC: Learn) with financial and technical support from the Zambia office of the United Nations Development Programme (UNDP), the Swiss Development Cooperation and the United Nations Institute for Training and Research (UNITAR). The NCCLS aims to build capacities of individuals and institutions in climate change learning with the view to empower the general citizenry to take action on the effects of climate change. Many studies and policies in Zambia have shown that awareness, knowledge and skills are often the bottleneck for green, low emission and climate resilient development. These findings have been highlighted in the Study on Information Needs Assessment and Identification Gaps on Climate Change in Zambia (2010); National Adaptation Plan of Action (NAPA) 2000; National Policy on Climate Change (2016); and Nationally Determined Contribution (NDC) 2015, among others.

1.3 Process of developing the NCCLS The process of developing the National Climate Change Learning Strategy involved multiple stakeholders from line ministries, civil society organisations, non-governmental organizations, private sector and media organisations. The process involved a series of meetings, workshops and a survey on learning needs and capacity to deliver learning. Table 1 below shows a brief timeline for the process of developing the Strategy. T ABLE 1: T IMELINE LEADING TO THE DEVELOPMENT OF THIS STRATEGY 2 Date and Place Event July, 2019 National Plan National Planning and Inception Workshop to identify 3 key priority actions. Ibis, Chisamba Workshop to review and validate the Inception and Background Report October, 2019 Cresta Review draft reports. Golfview, Lusaka November, 2019 The Background Report was subjected to rigorous reviews by the technical team which included the UNITAR and UNDP. Lusaka January 2020 A report on the study to assess learning needs and institutional capacity to deliver climate change learning produced. The report provided an Lusaka understanding of learning and skills development needs of key sectors and institutions which are affected by climate change. 26-27 February 2020 Mid-term workshop to develop initial sector (energy, forestry, agriculture and education) specific activities and draft Action Plans in the context of the three Ibis, Chisamba priority areas that were identified at the National Planning Workshop in July 2019. 25 participants attended the meeting which reviewed the Background and Learning Needs and Capacity to Deliver reports. The meeting also confirmed the initial priority actions (based on the National Planning Workshop outcome). 3 Chapter 2 Background and Rationale

2.1 Overview of climate change situation and responses in Zambia According to the United Nations, Zambia has experienced some of its worst droughts and floods in the last two decades. The future trends in the country are towards a higher average temperature, and a possible decrease in total rainfall. To better understand the effect of climate change in the context of rainfall and temperature trends, the NCCLS draws on the Agro Ecological Regions (AER) (Figure 1) which have been used as policy and adaptive management tool in agriculture planning and investment. F IGURE 1: ZAMBIA ’S AGRO E COLOGICAL REGIONS Zambia has three Agro Ecological Regions (AER I, AER II and AER III). The impact of climate change in the country’s AER are evidenced through observed gradual increases in average temperatures averaging 0.3 degrees Celsius per decade and declining trend in amounts of rainfall. There has been a declining rainfall pattern across Zambia with the Southwest Region (largely AER I) and Western parts (AER II) receiving less rain and experiencing higher frequency of climate extreme events; droughts and flash floods compared to other AERs of the country. Figure 2 and 3 illustrate the recent annual temperature and rainfall trends (respectively) between 1950 and 2020 (average annual temperature) 1980 and 2020 (average annual rainfall) in the three AERs. The temperature and rainfall are based on readings during the same time period from Livingstone (AER I), Lusaka (AER II) and Kasama (AER III). F IGURE 2 INCREASING A NNUAL T EMPERATURES (1950-2010) 4 Average Annual Temperature for Livingstone (ºC) 1950- 2020 (AER I) 26.0 25.0 24.0 23.0 22.0 21.0 20.0 1940 1950 1960 1970 1980 1990 2000 2010 2020 Average Annual Temperature for Lusaka (ºC) 1950 - 2020 (AER II) 23.5 23 22.5 22 21.5 21 20.5 20 19.5 19 1940 1960 1980 2000 2020 Average Annual Temperature for Kasama (ºC) 1950-2020 (AER III) 23 22.5 22 21.5 21 20.5 20 19.5 1940 1950 1960 1970 1980 1990 2000 2010 2020 Temperatures in all the three agro-ecological regions are fluctuating above and below the normal temperature threshold from the year 1950-2020. However, there has been a steady increase in 5 average annual temperate since 1950. Figure 2 indicates that mean annual temperature has increased by 1.3 degrees Celsius since 1960, an average rate of 0.34 degrees Celsius per decade. On the other hand, the mean rainfall over Zambia has decreased by an average rate of 1.9 mm/month (2.3%) per decade since 1960. For example, in 2010 AER I experienced a sharp average annual temperature of up to 25.4 degrees Celsius. AER II recorded 23.15 degrees Celsius in 2012 while AER III recorded 22.4 degrees Celsius in 2009 and 2019. F IGURE 3: D ECLINING ANNUAL RAINFALL TREND 1980 - 2020 Average Annual Rainfall for Livingstone (mm) 1980-2020 (AER I) 1200 1100 1000 900 800 700 600 500 400 300 1970 1980 1990 2000 2010 2020 2030 Average annual Rainfal for Lusaka (mm) 1980-2020 (AER II) 1300 1200 1100 1000 900 800 700 600 500 400 300 1970 1980 1990 2000 2010 2020 2030 6 Average Annual Rainfall for Kasama (mm) 1980-2020 (AER III) 1700 1600 1500 1400 1300 1200 1100 1000 900 1970 1980 1990 2000 2010 2020 2030 Source - Rainfall and temperature data – Zambia Meteorological Department 2020. The average annual temperature has been increasing in all the three AERs (see Figure 3) AER II received the lowest rainfall in decades of 314 mm in 1995. A 25 year period, from 1990-2015 shows at least 20 years in each AER 1 had below average rainfall. The average annual rainfall variability is not uniform across the three AERs.

2.2 Legal and Policy Frameworks The Zambian government has put in place a comprehensive legal framework and policies for an integrated approach to climate change. The sector ministries regularly review their relevant policies and legislation, in order to ensure that they are in line with the objectives of the National Policy on Climate Change and other initiatives meant to tackle climate change. These legal and policy frameworks will inform the implementation of the NCCLS. Tables 2 and 3 provide some explanation on how the legal and policy frameworks will apply to the implementation of the NCCLS. T ABLE 2: CLIMATE CHANGE RELATED ACTS Enabling Act Purpose How it will support NCCLS Implementation Environmental The Act provides for the Promote public awareness, information sharing Management Act No. 12 management of and education on climate change impacts and of 2011 environment and natural effects Support climate change learning in the resources. It establishes control and management of emissions from Zambia Environmental the industry. Management Agency. Forest Act No. 4 of 2015 The Act provides for the Promote community managing of forests and conservation and protection forest products. of forests and trees. Educate communities on the importance of forestry in the wake of climate change. 7 Enabling Act Purpose How it will support NCCLS Implementation Zambia Wildlife Act The Act is responsible for Support sustainable managing and harvesting No. 15 of 2015 wildlife management and of wildlife. conservation. Lands Act Cap 184 The Act is responsible for the Promote sustainable land use management in management and the context of climate change learning administration of land in Zambia. Agriculture Lands Act The Act provides for Support Climate Smart Agriculture Cap 187 sustainable agricultural technologies such as crop diversification. practices, development, Promote sustainable agriculture practices and investment and climate change adaptation conservation management. agriculture up-scaling. Promote sustainable irrigation strategies. Improved agricultural practices in response to changes in climate. Agriculture (Fertilizer The Act provides for the Promote sustainable increase in agricultural and Feed) Act No. 13 of regulation and control of productivity of major crops with comparative 1994, Cap 226 manufacture, processing, advantage through use of inorganic fertilisers. importation and sale of agricultural fertilisers. Energy Regulations Act The Act among other issues Scale up of alternative energy sources, energy No. 23 of 2019 regulates energy use and efficiency and conservation, such as solar, wind efficiency. and geothermal. Promote practices that will reduce demand for wood energy. Promote the upgrade of petroleum by blending of oil and fuel to reducing carbon emissions. Mines and Minerals Act The Act provides for Provide for safety, health 11 of 2015 mineral and mines and environmental protection and green development. production in mining operations. Urban and Regional The Act provides for Construction of climate resilience infrastructure Planning Act No. 3 of planning for all land in such as roads and buildings. 2015 Zambia. Road Traffic Act No. 11 The Act provides for road Reduce GHG emissions from vehicles and of 2002 safety and transport increasing government revenues through management. education on the enforcement of carbon tax. Water Resources The Act provides for the Promote integrated water resources Management Act No. 21 regulation and management management. of 2011 of water resources. Supports delineation of flood risk zones. Supports development of catchment management plans. Strengthen water users’ associations and regulate construction of boreholes and dams. 8 Enabling Act Purpose How it will support NCCLS Implementation Zambia Development The Act provides for the Promote climate change resilience trade and Agency Act No. 11 of trade, investment and investment. 2006 industrial development. National Heritage The Act provides for Promote sustainable conservation and Conservation heritage conservation and management of national heritage sites. Commission Act, Cap management. 173 Fisheries Act No. 22 of The Act provides for Promote aqua-cultural development and 2011 sustainable fisheries and management aqua- cultural development Community fish conservation education and management. Disaster Management The Act provides for Disaster Contribute to shifting from focusing only on Act No. 13 of 2010 preparedness and response. disaster management to disaster risk reduction, climate change and decentralisation. Promote education for sustainable development among vulnerable communities and improve their resilience. Public Health Act No. The Act provides Improve the health status of the people and 22 of 1995 provision with respect to reducing mortality rates resulting from climate matters affecting public sensitive diseases and HIV/AIDS health in Zambia including Epidemic preparedness and response. prevention and Support the operationalisation of the Health suppression of infectious National Adaptation Plan (HNAP) strategy. diseases. 9 T ABLE 3: P OLICY MEASURES Policy Objective Climate Change Learning Strategies Related Measure Measure Adaptation To promote and strengthen • Strengthen the mechanism for identifying risks and hazards and Disaster the implementation of in order to facilitate planning and early warning Risk Reduction adaptation and disaster risk • Strengthen the resilience of infrastructure, ecosystems and reduction measures to reduce promote innovation, knowledge and education vulnerability to climate • Promote the adoption of appropriate Climate Smart variability and change Agricultural (CSA) technologies for different agro- ecological zones • Promote monitoring and management of wildlife habitats • Establish and/or strengthen mechanisms for monitoring networks and information systems for improved utilization of climatic data and information • Promote communities' ability to develop physical and social infrastructure that are resilient to the adverse effects of climate change Mitigation and To promote investments in • Ensure that investments adhere to sustainable development Low-Emission climate resilient and low principles and are in line with low-carbon development Development- carbon development principles Related pathways in order to generate • Promote scaling up of alternative energy sources, energy Actions co-benefits and provide efficiency and conservation incentives for addressing • Reduce forest degradation and loss of forest ecosystems climate change more effectively Measures To strengthen the • Promote stakeholders’ participation and partnerships that Related to institutional and human integrate climate change in natural resources management Crosscutting resource capacity in order to at all levels Issues effectively and efficiently • Enhance the capacity of rural economies to diversify, by address all aspects of climate promoting alternative income generating activities that are change at, national, climate resilient provincial, district and local • Promote capacity building in climate change response (Capacity levels actions Building) • Facilitate implementation of capacity development programmes in modeling and systematic observation • Enhance the monitoring and review of the effectiveness of capacity-building programmes • Promote consideration of gender aspects and the role and needs of youth and persons with disabilities in capacity- building activities • Promote public education and awareness to enhance the capacity to address climate change 10 • Build capacity in developing innovations and technologies and adoption and utilisation of external technologies • Strengthen the capacity of local technological innovation centers to help strengthen institutional technology generation and transfer through a learning-by-doing approach Research and To foster research and • Promote research and development (R&D) to address Development development in order to climate change/ variability in all sectors improve understanding and • Promote the use of prediction models and technologies to decision making in determine regional vulnerability of the sectors to climate responding to climate change change • Support higher learning and research institutions on climate related applied research • Facilitate research, development and demonstration of new climate-friendly technologies for mitigation and adaptation Education and To promote communication • Facilitate climate change advocacy, communication and Public and dissemination of climate awareness Awareness change information to • Strengthen climate change education, training and public enhance awareness and awareness at all levels understanding of its • Develop and implement an information generation, sharing opportunities and impacts and exchange mechanism for climate change • Promote involvement of local authorities and traditional leaders in climate change education, public awareness including the use of indigenous knowledge • Promote dissemination of research findings at all levels Gender To engender climate change • Promote gender differentiation and implementation of programmes and activities in gender-specific measures on climate change order to enhance gender • Improve the participation of women, youth and children in equality and equity climate change programmes • Promote gender equity in access to climate finances Technology To develop and promote • Facilitate the development, deployment, diffusion, transfer, Development appropriate technologies and and promotion of access to affordable environmentally and Transfer build national capacity to sound technologies benefit from climate change • Promote identification and utilisation of available climate- technological transfer friendly technologies for mitigation and adaptation that meet low-carbon and climate-resilient development needs • Promote use of indigenous knowledge and local innovation on climate change • Encourage protection of local innovation and intellectual property rights • Facilitate establishment and strengthening of climate technology centres/networks; and Promotion of To promote investments in • Promote investments in renewable energy resource Green climate resilient and low development and increase the proportion of renewable Investments carbon development energy in the total energy mix pathways in order to generate • Provide incentives for low emission technologies 11 co-benefits and provide • Promote investments in non-motorised modes of transport incentives for addressing (NMT) climate change more effectively Mainstreaming To promote mainstreaming of • Strengthen effective mainstreaming of climate change, of climate climate change into policies, response and sustainable recovery from climate related change plans and strategies at all disasters levels in order to account for • Promote Strategic Environmental Assessments (SEAs) as a Climate Change risks and tool for integration of low emission principles opportunities in decision • Promote mainstreaming of gender into all climate making and implementation change programmes • Facilitate mainstreaming of climate change into school curriculum and teachers continuing professional development • Develop and implement codes and standards to promote adaptation and mitigation in infrastructure development

2.3 Education Sector as key to Climate Change Learning Government’s aspiration is to deliver education in a seamless process for the learner from inception, early childhood education, primary school, secondary school, teacher education to tertiary level (including Technical Education, Vocational and Entrepreneurship Training [TEVET], and university education). In order to realign what is taught in teacher training colleges with school curricula, some teacher education programmes in higher education institutions teach climate change as full courses, electives or at post graduate level. For example, the University of Zambia has fully fledged undergraduate and post graduate programmes in environmental education which cover climate change issues. Chalimbana University and some colleges of education offer environmental education or Education for Sustainable Development modules to trainee teachers. What is needed is a comprehensive and holistic approach to integrations of climate change learning in formal and non-education systems. Climate Change is also taught in non-educational courses and programmes. For instance, Copperbelt University offers climate change as follows: as an elective course in 5th year of the BEng in Environmental Engineering; BSc in sustainable natural resource management and climate change; BSc in plant and environmental sciences; MSc climate change; and MSc in climate change and sustainable development. Apart from the formal curriculum, aspects of climate change are offered in professional development and specialised training in key sectors such as; water, agriculture, tourism, livestock and fisheries etc. The Ministry of Agriculture has included climate change in their colleges of agriculture in Monze, Mpika and the Natural Resources Development College (NRDC), for example. The plan would be to expand the integration of climate change in the curriculum of farm training institutes. 12

2.3.1 General Education The Ministry of General Education (MoGE) provides oversight over Early Childhood Education (ECE), primary, secondary and colleges of education. The Zambia Education Curriculum Framework of 2013 acknowledges the fact that Zambia has experienced various environmental problems, including deforestation, air and water pollution, land degradation, inadequate sanitation and depletion of fish and wild species. The Framework recognises Education for Sustainable Development, Environmental Education and Climate Change as some of the key cross cutting issues that must be taught from ECE, primary and secondary schools. In particular, the Framework notes that: “Climate Change is an ecological problem as well as a social problem because all societies are affected in one way or another. For this reason, it is important that the school curriculum provides for this education so that learners become aware of the ecological aspects of the climate crisis and learn how to contribute towards preventing and combating the issue.” Zambia Education Curriculum Framework (MOGE, 2013) Though climate change issues appear in the Zambia Education Curriculum Framework of 2013, the schools lack teaching and learning materials. The teachers may also lack the knowledge and skills to handle climate change issues in the classroom. This Strategy identifies the capacities and capabilities needed to comprehensively integrate climate change issues across the curriculum. These include training of teachers and curriculum developers, development of the learning and teaching materials.

2.3.2 Higher Education The Ministry of Higher Education (MOHE) has the mandate to oversee University Education; Technical Education, Vocational and Entrepreneurship Training (TEVET); and Science, Technology and Innovation. All the three sectors provide opportunities in the implementation of climate change learning in their programmes. The MOHE policy (MOHE, 2019) is premised on national, regional and global aspirations for education and skills development. These aspirations are espoused in the Seventh National Development Plan (7NDP) 2017 -2021; Vision 2030; Africa Agenda 2064 and Sustainable Development Goals. Developed in 2017, the 7NDP has five (5) pillars that lead to development outcomes intended to improve the livelihoods of Zambians. These pillars are 1) Economic diversification and job creation; 2) Poverty and vulnerability reduction; 3) Reducing development inequalities; 4) Enhancing human capital development; and 5) Creating a conducive governance environment for a diversified economy. It is through the 7NDP that Zambia has domesticated and aligned the sustainable development goals (SDGs) to the national plans and priorities. The SDG 4 is well articulated in pillar 4 of the 7NDP known as the enhancing human capital development. SDGs 7,9,12, and 13 speak to targets in Science Technology and Innovation Sustainable Development Goal (SDG) 4 on education and SDG 13 on climate change highlight the importance of education’s role in climate change responses. Of particular relevance are Target 4.7 which states that “by 2030 all learners acquire knowledge and skills needed to promote sustainable development...” and Target 13.3 which emphasises the need to “improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning”. 13 However, it is worth noting that Zambia runs a fragmented higher education system which lacks coordination mechanism. For example, on one hand the Government through the MOHE provides policy direction, but on the other hand different line ministries (such as General Education, Justice, etc) and Cabinet Office provide policy and legal oversights to the higher education institutions of learning in specialised areas such as agriculture, law, agriculture tourism, health and public administration. It is envisioned that this National Climate Change Learning Strategy will help create synergies in the provision of climate change learning across sectors and HEIs.

2.4 Learning Needs and Institutional Capacity to Deliver Climate Change Learning Prior to the development of this Strategy, an assessment of learning needs as well as institutional capacities to deliver learning was carried out. The assessment focused on the priority sectors (energy, forestry, agriculture and education at the time). Climate change related policies and programme documents were reviewed and analysed. Other data came from expert interviews, carried out during the Resilience Ready: Zambia’s 2030 Vision conference in 2019. The major documents which were reviewed included the: National Climate Change Response Strategy (2010); Study on Information Needs Assessment and Identification Gaps on Climate Change in Zambia (2010); National Adaptation Plan of Action (NAPA) 2000; National Policy on Climate Change (2016); National Forestry Policy of 2014; National Energy Policy of 2019; National Agriculture Policy of 2014; Zambia Education Curriculum Framework (MoGE, 2013); Nationally Determined Contribution (NDC) 2015; NAP Health and NAP – Agriculture. Others were refereed research papers on climate change education in Zambia such as those of Muchanga (2013) and Namafe (2009). Table 4 shows a summary of climate change learning needs that emerged from the study. T ABLE 4: SUMMARY OF CLIMATE CHANGE LEARNING NEEDS Identified Learning Needs Increased sensitisation and awareness-raising effort for effective climate change adaptation and mitigation strategies Provision of climate change information, knowledge and long-term data to researchers, planners, policy makers and the general public on climate change impacts, adaptations and mitigation measures Support the Ministry of General Education and the Ministry of Higher Education with skills and knowledge to integrate climate change in teaching, learning and research. Need for climate change education in formal and non-formal settings. Incorporation of Indigenous knowledge systems in climate change resilience and adaptability practices Promoting communication and dissemination of climate change information and research findings to enhance awareness and understanding of its impacts 14 Enhancing the capacity of the media, scientists, researchers, government departments and other organisations involved in climate change to effectively engage and disseminate climate change information Improving adaptation capacity of farmers through strengthening technical capacity and institutions by providing training on adaptation option and developing training materials on the identified needs Promoting advocacy and knowledge sharing through global outreach, and write-up of annual reports Researching education, training and public awareness, capacity building, information and networking, and related financial, technical and capacity needs Enhancing mainstreaming of climate change in transport infrastructure including housing, energy, water and sanitation, health, education, agriculture, livestock and fisheries, mining, tourism, manufacturing, information and communication, science, technology and innovation, natural resources, local government and decentralization, and gender Integrating of climate change in the secondary and primary school curriculum and tertiary education through the provision/development of adequate and up-to-date learning and teaching materials. Support to civil society organisations and the media to raise awareness and education. There is need to support more NGOs and civil society to become climate change training providers Support community-based adaptation projects such as sustainable agriculture, crop diversification and alternative livelihoods (e.g. bee- keeping, entrepreneurial skills development and fish farming) Promotion of climate champions among the youth and creating mentoring icons to support them and also spearhead community projects Capacity building for civil society and government officers participating in the UNFCCC-sponsored climate change negotiations Facilitating learning and networking among journalists and between the media and other stakeholders to report on climate change Encompassing legislation, appropriate infrastructure and equipment to develop emergency response plans and disseminate to community and engage them in emergency response education Promoting climate risk insurance and other traditional mechanisms for risk transfer such as through savings groups, as well as use of ICT and other channels for communication among farmers for a sustained dialogue and feedback from farmers to institutions

2.5 Institutional Capacities to Deliver Learning This section provides a summary of results of the study - ‘Assessment of learning needs and institutional capacities to deliver learning.’ The following were the highlights of the findings of the study on institutional capacity to deliver learning: • Private universities needed more encouragement and support to offer climate change learning programmes. The study showed that while the private universities were interested in offering programmes in climate change, they lacked funds and technical skills. 15 • The participating higher education institutions had no dedicated funding for Climate change learning activities. All the funding was tied to their ‘traditional’ courses and programmes. • Integration of climate change learning into formal education (primary and secondary schools) needed support from institutions that were dealing with teacher education programmes such as the schools of education in universities and the colleges of education. Graduate teachers had a high multiplier effect on climate change learning as they taught in schools throughout the country. • The agriculture training institutions had a great impact on small scale farmers on integrating climate change learning into their practice. • Graduate extension officers and trainers who provided services to small scale farmers needed more knowledge on climate change learning strategies. • The results of the analysis of topics covered by the higher education institutions and desired future climate change topics showed that only few (12.7%) participating training providers offered fundamentals of climate change. • The more complex topics of climate change (such as REDD; Carbon Markets and CDM, Climate Change and Population Dynamics; and International Law to Address Climate Change) were only covered by 1.6% of the participants. • All the teaching staff from the participating institutions expressed the desire for capacity development to be able to deliver climate change learning effectively.

2.6 Identified Gaps from capacities to deliver learning • Lack of funds to support climate change learning programmes within the higher education institutions. • Lack of knowledge and skills on climate change in the key sectors of the economy • Complex topics of climate change (such as REDD; Carbon Markets and CDM, Climate Change and Population Dynamics; and International Law to Address Climate Change) were not adequately covered in HEI • Inadequate climate change information, knowledge and long-term period data to researchers, planners, policy makers and the general public. • Inadequate communication infrastructure to support exchange of climate change information. • Lack of awareness, education and training to deal with the negative impacts of climate change. • Climate change stories by journalists were relatively minimal in both print and electronic media. The potentially powerful role of community media to increase outreach remained untapped due to lack of resources for in-depth reporting of climate change issues. • Limited/inadequate specialised training among the media personnel on climate change related issues. 16 • Mainstreaming climate change into the national programmes such as forestry, agriculture, energy health and education were a big challenge due to lack of expertise (in some areas) and financial constraints. • Lack of climate change teaching and learning materials in primary, secondary schools and tertiary education hampered integration of climate change • Curriculum developers under the Ministry of General Education had inadequate knowledge and skills to integrate climate change education in early childhood education, primary and school education. • Lack of capacity and expertise among specialized agencies such as ZEMA, Zambia Meteorological Department (ZMD) and other public and private stakeholders to collaborate effectively in the dissemination of climate risk information. • Staff capacities of ZMD to reach out to line ministries and agencies on weather and climate forecasting were limited. Furthermore, there was lack of expertise in other line ministries and specialized institutions such as the Zambia Agricultural Research Institute (ZARI) to further operationalize the topic for their sectors/field. 17 Chapter 3 Vision The vision of this Strategy was devised at the Mid Term Review workshop held in Ibis Gardens, Chisamba in February 2020. The Vision was informed by literature review of the background report, findings from the learning needs and capacity to deliver climate change assessment and other sector programmes, strategies and policies. Vision “Enhanced climate change learning in energy, forestry, agriculture, health and education sectors contributing to mitigation efforts and a resilient Zambia.” Mission Every priority sector (energy, forestry, agriculture, health and education sectors) in Zambia becomes a climate change learning organisation and a champion of climate-resilient and green economic development by 2030 through the following national priorities: • raising awareness and strengthening climate; change mitigation and adaptation; • building individual and institutional capacities to implement climate change learning; and • mainstreaming of climate change into national priority sector policies and systems. 18 Chapter 4 Strategic Objectives Overall Objective To strengthen individual and institutional systemic capacities of the energy, health, forestry, agriculture and education sectors to enable them deliver climate change learning and contribute to the implementation of the NDC and NAPs; and subsequently towards a resilient Zambia by 2030. The strategic objectives are derived from the identified national priorities. The strategic objectives are as follows: Strategic Objective 1 Raise awareness and strengthen climate change knowledge Strategic Objective 2 Build individual and institutional capacity in climate change mitigation and adaptation Strategic Objective 3 Mainstream climate change learning into national priority sector policies and systems. The above strategic objectives will be integrated in all the five identified sectors i.e. energy, forestry, agriculture, health and education. The strategic objectives are geared towards the successful achievement of the mission and overreaching goal of this National Climate Change Learning Strategy. The media will be a cross cutting theme across all the identified sectors. Mass media is vital in spreading climate change information to impact primarily on the first (basic) levels of the behaviour change stages i.e. awareness creation, creating interest and education - to a large and varied target audiences and in a cost-effective way. This approach will provide the three strategic national priorities with a context in which they will be implemented. 19 Chapter 5 Measures The priority actions to strengthen individual and institutional systemic capacities of the energy, forestry, agriculture, health and education sectors to deliver climate change learning for a resilient Zambia by end of 2030 will be achieved by means of activities and strategies to be implemented in the short term (1 to 2 years), medium term (between 3 to 5 years) and long term (between 6 to 10 years). These are illustrated in Table 5. The indicators of each of the activities are included in the Monitoring and Evaluation Framework. 20 T ABLE 5: STRATEGIC MEASURES National Priority 1 Sensitisation and awareness raising on climate change learning Identified main gaps • Inadequate climate change information, knowledge and long-term period data to researchers, planners, policy makers and the general public • Lack of awareness, education and training to deal with the negative impacts of climate change for Zambia to understand local climate better Strategic Objective To raise awareness and strengthen climate change knowledge and skills in the priority sectors Strategy Sensitization and awareness raising on climate change learning integration in the key sectors Priority Action 1Indicativ Lead Agency Supporting Estimate Potential Activities Target Sector e Time Partners d Budget Source for Stakeholder/Sect Frame (USD) Resources ors Mobilization Energy Sensitisation Short term Ministry of ZCCN, 1500000 UN CC: 1.1 Carry out public and awareness Energy ZEMA, (50000 x Learn, campaigns/exhibitions on the Small Businesses raising on ZESCO 3yrs) Treasury, use of energy efficient households, climate change Swedish Ministry of technologies communities, in the energy Embassy, National 1.2 Conduct community schools, farmers sector SNV Development sensitisation activities on the use and health Planning of renewable energy facilities, ZEMA ZESCO ZCCN 1 Short term =1-2years; medium term= 3-5 years; long term = 6- 10 years 21 Agriculture Sensitisation Short term Ministry of UN CC: UN CC: 1.1 Develop and disseminate Small scale farmers and awareness Agriculture Learn 580 000 Learn, promotion messages on the raising on ZCCN, NGOs (5000 per Treasury, successful climate smart Farmer climate change in Agriculture district x Ministry of agriculture projects including organizations and in agriculture 116 National indigenous Knowledge associations districts) Development 1.2 Conduct field days at farms Culture Planning undertaking climate smart associations School agricultural projects farmers club

1.3 Form radio listening groups on sustainable agriculture such as those formed by Community Markets for Conservation (COMACO)

1.4 Use of audio/visual vans Forestry Sensitisation Short term MLNR UN CC: 250000 UN CC: 1.1 Carryout campaigns to improve General and awareness Learn; Learn, public awareness and public/small scale raising on UNICEF; Treasury, knowledge on the effect of farmers climate change UNDP MLNR climate change on the forestry in forestry Zambia Ministry of sector National 1.2 Conduct training workshops, Development seminars on sustainable forestry Forest extension Planning management with local officers communities School children

1.3 Carry out tree planting activities in schools and local communities Media houses

1.4 Establish tree nurseries in schools and communities Private companies

1.5 Conduct training, workshops, Commercial & seminars on Result Based Development Bank Payments under the REDD+ Programme Health Sensitisation Short term MOH UN CC: 200,000 UN CC: 1.1 Conduct national consultative and awareness Learn; Learn, workshop (physical or virtual) raising on UNICEF, Treasury, for all the Ministry of Health climate change UNDP, MOH training stakeholders in health Treasury, 1.2 Design and disseminate other CPs Information, Education and Communication (IEC) materials 22 such as posters, brochures to NGOs and CSOs health posts throughout the that support health country education

1.3 Support school health and nutrition clubs with information and materials on the relationship between climate change and health General Sensitisation Short MOGE UN CC: 200,000 UN CC: 1.1 Organise (inter school) Learners, out of Education and awareness Term (Ministry of Learn; Learn, competitions such as school youths raising on Youth and UNICEF; Ministry of quiz/essay/debates that are climate change Sports) UNDP National related to climate change Learners at ECE, education. Zambia Development mitigation and adaptation for in primary, secondary Planning and out of school youths and colleges of Treasury, through face to face interactions education. UNICEF, and via social media UNDP 1.2 Design and disseminate Curriculum Zambia Information, Education and experts, selected Office Communication (IEC) materials teachers, standards such as posters, brochures, sign officers, teacher board in localities and schools at educators from the sub-national levels higher education

1.3 Create youth climate change institutions, and dialogues (platforms for young TEVET institutions people to discuss effects of (including climate change on them and provincial and climate change issues on district officials, youths). provide a sustainable teacher educators, way of coordinating the clubs early childhood formed so that they don’t die in educators and a short-term standard officers

1.4 Hold Sensitisation seminar of Curriculum Dev. Specialists, selected teachers/ school In school and out administrators, climate change of school learners ambassadors participating in all climate change related activities 23 Higher Sensitisation Short to MOHE UN CC: 200 000 UNITAR, 1.1 Hold seminars and public • Higher Education Education and awareness medium Ministry of Learn; Treasury, lectures or forums on climate Institutions raising on term youth and UNICEF; UNICEF, change climate change sport UNDP UNDP 1.2 Development and distribution of education. Zambia supplementary readers, brochures, and posters on Student unions and climate change for university associations students and lecturers

1.3 Participate in the Global Climate Environment, Change Week (GCCW) every Climate Change year in October Clubs

1.4 Participate and organize activities such as conferences and workshops on climate Out of School change related topics. Youths

1.5 Research activities, such as conferences and workshops on climate change related topics 1.6 conducting awareness through social media such as podcasts, organised discussion groups or forums, and Q&A sessions on climate change. Inclusion of aspects of climate change trainings via online platforms in form of short courses

1.7 Youth climate dialogues should as well be included at tertiary level 24 National Priority 2 Build individual and institutional capacity in climate change mitigation and adaptation Identified main gaps • Lack of knowledge and skills on climate change in the key sectors • Lack of awareness, education and training to deal with the negative impacts of climate change for Zambia to understand local climate better • Integrating climate change issues into the national programmes such as health, forestry, agriculture, energy and education is a big challenge due to lack of expertise and financial constraints. Strategic Objective To build individual and institutional capacity in climate change mitigation and adaptation Strategy Strengthen individual and institutional capacities in climate change mitigation and adaption in the key sectors Priority Sector Action 2Indicati Lead Partners Estimate Potential Activities Target ve Time Agency d Budget Source for Stakeholder/ Frame (USD) Resources Sectors Mobilization Energy Strengthen Medium Ministry UN CC: 200 000 UNDP, USAID, 2.1 Conduct capacity building individual Term of Learn, Treasury, training on the fabrication, Staff from and Energy UNDP, Min. National installation and maintenance private and institutional UNESCO, Development of cleaner and energy public capacities in USAID Planning. efficient technologies institutions climate UNITAR, dealing in change Local 2.2 Conduct a series of inhouse energy, mitigation Universitie and online courses on the use Civil Society and adaption s of energy efficient Organisation, in energy technologies SMEs Artisan sector 2.3 Capacitate the energy sector working in to integrate climate change energy sector learning in its activities and plans

2.4 Conduct training in mitigation analysis, vulnerably assessment and 2 Short term =1-2years; medium term= 3-5 years; long term = 6- 10 years 25 MRV *This is a specialized function under the Climate Change Department Agriculture Strengthen the Medium Ministry UN CC: 300,000 UNDP, USAID, 2.1 Training on integration of Lecturers capacity of the Term of Learn, Treasury, climate change in agricultural and/trainers Agriculture Agricultu UNDP, Min. National training colleges from Training re UNESCO, Development 2.2 Provide online courses on agriculture Institutes to be Agriculture Planning. agriculture and climate training able to Based change learning institutes integrate NGOs 2.3 Conduct training to climate change Private agriculture institutions to in their firms that enhance their capacities for training support community- based climate programmes climate change adaptation strategies smart through collaboration with agriculture universities in Zambia and e- learning materials from UN CC: Learn Forestry Strengthen the Medium MLNR UN CC: 320000 UNDP, USAID, 2.1 Capacitate the forestry sector Forestry teaching and Term Learn, Treasury, through financial and Department learning of UNDP, Min. National technical support to staff climate change Forestry Development implement climate change in at all levels of based Planning. its policies and programmes Climate the forestry NGOs (climate change has already Change and sector been integrated into policies) Natural

2.2 Integrate climate change into Resources the training and research Management programme at Zambia Department Forestry College Staff

2.3 Held annual research seminars on climate change and the forestry sector in Zambia collaboration with the Forestry Copperbelt University College

2.4 Provide training to teaching and individuals in environmental training staff. service, biodiversity and ecosystem 26

2.5 Provide scholarships for training in climate change and forestry Zambia Forestry College Copperbelt University University of Zambia, Copperbelt University & Mulungushi University Health Enhance the Medium Ministry Tourism 120,000 UN CC Learn; 2.1 Carry out a review of the • Ministry of teaching and Term of Health and UNDP, USAID, current curriculum for health Health, learning of Hospitality PERPFAR, sector training sub-sectors • Colleges of climate change Industry, Treasury such as the nursing schools, Nursing at all levels of Health environmental health and health Profession practitioners and clinical Biological education Association officers Sciences (formal and s- 2.2 Strengthen health educators informal). Ministry of and trainers’ capacities to Higher deliver accurate information Education, and integrate climate change Health in the training curriculum for Professiona nurses and paramedics l Council of 2.3 Develop climate change Zambia teaching materials for health sector educators General Strengthen Medium Ministry UN CC: 200,000 UN CC Learn: 2.1 Capacitate Ministry of • Ministry of Education teachers and Term of Learn, Treasury, General Education with General teacher General UNDP, UNESCO, skills, knowledge and Education educators’ Higher UNDP finances to be enable it to (Curriculum 27 capacities to Educatio Education integrate climate change Development deliver n Authority learning in early childhood Centre) accurate Ministry education, primary and information, of Higher secondary curricula Teaching integrate local Educatio 2.2 Workshops for curriculum Council of content, n developers and selected Zambia promote teachers on training and critical teaching materials thinking and development for early take action on childhood education, Directorate of climate change primary and secondary Standards and mitigation and curricula Curriculum adaptation in schools 2.3 Integrating climate change Directorate of education in the National Teacher Continuing Professional Education and Development Framework Specialised

2.4 Develop the teaching and Services (TESS) learning materials to aid the integrating of climate change Directorate of learning into education Open and curriculum at various levels Distance (ECE, primary and Education secondary) (DODE). Directorate of Early childhood Education (ECE). Higher Strengthen Medium Ministry UN CC: 160, 000 UN CC Learn: 2.1 Capacitate higher education • Ministry of Education instructors’ Term of Higher Learn, Treasury, institutions with skills, Higher and educators’ Educatio UNDP, UNESCO, knowledge and finances to be Education capacities to n Higher UNDP able to integrate climate • planners deliver HEA Education change learning in accurate ZQA Authority college/university curricula Universities information, 2.2 Workshop for course colleges integrate local designers and developers for content, learning and teaching 28 promote, support materials on climate TEVET colleges critical change thinking and 2.3 Integrating climate change take action on education in the continuing climate change professional development mitigation and programmes of colleges and adaptation universities

2.4 Offer online climate change learning courses (including adapted ones from UN CC: Learn) to university lecturers as part of the CPD programme. 29 National Priority 3 Mainstream climate change learning into national priority sector policies and systems Identified main gaps • Inadequate climate change information, knowledge and long-term period data to researchers, planners, policy makers and the general public. • Mainstreaming climate change into the national programmes such as forestry, agriculture, energy, health and education is a big challenge due to lack of expertise (in some areas) and financial constraints. • Lack of climate change teaching and learning materials in primary, secondary schools and tertiary education. Strategic Objective Mainstream climate change learning into national priority sector policies and systems Strategy Promote mainstreaming of climate change in the sector policies, plans and strategies at all levels of the identified key sectors Priority Sector Action 3Indicativ Lead Partners Estimated Potential Activities Target e Time Agency Budget Source for Stakeholder/S Frame (USD) Resources ectors Mobilizat ion Energy Develop strategies Short term Ministry of 120,000 UN CC: 3.1 Identify policy and policies for Energy Ministry Learn, frameworks, laws Ministry of mainstreaming of Treasury, and legislation Agriculture, National Ministry that can be used Ministry of 3 Short term =1-2years; medium term= 3-5 years; long term = 6- 10 years 30 climate change in Developm of for mainstreaming Commerce and the energy sector ent and Finance, climate change Trade, Planning, EU, world into the energy Ministry of Chamber Bank efficiency and Water of renewable energy Development, commerce strategies Sanitation and , mines Environmental and 3.2 Conduct training protection industry, workshops/semina Academia rs to improve individual and institutional capacity to mainstream climate change in the energy sector

3.3 Train individuals in the energy sector in the development of information kits and tools for mainstreaming climate change in the sector

3.4 Develop private public partnership projects/ funds in mainstreaming climate change. Agriculture Develop strategies Long term Ministry of UN CC: 300000 UN CC: 3.5 Identify policy Ministry of and policies for Agriculture Learn Learn, frameworks, laws Agriculture mainstreaming ZCCN, Treasury, and legislation in senior and climate change in NGOs in Ministry the agriculture middle managers the agriculture Agricultur of sector that can be sectors e Developm used for ent mainstreaming Planning climate change through a multi- 31 stakeholder Ministry of workshop Agriculture

2.1 Conduct training Training workshops/semina Institutes rs on mainstreaming climate change in the agriculture Lecturers and sector trainers in

2.2 Conduct training agriculture and develop teaching materials for educators in agriculture training institutes

2.3 Facilitate/commissi on research on the climate change Ministry of effect on Agriculture agriculture productivity

2.4 Develop private public partnership projects/ funds in mainstreaming climate change. Forestry Develop strategies Long MLNR UN CC: 220000 UN CC: 3.1 Identify policy MLNR Senior and policies for Term Learn; Learn, frameworks, laws and middle mainstreaming UNICEF; Treasury, and legislation in Managers and climate change in UNDP MLNR forestry sectors other the forestry sector Zambia Ministry that can be used for stakeholders of mainstreaming National climate change Developm through a multi- Forestry ent stakeholder Department Planning workshop/ consultation 32

3.2 Conduct training Zambia Forestry and teaching College materials Climate Change development and Natural workshops/semina Resources rs for educators in Management forestry for Department mainstreaming climate change into Copperbelt the forestry University training programmes 3.3 Provide scholarships for training in climate change mainstreaming skills 3.4 Develop information kits and tools for mainstreaming climate change in the forestry sector

3.5 Develop private public partnership projects/ funds in mainstreaming climate change. Health Develop strategies Long term MOH UN CC: 200 000 2.1 3.1 Identify policy Ministry of and policies for Learn; frameworks, laws Health mainstreaming UNICEF, and legislation in climate change in UNDP, health sector that Health the health sector Treasury, can be used for Professions other CPs mainstreaming Council of climate change Zambia through a multi- stakeholder 33 workshop/ Health training consultation institutes

3.2 Conduct training and teaching materials for health practitioners and tutors for mainstreaming climate change in health training

3.3 Provide scholarships for training in climate change mainstreaming skills

3.4 Develop information kits and tools for mainstreaming climate change in the health sector

3.5 Develop private public partnership projects/ funds in mainstreaming climate change. General Develop strategies Long term Ministry of UN CC: 300,000 UN CC: 3.1 Conduct national Teachers, teacher Education and policies for General Learn; Learn, multi-stakeholder educators and mainstreaming Education UNICEF; Ministry consultative education climate change in UNDP of curriculum review leaders the general Zambia Developm for the ECE, education sub-sector ent primary, secondary Planning and colleges of Curriculum Treasury, education specialists and UNICEF, 3.2 Develop the standards UNDP teaching and officers learning materials 34 Zambia to aid the Civil Society Office mainstreaming of Organisations in climate change into the education education sector curriculum at various levels (ECE, primary, secondary and Teacher tertiary education educators and

3.3 Conduct district selected teachers and zonal continuing professional development workshops on climate change learning in the ECE, primary and secondary school Teachers, curriculum curriculum

3.4 Conduct materials specialist and development teacher workshop to educators develop learners’ climate change supplementary materials for ECE, primary and secondary school materials Hold training workshops for teachers to develop scripted lesson plans for teaching climate change in ECE, primary and schools 35 Higher Education Develop strategies Long term Ministry of UN CC: 150, 000 UN CC: 3.1 Conduct a multi- Ministry of and policies for Higher Learn; Learn, stakeholder Higher mainstreaming Education UNICEF; Ministry consultative Education climate change in UNDP of curriculum review the higher education Zambia Developm for the higher University Vice sector ent education sector on Chancellors and Planning mainstreaming Principals Treasury, climate change in UNICEF, colleges and University UNDP university lecturers, and Zambia curriculum TEVET tutors. Office 3.2 Develop courses (including adaptation/use of UN CC Learn Higher existing online Education courses) to Loans and strengthen the role Scholarships of universities to Board implement the adaptation and mitigation of climate change

3.3 Develop the teaching and learning materials to aid the mainstreaming of climate change into universities, TEVET programmes

3.4 Provide fellowships, and scholarships to support post graduates and under graduate 36 students undertaking studies in climate change

3.5 Support selected universities and research institutions to become centres of excellence in climate change education 37 Chapter 6 Implementation Framework

6.1 Implementation Framework This Strategy will be implemented through the existing sector-wide structures and coordination mechanism outlined in the National Climate Change Policy. The Policy supports and facilitates a coordinated response to climate change issues in the country. It provides for collaborative efforts by all stakeholders through a coordinating and management structure as shown in Figure 4: F IGURE 4: A SUMMARY OF NPCC COORDINATING AND MANAGEMENT S TRUCTURE For the purpose of the implementation of the NCCLS, it is proposed to expand the coordination and management structure to include non-traditional members. The additional members are critical to the implementation of this Strategy. Table 6 shows the extended membership of the coordination management structures with each member’s roles and responsibilities spelt out 38 T ABLE 6: C OORDINATION AND MANAGEMENT - ROLES AND RESPONSIBILITIES Stakeholder Roles and Responsibilities under Proposed Roles and Responsibilities for NPCC NCCLS Council of Ministers - The Council of Ministers is the Providing oversight and coordination of chaired by the Vice supreme decision-making body the implementation of the NCCLS. President for overseeing climate change interventions in the country. Ensuring delivery of funded projects Steering Committee of Providing advice (and sometimes The Steering Committee is the main advisory Permanent Secretaries - making decisions) about changes body to the Council of Ministers on policy, chaired by the Permanent to the climate change related programme coordination and Secretary in the Ministry of projects. implementation. National Development Planning Will advise the Council of Ministers on the NCCLS coordination and implementation Will provide advice, ensure delivery of the NCCLS outputs and outcomes. The Technical Committee Representatives from relevant The technical committee will provide is chaired by the Permanent ministries and other key technical direction in the implementation of Secretary, Ministry of stakeholders combine their the NCCLS. Lands and Natural expertise to deal with climate The committee will be extended to include Resources. change related issues. representatives from the Ministry of General Education and Ministry Higher Education. Ministry of Lands, and This is the lead institution in Providing overall oversight on the Natural Resources overseeing the implementation of implementation of NCCLS, through the National Policy on Climate CCNRMD which will act as the secretariat of Change and other climate change the coordination and management structure. related programmes and In addition, the MLNR will support the: activities. It reports to the Steering • raising of awareness on climate change Committee of Permanent learning in the forestry sector Secretaries. • integrating of climate change learning in the forestry sector policies and programmes • mainstreaming of climate change learning in forestry sector programmes and activities Ministry of National Responsible for overall • provide overall coordination, of the Development Planning coordination and oversight, and NCCLS implementation process mainstreaming of climate change • ensure that sector outcomes of strategic in national development planning objectives are integrated in the national processes planning processes Ministry of Finance Responsible for resource • Will be responsible for resource mobilisation in line with its mobilisation to support NCCLS mandate. It is responsible for implementation managing the national budget 39 Stakeholder Roles and Responsibilities under Proposed Roles and Responsibilities for NPCC NCCLS process, and is the conduit for all • Manage and apportion international international climate-related financial inflows towards the NCCLS financial inflows. implementation Office of the Vice President Responsible for mobilising and • Support in the mobilisation and - Disaster Management and managing resources for disaster managing resources for NCCLS Mitigation Unit - response and rehabilitation, implementation including those arising from climate variability make up the bulk of its work. Department of Climate • Facilitates effective • Monitoring the implementation of the Change and Natural implementation of NPCC and NCCLS Resources Management other programmes associated • Using the NCCLS as a tool for resource with climate change. mobilisations • The Department acts as a • Coordination, overall oversight and Climate Change Secretariat. mainstreaming of climate change learning in national development planning processes, • Collaborate with Ministry of National Development Planning to ensure the NC is integrated in national planning processes Ministry of Energy Participates in the NPCC • Integrating climate change learning in implementation and is part of the the energy sector policies programmes coordination and management • Building capacities of energy sector committee individuals as well as institutions in mainstreaming climate change Ministry of Agriculture Part of the NPCC coordinating • Raising awareness on climate change and management structure learning in the agriculture sector. • Integrating climate change learning in the agriculture sector policies and programmes, including training institutions • Mainstreaming climate change learning in the agriculture sector programmes and activities Ministry of Health Was originally not part of the • Has developed NAP for Health and will NPCC but relationship between have a lot of experience to share with the climate change and disease other stakeholders. occurrence makes the Ministry an • Climate change has a lot of effect on the important stakeholder in the health of individuals implementation of the NPCC 40 Stakeholder Roles and Responsibilities under Proposed Roles and Responsibilities for NPCC NCCLS Ministry of General Traditionally not part of the • Integrating of climate change into early Education NPCC Coordination and education, primary, secondary school and Management Structure colleges of education curriculum through pedagogical processes of teaching and learning • Capacity development for teachers, teacher educators and education leader in climate change learning mainstreaming across the general education system • Development of climate change learning related curricula • Monitoring the implementation of the National Climate Change Learning Strategy through the school system Ministry of Higher Traditionally not part of the • Integrating climate change learning into Education NPCC Coordination and higher education and TEVET training and Management Structure curriculum Monitoring of the implementation of NCCLS in the higher education and TEVET institutions • Promoting and supporting research and innovation around climate change learning in higher education institutions and TEVET • Incorporating climate change learning in Higher Education Authority continuing professional development programmes Zambia Environmental Statutory body responsible for • Carrying out Information dissemination, Management Agency ensuring the education and public awareness on climate (ZEMA) sustainable management of change natural resources and • Developing environmental protection of the environment, education/climate change and awareness the prevention of pollution programmes for informal and non-formal and environmental degradation, education, working in collaboration with the preparation the MOGE of Environmental Plans for • Collection, production and dissemination the management and protection of climate change learning information. of the environment. Zambia Climate Change • Mobilise network members for information Network dissemination, public awareness and education • Collaborate with government departments to ensure integration of climate change in network member projects • Coordinate stakeholder engagement on climate change related issues such as advocating, lobbying, campaigning to reduce effects of climate change in Zambia • Provide platform for climate change collaboration for civil society whose interest is in climate change and sustainable development. 41 Stakeholder Roles and Responsibilities under Proposed Roles and Responsibilities for NPCC NCCLS Media Working with the five key sectors to disseminate climate change learning information and programmes/activities

6.2 Resource Mobilisation and Funding The NCCLS implementation will, in the main, be funded through the Republic of Zambia treasury mechanism to the line ministries Energy, MLNR, Health, Agriculture, Higher Education and General Education. However, Swiss Government through UN CC: Learn will provide seed funding for kick-starting the short-term actions. It is also envisioned that the coordination and management team will engage Zambian based corporate companies through their Corporate Social Responsibility (CRS) for funding. The coordination and management team will need to supplement the government and corporate funding with a range of other alternative sources of funding. These sources of funding may include, but not limited to, multilateral institutions, bilateral climate financing-governmental grants, regional and national funding from developing countries. Climate finance has been a key topic in international climate negotiations especially under the UNFCCC, resulting in a significant commitment by developed countries to increase the flow of climate finance to developing countries to US$100 billion per year by 2020. Major sources of bilateral and multilateral sources of funding include the multi-donor Climate Investment Fund, held in trust by the World Bank, the Global Environment Facility (GEF), the African Development Bank (AfDB), European Union, USAID, GIZ, Adaption Fund, Green Climate Fund, African Sustainable Forestry Fund, the UNFCCC’s Adaptation Fund, and the Kyoto Protocol’s Clean Development Mechanism are some of the most important multilateral sources of climate financing at the international level. Others include: UNDP, UNICEF, UNEP; GEF Small Grants Programme and FAO and some regional organisations such as COMESA and SADC. The Green Climate Fund, which is a financial mechanism of the UNFCCC, is expected to be a major source of climate finance as it will support projects, programmes, policies and other activities in developing country Parties. Table 7 provides a summary of the total estimate of the amount of money needed to implement this strategy by sector and by national priority. 42 T ABLE 7: SUMMARY OF E STIMATED COST OF IMPLEMENTING THIS STRATEGY Sector Action Amount (US) Coordination Baseline Survey 700, 000 and Mid Line Evaluation 800,000 Management End line Survey 1,000,000 by CCNRMD Coordination Meetings with Implementers 100,000 Monitoring 1,000,000 Subtotal 3,600,000 Agriculture Sensitisation and awareness raising on climate change in 580 000 agriculture Strengthen the capacity of the Agriculture Training 300,000 Institutes to be able to integrate climate change in their training programmes Develop strategies and policies for mainstreaming climate 300,000 change in the agriculture sectors Subtotal 1,180,000 Energy Sensitisation and awareness raising on climate change in 1,500,000 the energy sector Strengthen individual and institutional capacities in 200 000 climate change mitigation and adaption in energy sector Develop strategies and policies for mainstreaming climate 120,000 change in the energy sector Subtotal 1,820,000 Forestry Sensitisation and awareness raising on climate change in 250,000 forestry Strengthen the teaching and learning of climate change at 320,000 all levels of the forestry sector Develop strategies and policies for mainstreaming climate 220,000 change in the forestry sector Subtotal 790,000 Health Sensitisation and awareness raising on climate change in 200,000 health Enhance the teaching and learning of climate change at all 120,000 levels of health education (formal and informal) Develop strategies and policies for mainstreaming climate 200,000 change in the health sector Subtotal 520,000 General Sensitisation and awareness raising on climate change 200,000 Education education Strengthen teachers and teacher educators’ capacities to 200,000 deliver accurate information, integrate local content, promote critical thinking and take action on climate change mitigation and adaptation in schools Develop strategies and policies for mainstreaming climate 300,000 change in the general education sub-sector 43 Sector Action Amount (US) Subtotal 700,000 Higher Sensitisation and awareness raising on climate change 200 000 Education education. Strengthen instructors’ and educators’ capacities to deliver 160,000 accurate information, integrate local content, promote, critical thinking and take action on climate change mitigation and adaptation Develop strategies and policies for mainstreaming climate 150,000 change in the higher education sector Subtotal 510,000 GRAND TOTAL 9,120,000

6.3 Evaluation Framework Performance of the implementation of this Strategy will be ascertained by ensuring continuous monitoring and regular evaluations of the set-out action plans and their respective indicators, which include anticipated outcomes from the interventions. Accountability will ensure compliance with set standards and results against planned activities/targets which will be responsive to the demands and expectations of the national leadership, citizenry as well as donors. Above all, M&E will ensure continuous and conscious involvement of key stakeholders by transparently sharing results, ideas, views and perspectives thereby enhancing collaborative learning. Such learning from both successes and failures will entail replicating best practices and willingness to change course of action where necessary. Monitoring mechanisms will be put up by respective sectors and agencies responsible for data collection as shown on the M&E Framework. The M&E Framework outlines key indicators of progress by objective as a guide for specified data collecting agencies. The indicators, together with operational issues, shall be tagged to the National Management Monitoring System (NMMS) to ensure easy accountability and reporting. Capacity building activities will be organized in Measurement, Reporting and Verification (MRV) of climate change interventions for the core M&E points of contacts. Quarterly financial and progress reports will be expected from each implementing sector/agency. Furthermore, annual progress reports will be consolidated to feed into review mechanisms of the Climate Change Learning Strategy. In order to have a standard against which all subsequent changes from implementation of the strategy will be measured, a baseline survey will be conducted at the beginning of the strategy. This will include a desk review as some baseline measures are found in historical data. In mid-2025 a Mid-Term Evaluation will be conducted to assess the extent to which the set objectives would have been achieved. A Final Evaluation for the Strategy will be conducted towards the end of 2030 in order to assess the overall achievements or failures against set goals, 44 and lessons thereof, thereby feeding into redesigning of future interventions for the country. These evaluations will be conducted by independent evaluators, who will be engaged by the lead agency. The MLNR as lead agency, will be responsible for coordinating all M&E activities across the various sectors and partners. Mechanisms will be put in place for regular flow of information, and its management, from implementing sectors and agencies to the Department of Climate Change and Natural Resources Management under MLNR. Sectoral and agency focal point persons for M&E will be expected to submit timely and quality data and reports for consolidation. Monitoring and Evaluation results will be presented to the Technical Committee on Climate Change for decision-making. Further, the Technical Committee on Climate Change will present strategic results and recommendations to the Council of Permanent Secretaries. Finally, high level results and recommendations will be presented to the Council of Ministers on Climate Change for policy level decisions. Hence, the M&E function will enhance feedback mechanisms both upwards to top political leadership and downwards to the citizenry. Each level should learn from M&E and make necessary adjustments as they share their results with other levels. The use and dissemination of M&E results will be essential to ensure learning on climate change. It is envisaged that such M&E mechanisms from the lowest levels of implementation to the highest levels of decision-making will result in actualizing climate change learning for the country and beyond. 45 Monitoring and Evaluation Framework Sector Indicator Means of Verification Indicative Time Lead Agency Output Outcome Output Outcome Frame Strategic Objective 1: Raise awareness and strengthen climate change knowledge at all the selected sectors i.e. energy, forestry, agriculture and education

1.1 Number of general public 1.1a Percentage of households Reports, Attendance Living Conditions Short Term Ministry of campaigns/exhibitions conducted (segregated by sex) using energy registers, photos Monitoring Survey Energy on the use of energy efficient efficient technologies technologies 1.1b Capacity of installed renewable energy plants Energy

1.2 Number of conducted 1.2a Number of users (segregated Attendance registers, Energy audit Short Term demonstrations by sex) per energy efficient reports, photos reports technology 1.2b Proportion of households Living Conditions (segregated by sex) using Monitoring Survey alternative clean fuels (solar, wind, biogas, etc.)

1.1 Number of outreaches, talk 1.1 Area of forests affected by Attendance registers, Forestry Reports Short Term Ministry of Lands shows, adverts and awareness different climate change related reports, photos and Natural campaigns conducted on the processes or agents (pests, Resources, effects of climate change on diseases, fire, and flooding, Forestry deforestation among others) Department Forestry

1.2 Number of training 1.2 Carbon stock and carbon stock Attendance registers, Forestry Reports Short Term workshops conducted on changes in forest biomass, forest training programme, sustainable forest management soils and in harvested wood reports, photos practices products

1.3 Number of schools conducting 1.3 Percentage of schools with tree Attendance registers, Forestry Reports Short Term tree planting activities nurseries seminar programme, reports, photos 46 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome School Preventive Maintenance Reports School Preventive Maintenance Record Book

1.4 Number of schools & 1.4 Hectares of land planted with Annual Reports Annual Reports Short Term communities with tree nurseries trees

1.5 Number of training, 1.5 Number of Private and Reports, Photos Annual Reports Short Term workshops, seminars on Result Community players in REDD+ Based Payments under the programmes REDD+ Programme

1.1 Number of promotional 1.1 Percentage of beneficiaries Scripts, reports Agriculture reports Short Term Ministry of messages on successful climate (segregated by sex) adopting Agriculture smart agriculture climate smart agriculture message projects/initiatives s produced on media

1.2 Number of field days 1.2 Percentage of farmers Reports, photos Agriculture reports Short Term conducted at farms carrying out (segregated by sex) implementing Agriculture climate smart agricultural climate smart agricultural activities activities 13 Number of established 1.3 Percentage of farmers Reports, photos Agriculture reports Short Term community radio listening groups (segregated by sex) implementing that are listening to sustainable sustainable agricultural practices agricultural practices

1.4 Number of farmers 1.4 Percentage of households Reports Agriculture reports Short Term (segregated by sex) holding (segregated by sex) holding insurance policies for climate risk insurance policies for climate risk insurance insurance 1.1Number of national health 1.1 Percentage of health Reports, photos Ministry of Health Short Term Ministry of Health practitioners’ workshops held institutions and practitioners Reports Health carrying out public awareness campaigns on the effect of climate change on health 47 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

1.2 Number of health institutions 1.2 Number of institutions Reports, photos Ministry of Health Short Term represented in the national displaying climate change posters Reports workshop and campaign materials 1.1a Number of youth climate Reports Short Term Ministry of change dialogue platforms General created Education, 1.1b Number of youths Attendance registers, Short Term (segregated by sex) participating reports, photos in climate change dialogues 1.1c Number of face to face 1.1c Number of best practices in Attendance registers, Quarterly reports Short Term General Education competitions held for youth on climate change mitigation and reports, photos climate change adaptation implemented by youth 1.1d Number of social media 1.1d Increase in percentage of Reports Short Term engagements held for youth on participants (segregated by sex) climate change mitigation and taking part in the competitions adaptation

1.2 Number (by type) of 1.2 Number of IEC materials used IEC materials, Quarterly reports Short Term Information, Education and in schools reports Communication materials developed and disseminated

1.3 Number of schools with 1.3 Percentage of schools with Reports Quarterly reports Short Term climate change clubs climate change clubs

1.1 Number of climate change 1.1 a. Number of climate change Course Outlines Quarterly Reports Short Term Ministry of Higher seminars and public lecture or papers presented Conference reports Education fora held 1.1b Number of university/college Higher Education courses infusing climate change

1.2 Number of academic/ 1.2 Number of published Course Outlines Quarterly Reports Short Term conference papers on climate academic or conference papers on Reports change published per higher climate change education institutions Journal articles

1.1 Number of Global Climate 1.3a Number of students, policy Event Reports Quarterly Reports Short to Medium Change Weeks makers and wider community Media articles Term commemorated (segregated by sex) demonstrating 48 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

1.2 Number of youth climate the need to take action against change dialogue platforms climate change created 1.3b Increased media information dissemination of climate change information Strategic Objective 2: Individual and Institutional Capacity Building

2.1 Number of capacity building 2. Number of energy sector Attendance registers, Energy audit Medium-Long Ministry of trainings on the fabrication, employees (segregated by sex) reports, photos reports Term Energy installation and maintenance of effectively managing and cleaner and energy efficient monitoring their respective technologies held organisation’s energy

2.2 Number of organisations 2.2 Percentage of organisations Reports Energy audit Medium – Long operating appropriate and new operating appropriate and new Photos reports Term energy efficient technologies energy efficient technologies

2.3 Number of individuals 2.3 Number of users (segregated Attendance registers, Energy audit Medium-Long (segregated by sex) trained on the by sex) per energy efficient reports, photos reports Term Energy use of cleaner and more efficient technology2 energy technologies and reduce the fossil fuel consumption

2.4 Number of energy sector 2.4 Number of new policies and Attendance registers, Energy audit Medium-Long institutions trained on integration programmes on integration of reports, photos reports Term of climate change learning in their climate change learning policies and programmes2 implemented

2.5 Number of individuals 2.5 Number of individuals Attendance registers, Mid-term Medium-Long (segregated by sex) trained in (segregated by sex) with built reports, photos evaluation report Term climate change mitigation capacity in climate change analysis, vulnerability and mitigation analysis, vulnerability assessment and MRV and assessment and MRV

2.1 Number of Forestry sector 2.1 Number of new policies and Attendance registers, Forestry reports Medium-Long Ministry of Lands individuals (segregated by sex) programmes integrated with reports, photos Term and Natural Forestry trained in integration of climate climate change learning Resources change learning in policies and developed programmes 49 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

2.2 Number of individuals 2.2 Number of forestry courses Attendance registers, Forestry College Medium-Long (segregated by sex) with integrating climate change reports, photos reports Term enhanced capacity to integrate climate change learning in forestry training and research

2.3 Number of institutions with 2.3 Number of researches Attendance registers, Research Medium-Long enhanced capacity to integrate successfully completed on reports, photos publications, Term climate change learning in integrating climate change Forestry College forestry training and research learning in forestry reports

2.4 Number of individuals 2.4 Number of beneficiaries Attendance registers, Forestry reports Medium-Long (segregated by sex) trained in the (segregated by sex) on carbon reports, photos Term environmental service, markets biodiversity and ecosystem

2.5 Number of scholarships for 2.5 Number of graduates Training reports Training reports Medium-Long training in climate change and (segregated by sex) in climate Term forestry provided change and forestry

2.1 Number of individuals from 2.1 Number of new policies and Attendance registers, Agriculture reports Medium-Long Ministry of agriculture training institutes programmes on integration of reports, photos Term Agriculture trained in integration of climate climate change learning change learning in policies and developed programmes

2.2 Number of Short- term 2.2 Percentage of agriculture Attendance registers, Agriculture reports Medium-Long courses/seminars conducted for trainers/extension officers reports, photos Term agriculture trainers/extension (segregated by sex) trained on Agriculture officers on climate change climate change learning learning

2.3 Number of long-term Attendance registers, Medium-Long courses/seminars for agriculture reports, photos Term trainers/extension officers on climate change learning

2.4 Number of agriculture 2.4 Number of community-based Reports Mid-term and Final Medium-Long institutions with enhanced adaptation strategies evaluation reports Term capacity for community-based implemented adaptation strategies 50 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

2.1 Number of sector training 2.1 Number of health training Course/programme Mid – term and Mid – Long Term Ministry of Health curriculum reviewed and revised programmes offering climate outlines final reports change content

2.2 Number of trainers 2.2 Number of new health Course/ programme Mid – Term and Mid to Long Term (segregated by sex) trained to programmes integrated with outlines final reports Health deliver climate change integrated climate change health programmes

2.3 Number and types of climate 2.3 Number of climate change Materials developed Mid-term review Mid to Long Term change teaching materials teaching materials rolled out and and final evaluation developed being used in health education and training institutions

2.1 Climate change learning Number of ECE, primary and Curriculum, reports Curriculum, reports Medium-Long Ministry of integrated in the education secondary school syllabi and Term General curricula at all levels subjects integrated with climate Education, change issues

2.2 Number of curriculum 2.11c Number of climate change Materials developed, Quarterly reports Medium-Long Ministry of developers and teachers embedded subjects rolled-out in to reports Term General Education General Education (segregated by sex) trained in support adaptation and mitigation climate change mainstreaming in the ECE, primary and secondary school curriculum

2.3 Climate change integrated 2.3 Continuing Professional Materials developed, Quarterly reports Medium-Long Continuing Professional Development Framework content reports term Ministry of Development Framework includes climate change General Education 2.4Number of teaching and 2.12b Number and types of Materials developed Quarterly reports Medium-Long learning resource materials teaching and learning resource and disseminated, term Ministry of Higher developed on climate change for materials taught on climate reports Education early childhood education centres, change for early childhood primary, and secondary schools education centres, primary and secondary schools 51 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

2.1 Number of higher education 2.1 Number of HEI with Reports Quarterly Reports Medium to Long institutions (HEI) integrating mainstreaming climate change term climate change in their using their local resources institutional curriculum and academic programmes Higher Education

2.2 Number of HEI 2.2 Number of HEI implementing Reports Quarterly Reports Medium to Long mainstreaming climate change the mainstreaming of climate term budgets and plans change in their institutions

2.3 Number of universities and 2.3 Number of publications by Reports Research Medium _to Long Ministry of Higher research institutes with enhanced universities and research publications Term Education capacity as centres of excellence in institutions on climate change climate change learning Quarterly Reports Strategic Objective 3: Mainstreaming of climate change learning into national education systems 3.1a Number of individuals 3.1a Number of energy Attendance registers, Energy audit Medium-Long Ministry of (segregated by sex) with institutions with mainstreamed reports, photos reports Term Energy improved capacity to mainstream climate change learning climate change learning in the energy sector 3.1b Number of institutions with 3.1b Proportions of annual Reports Energy audit Medium-Long improved capacity to mainstream greenhouse gas concentrations reports Term climate change learning in the Energy energy sector 3.1c Number of industries Energy audit Medium-Long adopting green and efficient reports Term production technologies 3.2a Number of training 3.2c Number of climate change Attendance registers, Energy audit Medium-Long workshops conducted on learning mainstreaming into the reports, photos reports Term mainstreaming of climate change energy sector continuing learning into energy sector professional development continuing professional programmes development programmes 52 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome 3.2b Number of seminars held on Attendance registers, Medium-Long mainstreaming of climate change reports, photos Term learning into energy sector continuing professional development programmes 3.3a Number of scholarships 3.3 a Number of scholarships for Reports Energy sector Long Term offered for training in climate pursuing climate change learning Registers Reports change

3.1 Number of training 3.1 Number of forestry institutions Attendance registers, Forestry reports Medium-Long workshops conducted for of learning with mainstreamed reports, photos Term lecturers on mainstreaming climate change learning climate change learning into forestry training programmes

3.2 Number of seminars Attendance registers, Medium-Long conducted for lecturers on reports, photos Term mainstreaming climate change learning into forestry training programmes Forestry

3.3 Number of training 3.3 Number of climate change Attendance registers, Forestry reports Medium-Long workshops conducted on learning mainstreaming into the reports, photos Term mainstreaming climate change forestry sector continuing learning into the forestry sector professional development continuing professional programmes development programmes

3.4 Number of kits and tools Attendance registers, Medium-Long developed for mainstreaming reports, photos Term climate change learning into the forestry sector continuing professional development programmes 53 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

3.1 Number of training 3.1 Number of training Attendance registers, Mid-Term and Medium-Long Ministry of programmes developed on programmes implemented on reports, photos Final evaluation Term Agriculture mainstreaming climate change mainstreaming climate change reports learning into agriculture training learning into agriculture training programmes programmes

3.2 Number of training 3.2 Number of materials Attendance registers, Agriculture reports Medium-Long workshops conducted on developed by agriculture training reports, photos Term materials development for colleges/institutes on climate agriculture training change mitigation and adaptation colleges/institutes on climate change mitigation and adaptation

3.3 Number of individuals from Attendance registers, Medium-Long Agriculture agriculture training reports, photos Term colleges/institutes (segregated by sex) trained on materials development in climate change mitigation and adaptation

3.4 Number of research activities 3.4 Number of research Reports Research Medium-Long related to climate change learning publications on climate change publications, Term conducted in agriculture training learning published by agriculture Agriculture reports colleges and research institutions training colleges and research institutions

3.5 Number of kits and tools 3.5 Number of agricultural Attendance registers, Agriculture reports Medium-Long developed for mainstreaming programmes mainstreamed with reports, photos Term climate change agricultural sector climate change continuing professional development programmes

3.1 Number of training 3.1 Number of training Attendance registers, Mid-Term and Medium-Long Ministry of Health programmes developed on programmes implemented on reports, photos Final evaluation Term Health mainstreaming climate change mainstreaming climate change reports learning into health training learning into health sciences programmes training programmes 54 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome

3.2 Number of training 3.2 Number of materials Attendance registers, Ministry of Health Medium-Long workshops conducted on developed by health sciences reports, photos reports Term materials development for health training colleges/institutes on training colleges/institutes on climate change mitigation and climate change mitigation and adaptation adaptation

3.3 Number of individuals from Percentage of individuals from Attendance registers, Ministry of Health Medium-Long health training colleges/institutes training colleges/institutes reports, photos reports Term (segregated by sex) trained on (segregated by sex) trained on materials development in climate materials development on climate change mitigation and adaptation change, mitigation and adaptation

3.4 Number of research activities 3.4 Number of research Reports Research Medium-Long related to climate change learning publications on climate change publications, Term conducted in health training learning published by health Health reports colleges and research institutions sciences training colleges and research institutions

3.5 Number of kits and tools 3.5 Number of health programmes Attendance registers, Health reports Medium-Long developed for mainstreaming mainstreamed with climate reports, photos Term climate change in the health sector change continuing professional development programmes

3.1 Number of national multi- 3.1 Number of syllabi and subjects Reports Research Medium-Long Ministry of stakeholder consultative mainstreamed with climate publications, Term General Education curriculum reviews for the ECE, change Quarterly reports primary, secondary and colleges General Education of education held

3.2 Number of teaching and 3.2 Percentage of teaching and Reports Mid-term and Final Medium-Long learning materials infused with learning materials being used in evaluation reports, Term climate change messages ECE, primary and secondary Quarterly reports developed schools 3.3a Number of districts and zonal 3.3a Climate change learning Curriculum, reports Quarterly reports Medium-Long continuing professional taught in ECE centres, primary Term development workshops on and secondary schools 55 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome climate change mainstreaming conducted. 3.3b percentage of teachers 3.3b Number of teachers for ECE, (segregated by sex) with skills and primary and secondary schools knowledge on how to mainstream (segregated by sex) trained in climate change in teaching climate change mainstreaming in their school levels 3.4 a Number of climate change 3.4 Number of teaching and Materials developed, Quarterly reports Medium-Long materials development learning materials rolled-out to reports Term workshops held aid the mainstreaming of climate 3.4b Number of teaching and change Learning into education learning materials developed to curriculum at various levels aid the mainstreaming of climate change Learning into education curriculum at various levels 3.5a Number of training sessions 3.5 Proportion of sponsored Reports Mid-term and Final Medium-Long to develop scripted lesson plans teachers (segregated by sex) evaluation reports, Term for teaching climate change in contributing to climate change Quarterly reports ECE, primary and secondary scripted lessons plan development schools held at school, zonal and district levels 3.5b Number of scripted climate change lesson plans developed

3.1 Number of national multi- 3.1 Number of university and Reports Mid-term and Final Medium to Long Ministry of Higher stakeholder consultative college programmes evaluation reports, Term Education curriculum reviews for the mainstreamed with climate Quarterly report Higher Education universities and TEVET colleges change offered held

3.2 Number of climate change 3.2a Higher education institutions Reports Reports Long Term courses (including adaptation/use offering climate change courses of UN CC Learn existing online and programmes Course outlines Course outlines courses) developed to strengthen the role of universities to 56 Sector Indicator Means of Verification Indicative Time Lead Agency Frame Output Outcome Output Outcome implement the adaptation and 3.2b Percentage of online mitigation of climate change programmes for climate change offered in HEI increase 3.3a Number of teaching and 3.3a Number of teaching and Reports Mid-term and Final Medium to Long learning materials to aid the learning materials rolled-out to Photos evaluation reports, term mainstreaming of climate change aid the mainstreaming of climate Attendance Registers Quarterly reports into universities, TEVET change Learning into education programmes developed curriculum at various levels 3.3b Number of lecturers and tutors (by gender) trained in 3.3b Number of lecturers with materials development capacity to deliver climate change courses increases

3.4 Number of fellowships, 3.4 Proportion of sponsored Reports Mid-term and Final Medium to Long scholarships provided to support graduates (segregated by sex) Evaluation reports, term undergraduate, post graduate contributing to climate change Quarterly reports students (segregated by sex) to mitigation and adaptation improve climate change mitigation and adaptation

3.5 Number of HEI and research 3.5 Proportion of climate change Reports Reports Medium to Long institutions that become climate programmes and research output term change learning centres of excellence 57 References African Union. 2007. Declaration on Climate Change and Development in Africa. Eighth Ordinary Session, 29- 30 January 2007 (http://www.sirtewaterandenergy.org/docs/DeclarationClimateChange- AddisAbaba.pdf) UNICEF Publication (Undated) (https://www.unicef.org/publications/files/CFS_Climate_E_web.pdf), Ministry of Lands and Natural Resources (2016) National Policy on Climate Change. MLNR. CIF. 2019. Zambia Building A Resilient Future: Transformational Change Case Study. Climate Investment Funds IPCC, 2014: Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, R.K. Pachauri and L.A. Meyer (eds.)]. IPCC, Geneva, Switzerland. Jain, S. 2007. An empirical economic assessment of impacts of climate change on agriculture in Zambia”, Policy Research Working Paper No. 4291, The World Bank Development Research Group, Washington D.C. Ministry of General Education. 2013. National Curriculum Framework. Ministry of General Education, Zambia. Ministry of Tourism, Environment and Natural Resources (MTENR). 2011. The Economics of Climate Change in Zambia. MTENR, February 2011. Ministry of Tourism, Environment and Natural Resources (MTENR). 2007. Formulation of the National Adaptation Plan of Action (NAPA) on Climate Change. Final Report. MTENR. UNITAR 2018. Guidance Note for Developing a National Climate Change Learning Strategy: Strengthening Human Resources and Skills Advance Green, Low Emission and Climate Resilient Development – United Nations Institute for Training and Research (UNITAR) Please update with the latest (2018) version: https://www.uncclearn.org/sites/default/files/inventory/guidance_note_en_digital_compressed.pdf 58 59