Suchergebnisse

A key challenge in climate change adaptation in developing countries as a whole, and to handling global change in particular, is to link local adaptation needs on the one hand, with national adaptation initiatives on the other, so that vulnerable households and communities can directly benefit. This study assesses the impact of the Nepal government's efforts to promote its Local Adaptation Plan of Action (LAPA) and its applicability to other least developed countries (LDCs). Based on data gathered from two field studies in Nepal, the research shows that the Nepal's LAPA has succeeded in mobilizing local institutions and community groups in adaptation planning and recognizing their role in adaptation. However, the LAPA approach and implementation have been constrained by sociostructural and governance barriers that have failed to successfully integrate local adaptation needs in local planning and increase the adaptive capacity of vulnerable households. This paper describes the mechanisms of suitable governance strategies for climate change adaptation specific to Nepal and other LDCs. It also argues the need to adopt an adaptive comanagement approach, where the government and all stakeholders identify common local- and national-level mainstreaming strategy for knowledge management, resource mobilization, and institutional development, ultimately using adaptation as a tool to handle global change.

As achievements of the completed United Nations Decade (2005–2014) of Education for Sustainable Development are contemplated globally, along with potential steps forward for the future, Member States have urged that this decade continue after 2014 through "The Future We Want"; the outcome document of the 2012 United Nations Conference on Sustainable Development. More recently, commitments to furthering the advancement of sustainable development through education have also been re-enforced in the recently adopted post-2015 Sustainable Development Goals. This study systematically analyzed the implications of sustainable development trends and future directions universities might take under a potential second decade (2015–2024). For this purpose, a model for generating "trend-based scenarios" is proposed, based upon a combination of various futures studies methods. Results suggest that the advancement of sustainability through societal collaboration and various functions such as education, research and outreach will increasingly constitute a core mission for universities. Projecting this trend out into the following decade, the authors frame possible future orientations through three unique scenarios; namely, a socially-, environmentally- and economically-oriented university. Pursuit of sustainable development through each of these would see unique and fundamental changes. These would affect the principle university mission, focus areas, emphasized disciplines, view of Education for Sustainable Development, core external partners, projects and outputs with external stakeholders, geographical focus, and main functions involved. The authors then examine how one or more of these scenarios might be actualized through various external and internal policy and incentive measures. The depiction of these three scenarios, along with potential measures to guide universities to either of these, provides scholars, university leaders and government policy makers with some conceptual and practical instruments to consider strategically how any of these futures might be realized.

Since January 2020, the COVID-19 pandemic has dominated the media and exercises pressure on governments worldwide. Apart from its effects on economies, education systems and societies, the pandemic has also influenced climate change research. This paper examines the extent to which COVID-19 has influenced climate change research worldwide during the first wave at the beginning of 2020 and how it is perceived to exploit it in the future. This study utilised an international survey involving those dedicated to climate change science and management research from Academia, Government, NGOs, and international agencies in 83 countries. The analysis of responses encompasses four independent variables: Institutions, Regions, Scientific Areas, and the level of economic development represented by the Human Development Index (HDI). Results show that: (1) COVID-19 modified the way the surveyed researchers work, (2) there are indicators that COVID-19 has already influenced the direction of climate change and adaptation policy implementation, and (3) respondents perceived (explicitly concerning the COVID-19 lockdowns of March-April 2020), that the pandemic has drawn attention away from climate policy. COVID- 19 has influenced the agenda of climate change research for more than half of the respondents and is likely to continue in the future, suggesting that the impacts on their research will still be felt for many years. The paper concludes by outlining critical implications for policy-making.