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EDUCATION FOR CLIMATE CHANGE ADAPTATION IN RURAL AREAS

Cristina Halbac-Cotoara-Zamfir, M. Dragomir

Abstract

At the beginning of the third millennium, rural areas are still representing the home for more than 45% of the worldВ’s population. Despite the lacks of a clear definition for rural space, there are sufficient classifications and approaches which can give an almost clear image of the rural areas importance and dynamics. IPCC reports do not approach rural space as a distinct element of human society but many rural space components are approached from specific viewpoints and through specific disciplines. Relevant findings on rural areas from the IPCC Fourth Assessment Report and the International Assessment of Agricultural Science and Technology for Development indicate a high number of climate stressors which result in negative consequences for rural areas state-of-and, evolution and development. Climate change adaptation in rural areas require a major continuing need for research tradeoffs and synergies between adaptation and mitigation in rural areas, the impact of climate policies on rural livelihoods, identify the most vulnerable areas, populations, and social categories, formal and non-formal educational methods. This paper will approach this last mentioned aspect of climate change adaptation in rural areas, an efficient education being highly needed for participatory approaches that build on both local and scientific knowledge, and encouraging among rural people the interest for learning the importance of adaptation and resilience techniques.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.4/S13.034

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