Updated information on climate change are lacking in the Congo basin. Moreover, available data are worded in a coded language that impairs their use in decision-making and thus contributes to increase the gap between the information available at the global level and those circulating in the region. This work aimed at assessing the mechanisms of dissemination of scientific information in Central Africa in order to adopt the information channels and languages adapted to various stakeholders, according to their abilities and needs. It is in this context that radio platforms bringing together scientists, policy makers and the public have emerged in 2013 and 2014 in Cameroon and Congo.

This working paper sheds light on the impact of radio programs on the climate change knowledge of local populations in the Congo Basin. We provide an assessment of the change in knowledge of a rural village in the Congo Basin after inhabitants listened to one of the radio programs that were prepared on climate change. The document also provides potential indicators for result up-scaling. After applying a micro-economic model to a case–control experiment, both before and after exposure to one radio program, the results show an increase in knowledge of 22.3% attributable to the radio program. In addition, a series of reactions were recorded from different end users, such as other media, ministries, NGO representatives and researchers, who reacted positively to the broadcasts. We recommend the use of radio programs to increase knowledge and induce behavioral changes with regard to climate change adaptation and mitigation

This book considers the global question of climate change from local perspectives in the context of Central Africa. Bila-Isia Inogwabini examines attempts made by the international community to respond to the global challenges posed by climate change in the Congo Basin and highlights that these attempts have so far produced limited results. Abject poverty and the lack of academic, technical, institutional and governance capacities have made it difficult for these solutions to take root in local conditions. Taking a novel perspective, Inogwabini argues that what is needed is not austerity in the use of natural resources but rather increased material affluence for these communities, which will enable individuals to create their own ways to survive through the tides of climate change. He considers factors including social inertia, climate skepticism and lack of political structure and presents a climate change action plan that is targeted at the local level in the Congo Basin. Overall, this volume will be of great interest to students and scholars of climate change, global development and African studies more broadly.

"This report is the product of a series of unprecedented workshops that brought the nation's top climate scientists and leading science and environmental journalists together to discuss media coverage and communication of climate change science"--Preface.

Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes. The report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. Two workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops.