y
e
Fre
Full &
p Co
everyday
lessons running
Grade R -11 Metropolitan College 170 Pritchard Street Tel – 011 402 9502
Est 2009 Issue 12 - 2021
Tel : 011 616 1523 Inner-City Gazette
Email : info@inner-city-gazette.co.za @ICG_Sales
22 - 29 April 2021
Website : www.inner-city-gazette.co.za 072 824 3014
Inner City Gazette
Analysis predicts the impact of
climate change on girls’ education
It observed that when natural disasters occur, young female students are often more at risk of educational disruption than their male counterparts
Nobel laureate Malala Yousafzai
Johannesburg - Increasing global temperatures, catastrophic weather events and destruction of ecosystems are visible impacts of the climate crisis, but the ripple effect such as access to education can be less evident. To help shed a light on this issue during Climate Month and this year’s World Creativity and Innovation Week, SAS built the Girls’ Education and Climate Challenges Index with Malala Fund, a girls’ education NPO co-founded by Nobel laureate Malala Yousafzai. The analysis identifies countries where girls are most at risk of experiencing educational interruptions, and predicts lowering of completion rates of girls’ primary and secondary education due to climate change. It observed that when natural disasters occur, young female students are often more at risk of educational disruption than their male counterparts. If access to water is scarce, girls are most often respon-
sible for traveling long distances to collect water, keeping them away from the classroom. When temperatures rise and income-producing agriculture is lost, girls most often leave their schooling behind because families can no longer afford to pay educational fees. Incorporated as an extension of Malala Fund’s annual Girls’ Education Challenges Index, the Girls’ Education and Climate Challenges Index predicts which countries face the most risk of girls’ education disruption. The Index considers educational information like grade-level completion rates and environmental factors, including likelihood of flooding, tsunamis and earthquakes. With this information, the NPO intends to engage in dialogue with the wider development sector about where to target technical and financial support, both for climate adaptation and better girls’ education outcomes. Based on the combined indices,
the region most affected is sub-Saharan Africa, though it contributes the least to climate change. SAS brand director Susan Ellis says they continue to witness the impact of climate change on the environment, in the form of drought, shifting ecosystems, severity of storms or devastation caused by forest fires that are double or triple in size of those experienced in the past. “Industries are also attempting to calculate the risks associated with climate change. The change will affect the most vulnerable populations first. We want to do everything we can to support organisations like Malala Fund to ensure that the education of girls remains a priority,” Ellis says. The analysis includes breakdowns by education level; primary, lower secondary and upper secondary, as well as by specific country, focusing on low and lower middleincome countries. Unless progress is made, Ma-
lala Fund’s report estimates that in 2021, climate-related events will prevent at least four million girls in low and lower-middle income countries from completing their education. If current trends continue, by 2025 climate change will play a part in preventing at least 12,5 million girls from completing their education each year. Malala Fund research officer Naomi Nyamweya says the report confirms that girls’ education is one of the most powerful strategies to mitigate the impact of climate change. “But as this data project with SAS shows climate-related events are keeping millions of girls from learning. To create a greener, fairer future for us all, we need leaders to take urgent climate action and support girls’ education,” she adds. Malala Fund plans to use these insights to encourage leaders at the 2021 UN Climate Change Conference and beyond to take action and bring education into the global climate change discussion.