ASIA+CLIMATE+CHANGE

by Joy Shore, Chailoea Pelt, Catrina Reid, Jamie Smith
 * ASIA CLIMATE CHANGE**

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 * South Asia and Climate Change**

Climate change is no longer an issue for the distant future because it is already taking place, and the South Asian countries, particularly the poorest people, are most at risk. The impacts of higher temperatures, more variable precipitation, more extreme weather events, and sea level rise are felt in South Asia and will continue to intensify. These changes are already having major impacts on the economic performance of South Asian countries and on the lives and livelihoods of millions of poor people. The impacts result not only from gradual changes in temperature and sea level but also, in particular, from increased climate variability and extremes, including more intense floods, droughts, and storms.

The [|Intergovernmental Panel on Climate Change fourth Assessment report] provided specific information for South Asia region concerning the nature of future impacts. Some of the future impacts include:
 * Glacier melting in the Himalayas is projected to increase flooding and will affect water resources within the next two to three decades.
 * Climate change will compound the pressures on natural resources and the environment due to rapid urbanization, industrialization, and economic development.
 * Crop yields could decrease up to 30% in South Asia by the mid-21st century.
 * Mortality due to diarrhea primarily associated with floods and droughts will rise in South Asia.
 * Sea-level rise will exacerbate inundation, storm surge, erosion and other coastal hazards.


 * Impact on South Asia’s Poor**

The consequences of such environmental changes include:
 * decreased water availability and water quality in many arid and semiarid regions.
 * an increased risk of floods and droughts in many regions.
 * reduction in water regulation in mountain habitats.
 * decreases in reliability of hydropower and biomass production.
 * increased incidence of waterborne diseases such as malaria, dengue, and cholera.


 * Education **

Sixty-three million children in Bangladesh may become physically and socially vulnerable due to increased frequency and enormity of hazards like floods, cyclones and storm surges, tornadoes, river bank erosion, drought and sea level rise. Physical vulnerability may include death, injury, diseases, physical abuse, chronic malnutrition and forced labor. Social vulnerability may include loss of parents and family, internal displacement, risk of being trafficked, loss of property and assets, and lack of educational opportunities. In 2008 approximately 49 schools were washed away and 700 schools were seriously damaged causing severe disruption in access to education for around 50,000 children. The total rehabilitation cost to the damages was approximately USD 8 million. Tropical cyclones from the Bay of Bengal accompanied by storm surges are another climate change hazard that will have serious negative impact on Bangladesh. The cyclone SIDR affected the education of more than 100,000 children in 589 schools in 12 districts of the country. The total cost of reconstructing of the schools, supply of textbooks and other materials was approximately USD 85 million. This is almost 30 times higher than the average USD 35 per pupil expenditure.

Vulnerability, risks, and hazards have been discussed in the context of climate change in Bangladesh. As mentioned before, the hardest hit due to climate change will be the children, particularly in the poor countries. Out of its 145 million (2008) population, approximately 44 percent are children below 18 years of age in Bangladesh (2004 estimates by BBS, 2006). In Bangladesh, a large number of children hailing from a poor background are exposed to different types of hazards. These are likely to increase in frequency and magnitude in the future due to climate change. As mentioned before, in Bangladesh, the level of resilience of the primary education system is low. This is because of the poverty, livelihood dependence on natural resources, and inadequate climate responsive curriculum, awareness, and training at the primary education system. This makes the children highly vulnerable to disasters, which will intensify in the future due to climate changes. Many children from the poor families in the Char areas of Bogra, Rangpur, Gaibandha, Kurigram, Nilphamari, Lalmonirhat, Pabna and Sirajgonj districts do not have access to primary education. Many of the primary schools in the low lying areas of these districts have either been washed away by river erosion or have shifted to other places due to the threat of erosion. At least 10,000 villages in these districts have been lost to the rivers over the years. About 350 government and non-government primary schools in these villages have also vanished. In addition, 300 nearby primary schools in the flood prone areas of these districts were shifted to safer places in response to the threat of erosion. The threats of erosion and flooding combined have blocked the opportunity of primary education to the poor children of these districts. (Source: The New Age, June 8, 2005, Asad) Schools must remain closed during floods, which creates a gap in the delivery of educational services, resulting in some children that cannot perform well in subsequent exams. Furthermore, students lose interest in study and are reluctant to attend schools. It is important for the local schools to consider reviewing their school calendar to ensure that children do not suffer because of flooding. Possible solutions are changing the annual calendar of the schools in flood plains or arranging for temporary schools when schools are being used as flood shelters. In some of the districts, conditions of the roads are so poor that it becomes difficult for the children to walk to their schools in the rainy season. The rural roads gets muddy and slippery, so many parents prefer keeping their children at home rather than sending them to schools. Many absences are a result of seasonal sickness or the occurrence accidents on roads.

Although climate changes are inevitable in Asia, some measures need to be taken to educate students so that they are aware of the changes that can occur in their region and know what to expect ahead of time. Additional measures need to be taken in response to changes in climate so that children are not deprived of instructional time and missing detrimental days at school. The education of students is Asia cannot be halted as a result of the climate changes that are going to occur. It is important that leaders implement alternatives that allow for students to receive an appropriate education and remain in school.

**References**

Parry, M. L., Canziani, O. F., Palutikof, J. P., Van Der Linden, P. J., & Hanson, C. E. (n.d.). //Climate Change 2007: Impacts, Adaptation and Vulnerability// (pp. 469-506). Cambridge: Cambridge University Press. Retrieved September 4, 2013, from http://www.ipcc.ch/pdf/assessment-report/ar4/wg2/ar4-wg2-chapter10.pdf (Original work published 2007)

The World Bank. (2013). South Asia & Climate Control: A Development and Environmental Issue. In //The World Bank.org//. Retrieved September 2, 2013, from []

The World Bank. (2006). Managing Climate Risk: Integrating Adaptation into World Bank Group Operations. In //The Worldbank.org//. Retrieved September 1, 2013, from []