Entry Instance

HTTP 200 OK
Allow: GET, PUT, PATCH, DELETE, HEAD, OPTIONS
Content-Type: application/json
Vary: Accept

{
    "id": 1196646,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1196646/?format=api",
    "text_counter": 22,
    "type": "speech",
    "speaker_name": "Sen. M. Kajwang’",
    "speaker_title": "",
    "speaker": {
        "id": 13162,
        "legal_name": "Moses Otieno Kajwang'",
        "slug": "moses-otieno-kajwang"
    },
    "content": "every Kenyan, which includes the right to have the environment protected for the benefit of the present and future generations; NOTING THAT, climate change is a global nightmare with consequences that are already quite visible and should be a priority for the national education curriculum, in accordance to Article 12 of the Paris Agreement, which espouses the enhancement of climate change education, training, public awareness, public participation and public access to information; FURTHER NOTING THAT, climate change education explores mitigation and adaptation at both local and global level, critical and creative thinking and capacity building, that will enable youth to engage with the information, inquire, understand, ask critical questions and take what they determine are appropriate actions to respond to climate change; ACKNOWLEDGING THAT, the Climate Change Act, 2016, addresses the integration of climate change into various disciplines and subjects of the national education curriculum at all levels, as well as requiring that the National Climate Council (NCC) advises public agencies responsible for regulating universities and tertiary institutions curricula on integration of climate change into their curricula; NOW THEREFORE, the Senate calls upon the Ministry of Education in liaison with the Kenya Institute for Curriculum Development (KICD) to: 1. Mainstream climate change education throughout formal education systems through integrating climate education in the school curriculum, to creatively prepare children and young people for a rapidly changing, uncertain, risky and possibly dangerous future; and 2. Train and equip teachers and school administrators with the necessary information and skills, to teach climate education and explore new approaches to learning that can contribute to the transformation of unsustainable climate systems, values and routines."
}