The [Federal Government](https://www.gov.ng/) of Nigeria has been urged by Dr. Ike Anosike, executive director of the [Climate and Green World Foundation](https://www.climategreenworld.org/), to embed a comprehensive climate‑change education programme into the national school curriculum, equipping pupils with practical skills to confront flooding, drought, heatwaves and other environmental hazards.
During a series of sensitisation lectures in secondary schools in Makurdi, Anosike stressed that the nation’s education system must prepare children and young people to understand climate risks and build resilient communities. He noted that climate change affects public health, agriculture, food security, water resources, biodiversity and livelihoods, making urgent action essential.
**Why is climate education needed?**
Climate change poses far‑reaching implications for health, food production and community safety. "Climate change has far‑reaching implications for public health, agriculture, food security, water resources, biodiversity and livelihoods," Anosike said, emphasizing the need for learners to be ready for its growing effects.
**What should the curriculum cover?**
He advocated an age‑appropriate, action‑oriented syllabus that includes climate science, the impact of climate change on Nigerian communities, adaptation strategies, renewable energy, environmental protection and sustainable agriculture. The curriculum should also teach about climate‑related disasters such as flooding, drought, desertification, coastal erosion and rising temperatures, and their consequences for food production, health and safety.
**How can schools implement the changes?**
Anosike called for lessons on disaster risk reduction, early warning systems, climate justice, environmental rights and Nigeria’s climate policies, helping learners grasp the responsibilities of governments, businesses, communities and individuals. He also urged the inclusion of practical skills in waste management, recycling, tree planting, forest conservation, energy efficiency and sustainable consumption.
He suggested schools promote environmental clubs, school gardens, tree‑planting exercises, waste‑reduction initiatives and climate‑awareness campaigns to turn classroom learning into real‑world action. In Makurdi, his team, together with teachers and students, planted trees at Christ Anglican College, High Level, underscoring the need for climate education to be woven across relevant subjects.
Anosike concluded by urging the provision of appropriate learning materials, teacher training, hands‑on activities and community engagement, insisting that the curriculum reflect local environmental realities and empower the next generation to tackle climate challenges.