An Examination of the Role of Curriculum Review with Specific Reference to Climate Change Education in African Universities

The chapter looked at the design and policies of Africa’s response to climate change, with a view to its role as an educational curriculum review body. This is in tandem with Article 6 of the UN Framework Agreement on Climate Change, aimed at reducing the negative effects of climate change by allowing societies, including African universities, to take part in the growth of education-based solutions. The chapter considers the importance of curriculum revision as part of climate change education and how it can be improved at African universities. In addition, climate change awareness enables students in Africa universities to compete with their counterparts from all over the world by contributing to managing effects of climate change within their respective communities and globally, including teaching local people how to deal with environmental issues. Consequently, the chapter canvasses the need to revise educational curriculum in order to make climate science knowledge more accessible to students so that they are properly equipped to share the acquired knowledge with others, thereby promoting sustainable climate awareness and responsibility in the communities. The chapter adopts the doctrinal or library-based research methodology which focuses on law, statutes, and other legal instruments as primary sources while textbooks, journals, and Internet constitute the secondary sources. The work concludes with a couple of salient recommendations to promote education in climate change within African universities, including the incorporation of climate change education into university curricular, regular review of the curricular keeping abreast with the most recent developments on climate change as well as strong political will of government to adequately fund climate change adaptation and mitigation researches and capacity building in African universities.