An assessment of ngos climate change education program at elementary level case study in hanoi, vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN KHANH LINH AN ASSESSMENT OF NGOs CLIMATE CHANGE EDUCATION PROGRAM AT ELEMENTARY LEVEL – CASE STUDY IN HANOI, VIETNAM MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN KHANH LINH AN ASSESSMENT OF NGOs CLIMATE CHANGE EDUCATION PROGRAM AT ELEMENTARY LEVEL – CASE STUDY IN HANOI, VIETNAM MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Prof MEGUMI SAKAMOTO Hanoi, 2022 PLEDGE I have read and understood the plagiarism violations I pledge with personal honor that this research result is my own and does not violate the Regulation on prevention of plagiarism in academic and scientific research activities at VNU Vietnam Japan University (Issued together with Decision No 700/QD-ĐHVN dated 30/9/2021 by the Rector of Vietnam Japan University) Author of the thesis Tran Khanh Linh ACKNOWLEDGMENT While writing this thesis, I have received the dedicated guidance of Prof Sakamoto Therefore, I want to send my supervisor my sincerest and deepest thanks In addition, I would like to express my appreciation to Mr Pham Xuan Tien - Deputy Director of Hanoi Department of Education and Training, who took the time to guide me in the data collection process I extend my thanks to the school administrations, teachers and staff of three primary schools, especially the fourth and fifth grade students who participated in the thesis survey I am grateful to the lecturers and staff of Vietnam Japan University and the MCCD Program for their dedication to teaching and assisting me for the past two years Likewise, I would also like to express gratitude to my family, friends, and colleagues for their encouragement and support during my study and the process of writing this thesis Due to my limitations in knowledge, experience and implementation time, the thesis certainly has many shortcomings Nevertheless, I look forward to receiving many comments from the lecturers and friends to have a deeper insight into this issue TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES .ii ABBREVIATION iii CHAPTER 1: INTRODUCTION 1.1 Necessity of the Research 1.2 The relationship between children and CC 1.3 The Research Questions and Hypotheses 1.4 Research objectives 1.5 Object and scope 1.5.1 Research object 1.5.2 Scope 1.6 Research Framework CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical basis of climate change education 2.1.1 Overview of CC 2.1.2 Climate change education (CCE) 12 2.2 Overview of research related to thesis 13 2.2.1 International research 13 2.2.2 Domestic research 15 2.3 CCE implementation in Vietnam 16 2.3.1 CCE implementation in Vietnam national curriculum in the primary level 16 2.3.2 NGO’s CCE implementation 17 CHAPTER 3: METHODOLOGY 23 3.1 Methods 23 3.1.1 Probability Sampling 23 3.1.2 Surveys and Questionnaires 24 3.1.3 In-depth Interview 28 3.1.4 Data Statistical and Analysis 28 3.2 Data and Materials 30 CHAPTER 4: RESULTS AND DISCUSSION 31 4.1 General Characteristics of the Respondents 31 4.1.1 Survey’s respondents 31 4.1.2 In-depth interview respondent 31 4.2 Research result 32 4.2.1 Hanoi elementary students’ CC competencies 32 4.2.2 Hanoi elementary students’ level of willingness to take age-appropriate CC action 37 4.2.3 Limitations and achievements of NGOs CCE activities 40 4.2.4 NGOs' CCE program quality index 42 4.3 Discussion 44 CHAPTER 5: CONCLUSION AND RECOMMENDATION 49 5.1 Conclusion 49 5.2 Recommendation 49 5.3 Limitations of the study and future studies 51 REFERENCES 52 APPENDIX 58 Appendix 1: Questionnaire for students – English version 58 Appendix 2: Questionnaire for students – Vietnamese version 63 Appendix 3: Questionnaire for teachers – English version 69 Appendix 4: Questionnaire for teachers – Vietnames version 76 Appendix 5: In-depth interview questions with NGO personnel 83 Appendix 6: Text analysis by Factor Rating method 84 Appendix 7: Lessons that can integrate the knowledge of climate change in two educational programs 86 Appendix 8: Contents that indirectly related to climate change in two of Vietnam national educational programs 98 Appendix 9: LL CCE’s activities for elementary students 102 Appendix 10: Data collection activities 103 LIST OF TABLES Table 3.1: Sample outline of an evaluation plan with Kirkpatricks’ four levels 24 Table 3.2: Table of assessment indicators .25 Table 3.3 5-level-assessment scale for CCE program 27 Table 4.1 Percentage of Hanoi elementary students that know about CC 32 Table 4.2 Hanoi elementary students’ sources of information about CC 33 Table 4.3 Hanoi elementary teachers’ assessment of NGO’s CCE program knowledge 39 Table 4.4: Table of NGO’s CCE assessment result 42 i LIST OF FIGURES Figure 1.1: Framework of the thesis .8 Figure 2.1: Global surface temperature Figure 4.1 Hanoi elementary students’ understanding of the term CC 33 Figure 4.2 Hanoi elementary students’ understanding CC impacts and causes 35 Figure 4.3 Hanoi elementary students’ CC competencies level 36 Figure 4.4 Hanoi elementary students’ climate action 37 Figure 4.5 Hanoi elementary students’ climate action performance intensity 38 Figure 4.6 Teachers’ current and preferable classroom activities for teaching NGO’s CCE program 40 ii ABBREVIATION Abbreviation CC GHGs CCE NGO HCMC SC RRE SDG Interpretation Climate change Greenhouse gases Climate change Education Non-governmental organizations Ho Chi Minh city Save the Children Risk reduction education Sustainable Development Goals iii CHAPTER 1: INTRODUCTION 1.1 Necessity of the Research Climate Change (CC) is a global issue which has been ubiquitous since the 19th century and it is commonly acknowledged to have an extensive impact on human’s life (Thompson & Scoone, 2009) CC forms of impact are varied which are linked to many unprecedented changes in the last thousands or hundred thousand of years (IPCC, 2021b) Thus, CC has a deep connection with natural extreme events (e.g storms, drought, etc.), in which it contributes to the increase in their frequency and intensity (National Geographic Society, 2019) Greenhouse gases (GHGs) are considered to be the main driver to CC and human activities greatly contribute to the increasing influence of GHGs to the climate (EC, 2021) Many of these GHGs naturally exist in the environment and act as regulating matters, which help the Earth surface temperature to be around 15 oC (Karl, T R & Trenberth, 2003) However, human activities also have the ability of supplying to the creation of GHGs are burning fossil fuels, cutting down forests and farming livestock etc These activities are critical to the human life nowadays, so much that they are now associated with human survival, making it difficult for persuade people to cut down some of those exercises However, as necessary as it may be, GHGs from human activities have been the largest contributor to global warming It is evidently justified by the rapid increase in GHGs concentration alongside human industrial revolution, risen to 48% compare to pre-industrial level in 1750 As a results, in 2019, the global temperature has risen 1.1OC since 1750 (EC, 2021) Such changes in temperature are associated with many negative impacts to nature and human lives It is reported that CC could cost the global economy a 10 to 18% loss in its total value by 2050 depending on the level of action used in the process (Swiss Re Institute, 2021a) With no country in the world is an exception to the impact of CC, the issue is most prominent in South and South-East Asia, where countries that are most exposed to physical risks of extreme events are located (Marchant, 2021) As a part of SouthEast Asia, Vietnam is especially liable due to its geographical location This 2018's program Subjects Grade 2006's program Class hour Lesson 18: School cleaning 1.2% Canh Dieu Lesson 4: Keeping the house clean Lesson 7: Keeping the school clean Lesson 11: Habitat of plants and animals Lesson 12: Protecting the habitat of plants and animals Lesson 13: Practice: Class hour Ket noi tri thuc va cuoc song changing Lesson 4: Keeping the house clean Lesson 9: Keeping the school clean Lesson 18: What should be done to 17.7% protect the living environment of plants and animals? Lesson 19: Plants and animals around me Class hour Chan troi sang Class tao hour 7.7% 90 2018's program Subjects Grade 2006's program Class hour Canh Dieu Class hour Understanding the habitats of plants and animals Lesson 19: Seasons of the year Lesson 20: Some natural disasters Lesson 21: Some ways to respond to and reduce disaster risks Lessons 36 - 38: Environmental hygiene Lesson 64: Year, month and season Lesson 65: Climate zones 4.8% Lesson 4: Keep the house clean Lesson 8: Keep the school clean Lesson 14: Rational use of plants and animals Lesson 21: Shape of the Earth - Climatic 8.8% Ket noi tri thuc va cuoc song Lesson 28: Seasons of the year Lesson 29: Some common natural disasters Lesson 30: Practice responding to natural disasters Lesson 3: Cleaning around the house Lesson 7: Keep safe and clean at school Lesson 16: Rational use of plants and animals Lesson 27: Earth and climate zones Class hour Chan troi sang Class tao hour 5.5% Lesson 4: Keep the house clean Lesson 8: Practice: Keeping school safe and clean Lesson 18: Rational use of plants and 4.4% 91 2018's program Subjects Grade 2006's program Class hour Canh Dieu zones Science (4-5) Lesson 28: Protect water resources Lesson 29: Save water Lesson 40: Protect the clean air Lesson 54: Heat is needed for life Class hour Ket noi tri thuc va cuoc song Lesson 28: The Earth's Surface Class hour Chan troi sang Class tao hour animals Lesson 29: The Earth's Surface 4.8% 92 2018's program Subjects Grade 2006's program Class hour Canh Dieu Class hour Ket noi tri thuc va cuoc song Class hour Chan troi sang Class tao hour Lesson 41: Solar Energy Lesson 42-43: Fossil fuel energy Lesson 44: Wind energy and flowing hydropower Lesson 45: Using electrical energy Lesson 65: Human impact on the forest 10.8% environment Lesson 66: Human impact on the land environment Lesson 67: Human impact on air and water environment Lesson 68: Some measures to protect the environment 93 2018's program Subjects Grade 2006's program Class hour Lesson 4: Northern midland and mountainous Lesson 5: Central highlands Lesson 11: Northern plains Lesson 17: Southern plains Lesson 24: Central coast plains 6.0% Lesson 3: Climate Lesson 10: Agriculture Lesson 11: Forestry and fisheries Lessons 12-13: Industry Lesson 14: Transportation 7.2% History and Geography (4 – 5) Canh Dieu Class hour Ket noi tri thuc va cuoc song Class hour Chan troi sang Class tao hour 94 2018's program Subjects Grade 2006's program Class hour Canh Dieu Class hour Ket noi tri thuc va cuoc song Class hour 5.5% Topic 2: I know love Topic 3: My school's tradition Topic 4: Safety for you Topic 7: Join community activities 8.8% Chan troi sang Class tao hour Music Art Craft Engineering Physical Education Extracurricular activities Experiential activities Week 10: Clean and beautiful classroom Week 16: I a good job Week 18: I love nature Week 22: Preserve the beauty of the homeland 95 2018's program Subjects Grade 2006's program Class hour Canh Dieu Class hour Week 23: My surroundings Topic 1: Elementary School Topic 3: I love labor Topic 4: Me and the community Topic 6: My hometown Topic 9: Safety in life Topic 3: I love labor Topic 6: I love my homeland Topic 9: Safety in life 5.5% 3.3% Ket noi tri thuc va cuoc song Topic 8: Beautiful homeland Topic 9: I protect the environment Topic 2: Lifestyle training Topic 3: Selfservice Topic 8: My surroundings Topic 2: A beautiful lifestyle Topic 4: Keeping the house tidy and clean Topic 8: Making Class hour Chan troi sang Class tao hour 6.6% 6.6% Topic 2: Safety in life Topic 8: Sustainable life 5.5% 96 2018's program Subjects Grade 2006's program Class hour Canh Dieu Class hour Ket noi tri thuc va cuoc song friends with nature Class hour Chan troi sang Class tao hour 97 Appendix 8: Contents that indirectly related to climate change in two of Vietnam national educational programs Subjects Grade Ethical Education 2006's program 2018's program  Teach students how to use supplies rationally in order to limit the use of  Teach students how to use supplies rationally in order to limit resources and reduce waste the use of resources and reduce waste  Teach children to be self-discipline about practicing individual climate  Talk about the importance of family planning (i.e having only actions so as to contribute to reducing personal carbon footprint children or less) and how limiting population growth to mitigate the community impact to the natural environment  Teach children to love and be conscious about protecting trees because of their importance to the earth's environment  Teach children to be self-discipline about practicing individual climate  Teach children simples individual climate actions and explain actions so as to contribute to reducing personal carbon footprint their importance environmental protection  Organize practice sessions for students to practice climate actions  Organize practice sessions for students to practice environmental protection actions  Teach children that doing individual climate actions can contribute to  Encourage students to actively participate in environmental environmental protection and reduce carbon footprint protection activities with their friends 98 Subjects Grade Nature and Society 2006's program 2018's program  Remind students to use daily supplies rationally (i.e clothes, books, appliances, electricity, water, etc.) as a measure to the use of resources and reduce waste  Encourage students to take actions and voice their concern about protecting public property (i.e natural forests, reservoirs, etc.)  Emphasize on the need for individual to take responsibility and practice climate actions in order to lower their impact on the environment  Teach students more individual climate actions to lower their carbon footprint and protect the environment at home, classroom, school and public places  Introduce activities of the United Nations in the realm of CC adaptation/mitigation in Vietnam and in the world  Talk about the importance of natural resources in human daily life  Encourage students' to participate in the conservation and protection of natural resources  Teach children that doing individual climate actions can contribute to  Talk about how CC is making a change in weather pattern and environmental protection and reduce carbon footprint how that can affect human health  Talk about how CC is making a change in weather pattern  Teach children to be self-discipline about practicing  Encourage children to be conscious about changes in the climate and individual sustainable action for environmental protection aware of how it affects them 99 Subjects (1 - 3) Grade 2018's program  Teach basic information about CC  Talk about how CC is making a change in weather pattern  Introduce and practice necessary individual climate actions can to  Encourage children to climate actions to contributie to response and reduce disaster risk environmental protection  Encourage children to climate actions to contributie to environmental protection and mitigate CC  Encourage children to rationally use daily supplies and how that can contribute to limit the use of natural resources and protect the natural environment  Teach children that doing individual climate actions can contributie to  Teach basic information about CC impacts environmental protection and mitigate CC  Encourage children that doing individual climate actions can  Tell children to rationally use daily supplies and how that can contribute contributie to environmental protection and mitigate CC to limit the use of natural resources and protect the natural environment  Teach basic information about CC in the world today  Teach children that doing individual climate actions can contribute to environmental protection  Teach about the impacts of global warming/CC  Teach students how to eliminate fossil energy and renewable energy Tell students about the advantages and disadvantages of different types of energy  Teach students about the human activities that have create a huge amount of GHGs emission, therefore, causing CC  Teach children that doing individual climate actions can contributie to environmental protection and mitigate CC  Talk about changes in climate characteristics in each region  Teach about the impact of extreme events cause by CC on Science (4 - 5) History and 2006's program 100 Subjects Geograph y (4 - 5) Grade Experienti al activities 2006's program 2018's program each region  Talk about changes in Vietnam's climate due to CC  Talk about CC impacts on each sector (i.e transportation, agriculture etc.)  Introduce and practice measures to respond and reduce disaster risk  Teach children climate actions that they can to contributie to environmental protection and mitigate CC  Teach basic information about climatic changes due to CC  Introduce and practice measures to respond and reduce disaster risk  Talk about the importance of the natural environment and how CC is affecting that  Teach children climate actions that they can to contributie to environmental protection and mitigate CC  Introduce and practice necessary individual actions to respond and reduce disaster risk  Talk about the importance of the natural environment  Revise basic information about CC  Teach children that doing individual climate actions can help to environmental protection and reduce CC impacts 101 Appendix 9: LL CCE’s activities for elementary students Teachers’ CCE training CCE related competition for students in all levels Students practice what they learnt from NGO’s CCE program 102 Appendix 10: Data collection activities Contacting schools to take surveys Students’ questionnaire Teachers’ questionnaire Interview with LL 103 104