By Dinesh Bhuju, Chair, Resources Himalaya Foundation, Nepal; Professor (Hon.) MICD, Mid-West University, Nepal; Visiting Professor, Northwest University, China

Nepal is no exception to the global climate crisis—on the contrary, it is among the countries most vulnerable to its impacts. School education in Nepal plays an important role in addressing this challenge by teaching the causes and effects of climate change and raising public awareness. In its science and environment curricula, climate and disaster topics occupy a significant 21.18 percent of the total content (Bhuju 2017). Environmental education begins as early as Grade I, and by Grades IV and V, climate and disaster-related topics account for 31.3 percent of total teaching hours. Environmental themes are also integrated into other subjects such as social studies. Focus group discussions have shown that students at all levels find these topics engaging and relevant. However, many girls are unable to complete their education.

A popular saying goes: Climate change impacts everyone, but not equally. This is especially true for girls in Nepal and other developing countries, who are disproportionately affected by climate impacts due to existing gender inequalities. It is therefore crucial to strengthen education systems, empower girls with climate knowledge and green skills, and support communities in adapting to climate-related disasters. The climate crisis is fundamentally an intergenerational child rights crisis and represents one of the greatest threats to children’s survival, learning, and protection. Without addressing it, achieving the Sustainable Development Goals—particularly for marginalized and vulnerable children and their families—will remain out of reach.

Gender inequality in education is deeply interlinked with climate change. Persistent educational disparities and the discrimination faced by marginalized groups are often exacerbated by climate-related challenges (Kwauk, 2021). In rural Nepal, where piped water systems are rare, collecting water from natural springs is a daily necessity. As climate change causes springs to dry up or shift farther away, the burden of water collection grows heavier. A common sight in rural areas is school-aged girls fetching water rather than attending classes. Because of their caregiving roles and socially assigned responsibilities, girls are often the first to respond when water becomes scarce. Consequently, absenteeism among the girl students rises, disrupting their education. Studies estimate that at least four million girls in low- and lower-middle-income countries were unable to complete their education in 2021, and projections for 2025 suggest that number could exceed 12 million if current trends continue (Malala Fund, 2021).

Girls’ education is central to global efforts to build environmental awareness and combat climate change. Educating girls is ranked sixth among the most effective solutions for limiting global warming to 1.5°C, due to its potential to reduce carbon emissions (Hawken, 2017). Education empowers girls to make informed reproductive choices—decisions that not only transform individual lives but also have measurable climate benefits. Combined with access to family planning, girls’ education could prevent up to 85 gigatons of carbon emissions by 2050. Moreover, equipping girls with green skills prepares them for the evolving world of work and strengthens community resilience to climate shocks. Finally, girls’ education fosters environmental leadership, enabling them to drive change and influence policy.

School education can thus serve as a powerful catalyst for both adaptation and mitigation, fostering awareness and action on climate issues. Yet, a study of 160 Nationally Determined Contributions (NDCs) reveals that only four mention girls at all—despite adolescent girls being among the most affected by the climate crisis (Kwauk, 2021). For developing countries seeking to empower citizens for climate action, investing in girls’ education must be a top priority. Providing girls with climate literacy and green skills not only supports adaptation but also prepares them for a greener, more STEM-driven economy.

References:

1. Bhuju, DR, BK Ranjit, S Adhikari, TR Pant (2017). Climate Change Education and Perception of School Children in Nepal. In: Essays on Status of Child Rights in Nepal (Eds. UR Poudyal and C Khatiwada). Children and Women in Social Service and Human Rights, Kathmandu. Pp: 102-127
2. Hawken, P. (ed.) (2017). Drawdown: The most comprehensive plan ever proposed to reverse global warming. New York: Penguin Books.
3. Kwauk, C, J Cooke, E Hara, J Pegram (2019). Girls’ education in climate strategies: Opportunities for improved policy and enhanced action in Nationally Determined Contributions. Working Paper 133. Global Economy and Development at Brookings.
4. Malala Fund (2021). https://malala.org/girls-education#:~:text=More%20than%20122%20million%20girls,to%20reach%20their%20fullest%20potential.

Disclaimer: The views expressed in this piece are those of the author/s and do not necessarily reflect the views or policies of AIDMI.