Page - (000305) - in Evaluating Climate Change Action for Sustainable Development

foundation that increasing communities’ knowledge6 about climate change, and options foradaptationandassociated linkswithdisaster risk reductionareessential to increasing resilience to climate change. Increased knowledge also enables children and youth to take a leading role in CC-CBA activities and become climate change educators within their communi- ties.7Theproject facilitated theactiveengagementofchildrenandyouth inclimate change adaptation within their communities. Through supporting children, youth and thewider community to identify, develop and implement small-scale adapta- tion action, the project also sought to support the community to actively improve their resilience and at the same time speak with relevant decision-makers at the local, regional and national level to influence change. By working with duty bearers, the project helped to ensure these advocacy efforts do not ‘fall on deaf ears’. Project activities includedschool curriculadevelopment, communityeducation, and supporting peer education and outreach.8 Children and youth participated in training on usingmultimedia for communication and advocacy, including a radio media program,music, theatre and jingle-making. Local governments (LGs) and communities were supported to undertake participatory, climate change vulnera- bility and capacity assessments (PCVAs), which involved the participation of children and youth. From these assessments, locally developed adaptation initia- tiveswere developedby school groups, by children andyouth, aswell as by adult community groups through a small grants programs. The project also supported LGs to use PCVA results to help plan, budget, design and implement local CCA activities, such as disaster preparedness and risk reduction activities. As well as workingwith children, the project directly supported LGs to designCCA-related local policies and regulations. With the focusof childrenandcommunities, and throughdirectlyworkingwith duty-bearers at various levels includingwithin government, CC-CBAwas funda- mentally a human rights-based project. AsWindfuhr (2000:25) notes, “a rights- based approachmeans foremost to talk about the relationship between a state and its citizens.”9 CCA requires actions and coordination by communities and 6Williams,Casey,AdrianFentonandHuqSallemul. 2015. “KnowledgeandAdaptiveCapacity.” Nature Climate Change 5(February):82–83. notes the growing agreement that knowledge is an important determinant of adaptive capacity, in research frameworks, and in international policy and agreements. 7Children in aChangingClimate Research. 2010.Children,Climate Change andDisasters:An Annotated Bibliography. Brighton: Institute ofDevelopment StudiesUniversity of Sussex, Tan- ner,Thomas.2010.“ShiftingtheNarrative:Child-LedResponses toClimateChangeandDisasters inElSalvador and thePhilippines.”Children&Society24(4):339–51.doi: 10.1111/j.1099-0860. 2010.00316.x 8Schoch, Corinne and Pia Treichel. 2015.Child-CentredClimate Resilience:Case Studies from thePhilippines andVietnam: Save theChildren andPlan International. 9Windfuhr, Michael. 2000. “Economic, Social and Cultural Rights and Development Coopera- tion.” inWorking Together: TheHuman Rights Based Approach to Development Cooperation- Report of theNgoWorkshop., editedbyA.Frankovits andP.Earle. 16 EvaluatingClimateChangeAdaptation inPractice:AChild-Centred. . . 293