Climate Change: Towards Compensating Africa for Economic Growth and Development by Industrialized Countries

On one hand, anthropogenic climate change is real and affecting the world economy in general and Africa in particular. On the other hand, the policy of climate change adaptation as the solution to the problem of climate change is seriously unsuccessful in Africa. Even though climate change is affecting the whole world, Africa is the most vulnerable continent that is economically affected. This is due to a variety of interconnected consequences of climate change such as droughts, floods, desertification, diseases and poor agricultural system including other unknown factors. This article focuses on challenges facing the implementation of climate change adaptation policy in Africa. The implementation of the policy of mitigation of greenhouse gas emissions will not be discussed. The aim of the article is to investigate the underlying implications of climate change adaptation policy that hamper smooth growth and development of the African economy. To achieve this aim, the theoretical research method will be utilized. This article concludes that Africa cannot afford to adapt to climate change because of its extreme poverty and will remain economically poor and suffer the consequences of climate change if industrialized countries are reluctant to compensate it. Therefore, the article argues that industrialized countries have a moral duty to compensate Africa for the harm they have caused through industrialization. The compensation will boost the African economy that is necessary for climate change adaptation.&nbsp

Holistic Education

This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho