programme engaging all stakeholders in the implementation of article 6 commitments and recommending a list of Article 6 related activities that could be undertaken at the national level.”362 This programme was extended in 2012 through the Doha work programme on Article 6. At the national level, education is often absent from national climate policies.363 One of the reasons for this is the fragmentation between environmental and educational ministries, which hinders the inclusion of climate policies in educational plans. Here, UNESCO’s Climate Change Education for Sustainable Development (CCESD) can be looked upon as an example in helping develop climate education at the national level. The CCESD programme has the objectives of strengthening capacity of Member States to provide quality climate change education for sustainable development at primary and secondary school levels through improved education policy, analysis, research and planning; teacher education and training of education planners; and training on curriculum review. As economies begin to shift towards low carbon development, States must ensure that education reflects these changes to the economy, helping to prepare students for the new socio-economic landscape. Thus, while ensuring that States meet their core obligations in respect to education, it will be important to consider integrating climate education across programs. 9.3 Understanding the Right to Education in the Context of Climate Change Adaptation Policies In relation to adaptation, the impacts of climate change should be considered in delivering educational programs, in order to ensure the right to education for all. For example, a recent UNESCO report, citing Pakistan and Uganda as examples, has highlighted that climaterelated shocks result in far more girls being taken out of school than boys.364 Increasing natural disasters related to climate change may result in the destruction of infrastructure, social upheaval, and forced migration, which will disrupt access to and the delivery of education. Similarly, slow onset climate events will put new pressures on the fulfilment of this right. As a result, States’ adaptation planning must account for these factors. Education with respect to climate adaptation should also be developed and integrated within national institutions and educational policies, in order to help people to adapt to the new challenges that climate change brings. It is pertinent to note that climate education is very broad and should occur at all levels of learning from primary education to education amongst the adult population. CASE STUDY: Education, Climate Change and Children in Kenya Climate change is already affecting Kenya, resulting in more hot days per year, prolonged droughts, erratic rainfall drying up rivers and streams, and flooding in certain areas. These changes have in turn led to a decline in available drinking water, decreased harvests, food shortages, loss of biodiversity, landslides and soil degradation. By most estimates, these consequences only stand to be exacerbated in the coming years. 90