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Efforts to avoid the acceleration of global warming have tended to focus on countries with high CO 2 emissions levels and large populations, with a high level of economic development or industrialization. African countries, which often do not conform to such criteria, are more vulnerable to climate change due to their dependence on climate-sensitive industries and their limited infrastructure and technological capacity to cope with its impacts. The long-term economic growth rates projected for Africa's rapid development period will, further, make Africa a potential emission hotspot in the near future. Here, for the first time, we built an energy-related emissions inventory for 19 African countries for 2010–2019, which addresses emissions from 47 economic sectors and 5 energy types, making it the most comprehensive of its kind. The degree of decoupling of economy and emissions, and drivers of CO 2 emission changes are also examined. Most African countries experienced rapid growth in CO 2 emissions, with an average annual growth rate of 5.5% for fossil fuel-related CO 2 emissions and 6.0% for unsustainable biomass-related CO 2 emissions. Only two countries, South Africa and Tanzania, have achieved a strong decoupling of economic growth from CO 2 emissions. Economic and population are the most important drivers of emissions, while energy intensity has been identified as a key factor in mitigating CO 2 emissions, especially for those countries that have reached strong or weak decoupling. The findings from this study provide essential insights that could guide the development of low-carbon policies and strategies in Africa. • We provide energy-related emission inventories for 19 African countries from 2010 to 2019. • African countries experienced rapid growth in CO2 emissions. • Two countries achieved strong decoupling of GDP from CO2 emissions. • Economic and population growth are the most important drivers of emissions. [ABSTRACT FROM AUTHOR]

Climate change is a complex and wicked problem, which needs to be addressed through relevant climate change education. However, the preconditions for combatting climate change differ in different parts of the world, depending on physical, cultural and social circumstances. The diversity of circumstances also influences the implementation of climate change in education. Therefore, in this article we have chosen to examine climate change education (CCE) based on an interview study in two distinct school contexts. More specifically, the cases aim to explore Finnish and Tanzanian primary students' views on climate change. A hermeneutical approach guided the analysis, and a significant result was that most of the students understood the severity of climate change. Nevertheless, some misconceptions regarding both causes, consequences and mitigation of climate change were also obvious. In addition, the analysis revealed interesting variations in the students' reasoning, which relate to their different contexts. Unquestionably, the sample size in this study is limited, and further research is needed for a more detailed picture of Finnish and Tanzanian students' views. [ABSTRACT FROM AUTHOR]

Climate change is a complex and wicked problem, which needs to be addressed through relevant climate change education. However, the preconditions for combatting climate change differ in different parts of the world, depending on physical, cultural and social circumstances. The diversity of circumstances also influences the implementation of climate change in education. Therefore, in this article we have chosen to examine climate change education (CCE) based on an interview study in two distinct school contexts. More specifically, the cases aim to explore Finnish and Tanzanian primary students' views on climate change. A hermeneutical approach guided the analysis, and a significant result was that most of the students understood the severity of climate change. Nevertheless, some misconceptions regarding both causes, consequences and mitigation of climate change were also obvious. In addition, the analysis revealed interesting variations in the students' reasoning, which relate to their different contexts. Unquestionably, the sample size in this study is limited, and further research is needed for a more detailed picture of Finnish and Tanzanian students' views. [ABSTRACT FROM AUTHOR]