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One of the students who worked as a research assistant also presented a paper at the stakeholders’ workshop. From the above, three examples of success stories in capacity building could be cited. First, the generally high level of performance by the undergraduate students who opted for climate change as a specialist subject. One of them was awarded the third first-class honours degree in the 43-year history of the Department of Geography at Obafemi Awolowo University (Adejuwon 2006). Second, a member of the research team was awarded a START Fellowship based on a proposal which was derived from the AF23 Project and his experience when he attended the AIACC Workshop in Trieste, Italy, in 2002.

This method of capacity building is purely research-driven, and can be complemented by 28 2 Path to the Future from Climate Change Education the other three cardinal components of capacity building: training, mentoring and networking. The engagement of stakeholders in the vulnerability assessment process has further strengthened the information base for policymakers to make informed decisions about adaptation to climate change in these countries. The success of these assessment projects has produced over 60 papers in peerreviewed journals and books and over 40 papers in the online peer-reviewed AIACC Working Papers series.

30 2 Path to the Future from Climate Change Education Conclusion The focus of this paper has been to examine how climate change projects within the university system can be used to develop and build capacities in the field of climate science. A case study for the AIACC project in sub-Saharan West Africa situated at Obafemi Awolowo University is used to illustrate the model that can be used to achieve this goal. It was found that the project incorporated all the three cardinal components of capacity building suggested in the study.

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