The probable impacts of climate change on poverty - UNDP

Table 6.14 Dengue outbreak history in Bangladesh
Period Description
1964 First documented out break <strong>of</strong> dengue in Bangladesh
1977 – 78 Few cases <strong>of</strong> DF were found in a Clandestine Survey by IEDCR
1982 – 83 Out <strong>of</strong> 2456 blood samples taken, 278 found DEN- 1
1984 – 86 21 samples collected, 3 found positive by HI Test.
Up to 1986 Major cities were free to DHF.
1997 Cross sectional serological survey at CMCH tested 255-paired sera in which 35
were positive cases
1999 Few death cases were reported in DHF
2000 Currently an epidemic has been reported in this country
2001 Epidemic has been reported in this country.
2002 Epidemic has been reported in this country.
Source: NAPA study note
In Bangladesh, out break <strong>of</strong> dengue was first documented in 1964 but epidemic was reported in 2000. Dengue
remained almost unknown to the country due to lack <strong>of</strong> knowledge, technology, research, skilled pr<strong>of</strong>essionals
etc. <strong>The</strong> table 6.15 shows that death from dengue has decreased over the period. This is mainly due to increase in
knowledge, awareness, research and measures taken by different public and private sectors.
Table 6.15: Dengue Incidences in Bangladesh
Source: www.geocities.com
Year Dengue Case Death CFR%
2000 5,550/10,000 93/100 1.7%/1.0%
2001 2,430/25,000 44/100 1.8%/0.4%
2002 6,132/60,000 58/100 0.9%/0.2%
2003 886 10 1.1
2004 2000 7 0.4
2005 500 + up to Oct - -
Total 17,498/95,000 212/300 1.2%/0.3%
6.9 Education
Flood has multi dimensional <strong>impacts</strong> on education. Impacts <strong>of</strong> slow onset or <strong>climate</strong> variability on education are
not remarkable but the rapid onsets like flood and cyclone have severe <strong>impacts</strong> on education. It damages school
buildings and houses, displaces children and detaches them from schools, loss <strong>of</strong> study materials, use <strong>of</strong> schools
as shelters in the non-flooded areas hamper continuation <strong>of</strong> education, and increases the rate <strong>of</strong> dropout. In a
sense, education is totally disrupted during flood in the affected areas. Cyclone is another devastating shock for
education. It damages education infrastructure, increases poverty, increases drop out rate etc. Drought has also
negative <strong>impacts</strong> on education. Children <strong>of</strong> the drought affected areas are engaged in income generating
activities and suffer from malnutrition. Scarcity <strong>of</strong> drinking and other water resources also lead to low attendance
<strong>of</strong> the children in their schools.
Key expert interviews show that flood and cyclone will have very severe <strong>impacts</strong> on education by damaging
school buildings and study materials, displacing children from one place to another and so on. <strong>The</strong>se <strong>impacts</strong> will
affect the poor very severely because the rich could migrate and settle in the cities but the poor do not have that
capacity. Salinity will affect education in a different way, i.e. opportunity <strong>of</strong> shrimp farming and fry collection will
encourage the poor children to be engaged in these activities to carry on with their livelihood.
<strong>The</strong> Probable Impacts <strong>of</strong> Climate Change on Poverty and Economic Growth and
the Options <strong>of</strong> Coping with adverse Effect <strong>of</strong> Climate Change in Bangladesh
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