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Twenty-eighth Report Adapting Institutions to Climate Change Cm ...

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5.67<br />

5.68<br />

5.69<br />

5.70<br />

There is no obvious or easy answer <strong>to</strong> the question of how and whether the state should<br />

redistribute the costs of climate change. The far-reaching political nature of this question, which<br />

implies a range of questions about the social and physical world in which we wish <strong>to</strong> live, should<br />

be recognised. In the absence so far of public and political debate on the subject, it would be<br />

premature <strong>to</strong> make a recommendation on the institutional solution <strong>to</strong> the uneven distribution of<br />

climate change impacts. However, there is a pressing need for such a debate.<br />

As the Government has noted (3.67 concerning the Flood and Water Management Bill), there is<br />

also a need for debate about the circumstances in which local funding <strong>to</strong> maintain or improve<br />

defences is a fair and appropriate response. This may be a solution in some cases, serving at the<br />

least <strong>to</strong> ‘buy time’ for consideration of other options. It assumes, however, that the defences are<br />

being withdrawn for economic reasons only, and that locally-funded defences would not simply<br />

send the water or the wave energy elsewhere – in which case wealthy communities could adversely<br />

affect poorer ones.<br />

Governments have a responsibility <strong>to</strong> address the distributional aspect of climate change, including<br />

less tangible losses, in an explicit, open and collaborative way. The Commission recommends<br />

that governments should initiate and sustain an informed political and public debate on<br />

the distribution of the costs of the impacts of climate change and of adaptation. This<br />

should cover the consequences of flooding and coastal erosion, the impact on communities<br />

and questions of compensation, and the costs of maintaining or improving defences.<br />

Governments should make policy decisions on the basis of this informed political and<br />

public debate.<br />

Equity is not just about the distribution of costs, but also about the ways in which decisions are<br />

made about those issues. A key element of good decision making is public engagement, <strong>to</strong> which<br />

we turn next.<br />

PUBLIC ENGAGEMENT<br />

5.71<br />

5.72<br />

We have stressed that the effects of climate change are felt locally. Even in a country as relatively<br />

small as the UK, for some the manifestations of climate change are already real while for others<br />

they are still a remote risk. Significant changes <strong>to</strong> localities will directly affect and shape the<br />

ways in which individuals will be able <strong>to</strong> interact with, and benefit from, their natural and social<br />

environments in the future. As one expert has said: “the implications of a changing physical<br />

environment <strong>to</strong>uch the core of how individuals and cultures may define themselves and their<br />

interactions with the world around them.” 11 How can society ensure that the fundamental impacts<br />

of climate change are fully debated and appropriate opportunity provided for individuals and<br />

communities <strong>to</strong> consider the implications, the decision dilemmas that arise and the need <strong>to</strong> weigh<br />

up potentially differing outcomes?<br />

We believe that there is a need for better public access <strong>to</strong>, and debate about, issues raised by<br />

climate change projections, particularly those produced by UKCP09. If these scenarios are <strong>to</strong><br />

inform institutional and policy responses, it is essential that all stakeholders – including members<br />

of the public – can understand them. As we discussed in Chapter 3, public responses will be<br />

dependent on people understanding what climate change means for them and their families, in<br />

their own context. This is an essential component of both the framing and learning processes.<br />

107<br />

Chapter 5

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