*Y.C.* Creating a stable environment for the development of skills, knowledge and opportunities for women in a changing climate

Everyone knows the problem of climate change on the planet. For rural residents climate change consequences will mean a significant change in steady-life experiences that greatly affect their livelihood, income and health. This is particularly affect women and children. Forecasts by the progressive climate change are disappointing:
- As the women's dependence on the natural environment as a source of livelihood, gender inequality worse: worse health, and will have less time to participate in decision making and receiving extra money;
- In times of climate stress for women and girls have to cope with fewer resources with a higher volume of domestic work (fetching water, fodder, firewood, and often produce food);
- Reduced crop yields will lead to malnutrition;
- As a result of droughts and floods spread disease, transmitted through water, that affect maternal health.
Consequences of climate change exacerbated by anthropogenic impacts on the environment.
Characteristic example of catastrophic consequences of climate change is the Aral Sea region. Aral Sea environment very problematic and it before is felt by children. The children's death rate has exceeded all universal norms of a survival. Children push away a parent breast as though feeling a poor quality of parent milk. Such problems arise because of lack of knowledge and environmental education. We know progressive initiatives promoted at the schooling level. Meanwhile, environmental problems are mainly related to the activities of adults. But adult education - a more complex process, methods of environmental education of adults do not exist.
As in many countries with economies in transition in Uzbekistan is not enough yet gosudastvennyh means to address these problems. However, the problem from one year to grow and may reach a certain critical mass. In this case, we propose an approach "from below", ie the attempt to solve the problems of local communities. Why is this not being done or not done now? The reason, above all, in the absence of awareness of what can and should try to solve these problems themselves and to be able to put these questions to the authorities. Mechanism for the implementation of this approach is to obtain the necessary information, the acquisition of relevant skills and knowledge. The focus here should be aimed at how to extend the practice to adapt rural female population to the risks stemming from climate change and enhance the knowledge and skills to enable them to help them adapt. Involvement of women in decision-making process and active discussion of local budgets can contribute to solving many of these problems.
We offer a strong mechanism for training of women and children's adaptation to climate change. Training is conducted during school parents' meetings. As one of the tools - a brochure "Environmental security of family and environment conservation" is published. It is the first in a series of books about the adaptability of the family to climate change (organic farming and rational grazing, the shift to new activities - sustainable tourism, national crafts, a knowledge of climate change consequences mitigation at the household level - ways of cleaning water, saving water and energy resources, rational wastes management). The peculiarity of this program - almost without a costs (which is important for developing countries) and has the maximum available coverage. One needs only to conduct a pre-training for teachers in school