**1. Introduction**

Climate change is now more a reality [1] than a theory with a multiple implications on livelihood, health, and wealth of people across the globe [2]. According to the World Bank ([3], Xiii), as cited in Hameso [4], as the global climate is changed and the Earth is warmed, the rainfall pattern tends to shifts then by creating major climate extremes such as droughts, floods, and forest fires which collectively deny lives and livelihoods of millions. Poor people in Asia, Africa, and Latin America face prospects of tragic crop failure, agricultural productivity and, consequently, there happened increasing hunger, malnutrition, and disease [5]. Climate Change Impact [6], is any direct and/or indirect adversary impacts on one or more components of the small holders' livelihood (human lives, culture, ecosystem, economy, social well-fair, and infrastructure) brought about by the average value variations on precipitations and temperature throughout the time under consideration. It refers to [2, 7, 8], both consequences and outcome of direct outcomes such as human and animal morbidity and mortality, loss of biota including crop failure, destruction of materials, disturbance of life systems, hungry, drought, and other hazards in addition to shocks while indirect consequence is the derivative inertial adversaries of these outcome in the form of residue. Adverse effects of climate change, on the other hand is, changes in the physical environment or biota resulting from climate change which has significant deleterious effects on the composition, resilience, or productivity of natural and managed ecosystems or on the operation of socioeconomic systems or on human health and welfare [2]. There is high and increasing agreement among scientific society on the fact that [7–9] climate change affects all systems of the earth and its impact is greater in rain-fed agriculture of Africa.

Emerging literatures examine impacts of climate change on human capital development mainly on education by analyzing through different pathways [6, 10, 11], such as food and nutrition insecurity, infectious diseases (malaria, cholera, and diarrhea), and exposure to direct heat stress. The 2°C increase in temperature from normal is likely to reduce the schooling age of hotter environment children by 1.5 compared to the children of normal temperature environment. Hot days reduce performance on high stakes exams possibly by reducing the amount of learning achieved over the course of the school years and ultimately by reducing high school graduation rates [12]. On the other hand similar source indicates that above average temperature reduces education performance by up to 15% and lead to lasting impacts on educational attainment. Climate change affects food and nutrition security and subsequently this affects the cognitive development of the child even since the prenatal age, as pointed out by Dewey and Begum [10].

It is reported by the same authors that students drop the school at heat stress season. Families claim loss of farm owing to bad climatic conditions and thus, failed to send their children to school for financial constraints. This is reinforced by the report of UNDP-UNEP-UNCCD [13] as cited in IPCC [6] revealing that droughts can intensify the pressure to transfer children to the labor market in Ethiopia. With this path of climate change impacts in to health and education, although it is believed that formal education contributes to poverty reduction and economic development by fostering skills, intellectual ability, and employment opportunities, there is high and increasing confidence [7], among scientists that climate change affects education and earning from it then by keeping the poor in poverty trap.
