Eco Schools Newsletter

Eco-SchoolsEco-Schools Newsletter Volume 3: 2009

Eco-SchoolsAwards 2009

Training and Capacity Building

Green Rotary Initiative

KENYA

Inside

ECO-SCHOOLS NEWSLETTER Contents

EDITORIAL

UNESCO WORLD CONFERENCE ON ESD

FROM RCE GREATER NAIROBI TO RCE LONDON

THE LAUNCH OF ECO-SCHOOLS IN EMUHAYA CONSTITUENCY

ROTARY DISTRICT 9200 PARTNERS WITH KOEE IN “GOING GREEN”

FEEDBACK ON THE ECO-SCHOOLS PROGRAMME

THE INTERNATIONAL CLIMATE CHALLENGE EXPERIENCE

WORLD ENVIRONMENT DAY 2009

ECO-PHOTOS

KENYA HIGH SCHOOL ECO-SCHOOLS FEATURE

2009 ECO-SCHOOLS GRADUATION AND AWARDS CEREMONY

KOEE EXHIBITIONS AND CONFERENCES

KOEE GRASS ROOT ACTIVITIES AT THE WORLD WATER FORUM

TRAINING AND CAPACITY BUILDING

KOEE-IGEA ENVIRONMENT COLLABORATIVE ACTIVITIES

LEARNING ABOUT FOREST (LEAF) LAUNCHED

MOUNT ELGON ECO-SCHOOLS PROJECTS

MILLENIUM DEVELOPMENT GOALS

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VOLUME 4: 2009Editorial

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In this era of rampant climate change and globalization, every one is striving to make a change that can mitigate the situation, however small a thing that might be. The Kenya Organization

for Environmental Education has strived to make a change in the protection and conservation, environmental education and education for sustainable development tirelessly for many years now. This year, together with Rotary as partners, KOEE launched a tree planting Initiative dubbed “Green Rotary One Million Tree Planting Initiative” in schools and communities to support government efforts in curbing out climate change, boost food security and protection of major forested areas like Karura, Ngong, Aberdares, the controversial Mau Complex and many others the country over. The launch of the “One Million Tree Planting Initiative” was done at Cheleta Primary School in Karura Forest in April 2009, and some prior activities done at Citi Park, including tree planting and clean-ups, with participation from Rotary, KOEE, and Nature Kenya. So far the Initiative has gone as far as Naivasha and Emuhaya. The Initiative is also to help students learn and get hands-on experience, as schools get used as demonstration, information dissemination, learning and resource centres.

Through the Eco-schools programme, KOEE has of course been making a difference year in and out in the environment and sustainability arena as students, communities and all stakeholders and partners get together to witness the annual Eco-schools Graduation and Award Scheme Ceremony. This year’s graduation was held at Kenya High School-Nairobi, one of the most active Eco-schools in the country, and it was very successful as most stakeholders and key partners showed up, including representatives from United Nations Environment Programme (UNEP), National Environment Management Authority (NEMA), Kenya Wildlife Service (KWS), Ministry of Youth Affairs and Sports, and Ministry of Education, and many other guests, with the a key note from the Speaker of the National Assembly, Honourable Kenneth Marende. Many a graduating school all over the country thus got trophies, green flags and other prizes for show-casing their at-most Best Environment Practices through the taking care of “Mother Nature.”

Read on as you get to know more about KOEE and its noble activities geared towards environmental protection and sustainability. Welcome!

Eco-Schools Kenya NewsletterA Quarterly Publication of the Kenya Organization

for Environmental Education (KOEE)

Editorial Board

Chairperson

Dr. Dorcas Otieno

Vice chairman Wabwire John

Editor

Bidii Henry

ContributorsNobert Nyandire

Wabwire JohnEric Kimani

Lily MuthoniLorraine OtienoElijah OdundoFred Odinga

Dorcas OtienoBidii Henry

Violet AdhiamboJediel Mainge

Design & LayoutOmaya Eric

For any views and contributions please contact:Kenya Organization for Environmental Education

Lavington, Convent Drive, off James Gichuru Road, Loiyangalani Lane, Opposite Rudan Academy

P.O. Box 1513-00621, NairobiTel: (254) (20) 2350167/8

Cell: (254) (0) 729 095233Email: [email protected]

Website: http://www.koee.orgEditor

(254) (0) 722 [email protected]/[email protected]

Bidii Henry

THIS PUBLICATION WAS PRODUCED WITH SUPPORT FROM DANIDA

Editor

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Globally, environmental integration has been ignored. There are many reasons including the following:

Environment can wait: ‘Let’s get on with growth we can deal with environment later.’ Wrong perceptions of what is environment: ‘Environment is about tree-planting.’Environment is seen as a restriction / obstruction: Viewing environment as a constraint to development, and not as an opportunity.Environment is the business of the environment sector: ‘I am responsible for delivering health plans.’Falling between the cracks: ‘If it is cross-cutting who is ultimately responsible and accountable for environmental actions?Insufficient budgets: Budgets are not linked to policy priorities.

The Bonn Declaration observed that despite unprecedented economic growth in the 20th century, persistent poverty and inequality still affect too many people, especially

the most vulnerable. The challenges arise from values that have created unsustainable societies. Investment in Education for Sustainable Development (ESD) is investment for the future, and can be a life-saving measure.

There is clear need for both developed and developing countries to make significant efforts at policy level to promote ESD’s contribution towards achieving quality education; Increase public awareness and understanding about sustainable development and ESD; Mobilise adequate resources and funding in favour of ESD; Re-orient education and training systems to address sustainability concerns through coherent policies at national and local levels; Develop and strengthen existing international, regional and national enabling mechanisms and cooperation for ESD that respect cultural diversity.

At practical level this means that we need to:

Support the incorporation of sustainable development issues using an integrated and systematic approach in formal and formal education as well as non-formal and informal education levels;Support teacher education institutions, teachers,professors to network, develop and esearch sound pedagogical practiceShare and recognise best ESD practicesDevelop and extent ESD partnerships to integrate

UNESCO World Conference on Education for Sustainable Development 2009: How can Kenya best take forward the Bonn Declaration on ESD?

ESD into training, vocational, education and workplace learningInvolve the youth in the design and implementation of ESDEnhance the major contribution and key role of civil societyValue and give due recognition to traditional, indigenous and local knowledge systems for ESD as well as gender equalityEncourage and enhance scientific excellence, research and new knowledge development for ESD through the involvement of higher education institutions and research networksIntensify efforts in education and training systems to address critical and urgent sustainability challenges such as climate change, water and food security.

The Eco-Schools programme is making a significant contribution to the realisation of ESD, using schools as spring-boards for reaching communities through integrating development experiences day-to-day activities. Through the whole-school and Environment Action Learning approach, a sequenced set of activities that focus on ways of integrating environmental education into both the formal curriculum of classroom learning and the organizational and operating procedures of the school through its environmental management (or its informal curriculum) are undertaken.

RCE Greater Nairobi and RCE London experience the following common urban challenges: Urban poverty and environmental stewardship social cohesion and equality issues, climate change, energy use, production & consumption, waste management, urban agriculture and environmental conservation.

What can you do about it?In an upcoming partnership, innovations to address the challenges and opportunities will include: Leadership and change management training for private sector and civil society for transforming institutions towards sustainability, action research, capacity building and community participation innovations will include entrepreneurship, community and resource mobilisation and waste management.

It is hoped that a Teacher Training ESD Academy will be established to promote school-community partnership; interdisciplinary and cross sect oral learning for civil society, state and business and involving non-formal and formal learning.

From RCE Greater Nairobi to RCE London

Dorcas Otieno

Dorcas Otieno

ECO-SCHOOLS NEWSLETTER Reflections

Eco-schools VOLUME 4: 2009

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The Eco-Schools programme was officially launched in Emuhaya District by KOEE in partnership with local stakeholders. This launch was graced by Honourable Dr.

Wilbur Otchilo area Member of Parliament, Dr. Dorcas Otieno of KOEE, officers from government offices, non governmental organizations and others. Before the launch, a baseline survey on the environment had been carried out and the findings documented.

The launch had two main objectives, and these were;

To equip participants with knowledge on the general eco-school programme, it’s guiding principles and implementation strategies.To dialogue and seek views from stakeholders on the best way of collaborating during the implementation of the programme in Emuhaya.

The workshop was mainly participatory. The audience participated in the discussion and it was mainly dialogued between the facilitators and the audience.

The plenary discussion that was on course enabled KOEE to pick out the following information about the programme;

Many schools have got interest in the programme.The programme had not been widely known in the area.The teachers and community group representatives need a lot of training in entrepreneurship and the various themes.Community groups suggested if it was possible to be registered in the programme like the schools.

During the launch, participants were introduced to the Eco-Schools programme by the CEO of KOEE Dr. Dorcas Otieno

where she gave a brief on the role of Eco-Schools as a tool for sustainable development. Issues highlighted in the light of Eco-Schools were as follows:

Eco-School has a holistic approach.Eco-Schools programme is action oriented.Eco-Schools programme is action learning.Eco-Schools target poverty alleviation.Schools are the entry points for related activities in communities as they act as demonstration and learning centres for sustainability.

The main flagship themes of the Eco-Schools programme area of operation are, water, waste, energy, agriculture, biodiversity, health etc. During the launch, environmental issues highlighted from these themes were identified. Schools from this region apparently faced similar problems which include shortage of water, poor waste disposal, shortage of fuel, poor climatic conditions, deforestation, HIV/Aids prevalence etc in accordance with the respective themes. Each school attending the launch suggested their intended projects sized from the various themes.

Sam Imende of School Venture Organization spoke to the group on entrepreneurship and how this aspect could be infused in the eco-school programme as means of income generation through micro project implementation.

During the launch, several activities were proposed as a direction towards alleviating environmental problems. The activities were proposed as per the capability to execute the various mandate e.g. KOEE was tasked to provide capacity, while the constituency development committee pledged to offer financial help.

The proposed activities were as follows:

Creation of environmental awareness.Carrying out of environmental audits.

Promotion of girl child education was noted as a prerequisite since students from this community came from poor families, therefore unable to get the basic requirements of making school life comfortable. A major problem facing the female was lack of sanitary towels which precipitated into low self esteem; inconsistent attendance of school by girls etc. In line with this, KOEE introduced the teachers to one of the Rotary Clubs project which offer sanitary towels to lady students.

Several outcomes of this launch were arrived at. The first one was that all participants should make it there personal initiative to undertake environmental activities that improve livelihoods, each school was urged to take up an initiative to work with a community group and last but not least is that participants recommended a moratorium of seminars that will provide a platform of sharing experiences, problems, and solutions.

By and large, all Eco-Schools micro projects will become a reality if willing donors will come in support for this noble cause.

The Launch of Eco-Schools in Emuhaya ConstituencyEric Kimani

The Rotary Family in Kenya has developed an Environment Strategy whose vision is Rotary clubs that ensure a healthy and wealthy environment for all, and mission

is to promote and enhance the quality of the environment through demonstration and facilitation of practices towards sustainable livelihoods. The goal of this strategy is to improve environmental conditions for schools and communities by the end of June 2009.

The Rotary Club of Nairobi co-sponsored the Green Cup Tournament at City Park in Nairobi to commemorate World Environment Day (WED) celebrations in May 2008, in conjunction with the United Nations Environment Programme (UNEP), the Kenya Organization for Environmental Education (KOEE) and Nature Kenya, where students from various schools participated in tree planting, a clean-up exercise and a soccer tournament. The Rotary Club of Nairobi also co-sponsored the June 2008 annual World Environment Day art and essay competition, and Eco-schools graduation and awards ceremony officiated by the Speaker of the National Assembly, Honourable Kenneth Marende.

The approach by Rotary is to establish ‘Rotary Green Schools’ as Learning Centres for sustainable development in communities to support and mobilize students and their families to take active part in environmental improvement projects related to basic needs like clean water, sound sanitation, waste management and protection against storm water flooding, with income generation incorporated into the projects. Interact clubs and Rotary Community Corps will be instrumental in strengthening school-

community ties. Rotary clubs will assist to mobilize resources to support school and community environmental initiatives that can generate income for sustainability. These activities are being implemented within the framework of the Rotary D9200 Four Way Green Test. Thus;

Is it ECOLOGICALLY SUSTAINABLE? Is it ENVIRONMENTALLY sound?

Will it be ECONOMICALLY efficient? Will it promote PEACE?

As part of the overall strategy the ‘Green Rotary One Million Tree Planting Initiative’ will address critical issues of sustainability in the conservation of forests and biodiversity protection in Kenya. Tree planting in schools will be approached through the establishment of commercial tree nurseries with Eco-Clubs in the schools. It is hoped that by the end of June 2010, one million trees will have been planted through Rotary Clubs in Kenya. The Initiative will be implemented with the support of KOEE, using valuable lessons learnt from the Eco-Schools Programme.

The Initiative was successfully launched on 1st April 2009 at Cheleta Primary School adjacent to Karura Forest-Nairobi spearheaded by the Rotary Club of Nairobi. Approximately 1,200 trees were planted and a tree nursery bed established. The event was attended by Rotarians from the Rotary Club of Nairobi including President Ashok Shah, the District Governor Rotary District 9200 Kaushik Manek, representatives from the Ministry of Education, Ministry of Youth Affairs and Sports,

Rotary District 9200 partners with KOEE in “Going Green”Dorcas OtienoRotary Country Environment Officer-Kenya

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ECO-SCHOOLS NEWSLETTER Green Rotary

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National Environment Management Authority (NEMA), APA Insurance Limited, Hope Worldwide, Kenya Organization for Environmental Education (KOEE), Runda and Mji Wa Huruma residents and community members, as well as students and teachers from Cheleta Primary School, Reuben Vision School, Britons Academy, Sicco Education Centre, NIEC Mission Centre, New Dawn Educational Centre, Rumwe Academy, Maru Children’s Centre, Torati Education Centre, Kimathi Primary, Our lady of Fatma, Mashimoni Primary, Spirit of Faith, MCEDO Beijing, Ronald Ngala Primary, Olympic Primary, Precious Blood High School-Riruta, Brainhouse Academy, and Jovial-Mukuru, and Jaombi Community Schools.

5250 more trees were planted on 29th May 2009 in Luanda, Emuhaya, in collaboration with the Honourable Kenneth Marende Green Foundation, KOEE and the Rotary Clubs of Kisumu and Kisumu Winam.

Jamhuri High School, in partnership with KOEE and the Rotary Club of Nairobi, has developed a School Greening Proposal with the objective of improving the school compound’s environment and promoting environmental education and awareness. Activities planned include tree planting, establishment of a botanical and herbal garden, tree nursery and woodlot, and a nature trail, landscaping and beautification, formulation of a waste management plan and an environmental education and awareness campaign. The project is expected to be implemented between September 2009 and August 2011.

The Rotary Club of Naivasha has joined the ‘Green Rotary One Million Tree Planting Initiative’ and will officially launch its initiative at a Golf Tournament during the weekend of 22nd August 2009 at the Naivasha Sports Club. Their aim as a single club is to plant 50,000 trees per year and encourage other clubs to do the same. Due to expense the club will produce its own seedlings at an estimated cost of Kshs 5 per piece, and sites for planting identified so far for over 30,000 trees are mainly in Kinangop, an area just below the Aberdares. More information on this initiative can be found at www.plant-your-tree.com and the club contacted on [email protected].

Six Rotary clubs in Dar es Salaam, Tanzania have organised a fundraising event dubbed ‘Rotary Charity Walk for the Environment’ to be held on Sunday 27th September 2009 in Dar es Salaam. The money raised will go towards tree planting in Tanzania via several charities, and the target amount to be raised is Tshs 75,000,000 to plant 75,000 trees. The event will also offer the corporate sector the opportunity to offset their emissions and gain carbon credits for their contributions.

The Rotary Club of Golden in British Columbia, Canada has expressed an interest in contributing towards fundraising for the ‘Green Rotary One Million Tree Planting Initiative.’ Towards this end, two of its members plan to visit Kenya in November 2009.

VOLUME 4: 2009

ECO-SCHOOLS NEWSLETTER

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The second phase of Eco-schools programme that began in 2007 aims to develop further

the programme itself building on the experiences gained from the first phase. The main objective of the programme is to enable it to be acceptable in the educational sector and subsequently include it in the primary, secondary and even tertiary institutions as a way of achieving sustainable development.

Eco-schools programme is an international programme of the Foundation for the Environmental Education (FEE) in over 47 countries around the world. In Kenya the implementation is being carried out by Kenya Organization of Environmental Education (KOEE) in conjunction with Danish Outdoor Council (DOC). It

seeks to enhance pupil participation in decision making, planning, and activities to implement local agenda 21 in schools and the community at large.

As the programme progresses it is important to know from the target groups if there are any significant changes the programme has brought about in schools and the community. The stories told by different stakeholders then became the main focus of the MSC interview.

The aim of the exercise was to collect information about the schools background and get to know them more and understand the dynamics involved when it comes to the environmental situation the school is currently in. It was also geared towards getting information on the successes of the Eco-school so

as to establish the strong points of the programme determine the challenges facing the schools in implementing the programme and maintaining the Eco-school status and improve on the weak links. The other important aspect was exploring opportunities that come with the program like networking with schools and getting to know more about them not to mention the harmonious relationship with the environment and the community that can in many ways turn into opportunities.

Factors that threaten the implementation and progress of the programme were also looked into so that they can be avoided.

The following are some of the responses from the schools and other stakeholders interviewed.

Kandiege Primary SchoolMr. George Ogutu, the Headteacher of the school says, “Skills gained by the teachers in environmental matters is quite vital and is contributing immensely to learning in the school. The teachers through all subjects are able to link what is taught and the environmental challenges. This has made learning practical in the school.”

Otieno Oyoo Secondary School“It is amazing how within a short time since the school became an eco-school, the students have changed their attitude towards keeping their environment clean and participating in community clean up campaigns. This has greatly improved the relationship between the school and the community” said, Dan Otieno, a teacher in charge of Eco-schools at the school.

Muhoroni Township Primary SchoolPaul Odero, the Eco-school coordinator observed that, “...the environment of the school has greatly changed. It has shown the community the taking care of the environment just needs commitment. The worry of awareness in the community has been addressed, thanks to the Eco-schools programme.”

Rae Girls Secondary SchoolEvans Osano of Rae Girls Secondary School observed, “...the woodlot has put a permanent environmental mark in the school and the effects of floods drastically reduced. The Rae School today and the one five years ago are miles apart in terms improved conditions.”“The moment I came to this school from my previous school, I experienced a remarkable change in students’ attitude towards environmental cleanliness and working towards maintaining a healthy environment is concerned. The use of the various micro-projects in the school as teaching/learning aid is a new concept to me that I am experiencing here for the first time.” Says Ida Ojino, the current deputy principal, Rae Girls Secondary School.

Kasuna Primary SchoolThis is what David Owili a teacher at the school had to say, “Though the school just registered recently as an Eco-school, our school was long an environmental friendly school, having picked the practice from the neighboring eco-schools. Since we joined eco-schools, we have managed to link our activities with the curriculum, something we never did before.”

Bonde Kakoko Primary School“For people who appreciate beauty, coming to Bonde Kakoko School, will give them something to smile about. A school that used to be known only for flooding and mud is now a standing example of just how greening can change the face of a school. The community has grown to like and support the school very much because of the environmental activities going on through the eco-schools programme.” Said Mrs Perez Owira, the headteacher of the school.

Encouraging Feedback as the Eco-schools programme is evaluated using the most Significant Change method.John Wabwire

Evaluation

VOLUME 4: 2009

Global climate change is the worst threat facing humanity and the environment. It has become of

much public interest around the world and has particularly taken toll in Kenya where it has manifested itself through rain shortages; areas that used to receive high rainfall receive little or no rainfall, consistent drought as seen in Turkana District where human beings and animals are dying of starvation because they have no food or water to sustain their lives.

Droughts have also affected our own national parks i.e., Tsavo where animals die of starvation this in turn affect our tourism industry. It can also be seen through outbreak of vector borne diseases like malaria which has affected people living in Kenyan highlands who previously were not exposed. Other visible effects include melting of ice cap on Mt. Kenya and Kilimanjaro.

In response to global climate change, the International Climate Challenge (ICC), an organization that deals with climate

St. Gabriel’s Tonga Girls Secondary SchoolThe Deputy headteacher, Jane Ong’ola said, “ this school has not been in Eco-schools programme for long, but we are already seeing the emphasis of school community partnership improve our relationship with the community.”

Lwanda Magwar Secondary SchoolNasser Opee, the deputy headteacher Lwanda Magwar Secondary School says, “having been in a school neighbouring an eco-school, i admired what they were doing and when i came to this school and found it an established eco-school, undertaking afforestation in a harsh climatic condition, to improve the school and the community i embarked on supporting tree planting initiatives going on.”

HOPE WORLDWIDEJulius Nguku“Training of HW coordinators and teachers on how to implement eco-schools and integrating environmental matters in their work has Helped Hope Worldwide incorporate environment Issues into their programme. Projects have been initiated in the different thematic areas: Biodiversity, Water, Health, Energy, Agriculture and Waste; communities and schools have responded positively and are fully aware on environmental issues.”

MASHIMONI PRIMARYMwalimu Mati“Among the positive results achieved included the availability of water in the school. The dust in the school compound that had effects especially on the school children was no more and this even led to improved cleanliness on school children. Besides trees planted in the school compound have acted as windbreak and beautification and even change in the micro climate of the school and proceeds from the sales of water were used to make desks and also to buy tree seedlings for planting in the school.

There has also been significant Improvement in academic performance of the school due to the food program and the provision of learning materials.”

SAMAJ SCHOOLMrs. Ngui“Since the introduction of the programme, the students’ behaviuor has changed most of them have changed from Music to environmental studies. Waste disposal is now being managed and the compound is generally cleaner.”

change issues, targets young people to be involved to help solve the problem. They have done this by involving schools from the primary and secondary levels. Their first event was held at S.C.L.P Samaj School in Nairobi on 15th may 2009. In this event twelve schools presented their projects on climate change.

Mr. Greig Whitehead, the programme manager ICC Kenya introduced the occasion. This was followed by small talks by; Margaret Koli (UNEP/TUNZA), who majorly talked on involvement of the youth in environmental conservation, making them heard in implementing environmental policies and decision making processes. KOEE was represented by Elijah Odundo (Eco-Schools Programme-Kenya), who talked on the Eco-Schools programme; where a school adopts an environmental policy to guide its day-to-day activities hence becoming an environmental friendly school, its effects and the positive effect in combating global climate change.

The International Climate Challenge Experience

The school had different projects presented inform of drama, videos, songs and presentations which were all on way of combating global climate change. This included; use of plastic in weaving instead of fibre, planting of trees, recycling waste water, use of steam jiko, energy saving jiko and basket, use of polythene bags to harvest water, construction of water storage ponds.

The winning schools were given an ICC trophy, a video camera to improve on their projects, and a resource book. World Agro-forestry Centre (ICRAF) also awarded the three best schools on agro forestry which is a very good action to promote tree planting.

We should all make an effort in combating global climate change, if each person Kenya planted one tree natured it until it is mature, we will have a green environment and at the same time combat climate change.

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Lily Muthoni Kamau


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World Environment Day was established by the United Nations. Generally World Environment Day is the United Nations flagship environmental

event, celebrated each year on 5 June. The United Nations General Assembly established the World Environment Day in 1972 to mark the opening of the Stockholm Conference on the Human Environment. The purpose of World Environment Day is to focus worldwide attention onto the importance of the environment and stimulate political attention and action.

The World Environment Day theme selected for 2009 was “Your Environment Needs You - UNite to Combat Climate Change.” The theme focused on the effects of climate change and reflected the urgency for nations to agree on a new deal at the crucial climate convention meeting in Copenhagen in December this year, Countries around the world must agree on ways to cut their emissions and work together to fight climate change by boosting renewable energy, promoting investments in green technologies, conserving the planet’s natural carbon sinks and setting clear limits on emissions for industry and business.

The main objective of the competition is to raise environmental awareness among the youth and create a better understanding of the impacts of human activities on various selected themes addressing different issues, on an annual basis. It builds on partnerships with schools and community organisations to spread environmental awareness and good practices in caring for our planet.

This year, World Environment Day graced the school competitions under the Global theme mentioned above, which was further synthesised to students by forming an Essay question

to them as follows: “Today the weather is unpredictable, the rain falls when not expected and the droughts appear when not expected. The future weather patterns can no longer be predicted. The global temperatures have been changing drastically. This is caused by the changes in the environment. Your planet needs you – Kenya needs you to fight climate change.

Thus they were to write an essays and artworks to explain how their respective schools or Institutions has contributed to fight or reduce the effects of climate change. They were also expected to provide evidence where possible in form of photographs on the activities carried out in their school/Institution.

This enabled the young writers and artists to express their views on the impact of Climate change on our environment a result of the increasing carbon emissions, for instance, there has been a huge impact felt from the effects of carbon emissions and climate change at large, such as loss of Kenya’s rich biodiversity and deforestation. This would portray how schools can help in saving our environment by taking action.

The art works and essays highlighted environmental challenges related to Climate change. Participants brought out these environment concerns and solutions their schools are trying to provide to restore and improve the quality of Kenya’s environment in a sustainable way.

They also emphasised on feasible means and ways of taking action, besides, they conveyed dreams, visions or hope for our planet earth. Options available included energy efficiency, planting of trees that slow climate change by absorbing carbon dioxide, reducing pollution, improving health and sanitation, protecting water catchments and reducing soil erosion.

Nobert Nyandire

WORLD ENVIRONMENT DAY 2009

W E D 2009

VOLUME 4: 2009

In this year’s competition, there were high entries in essays compared to the past years and the category was very competitive. Therefore students should exploit this opportunity more through their schools and use their talents in passing environmental messages

A big improvement was also experienced with respect to the number of schools participating and the number of entries received this year. Judging was done and results sent back to winners who were invited to this award and exhibition ceremony that took place at National Museums of Kenya (NMK) graced by different environmental technocrats led by Mr. Peter Aqua (UNEP), Henry Ndede (UNEP), Dr. Ayub Macharia (NEMA) and Ms. Margaret Otieno (WCK) among other dignitaries

Over 150 schools participated in the competition from all parts of the country this year, with over 4000 entries received both in Essays and Artwork. Nevertheless fewer schools from the rural areas participated as compared to the urban areas. Tertiary institutions were also in cooperated into the competitions for the first time and thus fewer entries were received, thus the following categories made the entries:

Lower Primary (Class 1-4)Upper Primary (Class 5-8)Senior Category (Form 1-6)Tertiary category (universities and colleges)

In doing the judging, the judges were guided by the following factors in awarding the marks in Essays the judges considered:

Relevancy/Theme interpretationCreativity/Originality Application/Solutions related to the theme/Evidence of practical activity undertaken

Spelling check/Number of words (Limit) Flow of the story and interesting readability

While In judging Artworks, the judges were guided by the following factors in awarding:

The judges were guided by the following:

Relevance to the ThemeFine finish Creativity Ability of the artwork to communicate

General Aesthetic It is worth noting that the essays were very tremendous. Some schools did excellently well. They showed a good possession of sound all-round environmental knowledge and information. Some exhibited a good command of the English language, sound creativity and innovativeness.

To maintain a record of the excellent entries received, the winning entries are published in a book by UNEP and made available to the schools and also the public.

Thus, this years event saw the launch of the first book series of entries titled “My Future Begins Now” launched by Sonia Gill (UNEP), this is a combination of several entries in Essays, Artworks and photography from 2003-2007. The book clearly demonstrates the children’s voices through the entries hence stressing on their urgent call for change in our environmental practices in order to protect our region’s natural resources and secure their well being for their generation and generations to come.

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ECO-SCHOOLS NEWSLETTER Eco-photos

VOLUME 4: 2009

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Eco-feature

The Kenya High School is one of the “Environmentally Friendly” national girls public schools in Kenya and Africa at large. It started way back in 1910 as a Nairobi European School

situated at Kileleshwa Hill in Nairobi until 1937 when it changed to its current name. Since inception, Kenya High School has continued to grow to greater heights and always aiming higher on environmental management practices as its name suggests. The over 830 students and over 60 teaching staff are committed and passionate to the Eco-Schools Programme spearheaded by Ms. Saina, the School principal and Ms. Holi, the Eco-Schools coordinator under the auspice of Kenya Organization for Environmental Education (KOEE). This is a venture that responds to the achievement of the Agenda 21 and goal 7 of Millennium Development Goals dreams, which seek a global partnership to protect the Vulnerability, Functionality, Stability and Integrity of the environment and developmental system thus promoting inter and intra generational equity, equality and environmental sustainability.

Kenya High Eco-School-a focal point for international connections-has been a launching ground for numerous past international environmental events. Eco-schools Africa, a programme introduced in Africa, Kenya and Kenya High School by Dr. Dorcas Beryl Otieno, the Executive Director for Kenya Organization for Environmental Education (KOEE), the Chairlady for National Environment Management Authority (NEMA) Board and Country Environmental Officer for the Rotary Clubs in Kenya, traces its roots from Kenya High School in the year 1999. Ms. Helen Holi, the Kenya High school Eco-School Coordinator and the entire Kenya High School fraternity have played a pivotal role since the launch of the program in Africa and in Kenya High School. In 2003, Kenya High School also provided a launching ground for the program dabbed as “The Plant for the Planet Campaign” which was held on 9th February 2003. “Kenya High School stood out magnificently again by hosting yet another prestigious event with international identity-Eco-Schools Graduation 2009-which goes to the books of history for Kenya High School.’’

Other than providing ground for international events, Kenya High School also participates in various international and local activities. In August 1997, the Environmental Club participated in the International and Cultural Exchange Program which was organized by Peace Trees Kenya Project. Annually, the schools join other billions of people in the whole world to commemorate the environment days such as

World Environmental Day and World Wetland Day. During these celebrations, the teaching staff and the students encourage positive practices by creating environmental awareness through drama, poems, songs and school-community clean-ups.

In response to the huge environmental responsibility in the school, Kenya High School has put in place efficient and effective leadership structures to manage environmental practices. These include: the Eco-School Committee whose membership is drawn from teaching staff, students and the community, the Environmental Club, Africa Link Project and the Wildlife Club. The Environmental Leadership structure in the school plays an instrumental role since it provides coordination skills to mobilize resources for environmental conservation and preservation within the school.

The leadership frameworks in the Kenya High School coordinate various environmental projects. These projects are geared towards promoting sustainable development in the school and thereafter contribute to the achievement of the objective of the Eco-School Programme which functions on diverse themes. These leadership structures in Kenya High School have seen the implementation of Eco-School Projects such as Kenya High School Arboretum previously called the Nature Trail to enhance recreational sites and act as a botanic garden for learning purposes; the Green Classroom meant to provide alternative avenue for learning; Beautification of the School to promote its aesthetic value; School farm where the school plants sukuma wiki, spinach, carrots, maize and more so bananas among others; Malaria Control Campaigns; Waste Management Sorting Centre and; Traditional Building of the One Clay-Oven.

The implementation of the Eco-School programme has brought with it a bundle of successes to the Kenya High School putting the School in the global map of environmentally friendly schools in the world. The Eco-Schools initiatives in Kenya High School promote teaching of school curriculum in subjects such as biology (studying plants), Mathematics (Area Calculation), Art & Craft (Sketching and Painting), Music (Songs of Birds); enhances aesthetic beauty of the school; income generating source to the school and; provide a resource centre for other schools. Due to implementation of Eco-School Programme, Kenya High School also takes pride in its networks through exchange programme with Ghana, Japan and Stadtische Gesamtschule School in Germany.

Kenya High School Hosts the Eco-Schools Graduation Ceremony-2009Bidii Henry and Fred Odinga


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The Eco-Schools Graduation and Awards Scheme Ceremony is organised annually by the Kenya Organization for Environmental Education (KOEE) as

part of the Eco-Schools Programme progress and Environment Best Practice showcasing. It recognises and promotes ongoing environmental work by schools nationally. This year the event was held on 26th June 2009 at the Kenya High School from 9 am to 3 pm. There were approximately 700 guests in attendance, with 141 schools represented.

Objectives of the event include;

To reward schools based on environment best practices in the programme.To create awareness about the programme nationally.To create a forum for interaction, sharing of information and sharing of experiences for the teachers and other partner organizations. To create awareness to corporate organizations about the programme for fundraising.

The exhibition showcased micro-projects being carried out by the graduating schools, with some students on hand to practically demonstrate and explain their work.

2009 Eco-Schools Graduation and Awards Ceremony

There were remarks made by representatives from United Nations Environment Program (UNEP), National Environment Management Authority (NEMA), Kenya Wildlife Service (KWS), Ministry of Youth Affairs, and Ministry of Education. The key note address was given by a representative from the office of the Speaker of the National Assembly, Honourable Kenneth Marende. Students from various schools provided entertainment in form of poems, songs and dances, all with an environmental message.

The 132 schools that graduated as Eco-Schools were presented with graduation certificates, Green Flags and some Eco-Schools learning materials. The following awards were presented to schools in form of trophies and plaques;

Top 3 Schools in Nairobi, Central, Eastern, Western, Rift Valley, Nyanza and Coast Provinces.Schools with best micro-projects under the themes of Biodiversity, Energy, Water, Agriculture, Health and Waste.

Dr. Dorcas Otieno, KOEE Executive Director, acknowledged the support of Elgon Kenya Ltd, Doshi Group of Companies-Nairobi, MFI Solutions, NIC Bank and Highlands Mineral Water towards sponsoring the event.

Lorraine Otieno

Eco-winners

Eco-schools VOLUME 4: 2009

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Exhibitions and conferences are avenues through which an organization can share and gain new experiences and ideas with other organizations. The

Kenya Organization for Environmental Education (KOEE) had opportunities to participate in various conferences and exhibitions which have really contributed to the success of its programmes and projects aimed at promoting sustainable development. The Ministry of Environment and Mineral Resources launched the national Environmental Education Awareness Initiative (EEAI) at the Nairobi Arboretum on 26th of Aug 2008. This initiative is looking at the challenges and opportunities in promoting partnerships for clean, secure and sustainable environment to improve livelihoods for all generations. The theme of the campaign was to ‘Conserve the Environment.’ The exhibition materials were to be arranged in a way that explains to the audience how the dissemination of environmental education and awareness information can be harnessed in line with conservation–action oriented environmental learning towards sustainable development. In line with the theme and in support of the initiative, the Kenya Organization for Environmental Education showcased how some of its programmes have managed to instill sustainable concerns in schools and communities using Environmental Action Learning (EAL) process. This process involves students and community members learning about environmental matters and how to identify and solve real environmental problems within their surroundings.

The next exhibition held on 15th October 2008 was concerned with the visit of London South Bank University scholars. Mainly, it was on RCE (Regional Center of Expertise). An RCE is a network of existing formal, non-formal and informal education organizations, mobilized to deliver ESD (Education for Sustainable Development) to local and regional communities. RCEs aspire to achieve the goals of UN Decade of ESD by translating its objectives into the context of local communities in which they operate in RCEGN (Regional Centre for Expertise-Greater Nairobi) communities living in slums. The discussions and presentations aimed at promoting ESD (Education for Sustainable Development) through RCEs. This is because RCEs are based on the principles of partnership/ collaborations and networking/information exchange and this brings an opportunity to bring together local stakeholders to address local /regional challenges.

The North-South SD Experience Conference held at Hotel Boulevard, Nairobi, Kenya on the 28th -29th October 2008 gave KOEE the opportunity to build new and strengthen existing partnerships both locally and internationally. The objectives of the conference were to explore the possibilities for participation in, and collaboration on school-based and tourism-related environmental education programs, to give some examples of best practices in environmental education and Education for Sustainable Development and to promote their implementation in additional countries/organizations. The conference focused on mainstreaming environmental sustainability initiatives in education institutions such as the Eco-schools programme.

The FK (Fredskorpset) network meeting was held at 680 hotel on the 5th and 6th of November. The theme of the meeting was “Sharing Experience for Growth.” The objectives of the meeting were to Learn and share experiences among the current and Ex-participants; to sensitize members on Millennium Development Goals (MDGs) and poverty reduction and to highlight the role of the youth in peace building in Kenya. The meeting involved empowerment, sharing of experiences and exhibition of organization’s programmes and educational materials developed by various organizations. Kenya Organization for Environmental Education (KOEE) whose objective is to promote environmental education for sustainable development got the opportunity to market its programs to the participants whose origin had an international connotation including Kenya, Tanzania, Uganda, Zimbabwe, Rwanda and Nigeria among others. The Rotary District 9200 84th Conference and Assembly commenced on 14th to 16th of May 2009 at UNEP grounds and Kenya Organization for Environmental Education was one of the expected exhibitors. KOEE had the opportunity to create awareness on both Green Rotary and Eco-school products; to create avenues for networking and partnership and to showcase real efforts towards environmental management and sustainable development and to learn new concepts and ideas from other Rotary Clubs both locally and internationally. In conjunction with Rotary Clubs KOEE had a stand on Green Rotary which was eye catching as it encouraged the Rotary Family, not only in the alleviation of poverty and human suffering, but also put environmental and development concerns in their agendas of hope through their motto “Service Above Self ” and through the year’s theme, “Making Dreams Real.” This was done by promoting the slogan, “Rotary District 9200 Going Green.”

KOEE Exhibitions and ConferencesHenry Bdii and Violet Adhiambo

Eco-exhibits


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Kenya Organization for Environmental Education (KOEE) is a National NGO that started in 1997 and whose mission is to promote and re-orient environmental

education towards sustainable development. KOEE implements the following projects; Sustainable Environment and Community Development Project (SECODE) in Kisumu, Eco-schools country wide, under the same sky in Kibera slums ( Nairobi) and Sustainability watch an East African programme whose other partners include Uganda Coalition for Sustainable development (UCSD) and Tanzania Coalition for Sustainable Development (TCSD)

SECODE project is build on the principles of Local Agenda 21 with a strong believe that civil society participation in development, projects are bound to be more sustainable because of ownership aspect. SECODE is therefore focused on participatory urban development focused on urban agriculture, waste management, energy conservation and water and sanitation. The forth thematic focus was its main area during the 5th World water forum. SECODE has been working in Nyalenda Slum which the second largest in Kisumu for the past two (2) years on pilot basis. Nyalenda’s key livelihood and environmental challenges are numerous but key among them is access to clean and adequate water which is made worse low latrine coverage and poor drainage handling facilities, and land tenure being a major contributing factor that hampers effective planning as most parcels are free hold.

KOEE’s participated in this year’s 5th world water forum that was held in Istanbul Turkey bringing together 33,058 delegates from 192 Countries and key among them were civil society organizations among other water development experts. The theme of the forum was to “bridge water divides.” During the forum prizes were also in contest among them King Hassan prize, Turkish prize, Compromiso prize and Kyoto grand prize worth 3,000,000 Japanese yen under which KOEE contested.

Through its SECODE Project, KOEE expressed its interest to share experiences and contest for the prize among other 68 applicants, SECODE was pre-selected as among the 30 applicants privileged to attend the form and finally made it among the 10 finalists to compete directly to the converted prize. The Kyoto prize was being presented for the second time.

SECODE project shared its efforts to addressing in challenges slums residents access to enough and clean water through trainings, good practice projects in community based water supply and management, strengthening local community networks as lobby instruments on water supply and regulation policies by Kisumu water and Sewage Company and the Ministry of water’s act 2002. SECODE’s exhibition’s exhibition at the forum keenly shared on the impact of the project, linking the same to other important interventions like sustainability watch programme work in East Africa. As a result water issues for low urban income areas around Lake Victoria was put on the global map, microfinance institutions working in Kenya were keen to foster future partnerships with SECODE. The prize was won by Watershed Organization Trust (WOTR) from Maharashtra State in India.

The Istanbul declaration of heads of states on water reached on the 16th March 2009 in summary stated that “Water sustains lives, connects people, cultures and economies. It is essential for Millennium Development goals and other international development agreements. World drastic changes in population growth, migration, trade, climate change directly impact on water quality and quantity. Therefore we urgently need new policies, adaptation strategies, local institutional reforms, international mechanisms, financial mechanisms, technology and innovation in order to address global water issues and challenges.” SECODE was represented by Ann Nabangala Obae (Programme Officer-Capacity building and Information).

Kenya Organization for Environmental Education Grass Root Activities at the World Water Forum; March 2009Community Based Water Supply and Management Approach in Slums: A Case of Sustainable Environment and Community Development Project; Kisumu Kenya

Ann Nabangala Obae ( Programme Officer Information and Capacity Building)

Eco-diaspora

“Water sustains lives, connects people, cultures and economies. It is essential for Millennium Development goals and other international development agreements. World drastic changes in

population growth, migration, trade, climate change directly impact on water quality and quantity. Therefore we urgently need new policies, adaptation strategies, local institutional reforms, international mechanisms, financial mechanisms, technology and innovation in order to address global water issues

and challenges.”

VOLUME 4: 2009

The relationship between environment and development may not have been highlighted more than in the 1992 Earth Summit, held in Rio de Janeiro, Brazil.

A declaration on Environment and Development was then produced, a first principle which states that ‘Human beings are at the centre of concerns for sustainable development. They are entitled to a healthy and productive life in harmony with nature.’ The summit led to the formulation of a global plan of action for sustainable development in the 21st century, popularly referred to as, Agenda 21.

Chapter 36 of Agenda 21 emphasizes education, including formal education, public awareness and training, as critical to promoting sustainable development and improving the capacity of people to address environment and development issues. In the same vein the summit also focused on the process of orienting and reorienting education in order to foster values and attitudes of respect for the environment.

Both formal and non-formal education is indispensable to changing peoples’ attitudes and enhancing their capacity to address the concerns of sustainable development. A renowned author, Wade, posits that ‘....enquiring into what kind of education supports environmental sustainability, might mirror, explore and debate the relationship between environment and

society. ‘...in order to integrate the dimensions of environmental sustainability from the standpoint of individual rights and responsibilities’, clean and sustainable environment and education being one of those rights and responsibilities.

Sections (d), (e) and (f ) of article 5 of chapter 36, put emphasis on the pre-service and in-service training programmes for teachers and all the stakeholders in Education for Sustainable Development, through carefully crafted activity work plans involving learners’ participation. In addition, promoting proven educational methods and the development of innovative teaching methods for educational settings recognizing appropriate traditional educational systems in local communities should be priority areas for the educational authorities and stakeholders. The kind of education being described is not just any kind of education, but Education for Sustainable Development (ESD).

UNESCO places the core objective of ESD as the promotion of values and ethics for environmental sustainability through education at different levels. In the words of two eminent authors; Tilbury and Goldstein, this makes an impact on people’s lifestyles and behaviour and helps build a sustainable future. The Environmental Action Learning (EAL) approach sets the stage for Eco-Schools Programme, as a methodology for ESD.

Training and Capacity BuildingElijah Odundo

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Eco-Schools Trainings:Eco-Schools, as an innovation for implementing Education for Sustainable Development (ESD) in schools and community groups, places training and capacity building at the core of its business. Eco-Schools uses a variety of pedagogical techniques that promote participatory learning and critical reflective skills that is envisaged to promote life long learning that imparts life skills. Consequently, a positive change in the lifestyles and behaviour of the pupils, students and by extension, the community members is realized. This helps build a sustainable future, the basis for the trainings carried out recently.

1. Nairobi and Rift Valley TrainingsAs in-service, the recent trainings were held in Nairobi and Rift Valley Provinces for the Head teachers and teachers from Eco-Schools implementing Environmental Action Learning (EAL) in their schools. It was quite an experience with the teachers, some of whom had been undertaking unique environmental activities for quite some time without linking them to the curriculum, a practice that relegated the activities to club level, with diminished interest, reduced impact and uncoordinated plans. It is out of these experiences that the teachers took up the training with a lot of interest.

The training focused on steps of implementing the Eco-Schools programme; making Eco-schools a whole school Initiative; localizing the curriculum and development of micro-projects that are challenge-specific. The training helped the teachers link the various environmental themes to the various curricular subjects. The emphasis was on hands-on activities by the pupils and students in order to develop problem solving skills. The thrust was therefore, about the teachers becoming reflective practioners. Careful selection of learning experiences and how they impact on the positive development of life skills for environmental sustainability were explored. Innovative interventions crafted out of the national curriculum framework were the hallmark of the training events. The experiences ranged from; poor solid waste management, loss of forest cover, land degradation, poor access to water, unsustainable energy sources, poor agricultural practices among others. The participants realized that the micro-projects as interventions for the environmental challenges in and around the schools required development and implementation skills just like any other projects, for them to be meaningful to teaching and learning activities in the school. The participants were therefore, taken through the process of project development, design, planning, implementation and evaluation.

The nexus between action learning and problem solving in all these environmental themes was highlighted and demonstrated through the teachers’ own experiences. Eco-schools approach was explained, to be underpinned by the social learning theories whose application is gaining recognition globally to inform teaching and learning in formal, non-formal and informal settings. The unique outcome of the training was that, the participants acknowledged that the success of the learning and teaching process heavily depended on the whole school support and teachers’ dedication. This went a long way to confirm what these two eminent authors, Morris and Schagen wrote in 1995:

that, ‘...committed and motivated teachers, combined with a supportive school ethos, make a huge difference to pupils’ attitudes to environmental issues.’ The two trainings therefore could not have come at a more opportune time to the teachers in these regions.

2. University Sensitization TrainingsThe training of teachers in different parts of the country has been undertaken as in-service. However, to realize better results, targeting the teachers at the source; the universities and teachers training colleges, has been found an appropriate and relevant initiative. This now takes eco-schools to another level. It would not be an easy venture with any university, owing to the typical bureaucratic characteristics of the institutions of higher learning. It is against this backdrop, that KOEE is forever grateful to Egerton, Maseno and Masinde Muliro universities for accepting to pilot Eco-Schools programme in their universities through their faculties of education, utilizing the teaching practice opportunities. The formative stage of this initiative mainly targets the students-teachers, with lecturers brought on board as mentors and facilitators. Sensitization sessions for lecturers in the three universities bore quite encouraging results, painting the picture of bright prospects.

The goal of taking the Eco-Schools programme to the university level was multi-pronged: targeting the training of teachers in Eco-Schools methodology at the source; utilizing the rich human resource and expertise available at the universities for learning resource material development and possible research on eco-schools, to validate it as a teaching methodology in ESD. The entry points were carefully identified by the respective universities. At Egerton, the department for Agriculture Education and Extension, a very creative and innovative department, found the eco-schools approach quite in line with their vision for model agriculture schools. It was therefore the entry at the institution. At Maseno University, the faculty of education, through the department Education Communication technology was the entry point. The Centre for Disaster and Humanitarian Assistance (CEDMA) uniquely collaborated with the Faculty of Education in its school attachment programmes at Masinde Muliro University of Science and Technology.

The students in the respective departments of each university participating in the Eco-Schools programme were exposed to the Eco-Schools approach as a methodology for action learning. The students were enthusiastic to explore the approach and also interrogate the theories underpinning the approach. A visit to some of the schools these students are on attachment reveals the motivation and vigour with which they are pursuing the implementation of the approach. Meanwhile, awaiting the feedback from the student-teachers’ experiences is honestly as thrilling as it is refreshing to the proponents of eco-schools. The era, of possible positive change towards quality education, Education for Sustainable Development is here with us. The awaited official launch of the national ESD strategy will undoubtedly inject additional energy to the adoption of eco-schools as a methodology for ESD.

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VOLUME 4: 2009

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KOEE has embarked on multi-faceted approach towards an improved environment for the whole community and with a special bias for schools. The bias is necessitated by the

following points:

Students in schools are the future farmers, environmentalists and leaders, thus need to equip them early tandem with current and future environmental issues and concerns.When trained, students can be engaged to make their immediate environments habitable.Students are motivated to get involved in environmental activities that may generate money for their school or club as the same students learn about environment and related enterprises for poverty management.Student power and energy is paramount thus need to harness it for positive use before it is directed to drug abuse and alcoholism.

On a collaborative level Jediel Maingi of Itinerant Group for Environmental Amelioration (IGEA), has teamed up with KOEE to technically assist in the Forestry aspect of KOEE activities in schools and general community. My input is as follows:

Training schools/registered groups on seedbed and tree nursery establishment.Sourcing for relevant seeds and seedlings for stipulated ecological regions.Labeling and Tree species naming to facilitate identification.Assistance in organizing Tree planting occasions as well as spelling out the role of trees in the definition of the environment.Assist in identification of schools/groups that wish to partake of KOEE programmes.

Activities achieved through the IGEA-KOEE collaboration1. Cheleta Primary School (2009)IGEA and KOEE came together during a tree planting occasion in Cheleta Primary School sponsored by the Rotary Club of Nairobi and partners, including APA Insurance Company Ltd.

There were educative poems by pupils and students from a number of schools. Assorted species of both indigenous and exotic species were planted within the school. Examples of valuable Indigenous tree species planted include: Syzigium guinensee, Croton macrostachyus, and Prunus africana. Exotic species included improved fruit trees as Mangifera indica (Mango), Persea americana (Avocado) and firewood species as Grevillea robusta. Natural cow manure was used in the planting of the trees instead of synthetic DAP fertilizer which could have added to Eutrophication since there is a river passing near the planting site. The occasion was quite successful.

2. Moi Girls High School-NairobiThere was a second tree planting day in Moi Girls. Students from many schools within Nairobi attended. Important tree species planted include Podocarpus gracilior, Cordia africana and Croton megalocarpus.

3. Kilifi Tree Planting Initiative (Chonyi Area)Mr. Richard Kiti is a prominent leader in Kilifi, Chonyi area and saw the need to motivate immediate farmers and neighbours to plant trees. The reason is that many farmers were cutting a lot of trees without a matching level of replacement. Farmers in this area use trees for firewood, charcoal and construction material. The rampant construction of the coastal Makuti hotels is threatening both Mkorosho and Mnazi which are both reliable food source for the people. Many schools were in attendance with various educative performances. The Disrict Commisioner delegated his D.O to preside over the occasion. The occasion was equally successful. Coastal tree species donated by Mr. Kiti and the area County Council. Species ranging from timber, firewood to ornamentals like Terminalia mentalis (Umbrella tree) were planted.

These collaborative activities have made the work of KOEE in environmental education and sustainable development, and the fight against climate change be known far and wide.

KOEE-IGEA Environment Collaborative ActivitiesJediel Mainge


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Learning About Forest (LEAF) launchedElijah Odundo

KOEE and Masinde Muliro University for Science and Technology (MMUST) took their partnership to a new height by launching a joint programme on sustainable

forest management. It was a culmination of fruitful negotiations on the need for an innovative programme to address the prevailing issues of deforestation in Kenya today. This was born out of the successes experienced from the Eco-Schools programme, as an ESD strategy in Kenyan Schools and communities in addressing environmental challenges.

The LEAF ProgrammeThe project has been formulated by KOEE along the FEE International LEAF guidelines. MMUST comes in with a wealth of scientific experience, knowledge and technical skills to provide technical backstopping. The synergy here is envisaged to provide a holistic approach to sustainable forest management in schools, institutions of higher learning and communities. Owing to this, a new dawn was unveiled, a new era arrived and an innovation into the future arose. Learning About Forest Programme was henceforth launched with minimal pomp and colour, but with matching action and finesse. That was on the 8th day of August 2009 at MMUST main hall. Training of teachers and herbalists was the hallmark of the whole event. The event saw participation by about 60 stakeholders: 40 teachers, 10 herbalists and 10 other participants from diverse disciplines. The basis was the multiplicity of needs pressured on the forest products. Among other interventions, an education for sustainable utilization of forest product is an imperative. For this course, it was not possible to bring everyone on board, however, a representation at this juncture sufficed. As the programme progresses, more stakeholders are welcomed aboard.

Why LEAF at this juncture? Forests are critically important in maintaining biological diversity, they are estimated to contain half of the world’s total biodiversity, natural forests have the highest species diversity and endemism of any ecosystem type and tropical forests are particularly endowed, therefore sustainable management of these systems is paramount. National governments need to work with businessmen, NGOs, scientists, technologists, institutions of higher learning, local communities, indigenous people, local governments and the public to create long-term forest conservation and management policies for every forest region and water shed. The harsh weather conditions we have

experienced in Kenya this year, with its consequences are realities with us. If we cannot learn from it, we may never learn from any other experience, meaning a life extinguished.

The main objective of LEAF therefore is to contribute towards measures for combating climate change and provide an avenue to schools and communities through participatory sustainable management of forest resources in biologically diverse ecosystems. LEAF recommends the following;

Plant more forests to reduce pressure on primary and old growth forests. Plant valuable crops among the trees to, further increase the value of managed forests.Breed a tree that is more productive and resistant to environmental stress.Protect forests from fires, pests, poaching and mining and reduce pollutants that affect forests including air pollution that flows across borders.Limit and aim to halt destructive shifting cultivation by addressing the underlying social and ecological causes. Use environmentally sound, more efficient and less polluting methods of forests harvesting and expand forest based processing industries that use wood and other forest products.Minimize wood waste and find uses and for tree species that are now discarded or ignored.Promote small-scale forest enterprises that support rural development and local entrepreneurship.Increase the amount of employment and revenue for each tree harvested.Develop urban forestry for the greening of all places where people live.Promote the use of such forest products as medicinal, dyes, fibres, gums, resins, fodder, rattan bamboo and works of local artisans.Encourage low-impact forest use, such as eco tourism and the managed supply of genetic materials, such as those used to develop medicines. Reduce damage to forests by promoting sustainable management of areas adjacent to trees.

The future of our environment depends a lot on what we do today. We must therefore act before a tipping point is reached.

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KOEE with support from NTEAP-NBI Micro-grants programme initiated the Eco-schools programme in Mt. Elgon district in Western Kenya in October 2006 aimed

at achieving sustainable environmental management at the local level through schools by establishing school/community demonstration centres through provision of solutions to tackle environmental problems while at the same time alleviating poverty. The project focuses on using schools as spring-boards for reaching communities. The programme offers a flexible way of supporting environmental education processes at school level through integrating development experiences with classroom studies and applying certain principles and guidelines to the day-to-day running of schools. In this way the Eco-Schools programme assists in solving real/ existing environmental problems while planning in advance to prevent future advent of adverse environmental impacts. Demonstration projects act as a source of income hence alleviating poverty while at the same time creates awareness on sustainable resource utilization and conservation, in this way assisting in reducing the negative impacts to the Nile basin including its waters and catchments areas.

The Project also aims at promoting Education for Sustainable Development through the Eco-schools approach in order to enhance school community cooperation on environmental-micro projects implementation at community level and Capacity building policy makers, teachers, learners and the local communities in order to enhance education for sustainable development principles through training.

To date activities of the project have included the following:

Initiation of Income generating micro-projects a. that address poverty and environmental resource conservation in the three schools involved in the extensive projects.

Training workshops and seminars for policy makers, b. teachers, learners and the local communities.Networking between students and teachers in sharing c. experiences through the eco-school link and network activities.Participating in Eco-schools awards campaign for d. promoting best practices.Development of simplified ESD awareness materialse. Monitoring and evaluation of outcomes of micro-f. projects and other learning activities to assess impacts of problem solving environment and poverty related problems in schools and community groups.

Overall Results of the project so far:

3 demonstration centres (micro-projects) have been g. established i.e. Kaptama Primary, Kaptola Secondary and Kibuk Girls Secondary, have been established Policy makers, teachers, learners and community h. groups have been trained and equipped with skills and knowledge on Education for Sustainable Development (ESD) and actively contributing towards solving problems affecting the Nile basin eco-system13 schools around demonstration schools have so i. far been sensitized and recruited in the Eco-schools network activities.Simplified ESD materials have been produced and j. disseminated to both the intensive and the extensive schools. These materials have included illustrative posters, fact sheets, newsletters and brochures.Local communities around the demonstration k. schools have been involved in improving the school environment through active participation in the micro projects.

Mount Elgon Eco-Schools projectsNobert Nyandire

VOLUME 4: 2009


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The following schools act as demonstration centers within the district and have achieved the following:

1. Kibuk GirlsConstruction of the zero grazing unit has already been completedThe school had purchased aryshire cow. The cow has already calved and the school is currently obtaining approximately 10 liters of milk on a daily basis and from the sale of the milk the school is receiving good profit which will make it self-sustaining.The project is already self-sustaining since the milk and the tree seedlings are sold to teachers and the community around, thus realizing a profit.Nippier grass is in the third harvest and the school has also planted Lucerne for the dairy cattle to enhance milk production.Boma Roots a fast maturing grass used for hay production has also been planted and harvested once during drought period.Seedlings have already been transplanted in the school compound and teachers quarters.Yet to purchase another 1 dairy cow, upon availability of funds from KOEEUpon availability of the remaining funds for the project, the school will carry out a waste recycling project as stipulated in their proposal.The school has already obtained profit from the sale of milk and proceeds from tree project which they sold to farmers and the school. The remaining trees are to be used in the establishment of woodlot which currently has eucalyptus transplanted in March 2009.

2. Kaptola Secondary SchoolZero grazing unit construction completed. The hired 1 acre of land for 3 years is in its second year of lease.Has planted seeds for the tree nursery, though this was hampered by the drought which saw many seedlings dry up due to lack of water. Thus new seedlings are to be planted during the rainy period.Nippier grass and the Boma roots have been harvested severally and they are currently doing well.Purchased 1 dairy cow, which calved in December 2008.The project has also already started to receive benefits from the sale of milk to the community and to the school. The project was received by the locals overwhelmingly and some are donating for free some materials and expertise required in order to see successful implementation of the project.The school has no farm since the compound is small, thus they are forced to hire land for the projects.

3. Kaptama Primary SchoolPlanted indigenous species of trees and they are doing quite well.Yet to transplant the seedlings to the school compound.Has done fencing for the area for organic farmingLand already prepared for transplanting and organic farming.Other preparatory activities are ongoing.

The year 2005 marked the beginning of the Decade for Sustainable Development (DESD). It also is the year for the launch of the global action plan for the attainment

of the MDGs. To many Kenyans and the world over, the big question remains; shall we be able to attain all the targets set in these global frameworks and action plans? Do we have the resources and institutional capacity to achieve this? Obviously not : many African countries have well intended plans to implement the MDG s but not the resources to implement them.

Education is the driving force behind any strong economy and a pre-requisite for social and economic growth. It creates opportunities and provides societies with a better educated and skilled workforce that is necessary for stimulating development. But in sub-Saharan African , the region with highest levels of illiteracy in the world, many pupils are still being denied their fundamental right to quality education Keya should be commended for moving , albeit modestly towards the MDGs of universal primary education [UPE] , although quality of education still remain a big nightmare to many Kenyans. We have well intended plans to implement the MDGs but not the resources to implement them

Millenium Development Goals: Eco-Schools contributing to their attainmentWabwire John

The eco-school progrramme is one initiative among others that is contributing towards the attainment ogf MDGs at a local level in Kenya. All the micro project that have been set up in schools have been designed intricately to solve environmental problems while at the same time providing income and food to the schools and communities, as the concept of urbanization continues to gain popularity, it is vital for people and more specifically governments and their policies not to overlook the significance of natural resources and indigenous knowledge system’s in sustaining the urbun community. Almost 90% of all fundamental basic requirements of the urbun neighborhoods either directly or indirectly ; right from agricultural goods, water, regulation of the air we breath in, just to mention a few . Eco-schools programme provides schools and communities the opportunities to conserve the natural resources while at the same time deriving livelihoods from them.

The government, civil societies, developmental agencies and educational institutions should join hands in creating awareness and providing basic skills to communities on the best sustainable ways of utilizing their resources and reap much benefit without compromising their future availability.

VOLUME 4: 2009

UNEP

Documents

Eco Schools Newsletter