National Education for Sustainable Development Strategy

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGYEDUCATION FOR SUSTAINABLE DEVELOPMENT

UGANDA IMPLEMENTATION STRATEGY

Uganda National Commission for UNESCO

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY


2010

First Published 2010

Extracts may be published if the source is acknowledged

All correspondence should be addressed to:


Secretary GeneralUganda National Commission for UNESCO 2010

P.O Box 4962, KAMPALATel: 256-041-259713, Fax: 256-041-258405

Email: [email protected]; [email protected]

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TABLE OF CONTENTS

LIST OF ACRONYMS ................................................................................4ACKNOWLEDGEMENTS ..........................................................................5FOREWORD ..............................................................................................6PREFACE ..................................................................................................8CHAPTER ONE .......................................................................................101.0 Background to the Decade ............................................................101.1 Johannesburg Summit ...................................................................101.2 UN Decade of Education for Sustainable Development

(UNDESD) .....................................................................................111.3 Uganda Strategy ............................................................................11

1.4 National Aspirations and Goals ......................................................12CHAPTER TWO ......................................................................................132.0. The UN Decade Of Education for Sustainable Development

(UNDESD) .....................................................................................132.1 Global Perspective .........................................................................13

2.2 ESD Global Vision .........................................................................142.3 Objectives of the DESD .................................................................14

2.4 The Pillars of Sustainable Development informing ESD ................152.5 Major characteristics of ESD .........................................................16

2.6 ESD from the Ugandan perspective ..............................................172.7 Government Initiatives ...................................................................19

2.8. Process modalities for implementing ESD ....................................202.8.1 Improving the quality of education .................................................20

2.8.2 Integrating sustainable development in our education ..................20CHAPTER THREE ..................................................................................23

3.1 The country .......................................................................................233.2 The socio-economic, political and environmental context .............24

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3.3. Globalisation ..................................................................................243.4. Economic Impact ...........................................................................26

3.4.1 Governance and human rights ......................................................263.4.2 Traditional value systems, cultural diversity and utilization of tribal/

local structures ...............................................................................28

3.4.3 Health ............................................................................................293.4.4 Gender equality .............................................................................30

3.4.5 Poverty ...........................................................................................313.4.6 Population Growth .........................................................................31

3.4.7 Energy and the environment ..........................................................323.5 GAPS .............................................................................................32

3.5.1 Globalisation ..................................................................................323.5.2 Governance ...................................................................................32

3.5.3 Culture and traditional values ........................................................333.5.4. Environmental Sustainability ..........................................................33

3.5.5 Gender equality .............................................................................34CHAPTER FOUR ....................................................................................354.0. Stakeholder Participation And Coordination for ESD .....................354.1. Introduction ....................................................................................35

4.2. Stakeholder Categories .................................................................354.3. Roles and responsibilities of stakeholders .....................................37

4.4. Coordination of ESD ......................................................................404.6 Resource mobilisation ...................................................................45CHAPTER FIVE ......................................................................................46

5.0. Implementation Framework ...........................................................46 Uganda Education for Sustainable Development Implementation

Framework (2005-2014) ................................................................48

Stakeholder Participation Action Plan ............................................54 Bibliography ...........................………………………………….…….56

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LIST OF ACRONYMS

AIDS - AcquiredImmunodeficiencySyndromeBOG - Board of DirectorsCAO - ChiefAdministrativeOfficerCBO - CommunityBasedOrganisationCSO - CivilSocietyOrganisationEFA - Education for AllESD - Education for Sustainable DevelopmentHIV - HumanImmunodeficiencyVirusIIS - InternationalImplementationStrategyLC - Local CouncilMDG - Millennium Development GoalsMP - Member of ParliamentMOES - MinistryofEducation&SportsNAB - NationalAdvisoryBoardNEMA - NationalEnvironmentManagementAuthorityNCDC - National Curriculum Development CentreNCHE - NationalCouncilforHigherEducationNGO - NonGovernmentalOrganisationPTA - Parents Teachers AssociationSMC - SchoolManagementCommitteeUNATCOM - UgandaNationalCommissionforUNESCOUNDESD - United Nations Decade of Education for Sustainable DevelopmentUNEB - UgandaNationalExaminationsBoardUNESCO - UnitedNationsEducational,Scientificand Cultural OrganisationWSSD - World Summit for Sustainable Development

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A C K N O W L E D G E M E N T S

The need to develop a national strategy for Education forSustainableDevelopment(ESD)wasrecognisedattheConsultativemeetingonESDheld in Nairobi in 2005 for Secretaries-General of National Commissions for UNESCO of the Nairobi Cluster countries. As a follow up to this the Permanent Secretary, Ministry of Education and Sports appointed aNationalSteeringCommitteefortheDecadetoensuretheimplementationof theDecade.TheNationalSteeringCommitteeembarkedonvariousactivities.Thedevelopmentofthisstrategywasonesuchactivity.

TheUgandaNationalCommissionforUNESCOwouldliketoexpressitsgratitudetoeveryonewhohasbeeninvolvedintheprocessofdevelopingthisstrategy.Itisnotpossibletoacknowledgeeveryonebyname.However,wewouldlike to recognize the input of the Members of the National SteeringCommittee of the Decade of Education for Sustainable Development (DESD)andallthestakeholderswhomadetheirinputattheworkshoptoadoptthisstrategy.Wearemostgratefulparticularlytothosememberswhoworkedon specific sectionsof this document;Dr. JessicaAguti ofMakerereUniversity, Dr. Daniel Babikwa, andMs. BeatriceAdimola ofNEMA.

We would also like to acknowledge the support of the Ministry ofEducationandSportsand,UNESCONairobiOfficefortechnicalbackupandtheresources.SpecialthanksalsogototheteamatUNATCOMfortheircooperationandsupportintheprocessofimplementingtheDESDactivities,especiallytoRosieAgoiforcoordinatingthework.

AugustineOmare-OkurutSecretaryGeneralUgandaNationalCommissionforUNESCOKampala,May2010

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F O R E W O R D

Education isthekeytodevelopment. Inthis respectUgandahasput inplacepoliciesandstrategiesaimedatprovidingeverycitizenatalllevels,withaneducationthatisholistic,relevantandofgoodquality.

Issues of development have always been around us. The concept of“sustainabledevelopment’isnotentirelynew.Whatisnewisthechallengeitposestosocietyandparticularlytotheeducationsystem.Howdowemakesustainabledevelopmentalivingrealityamongourpeoplethrougheducation? Education for Sustainable Development (ESD) is the answer.

This National Strategy for the Implementation of the Decade ofEducation for Sustainable Development is developed as a response to theUNGeneralAssemblyresolutionin2002designatingtheperiod2005-2014,DecadeofEducationforSustainableDevelopment(DESD),aswellastothe invitationbyUNESCOtoMemberStatestoparticipate intheimplementation of the Decade.

Thestrategywasdevelopedthroughaconsultativeprocessspearheadedby the Uganda National Commission for UNESCO (UNATCOM).Itinvolvedtheparticipationofacross-sectionofstakeholdersineducation,economy,environmentandsocietysectorsthroughmeetings,workshopsand seminars.

Thefinaloutcome is a livingdocument,open toadaptationby variousstakeholders at institutional, local and national levels.Themain focusof the strategy is to createawareness,educationand training thatwillenhancetheunderstandingandapplicationofsustainabledevelopmentinthedaytodaylifeofUgandans.

TheMinistryofEducationandSportsas the leadministry ineducationfor sustainable development will champion the implementation of the strategy. However, it should be noted that issues of sustainabledevelopment cut across sectors. The three pillars: the economy,environment and society, concern us all and cannot be left to themainstream education sector alone.

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Ithereforeinviteallplayersinthedevelopmentprocess,publicandprivatetoembracethestrategyandto integrate it into theirprogrammesandactivities.Wehaverecentlywitnessedatahighcost,theeffectsofclimatechangeandenvironmentdegradationonoursocietyandtheeconomythroughdrought,floodsand landslides.Wecannotafford therefore, toremain aloof on matters of education for sustainable development.

The successful implementation of this strategy will put in placethe foundation upon which we shall appreciate and safeguard ourenvironment, strengthen our economy and have a safe, healthyenvironmentandsocietynowandinthefuture.

Hon.GeraldineNamirembeBitamazire,MPMINISTER OF EDUCATION & SPORTS/CHAIRPERSON UNATCOM

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P R E FA C E

The Education for Sustainable Development (ESD) implementation strategy presents Ugandans opportunity to take responsibility fordevelopment that is sustainable. Education for sustainable development will enable all Ugandans understand and address issues in the threepillars of sustainable development namely environment, society andeconomy.Environmentalissuesthatareincreasinglyaffectingusincludelanddegradation,climatechange,andpoorwastemanagement.Socialissues include human rights, population growth, security, corruption,HIV/AIDS, urbanization. Economic issues include poverty eradication,economic development and its ramifications, consumerismandeffectsofglobalization. ThroughESD,publicawarenessandunderstandingofthe concept of sustainable developmentwill be enhanced leading to apopulation that is active and responsible.

Key to the implementation of Education forSustainable Developmentis theclarificationofvalues in the lightofenvironmentalsustainability,socialsustainabilityandeconomicsustainability.Developmentmusttakecare of the environment while ensuring that environmental resourcesareavailableforallgenerations.Thevaluesofrespectforhumanrights,dignityandequityshouldformthebasisofdecisionsandrelationships.Inpursuitofeconomicgrowth,weshouldensurebalanceandequitysothatallbenefit.Thesevaluesmustbetaughttoallsectorsandthepublic.

The strategy is a framework for all sectors to take action within theirown contexts. This will enable our society to be reached throughvariousmeans of education while challenging people to critically lookat theirunsustainablebehaviour.Thestrategycomplimentsallnationalpolicies and plans for sustainable development. It is hoped that people’s perceptionandattitudewillbechangedtowardssustainablemanagementand use of resources. The need to coordinate all activities and initiatives onsustainabledevelopmentcannotbeoveremphasized.

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The National Environment ManagementAuthority welcomes the ESDstrategy as key to creating understanding and ensuring sustainabledevelopmentinUganda.

Iwishyouallfruitfulreading.

Aryamanya-Mugisha,Henry(Ph.D)EXECUTIVE DIRECTORNATIONAL ENVIRONMENT MANAGEMENT AUTHORITY

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INTRODUCTION

1.0 Background to the Decade

TheRiodeJanerioEarthSummitin1992adoptedAgenda21and

theActionPlanof21stCentury.Themainobjectoftheagendaisto

address the concernsof ensuring that society takes intoaccount

that development needs to be sustainable to meet the needs of

thepresentgenerationswithoutjeopardizingthechancesoffuture

generations to meet their own. UNESCO was charged with the

responsibilityfor implementingchapters35and36ofAgenda21:

Science forSustainableDevelopmentand,PromotingEducation,

Public Awareness and Training respectively. Chapter 36 notes

that besides being a fundamental right, “Education is critical for

promotingsustainabledevelopmentandimprovingthecapacityof

the people to address environment and development issues.”

1.1 Johannesburg Summit

The JohannesburgWorld Summit on Sustainable Development,

2002 acknowledged that some progress had been made incommitments to sustainable development. It also re-affirmed

the determination to promote the three pillars of sustainable

development,namely:economicdevelopment,socialdevelopment

andsafeguardingoftheenvironment.

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The summit also regrettably noted however, that little progress

had been made in achieving sustainable development through

education. It therefore named education as the key to creating

public awareness, and training formoving society sustainably to

ensure sustainable development. It also noted that if education

wasnotconsciouslyre-orientedandconsciouslyplannedtowards

sustainabledevelopment, theworldwouldmissoutonachieving

the Millennium Development Goals (MDGS) as well as the Education

for All (EFA) Goals.

1.2 UN Decade of Education for Sustainable Development

(UNDESD)

In pursuit of the observations at the World Summit for Sustainable

Development (WSSD), the United Nations General Assembly

in December, 2002 adopted Resolution 57/254 designating the

period 2005-2015, the UN Decade of Education for Sustainable

Development (UNDESD). It also mandated UNESCO to spearhead

the implementation of the Decade. UNESCO consequently

developed an International Implementation Scheme (IIS) for the

Decade.TheIISsetsabroadframeworkforpartnerstocontribute

to the Decade, focusing on commitments that Member States

identifytoachieveduringtheDecade.Italsoprovidesaframework

for regional/ national/ local plans, strategies and timeprocess to

implement the Decade.

1.3 Uganda Strategy

TheGovernmentofUgandahasdevelopedthisstrategytoaddress

the challenges of implementing the United Nations Decade

of Education for Sustainable Development. The document is a

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collectiveeffortofmanystakeholdersineducation,environment,

societyandtheeconomydisciplines.

1.4 National Aspirations and Goals

Thestrategytakesintoaccountthenationalaspirationsandgoals

as spelt out in key instruments like theConstitution ofUganda,

TheVision 2035, the National Development Plan, the Education

(2008) Act, the National Environment Act and the various sectoral

strategies.These instruments address in differentways issues of

theenvironment,economyandsociety,whichare thekeypillars

ofESD.TheConstitutionforexample,commitsitselftobuildinga

justandfairsociety,espousedinChapter4:TheBillofRightsofthe

citizens.TheNationalEnvironmentActguarantees the right toa

cleanandhealthyenvironment,whiletheEducationActensuresa

righttoeducation.Alltheseinvariablyleadtoensuringrightsbased

approach to development.

The strategy also recognizes the already existing initiatives

being implemented by various actors and partners, which may

not necessarily be called ESD but, address issues of sustainable

development. Unfortunately, many of these initiatives are not

knowntomanyactorsinESD.Thestrategy,throughjointplanning

hopestocaptureall these initiativesunderonemajordocument.

This will help in ensuring coordination, rational application of

resources as well as cooperation and contribute to entrenching

sustainabledevelopmentininstitutionalprogrammes.

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2.0. THE UN DECADE OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (UNDESD)

2.1 Global Perspective

The World Summit on Sustainable Development in Johannesburg in2002 (WSSD) recognizedtheunsustainablenatureofcurrenteconomicdevelopment trends in theworldand itspotentialeffecton lifeand itssupport systems.The summit identifiededucationasoneof themajormeans of creating public awareness, and training as a key avenue formoving society toward sustainability through re-orienting educationtowards sustainable development. It was also recognized that theMDGs (Millennium DevelopmentGoals) could not be realized withoutre-orientating the education systems of the world to uniformly andconsciouslywork towardssustainabledevelopment.Thesummithencebroadened the vision of sustainable development and re-affirmed theeducational objectives of the Millennium Development Goals and theEducationforAll,DakarFrameworkforAction.

TheUNGeneralAssemblyalsodesignatedUNESCOtheofficialleadUNAgency for theUNDESD.TheAgencywasmandated to spearhead theimplementationof thedecadewithoneof themajor roles as to assistMember States to develop localized ESD implementation strategies.In connection with the above, National governments and ministriesof education committed themselves to work withUNESCO and otherstakeholderstoensurethatthegoalsandaspirationsofthedecadearemetasplanned.ThisdocumentthereforerepresentseffortsbyUNESCOandthegovernmentofUgandatocomeupwithastrategytoguidetheimplementationoftheUNDESDinUganda.

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2.2 ESD Global Vision

The global vision for the Decade of Education for SustainableDevelopment was articulated as “A world where everyone has the opportunity to benefit from quality Education and learn the values, behaviours and lifestyles required for a sustainable future and for positive social transformation”.

The overall goal of the decade Theoverallgoalofthedecadeistointegratetheprinciples,valuesand practices of sustainable development into all aspects of educationandlearningsoastoencouragesocietal change in behaviour that will create a more sustainablefutureparticularlyintheareasof:-

• Environmentalintegrity• Economicviability,and• Ajustsocietyforpresentandfuturegenerations

ESD is an all encompassing endeavour to revamp educationworldwide. Governments, education ministries in particular are urged to engage in processes that will ensure its successfulimplementation.Governmentsareexpectedtoamongotherthings:

- Provide,refineandpromotethevisionofandalsothetransitionto sustainable development through all forms of education,publicawarenessandtrainingthroughformal,nonformalandinformal education.

- Develop policies, plans and programmes in all areas ofeducation.

- Provideanenhancedprofilefortheimportantroleofeducationandlearninginpursuitofsustainabledevelopment.

2.3 Objectives of the DESD

ThecoreobjectivesofESDare:-• Topromoteandimprovebasiceducationincluding,literacyand

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lifelong learning for sustainable livelihoodswith emphasis onaccess,opportunityandqualityforallchildrenandyouth,inandout of school.

• Toreorientexistingeducationprogrammesatalllevelsfocussingoncontentandmethodology,includingthedifferentdimensionsofsustainabilitynamely:social,economic,ecological,cultural,knowledge,skills,ethics,valuesandperspectives;

• Tocreatepublicawarenessandunderstandingoftheprinciplesof sustainable development drawing on the capacities andcomparativestrengthsofthemediaandcivilsociety;

• To develop training programmes for building skills andcapacitiesthatpromotesustainablepractices;

• To develop strategies for the enhancement of the requiredcapacitiesfortheattainmentofsustainabledevelopment;

The followingsevenapproachesareproposedfor the realisationofthegoalsofthe:

- Advocacyandvisionbuilding- Consultation and ownership- Capacitybuildingandtraining- Researchandinnovation- Useofinformationandcommunicationtechnologies- Monitoringandevaluation,and- Partnershipsandnetworks

2.4 The Pillars of Sustainable Development informing ESD

Educationforsustainabledevelopmentisgroundedonthreepillarsofsustainabilitynamely:Society, Environment and Economy. Society:understandingsocialinstitutionsandtheirrolesinchangeand development as well as the democratic and participatorysystems;forexpressionofopinion,selectionofgovernments,theforgingofconsensus,andresolutionofdifferences.

Without understanding and harnessing social dynamics thenecessarysocialenvironmenttonurturesustainabledevelopmentcannot be achieved.

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Environment:Thescarcityofresourcesandfragilityofthephysicalenvironment, the effects of human activity and decisions on thedifferentcomponentsoftheenvironmentandthedirectandindirectrelationshipbetween theenvironment, societyanddevelopmentprocesses. The emergent understanding will naturally empowersociety to commit itself to factor environmental concerns intosocialandeconomicpolicydevelopment.Economy:To grasp the limits and potential of economic growthand its impactonsocietyandon theenvironment iscritical.Thiswill help to expose the challenges associated with the currentdevelopment thinking which elevates economic growth aboveeverythingelseandintheendunderminesthecapacitytobalancethethreepillarsofsustainability.

2.5 Major characteristics of ESD

In addition to the focus on the balancing of the three pillars ofsustainabilityi.e.society,economy,andenvironment,ESDseekstopromote: • Inter/trans-disciplinarily andholistic learningacross curriculaasopposedtothetraditionaldiscipline-basedapproach;•A deliberate and conscious integration of values and ethicsunderpinningsustainabledevelopment;•Alearner-centredlifelonglearningenvironment;•Critical thinking and problem-solving to empower society toappropriatelyandconfidentlyengagethedilemmasandchallengesofsustainabledevelopment;•Contextualised learning that considers local relevance andculturalappropriatenessbyaddressingglobalaswellaslocalissuesinthecurricula;•Formal,non-formalandinformaleducation;•Realisationoftheevolvingnatureoftheconceptofsustainability;•The use of a variety of pedagogical techniques that promoteparticipatorylearningandhigherorderthinkingskills.TheattributesabovelargelydefinethecharacteranddimensionofESDindifferentcontexts.ESDprinciplesremainthesamealthoughthedetailswillvaryfromcontexttocontext.

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InUganda,ESDwillfocusonthekeyissuesofpoverty,economicdevelopment/transformation,governance,democracy,naturalresourcesmanagementandutilisation,energy,wastemanagement,globalisation/localisation(localisingglobalissues),culture,patriotism,ethnicity,healthincludingHIV/AIDS,ethicalconductandvalueswillfeatureprominently.TheseareissueswhichUgandansgrapplewithonadaily. In the final analysis, ESD is about values and respect for othersincludingthecurrentandfuturegenerations,respectfordifferenceanddiversity,respectfortheenvironmentandtheresourcesoftheplanetweinhabit.Educationthusactsasameansforunderstandingsocietyanditslinkswiththewidernaturalandsocialenvironmentwhich in a way serves as a lasting base for building respect.Education for sustainable development as such aims to promote a sense of justice, responsibility, exploration, and dialogue thatwillleadtopositivechangeinbehaviournecessaryforsustainabledevelopment. It appeals to the need to revisit all aspects of education anddevelopmentincludingcurricula,pedagogy,philosophy,goalsand aspirations.

2.6 ESD from the Ugandan perspective

Uganda’soverarchingdevelopmentpolicyisto“ensuresustainablesocial and economic development that maintains or enhances environmental quality and resource productivity on a long termbasis, that meets the needs of the present generation withoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds implies a key role for education. This is also reflected inthe National Development Plan which reiterates the importance of education in the provision of the public goods whose returnsare critical for sustained economic growth (sic) and socialtransformation.

ESDwill inthecaseofUgandaaimtospecificallypromotevaluesand practical processes to provide skills and competencies to

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nurture sustainable development at all levels. Such values will as of necessity be in line with the attributes of the NationalVision(NDP, 2010) of independence, sovereignty, democracy, stability,knowledgeability,abilitytoharnessandutiliseavailableresourcesgainfullyandsustainablyandbeyond.

This ESD strategy proposes guidelines andmodalities aligned tothe abovementionednational developmentpolicygoals and theobjectives of theDESD thatwill contribute to the attainment ofsustainabledevelopment.Thestrategyaimsatcontributingtothefourthrustsofthedecadenamely:

• Improvingaccesstoqualitybasiceducation• ReorientingexistingEducationprogrammesatalllevels• EnhancingpublicunderstandingandawarenessofSustainable

Development• Enhancing capacity of sustainable development through

training

These thrusts are in line with the national broad aims of education outlined below: • To promote understanding and appreciation of the value

of national unity, patriotism and cultural heritage, with dueconsiderationofinternationalrelationsandbeneficiaries’inter-dependence;

• To inculcate (sic) moral, ethical and spiritual values in the individualandtodevelopself-discipline,integrity,toleranceandhumanfellowship;

• To inculcate a sense of service, duty and leadership forparticipation incivic,socialandnationalaffairsthroughgroupactivitiesineducationalinstitutionsandthecommunity;

• Topromote scientific, technical and cultural knowledge, skillsandattitudesneededtopromotedevelopment;

• Toeradicateilliteracyandequiptheindividualwithbasicskillsandknowledgetoexploittheenvironmentforself-developmentas well as national development for better health, nutrition and familylife,andthecapabilityforcontinuedlearning;and

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• To contribute to thebuildingof an integrated, self-sustainingandindependentnationaleconomy.

2.7 Government Initiatives

TheGovernmentofUgandahasputinplaceanumberofinitiativesin the education sector to address some concerns of the ESD. It has established:i. ADirectorateofEducationalStandardstoensurethequalityof

formal basic educationii. National Council for Higher Education to regulateUniversity

andtertiaryeducation.iii. UniversalPrimaryandSecondaryeducation(UPEandUSE)to

address the issues of access. iv. Compulsory scienceeducation in secondary schools ismeant

to address application and relevance, essential elements of qualityeducation.

v. TheReviewofcurricula,inparticulartheintroductionofthematiccurriculumatlowerprimaryaddressestheESDgoalsofmakingthecurriculalocallyrelevantandculturallyappropriate.

The goals of education at all levels highlighted in the NationalDevelopment Plan correspond with those of ESD. Emphasis is placed on increasing access and equity, improving quality andrelevance,effectivenessandefficiencyofeducationattheprimary,secondary,technicalandtertiarylevelsofeducation.

Despite these efforts, there are still multiple challenges to thenational education system. The formal education system iscriticisedforbeingtootheoretical,emphasisingthecognitiveandlittleontheaffectiveandpsychomotordomains. Ithasthereforeproducedgraduateswholackpracticalskills,valuesandethicstosurviveandmanageresourcesinachallengingworld.

Non formal and informal education also needs reviewing. It isnot receiving adequate attention despite its acknowledged rolein implementing the government programmes and policies oftransformingsociety.

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2.8. Process modalities for implementing ESD

2.8.1 Improving the quality of education Theimprovementofthequalityofeducationentailsamongotherthings deliberate review of the content, processes andmethodsthatincludethecurriculumprocess,learningmaterials,facilitiesandhumanresources.Theirreviewprocessshouldspecificallyinclude:

Reorientationoftheteachingandlearningmethodstomakethemlocally relevant, culturally appropriate, age and gender sensitive,inclusiveofalllearnersandcognisantofglobalconcerns;

Change in pedagogy - learner centred teaching and learningmethods will have to be promoted to empower learners to become self driven and reflexive in their approach towards life in generalandsustainabledevelopmentinparticular;

Continuousprofessionaldevelopmentofalleducatorsfocusingonpedagogy,andcontentandtheuseofparticipatoryactionorientedonthejobapproacheswhichwillengage them in a continuously empowering process at thetheoretical and practical levels in the pursuit of sustainable development.

Developmentofrelevantteachingandlearningresourcescateringforthethreerealmsofsustainability(environment,economyandsociety)

2.8.2 Integrating sustainable development in our education

Integratingsustainabledevelopmentwillinvolvemainstreamingof key sustainable development concerns into the existingcurricula,particularlysocial,economicandenvironmentalissues.Dueattentionshallbegiventothefollowing:

a) acurriculumframeworkb) interandtrans-disciplinarilyc) skillsdevelopmentd) provisionofknowledge

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e) promotion of ESD values and ethicsf) lifelonglearning

• Curriculum framework: The curriculum should include ESD perspectives informed by a critical approach/paradigm tocurriculum development as opposed to a technocratic approach.

• Inter and Trans-disciplinarily: ESD should encourage themeteaching and learn teaching in different education settings.Themes shouldbederived from the threeESDpillars andmayinclude: poverty,wasteful consumption, andgender inequality,violation of human rights, environmental degradation, conflictandwastemanagementamongothers.

• Skills development for creating a sustainable future: ESD should promote decision-making, problem-solving, critical andcreativethinking,communication(oralandwritten),computationskills,andinquiry/researchskills.

• Knowledge imparted: ESDshoulddrawknowledgefromsociety,economyandenvironment.TheknowledgebaseshouldsupportsustainabilitygoalsasidentifiedinthenationalESDprioritiesandshouldcapturethemajor issuesofconcern inthecurriculumatdifferentlevelsinformalandnon-formalsettings.

• Values and ethics: ESD should promote values and ethics such as:

a) Respectandcareforthe‘communityoflife,b) Socialandeconomicjustice,c) Ecologicalintegrity,d) Democracy,no-violenceandpeace

• Perspectives: ESD should consider history and the future, aswellasaccommodatetheneedsofdifferentstakeholders,whilepromotingconsensusandvisionbuilding.

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• Lifelong learning: ESDshould strengthenand sustain lifelonglearning by empowering people to improve their livelihoodsand well being through informed decisions that are culturallyappropriate and relevant.

• Capacity building: Capacity building for ESD involves allstakeholders. Itshouldbeappropriate,relevant,andtimelyandprovideopportunitiesforknowledgeandskillsdevelopment.

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3.0. SITUATIONAL ANALYSIS AND RATIONALE FOR ESD IN UGANDA

3.1 The country

Ugandaisaland-lockedcountrylyingontheequatoratthecentre

ofAfrica. ItsharesborderswithSudantotheNorth,DR.Congo

totheWest,RwandaandTanzaniatotheSouthandKenyatothe

East.About 20%of the country is coveredby inland lakes.The

restofthelandscaperangesfromtropicalrainforesttosavannah

with mountains on the western and eastern border. The climate is

tropical.

Ugandareliesheavilyonagriculture,thebasisoflivelihoodfor80%of the population. Banana plantains, cassava, sweet potatoes and maizearemajorsubsistencecrops. Themajorexportcropsarecoffee,tobaccoandcotton.Thereisamodestmanufacturingandtourismsectorandrelativelynewdevelopmentofhorticulture.Oilreserveshavebeenidentifiedandmayhaveanimportantinputontheeconomyinfuture.Uganda’s annual growth between 1998 and 2005 has been6% on average. By maintaining macroeconomic stability andliberaleconomicpolicies,Ugandahasbeenabletoattractsomemultinational investment and donor support. The GDP is still growingbut isbelow the levels required (approximately 7%perannum) to meet the Millennium Development Goals povertyreductiontargets,andthecurrentglobaleconomicproblemsmay

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impede this still further. PublicAdministrationexpenditure stillrepresentsaround18%ofthebudget.

Ugandahasmadesignificantstridesinreducingpoverty,thoughit remains one of the world’s most impoverished countries, placed 154 out of 177 on the 2007World Development Report.Between1992and2006itachievedareductionfrom56%to31%of the population living below the poverty line. Primary schoolenrolment rose from 62% to 86%, puttingUganda on track tomeet theMillenniumDevelopmentGoals foreducation, thoughthere have been problems with the drop-out rate. There have been improvements in healthcare indicators and significant successin tacklingHIV/AIDS.HIVprevalencehasbeen reduced to6.4%,althoughthenumberofnewinfectionsisontheincrease.Ugandaalso has many other challenges, including its high populationgrowthrate,oneofthebiggestinAfrica.

3.2 The socio-economic, political and environmental context

The current socio-economic, political and environmental status of UgandawillinformthenatureanddimensionofUganda’spursuitofEducationforSustainableDevelopment.Issuesofglobalisation,governanceandhumanrights,traditionalvaluesystems,culturaldiversity and its related socio-cultural structures, populationgrowth,genderequality,health,andtheenvironmentareamongthekeycontextualissueswhichwilldirectlyinfluenceandimpactonUganda’spursuitofESD.

3.3. Globalisation Globalisation is the interconnectedness of people and places as a result of advances in transport, communication, and information technologies that cause political, economic, and culturalconvergence(Bishnu2004).Globalisationisremovingthebarriersbetweenpeopleandplaces.Globalizationhashadnegativeandpositiveeffectsondifferentcountriesintheworld.

In Uganda, globalisation has manifested itself in the followingways:-

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• Changes in the value systems through exposure to a widerange of media and a multiplicity of cultures hitherto notknown,someofwhichconflictwithlocalvaluesystems.

• Uganda’s development seems to be concerned, morewith modernisation and economic growth than the socialwell being of its citizens.The economic gains expressed instatistical figures do not critically relate to socio-economicand ecological effects on the environment. As a result,natural forests and wetlands are being de-gazetted foreconomicinvestments,whileatthesametimeUgandansareincreasingly engaged in unsustainable economic activitieslike swamp reclamation, sand and clay mining, stone andsand quarrying and charcoal burning that degrade theenvironment and the natural resource base.

• The discovery of oil in Uganda poses a great challenge tosustainabledevelopment.Thesocio-economicandecologicalramifications of oil discovery and exploitation that havebedevilled countries in Africa and other parts of the world mustbeobjectivelyaddressed.

• Uganda isbecomingamajor touristdestination.The socialandecologicaleffectsoftourismshouldalsobeaddressedforsustainable development.

• There is generally a narrow concept and scope of povertywhichhasledtounsustainablestrategiestoaddressit.ManyUgandans are leaving the country in search of ‘greener’pastures. This includes both skilled and unskilled labourforce. Asmore andmore professionals leave the country,Ugandafacestheproblemofbraindrain.

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3.4. Economic Impact

• The neo-liberal economic reforms implemented bygovernment have affected the economy significantly. Thetrade relations are increasingly skewed in the favour of therich industrial Northern economies. The free movement ofgoodsandpeople seems to favour thedevelopedNorth.Uganda,likemanyotherdevelopingcountriesarebecomingincreasingly dependent on the developed countries, withmoreofSouthernresourcescheaplyflowingnorthwards.

• The economic reforms associated with globalisation haveacceleratedtheflightofcapital,naturalandhumanresourcesfromUgandatoothercountries.TheremovalofanyformofcontrolsandprotectiononthelocaleconomyhasmadeitmucheasierforUgandanresourcestobeexploitedbyinternationalcapitalistinvestorsfromcountrieswhichironicallystillprotecttheir industries and other commodities.

• Theopeningofthelocalmarkettointernationalgoodsisalsoleadingtothedumpingpoorqualitygoodssuchascomputers,second-hand vehicles and used refrigerators from othercountriesfloodtheAfricanmarket,hencedrainingthe

• countryofitsmeagreresourcesandinthelongtermendupfrustrating local development initiatives and the economicbase.

• Excessive consumerism and consumption of goods andservices without planning for sustainability is a growingphenomenonthatneedstobeaddressedthrougheducationandtraining.

3.4.1 Governance and human rightsGovernance in its widest sense refers to how an organisation,includinganation, is run. It includesall theprocesses,systems,andcontrolsthatareusedtosafeguardtheorganisation/nation,its assets and structures.

27


GovernancehasforlongbeenanareaofcontentioninUganda.Thecountryhasgonethroughaturbulentpoliticalhistorysinceitsindependence.Theruleoflawhasbeentheexceptionforthelongerpartof the country’s independence.Grosshuman rightsviolationshavebeen rampant.Thishas impactednegativelyonthe nature of governance and the entire political set up of thecountry.The current trend in governance is towards reversingwrongsoftheunpleasantpast.Effortstorespondtogovernancechallengesincludeamongothers:• The promotion of participatory democracy through the

LocalCouncil(LC)systemwhosemajorpurposeistoprovideequal opportunities for different members of society toparticipate without any discrimination based on social,cultural,economic,politicalorphysicalcriteria.

• The organisation of regular elections at different levels ofsociety has introduced a newpolitical culture of accessingpolitical power and other power related positions in the country.This has also facilitated thegrowthof the cultureofpublicdebatesontopicalissuessuchastaxation,politicalsystems, landandothers indifferentforums;throughsuchdebates,people’sconcerns,fearsandinterestsarefrequentlyvoiced.

• Governmenthasalsotakenstepstowardsopeningupspacefor freedom of the media.

Theaboveachievementsnotwithstanding,therearestillshortfallsinrespectofgoodgovernanceandhumanrights.Theseare:

a) Freedomofexpressionb) Privatisation schemec) Election malpractice and violenced) Corruptione) Negativeculturalpracticesagainstwomenf) Unsustainabledevelopmentprogrammes

28


g) Noncommitmenttosetpoliciesh) Humanrightsabusei) Internalconflicts

3.4.2 Traditional value systems, cultural diversity and utilization of tribal/local structures

Uganda’straditionalsocio-economicandpoliticalsystemsplayedkey roles in ensuring social cohesion, instilling values, culturesandsocialnormsthatpromotedsustainablepropagationofthesociety.

• Although the power and influence of local leaders may bewaning,eachcommunitystillhasitstraditionalleadersinthesystemsthataregenerallyrespectedandwieldsomepowers.

• Cultural leaders have been effective in mobilization of thepeople i.e. community work, public infrastructure, goodpracticesofhygiene, immunizationanduniversaleducation,amongothers.

• Some good traditions and norms are disappearing withglobalization e.g. farming methods; ways of ensuringfood security; traditional health eating habits. Systems forenforcing African values and norms have been eroded bywesterneducationandbytheadoptionofwesternlifestyles.

• Modernisationandurbanizationareerodingsomecore localtraditions, values and norms including language, disciplineandrespectforpeopleandproperty.

• Some traditional forms of wealth acquisition and practices are sociallyrepugnantandecologicallyunfriendly.

29


3.4.3 Health

Issues of development, environment and health are closelyrelated.Ahealthypopulationandsafeenvironmentareimportantpreconditions for sustainable development. Education for SustainableDevelopmentneedstopayattentiontohealth.Poorhealth undermines and retards economic and social development, triggeringaviciouscycleofunsustainableuseof resourcesandenvironmentaldegradation.

MortalityandmorbidityratesinUgandaarehighforthedifferentagecategories. And,apartfromHIV/AIDS,thecausesofdeathare still largely preventable and curable diseases accentuatedbypoverty,poorhygieneand ignorance.This is so,despite thedifferent measures taken to sensitize the people on issues ofhealth.TheemergenceofHIV/AIDS in the 1980’s compoundedthe health situation and turned around the entire concept of healthandstrategiesforachievingandmaintainingit.HIV/AIDShas continued to affect all sectors in the country. The effectsrangefromlossofbothskilledandnon-skilledhumanresources,decline in professional efficiency and effectiveness andmakinglabour less productive. In the education sector, AIDS contributes toabsenteeismofteachersandstudentseitherduetosicknessorbecauseofthetimespentlookingafterthesick.Inadditiontoalltheabove,thehealthcostsarehigh.

• Ignoranceisstillahindrancetogoodhealthpracticesleading

tochildrendyingofpreventablediseases.

• Commercialization of traditional food crops is leading toincreasedcasesofmalnutrition,sicknessanddisease.Inmanyhouseholds food crops are the only commodity that can besold to earnmoney,whichisamajorchallengetofoodsecurityandakeysourceofvulnerabilityathouseholdlevel.

• Whilegovernmenthastriedtoestablishhealthinfrastructurein theruralareas,notallareashavebeenadequatelycoveredby the health facilities, and where they exist there is ofteninadequatesupplyofdrugsandmedicalpersonnel.

30


• Thecostsofmedicationevenforcommonillnesslikemalariaarehigh.Thisleadstoadiseaseburdentothefamily.

• The emergence of degenerative diseases such as cancer,hypertension and diabetes has further exeriabated theproblem. This is in addition to other environment related diseaseslikecholera,waterbornediseases,ebola,respiratoryinfections and disorders.

• Uncontrolledcropandanimaldiseasesandpestse.g.coffeewiltintheCentralRegionandrinderpestepidemicinEasternUganda.

3.4.4 Gender equality

Gender equality is central to sustainable development. Ifeach member of the society respects others and plays a rolein development they can together fulfil their full potential.Thebroadergoalofgenderequality is a societalgoal towhicheducation, and all other institutions must contribute. Gender rolesandrelationshipsinenvironmentalmanagementandaccesstoenvironmentalresourcesandassetsareakeydimension.

Environmentalproblemsseemtoaffectwomenmorethanmen.Deforestationforexampleleadstofuelwoodcrisis,whichforcethe women to travel for miles in search of fuel wood. In the same wayaproblemwithwatersourcescompelswomentomovelongdistancesinsearchofwaterinadditiontotheirotherdailychores.

The Government of Uganda has addressed gender issues indifferent sectors and programmes. The National Constitution(1995)providesalegalbasisfortheintegrationofgenderissuesin all development programmes. Specific measures have beentaken to ensure that gender parity is achieved.Suchmeasuresinclude:

31


• Affirmativeactionforwomeningendertoaddressimbalancebetween women and men.

• Making school and learning environment child friendlyespeciallysanitaryprovisionsforthegirlchildwillencouragethe education of all actors in sustainable development.

• Affirmativeactionforgirlsinhigherinstitutionsoflearning.• EqualopportunitiesforgirlsandboysunderUniversalPrimary

andSecondaryEducationProgramme.• Thirty percent representation of women at all levels of

decisionmakinginthecountry.• PuttinginplaceequalopportunitiesCommission.• Genderintheeducationpolicy.

3.4.5 Poverty

Povertyisbothacauseandaresultofenvironmentdegradation.Povertystrickencommunitieswillharvestanyavailableresourcesincluding cultivating in marginal or fragile ecosystems. Thisaccelerates environmental degradation. Both the rich andthe poor are affected by the degradation; the poor face theconsequencesevenharder.Uganda’sPovertyEradicationActionPlan (PEAP) highlights a number of environmental relatedcausesofpoverty indifferentdistrictsofUganda.Majorcausesmentioned include: vermin, natural disasters, soil exhaustion,droughts and climatic shocks, water scarcity, landlessness,landslidesandfloods(MFPED, 2002).

3.4.6 Population Growth

According to the 2002 Population andHousingCensus,Uganda’spopulationisgrowingatahighrateof3.3%perannumwhichisamongthehighestintheworld.Withapopulationof28millionin2007itmeansUganda is adding1millionpersonsperyear (PSEC,2005).Unplannedpopulationgrowthactsasakeycatalystandamultiplierof poverty led environmental degradation. Poverty intensifiespopulation growth, which intensifies environmental degradation,whichinturnintensifiespovertythusthe“viciouscircle”.

32


There is increased urbanization inUgandawith the result thatthereisgrowingpopulationsintheurbanareas,moreandmoreslums, air pollution (because of cars and industries), trafficjams, garbage management challenges, diseases because ofpoor sanitation, and increased access to electronics with the accompanyingproblemofdisposal.

3.4.7 Energy and the environment

Energy, whose source is the environment (firewood, charcoal,Hydro-electric Power, biogas, solar, geothermal,wind etc), is acritical factor in both poverty alleviation and the developmentprocess. The search for energy is a major contributor toenvironmentalproblems.Theproduction,processing,conversion,transportationandfinaluseofenergyallhavepotentialadverseenvironmentalconditionsandalsogiverisetonumeroushealthandsafetyissues.More than 90% of the population has no access to clean andsafe cooking fuel, relying mainly on traditional biomass andunsustainable wood supplies, crop residues and cow dung.Scarcityoffuelwoodandwaterisincreasinglybeingexperiencedinmanypartsofthecountry.

3.5 GAPS

3.5.1 Globalisation

• The education system needs to adequately prepare thepopulationtocopewithchallengesbroughtonbyglobalization.

• The economic discourse associated with globalisationperpetuatestendenciesthatcontradictthegoalsofsustainabledevelopment.

3.5.2 Governance

• Theeducationsystemshouldpromotegoodgovernance.Thereseems tobenowell articulatednational philosophy/ideologyand strategy to ensure that Uganda’s education goals areachieved.

33


• TheeducationsystemdoesnotseemtoadequatelyempowerUgandanstobecomecritical/reflectivecitizenswiththeabilityto evaluate situations andmake informeddecisions divorcedfromtribal/religious/politicalinfluences.

• While there is a lot of talk about participation in decisionmaking,thereislittleevidenceofstepsintheeducationsystemtocreateparticipatorycitizens.

• Apparentinabilityofthejudicialsystemtoensurepromptandadequatejustice.

• Prolongedandunresolvedarmedconflicts.

• Corruptionseemstobeeatingthemoralfabricofsocietytotheextentthatevenschoolpoliticsisgettingtaintedwithbriberyand corruption.

3.5.3 Culture and traditional values

• Theschoolsystemdoesnotseemcapableofhelpingrestoreinterest and respect for local culture and values.

• Antilocallanguagespracticesintheschoolsinthepastdeniedthe children access to a rich source and cultural values.

• Even attempts to restore local languages in schools arehindered by teachers’ lack of critical and analytical skills tohandle it.

3.5.4. Environmental Sustainability

• Environmental education is academic and theoretical. Practices and participation in restoration and conservation activities are minimal in schools.

• Schoolsareoftennotgoodexamplesofhealthyenvironments.Sometimes educational institutions are themselves instead examplesoffilth,garbageheapsandpoorsanitarypractices.

• Education is generally geared towards passing examinations,

34


such that even when health, environment and cultural issues are coveredinthecurriculum,onlytheoryisemphasized.

• Although there has been sufficient information on HIV/AIDS,therehasbeensignificantattitudinalchange.

• Inadequate health education for the masses.

3.5.5 Gender equality

• Despite the fact that Uganda has made significant gainsin addressing gender issues, women and girls are stilldisadvantagedinsociety.

• Highdropoutrateofthegirlsfromschoolspersist.

• Emphasisonaffirmativeactionforwomen/girlsmightleadtoneglectofthemales.

• Failure to effectively promote integration of both gendersespeciallyintheruralareas.

35


4.0. STAKEHOLDER PARTICIPATION AND COORDINATION FOR ESD

4.1. Introduction

The multi sectoral nature of ESD, calls for collaboration of various stakeholders in the implementation of ESD. These includegovernment,educationalinstitutions,civilsociety,media,NGOsandtheprivatesector.Whiledifferentgroupsmayhavedifferentroles and responsibilities, collaboration and team work will benecessary in order to harness synergies. The implementationof ESD National Strategy will therefore require a well definedcoordinationstrategytoensuremaximizationofsynergies.

4.2. Stakeholder Categories

ThefollowingshallbethemajoractorsintheimplementationoftheESDNationalStrategyinUganda:

a) Government• Ministries,departmentsandagencies• Parliament• Local Governments at all levels.

b) Educational Institutions• Universities• ResearchCentresandOrganizations• Educational agencies like UNEB, NCDC, and NCHE,

UNATCOM

4CHAPTER

36


• Schools• Institutes • Colleges• UniversityCouncils,BoardsofGovernors(BOGs),Parents’

Teachers Associations (PTAs), Professional Associations, andSchoolManagementCommittees(SMCs)

c) CivilSocietyOrganizations(CSOs)• NGOs• CommunityBasedOrganisations(CBOs)• Professional Associations• Trade Unions• FaithBasedOrganisations• ReligiousInstitutions

d) Private Sector• Corporateorganisations• Business communities and Associations• Cooperative Societies

e) Media• Electronic media • Multimedia• Print media

f) Development Partners• Intergovernmentalagencies• Education development partners• Bilateral partners• Multilateral partners

g) Local Communities• LocalCouncilsI,II,&III• Faith based leaders• Cultural institutions and leaders

37


4.3. Roles and responsibilities of stakeholders

i) GovernmentGovernmentistheprimarystakeholderinESDwhosecommitmentis absolutely necessary if this Strategy is to be successfullyimplemented. Therefore, the line Ministries of Education and Sports,Health,Agriculture,Gender,Labour&SocialDevelopmentandagenciesmustensurethatresourcesarecommittedtoESDactivitieswithintheirbudgets.Inaddition,governmentwillalsoperformthefollowingroles:

• Establish an efficient and effective National CoordinationSection in a parent Ministry and, coordination units withinother lineMinistriesandagencies for the implementationoftheESDNationalStrategy.

• Avail and mobilise resources for ESD activities.• Fosterpublicawareness,participationandcapacitybuildingon

ESD at all levels.• Mainstream/integrateESDintoboththeformalandinformal

educationcurriculaatalllevels(basicandtertiary).• Ensure that tertiary institutions also mainstream/integrate

ESDintotheircurriculaandprogrammes.• Monitor and evaluate ESD implementation.

ii) Educational InstitutionsEducationalinstitutionsinUgandarightfrompre-primaryschoolsthroughtouniversitieshaveamajorroletoplayaschangeagentsparticularlyin:

• Instillingandpropagatingthepositiveattitudes.• PromotingpublicawarenessandunderstandingofESD• Reorientingexistingeducationthroughcurriculareviews,

appropriate.pedagogies/andragogiesandinstitutionalstructures.

• Training,materialsdevelopmentandnetworkingopportunities.

38


UniversitiesandResearchCentres/Organizationshaveacoreroletoplayinresearchandknowledgecreation.TheimplementationoftheESDNationalStrategyshouldbebasedonresearchsoastoensurerelevance,applicabilityandsustainabilityofinterventionsdesigned. In addition, universities and Research Centres/Organizationsneedto:

• IntegrateESDintheUniversitiescurriculaandprogrammes.• Contributetopolicydebates,discussionsandformulation

and ensure research done informs these.• Trainandretraindifferentpersonsneededforthe

implementationoftheESDNationalStrategy.• Ensurepartnershipsandknowledgesharingwith

communities so as to enrich ESD interventions.• IntegrateindigenousknowledgeinESDinterventions.

UgandahasanumberofeducationalagencieslikeUNEB,NCDC,andNCHEthatplayahugeroleintheimplementationofanumberofeducationalactivitiesinthecountry.IntheimplementationoftheESDNationalStrategytheseagencieswill therefore need to monitor and supervise the educational institutionstoensureintheintegrationandimplementationofESD activities

iii) Civil Society Organizations (CSOs)CSOsareincreasinglybecomingmajorplayersintheimplementationofgovernmentprogrammes.Theirmainadvantageistheircapacitytoreachthegrassrootsandtoemployavarietyofstrategiestoachievedesiredresults.SomeCSOsalsohavethecapacitytomobilizeresourcesfortheimplementationofvariousprogrammes.IntheimplementationofESD,CivilSocietyOrganizationwillparticipate in:

• Advocacy for policy reform and legislation for the public’s

engagementinESD

39


• Adoptingpopularparticipatorylearningandaction• Promoting community involvement at all levels of the ESD

implementation • Capacitybuilding• Research• Networkingandpartnerships• Monitoringandevaluation

iv) Private SectorThePrivateSectorinUgandaisgrowingandincreasinglybecominga major player in public affairs. The private sector is active ineducation,manufacturingaswellashealthandtourism.Itshouldtherefore participate in the implementation of the ESD National Strategyby:-• Promoting sustainable industrialization,manufacturingand

consumption• Buildingcapacityandtraining• Advocacy for adherence to rules and regulationmeant to

promoteESDamongthePrivateSectorplayersinparticularand the nation as a whole

• ImplementingESDactivities• IncreasingsocialresponsibilityactivitiesthatpromoteESD• MonitoringandevaluationofPrivateSectorESDactivities

v) MediaThemediahasdiverse technologiesavailable to it forpromotingcommunicationfordevelopment.TheseshouldbeusedmaximallyforpromotingESDthoughts:-• Awarenesscampaigns• Promotion and dissemination of ESD issues• FocusingattentiononspecificESDcriticalissues• Mediacoverage

vi) Development Partners

Developmentpartners,particularlythoseengagedineducationarevitalpartnersintheimplementationofgovernmentprogrammes.

40


Theyshould target resources tocriticalpartners likeUniversities,Research Centres, CSOs, NGOs and CBOs. Build and fosterpartnerships to enhance ESD, or provide technical and financialsupport.

vii) Local CommunitiesLocalCommunitiesarecorestakeholdersinESDbecausetheyaremainplayersinallESDrelatedactivities.LocalCouncilsatalllevels;faithbasedorganisationandculturalinstitutionsaremajorplayersintheimplementationofESD.Inthisrespect,theywill:-

• Mobilize the communities to engage in activities that willenhance ESD

• Shareandutilizeindigenousknowledgetopromotesustainabledevelopment

• Participate in ESD activities• Promote good practices for the attainment of sustainable

development • Contributeresources:knowledge,skillsetctotheactivities.

4.4. Coordination of ESD

The coordination of ESD will be centred at the Ministry ofEducation and Sports (MOES).The coordination section will be a fulltimeSecretariatanswerabletothePermanentSecretary.Itwillbesupportedbydepartments,agenciesandotherlineministries.Thecoordinationstructureisgiveninfigure1 and will include:

• NationalAdvisoryBoard• NationalSteeringCommittee• DistrictSteeringCommittees• SubcountySteeringCommittees

Details of membership for these and their roles and responsibilities will be as follows:

41


a) National Advisory Board (NAB)

Membership• Ministers of core line Ministries like Education and Sports,

Health,Agriculture,Gender,Labour&SocialAffairs • A representative of the Social Services Committee of Parliament• A representative of the Private Sector • A representative of NGOs and CBOs

Chair• TheChairoftheBoardshallbeheldononeyearrotationcycles

bytherespectivelineMinisters.

Roles and responsibilities

• FormulatepoliciestogovernandguideESDactivities

• ProvidelinkagebetweentheNationalSteeringCommitteeandthe line Ministries

• Report to and advise the lineMinistries on ESDmatters andactivities

• ReporttoandadviseParliamentonESDmattersandactivities• Monitor and evaluate ESD activities

b) National Steering Committee

Membership• PermanentSecretariesofthecoreMinistrieslikeMOES,Health,

Agriculture,Gender,Labour&SocialAffairs• TobechairedbythePermanentSecretaryMOES• A representative of Universities• A representative of NGOs and CBOs• A representative of the Private Sector • A representative of NEMA• TheSecretaryGeneralUNATCOM-UNESCO

42



• Developanddesignpolicies andguidelines forESDactivitiesforapprovalbytheNAB

• DevelopanddesignESDprogrammes• CoordinateallESDactivitiesinthecountry• MaintainlinkswiththeDistrictSteeringCommittees• Supervise, monitor and evaluate implementation of the ESD

NationalStrategy• LobbyandplanforfundingoftheESDNationalStrategy

c) District Steering Committees

Membership• ChiefAdministrativeOfficer(CAO)-Chair• Heads of Department line fields e.g. Education, Health,

Forestry,CommunityDevelopment,• Chairperson District Social Services Committee


• DevelopanddesignESDdistrictprogrammes• Coordinate all ESD activities in the district• Providea linkbetween thedistrictand theNationalSteering

Committee• Supervise, monitor and evaluate the implementation of the

District ESD activities • LobbyandplanforfundingoftheDistrictESDactivities

d) Implementing Department/Unit/Organization

ESDactivitieswilltakeplacewithinUniversities,Schools,Colleges,District Departments, NGOs, CBOs, factories etc. At each of these institutions,itwillbevitaltoidentifyadepartment,person(s)thatwilloverseeandactuallyimplementtheESDactivities.Themanagementstructuresatthislevelwilldependonthemanagementstructureandstyleoftheorganizationbutthestructureshouldbeonethatwillnotinhibit implementation of ESD activities.

43


e) Secretariat

There will also be a Secretariat that will be under the supervision of thePermanentSecretaryMOES.

Staffing

Foreffectivenessandefficiency,theSecretariatshallhavethefollowingstaff:

• An EducationOfficer with qualification/experience relevantto ESD

• An Administrative Assistant• Messenger

Roles and Responsibilities

• SecretarytoNationalAdvisoryBoardandNationalSteeringCommittee

• Support the Steering Committee in the Coordination andMonitoringoftheESDactivities

• Maintain proper records on all ESD activities • Maintain a database of all ESD activities and researches • Ensurepromptandeffective communicationamongall the

CoordinationorgansandtheESDstakeholder

44

UG

AN

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: EDU

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4.5.

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SD C

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45


4.6 Resource mobilisation

TheMinistryofEducationandSports as a leadministry inESDwill allocate a dedicated budget to ESD activities. The otherlineministries, localgovernmentandagencieswill also commitbudgetstosupportingESDwithintheirprogrammes.

Furthermore, stakeholders - partners, implementers and lineministries are urged to source for funds over and above theirbudgets for the implementation of the programme. Otherstrategieswillinclude:• Public/Private Partnerships

• Mobilization of resources for specific ESD projects withinMinistries, Districts, institutions, NGOs/CBOs etc

• LobbyingdevelopmentpartnerstocommitfundstospecificESDprojects

46


5.0. IMPLEMENTATION FRAMEWORK

5.1. The effective implementation of this strategy demands activeparticipationbyplayersinensuringthateducationalprogrammesare oriented to promoting sustainable development. To avoidduplicationandexclusionandensureinclusion,stakeholderswillcoordinatetheireffortswiththesecretariat.Otheravenueswillbecommunicationandinformationsharingregularlytodevelopadatabase of ESD activities. Commitment and vision development isimportantinchampioningtheprocess.

Thefollowingstrategieswillbeused:a) Advocacyandvisionbuilding

b) Consultationandbuilding

c) Partnershipsandnetwork

d) Capacitybuildingandnetwork

e) ResearchandInnovation

f) Use of ICTs

g) Monitoringandevaluation

h) EstablishingRegionalCentresofExpertise

5CHAPTER

47


Strategic Objectives

TheNationalStakeholdersConference in 2008 endorsed the followingkeystrategicobjectives:

1. Improveaccesstoqualityeducation

2. Reorient curriculum and programmes to promote sustainabledevelopment

3. Promote awareness and understanding of sustainabledevelopment

4. Buildcapacitytocarryouteducationforsustainabledevelopment

48

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49

UG

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sy

nerg

ies

betw

een

scho

ols

and

com

mun

ities

Enh

ance

sch

ool

com

mun

ity li

nks

and

trans

fer o

f lea

rnin

g.R

ealig

n ed

ucat

ion

with

in

dige

nous

cul

ture

, kn

owle

dge

and

cont

ext

Join

t pro

ject

s,

initi

ativ

es a

nd

inno

vativ

e ap

proa

ches

in

add

ress

ing

issu

es in

co

mm

uniti

es

Mod

els,

pr

ojec

ts in

sc

hool

s an

d co

mm

uniti

es

Sch

ools

, co

mm

uniti

es,

hous

ehol

ds,

MG

LSD

, MO

ES

, Le

ad a

genc

ies

Loca

l cou

ncils

, M

OLG

3. P

rom

ote

awar

enes

s an

d un

ders

tand

ing

amon

g th

e pu

blic

of

sust

aina

ble

deve

lopm

ent

Pub

lic a

war

enes

s of

sus

tain

able

de

velo

pmen

t

Awar

enes

s ca

mpa

igns

in th

e m

edia

.

Cam

paig

ns

carr

ied

out t

o th

e pu

blic

.IC

Ts u

sed

to e

nhan

ce

cove

rage

and

en

gage

men

t

Cam

paig

n m

essa

ges,

m

edia

ed

ucat

ion,

w

orks

hops

.

CB

Os,

CS

Os,

M

inis

try o

f Gen

der

and

Soc

ial

Dev

elop

men

t, M

inis

try o

f E

duca

tion

and

Spo

rts, M

inis

try o

f IC

T,P

rint a

nd e

lect

roni

c m

edia

,D

ram

a gr

oups

Cre

ate

awar

enes

s am

ong

stak

ehol

ders

.Id

entif

y ro

les

of d

iffer

ent

stak

ehol

ders

and

w

ays

of p

layi

ng

thos

e ro

les.

An

info

rmed

and

pa

rtici

patin

g pu

blic

an

d st

akeh

olde

rs

partn

ers

play

ing

thei

r rol

es

Awar

enes

s w

orks

hops

, ke

y

All

stak

ehol

ders

Reg

ulat

ed

com

mun

ities

Hou

seho

lds

50

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

Stre

ngth

en

the

pilla

rs o

f en

viro

nmen

t, so

ciet

y an

d ec

onom

y

Re

conc

eptu

alis

e th

e is

sues

of

deve

lopm

ent

and

asso

ciat

ed

proc

esse

s.Te

ase

out t

he

orga

nic

rela

tions

hip

betw

een

envi

ronm

ent,

soci

ety

and

econ

omy.

Exp

lore

and

ha

rmon

ise

the

diff

eren

t ph

iloso

phie

s of

en

viro

nmen

t, de

velo

pmen

t and

so

ciet

y w

hich

info

rm

hum

an a

ctio

n.

Phi

loso

phie

s ha

rmon

ised

on

the

thre

e pi

llars

of

ES

D

Wor

ksho

psA

ll st

akeh

olde

rs

Mai

nstre

am E

SD

in

to N

atio

nal

polic

ies

Mai

nstre

am

Edu

catio

n fo

r su

stai

nabl

e de

velo

pmen

t acr

oss

Nat

iona

l pol

icie

s

ES

D

mai

nstre

amed

in

to N

atio

nal

polic

ies

Pol

icy

revi

ew

prog

ram

mes

CS

Os,

Pol

itici

ans

at a

ll le

vels

, Lin

e M

inis

tries

51

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

Est

ablis

h R

egio

nal

Cen

tres

of

Exc

elle

nce

Net

wor

ks m

obili

sed

to d

eliv

er E

SD

RC

Es

esta

blis

hed

thro

ugho

ut

the

coun

try

enga

ging

pub

lic

and

priv

ate

Uni

vers

ities

Par

tner

ship

s es

tabl

ishe

dLo

cal f

ocus

id

entifi

ed

Uni

vers

ities

, Loc

al

Gov

ernm

ents

, E

duca

tiona

l in

stitu

tions

, Priv

ate

sect

or,

4. B

uild

ing

Cap

acity

R

esea

rch

Hel

p in

stitu

tions

in

term

s of

trai

ning

ac

tion

orie

nted

/pr

actit

ione

r res

earc

h fo

r all

educ

ator

s at

th

eir d

iffer

ent l

evel

s an

d to

mai

nstre

am

rese

arch

in th

eir

prog

ram

mes

as

a c

apac

ity

build

ing

tool

for

impl

emen

ting

ES

D

Res

earc

h w

ork

by in

stitu

tions

Res

earc

h pr

ogra

mm

es

mai

nstre

amed

in

inst

itutio

ns

Res

earc

h ag

enda

de

velo

ped

Res

earc

h in

stitu

tions

, U

nive

rsiti

es

52

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

Enr

ich

skill

s de

velo

pmen

t for

th

e w

orkf

orce

Enr

ichi

ng th

e sk

ills

deve

lopm

ent

Exp

andi

ng

inte

rnsh

ip,

appr

entic

eshi

p an

d ot

her o

ppor

tuni

ties

for a

pplie

dE

nhan

cing

link

ages

w

ith p

rivat

e se

ctor

an

d in

form

al s

ecto

r.

An

enric

hed

educ

atio

n sy

stem

Pro

gram

me

for t

he

intro

duct

ion

of s

kills

de

velo

pmen

t in

priv

ate

and

info

rmal

sec

tor

MG

LSD

, MO

ES

, C

BO

s, C

SO

sA

genc

ies

Bui

ld c

apac

ity to

eq

uip

wor

kers

with

sk

ills

to m

anag

e re

sour

ces

Trai

ning

on

envi

ronm

enta

l aw

aren

ess

and

man

agem

ent.

Pro

vide

trai

ning

fo

r wor

kers

fo

r effi

cien

cy,

info

rmat

ion

and

skill

s.

An

envi

ronm

enta

lly

awar

e po

pula

ce

and

wor

kers

eq

uipp

ed w

ith

skill

s to

man

age

reso

urce

s.

Trai

ning

pr

ogra

mm

es

and

sche

dule

s in

pla

ce.

NE

MA

, MO

ES

, M

GLS

D, C

BO

s,

CS

Os,

Med

ia,

MW

E, P

rivat

e S

ecto

r

53

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

STA

KEH

OLD

ER P

AR

TICI

PATI

ON

ACT

ION

PLA

N

Prog

ram

me

Are

aA

ctiv

ityO

bjec

tive

Act

ors(

Org

anis

atio

n/de

part

men

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titut

ion/

Sect

orTi

me

Fram

e

Com

plet

ion

of B

asic

Ed

ucat

ion

a)C

ampa

ign

to e

nhan

ce

com

plet

ion

of E

duca

tion

b)R

esea

rch

into

pup

il/st

uden

t rel

atio

nc)

Dev

elop

men

t and

di

ssem

inat

ion

of

scho

last

ic m

ater

ials

d)P

rom

ote

read

ing

cultu

re

Ens

ure

com

plet

ion

of

Prim

ary

and

Sec

onda

ry

Edu

catio

n

- M

OE

S-

DE

S-

NG

Os

- M

inis

try o

f Gen

der,

Labo

ur

and

Soc

ial D

evel

opm

ent

- U

nive

rsiti

es-

CB

Os

- N

CD

C

2007

- 20

14

Cur

ricul

um

revi

ew a

nd

orie

ntat

ion

a)R

evie

win

g C

urric

ulum

b)Im

prov

ing

peda

gogy

, c)

dev

elop

ing

inst

ruct

iona

l and

le

arni

ng m

ater

ials

Rev

iew

cur

ricul

um a

nd

to im

prov

e on

the

qual

ity

of e

duca

tion

and

re-

orie

nt it

to s

usta

inab

le

deve

lopm

ent

- N

CD

C-

NE

MA

- G

over

nmen

t Liv

e M

inis

tries

- U

nive

rsiti

es-

Col

lege

s-

Teac

hers

- C

SO

2007

- 20

14

Publ

ic

awar

enes

s

a)M

edia

cam

paig

nsb)

Info

rmin

g th

e pu

blic

c)M

ains

tream

ing

ES

D

acro

ss N

atio

nal P

olic

ies

d)E

stab

lish

Reg

iona

l C

entre

s of

Exp

ertis

e (R

CE

)

Enh

ance

pub

lic

awar

enes

s an

d un

ders

tand

ing

of s

usta

inab

le

deve

lopm

ent

- P

rinte

r and

Ele

ctro

nic

Med

ia

Hou

ses

- D

ram

a gr

oups

- C

BO

s-

CS

Os

- M

OE

S-

Min

istry

of G

ende

r, La

bour

an

d S

ocia

l Dev

elop

men

t-

Uni

vers

ities

- N

EM

A

2007

– 2

016

2007

– 2

010

54

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

Prog

ram

me

Are

aA

ctiv

ityO

bjec

tive

Act

ors(

Org

anis

atio

n/de

part

men

t/Ins

titut

ion/

Sect

orTi

me

Fram

e

Cap

acity

bu

ildin

g

a)A

ctio

n O

rient

ed

R

esea

rch

b)Tr

aini

ng w

orke

rs

to s

usta

inab

ly

man

agem

ent r

esou

rces

c)S

kill

train

ing

for

wor

kers

Car

ry o

ut a

ctio

n re

sear

ch to

enh

ance

un

ders

tand

ing

Dev

elop

wor

kfor

ce

skill

ed a

nd e

quip

ped

to

man

age

reso

urce

s

- R

esea

rch

- In

stitu

tions

- U

nive

rsiti

es-

Line

min

istri

es-

Age

ncie

s-

CS

Os

- C

BO

s-

Col

lege

s

2007

- 20

14

Eval

uatio

n,

Rep

ortin

g an

d M

onito

ring

a)D

evel

op a

mon

itorin

g st

rate

gyb)

Reg

ular

repo

rting

c) A

nnua

l for

ums

topu

blic

ize

prog

ress

and

sh

are

info

rmat

ion

Ass

ess

the

perfo

rman

ce

Asc

erta

in g

aps

b) U

NE

SC

Oc)

MO

ES

d) N

EM

Ae)

Uni

vers

ities

f) C

BO

sg)

CS

Os

h) In

stitu

tions

2009

- 20

14

55

UG

AN

DA

: E

duca

tion

For

Sus

tain

able

Dev

elop

men

t Im

plem

enta

tion

Str

ateg

y

56


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Documents

National Education for Sustainable Development Strategy