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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
Uganda National Commission for UNESCO
2010
First Published 2010
Extracts may be published if the source is acknowledged
All correspondence should be addressed to:
Uganda National Commission for UNESCO
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.
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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
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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.
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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.
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• 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:
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• 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”.
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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.
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• 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,
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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.
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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
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• 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
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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.
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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
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• 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.
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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:
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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
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Roles and responsibilities
• 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
Roles and responsibilities
• 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.
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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
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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
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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
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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
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y
Ade
quat
e re
adin
g an
d w
ritin
g m
ater
ials
for
lear
ners
MO
ES
. NC
DC
, D
ES
. NG
Os
CB
Os
2.To
impr
ove
the
qual
ity
of e
duca
tion
th
roug
h re
orie
ntin
g cu
rric
ulum
for
sust
aina
ble
deve
lopm
ent
Cur
ricul
um
revi
ews
to
impr
ove
the
qual
ity o
f E
duca
tion
Ped
agog
y an
dIn
stru
ctio
nal
mat
eria
ls
Cur
ricul
um a
nd p
rogr
amm
es
revi
ew, i
n U
nive
rsiti
es,
Teac
hers
Col
lege
s.
Trai
n fo
r crit
ical
thin
king
, sk
ills
to o
rgan
ise
and
inte
rpre
t dat
a. S
kills
to
form
ulat
e qu
estio
ns a
nd
the
abili
ty to
ana
lyse
is
sues
that
con
front
co
mm
uniti
es.
Rev
iew
ed
curr
icul
um,
Uni
vers
ity a
nd
Teac
hers
Col
lege
pr
ogra
mm
es
revi
ewed
. Ski
lls
impa
rted.
Rev
iew
m
eetin
gs a
nd
wor
ksho
ps,
repo
rts.
NC
DC
, MO
ES
, U
NE
B a
nd D
ES
NE
MA
, NG
OS
Gov
ernm
ent L
ine
Min
istri
esU
nive
rsiti
es,
Teac
hers
Col
lege
s,
Voca
tiona
l Tra
inin
g C
olle
ges
and
Inst
itute
s, S
choo
ls
, CS
Os
49
UG
AN
DA
: E
duca
tion
For
Sus
tain
able
Dev
elop
men
t Im
plem
enta
tion
Str
ateg
y
. Reo
rient
atio
n of
th
e ed
ucat
ion
syst
em
Rew
ork
the
curr
icul
um
fram
ewor
k to
in
clud
e th
e id
eolo
gy
of E
SD
. Int
er a
nd
Tran
s di
scip
linar
y.
Spe
cific
focu
s on
ski
ll de
velo
pmen
t, va
lues
an
d et
hics
. Stu
dy
loca
l, re
gion
al a
nd
Inte
rnat
iona
l iss
ues
Bui
ldin
g an
edu
catio
n sy
stem
that
pre
pare
s yo
ung
peop
le fo
r su
cces
s in
a c
ontin
ually
ch
angi
ng w
orld
of w
ork.
Rew
orke
d cu
rric
ulum
, in
tegr
atio
n of
sk
ills
and
focu
s on
ES
D id
eolo
gy
Rev
iew
m
eetin
gs, S
kill
deve
lopm
ent,
valu
es a
nd
ethi
cs g
iven
du
e at
tent
ion.
NC
DC
, MO
ES
, In
stitu
tions
,U
nive
rsiti
es,
Teac
hers
C
olle
ges,
UN
EB
an
d D
ES
Dev
elop
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
t/Ins
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
UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY
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