RCE Greater Eastern Uganda-2016
Duration of project:
Friday, August 30, 2013
1. Describe coordination and management of the project. Please also reflect how the RCE as a network organisation has contributed to the project. (Character count 400 words):
The project is coordinated and managed by the staff, student/leadership within the association created in the universities focusing on ESD. The patron for the association and the general guidance of the GEURCE activities are coordinated by the stakeholder representatives. The RCE as a network has contributed to the project through linking up various institutional stakeholders such as the district local government, NGOs, and other academic institutions in the region and the national and international stakeholders. The key challenges so far encountered are limited financial support to facilitate the activities and lack of full time staff for promoting the RCE activities since the stakeholders are also busy with some of their routine activities.
2. What are the current results of the project in terms of output (e.g. publications, developed practices, course materials)? (Character count 300 words):
Through the project key project results include informed, self-respecting responsible and confident youth, formation of youth networks community linked to local and regional levels. The outreach activities involving mentoring, exchange of ideas and experiences, increased understanding of Education for sustainable Development (ESD) among the stakeholders. Establishment of collaboration and receiving of support from key stakeholders such as Nature Uganda
Key outputs include production of RCE reports, journal publication including publication e.g. “Preliminary Qualitative Analysis of Phytochemical Constituents of the Endemic Aloe tororoana Raynolds in Tororo, Eastern Uganda” which was part of research to support community indigenous knowledge development. Book chapter publication related to the activities under RCE-ESD titled “Mainstreaming Education for Sustainable Development in Teacher Education at Busitema University, Uganda” in which resulted in development a course unit that now forms part of all programmes in the faculty of science and education, ranging from diploma to PhD programme levels.
Key outputs include production of RCE reports, journal publication including publication e.g. “Preliminary Qualitative Analysis of Phytochemical Constituents of the Endemic Aloe tororoana Raynolds in Tororo, Eastern Uganda” which was part of research to support community indigenous knowledge development. Book chapter publication related to the activities under RCE-ESD titled “Mainstreaming Education for Sustainable Development in Teacher Education at Busitema University, Uganda” in which resulted in development a course unit that now forms part of all programmes in the faculty of science and education, ranging from diploma to PhD programme levels.
3. What are the expected/confirmed outcomes (e.g. impact of the project, such as changed practices, improved capacity, institutional changes, etc.)? Please provide evidence where applicable. (Character count 400 words):
The key confirmed outcomes include:
(i) Increased, visibility of the RCE initiative and the participating institutions.
(ii) Formation of youth network association based on ESD practice at institutional level i.e. within the university and schools. Strong mentorship skills and practices developed at regional levels, for mentoring, exchange of ideas and experiences. It targets disadvantaged schoolchildren in remote schools. The mentorship and career guidance is also aimed at promoting ICT and skills in science practical learning.
(iii) Training of youth in skills in leadership, governance, conflict management, peace building, esteem building and empowerment of the youth developed through interaction with successful role model and mentors.
(iv) Sensitization and training in HIV/AIDS communication and control, sexual maturation and menstrual hygiene management for teenage school girls.
(v) Increased awareness on proper sanitation practices in the community and public places.
(vi) Development of community-based off-campus teacher education projects within the local communityschools to improve the delivery of schooling to underprivileged schools within the community.
(i) Increased, visibility of the RCE initiative and the participating institutions.
(ii) Formation of youth network association based on ESD practice at institutional level i.e. within the university and schools. Strong mentorship skills and practices developed at regional levels, for mentoring, exchange of ideas and experiences. It targets disadvantaged schoolchildren in remote schools. The mentorship and career guidance is also aimed at promoting ICT and skills in science practical learning.
(iii) Training of youth in skills in leadership, governance, conflict management, peace building, esteem building and empowerment of the youth developed through interaction with successful role model and mentors.
(iv) Sensitization and training in HIV/AIDS communication and control, sexual maturation and menstrual hygiene management for teenage school girls.
(v) Increased awareness on proper sanitation practices in the community and public places.
(vi) Development of community-based off-campus teacher education projects within the local communityschools to improve the delivery of schooling to underprivileged schools within the community.
Are there any unexpected/ unplanned results achieved by your project? If yes, briefly describe or list them. (Character count 200 words):
Popularisation and adoption of RCE activities as community engagement activity of the University and other collaborating educational institutions was not planned. Formation of student based association to champion ESD activities is also another interesting development. We also linked up closely with other RCE centres within Uganda, Kenya for joint projects and activities, and helping in the effort to recruit and mentor new RCEs such as RCE Greater Kampala and RCE Greater Masaka.
4. What are the remaining challenges and/ or limitations for further development? (Character count 300 words):
Remaining challenges or limitation concerns are:
(i) mobilising resources both human and financial for scaling up RCE activities. The shortfall in the funding framework pertaining to community engagement hamper the progress towards the integration of community engagement activities into institutions operating systems.
(ii) Community outreach is not yet seen as a core function of the University
(iii) The alignment of RCE activities with institutional.
(iv) RCE is a voluntary activity with no direct financial gain for employees may make some to be less active in participating.
planning instruments is needed to ensure that the university and other stakeholders are committed to the establishment of a community engagement regime in the University.
(v) No support for research on sustainability research for RCE to enable them improve on the services to promote high quality sustainability research
(i) mobilising resources both human and financial for scaling up RCE activities. The shortfall in the funding framework pertaining to community engagement hamper the progress towards the integration of community engagement activities into institutions operating systems.
(ii) Community outreach is not yet seen as a core function of the University
(iii) The alignment of RCE activities with institutional.
(iv) RCE is a voluntary activity with no direct financial gain for employees may make some to be less active in participating.
planning instruments is needed to ensure that the university and other stakeholders are committed to the establishment of a community engagement regime in the University.
(v) No support for research on sustainability research for RCE to enable them improve on the services to promote high quality sustainability research
What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal/ non-formal learning/ research)? (Character count 500 words):
At an institutional level, the project bought into the support of the institutions e.g. Busitema University management made commitment to support the initiative. This provided the impetus and the opportunity to initiate formal RCE - ESD activities in the university, which began with the pilot project of streamlining ESD in teacher education at the Faculty of Science and Education. This will be further expanded to other higher institutions of learning in Eastern Uganda and the rest of the country. Documenting the achievements, challenges and proposing a way forward will provide a framework to expand the initiative to other disciplines. The sensitising of students, staff, civil society organisations, local governments, private sector and the community regarding ESD; and promoting of staff and student based outreach activities within the neighbouring community, including career guidance, working with the local town council on waste management, sanitation, and tree planting among other identified activities and innovations are some of the innovative and transformative educational processes.
How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (Character count 300 words) :
The RCE network plans to scale up the outreach activities which will promote the target groups to acquire the knowledge, skills, values and attitudes and to empower them to contribute to sustainable development and take informed decisions and responsible actions for environmental integrity, economic viability, and a just society for present and future generations. The programme will promote transformative education in that it aims at reorienting societies towards sustainable development practices. This will ultimately require reorientation of education systems and structures as well as a reframing of teaching and learning process and practices. The involvement of professional employees in the participating institutions in community engagement initiatives where Employees apply their expertise of their discipline to community development initiatives and training workshop opportunities contributes to the GAP. Knowledge of employees is also enhanced due to their experiences in the community activities. There are interactions between key stakeholder to address community identified goals or needs is very relevant to GAP and this deepen students’ civic and academic learning, enhance the well-being of the community, and enrich the scholarship of the institution.
How does you project contribute institutional and policy reforms as part of sustainability change? (Character count 500 words):
Due to the RCE initiatives the university has adopted the policy to Integrate in curriculum-based community engagement within the teaching, learning and research activities.
Student learning in community engagement academic programmes is being advocated to be assessed, especially in terms of the link between theory and practice.
Student learning in community engagement academic programmes is being advocated to be assessed, especially in terms of the link between theory and practice.
5. How does your project further improve capacities of various partners and stakeholders on the theme? (Character count 500 words):
The involvement of employees with professional, national and international boards/bodies related to their discipline and expertise in training and workshops leverages the knowledge and skills of the stakeholders and target communities to improve and promote sustainable learning practices. The participation also benefits stakeholders communities and improving research, teaching and learning for staff and students as a result.
6. How does your project link to the SDGs or other global frameworks (e.g. UN Framework Convention on Climate Change, Convention on Biological Diversity, Sendai Framework for Disaster Risk Reduction 2015-2030)? (Character count 300 words):
The project improves the stakeholders particularly the university’s teaching and research competence to build mutually beneficial relationships with various communities in various disciplines to address community needs. The student also benefit from experiential learning, the enrichment of academic discourse and the creation of and learning of new knowledge form the communities on the other. The community gains access to University resources, awareness of its needs and can easily gain assistance to address such needs.
The students and the participating staff learn from experience, apply their knowledge, explore career possibilities, become more aware of community needs and learn how to do research. There is also a social benefit namely, encouraging democratic values and civic and community responsibility.
The students and the participating staff learn from experience, apply their knowledge, explore career possibilities, become more aware of community needs and learn how to do research. There is also a social benefit namely, encouraging democratic values and civic and community responsibility.
What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) (Character count 250 words):
The RCE initiative has been able to transformation higher education to address community development priorities and challenges which not was the case previously.
By using the expertise of University in the areas of teaching and research to address issues relevant to the community challenges and priorities there is opportunity for mutual benefit of the community and the University.
The innovation has been to develop mechanism to streamline mechanisms/structures to promote and coordinate community engagement and outreach activities using RCE network.
By using the expertise of University in the areas of teaching and research to address issues relevant to the community challenges and priorities there is opportunity for mutual benefit of the community and the University.
The innovation has been to develop mechanism to streamline mechanisms/structures to promote and coordinate community engagement and outreach activities using RCE network.
What is the significance of this project for the region? How important are its results for its particular project category? (Character count 250 words):
Promote the recognition of the scholarship of community engagement as a valid pedagogy within the region. Initiatives and processes through which the expertise of the higher education institution in the areas of teaching and research is applied to address issues relevant to its immediate communities. The project is promoting quality co-operative building of synergy and partnerships among key stakeholders within the region. The project has raised awareness of the University community regarding community engagement and outreach, and disseminate what is best practice regarding community engagement and outreach.
