RCE Greater Eastern Uganda-2017

1. Project Title: 
2. Thematic area/s addressed by the project
Select your options: 
3. Project partner contact information : 
Greater Eastern Uganda RCE
Lead organisation
Main Contact: 
Dr. Andama Eward, Email. andamaedward@gmail.com
Dr. Andama Edward
Busitema University
Alternative project contact: 
Ms. Margaret Ujeyo Suubi
Busitema university Faculty of Science and Education
4. Project type
5. Project description
Provide a short description of the project including strategies, regional challenges, aims and specific project activities.: 

University has three functions- teaching, research and Community outreach- All are relevant to RCE activities.  SD is incorporated in the Busitema University which provides a framework for promoting sustainability in all aspects of the university activities both academic and administrative.  The project on main streaming environment and sustainable development issues in university academic and non-academic programmes through RCES was conceived as a strategy to promote infuse Cross-cutting course on ESD in all training programmes with pilot within Busitema University faculty of Science and Education. The regional challenges of eastern Uganda here GEURCE lies in poor education standards and lack of sustainability in most programmes of the local government and other stakeholders as indicated in the problem stament of the proposal for the RCE submitted to the UNU/Global RCE center in 2012. The project stagey is to use a whole institution approach to strengthen the capacity of educators, trainers and other change agents to become learning facilitators for ESD in the eastern Uganda region. It is based on assumption and belief that educators are one of the most powerful human resources to foster educational change and to facilitate learning for sustainable development. The project aims at building the capacity of educators, as well as trainers and other change agents, on relevant issues related to sustainable development and appropriate teaching and learning methodologies and pedagogies. This requires in particular the following: (a) ESD is integrated into pre-service and in-service education and training for primary and secondary school teachers, as well as teachers lecturers in higher education institutions and facilitators in non-formal and informal education. The project aims at mainstreaming ESD in all university programmes starting from Diploma, bachelors, Masters and doctorate p philosophy programmes. In addition to the programme level other intervention included formation of student group to spearhead campus sustainability activities and community engagement and setting up collaboration /Outreach activities  to cater for  non-academic activities through linkage established with the neighboring communities and institutions -town council, local governments and surrounding schools and started joint ESD activities within communities. This would promote sensitization. Additionally linkage was established (memorandum of Understanding MoU- with media stakeholder (East FM Radio Station Company) to promote sensitization of the community.  The objective of the project were (i) develop Cross-cutting course on ESD all programmes Diploma, bachelors, Masters. (iii) Initiate formation of student group to spearhead campus sustainability activities and community engagement. (iii) Develop collaboration /Outreach activities with the neighboring communities and institutions to promote ESD activities within communities.

7. Provide references and reference materials : 
6. Project status
On Going
Cross-cutting course on ESD was developed for all programmes Diploma, bachelors, Masters. These were approved by the National Council of Higher Education as part of the entire programme and was very much appreciated by the stakeholders in higher education as a unique innovation in the university. Since the initial programe any new progarme which come on board generally has the course unit incorporated. Currently it’s being incorporated in postgraduate diploma in ict integration in education (PGDIE) an online programme developed to increase access to wider community of leaners, and practicing teachers. A student group named Busitema University Education for Sustainable Development association (BESDA) was formed to spearhead campus sustainability activities and community engagement. And many collaboration /Outreach activities -Linkages have been established with the neighbouring communities and institutions such as town council, Tororo and Busia district local governments and surrounding schools both secondary, primary levels. This resulted in initiation of joint ESD activities within communities such as promotion of clean environment within the urban centers through proper solid waste management practices. Collaborations and linkages established for promoting ESD activities e.g. with stakeholders such as Nature Uganda, Grassroots Innovations Uganda, and local government.
The key outcomes of the project are as follows. The public talks and sensitization sessions with staff, student and other stakeholders became regular and part of the University/faculty calendar. Enabling environment for students- Two student based ESD groups / associations formed to spearhead campus sustainability activities and community engagement. Strong linkage established between ESD and Greater Eastern Uganda Regional Center of expertise (RCE) in undertaking ESD activities. A total of 5 schools visited and follow ups made at least once a semester to each school. Girls were trained on how to make sanitary towels using local materials. School administrations have been fully engaged for sustainability of the programs. On environmental campaigns, students in visited schools now save their pocket money to buy tree seedlings to go and plant in their homes every holiday. The students trained on how to make Charcoal briquettes from charcoal ash, agricultural residues, mud stoves to reduce deforestation. Some of the key Some key achievements so far include: (i) Savings from reduced water consumption (by having gardens rather than lawns and through using stored water for garden use) (ii) Savings from reduced amount of waste sent to landfill (using fewer commercial skips).(iii) Savings from reduced power consumption (through a “lights off” competition).(iv) The sell of the vegetables produced in the vegetable garden and trees planted. Students are actively involved in learning about the environment and sustainable development. Students learning has been enhanced through an action based cross curricula project. There is a richer curriculum/programme with hands on activities across all Key Learning Areas.Students have been involved in data collection, mapping and tabulation, as well as refining of scientific analysis, evaluation and testing techniques.Students have opportunities to become aware, passionate and enthusiastic about the environment. And sustainable development. Improved student leadership skills. The students and communities have positive towards analyzing development challenges and issues. Education for Sustainable Development has been incorporated across the university curriculum and programmes Students have learned the skills to plant plants properly and have engaged in community plantings. The local nature reserves are being created into school programs. The students and communities have positive towards analyzing development challenges and issues. Education for Sustainable Development has been incorporated and mainstreamed across the university curriculum and programmes. Students have gained skills to plant plants properly and have engaged in community plantings. The local nature reserves are being created into school programs. Students, staff, community and experts have been involved in the program and have ownership of it. Partnerships have been developed with the community, such as links with local Governments , schools NU, UWA etc. Increased student leadership and social responsibility, self esteem, a sense of belonging and ownership. Students are more confident and enjoy group work in the garden (building social capital).Students have positions of responsibility and have become community environmental watchdogs (e.g. monitoring household garden watering against restrictions). The whole schools, campus, the community have gained pride in the way activities are being implemented.
The key success factors for the project included; Broad ownership of and engagement with Sustainable Schools across the school. Support of the university and partners institution leadership team. Enthusiastic and committed staff. The university outreach functions and responsibilities made it easy to implement activities. Integrating sustainability into institutional operations and across the curriculum. The availability of funds to enable the development of visible.
From the project experience is can be concluded that RCEs can play significant role in the development agenda of their communities by becoming a dynamic nucleus and a hub for lifelong learning and practice for sustainable development
8. Tagging