RCE Greater Nairobi - 2020

Location

Kenya
See map: Google Maps
KE
WOTE TECHNICAL TRAINING INSTITUTE UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK
CSV
Basic Information
Title of project : 
WOTE TECHNICAL TRAINING INSTITUTE UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK
Submitting RCE: 
RCE Greater Nairobi
Contributing organization(s) : 
WOTE TECHNICAL TRAINING INSTITUTE ENVIRONMENT AND WILDLIFE CLUB
UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK
TOTAL KENYA LIMITED ECO CHALLENGE
NETFUND
NEMA
KENYA WATER TOWERS AGENCY
Focal point(s) and affiliation(s)
Name: 
LYDIA NYAWIRA MBURIA
Organizational Affiliation: 
COMMUNITY DEVELOPMENT & ENVIRONMENTAL SUSTAINABILITY TRAINER
E-mail: 
lydiamburia@gmail.com
Format of project: 
POWERPOINT
Language of project: 
ENGLISH
Date of submission:
Tuesday, September 15, 2020
Web link: 
www.wotetti.ac.ke
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
BIG 4 AGENDA
At what level is the policy operating?: 
National
ENVIRONMENTAL MANAGEMENT & COORDINATION ACT 1999
At what level is the policy operating?: 
National
UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK
At what level is the policy operating?: 
International
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Kenya
Location(s): 
EASTERN REGION, MAKUENI COUNTY, WOTE TOWN
Address of focal point institution for project: 
WOTE TECHNICAL TRAINING INSTITUTE, P.O.BOX 377-90300, WOTE-MAKUENI, KENYA
WOTE-MAKINDU ROAD
Ecosystem(s):
Agricultural, Coastal, Dryland, Forest, Fresh water, Grassland, Mountain, Urban/Peri-urban, Wetlands
Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed., TVET, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
Makueni County is one of the forty-seven counties in Kenya situated in the South Eastern part of
the Country. It borders Machakos County to the North, Kitui County to the East, Kajiado County
to the West and Taita Taveta County to the South. The County lies between Latitude 1º 35´ and
30 00 South and Longitude 37º10´ and 38º 30´East and covers an area of 8,008.7 KM2. Makueni County lies in the arid and semi-arid zones of the Eastern region of Kenya. Major
physical features in the County include the volcanic Chyullu hills which lie along the South West
border of the County in Kibwezi West Sub County, Mbooni hills in Mbooni Sub County and
Kilungu and Iuani hills in Kaiti Sub County. Makueni County is largely arid and semi-arid and usually prone to frequent droughts. This has negatively affected agriculture which is the main economic activity. The lower side of the
County which is very dry receives little rainfall ranging from 300 mm to 400 mm.
Description of sustainable development challenge(s) in the area the project addresses: 
THE UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK ADDRESSES ECOLOGICAL CLIMATE CHANGE CONCERNS IN LOWER EASTERN ESPECIALLY IN MAKUENI. IT IS AN EDUCATION FOR SUSTAINABLE DEVELOPMENT COMPETENCY BASED EDUCATION TRAINING AVENUE WITH THE AIM OF IMPARTING GREENING SKILLS TO STUDENTS AT WOTE TECHNICAL TRAINING INSTITUTE. KEY AREAS OF CONCERN ARE WASTE SEGREGATION, TREE PLANTING, ENVIRONMENTAL SUSTAINABILITY SENSITIZATION FORA, CLEAN-UP EVENTS TO ERADICATE CUSCUTA DODDER KILLER INVASIVE WEED, PLASTIC WASTES, PRESENTATION OF RESEARCH PAPERS ON ENVIRONMENTAL SUSTAINABILITY IN LOCAL, REGIONAL, NATIONAL AND INTERNATIONAL ENVIRONMENTAL CONFERENCES. NETWORKING AND COLLABORATIVE EFFORTS WITH RELEVANT STAKEHOLDERS THAT IS TOTAL KENYA LIMITED ECO CHALLENGE, NETFUND, NEMA, KENYA WATER TOWERS AGENCY IN IMPLEMENTING ENVIRONMENTAL SUSTAINABILITY INITIATIVES LOCALLY, REGIONALLY, NATIONALLY AND INTERNATIONALLY. THE METHODOLOGY APPLIED IN ADDRESSING SUSTAINABLE DEVELOPMENT CHALLENGES IS THE CLUSTER DEVELOPMENT EXECUTIVES THAT HAS ENABLED THE COMMUNITY TO IDENTIFY VALUE CHAIN PROJECTS THAT HAVE POSITIVELY IMPACTED ON THEIR SOCIO-ECONOMIC LIVELIHOODS AS WELL AS SUSTAINABLY MANAGING AND CONSERVING THE ENVIRONMENT.
Contents
Status: 
Ongoing
Period: 
March, 2017 to September, 2020
Rationale: 
UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK POLICY ON EDUCATION FOR SUSTAINABLE DEVELOPMENT HAS BEEN VERY INSTRUMENTAL IN GUIDING THE IMPLEMENTATION OF GREENING PROJECTS AT WOTE TECHNICAL TRAINING INSTITUTE. IMPARTATION OF GREENING SKILLS TO STUDENTS IN TVET HAS A LONG WAY IN HELPING TRAINEES APPRECIATE AND EMBRACE ENVIRONMENTAL SUSTAINABILITY CONCEPTS THROUGH LEARNING BY DOING THINGS. IN ADDITION, THE COMPETENCY BASED EDUCATION AND TRAINING VIA EDUCATION FOR SUSTAINABLE DEVELOPMENT HAS KEY ELEMENT IN THE SUCCESS OF GREENING TVET FOR ENVIRONMENTAL SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT.
ENVIRONMENTAL MANAGEMENT & COORDINATION ACT 1999 HAS BEEN A KEY ENVIRONMENTAL LEGISLATION IN KENYA THAT HAS SIGNIFICANTLY INFORMED AND SHAPED OUR IMPLEMENTATION OF GREENING PROJECTS AT WOTE TECHNICAL TRAINING INSTITUTE. WE HAVE BEEN GREATLY GUIDED BY THE AIR REGULATIONS, NOISE REGULATIONS, WASTE WATER MANAGEMENT REGULATIONS, PAPER WASTE RECYCLING REGULATIONS.
BIG 4 AGENDA IS THE MANIFESTO OF THE GOVERNMENT OF THE REPUBLIC OF KENYA AND OUR MAIN FOCUS HAS BEEN ON ENHANCING ENVIRONMENTAL SUSTAINABILITY FOR FOOD SECURITY AND USE OF ECO CONCRETE FOR AFFORDABLE HOUSING.
Objectives: 
GOALS OF THE UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK POLICY ON EDUCATION FOR SUSTAINABLE DEVELOPMENT HAS BEEN TO ALWAYS ENSURE THAT ALL LEARNERS IN PRIMARY, SECONDARY, TVET AND UNIVERSITIES ARE ADEQUATELY EQUIPPED WITH GREENING SKILLS FOR SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL SUSTAINABILITY. THE CONCEPTS ARE TAUGHT VIA CLUSTER DEVELOPMENT APPROACH THAT FOCUSES ON LEARNING BY DOING THINGS PRACTICALLY. AS A RESULT, TRAINEES HAVE APPRECIATED AND EMBRACED ENVIRONMENTAL SUSTAINABILITY CONCEPTS. ENVIRONMENTAL MANAGEMENT & COORDINATION ACT 1999 HAS BEEN A PIVOTAL LEGISLATION THAT HAS ENABLED TRAINEES LEARN ASPECTS SUCH SUSTAINABLE WASTE DISPOSAL AND MANAGEMENT IN LINE WITH SUSTAINABLE DEVELOPMENT GOALS NUMBERS 4,6,7,8,9,10,11,12,13,14 AND 15.THE BIG 4 AGENDA HAS ALREADY BEEN INCORPORATED INTO THE COMPETENCY BASED EDUCATION AND TRAINING CURRICULUM HENCE GREATLY ENHANCING THE TRAINEES COMPREHENSION OF GREENING CONCEPTS FOR ENVIRONMENTAL SUSTAINABILITY ESPECIALLY WITH REGARD TO FOOD SECURITY AND GREEN BUILDING AND CONSTRUCTION FOR AFFORDABLE HOUSING.
Activities and/or practices employed: 
THE CLUSTER DEVELOPMENT APPROACH OF IMPARTING SKILLS HAS GREATLY ENHANCED THE TRAINEES APPRECIATION OF GREENING CONCEPTS. LEARNING THINGS BY DOING HAS POSITIVELY IMPACTED TRAINEES WITH PRACTICAL SKILLS IN MATTERS ENVIRONMENTAL CONSERVATION SUCH AS CLEAN-UPS, ENVIRONMENTAL SUSTAINABILITY FORA,NATURE TRIP EXCURSIONS, ENVIRONMENTAL AND WILDLIFE ESSAY AND ART COMPETITIONS.
Size of academic audience: 
500
Results: 
A. ENVIRONMENTAL LANDSCAPING VIA PLANTING OVER 4000 TREES ACCOMPLISHED;
WOTE TECHNICAL TRAINING INSTITUTE GOT 3 AWARDS NAMELY THE:
1.UNESCO-ASPNET 2ND POSITION AWARD FOR ENVIRONMENTAL SUSTAINABILITY IN 2018;
2.1ST POSITION AWARD FROM WILDLIFE CLUBS OF KENYA FOR THE NATIONAL ART AND ESSAY COMPETITION IN 2017;
3.TOTAL ECO CHALLENGE TROPHY, CERTIFICATE AND TREE AMBASSADOR BADGE IN 2016.
B.TREE LABELLING;
C.LAUNCH OF THE SOLAR WATER HEATING AND COOLING PROJECT IN 2019
Lessons learned: 
NETWORKING AND COLLABORATIVE EFFORTS WITH LOCAL SCHOOLS, CHURCHES, COUNTY GOVERNMENT OF MAKUENI AND RELEVANT ENVIRONMENTAL SUSTAINABILITY AGENCIES HAS POSITIVELY IMPACTED AND ENHANCED EDUCATION FOR SUSTAINABLE DEVELOPMENT FOR TRAINEES.
THE CUSCUTA DODDER INVASIVE KILLER WEED IS A CHALLENGE IN AGROFORESTRY MANAGEMENT AS WELL AS MICRO PLASTICS POLLUTION.
Key messages: 
It is a great forum for creating environmental consciousness, awareness and calls for action for the protection of our environment through utilization of renewable clean and green solar energy as well as collective corporate social responsibility investing considerably in solar energy systems.

As we proactively take part in celebrating the Launch of the National Solar Water Heating Manual our focus should be to enforce the implementation solar energy. Moreover, I urge all stakeholders to join hands to work tirelessly to upscale CBET Solar training in all TVETs.

We in the Technical Vocational Education & Training sector are engaging in greening the curriculum, greening the community, greening the research, greening our culture (green values, ethical standards, attitudes, practices) & greening TVETs to reduce our carbon footprints. We therefore challenge other stakeholders to follow suit in greening the ecosystem through solar power training.

It is pertinent to note that the discourse on environmental sustainability is incomplete unless we accord due consideration to solar power training. We thank all stakeholders present for being part and parcel of the greening process through solar power training for a sustainable future.
Relationship to other RCE activities: 
RESEARCH AND DEVELOPMENT FOR ENVIRONMENTAL SUSTAINABILITY THROUGH DATA COLLECTION, ANALYSIS FROM QUESTIONNAIRES, CASE STUDIES, SCHEDULED INTERVIEWS AND PROGRESS REPORTS.
Funding: 
NOT APPLICABLE

Pictures:

File Name Caption for picture Photo Credit
Image icon SORT WASTE PAPER 1.jpg (619.3 KB) LEARNING TO SORT WASTE PAPER FOR RECYCLING LYDIA NYAWIRA MBURIA
Image icon SORTING WASTE PAPER 2.jpg (678.07 KB) LEARNING T SORT WASTE PAPER FOR RECYCLING LYDIA NYAWIRA MBURIA
Image icon SORTING WASTE PAPER 3.jpg (447.01 KB) LEARNING TO SORT WASTE PAPER FOR RECYCLING LYDIA MBURIA
References and reference materials: 
File PROGRESS REPORT ON WASTE WHITE PAPER AND BROWN CARTONS RECYCLING ON 7TH AUGUST 2020.docx
File REPORT ON WASTE PAPER DISPOSAL TO NEMA..docx
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Agriculture 
Direct
Ecotourism 
Direct
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Indirect
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
No