RCE North Rift - 2022

Green Club Mentorship Program, inter schools Environmental awareness Competition
Basic Information
Title of project : 
Green Club Mentorship Program, inter schools Environmental awareness Competition
Submitting RCE: 
RCE North Rift
Contributing organization(s) : 
The X Generation Youth Group
Eldoret Green Town Initiaitve
State department of education, Uasin Gishu and Elgeyo Marakwet Counties
Universty of Eldoret
NEMA, Elgeyo Marakwet County
NEMA Uasin Gishu County
Africa for SDGs
Focal point(s) and affiliation(s)
Onyancha Dennis
Organizational Affiliation: 
The X Generation Youth Group
Ali Mohammed
Organizational Affiliation: 
Eldoret Green Town Initiative
Prof. Vincent Sudoi
Organizational Affiliation: 
Universty of Eldoret
Dr. Pascaline Jeruto
Organizational Affiliation: 
Universty of eldoret
Format of project: 
Language of project: 
Date of submission:
Saturday, October 29, 2022
The Environmental Management and Coordination Act 1999, UNESCO Global Action Programme (GAP) and the 2030 Agenda for Sustainable Development (Ministry of Education, 2017)
At what level is the policy operating?: 
Geographical & Education Information
Africa and Middle East
Uasin gishu County, Elgeyo Marakwet County
Address of focal point institution for project: 
University of Eldoret
Socioeconomic and environmental characteristics of the area : 
Uasin Gishu County and Elgeyo Marakwet ounties are referred to as the breadbasket of Kenya with high and reliable rainfall, relatively large farm sizes, and highly mechanized farming. Ninety percent of the total land in the county is arable. Agriculture is the mainstay of the economy contributing 80% of total rural household income and food
security. Maize, wheat, beans, dairy, Irish potatoes, horticulture and local chicken are the key value
chain commodities in the county.

Changes in both growing seasons’ rainfall characteristics and intense rainfall compromise productivity and food security in the county with climate projections indicating even greater challenges in the coming years

On-farm strategies to cope with climate risks and shocks include; conservation agriculture, early maturing crop varieties, early and dry planting, diversification, animal feed conservation, tree planting and water harvesting.

The main constraints to the uptake of these strategies include limited knowledge of new technologies and high costs of investing in these technologies

Drafting and implementation of county-specific policies on climate risk management is of utmost importance and needs to be fast tracked in order to tackle the emerging issues of climate change and the associated implications on agricultural production

Description of sustainable development challenge(s) in the area the project addresses: 
Young people have the capacity to bring transformational change in Environment Conservation and Preservation of forests in the North Rift region With the advancement in ICT, entrepreneurship, Agribusiness industrial technology, medical advancement, threats of diseases and negative effects of climate change, insecurity and hunger brought about by poor consumption and production, environmental degradation and abuse of natural resources are driving the more than 60% of the Kenyan Population comprising of young people transform the way they conduct their daily business. Through the green innovations award, we wish to see, listen and support the youthful conservationists and green innovators in creating and Making their Dreams Come true through the Green clubs in schools and learning institutions

Forests forms part of the ecosystem and plays important role in maintaining lives and livelihoods as well as regulating the climate by acting as carbon sinks, evapotranspiration and regulating of temperatures among other importance. The importance of the forests is as old as man and have served several purposes including, economic support for provision of wild fruits and honey. Medicinal values of trees Religious functions such as sacred places for offering sacrifices and culturally a place where passages of rites and other rituals were performed and hence were exonerated and preserved. However the uses of forests have changed due to changes in the ownership as well as the laws and policies governing them. In addition settlement patterns have tremendously affected the role and usage of the latter.
Despite the importance and benefits from forests there are several challenges facing the forests including: encroachments, indiscriminate logging, climate change, exotic tress invasion, fires, diminishing of trees variability and quantity of trees, land grabbing among others which can be classified as natural and human related. For example approximately 5,000 ha of forest cover is lost every year through illegal logging, encroachments and settlement of people, cultivation and development projects in the forest reserves.. All which touches the lives of the living being on the planet through their collective contribution to diminished water resources worsening the situation since Kenya is a water scars country National Development Plan (2002-2008)
May, 2016 to December, 2022
Environmental Education for Sustainable Development embodies the following basic principles:
1) Agent for Positive Change it seeks social, cultural and value change at an individual and systemic level. 2) Reach out experience. It extends beyond the formal system, and strategies for environmental education embrace people at the workplace, in the home and the community.
3 Fundamental issues relating to development and the environment, including population, health, peace, human rights, democracy, hunger, degradation of flora and fauna, are considered in this manne hence though the ecosaturday program, participants will be able to visit and appreciate different kinds of nature.
4) Empowering and promotes opportunities for democratic participation at all level through advocacy, skills and capacity development.
6) To encourages self-motivation and innnovation, and is proactive rather than reactive.
7) Recognizes and keeps pace with knowledge creation. It encourages research and data collection to enable planning, guide educational activities and develop research competencies. In doing so, environmental educators and green champions make maximum use of the most appropriate technology.
8) Encourages respect for and care of nationalisim and patriotism for the country and county, taking advantage of learning possibilities offered by culture, heritage, the use of oral traditions and traditional knowledge systems.
9) To develop ethical considerations, including consideration for all forms of life on the planet, with a view to creating improved standards of environmental behaviour.
10) Promotes sustainable human development as the context for education, work-related learning and life skills.
Expected Learning Outcomes from educated person on Sustainable development
Priority Areas
i.Depleted forest resources
ii.Water scarcity /drying up rivers/lakes/H20 resources
iii.Energy conservation
iv.Resource management
v.Integrated approach to conservation of forests
1. To disseminate the knowledge, know-how and skills needed to improve the understanding and
management of natural resources including agriculture, energy and industrial production, and of
the built environment, thereby contributing to sustainable production and consumption patterns;
2. To change values, ethics, attitudes, behaviours and lifestyles so as to facilitate improved management of natural resources including agriculture, energy and industrial production, and of the built environment; thereby helping to bring about sustainable production and consumption patterns;
3. To ensure an informed public including individuals and groups in the private and public sectors – which will support actions emerging from different sectors aimed at an improved environment and sustainable human development;
4. To ensure an informed policy and decision-making directorate which will take a lead role on environment and sustainability issues, and which will interact with the public to develop and maintain sustainable practices;
5. To ensure systems capacity which will sustain long-term support for initiatives on environmental
education for sustainable development.
Activities and/or practices employed: 
Sensitization of Head teachers on Education for Sustainable Development 456 primary schools, 169 secondary schools and 60 tertiary institutions
Capacity building and strengthening Environment Clubs in Schools and higher institutions
Sensitization and awareness creation targeting the policy makers, Community leaders, MCAs, CECMs, Directors on ESD
Partnership with the private sector, Manufacturers, Business Community and Development partners
Eco Saturday Program, Eco Tourism to forests, Picnic Sites, Wetlands and conservatories
Marking Key calendar events, E.g Wetlands day, Water day, Environment Day, Forest Day, UNFCCC/ CoP, Africa Environment day
Community service, cleanups and tree planting
ESD Conference and innovation Exhibitions
Environmental talks, Debates, Science Congress, Exchange program
Enterprise development on waste management, conservation farming, tree nurseries solar and renewable energy
Media Advocacy campaigns
Awards and recognitions
Size of academic audience: 
currently we are coordinatind 32 secondary schools, 18 primary schools and 6 Tertiary
Elgeyo Marakwet County w have 6 secondary schools and 2 Primary schools, 2 tertiary institutions
in uasin Gishu County, we have26 secondary schools, 16 primary and 4 Tertiary institutions
several Tree Planting initiatives in schools and protected areas totaling to 200,00o seedlings grown.
total number of active youths is 6000
Lessons learned: 
creativity and problem solving skills
eagerness and willingness to learn
reafforestation and tree nursery establishment by institutions
the learners are ready to be
Key messages: 
young people and learners in primary, secondary and tertiary institutions have the will and time to take an active role in Climate Action. having education for sustainable development as an exciting events makes young people more motivated through an interactive sessions and engagement of relevant climate actors as mentors is a big motivation.
despite the financial challenges, youths when supported with transport meals and edutainment after community activity will inspire one to implement skills and knowledge gained at his/ her home or village which will contribute to an informed community
Relationship to other RCE activities: 
The Project is related to other activities being implemented by other RCE Stakeholders and National/ County Government relevant department such as Health, Environment, Waste management, Conservation thorough reafforestation, and wetlands conservation
financing is through individual schools financing their students, support with Tree seedlings from Equity Bank, ELDOWAS, County Government, KFS,
for the Mentor-ship, facilitators from Key government and non Governmental actors who use their institutional financial systems to attend to this youth and students forums


File Name Caption for picture Photo Credit
Image icon IMG-20220604-WA0110.jpg (71.67 KB) Kapkoiga Girls High School, overal winners in the Inter school Environmental awareness program 2022 held at Tambach Boys high school, Elgeyo Marakwet County edwin Owino
Image icon IMG-20220406-WA0055.jpg (34.34 KB) 2016 winners fpr the Mr & Miss Environment secondary school category onyancha Dennis
References and reference materials: 
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Disaster Risk Reduction 
Traditional Knowledge  
Curriculum Development 
Plants & Animals 
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Developing capacities of educators and trainers 
Priority Action Area 5 - Accelerating sustainable solutions at local level 
I acknowledge the above: