RCE Central Kenya - 2022

Location

Dedan Kimathi University of Technology (DeKUT)
Nyeri -Nyahururu Highway
Kenya
See map: Google Maps
KE
The Role of African RCEs in Climate Action
CSV
Basic Information
Title of project : 
The Role of African RCEs in Climate Action
Submitting RCE: 
RCE Central Kenya
Contributing organization(s) : 
Dedan Kimathi University of Technology (DeKUT)
International Bamboo and Rattan Organization (INBAR)
KFS
Focal point(s) and affiliation(s)
Name: 
George Wambugu Mwangi
Organizational Affiliation: 
Dedan Kimathi University of Technology (DeKUT)
E-mail: 
george.mwangi@dkut.ac.ke
Format of project: 
Manuscript
Language of project: 
English
Date of submission:
Update
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Community Linkages Policy
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Kenya
Location(s): 
Nyeri County
Ecosystem(s):
Agricultural, Forest, Mountain
Target Audience:
Community, Higher, Primary, Secondary, TVET, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
Central Kenya RCE covers four Counties of Nyeri, Kirinyaga, Murang’a and Nyandarua. The region hosts two major water towers of Mt. Kenya and Aberdare Ranges. Agriculture is the main economic activity in the entire region with areas where coffee and tea is grown as the main cash crops. The dairy sector, horticulture and mixed farming takes a significant portion of the economic activities where tea and coffee is not grown.
Description of sustainable development challenge(s) in the area the project addresses: 
Address sustainable development challenges identified above using multi sectoral approach. Attention areas include environmental conservation, sustainable production & consumption, climate change action and empowering the community.
Contents
Status: 
Ongoing
Objectives: 
This will help address issues of environmental conservation, sustainable production & consumption of agricultural resources, climate change action and empowering the community
Activities and/or practices employed: 
Tree planting, Chia seeds farming, water and soil conservation, smart farming practices
Size of academic audience: 
Over 1000
Results: 
Increased awareness on the benefits of environmental conservation such as benefits of tree planting in schools and farms. Contributing to the transformation of the current education and training systems to satisfy the aspirations of the region regarding sustainable living and livelihood, manage encroachment of riparian areas and wetlands through pegging and fencing. Rehabilitation of the degraded areas by planting of suitable trees in the wetland. Uplifting the livelihoods of the rural populace in the zone by helping initiate income generating activities.
Lessons learned: 
That the local communities, school going children, college students and local administrators needs more trainings on environmental conservation and activities that support it such as tree planting and the various benefits accrued from tree planting, water and soil conservation. Lack of information on the benefits of these exercise leads to laxity in protecting the environment and the available natural resources that are beneficial to the communities.
Relationship to other RCE activities: 
N/A
Funding: 
N/A

Pictures:

File Name Caption for picture Photo Credit
N/A
References and reference materials: 
PDF icon The Role of African RCEs in Climate Action...pdf
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 
Direct
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 
Indirect
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
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 
Indirect
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 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Indirect
Arts 
Indirect
Curriculum Development 
Indirect
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
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: 
Yes
I acknowledge the above: 
Yes