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