RCE Kano - 2018

RCE KANO QUIZ COMPETITION AMONG SECONDARY SCHOOLS ON SD, ESD AND GAP
CSV
Basic Information
Title of project : 
RCE KANO QUIZ COMPETITION AMONG SECONDARY SCHOOLS ON SD, ESD AND GAP
Submitting RCE: 
RCE Kano
Contributing organization(s) : 
CENTRE FOR RENEWABLE ENERGY AND ACTION ON CLIMATE CHANGE/NATIONAL AGENCY FOR NON-FORMAL AND ADULT EDUCATION
Focal point(s) and affiliation(s)
Name: 
FATIMA BUKAR AHMAD
Organizational Affiliation: 
BAYERO UNIVERSITY KANO
E-mail: 
ummie492@gmail.com
Format of project: 
Televised video
Language of project: 
English
Date of submission:
Monday, June 4, 2018
Web link: 
https://youtu.be/CjTotk8K0bQ
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
SOCIETAL RE-ORIENTATION AND PUBLIC AWARENESS
At what level is the policy operating?: 
Subnational
SOCIETAL RE-ORIENTATION AND PUBLIC AWARENESS
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Nigeria
Location(s): 
KANO
Address of focal point institution for project: 
BAYERO UNIVERSITY KANO
Ecosystem(s):
Dryland
Target Audience:
Primary, Secondary, Teacher Ed.
Socioeconomic and environmental characteristics of the area : 
Kano and other parts of Nigeria are faced with enormous environmental degradations such as desertification, extinction of small forests, lack of proper sanitation, and extinction of key ecosystems.
Description of sustainable development challenge(s) in the area the project addresses: 
The project introduced sustainable development tenets into the informal activities of secondary schools in Nigeria, it also and created momentum towards the reorientation of educational systems in line with global agendas on education.

It exposed the schools and the students to the five pillars of education; learning to know, learning to do, learning to be, learning to live together and learning to transform oneself and the society.

It created the idea of critical thinking and transformative learning amongst secondary schools students.
Contents
Status: 
Ongoing
Rationale: 
Because the students acquire knowledge on ESD, SD SDGs and GAP and understand the nexus of the three pillars of development.

It brings the schools and the students closer to global agendas on education and sustainability and increase awareness towards them.
Objectives: 
The project created flagship of projects, collaboration and partnership on sustainable development among secondary schools.

It also created a locally relevant and culturally appropriate values component to ESD, one that is informed by the principles and values inherent in sustainable development.

It also inculcated in the students and the schools the values underlying the sustainability paradigm, such as human dignity, fundamental freedoms, human rights, equity, wellbeing and care for the environment.
Activities and/or practices employed: 
The first three weeks were for sensitization, document sharing and training among the participating schools and students. The frame was divided into four stages, the general, quarter, semi and final stages.
There were three student’s representatives from every participating school, a minimum of three and maximum of five members of audience and at least a teacher.
Size of academic audience: 
The combined school population and audiences the project reached amounted to over 20,000 students because it was lived televised.
Results: 
Partnerships and collaborations among the schools that participated were created, it provided avenue for skills, knowledge and methodology sharing and exchange among the schools and the students.

Participating schools have learned about the dynamics and phenomenon of education and the ripple effects of unsustainable actions.
Lessons learned: 
The relevance of sustainability in school curricula was revealed

It provided concrete examples to abstract concepts to the benefits of the schools and the students and the society.

It repositioned both the students and the schools to stand the taste of time with respect to ESD, SD and SDGs.
Key messages: 
Critical thinking and transformative learning amongst secondary schools students were enhanced.

Pictures:

File Name Caption for picture Photo Credit
Image icon RCE KANO Debate Students Receiving an Award (2).JPG (720.77 KB) RCE KANO QUIZ Students Receiving an Award RCE KANO
Image icon RCE KANO Debate Students Receiving an Award2 (2).JPG (814.84 KB) RCE KANO QUIZ Students Receiving an Award RCE KANO
Image icon RCE KANO Debate Pariticipating Students (1).JPG (774.43 KB) RCE KANO QUIZ Participating Students RCE KANO
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
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 
Indirect
Theme
Curriculum Development 
Direct
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Indirect
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct
Update: 
No