RCE Projects

RCE South Rift - 2023

Habitat Rehabilitation through Tree growing, Environmental Education, Community Engagement, and Advocacy in South Rift, Kenya

Basic Information

Title of project :

Habitat Rehabilitation through Tree growing, Environmental Education, Community Engagement, and Advocacy in South Rift, Kenya

Submitting RCE:

RCE South Rift

Contributing organization(s) :

Maasai Mara University-Host
Friends of Mara-Local NGO.
Primary and Secondary Schools within RCE South Rift
Members of the Public

Focal point(s) and affiliation(s)

Name:

Evance Ouya

Organizational Affiliation:

Maasai Mara University

E-mail:

ouya@mmarau.ac.ke

Name:

Brian Olewe Waswala

Organizational Affiliation:

Kenya National Commision for UNESCO

E-mail:

b.waswala@unesco.go.ke

Format of project:

Manuscript

Language of project:

English

Date of submission:

Friday, September 1, 2023

Does this project link to any education and/or sustainable development policy or policies?:

Yes

UN SDGs,

At what level is the policy operating?:

International

UN Frame on combat climate change

At what level is the policy operating?:

International

Green University Network

At what level is the policy operating?:

National

UN Decade for Ecosystem Restoration, UN REDD+

At what level is the policy operating?:

International

AU Agenda 2063 policies

At what level is the policy operating?:

International

Geographical & Education Information

Region:

Africa and Middle East

Country:

Kenya

Address of focal point institution for project:

Maasai Mara University
P.O BOX 861-20500
NAROK, KENYA
https://www.mmarau.ac.ke/
info@mmarau.ac.ke
tel:2540205131400

Ecosystem(s):

Agricultural, Dryland, Forest, Grassland, Wetlands

Target Audience:

Community, Higher, Primary, Secondary, TVET, Youth (Informal)
Women groups, Community Members

Socioeconomic and environmental characteristics of the area :

South Rift, Kenya, is characterized by socio-economic and environmental features making it unique and attractive. The region grapples with poverty, as a result of income disparities, leading to socio-economic inequalities.

Access to education and healthcare services remains challenging for many. Environmentally, the region faces deforestation, soil erosion, and water scarcity issues, heightened by climate change. Agriculture is a primary livelihood source, but unsustainable practices and land degradation threaten food security.

Human-wildlife conflicts is rampant due to its proximity to conservation areas. Sustainable development, improved resource management, and climate resilience are essential to address these complexities and promote balanced sustainable growth.

Description of sustainable development challenge(s) in the area the project addresses:

Through tree growing and environmental education address, we have managed to address critical sustainable development challenges.

Firstly, to combat climate change by sequestering carbon dioxide and promoting biodiversity. Trees absorb CO2 and provide habitats for diverse species. These initiatives enhance ecosystem resilience, reducing vulnerability to natural disasters and fostering food security.
Environmental education and ESD instills ecological awareness and responsible behavior, empowering communities to protect natural resources.

Lastly, tree growing has been a platform to mitigate soil erosion and improve water quality, supporting clean water access, and promote economic growth by creating green jobs and enhancing the appeal of eco-tourism.

Contents

Status:

Ongoing

Period:

July, 2018

Rationale:

Combining tree growing and education for sustainable development to combat climate change is grounded in their synergistic potential to address multiple-facets of the climate crisis.

It is proved, that tree growing is one of the powerful strategies to combat climate change as trees absorb carbon dioxide, mitigating greenhouse gas emissions. They also enhance biodiversity, prevent soil erosion, and contribute to improved air and water quality. By reforesting and afforesting areas, we increase carbon sinks and protect ecosystems.
Education for sustainable development (ESD) empowers individuals and communities with the knowledge and skills needed to adopt eco-friendly practices, make informed decisions, and advocate for climate action. It fosters environmental awareness, drives responsible behavior, and promotes sustainable land and resource management among communities.

Together, these strategies create a holistic approach. Tree planting serves as a tangible, nature-based solution with immediate climate benefits, while education fosters long-term environmental stewardship, ensuring the sustainability of climate actions. It also engenders a sense of responsibility and collective action, motivating communities to engage in sustainable practices and advocate for policy changes. By combining tree growing and education, we forge a path towards a more resilient, sustainable, and climate-responsible future.

Objectives:

To establish three tree nurseries at the dedicated public land in South Rift, Kenya

To collection/buying and planting of seeds of indigenous trees at the three nurseries to generate seedlings necessary for the reforestation of degraded sites.

To establish model energy-efficient cookstoves that save fuelwood

To conduct systematic, distribution of seedlings for planting at selected degraded sites.

The final stage of the project is monitoring, evaluation, and reporting the project progress

Activities and/or practices employed:

Firstly, we have established three tree nurseries together with the concomitant building of a nursery shade at the dedicated public land in South Rift, Kenya

Thereafter, collection/buying and planting of seeds of indigenous trees at the three nurseries to generate seedlings necessary for the reforestation of degraded sites.

We also establish model energy-efficient cookstoves that save fuelwood by alternatively using charcoal briquettes. In this activity, we will hire the services of a local expert on making an energy-efficient cook stove using locally available/assembled materials who will make samples to be distributed and used in training the locals. We train the locals on making charcoal briquettes that convert waste paper, grasses, and other organic field waste into more sustainable energy.

The fourth activity involves the massive, but systematic, distribution of seedlings for planting at selected degraded sites.

The final stage of the project is monitoring, evaluation, and reporting the project progress

Size of academic audience:

A least 20,000

Results:

Through this project, we’ve grown over 50,000 tree seedlings and trained over 30,000 community members and school children on climate action and green energy consumption, several tangible results with significant positive impacts have since been realized.

Secondly, the increased tree population we believe, will contributes to carbon sequestration hence mitigating climate change. These trees create habitats for wildlife, and enhance biodiversity, moreover, planting of fruit trees has helped us increase alleviate poverty since communities can earn from the sales of their produce.

Our trainings on climate action and green energy consumption equips individuals with the knowledge and skills to reduce their carbon footprint. This can lead to reduced energy consumption, and decreased greenhouse gas emissions. Communities may adopt renewable energy sources like solar panels, further reducing their reliance on fossil fuels. This project conducted training to community members on making energy-efficient cookstove that saves fuelwood by alternatively using charcoal briquettes.

Lessons learned:

Through our project, “Habitat Rehabilitation through Tree growing, Environmental Education, Community Engagement, and Advocacy in South Rift, Kenya” we’ve focused on combining climate action, education for sustainable development, and green energy training.
Climate change mitigation, emphasizing the need for proactive, community-driven initiatives. Education empowers individuals with knowledge and encourages sustainable behavior, fostering long-term environmental stewardship among community members.
The project highlights the importance of community engagement and collaboration, as collective efforts are essential for meaningful climate action. Ultimately, it showcases a holistic approach that aligns environmental, educational, and energy goals for a more sustainable and resilient future.

Key messages:

The main objective of our project is to urgently address environmental challenges through Education for Sustainable Development (ESD) and by reducing greenhouse gas emissions, promoting sustainable practices, and fostering resilience. Through collective efforts, we can mitigate the impacts of climate change, protect ecosystems, and ensure a sustainable future for all.

Relationship to other RCE activities:

Collaboration and partnerships amplify climate action by pooling resources, knowledge, and expertise. Together with RCE Greater Nairobi, RCE North Rift we strive to promote innovation, mobilize funding, and facilitate information sharing. By uniting these RCEs with diverse stakeholders, including governments, businesses, and civil society, collaborative efforts enhance the effectiveness and scalability of climate solutions, accelerating progress toward a sustainable future since these projects can be cross-cutting and overlap.

Funding:

The funding of the project has been through the Rufford Foundation-UK

The founding has been in three phases, phase one(completed)-£ 5,000, Phase 2(completed)- £ 6,000, and phase 3(ongoing)-£ 10,000

https://www.rufford.org/projects/ouya-evance-odiwuor/enhancing-habitat-rehabilitation-through-tree-growing-environmental-education-community-engagement-and-advocacy-narok-county-kenya/

Pictures:

File Name	Caption for picture	Photo Credit
IMG_20220616_121931_536.jpg (6.85 MB)	Training of Students in a secondary a School in Narok East	Brian Waswala
IMG_20220616_124327_435.jpg (3.84 MB)	Training of Students in a secondary a School in Narok	Brian Waswala
IMG_20220223_142138_011.jpg (6.69 MB)	Seedling generation from our nursery in Maasai Mara University	Amon Kipkirui
IMG_20220224_104824_159.jpg (7.52 MB)	Seedling outplanting exercise with Wildlife and Environmental club Mambers, Maasai Mara University	Evance Ouya

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

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

Indirect

SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable

Indirect

SDG 12 - Ensure sustainable consumption and production patterns

Direct

SDG 13 - Take urgent action to combat climate change and its impacts

Direct

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

Direct

Theme

Disaster Risk Reduction

Direct

Traditional Knowledge

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:

Direct

Priority Action Area 3 - Developing capacities of educators and trainers

state:

Direct

Priority Action Area 4 - Mobilizing youth

state:

Direct

Priority Action Area 5 - Accelerating sustainable solutions at local level

state:

Direct

Update:

No

I acknowledge the above:

Yes