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
Image icon IMG_20220616_121931_536.jpg (6.85 MB) Training of Students in a secondary a School in Narok East Brian Waswala
Image icon IMG_20220616_124327_435.jpg (3.84 MB) Training of Students in a secondary a School in Narok Brian Waswala
Image icon IMG_20220223_142138_011.jpg (6.69 MB) Seedling generation from our nursery in Maasai Mara University Amon Kipkirui
Image icon 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