Turning a Green leaf Towards Sustainability 2011

FIRST REGIONAL CENTRE OF EXPERTISE CONFERNCE

HELD AT KENYATTA CONFERENCE CENTRE

NAIROBI, KENYA.

BY

THE NATIONAL ENVIRONMENT MANAGEMENT AUTHORITY (NEMA)

P.O. BOX 67839-00100

NAIROBI

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 Turning a Green leaf Towards Sustainability 2011

TABLE OF CONTENTS

ABBREVIATIONS AND ACRONYMS ............................................................................................................... iii

1.0 INTRODUCTION ..................................................................................................................................... 1

2.0 REMARKS.............................................................................................................................................. 1

3.0 PRESENTATION...................................................................................................................................... 5

5.0 EDUCATION FOR SUSTAINABLE DEVELOPMENT ................................................................................17

6.0 INDIGENOUS KNOWLEDGE .................................................................................................................21

7.0 HEALTH AND SANITATION...................................................................................................................24

8.0 WASTE MANAGEMENT AND POLLUTION ...........................................................................................25

9.0 BIODIVERSITY AGRICULTURE AND FOOD SECURITY ............................................................................. 26

10.0 ENTREPRENEURSHIP AND INFRASTRUCTURE .....................................................................................28

11.0 WAY FORWARD – DORCAS OTIENO.................................................................................................... 32

12.0 CONCLUDING REMARKS .....................................................................................................................33

ANNEX 1: PROGRAMME .............................................................................................................................34

ANNEX 2 : PARTICIPANTS’ LIST....................................................................................................................36

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 Turning a Green leaf Towards Sustainability 2011

ABBREVIATIONS AND ACRONYMS

ESD - Education for Sustainable Development

JKUAT - Jomo Kenyatta University of Agriculture and Technology
KU - Kenyatta University
MEMR - Ministry of Environment and Mineral Resources
NEMA - National Environment Management Authority
RCE - Regional Centres of Expertise
UNESCO - United Nations Educational Scientific and Cultural Organization
UNCED - United Nations Conference on Environment and Development
UON - University of Nairobi
CECOD - Conservation Efforts for Community Development

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 Turning a Green leaf Towards Sustainability 2011

1.0 INTRODUCTION

Opening Remarks – Dr. Mary Otieno

Dr Mary Otieno welcomed the participants to the first National Regional Centre of Expertise
(RCE) conference. She informed them that RCE are mobilized to deliver education for
sustainable development. She mentioned that this was the 1st National RCE conference and they
have invited neighbors to share the expertise that we can replicate for sustainable development.
She mentioned that RCE aspire to achieve the goals of the decade of ESD and to translate the
benefits of ESD, local objectives within local communities and meet the needs of the local
community. She mentioned that RCE are inclusive of learning institutions, environmentally
friendly NGOs, Scientists and researchers, private sectors, volunteers, media and individuals.

Objectives of the conference

 Take stock of the

achievements made in the
implementation of
Education for Sustainable
Development in Kenya
 To enhance information
sharing among various
stakeholders in ESD
 To show-case local
sustainable development
initiatives

2.0 REMARKS
Ag. Director General, NEMA

The Director was pleased to launch the Education for Sustainable Development (ESD)
Implementation Strategy and the first national conference on RCEs on Education for sustainable
development in Kenya. The theme of the conference was “RCE – Turning a Green Leaf
towards Sustainability” which was meant to urge all stakeholders to reorient all their activities
towards the achievement of sustainable development. He reiterated that the United Nations
General Assembly in December 2002, adopted resolution 57/254 that designated the period
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 Turning a Green leaf Towards Sustainability 2011

2005-2014 as the Decade for Education for Sustainable Development. UNESCO was tasked to
spearhead the global process and develop an international implementation scheme. In Kenya,
NEMA coordinated a multi-stakeholder team that developed the national ESD implementation
strategy with the technical help from UNESCO.

The ESD implementation strategy provides a dynamic concept that addresses awareness,
education and training to enhance understanding of sustainability. The goal is to integrate the
values inherent in sustainable development into all aspects of learning to encourage changes in
behavior that promotes a more sustainable, economically viable and just society for all. It aims
to provide opportunities for all to benefit from education, value acquisition, behavior change and
lifestyles that ensure a sustainable future.

The objectives of ESD include:

1. To enhance the role of education and learning for equitable, efficient and sustainable
utilization of the country resources.
2. Promote quality education through diverse learning and public awareness for improved
quality of life and productive livelihoods.
3. To promote teaching and learning that inculcates appropriate values behavior and
lifestyles for good governance and sustainability.

He informed the conference that ESD has achieved tremendous achievements to include policy
formulation by different institutions, public awareness and advocacy, development of ESD
materials, sensitization meetings on ESD for twenty one ministries, training of senior officers in
different ministries, carried out national survey on primary schools on ESD carried out research
and innovations to address sustainability.

The RCE conference brought together stakeholders from eight regions so as to share their
experiences, innovations and information on how best to address the sustainable development
challenges.

He urged the participants to develop solutions that can work for their specific regions. Each
RCE should learn from others and partner strongly with government, private sector, civil society
organizations and media in the sphere of sustainable development. Participants were encouraged
to build networks beyond the conference and continue to share information, innovation, best
practices and develop common research concepts for RCEs even globally. NEMA will continue
playing its role of focal point for ESD implementation and RCE coordination for any future
follow up conferences and take stock of the progress RCE is making as the ESD decade
approaches its end.

Minister of Environment and Mineral Resources

The Minister speech was read by the Permanent Secretary, MEMR. The Minister was pleased to
launch the ESD implementation strategy and open the first National Conference on the Regional
Centres for Expertise on ESD. He reiterated the 1992 UN Conference on Environment and
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 Turning a Green leaf Towards Sustainability 2011

Development (UNCED) which recognized education as an important tool for enhancing the
attainment of sustainable development.

Kenya as a member of the UN family is obligated to observe the decade on ESD. The ministry of
Environment and Mineral Resources through NEMA developed the ESD implementation
strategy which was adopted by the National Environment Council in April 2008. The medium
term plan of vision 2030 has captured ESD as a cross cutting issue which envisions the
formulation of an ESD Policy for Kenya and the reorientation of curricula at all levels to address
ESD concerns. The constitution of Kenya has elevated environmental matters in section 67. It
states that every person has a right to a clean and safe environment and has the right to have the
environment protected for the benefit of present and future generations.

To attain sustainable development, Kenya has ratified international conventions and

domesticated them to suit local needs. Different regulations have been gazetted which include,
Environmental Impact Assessment and Audit Regulations (2003), Waste Management
Regulations (2006), Ozone depleting substances regulations (2007), Wetland regulations (2009)
and Noise and Excessive Vibrations Pollution (2009), with other regulations in the pipeline. He
urged the relevant lead agencies especially local authorities to play their rightful role with respect
to environmental management.

The Ministry of Environment is implementing some flagship programs within the vision 2030.
Some of the projects include waste management system that will see the decommissioning of
Dandora dump site and the establishment of a sanitary landfill, carbon offset scheme,
compensation for environmental services and streamlining of exploration and mining. The
Ministry has achieved the Clean Development Mechanism (CDM) guidelines, the climate change
strategy and the e-waste guidelines.

He informed the participants that 2010 state of environment report has flagged out a number of
challenging areas that need attention to include invasive and alien species, hazardous waste, bio-
piracy, climate change and biodiversity loss. Through NEMA, the ministry has recently
launched a toll free service number, I-Call, for disseminating environmental messages. The
Ministry also launched the environmental education and awareness campaign targeting school
across the country.

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The Permanent Secretary (PS) Ministry of Environment and Mineral Resources –Mr. Ali
Mohammed Launch the Kenya ESD Implementation Strategy during the conference.

The Permanent Secretary distribute the ESD implementation strategy document to RCE
Coordinators

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 Turning a Green leaf Towards Sustainability 2011

3.0 PRESENTATION

Role of science and Technology in prompting Sustainable Development –

National Council for Science and Technology (Prof. M. K. Rugut)
He mentioned that the year 2005 marked the beginning of the United Nations Decade of
Education for Sustainable Development therefore it was timely to deliberate on Sustainable
Development from a Science and Technology Education perspective.

He mentioned that a school curriculum should achieve three broad educational aims which
include acquisition of knowledge, skills, abilities or capacities; development of competencies,
i.e. the ability to apply the knowledge and skills imparted by education to real-life situations;
development of key competencies, i.e. those that are essential in order to participate effectively
within society. (Eurydice, 2002)

Bearing this in mind, he said that it was pertinent to ask three key questions
• Can science and technology education be developed with a view to playing an active role
leading to true sustainable development?
• What effects are educational institutions and NGOs expected to have during the United
Nations Decade of Education for Sustainable Development so as to play a positive role in
promoting more appropriate science and technology education (especially for sustainable
development)?
• Can educational institutions (at primary, secondary and tertiary levels) and NGOs have
the vision, strength of direction and expertise to enhance greater self-empowerment and
guide the abandoning of inappropriate 20 th century (and often 19th century) science
education practices for more suitable practices that enhance meaningful sustainable
development and by so doing, use their power to enhance greater equity and fairness in
developing scientific literacy for all?

He further mentioned that vision for the education sector in the Kenya Vision 2030 is ‘‘to have
globally competitive quality education, training and research for sustainable development’’.
Ensuring environmental sustainability is one of the goals of the United Nations Millennium
Development Goals (MDGs).

He mentioned that there is an urgent need for a number of major changes in the orientation and
development of science and technology education if it has to enhance and promote sustainable
development. Five paradigm shifts are put forward, each suggested as playing a key role in
enhancing science education for sustainable development.
• Ensuring the purpose of science education is scientific literacy (in terms of relevance,
practicality, values)

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• Taking greater measures to enhance and sustain student motivation in and about science,
thus enabling science and technology education to play a role in education for sustainable
development. Science education is not and cannot be the same as science.
• Enacting more effective teacher preparation/professional development for science and
technology education and determining the role of the teachers geared to professional
development for sustainable development.
• Placing greater emphasis within student learning on an understanding of the Nature of
Science and Scientific Inquiry (Abd-El-Khalick, 2004: McComas, Almazroa & Clough,
1998; Lin and Chiu, 2004), noting their importance for the promotion of sustainable
development. Policy makers should consider what will encourage a better balance
between teaching science as established yet often irrelevant information for today’s world
and those features of science that are referred to as the Nature of Science and relate to
civil commons aspects of sustainable development.
• Recognize the crucial need for the setting up of effective partnerships. All stakeholders,
including local governments, non-governmental organizations, the industrial sector,
learned (science) societies, schools and community groups, need to participate in the
sustainable development efforts. Human resource development should focus the
development process to increase their knowledge, skills and understandings, and to
develop the attitudes needed to bring about the desired developmental change. More
efforts must therefore be undertaken to build a fair relationship between scientific and
traditional knowledge, to strengthen the capacity of communities to revitalize and
manage their own knowledge base, and to promote the integration of local knowledge,
values, traditions and practices, in sustainable development projects. National
partnerships are seen as crucial in meeting the need to ensure general support for moving
science education forward in promoting sustainable development which is seen as
essential for more responsible citizens, improved human rights, and developing a
universal culture of peace.

Regional ESD Implementation - Promoting ESD through Partnerships in

Eastern Africa WWF- Zipporah Musyoki- Webola

She mentioned that goal of the programme is to secure the ecological integrity & sustainability
of the Lake Victoria catchment for the benefit of its inhabitants & biological diversity. The
purpose is to empower catchment communities, schools and regional partners with knowledge,
motivation and abilities for sustainable use and management of natural resources. This is through
empowering of Civil Society Organizations through capacity building to ensure successful
Programme Implementation. The programme is funded by Sida and implemented in
collaboration between WWF ESARPO and WWF Sweden. The Implementing Partners in East
Africa are Kenya – Wildlife Clubs of Kenya; Uganda – Nature Uganda; Tanzania – WWF
Tanzania Country Office and Rwanda – start up activities collaborating with the government
through Rwanda Environment Management Authority and Ministry of Education.
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She mentioned that the expected outputs are:

Output 1 – Formal Education

She said that this include building capacity of teachers/teacher trainers to deliver EE as part of
normal education and strengthened. The programme has achieved several milestone in this
aspect that include

• Working with 66 schools, and 7 primary Teacher Training Colleges in Kenya, Uganda
and Tanzania within the Lake Victoria Catchment.
• On average 95 % of targeted educators are able to coordinate and monitor ESD
programmes in model schools in Kenya and Uganda. In Tanzania 80 % have improved
monitoring & coordination of activities.
• Whole school approach has led to transformation of schools into green model schools
• LVCEEP’s capacity building in teacher training colleges has led to pre-service training of
teachers on ESD which will contribute to curriculum re-orientation towards ESD.
• Additional training on entrepreneurship and Education for Change Concept
• Mainstreaming of climate change adaptation in ESD workshops has led to increased
awareness schools and communities

• Teachers are now using Locally Relevant Themes (LORETS) to teach the school
curriculum.
• School inspectors have mainstreamed ESD in their schools assessment
• LVCEEP Schools have continued to engage in diverse greening initiatives to include tree
nurseries, woodlots, beehives, water harvesting, hand washing facilities for improved
sanitation, fish ponds and botanic gardens.
• To date 70 % of school children in Kenya & Tanzania are able to engage in
conservation activities. In Uganda 97% of ESD in schools has filtered to household
levels.
• LVCEEP Schools have received recognition during world events days and also won
awards.
• The schools have become demonstration centres and visitor centres transforming them to
centres of excellence.
• In Kenya and Tanzania 70 % of targeted communities are transferring EE /ESD learning
practices to their households. Uganda has had 97 % of this knowledge transfer to date
• In Kenya over 20,720 trees have been established in Target schools.
• In Tanzania over 3,500 seedlings planted in 3 schools have survived and doing well.

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Output 2 – Non Formal Education

Riparian communities achieve capacity to conserve and sustainably manage natural resources
within selected sites of the Lake Victoria catchments and best practices spread in the wider area:
• On average 75 % of targeted riparian communities are engaged environmentally friendly
practices
• 75 % of targeted farmers are practicing sustainable agriculture within the catchment
area.
• 77.6 % of communities have developed a more holistic perception on environmental
management.
• Communities have been capacity built on soil conservation, organic farming and on
income generating activities that have led to poverty alleviation.
• 40,200 tree seedlings planted along riverine and shoreline of Mara River and Lake
Victoria respectively in Tanzania to mitigate Climate Change.
• In Kenya, eco-jiko adoption rates from Nandi Hills, Transmara & Homabay sites average
to 59 %.
• In Uganda there is 67% increase in income, sales & savings with households living on an
average of US$3 per day.
• 70% of communities in Kenya use clean drinking water due to rain water harvesting
• A regional ESD Day that will be celebrated annually in the East African countries was
launched in July 2010.
• The LVBC gave it official recognition during this year’s event in July 8, 2011 in
Mwanza.
• Awards were put in place;
 Best farming communities
 Best Eco-friendly Income Generating Activities for communities
• National Community Exchange Visits carried out. In Uganda – upstream – downstream
visits between Masaka and Kyenjojo Communities, Kenya – Nandi & Homabay; &
Transmara; Tanzania – Mara Region
• Regional Exchange Visits done communities in Tanzania visited Kenya; previously
Uganda communities visited Tanzania

Output No.3: Material

Education materials to support formal and non-formal environmental Education and
Awareness initiatives developed and disseminated:
• A Regional termly newsletter launched in July 2010.
• Low cost water treatment methods posters produced in Kenya, Uganda and Tanzania.
• 2,000 Resource booklets, 1,500 calendars, 4,000 posters, 4,000 guide books developed as
at 2011.
• Documentation for best practices ongoing in all countries
• Radio Programmes
• A LVCEEP documentary produced through Wildlife Clubs of Kenya
• East African version of Learning Sustainable Ways developed

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• ESD Methodology Book – demystifies ESD and provides hands on ESD activities for
educators
• An ESD Toolkit for Schools in the Mara River Basin developed for use in Kenya and
Tanzania.
• A LVCEEP Programme Profile

Output 4: Networking

A practical partnership building mechanism for EE / ESD delivery within & among key
stakeholders developed
• Regional Advisory Committee – top most advisory organ for the programme
• Capacity building of Project Executants and Core Team
• Regional Network on Education for Sustainable Development for East Africa formed
during workshop held on October 2010 in Dar es Salaam. 2nd Meeting held in October
2011 in Kampala. WWF to provide secretariat until sustainability is achieved.
• Upstream – Downstream networks – Uganda we have community conservation networks
& organic farms community networks.
• Networking with other stakeholders helped communities market their goods.

Lessons Learnt

She mentioned introduction of ESD villages in Kenya will lead to social transformation and
exemplary communities of practice in ESD. While Community Conservation Banks in Tanzania
will lead to promoting a culture of saving and investing and contribute to poverty alleviation.

She further mentioned that partnerships with the Private sector e.g. the Transmara community
has led to steady income and has empowered the Maasai women who package and sell the
honey; Construction of granaries in Uganda has led to increased food security among
communities; Growing of alternative food crops like sorghum, cassava and millet in Musoma
will help the communities cope and adapt to climate change.

Other lessons learnt include

• Gender balance in community workshops and activities have led to women productively
engaging in decision making and conservation of their own environment.
• Energy saving initiatives like the eco-jikos and fireless cookers have led to a decline in
deforestation.
• Continued capacity building of communities on ESD concept,entrepreneurial
learning,Gender mainstreaming, HIV&AIDS and ESD Village developemental
framework.
• Use of organic manure by communities has led to the protection of soils, rivers and
saving of money and increased food production and reduced wetland encroachment.
• WWF and LVCEEP have contributed to strengthening civil society and policy support to
policy makers to push for the sustainable development agenda.
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• Networks provide a way forward for sustaining development interventions once a donor
or development partner is not present.
• Ground level networks can be sustained by the actors if they are involved in sustainable
activities.
• National and regional networks - currently national nodes of ESD Networks in East
Africa hosted by government agencies – for sustainability.
• EAC Network for ESD Practitioners to be hosted by the East African Community –
WWF currently providing secretariat.

The programme is looking forward to working with schools to promote food security, improved
health and sanitation, Promote Sustainable Cities, celebrate Earth Hour 2012 in four cities in the
region– Nairobi, Entebbe, Mwanza and Kigali – Energy and Climate Change ,Support ESD
Policy work with National Curriculum Centres in the East African Countries, Regional ESD
Policy Workshop 2012 – East Africa Community Countries, South – South Exchange
Programme, Support ESD Network for Eastern African to achieve sustainability and Exploring
Climate Change work opportunities with communities using ESD as a strategy

PRESENTATIONS BY REGIONAL CENTRES OF EXPERTISE ON EDUCATION FOR

SUSTAINABLE DEVELOPMENT

RCE MAU COMPLEX – Dr. Wilkister Moturi

She mentioned that the RCE was launched at after a consultative stakeholder’s workshop
organized by Egerton University and NEMA from 15-18th November, 2009 at ARC Hotel.
A steering committee meeting was later held on 20th January 2010 where the governance
structure, programme action plans were agreed upon.
The RCE was officially registered at United Nations University, Tokyo Japan on 2 nd September
2011.

She mentioned that the vision of the RCE is to ensure that Mau complex ecosystem retains its
ecological functions and sustainably provide goods and services to support livelihoods and
contribute to regional and global environmental benefits’. The mission is to ‘Facilitate a
platform for knowledge management within Mau complex for informed decision making’

The RCE has set up various Strategies to address the challenges. The immediate actions were
suggested include:
1. Raise levels of environmental awareness among the population
2. Promote marketing regional products
3. Raise production in agriculture and livestock to promote household food security
4. Address issues on climate change through appropriate climate change mitigation and
adaptation measures at household, community and regional level
5. Promote sustainable waste management in urban and rural areas
6. Promote conflict resolution / peace education in the region
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7. Promote water resource management

8. Promote animal and human health and reduce intra-regional health inequalities
9. Conduct research on determinants of various development challenges in the region
Management structure

RCE PWANI
RCE Pwani was established to address local sustainable development challenges in the coastal
region. The RCE is coordinated by Pwani University College. He mentioned that the principal
appointed a committee of ten officers to coordinate the programme.
He mentioned that the thematic areas include
1. Land ownership / tenure and governance
2. Environment and ecosystem management
3. Climate change and disaster management
4. Agriculture and food security
5. Health, drug and substance abuse
6. Poverty unemployment,
He mentioned that so far the RCE has set up the RCE management committee, developed a draft
policy for Pwani University, strengthened environmental club in the university, and established
an operational network in Kilifi County with the stakeholders. He further mentioned that the
RCE has undertaken various cleanup activities and tree planting and held sensitization meetings
with the university management.

He said that some of the proposed activities include sensitization workshops, initiate university/
stakeholder joint research project, to implement project proposals and register RCE with the
United Nations University (UNU).

RCE UPPER EASTERN -Patrick Gitonga RCE Contact Person

He mentioned that Eastern Province has its northern boundary with Ethiopia; the North Eastern
Province and Coast Province lie to the east and south; and the remainder of Kenya's provinces,
including Central Province, run along its western border. He further indicated that RCE Upper
Eastern includes Embu, Meru, Isiolo and Marsabit

He mentioned that the main issues of concern for the RCE are as follows:
 Insufficient Environmental Awareness,
 Environmental degradation,
 Waste management,
 Unsustainable agriculture,
 Unaffordable and unsustainable energy resources,
 Poor health,
 Insecurity and violence,
 Poor governance and corruption.
 Lack of entrepreneurial skills,
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The main goal is to advance public awareness, education, training and capacity building to
achieve sustainable development. While the key objectives are;
1. To promote understanding and awareness of ESD
2. To enhance stakeholder participation
3. To train trainers in ESD
4. To develop context-specific ESD materials and tools
5. To disseminate best practices in the region
6. To improve the livelihood of poor families
7. To promote sustainable rural and urban development.

He concluded by mentioning that the RCE has proposed several activities which include
1. Consultation with stakeholder members February 2012
2. Consultation with stakeholder members April 2012
3. RCE Registration- May 2012
4. Regular consultation, review and recruitment of membership

RCE NYANZA- MONICA OMULO

RCE Nyanza report was presented by Mrs. Monica Omulo from Maseno University who mentioned that
Nyanza RCE is configured around the Lake basin region and seeks to address the issues on
1. Liquid waste management
2. Solid waste management
3. Soil erosion
4. Unsustainable mining

She mentioned that so far the RCE Nyanza have been able to develop botanical garden
1. Wetland restoration
2. Tree planting
3. Beekeeping
4. Mat making
5. The action plan is to establish a regional steering committee
6. Advocacy
7. Research and innovation
8. She mentioned that they are looking forward to the registration of Nyanza RC E

UPPER RIFT RCE – DR. GRACE CHESEREK

Dr. Cheserek mentioned that the major activities of the RCE are awareness to communities from
WRUAS, Cleaning of river Sosian and tree planting activities in their various areas. The action plans
focus on:
1. Integrating ESD in the universities , secondary and primary schools
2. Environmental conservation at community levels
3. Integrate ESD into agricultural technology
4. Encourage use of indigenous knowledge in combating climate change
5. Integrate sustainability in water reuse and energy efficiency

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RCE NAROK: - MR. SALATON

He mentioned that the key environmental issues in Narok are:
1. Masaai mara
2. Loita forest
3. Environmental degradation
4. Ecological integrity
5. Wildlife ranging and property issues right and access to natural resources

INNOVATION ON THE ENERGY SECTOR: MR. GARY LEWIS – KENYA TAA

He shared his innovation on the energy sector and his plan to resolve the high energy costs in the slums
by availing cheaper affordable technologies / alternatives

GREATER MBARARA - RCE – MR BASIL TIBANYENDERA

He mentioned that the Regional Centre of Expertise covers Greater Mbarara, Greater Bushenyi and
Ntungamo Districts.
The vision is to promote partnership between civic and private sector organizations to enhance sustainable
utilization of human, capital and natural resources for prosperous and sustainable livelihoods in the
Greater Mbarara Region through ESD.

The activities of Mbarara RCE include:

• Community-based health and sanitation education
• Participate in ESD Awareness Week with Conservation Efforts for Community Development
• Community mobilization in tree planting activities – partnered with Bishop Stuart Core PTC and
community in a tree planting activity.
• Child and maternal health initiatives – following up mothers from the Maternity Ward in Mbarara
National Referral Hospital to their homes in accessible radius of the university.
• Research activities in ecology, malaria, HIV/AIDS, newborns.
• Stakeholders’ Conference was held on 2 June 2011 which was heavily supported by Uganda
National Commission for UNESCO and Conservation Efforts for Community Development
(CECOD)

He mentioned that some of the achievements of the short-term objectives – networks, gaps identification
and research areas, increased awareness about environmental degradation, increased students enthusiasm
and participation in environmental conservation efforts, disseminated research findings at Annual
Research Conferences and other fora in communities and improved health and sanitation practices, child
health care and nutrition.

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He mentioned that the challenges of RCE Mbarara are:

1. Financial
2. Poverty
3. Harmonization of existing activities
4. Scarcity of volunteerism spirit

SESSIONS REPORTS
A SUMMARY REPORT ON CLIMATE CHANGE

Chairperson: Dr. Wilkister Nyaora Muturi, Egerton University

Rapporteur: Mr. Emmanuel Ngumbi, RCEGN and AFEW (K) Ltd.

Climate change has direct effects on the physical infrastructure of a city. Its network of
buildings, drainage and energy systems-which in turn impact the welfare and livelihoods of its
residents. It’s impacts disrupt transportation systems through weaker conditions that have
immediate impacts on travel and damages that house lasting service interruptions. By their very
nature, cities are centres of high demand for energy and related recourses. Climate change is
likely to impact both energy demand and supply. The combination of urban population growth,
changing local weather conditions urban heat-island impacts and economic growth has the

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potentials to substantially increase demand for energy. Climate change will also affect energy
generation and distribution for instance, electricity transmission infrastructure may become
increasingly vulnerable to damage and interference as storms and flooding become more
frequent and intense.
Mitigating climate change is becoming an important issue in relation to urban infrastructure, but
one that reputes for attention with other pressures for energy security and affordability and the
provision of basic services. Nevertheless, NEMA and other government, private and civil society
actors have undertaken a range of scheme in order to reduce Green House Gas emissions through
the refurbishment and development of urban infrastructure systems.
The following papers were presented during this workshop
1. Climate Change Mitigation and Adaptation Strategies in Coastal Region, by Dr.
Mwakumanya Ali, Pwani University College.

The presenter gave an account of the climate change as a major global concern and the major
contributing factors both anthropogenic and natural factors. He also gave a board perspective of
the problems associated with climate change effects from a broad Kenyan perspective and why
the coastal region is highly vulnerable to these effects due to its location and high dependence on
natural resource for socio-economic development.

It was reported that there is need to come up with climate change adaptive strategies which are
appropriate for the coastal region, such strategies should integrate both formal and informal
knowledge. ESD should also be integrated into the climate change mitigation measures.

2. Production of Biogas from 50Tons/day Municipal Solid waste by Anaerobic

Process, A Case of Nairobi, by Mr. Charles Etale Butiko, Green Scietekplus

The presenter elaborated on issues concerning the model biogas project by highlighting on cost
estimation, specification, establishment period which was stated to be 2 years and lifespan which
was approximated to be 35 years. It was emphasized that this project was ideal as solid waste
management is today a major concern for many municipal councils.

In conclusion it was observed that this biogas project was an ideal technology to deal with urban
waste through turning it into green energy, mitigating climate change effects and improving
general environmental status.

3. Use of Greener Solvent to Synthesis Juglone, Dr. Najia, Pwani University

College.
It was reported that Juglone is an organic compound that is derived from 1, 4 naphthoquinone
through replacement of 1 hydrogen atom by hydroxyl group. The presenter discussed its
chemical composition and synthesis. It was noted that juglone has been traditionally used as a

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fabric dye, ink and herbicide. But Juglone has been synthesized in a lab through use of light and
solvent. It was recommended that this process is environmentally friendly.

4. Impacts of Climate Change in ASALs, By Dr. George Kennedy, Global Green

Organization
It was reported that climate change is a reality in ASALs and its impacts have had devastating
effects especially on pastoralists. The presenter discussed the effects of climate change on
ASALs at length and the mitigation measures being adopted to overcome the same effects
through use of indigenous knowledge, agroforesty and involving young scientists to carry out
research and document findings for replication.

5. Country Research Agenda in Kenya, Dr. Kennedy Ondimu, Director of

Planning and Research, NEMA
It was noted that a close examination of the national environmental research work in our
universities has been skewed towards biodiversity conservation and there is lack of
documentation. As a result most of the findings are not implemented in areas targeted by the
research work.

To overcome this challenge NEMA through the Department of Planning and Research has
developed an Implementation Action Plan on Research Agenda on priority thematic research
areas based on the mid term plan as well as major global environmental concerns. In conclusion

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it was observed that there is need to incorporate RCEs in the agenda and focus on action research
to drive the country development plans.

He recommended that databases should be created to localize the sustainable environmental

innovations on climate change mitigation and adaptation strategies. It was recommended that the
government should adopt policies that promote green innovations and action research to promote
sustainable development.

5.0 EDUCATION FOR SUSTAINABLE DEVELOPMENT

Chairperson: Dr. Kennedy Mutundu, Kenyatta University

Rapporteur: Sarah Kamau, Environment Officer – Nairobi Province

1. Developing sustainability curriculum in the institutions of learning: A theoretical

framework by Moses Wandera (Research Student, Policy Studies) Education
Foundations Department, Kenyatta University

The concept of the lifelong education or learning to learn is otherwise referred as human or
sustainable education is timely for development in developing and developed societies. The
paper addressed components of education, training and teaching and its relevance in
development. Global concepts relating to planning for sustainability as well as sub-systems,
characteristics and indicators covered include curriculum development, control measures and
quality concerns are components of relevance. The paper recommended all stakeholders in
education to consider development and humanity now and the future in sustainable education.

2. The Place of Technology Supported Learning for ESD in the Kenyan Education
System
The education system in Kenya has made institutions in the country promote developmental
education at the expense of the environment. The system has given very little emphasis on ESD
in the curriculum in practice. One of education’s chief roles is to prepare future workers and
citizens to deal with the challenges of their times.
Knowledge work—the kind of work that most people need in the coming decades-can be done
anywhere by anyone who has the expertise through a cell phone, a laptop, and Internet
connection. But to have expert knowledge workers, every country needs an education system
that produces them. Kenya as a country needs to re-examine herself and prioritize her needs with
a view to opting for an educational paradigm which not only develops the potential of the
citizens but also maximize on the use of their potential in addressing and meeting the national
needs.

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The paper advocated for the promotion of Education for sustainability through technology in the
21st century learning in the Kenyans educational system and institutions.
3. An investigation into effects of drought on school attendance among primary school
pupils in Pokot North District by Sarah Chepleting, Moi University.

Efforts have been made in developing countries in the struggle to achieve the millennium
development goals. The first goal “to eradicate extreme hunger and poverty” is possible through
education and training. While the rest of the world has made significant progress towards
poverty alleviation, Africa, in particular Sub-Saharan Africa continues to lag behind. Hunger is
the most extreme manifestation of the multi-dimensional phenomenon of poverty, and the
eradication of hunger is therefore instrumental to the eradication of other dimensions of poverty.

The paper assessed the drought conditions around schools in Pokot North District and to
determine effects of drought on school attendance among primary school children in North Pokot
District. The findings revealed that the there are long periods of dry spell leading to scarcity of
water, food and pasture for livestock in the district. Consequently, during these periods most
pupils miss school to assist their parents look for food by mining small amounts of gold and to
look for pasture and water for their livestock. The sales from gold mining were used to buy food.

Based on the findings, it was recommended that the government should dig boreholes and water
points in the District to facilitate irrigation of quick maturing food crops and provision of relief
food (3 meals) should done throughout the year to schools to sustain these children in school.

4. Turning a Green Leaf towards Sustainability by Mrs. Jacqueline Onyango, Kenya

Institute of Education

Education is the process of imparting intellectual, moral, social skills and values to learners for a
particular purpose. Human security and economic prosperity depend on the ability of a country
to educate and prepare its people to thrive in a rapidly changing world. Education for
sustainability aims to tackle the underlying causes of unsustainable trends with a focus on
systematic change by building capacity to re-orient the way we think, behave, live and work.
Creating a sustainable community requires that individuals and organizations have the
knowledge, skills, values, capacity and motivation to respond to the complex sustainability
issues they encounter in their personal and working lives.

The goal of the Decade for Education for Sustainable Development is to integrate the values
inherent in sustainable development in all aspects of learning to encourage changes in behaviour
that promote a more sustainable, economically viable and just society for all. School as a
community offers the perfect environment to empower learners through mutual interaction and
participation with teachers. Learning about sustainable development should be introduced at an
early age to help young people understand the needs and rights of present and future generations,
and to consider the best ways to tackle interrelated challenges.

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The Kenya primary and secondary curriculum is designed in a spiral way building from simple
to complex concepts. The content takes cognizance of the social, cultural, geographical and
environmental challenges and disparities faced by learners in the various regions and thus,
provides a holistic framework for concepts on the three spheres of sustainable development:-
social, environmental and economic- to be developed. Nevertheless, the teaching methodology in
most Kenyan schools is largely teacher-centred and theoretical thus limiting the learners’
participation. This contributes to making education fall far short of what is required to impact
skills, knowledge and values that recognize the importance of sustainable development.

The paper based its argument on the constructivist theory of curriculum that schools emphasis
too much on rote learning and not on real understanding and thinking. For learning to be
meaningful, there must be opportunity for the learners to take some responsibility of the learning
process and make decisions and judgment on circumstances they find themselves in. Learners
should be facilitated to construct their own knowledge based on what they already know and to
use that knowledge in purposeful activities requiring decision making, problem solving and
judgment. In this regard, teaching and learning processes need to be re-oriented to facilitate
learners’ acquisition of knowledge, skills and values through active participation and self-
directed activities to enhance their capacity for contributing to social, economic and
environmental sustainability.

5. Basic & Higher Education Policy Implications For Sustainability In Kenya: Current
Hurdles And Opportunities For The Future By Dr Otieno Mary A., Kenyatta
University.

The role of education for sustainable development (ESD) is to help people develop the attitudes,
skills, and knowledge to make informed decisions for the benefit of themselves and others, now
and for the future, and to act upon those decisions. While many nations around the world have
embraced the need for education to achieve sustainability, only limited progress has been made
on any level. This lack of progress stems from many sources with the main one being a lack of
policy framework to support the mainstreaming of ESD in both basic and higher education
curriculum (university). The paper examined current basic and higher education policies in place,
and how they are an impediment for sustainability including possible future hurdles this poses
for ESD. The vision for the education sector for 2030 is “to have globally competitive quality
education, training and research for sustainable development”. To achieve this vision, four
strategic areas, namely, access, quality, equity, science, technology and innovation have been
identified for support based on their impacts on the economic, social and political pillars (Kenya
vision 2030, final report, 2007). However, the challenge is the sustainability strategy which
failed to be identified. By addressing education policies as critical impediments in the planning
stage, Kenya specifically can prevent or reduce delays or derailment of ESD efforts and,
ultimately, the attainment of sustainability. The national study involved basic and higher
education stakeholders as government, private sector, civil society, learning institutions and the
international community among others, who participated in providing their opinion.

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The paper noted that at the moment, unfortunately, education policy in Kenya is not clearly
defined and does not optimally support holistic learning. The paper concluded that learning for
sustainable development constitutes a trigger for innovations in education and should therefore
be supported. Kenya like any other developing country faces a fundamental decision in
addressing an ESD strategy. She must decide on a method of implementation whether to create
another "add on" subject, (e.g., Sustainable Development, Environmental Education, or
Population Education) or to reorient entire education programs and practices to address
sustainable development. This is best done through clear policy frameworks In this regard
sustainable development education is an ideal vehicle for interdisciplinary learning and can be
used to bring relevance, depth, challenge and breadth to learning. Embedding sustainability
themes within the curriculum, and in the life of the school, develops our children and young
people as global citizens and equips them with skills, values and attributes for learning, life and
work

6. Efficiency and Efficacy of Natural Resources Tertiary Education in Sustainable

Development in Kenya by Olivia Chepkemoi, Lucy Wanjohi and Francis Mwaura,
Moi University, Chepkoelel Campus, Makerere University.

Provision of tertiary education has been recommended as a long term intervention to address
challenges associated with natural resources management and environmental conservation. A
number of countries have invested on natural resources policies, frameworks, research and
provision of professional education with evaluation and monitoring of the interventions showing
mixed results. The Kenyan government has shown commitment of environmental conservation
by passing of the Environment Management and Coordination Act (EMCA), 1999 and has gone
on in providing financial supports to government Ministries and other agencies involved in
natural resources management. Elsewhere public and private institutions continue to invest
resources on personnel, goods and studies to ensure compliance on environmental requirements.
Albeit all the efforts the country, firms and individuals have put on environmental issues, a
consensus is being reached that our environment continue to deteriorate.

A number of reasons have been raised on why even with all the efforts natural resources
management in Kenya is worsening with no scientific prove of the allegations. Although
environmental issues awareness is high among Kenyan population of all works government
workers, private sector actors and at individual levels, paucity of technical capacity to address
sustainable development has been reported as a major constraint. While the government and
individuals are spending a significant amount of money in sponsoring and/or pursuing
professional training on environment sciences, the impact of such investment are yet to be seen.
Queries have been raised on sufficiency of institutions to train on natural resources management,
levels of training available and accessible to Kenyans, approach of training (theoretical or
practical), training orientations and institution prospects on the graduates and professional
training. The paper attempted to respond to queries raised on efficiency and efficacy of our
tertiary level professional training on sustainable management of natural resources in Kenya. The
findings of the survey undertaken by Elixir Service Masters Ltd. in collaboration with Natural
Resources Management Group (composed of experts in natural resources from various
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institutions in Kenya) upto 2011. It highlighted various institutions offering certificates,

diplomas and degrees in both Kenya and Uganda, reviews various natural resources training
offered, their orientation and prospects against situational demands on natural resources
management, accessibility requirements.

6.0 INDIGENOUS KNOWLEDGE

Chairperson: Dr. Mary Otieno – Kenyatta University

Rapporteur: Mr. Godfrey Wafula – SEEI&PPO Coast Province.

1. Application of Indigenous Knowledge in Monitoring Climate Change and Land Use

Practices for Sustainability in Agriculture and Food Security in Kilifi District, by
Bertha Othoche, Pwani University College.
The paper aimed at identifying the strategies necessary for attainment of food security in Kenya.
Kenya is faced with food shortage hence the current upward trend in food prices and import of
basic food items. The World Food Summit of 1996 defined food security as existing “when all
people at all times have access to sufficient, safe, nutritious food to maintain a healthy and active
life”. Food security is built on three pillars: food availability, food access, and food use, (WHO
2011). The world's population is expected to grow by more than 30%, resulting in an estimated
2.3 billion more mouths to feed by the year 2050, (USAID 2010). In Africa and Kenya in
particular, food security is still a major threat to the survival of mankind due to factors such as
climate change, land use conflicts, and government policies. In arid and semi-arid areas in
Kenya, drought has intensified and in formerly watered regions there is variability in climatic
conditions which has adversely affected agricultural activities. The changing lifestyles mean that
food preferences have also changed.
There is therefore need to strategize on sustainable agricultural practices, awareness campaigns
and education on food production and consumption as well as adoption of new techniques and
skills in the agricultural sector. These are some of the concerns of RCEs which strive to promote
sustainable development through collaboration, research, governance and transformative
education and hence Education for Sustainable Development, (ESD). This paper is in line with
the various goals of RCEs. The paper looked at strategies for monitoring climate change, food
production and sustainability. Special emphasis was on traditional ways of monitoring climate
change, traditional food items that can withstand changing climatic conditions, traditional ways
of food and seed preservation and post harvest storage. The results from the study included
increased awareness on climate change and food security among the residents of Kilifi which
will also be useful in the agricultural sector and for the RCE stakeholders.

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2. The Use of Indigenous Knowledge in Turning A Green Leaf Towards Sustainability

There is a growing recognition that centralized forest regimes which exclude local knowledge
and customary practices have not achieved sustainable forest management. The shift from
traditional to contemporary policy and governance systems has caused problems. This includes
lack of consultation with the local people and hence the policies fail to address the local
challenges comprehensively.
Now there is a new evolving international understanding on forest management requiring the
recognition of local people’s interest, their rights and access to forest resources so as to
contribute to their livelihoods. This has been supported by wider moves to reform national
policies leading to a shift in forest management practices in Kenya. Consequently, much of the
public especially in rural areas of Western Kenya have little interest in using environmental
resources.

The study therefore accessed the effectiveness of Community Involvement in Forest

Management (CIFM) in local communities around Maragoli Hills, Vihiga District through
evaluation of parameters like awareness of CIFM, benefits and challenges of its implementation.
This study is not only restricted to sustainable natural woodland management but also makes
reference to exotic plantations and trees that have been planted on the farm.
From the communities around Maragoli hills, 63 households were selected randomly and
interviews conducted. This was done with the help of the local chief who availed names of the
village members from each village and helped in choosing the elderly people who could give
more information about the status of the hills some years back.
The findings revealed that most respondents were aware of CIFM. There were successes noted
by Kenya Forest Service however although they faced a number of challenges while
implementing the use of indigenous knowledge.
The results of the study will help in stakeholder sensitization about the use of indigenous
knowledge in overcoming the challenges faced thus making community involvement in forest
management a better strategy for turning a green leaf towards sustainability.

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3. “Promoting a More Sustainable, Economically Viable and Just Society for All” by
Wachira, James Maina, Moi University, Eldoret, Kenya.
In taking stock of the achievements NEMA is making in the implementation of Education for
Sustainable Development (ESD) in Kenya, this paper participates in sharing some insights on
how indigenous knowledge (would) enhance(s) innovations that our societies need in ‘promoting
a more sustainable, economically viable and just society for all.’ Specifically, the insights
discussed in this paper draw from some Samburu Oral Poetry. The community makes use of oral
poetry, first, as an archive of preserving values that sustain the continuity of the community and
also that ensure the sustainability of its physical environment. In addition, the poetry serves as a
resource for instructing the community on its role in ensuring the sustainability of the physical
environment. Using some selected praise oral poems the community performs to animals
(collected among the Samburu of) the paper illustrates how the community constitutes a model
complete with content, a methodology for disseminating the value of sustaining the environment
to an audience that practices them values. An analysis of such poetry reveals that the community
makes effort to conserve plants like the acacia and animals like ostriches and elephants due to the
role they play in the survival of the Samburu. The poetry serves as an site of the community
representing its awareness of first, the flora and fauna found in its environment and second, the
relevance of conserving the environment.
The paper considered the need to treat this poetry as a resource that needs to be integrated in
other modes designed and intended for aiding in the attainment of a more sustainable and
economically viable society. The oral poems used for the development of this paper were
collected between August, 2009 and October, 2009 at Wamba Division, Samburu County as part
of a research that has been going on since August 2008. The research was has been investigating
the place of Samburu animal praise oral poetry as a way of making sense of the Samburu
cosmos. The paper
accomplished its end by
paying attention to how the
Samburu structure this
poetry during its
performance it as a
discourse as well as the
features of its diction that
Mikhail Bakhtin labels as
discourse in art. To
conceptualise the structure
of this poetry, John Carlos
Rowe’s definition of a
structure was applied while
Foucault’s rules regarding
the production (read
performance of the poetry)
of discourse aid our
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discussion on the performance of this poetry. The paper recommended that more studies on how
various communities employ(ed) such poetry (read resources) would provide information on
what communities have and/or lack in terms of means and approaches in participating in
Education for Sustainable Development.

7.0 HEALTH AND SANITATION

Chairperson: Dr. Salaton Narok University College

Rapporteur: Anne Theuri- SEEI&PPO Nairobi Province

1. RCEGN And Sustainable Development Through Open Innovation Initiatives In

Education And Health By Dr. Robert Muhia Karanja, (JKUAT) and Peter Mbuchi
Methu, (University of Bremen)

2. Accountability in Community Based Rehabilitation (CBR) Programmes through

Innovative Rural Assessment Techniques By Maurice Buri Marube, MSW-
Community Development Projects

“If the global agenda is to be probably addressed, a true partnership between civil societies and
the united nations agencies is not an option, it’s a necessity” Koffi Annan.
Accountability/participation occupies a central place in Development thinking and practice.
United Nations agencies, Government, funding Institutions, Donors and civil societies including
NGOs have all arrived at a near consensus that transformation, Holistic and inclusive
development can't be sustainable and long lasting unless community participation is made central
to the rehabilitation process. According to Cohen and Uphoff 1977, community participation
includes people's involvement in decision making processes, in implementing programmes, their
sharing in benefits of development programmes and their involvement in efforts to evaluate such
programmes. Community participation has been a constant theme in development dialogues
world wide, more recently about inclusive society through innovative participation and bottom-
up approach. Community Based Rehabilitation (CBR) is a strategy in the community
Development for rehabilitation, equalization of opportunities and social inclusion of all persons
with disabilities. According to WHO, CBR focuses on enhancing the quality of life of persons
with disabilities and their families, meeting their basic needs and ensuring inclusive
andparticipation.CBR is a multi-sector approach with five major components including Health,
Education, livelihood, social and empowerment.CBR was developed in 1980 to enable disabled
persons access to rehabilitation in their own community using local resources. “Villages are the
backbone of India” Mahatma Gandhi. Rural appraisal techniques are methods and approaches for
learning about rural life and conditions from, with and by rural people. Empowers the
community to plan, act, monitor and evaluate. The community is capable of collecting accurate
information, order, analyze it and start a process of development if given opportunity.

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8.0 WASTE MANAGEMENT AND POLLUTION

Chairperson: Barakatch- DEO Naivasha

Rapporteur: Gladys Nthenya – RCEGN

Pollution is basically degradation of environment where lot of harmful gases, liquids and solids
get produced from the various chemical reactions due to poor waste management and these toxic
gases, liquids and solids get released into environment. These toxic products seriously damage
the environment and cause serious health problems for the all animals, plants and human
beings.one example is like discharge of effluent from a Dairy plant into atmosphere without
treatment. First day this effluent only carries traces of milk, yogurts, butter fats, some minerals,
metals traces and few organic acids. Once it comes into contact with air born bacteria many
chemical reactions starts at same time and too many toxic products get produced like phenols,
formalins, alcohols, organic acids, and toxic gases. If this effluent get treated on first day the all
will get converted into harmless products and some use full products which be even sold.
However once it is discharged into environment without treatment it becomes a big pollutant.
Same is about solid waste like cow dung and other organic waste from kitchen etc. Once
managed well it can be converted into the organic manure which can be used to increase the food
production. If just thrown like that at Dandora dump site then after few days so many toxic
chemicals and gases get formed due to various chemical reactions that it becomes serious
environmental pollution.

Pollution is result of mishandling of waste management. Due to urbanization of life lot of

effluent and solid waste is get generated from very small area. Nairobi city carries half the
population of Kenya. Half the solid waste and effluent of Kenya get generated in the area of like
260 Sq Kms. This all waste both solid and liquid is either dumped into Nairobi Riverand at
Dandora dump site. There is no proper program for the treatment of solid waste and effluent .this
is degrading the Nairobi environment day by day and new type of diseases like cancers, high
Blood pressure, mental disorders, skin disorder, Kidney failures, diabetes are making thousands
of people sick every day. Due to discharge of untreated effluent from various sugar factories,
slaughter houses, Kisumu, other towns in the area and various industries into the Lake Victoria,
the Lake Victoria is not choked with high COD. All the marine life is in the danger in the lake.
Even some time back there was lot of loss of marine life in the lake Naivasha also due to poor
management of effluent from the Naivasha and nearby towns and from the various industries,
flower firms, hotels etc. in the area.

This is one result of serious pollution and high COD in the lake waters due to poor waste
management. Good environment is very important for the healthy human life .however healthy
environment is not possible without correct waste management. All human activities generate the
waste. However this waste has to be managed before discharging into the atmosphere to avoid
serious environmental consequences. By mismanaging the waste we are getting closer to a
serious time bomb which may even wipe out whole human life on the earth like dinosaurs. Time
is now to wake up and to manage the waste to have the healthy environment for the healthy
tomorrow for the all of us. A one day visit to Lake Naivasha or lake Victoria will show you what
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happens when untreated effluent is discharged into lakes and from there we can easily calculate
the quality fish we will catch from these lakes for our kitchens after 10 years from now if waste
will not be managed from today.

9.0 BIODIVERSITY AGRICULTURE AND FOOD SECURITY

Chairperson: Dr. Ali Mwakumanya Pwani University College

Rapporteur: Mr. Solomon Kihiu DEO NEMA Nyanza

The chair reported that there were three presentations and the issues raised included
1. Building partnerships
2. Rehabilitation of Cherengani
3. Organo chlorine
They observed the need to develop RCE journal to present scientific information
Encourage alternative materials i.e recycled papers
Research on marketing systems to enhance livelihoods

1. Building Partnership in Biodiversity Conservation for Sustainability: A Case of

Biodiversity thematic Working Group of RCEGN.Mr. Emmanuel Ngumbi, AFEW
(K) Ltd and Ms. Margaret Otieno, Wildlife Clubs of Kenya

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Kenya is categorize as a mega diverse country alongside countries such as Indonesia, Brazil,
Congo, Madagascar and Tanzania. This has been attributed to its species richness, endemism and
ecosystem diversity.

Biodiversity refers to the total variety of life; it is classified into three categories to include
genetic diversity, specie diversity and ecosystem diversity. Biodiversity is the basis of ecosystem
health and of provision of ecosystem services which drives the socio-economic development.
However over the last 50 years changes in biodiversity due to human activities have been more
rapid than any other time in human history.

According to the UNEP Year book 2010, increasing pressure of Human population, over
exploitation, pollution and climate change has already pushed some ecosystems over critical
thresholds.

Other ecosystems are edging closer to threshold beyond which a return to stable conditions could
be difficult if not impossible. Due to these biodiversity changes sustainable conservation is of
world concern. For instance sustainable biodiversity conservation was a major topic of
discussion at the Rio earth Summit which called for partnership between all stakeholders
involved in its conservation.

This paper outlines how the members of the Biodiversity Thematic Working Group of the
RCEGN have been operating its activities and programmes either as individuals or in
partnership to promote the goals and objectives of RCE to achieve goals of United Nations
Decade for Education for Sustainable Development. The paper concludes by highlighting key
achievements made, challenges faced during implementation process and makes
recommendations on how to overcome the challenges in the future to promote efficient
achievement of the RCE aspirations for a sustainable future

2. Integrated approaches in Rehabilitation and Restoration of Cherangany Forest

Ecosystems By: Cheserek G.J.; Upper Rift Valley Regional Centre of Excellence

The Cherangany Hills are recognized by Nature Kenya and Birdlife International as an Important
Bird Area. The hills occur on l 16’S, 3551 ‘E, in Rift Valley Province, spreads through six
constituencies namely; Marakwet west, Marakwet east, Keiyo north, Sigor, Kapenguria and
Cherangany. They cover an area of 95,600 ha on an altitude: 2,000 - 3,365 m above sea level. Of
this, around 60,500 ha is closed-canopy forest, the remainder being formations of bamboo, scrub,
rock, grassland, moorland or heath, with about 4,000 ha of cultivation and plantations (Blacken
1994i.j). Kapkanyar, Kapolet and Kiptaberr Forest Reserves together form a large western block
of forest, totaling about 20.000 ha. To the east, the Forest Reserves of Lelan, Embotut Kerrer,
Koisungur, Sogotio, Toropket, Chemurkoi, Kipkunurr, Cheboit, and Kapchemutwa are
fragmented and separated by extensive natural grasslands, scrub and farmland.

The Cherangany forests are recognized as one of the most important water towers for Kenya
together with Mt. Kenya, Aberdares, Mau complex, Elgon, and Nandi hills. The Forests are
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critical water catchments, and sit astride the watershed between the Lake Victoria and Lake
Turkana basins. Streams to the west of the watershed feed the Nzoia River system, which flows
into Lake Victoria; streams to the east flow into the Kerio River system that feed to Lake
Turkana. Cherangany hills is the source of these rivers; Weiwei, Muruny, Arorr, Kerio and
Moiben.

The forests are highly responsible in keeping and sustaining local and national ecosystems,
climate and rain patterns. They support livelihoods of communities living around it in terms of
supplying herbal medicine, firewood, source of water for domestic use, fodder for livestock and
aesthetic beauty including creating a favourable atmosphere for human and animal habitats.
Cherangany is thus a forest of local and global significance for people and biodiversity.

The Cherangany forest is currently faced by both human induced and naturally occurring
problems namely; encroachment by farmers and livestock keepers, destruction from commercial
lumbering and charcoal burning, water springs destruction, biodiversity loss, poor agricultural
practices that cause pollution.

The Upper Rift Valley RCE in collaboration with stakeholders will undertake the following
measures to address these problems. They include; create awareness on environmental
conservation to community through school pupils; encourage community ownership of the forest
ecosystem; identify and utilise existing indigenous knowledge in conservation; establish
functional tree nurseries and encourage farm forestry; participate in planting one million
seedlings; encourage formation of active community forest associations (CFA) and water
resource users associations (WRUA); form youth groups to watch illegal activity taking place in
the forest and introduce eco-friendly farming and soil conservation technology.

Based on the above stated activities, we have developed concept paper and look towards
identifying funding organizations to kick start the processes of rehabilitating and restoring the
Cherangany forest and water tower.

10.0 ENTREPRENEURSHIP AND INFRASTRUCTURE

1. Composite Structures by Use of Sustainable Eco-Material for Infrastructure and
Constructions

Due to population growth, in recent years, increased urbanization, climatic changes and
technological advancement, the capacity of infrastructure has been largely constrained, and there
is great pressure on construction and buildings materials. Alternatives to convection materials and
practices are the key to provision of sustainable eco-materials that are environmentally friendly,
durable easy to work with and will reduce effects of economic inflation, insufficient supplies-
cement(2009), variation of prices-timber(2011),droughts(2009),environmental
degradation(cements and tree cutting) and carbon emission-cements manufacturing for
convectional materials.

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Waste plastics and polythenes and plastic materials, form one of the largest parts of the irritating
solid wastes in landfills. In Kenya, plastic waste is estimated to be about 150,000 tons per month
and currently only about 1200-1500 is recycled currently. In addition, this non-biodegradable
waste inhabit aerobic conditions in landfills, hence encourages release of methane gases, having a
green-house effect 21 times greater than carbon.

The aim of this paper is to show the applicability of eco-materials that may be used for low-cost
housing e.g. beams, trusses, joinery and civil Engineering projects, in road furniture, such as,
channels, bollards kerbs and Investigation of composite structures using concrete and recycled
plastic is feasible and sustainable. In this investigation are findings from a research undertaken to
determine the suitability of recycled polythenes and plastic material in the composite beams
concrete, metal straps and use of suitable additives. These poles were re-melted and remoulded
from waste plastics materials. Test were undertaken to determine the flexural strengths of
composite beams with plastic at different positions and compressive strength of cubes made
using a nominal concrete mix of compressive strength of 20N/mm.

The results indicated composite material higher flexural strength as compared, to the control
specimen (i.e. plain concrete samples). Their weights were also lower hence giving a remarkable
strength weight ratio. The deflections control measures was also recommended.

Generally the applicability and improvement that can be made on plastics and composite for low
cost houses was confirmed by the properties measured. Recycled plastics were also easy to work
with and low earners can prefer them for fast but durable constructions with wood work tools and
less resources and labour requirements. To improve on quality and quantity, better waste
management techniques, good code of practice and standard, regulations and policies
implementations are recommended from the government, environmental and construction
industries.

Question and Answer

Q. Can any institution host RCEs?
A. Other institutions that are not universities can also host RCEs so long as they meet the
criteria required.
Q. How can RCE be enhanced where there are land ownership problems?
In Pwani, there have been problems where squatters are settled along the ocean shore
lines. NGOs have teamed up with communities settled along the shorelines to get land
ownership documents. Kilifi Land Board has been brought on board to assist in getting
the land ownership documents. When these land issues are resolved, then RCEs can
succeed.
In Mau Narok, land tenure is also an issue that needs to be resolved. The boundary of
Mau and Narok needs to be mapped out in conjunction with the Egerton RCE so as to
manage the commonly shared natural resources.

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Q. What is the problem of not using or embracing new technology in our schools?
A. Teachers should embrace new methods and technologies for teaching in order to
effectively use the new technologies.

Q. What is the policy implication as far as funding is concerned?

A. Organizations with policies should set aside funds to carry out and enhance ESD
activities. ESD policy is at an advanced stage and will be subjected to stakeholders for
amendment.

Q. How can i-Earn which is mainly used for school and teachers be used by other
stakeholders?
i-Earn is a new technology which should be embraced by all interested.

Q. Is there any way that the current ESD policy can be used to reorient curricula?
A. Different institutions have introduced ESD into their curriculum using the current policy
taking into consideration different aspects of the existing curricula.

Q. Are there other factors contributing to pupils not going to school apart from drought in
Pokot?
A. The other factors that contribute to pupils not attending school include early marriages,
circumcision rites, security and absenteeism from boarding schools due to shortage of
water.

Exhibitions during the conference

The permanent Secretary – Ali Mohammed and Ag director General NEMA – Dr Ayub Macharia visits
exhibitions mounted at KICC during the conference

AFEW – Exhibits their products NEMA – exhibition

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 Turning a Green leaf Towards Sustainability 2011

Tosheka industries exhibits their baskets made Pure and cure Matters
from waste plastic bags

Wildlife Clubs of Kenya Exhibits their Consumer Kenya Exhibits jiko

Conservation best practices

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 Turning a Green leaf Towards Sustainability 2011

Ngei 1 Youth Development Exhibition KOOE exhibition

Nairobi International School’s showcase Dr. Isaack Misiko displays indigenous medicine

11.0 WAY FORWARD – DORCAS OTIENO

The world is gearing towards the end of the decade. UNESCO has identified the steering
committee.
The steps that are to be taken towards end of the decade
 Stock taking – what ESD related activities has been taking place in Kenya (published )
 Prepare country reports
 Stakeholders discussions on the way forward with the private
 Baseline survey and policy (plan for 10 years)
 Identify and strengthening the mechanisms to implement ESD thematic issues as leaders
with best practices
 Statistics of ESD implementation in university and RCE, impacts on quality of life and
solution to real problems
 Stakeholders involvement and development of action plans for the next few years
 Effective advocacy for ESD – general awareness on all the ministries , private sectors
civil societies
 Promote ESD as viable strategy for development, develop communication strategy
 Provide evidence based on different strategy i.e. publications, videos, research and
innovation
 Activities proposed by Kenya and the region in promotion of ESD
She encouraged the members to adopt these and the others as the way forward

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 Turning a Green leaf Towards Sustainability 2011

12.0 CONCLUDING REMARKS

The Ag. Director General NEMA- Dr. Ayub Macharia gave the concluding remarks reiterating
that Kenya has made milestones and is ESD compliant. Environmental matters have been
elevated into the constitution of Kenya with ESD being entrenched through the bill of rights and
other sections. With its diversity, ESD through RCE has to incorporate the different ideas to
achieve its goal. RCEs have gone through storming and have now reached the norming stage,
where there is order with strategies having formulated on the way forward for RCE.

RCEs should engage NEMA to push forward their agenda. NEMA has developed a research
agenda which the universities can use to enhance RCEs in their institutions. In instances where
they have publications and journals, they can be supported. A communication strategy should be
formulated and embraced at the local level to enhance RCEs. There is need to strengthen RCEs
through mottos, songs, poems and other achievements. RCEs need to team up with NEMA to
integrate capacity and resources in order to achieve Education for Sustainable Development.

JKUAT has reoriented their curriculum towards ESD and its only waiting for senate’s approval.
NEMA is currently working with Pwani University College to embrace RCE. In future
conference, awards should be given to best ESD compliant institutions.

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 Turning a Green leaf Towards Sustainability 2011

ANNEX 1: PROGRAMME
Monday, 14th November Tuesday, 15th November Wednesday, 16th November Thursday, 17th
(Day 0) (Day 1) (Day 2) November (Day 3)
Breakfast 8:30-9:00 Registration 8:30-9:00 -Recap of Day One Departures

9:00-10:30 9:00-9:30 -Role of RCEs as strategy to promote ESD

 Minister arrives and visits (UNU)
Exhibitions then enters
Conference Hall 9:30-10:00 - Governance and Coordination of RCEs
 Entertainment -Open Discussions Q&A
 Welcome address by DG-NEMA -Introduction and briefing for the thematic discussions
Remarks by CEO NCST
 Key Note address by Guest-CEO
KCB
 Launch of ESD Strategy and
Official Address by Minister to
Open the Conference.
10:30-11:00 Break 10:00-10:30 Break
11:00-1:00 11:00-1:00
RCE Presentations (10 Mins each) Thematic Issue A Thematic Issue B
1. RCE - Mau Complex Pollution/Waste Climate Change
2. RCE - Greater Nairobi Management
3. RCE - Western Kakamega Thematic Issue D
4. RCE - Pwani Thematic Issue C Indigenous Knowledge
5. RCE - Upper eastern Agriculture & Food Security
6. RCE - Nyanza
7. RCE - Narok
8. RCE - Upper Rift
Open Discussion Q&A

Lunch 1:00-2:00 Lunch 1:00-2:00 Lunch

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 Turning a Green leaf Towards Sustainability 2011

Afternoon 17:30 2:00-2:30 2:00-4:00

-Registration Regional ESD Implementation- Thematic Issue E Thematic issue F
-Welcome Reception (WWF-LVCEEP) Health and Sanitation Education and
-Setting up Exhibitions Sustainability
2:30-3:00
- ESD/RCE in Africa UNEP/UNESCO
Thematic Issue G Thematic Issue H
Biodiversity and Entrepreneurship
3:00-3:40 Agro-forestry and
- ESD in MESA Programme Infrastructure

3:40-4:00
- Implementing ESD and
Coordination of RCEs in
Institutions of Higher Education
(IHE) - The case of Rhodes
University-South Africa
4:00-4:30 Break 4:00-4:30 Break
4:30-5:00 4:30-5:30
- RCEs and Community Report to the Plenary and General Discussions
Engagement

Dinner Welcome Dinner Free Free

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 Turning a Green leaf Towards Sustainability 2011

ANNEX 2 : PARTICIPANTS’ LIST

No. NAME ORGANIZATION ADDRESS EMAIL ADDRESS
1. Selina Anyango Maendeleo ya Wanawake 0725385619
2. Johu Evans 40985 - 00100 NRB kidicpoa@yahoo.com
3. Isaac Sitiakala siatiakala@yahoo.com
4. Margaret I. Otiende imalimargaret@yahoo.com
5. Christopher
6. Marx Koome 95147 Nairobi markoome@yahoo.com
7. Grace Mosop 116 MOLO
8. Florence Chepkorir 1902 Nakuru fchekorir@yahoo.com
9. Nahashon Maina 0726456720 nash@gmail.com
10. Lavoga Joan 188 Maragoli lavogjo@yahoo.com
11. Dominic Kinoti 293 Kisumu Dominic kinoti@yahoo.com
12. Janet L. Kanyi ABC(Asset Based Community 2719 KKG Janetbura@yahoo.com
Development)
13. Shirley Sirima AFEW(K) LTD 15124-00509 afewkenya@yahoo.com
14. Faith C Malakwen AFEW(K) LTD 15124-00509 afewkenya@yahoo.com
15. Dominic Magoi AFEW(K) LTD 15124-00509 afewkenya@yahoo.com
16. Judith Sembe AFEW(K) LTD 15124-00509 afewkenya@yahoo.com
17. Herman Kwoba AYICC 0726130734 Kwoba.herman@gmail.com
18. Francis O. Nyagaka B.W.A 97 Kisii 0720654329
19. David Otieno Baclays 90170 - 00100 David.otieno@barclays.com
20. Wilfred Atina BIOSILVER 298 Malindi Wilfredogoch@yahoo.com
21. Pascal Mbela BIZMAT 14446-00600 MSA bizmatintnlk@yahoo.com
22. Dominique Mutai Business man 0721876267
23. Stephen Mutimba CAMLO 76406 - 00508 Stephen.mutimba@comlo.com
24. Lazarus Nyamweya CAREWELL (k) 4961 - 00300 0722503944
25. Yosids Vida CCEO NAKURU 2135 yosiavida@yahoo.com
26. Diana Kemunto CHD 47321
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 Turning a Green leaf Towards Sustainability 2011

27. Macharia Moses Consumers Choice Y2nesmus@yahoo.com -

28. Charles Obonyo EDC eliasobonyo@yahoo.com
29. Dr. Wilkister Moturi Egerton University 536 Egerton Moturi33@yahoo.com
30. Olivier Chepkemoi Elixir Service Mastery 1433 Nakuru Olivier1446@gmail.com
31. Susan Jepkemoi Elsamen Field Study Centre 1497 Naivasha Susan jepk@yahoo.com
32. Michael Kendagor Farming Systems Kenya 2816 NAKURU fsk@africanonline.co.ke
33. George Odero Financial POST Odero.george@gmail.com
34. Edna A. Ouko GDC 1770-20100 NKR eouko@gdc.co.ke
35. Fridah Nkatha GDC 1770-20100 NKR fnkatha@gdc.co.ke
36. Kristine Yakhama Good Health Com. Prog.(Donals 0722765627/823-50104 kristineyakhama@yahoo.com
Romeo sch. KKG
37. Charles E Butiko Green Scietekplus 0723311911 greenscietekpus@gmail.com
38. Arnold Muriithi Greenpot Consultants 48418-00100 NRB greenpotconsultatnts@yahoo.com
39. Eva W. Mishia GSEP 104556-0101 Gsaep@gmail.com
40. Fred Azelwa Health Matters P.O box 27100 Turkana fazelwa@yahoo.com
41. Selenai Marindady HIVAIDS awareness 26 Bomet
42. Philes Obino Huruma Pry Sch. 1352 NRB philesobino@yahoo.com
43. Evans Michaka ICDO- Kisii 0725684391 Moevans2009@gmail.com
44. Maurice Seretta IFM 0729615739
45. George M. Ndegwa JKUAT 6200-00200 Gmndegwa2003@yahoo.co.uk
46. Charles Gachera K.U.P.
47. F.H. Kiriro KARI 57811-00200 fhkiriro@kari.org
48. Caleb Ajwang Acher KCYWC 0720352905 calebacher@yahoo.com
49. Christian Otieno KEFRI 41846-00100 otienoc
50. Dr. Augustine Otieno KEMU-NRB 45240-00100 afulloochilo@yahoo.com.sg
Afullo
51. Justus Manyara KenFep
52. Mathenge Gitonga Kenya Forest Service 30513 Nairobi mathengeg@gmail.com
53. Gary Lewis Kenya Taa 0710-111343 Gary.lewis@kenyataa.com

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 Turning a Green leaf Towards Sustainability 2011

54. Ngwalla Mike Kenya Today 0725711725 Ngwallamike@yahoo.com

55. Ngwalla Mike Kenya Today 0725711725 ngwallamike@yahoo.com
56. Emmanuel Tumbo KIE 30231-00100 tumbomaundu@yahoo.com
57. Rachael Changole KIE 30231 NRB kobilsang@yahoo.com
58. P.J. Nyanjui KIE 30231 pnyanjui@yahoo.com
59. B. K. Kyule KIE 30231 NRB kyule@yahoo.com
60. Anne Nguchiri KIE 30231 Nrb hawakochiri@yahoo.com
61. Michael Muriuki KIE 30231 Nrb mkmuriuki@gmail.com
62. Lydia Mucheru KIE 30231 NRB Lydiakinyanjui11@yahoo.com
63. Cyril Oyuge KIE 30231 NRB Owiso2003@yahoo.com
64. Silas M Muuna KIE 30231 NRB smmuuna@gmail .com
65. Jacquline Onyango KIE Jonyango68@yahoo.com
66. James Kabia KIENI 0706354779 Kwaithaka2000@yahoo.com
67. Maureen Alwanga KMA 0713 292134 m.alwanga@gmail.com
68. Stella Aura KMD 30259-00100 aura@meteo.go.ke
69. Stela Aura KMD 30259-00100 aura@meteo.go.ke
70. Mwangi Sarah KNA 79243-00100 Sallywamboj@yahoo.com
71. George Ndhawa KNCCI 36006 – 00200 gndhawa@yahoo.com
72. David Maina KNE 0722648375 davidmaina@yahoo.com
73. Odinya F. Owuor KOEE 1313 – 00621 NRB fredricowuor@yahoo.com
74. Dr. Eric Ogur KPUC 42528 -00200 ericogur@kenpoly.ac.ke
75. Prof. Wilson O. Ogora KPUC 52428 Nrb wilsonogola@hotmail.com
76. Maureen Gwaro KU 152 Gesima Maureen.gesare@yahoo.com
77. Purity Nyanusi KU 132 nandi Hills puritymoraa@yahoo.com
78. Mathias Lubutse KU 2116 KAK,0725701531
79. Mwangi Grace KU 43844-00100 NRB gwanjiru@yahoo.com
80. Onyango Ojwang KU 46937 – 00100 NRB boazojwang@yahoo.com
81. Serah Mbugua KU 43844-00100 NRB
82. Joyce Onyango KU 43844-00100 NRB

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 Turning a Green leaf Towards Sustainability 2011

83. Osinde Augustine KU 43844-00100 NRB

84. Maureen Gwaro KU 621 Gesima Maureen.gesare@yahoo.com
85. Herman Kwoba KU 30460 NRB Kwoba.herman@gmail.com
86. Dr. Mary Otieno KU 13610 – 00100 Otieno80@rocketmail.com
87. Denis Njoroge KU 26028 Nairobi Dennydictus07@yahoo.com
88. Kihiu Edward KU 24486 KAREN Edward kahiu@yahoo.com
89. Wanjau Gladys Wairimu KU 4868 Thika gwanjau65@gmail.com
90. Melody Kariuki KU 0710940383 melodykariuki@gmail.com
91. Patric Muriu KU 593 Muranga mevimaina@gmail.com
92. Dr. Kennedy Mutundu KU 0722474141 kkmutundu@yahoo.com
93. Tomoiky Ongol KU 449 KAKAMEGA tongeche@yahoo.com
94. Betty Muthoni Kwale – NEMA 19 KWALE Bettmthoni@yahoo.com
95. Betty Muthoni Kwale Env. Research 17 Kwale betthoni@yahoo.com
96. Monica Omulo Maseno University 333 Maseno omuloma@gmail.com
97. Steve Muhanji MEMR 27391-00100 NRB Muhanji.steve@yahoo.com
98. Diana Odero MEMR Dianalisa82@gmail.com
99. Alice Kasyoka MEMR 231-00242 alicekasyoka@gmaol.com
100. Geoffrey Mutuku MEMR Jelituku07@yahoo.co.ke
101. Abel K. Chumba MEMR-Murang’a 30009-00100 NRB Chumbaabu@yahoo.com
102. Erastus Mbae Meru Development Network 95 meru mbaeerastus@yahoo.com
103. Margret Wahito Milele FM 17279-00100 maywahi@gmail .com
104. James Maina Wachira Moi University 0723542563 wachirajames@yahoo.com
105. Sarah Kogo Moi University 3900 Eldoret sarahkogo@yahoo.com
106. Esther Aleyo Mombasa 10667 Mombasa aleyoesther@yahoo.com
107. Richard K. Mule MUSEKE 0723569171 -
108. Henry Ominde Muthurwa Eco Club 0720102815 henryominde@yahoo.com
109. Joseph Olago MYEA jolago@yahoo.com
110. Eddie Mutua Nairobi International School 66831 – 00800 NRB Edmund .mutua@nis.ac.ke
111. Brandie Barit Nairobi International School ,,
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 Turning a Green leaf Towards Sustainability 2011

112. Paul Njoroge Nairobi International School ,,

113. Boni Linda Nairobi International School ,,
114. Malvin Gatuha Nairobi International School ,,
115. Leila Omar Nairobi International School Leila.omar@nis.ac.ke
116. Lisa Kobia Nairobi International School Lisa.kobia@nis.ac.ke
117. Nelarose De Jose Nairobi International School Nelarole.dejose@nis.ac.ke
118. Timothy Makoba Nairobi International School Timothy.makoba@nis.ac.ke
119. Moses Michira NATION mmichira@ke.nationmedia.com
120. Hanningtone Kang’ethe Nature Kenya 12026-00100 NRB Karanjangiuku2000@yahoo.co.ke
121. Philip Ndania NCC 19072 – 00501 Nrb ndaniapm@yahoo.com
122. Henry Musalia NCCK 159 KITALE Henry-musalia486@gmail.com
123. Julius Mwangi NCST 30623-00100 Jkmwangi80@yahoo.com
124. Davis ole Tamooh NEDSEN P.O Box 1025 Narok davistamooh@yahoo.com
125. Prof. Elias Muchunu NEEM College 40705 – 00100 Nrb neemcollege@yahoo.com
126. Stephen Katua NEMA 67839 NRB skatua@nema.go.ke
127. Simon Tonui NEMA 13599-20100NKU Simtonui2006@yahoo.com
128. Felix Mugambi NEMA 67839 NRB fmugambi@gmail.com
129. Alex Mutua NEMA 67839 NRB chanzel@live.com
130. Beatrice Ongaki NEMA 67839 NRB bettyongaki@gmail.com
131. David Ong’are NEMA 67839 NRB dongare@nema.go.ke
132. Bernard Ogembo NEMA 67839 NRB benogembo@yahoo.com
133. Dominic Kinoti NEMA 0721663718 dominikinoti@yahoo.com
134. Sarah Kamau NEMA 62839-00200 NRB sarakama@yahoo.com
135. Cathy Thaithi NEMA 67839-00200 NRB catethaithi@yahoo.com
136. Marx Koome NEMA 75147 NRB marxkoome@yahoo.com
137. Gerishon Ngungu NEMA 174 Narok Gerishon07@yahoo.com
138. Godfrey Wafula NEMA 84700 Mombasa gwafula@nema.go.ke
139. Anastasia Muiti NEMA 67839 NRB annmuiti@gmail.com
140. Nancy Muui NEMA 4279 Kisumu muuinancy@yahoo.com

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 Turning a Green leaf Towards Sustainability 2011

141. Maureen Mogeni NEMA 67839 NRB moraamogeni@gmail.com

142. Leah Ngige NEMA 67839 NRB lngige@nema.go.ke
143. Anthony Mwangi NEMA 67839 NRB mantony@nema.go.ke
144. Shieni Koiyiet NEMA 67839 NRB skoiyiet@gmail.com
145. Vincent S. Mahiva NEMA 479 KKG vincentmahiva@yahoo.com
146. Eliud W K Ngunga NEMA 67839 NRB ellykimweli@yahoo.com
147. Anne Theuri NEMA 0733714152 atthhuo@yahoo.com
148. Barkarch Cliff NEMA 11 - 0117 Naivasha cliffbarkarch@yahoo.com
149. Stella Kamwasir NEMA 4279- 40103 KSM skamwasir@yahoo.co.ke
150. Samuel Chege NEMA 7421
151. Benson Ndegwa Kabinga NEMA 0714678181
152. Dr Kennedy Ondimu NEMA 0729061249 kondimu@nema.go.ke
153. Antony Waswa NEMA 67839-00100 Waswaj2005@yahoo.com
154. Ruth Nderitu NEMA rnderitu@nema.go.ke
155. Eric Deche NEMA edeche@nema.go.ke
156. Joseph Masinde NEMA jmasinde@nema.go.ke
157. Florence Mwikali NEMA 67839 NRB flomwikali@hotmail.com
158. Margret Kuria NEMA mkuria@nema.go.ke
159. Jackline Marita NEMA jmarita@nema.go.ke
160. Joseph Kopejo NEMA- RVP 14134-00100 jkopejo@yahoo.com
161. Simon Nganga Ngong Road Forest Sanctuary Trust 688-00500 NRB office@ngongforestsancuary.com
162. Kingsly Makoha NIS info@nis.ac.ke
163. George Omondi NMG 49010-00100 NRB omondi@ke.nationmedia
164. George Omondi NMG 0720535832 omondi@ke.nationmedia.com
165. William Okeyo NYA 60000- NRB obonyo@yahoo.com
166. Simon Karwamba NYE 0720221259 Nayuja2000@yahoo.com
167. Chemutai Mercy OGIEK NELDEN ORG. 14169 NKU Chemercy9@yahoo.com
168. George M O konji OSAFRIC GROUP 0713-968763 Osafric@yahoo.com
169. Loise Orenge Pure and cure Matters 0728907892 loiseorenfe@yahoo.com

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 Turning a Green leaf Towards Sustainability 2011

170. Bertha Othuoche Pwani University 0722964884 berthaothuoche@yahoo.com

171. Angule Gabriel RCE Kakamega 2116 KKG Angule2001@yahoo.com
172. David Ateka RCE Nyanza Ateka62@yahoo.com
173. Dr. Isaak M. Misiko RCE Western, NCAACMR 0721392565 misikoisaak@yahoo.com
174. Michael Mburu Researcher 21962 mburum@yahoo.com
175. Haron O. SSACCFT 381001 - 00200
176. Odari Gerald Strathmore Univ. 2116 KKG Odari199@yahoo.com
177. Noel Munguti TAE press 07258333752 noelmuguti@yahoo.com
178. Clement Agot The Star Newspaper 0715647388 Clemal.agot@radioafricagroup.co.
ke
179. Martin Mwangi Tree is Life Trust 0723928444 tree@africaonline.co.ke
180. Nyokabi Mwangi Tosheka Textile Limited 30431-00100 NAIROBI nyokabi@tosheka.com
181. Teresei Njue Tosheka Textile Limited 30431-00100 NAIROBI tosheka@tosheka.com
182. Diana Koki Tosheka Textile Limited 30431-00100 NAIROBI Diana.nzioka@yahoo.com
183. Angela Mwangi Tosheka Textile Limited 30431-00100 NAIROBI
184. Hellen Okeyo UoN 0723502416 -
185. Kevin Kamau UoN 48069 Nrb eddieseaga@yahoo.com
186. Elizabeth Njagi Upper Eastern RCE 0729903830 liznjagi@yahoo.com
187. Patrick Gitonga Njeru Upper Eastern RCE- KEMU 267-60200- MERU gitongapn@gmail .com
188. Philip Barno Upper Rift RCE 5595 ELD. pkbarno@yahoo.com
189. Michael Wanyomba VIRED 6423KSM Michael-oluochi@yahoo.com
190. Linah Wodera WCK 162 – 00517 Nrb lwodera@yahoo.com
191. Philip Gitahi WCK 20184 NRB gitahi@wildlifeclubsof kenya
192. Moses Kariuki MEMR 30126-00100 mkariuki@environment.go.ke

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