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Garsen High School ESD Workshop

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Two Days Sensitization Workshop on Education For Sustainable Development (ESD) For The Garsen High School Stakeholders By KEMI


The training took place on 26th and 27th of February 2018 at Garsen High School in Tana Delta Sub- County, Tana River County.


The members of the training team were Ms. Christine Owinyi and Mr. Elijah Karimi who were trainers from Kenya Education Management Institute.

Education for Sustainable Development Topics

  • Introduction to ESD
  • The purpose of ESD
  • Change and Leadership for Sustainable Development
  • Action Plans


The training workshop was attended by 34 Garsen High School stakeholders; therein being The School Principal, Deputy Principal, teaching staff, non-teaching staff, School Board Members and PTA Members.


Ms. Christine introduced ESD as a concept/idea that she first learnt from Israel through Mashav and has so far benefited several countries including Kenya. It focuses on sustaining a positive change by first learning about it (knowledge- head), practicing the knowledge (hands) and loving what you do (heart). She emphasized that change is transformational. The trainers therefore should come up with ideas to use the available resources to solve problems at hand and also be able to share the knowledge amount the neighboring schools and community.

The session also focused on the fact that Education is future oriented and hence it has to be sustainable; i.e. it should endure societal changes to make a difference no matter how small.

The trainers were then divided into groups to discuss some of the aspirations in a school set up (What do we want to do?), some of the ways of achieving them (How do we best excel?) and finally the outcomes after the workforce has been applied (Where do we want the school to be?). The Groups came up with several aspirations, ways of achieving them and the expected outcomes which were pinned on the wall so that the other groups can read and share more ideas.

Ms. Christine emphasized on the need to think outside the box, a concept she elaborated with an activity of joining nine dots with four lines without lifting the pen. The drawing has some projections outside the dots which in real life can be similar to situations that need one to think and employ some creativity.

She also guided a discussion on some of the challenges of sustainability. These range from insecurity, violence, unemployment, gender animosity to poor governance.

She concluded the morning session by encouraging especially the teachers to touch their students’ hearts instead of only their heads (make them love what they do). She quoted a Japanese saying; ‘The longest distance on earth is the distance from the head to the heart which is only 30cm/14 inch’. The saying emphasizes on the closeness of the two organs in the human body yet very few people (especially students) can be made to love and use the knowledge they have to solve day to day problems they encounter. There is need for the student to learn to incorporate the social, the environment and the economic spheres of life so as to achieve sustainable development in education.

The afternoon session began with a group discussion where the trainers were divided into 5 groups. These were tasked with discussing and coming up with some problems affecting Garsen High school (What don’t you like? What do you want to do?).

The five major problems were identified after the groups presented their problems each problem was assigned to one group. These were as follows:

Group Challenge Assigned
1 Indiscipline
2 Poor Performance
3 Parents involvement
4 Harsh living conditions/environment
5 Waste disposal


Each group was to take the problem as a project, work on it and keep reporting back the progress of the project. Ms. Christine Owinyi advised members of each group to coordinate their project well and take pictures on the progress of their project which would be attached in their final project report. She also advised that very little finances should be required and members should make use of readily available resources.


Trainers Training on Education for Sustainable Development

  1. The school had a project (using livestock e.g. goats and sheep to pay school fees) which now they incorporated under the ESD programme to make sure there is sustainable development and all the stakeholders benefit and learn. The school also runs a poultry project and has demonstrated evident interest in tree planting.
  2. The participants were given a problem in the school to solve by developing draft action plans. This built team work spirit and also imparted skills and competencies on solving day to day problems using readily available resources.



  1. The school should embrace the concept of ESD to serve as a learning centre for other schools in the region.
  2. ESD should cut across all programmes in the school and a school based ESD programme of activities should be developed, implemented and scored as part of the learners programme report.
  3. The school environment should be made conducive, clean and beautiful through programmed cleaning, planting trees and beautification programme to make it reflect the concept of ESD.
  4. ESD activities should be learner centered hence efforts be made to entrench the concept to learners through sensitization (School baraza) and living the concept (Carrying out ESD Programmes) in the school.
  5. The school will maintain, develop and exploit new networks to promote ESD activities as a regional ESD centre.
  6. The school to constitute an ESD committee to further the ESD agenda in the school.


ESD Training Session in Progress.


The Garsen High School ESD Committee

Too Hot to stay in a building; ESD gave us a solution

Learners Being Sensitized on ESD by the ESD school Committee







Sheep Brought By Our Students to settle School

Fees: an Element of  ESD Practice in School


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