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R.C.E.A Biwott Ng’elel Tarit SEC. SCH.

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1.The historical background of the school

RCEA Biwott Ng‘elel Tarit Secondary school is located in Kaptagat Location; Ainabkoi Sub County of Uasin Gishu County .lt is about 12 kilometers from Eldoret town a long Eldoret -Edama Ravine road.
The school was founded in year 2001 by the local community to take care of
educational needs of many learners who could have preferred to be day scholars then. It started as a single stream and has since grown to double stream with a population of
420  learners. There is a growing need for expansion to four streams due to rapid
increase in enrolment.
The institution is a public day mixed school under the sponsorship of Reformed Church of East Africa with well established Chaplaincy and a staffing of sixteen T.S.C teachers,
four BOM teachers and seven non teaching staff.

The school is located in a cosmopolitan and partly peri-urban region of Eldoret Town therefore our learners are of diverse backgrounds in terms of culture, language and religious beliefs.
The school sits on a twelve acre piece of land and the infrastructure consists of eight classes, one laboratory, office, gate, ablution block, temporary kitchen and storage
structures which cover approximately three acres, about two acres is under cultivation and the rest is occupied by pitches; football. volleyball. netball and handball. Trees and
flowers cover some space in the compound and along the boundaries. A small area has
been set aside for the weather station and establishment of a forest.

RCEA Biwott Ngelel Tarit Secondary (BNT) School has the critical role and responsibility of providing affordable quality education that is relevant as well as promotes access to secondary education in line With the Sessional Paper No.1 of 2005 .The School Management intends to address the challenges facing the school by refocusing on the Vision and Mission of the school as well as its core functions.

The  school  has a strategic plan which outlines various strategic areas such as Management and governance, Academic performance, Co-curriculum activities, Guiding and Counseling, Infrastructure and Environment, Team Building, Income Generating activities as well as implementation strategies and desired outcomes of the same. It outlines key issues relating to efficient service delivery and takes these into consideration in formulating the strategic direction the school will take. Also addressed in the plan are methods of resource mobilization and the role of stakeholders in the implementation of the plan.

Over the plan period, the school will pay special attention to enhancing efficiency, effectiveness and quality education as well as expansion and improvement of the physical facilities to improve the welfare of learners and cope with increased enrolment in line with the government policy of expansion of secondary schools in support of subsidized secondary education. It is envisaged that improved quality education Will produce an alumni with globally competitive skills who Will in turn play a critical role in the development of our Country .


              School map and location map of the school



2.Education for Sustainable Development (ESD) Progamme

The stakeholders were inducted on the programme starting with the Board Of Management,teaching and the non-teaching staff then the students.

The key areas were on the definitions;  Sustainable Development, Education for Sustainable Development and the reinforcing pillars; Environmental, Social and Economic.

The Board Of Management came up in full support of the programme after understanding the positive contribution the programme would make to the students and the community at large.

The  Teachers and Non-teaching Staff too embraced the ESD principles with a number promising that they would apply the same at their homes as the learners followed suit.

Both members of staff and students actively participated in ESD projects.


3.OUR Education for Sustainable Development projects and activities


  1. Selection of ESD team members.

The above activity was carried out as required ensuring that the following were included;

  • A member of Board Of management
  • Teacher in charge of ESD
  • Two other teachers one being computer literate
  • A member of Non- teaching staff
  • Twenty two learners two of whom were to be incorporated in ESD Committee

  The selection criteria was to ensure that there was among other things, gender and regional balance, talent and diverse academic abilities ,at least three students were selected per class with the assistance of class teachers to ensure that everyone is brought on board.

ESD team members

  1. The ESD Committee selection

The  members were selected from the above team.

They were;

  • A member of Board Of management
  • Teacher in charge of ESD
  • Two other teachers one being computer literate
  • A member of Non- teaching staff
  • Two learners who were selected from each gender because the school is a mixed school

After the identification and selection of the members they were inducted on their role in the ESD team and programme.

ESD committee members


  1. Visit to Ecosystems conservators tree nurseries at Sosiani River at Eldoret

The ESD Team visited the above facility to learn more on how to produce tree seedlings. Forest staff took the team through the various requirements and procedures needed to develop the best seedlings of both indigenous and exotic trees. The aim was to enable learners to acquire the necessary knowledge and skills from the experts so as to apply the same at school and  share with others .

ESD team learning how to prepare cypress tree nursery

  1. Establishment of indigenous tree seedling bed






After learning how to carry out the above activity, the ESD team led other learners in preparing a seedling bed and pricking in  wild collected indigenous tree seedlings.

 Some of the seedlings will be planted at school while some will be sold to the surrounding community at affordable price to earn some income.

The project would play a very important role in soil and water conservation and reduce build up of Carbon(IV) Oxide as well as create a balance between the same and Oxygen in the atmosphere and by extension reduce global warming.

The trees will create a habitat for a wide range of Biodiversity and modify the environment as wind breakers ,generate micro climates and improve aesthetics a round the school and outside as well.

By the end of the activity learners were able to apply the skill and a number indicated that they could do the same at their homes.


Learners making swaziland beds for indigenous tree seedlings.

  1. Preparation of Cypress tree seedlings

The school Board of Management acquired sixteen tonnes of forest soil from the Forest Department.The soil is being used in preparation of seedling sleeves and nurseries.The learners apply knowledge learnt at the forest ecosystems nurseries to prepare seedlings.

The project aims at producing over Ten thousand seedlings for planting within the compound and for sale to earn some income in the first phase as well as sensitize the community on importance of planting cypress in their farms instead of some cash crops as long term investment. Currently there is an acute shortage of highly priced cypress timber for construction due to a boom in construction and real estate industry , this could serve as a source of higher incomes and better livelihoods for the surrounding communities.

Cypress trees play a very important role just like other trees in Biodiversity, water and soil conservation.And with this, learners would learn how to conserve their environment, create a conducive living environment, produce woodfuel, produce own timber for use in their homes and earn income from the same.

Learners preparing cypress tree seedlings

  1. Tree planting

The learners and staff participated in planting trees in a bid to establish a forest in one section of the school farm.

The purpose of this project is to be able to have our own trees to supply the kitchen with wood fuel, a prosumer concept, improve on the beauty of the school, create wind breakers to protect the school from strong winds, soil and water conservation and participate with the rest of the world in reduction of green house gases therefore mitigate effects of global warming .

Tree planting exercise by learners and members of staff

  1. Traditional and exotic vegetable growing.

The clearance of land, digging, preparation of drills and planting was done by learners together with members of staff who volunteered to assist them while they worked in the farm.The Board Of Management provided fertilizer and a variety of seeds for the project.

The vegetables were harvested and cooked and served in the school kitchen.

The importance of this project were;

  • To enable learners to work with their own hands to generate a livelihood.
  • To generate passion and teamwork among the learners.
  • To enable learners learn healthy eating.
  • To enable learners appreciate their culture and embrace positive cultural practices such as cultivating various types of food crops and engaging in  

                   Learners and staff members  preparing vegetable garden for indigenous vegetables

    The school garden under preparation for vegetable growing




  1. Waste management through Re-use approach.

The school has tried to adopt various ways of waste management where what could have added to the bulk of solid waste is put into use.

  • Construction of green towers by use of empty water bottles

Members of staff and learners together worked to construct green towers by use of empty twenty litre plastic bottles,they were filled with fertile soil and vegetable seedlings were planted.The members were supprised that the kales and onions grew very  fast and healthy.

Importance of the project

  • Members learnt that waste can be reduced through
  • Members learnt that many crops can be produced in a limited space by use of containerized gardens therefore were able to rethink space and hence economize used of space.
  • Parents,learners and other visitors could learn from the same and be able to replicate it at their hom
  • The community would be able to live and enjoy a clean environment free from mosquitoes,malaria and vermin related infection


Re use of plastic bottles in making green towers and hanging gardens            


  • Reuse of used ink bottles as reagent bottles in the laboratory

Used empty white board ink bottles were washed and used as reagent bottles for use in the laboratory.

This would reduce the pollution of the environment by the littering of the bottles which could also act as breeding places of mosquitoes.

It would also improve on the aesthetics of the school environment and reduce accidents that could be caused by broken  bottles.

The project would reduce cost of buying laboratory equipment and therefore reduce financial burden on the parents and the Government.

More learners would have access to laboratory equipment and therefore would be exposed to more practical experiences.

Learners would learn to work in groups therefore help inculcate team spirit among the learners.

Income from the project could be used to assist needy students through the guidance and counseling department.

Teacher and Learners demonstrate reuse of ink bottles



  1. Rabbit rearing

This was started to facilitate learning especially in Agriculture and Biology, other subject areas could use the project in teaching and learning some concepts.

It could earn a little income from selling the same. Members of staff and learners established the project and take care of the rabbits.

The project help in team building as well as get money to assist needy students buy a few items.

Rabbit rearing project


  1. Botanical garden establishment.


This is an on-going project , an area was set a side for establishment of the same.

Unique trees, shrubs and flowers are collected, planted and named by learners and members of staff. They together take care of the garden.

A section of Botanical Garden



Importance of the project;

  • Serve as a learning facility for the learners, staff ,neighboring schools and the community as a whole.
  • Reduce cost of travelling in search of the diverse plant species since all are put together in one garden.
  • It adds to the aesthetics of the school and attract animals such as birds which are useful too in learning.
  • Preservation of endangered plant species.
  • Provide a collection of medicinal plants and bring them to the attention of learners.

KEMI  staff visit to our school.

  1. Business plan

The school has undertaken the above task with an aim of establishing a modern dairy unit with a capacity of twenty dairy cows. The project is designed to be fully equipped in terms of machinery, equipment, structures and personnel.The design and plan was undertaken through the involvement of all stakeholders; Board Of Management,members of staff and students.

Importance of the project would be;

  • Produce milk for school consumption.
  • Generate income for the school.
  • Produce high yielding heifers and quality bulls for improvement of local cattle breeds.
  • To serve as learning facility for various subjects and community.
  • Biogas production to save on costs and to spare trees for other uses as well as sale to the neighbours of the school through piping and metering.
  • To help learners develop business ideas.
  • Production of manure for use in organic farming and for sale.


  1. Mart making and weaving

It was realized that some learners were interested in the above project, materials for making marts were bought and provided  for training the learners and members of staff on the same. The staff members who had the skill and know how of making marts volunteered to guide their colleagues and learners on mart making and weaving.

This was done after class and when the members were free, a number developed interest and indicated that they could do the same at their homes.

Importance of the project.

  • The marts could be made for own use using locally available materials such as old cloths therefore reduce pollution of the environment by solid waste and reduce cost of handling and disposal of the same.
  • The marts could be sold to earn some income therefore improve the standard of living of members of the society.
  • Marts made in school could earn some income which could go into assisting needy learners.
  • The activity could assist to keep learners and the youth engaged in some income generating activity therefore reduce their involvement in risky behavior.
  • The project improves teamwork and creativity.

Learners making marts after class                              


ESD KEMI team observe marts made by learners



  1. Workshop attended at KEMI Head quarters Nairobi 8th-10th August 2018

Five members attended the workshop at Kenya Education Management Institute Headquarters at Nairobi. other thirteen selected Model schools from various regions of the country were in attendance. The five persons who attended the workshop were ; a member of Board of Management, The principal, teacher in charge of ESD in the school, a member of Non -teaching staff and two students representing both genders.

The theme of the workshop was ;  establishment of model schools for Education for Sustainable Development in Kenya.

A number of objectives were set for the workshop;

  1. sensitization of ESD
  2. ESD policy in Education sector
  • Prosumer concept-entrepreneurship
  1. Role of media in ESD
  2. Green economy concept
  3. Sharing experiences from various teams-best practices
  • Exhibitions from schools which had done something in ESD
  • Launch of ESD model centres in Kenya


ESD Exhibitions and demonstrations at KEMI



Launch of ESD Model centres at KEMI Headquarters at Nairobi




1.To continue with on going projects.

2.To continue sensitization of ESD.

3.Continued generation of new projects.

4.Linking-up with other institutions in sharing ideas

5.projects  planned for next year.

  • Setting up flower and ornamental plant nurseries-on aesthetics
  • Briquette making-on waste and energy management
  • Drip-lined green wall- on reduced water use and use of vertical surfaces


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