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ESD Workshop for the 2nd cohort of Model Centers in Kenya

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CLIMATE SETTING

20 Schools represented from 20 different Counties in Kenya. In front Center is the Deputy Ambassador of Israel, Eyal David sitting next to Grace Ngaca, Director KEMI.

 

 The facilitator of this session, Mrs. Christine Owinyi, took members through a stand up activity. Members were paired and then asked to look at their counterparts and make observations. She again asked members to make changes on their appearance and observe the changes made.

The lessons were then drawn

  1. Always appreciate learners.
  2. Use positive criticism to change behavior.
  • Human beings are inherently resistant to change.

Members then came up with a few essential agreements.

INTRODUCTION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT

THE CONCEPT OF ESD.

What is ESD?

-The facilitator started by asking members to explain and give illustrations/ impressions and vision of their schools either by drawing or using figures to illustrate.

-Members were then asked to give their views on what they understand by ESD

-Members were then asked if their schools are part of the community and to mention some of the activities the schools get involved in the community. This is a question that was well responded to.

-Members were then asked to describe the environment around their schools and describe the environment in the community around the schools. A teacher from Elgeyo Marakwet escarpment County responded by saying his school is located on the slopes of Elgeyo Marakwet escarpments with a beautiful green vegetation. He said that afforestation was going on in and out of the schools.

-Members were asked if their schools have economic activities in their schools i.e. anything that generates income for the school/ of economic benefit. Sister Mary Stephen responded by giving an example of her school that has;

  1. Tea plantation
  2. Cattle/Livestock farming
  3. Bakery to make bread.

-The facilitator called for learner involvement in all projects of ESD. She emphasized on the need of learners being at the centre of ESD and maximum benefiting.

THE INTER-RELATION BETWEEN THE SOCIAL, ECONOMIC AND ENVIRONMENTS SPHERES

The facilitator started by showing/displaying images of dumping sites full of garbage and plastic and asked members probing questions over the same.

She went ahead to show images of deforested areas/ trees cut down.

From this, members picked lessons that when you cut a tree, you should plant more and do a follow up after planting.

  • Another image of industrial waste being emitted to water bodies was also shown and the need to conserve water was emphasized here.
  • The next image to be displayed was that of a refugee camp. The effect of refugee camps/activities on the environment was extensively discussed.
  • A quote from Robert Swan, author, further explained this;

‘’The greatest threat to our planet is the belief that someone else will save it.

  • The facilitator defined sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
  • Sustainability is a balanced solution.

If you consider the 3 aspects to be overlapping circles of the same size, the area of overlap in the circle is the human being.

  • The facilitator defined ESD as education that aims to empower and equip current and future generations to meet their needs using a balanced and integrated approach to the economic, social and environment dimensions of sustainable development. [UNESCO, 2018]
  • Education must encourage changes in knowledge, skills, values and attitudes to enable a more sustainable and just society for all.
  • There has to be change process involving all of us in thinking critically and creativity about the future.
  • The facilitator insisted on a paradigm shift that must involve the head, the heart and the hands.

She highlighted the seven golden rules of sustainability known as 7Rs:

   Reduce, Reuse, Recycle, Repair, Rethink, Refuse, Repurpose

The facilitator ended by reminding members that ESD is a way of life.

FLECS

  • Causes of poor performance
  • Lack of planning
  • Lack of student monitoring
  • Little parental involvement
  • Lack of physical activities.

Flecs stand for learning in education through crafts and skills.

 

FOCUS AREAS

  • Psychomotor activities
  • Mathematics
  • Literacy and languages
  • Science and innovation.

 

MAINSTREAMING SDGS AND GCE IN THE SCHOOLS IN KENYA THROUGH THE ESD POLICY FOR EDUCATION

The facilitator, Christine Owinyi, started by emphasizing that the main reason why people are here is facilitation and not training, critical thinking, imagination and creativity.

She started by talking about the sustainable development goals.

The word is focused on achieving this by 2030.

  • Through a pictorial display the facilitator explained the vision of Kenya within the global context.

Through this we learned that

  1. You identify what you want
  2. Go for it, avoid distractors
  3. We must be united in our differences.

She defined development as the process of gradually becoming bigger, better, stronger or most advanced and sustenance is the ability to make a thing continue to happen for a long time.

SUSTAINABLE DEVELOPMENT CHALLENGES

  1. Societal challenges – poor governance
  • Ethnic animosity/gender
  1. Economic challenges – unemployment
  • wasteful products system
  1. environment challenges – loss of bio diversity
  • climate change
  • She then focused on sustainable development goals i.e.
  1. No poverty
  2. Zero hunger
  3. Good health and well- being
  • Quality education -this goal has a target
  • The facilitator focused 4.1

Opening remarks

The workshop was officially opened by the Director General at 1:05pm. The Deputy Director, KEMI, welcomed all members present and recognized the county representatives and panels of all the 20 counties invited. The deputy director KEMI appreciated the effort made by all stakeholders. He also recognized the ESD model centre, Nairobi County and appreciated them.

The deputy director the welcomed the director KEMI

The director started by welcoming all members to KEMI and urged members to feel free and at home.

She said that KEMI is a semi-autonomous governmental agency that operates under the ministry of education. She said what KEMI does on behalf of the ministry. KEMI has programmes such as:

  1. BOMS training
  2. BOGs training
  3. State department of training of skills and post graduate
  4. Education management course
  5. Courses for bursars & accountants
  6. Student leadership course
  7. Courses for private schools (directors, Admin, Teachers)

She said that ESD is designed for schools & has targeted the BOM, Teachers, Principal, Students etc. this would want these people to go and start a project.

The director then welcomed the chief guest. The guest introduced herself as Madam Hellen Avisa. She represented the director general, ministry of education.

She said that ESD is Key to our lives and we should let ESD have an impact on our lives by practicing. She then read the speech of the director general, ministry of education. The chief guest then officially opened the session.

SHARING EXPERIENCE

The moderator introduced the facilitator as Peris Kiprono. She started by informing the members that she brings forth a rich experience from Israel. She started by saying that Israel embraces Agri-tech and capital intensive agriculture and that the land is a desert.

She started by sharing photos of Bethlehem in Israel, their roads, visited the farms they saw drip irrigation, vegetation garden, research institute, hydroponic farming.

  • She gave a quote
  • “Agriculture is the first mission of human kind and it is the most honest, efficient and noble profession a person can engage in.

 

Areas to explore for ESD model centers

  1. Planting of medicinal trees/ plants
  2. Drip irrigation
  3. Hydroponic farming – semi –arid areas
  4. Planting crops in green houses
  5. using organism – using insects to destroy diseases

Things to avoid

  1. Using plastic bags/containers
  2. Layers of chicken should be destroyed immediately they are through with laying
  3. Do not show learners face
  4. Online collaboration & networking with schools
  • Collaboration &networking (St. Mary’s Nakuru)

EXPERIENCE OF ST. MARY’S NAKURU

  • Went to Israel in 2015
  • The curriculum there is ESD
  • Learning is mainly hands on
  • She did networking with schools they visited
  • Pairing with another school

EXPERIENCE OF VISA OSHWAL

  1. Global project for the whole world
  2. Malaria & mosquito prevention
  • Decongesting cities on traffic jam
  • Support from parents/students
  • Research on their own
  • A small school
  • Reclaimed
  • Afforest
  • Waste water planted hydrophytes
  • A science demonstration garden
  • ESD – make use of trees
  • Hanging plants
  • Planted spinach
  • Spinach used by staff

-No use of chemical – green & garlic Soaked for seven days & sprayed on vegetables

  • Pipes/yoghurt pails
  • Drip irrigation- a hole is made
  • Farms going the staircase way.

The future isn’t what it used to be due to :

  1. Global warming
  2. Stress
  3. Insecurity
  4. Globalization
  5. Unemployment
  6. Ecosystem degradation
  7. Individualism

GARSEN HIGH SCHOOL

  • One of the model school
  • It is a dry/semi-arid area
  • The parents pay fees in form of goals
  • They also practice dry irrigation
  • Chinese sea drip irrigation pipes at Naivasha
  • Reduce wastages – harvest rain water
  • Re –use of plastic bottles
  • Repair of shoes
  • Recycle sewage water
  • Refuse to be tribalistic & corrupt among others
  • Repurpose

DAY TWO

Preliminaries

The day started with praise and worship which was led by the students. This was well done. Sister Mary Stephen shared the word of God and later on prayed. She shared on sustainability.

The class president welcomed all members present and thanked the students worship team and sister for the job well done. She then welcomed Dr. Mary Otieno to address the topic mindset change towards ESD.

MINDSET CHANGE TOWARDS ESD

The facilitator started by introducing herself and giving background information of what she has done in sustainable development.

The facilitator started by giving a group activity. Teachers were asked to identify three challenges that make their work difficult or challenging. They came up with the following:

  1. Inadequate resources (Both learning and physical) may hinder learning.
  2. The teacher – student ratio is a big challenge. The number of learners is big while the teaching staff in schools is under- staffed
  3. Negative attitude i.e. -VE attitude by learners towards teacher, teachers to learners, parents to learners, parents to learning.
  4. Drugs and substance abuse among learners and teachers is a big challenge.
  5. ICT illiteracy among learners and teachers affects learning
  6. The issue of teacher performance appraisal document (TPAD)
  7. The cultural and religious background of both learners and teachers affect learning.
  8. Our system of education is examination oriented and emphasis on cramming.
  9. Ignorance to the teachers service commission () TSC) code of regulation and ethics.

The learners were asked to discuss some of the things that can make them learn and be comfortable or rather what will ensure them success. They talked about :-

  1. A conducive learning environment both at home and school i.e. peace, resource
  2. Support from teachers and parents (both moral & material).
  3. Determination towards success.
  4. High level of discipline & specifically self-discipline.
  5. Dignity among learners will lead to success i.e. honesty, obedience
  6. Good health through balanced diets should be ensured.
  7. Proper time management by learners.
  8. Balance between academic work and co-curricular activity
  9. Self-awareness/ self –efficacy i.e. knowing oneself & self-belief.
  10. Communication between learners & teachers – proper channels should be ensure.
  11. Perseverance to the inadequacies.
  12. Both extrinsic and intrinsic motivation.

The facilitators then asked members on what they are doing or could do to solve the challenges in schools.

They talked of

  1. Get partnership with NGOs, CDF and get links to solve the resources challenge.
  2. Use technology to monitor the students’ discipline. For example installation of CCTV cameras and link them to mobile phones
  3. The BOMs should employ teachers to address the issue of understaffing.
  4. Hold several meetings with parents and stakeholders to enhance discipline.
  5. Allow students to elect their leaders democratically
  6. Adequate consultations when formulating policies and laws
  7. Motivate teachers & learners
  8. Make use of resources – for example maize stalks. This involves recycling resources
  • Post-harvest resources.
  1. Create conducive learning environment- minimize sending students home for fees, hold fundraisers to help raise fees for the vulnerable, teachers to employ discovery learning.

 

  • The facilitator drew the following as key concepts of mindset
  1. Listening
  2. Analyze whether it works in your environment
  • Lead the strategy
  • She then posted questions. Is education a good thing?
  • Is education part of the solution or part of the problem?
  • She then talked about a sustainable school by giving its features:-
  1. Should provide an holistic education programme
  2. Using a framework or guided price for facilitating cultural & behavioral change towards ESD.
  • She concluded by going through the ten steps
  1. Make a commitment. Form a committee
  2. Adopt a whole school approach involving students, involve parents
  • Conduct an audit
  1. Write a policy
  2. Set targets
  3. Prepare an action plan – operation
    • curriculum
  • Write curriculum plan, integrity operation
  • Implement the programme
  1. Monitor, evaluate & provide feedback
  2. Achieve goals & targets continuous improve programme

A whole school approach

  • Policies
  • Coherence
  • Transparency
  • Practice

She ended by giving the UN goal of education for suitable development 2005-2014

PROSUMER CONCEPT-ENTEPRENUEUSHIP

The facilitator introduced herself as Cirru Waweru Waithaka and introduced her team. She said that she’s the founder and CEO of FUNKIDZ.

The facilitator then showcased some of the items from her company brought fourth music lessons and exhibition.

A co- facilitator took us through a four C’s of teaching.

  1. Collaboration
  2. Communication
  3. Critical thinking
  4. Creativity

With 4c’s use 5WH’s;

Who, When, Why, Where, What, How?

  • To change the attitude of the learners we begin with that of the teacher.
  • Attitude
  • Skill

She then continued with the displays.

GREEN ECONOMY

The facilitator introduced himself as John Mark Mutula Kassi and he works in Siaya. He is 33 years old.

  • He defined green economy as a low carbon resource efficient and socially inclusive.
  • He then shared experiences of the green economy at Ngiya Girls School.
  • He talked of the pillars of green economy.
  1. Environmental pillar
  2. Social pillar
  3. Economic pillar

-Environmental pillar often gives the most attention. He used the illustration of a battle to manage work.

-The social pillar focuses on the business supporting itself.

-Economic pillar is when most business feel they are going firm grid.

PRINCIPLES OF GREEN ECONOMY

SUSTAINABLE JUSTICE

  • Healthy planet
  • Inclusion
  • Good governance and accountability
  • Efficient and sufficiency
  • Generation
  • Dignity principle

GROUP WORK AND ACTIVITIES- GOING PRACTICAL- SOAP MAKING WORM DECOMPOSING, GREEN HOUSE, CREATIVITY

Members were taken round the institute to the Botanical garden, the compost pit, the green house and finally soap making stand.

At Botanical garden the following species of plants

  • Water pearl
  • Neem tree
  • Mango tree
  • Red cider
  • Avocado
  • Moringa tree
  • Loquat

All the plants are well labelled. The spacing of plants was well done.

COMPOST PIT MAKING

It’s raw materials are materials from living organisms, mainly plants e.g. leaves, stalk.

-The materials are used since they can decompose and thus release nutrients to the soil for plant use.

-The materials are collected and dumped unto an already dug hole of 4mx4mx4mx4m.

The materials are left for 4-6 months to allow for complete decomposition.

-Main reason for preparing this is to ensure crops only get organic nutrients rather than chemicals [organic farming].

-During hot periods, it can be watered to control temps.

 

GREEN HOUSE

  • Is a farm structure used to grow crops, especially horticultural crops.
  • It is suitable since it ensures that crops get their requirements in recommended quantities and qualities.

It controls the following aspects;

Light, rainfall, temperature relative humidity and wind

  • The soil has to be dug deep and mixed with well decomposed manure.
  • Ridges are the made where the crops are to be grown, in their correct spacing.
  • The soil should be treated against pests and diseases.
  • Irrigation is done by drip irrigation.
  • Pipes are laid in between the rows
  • The pipes are perforated to allow exit water.
  • The perforations are in a zigzag manner to allow efficient distribution of water.
  • Crops are grown adjacent to the perforations so that they can get the water directly.
  • The spacing of the perforations is 90cm apart.

REPORT BY VISA OSHWAL PRINCIPAL

They don’t do ESD, they infuse ESD.

-For them ESD is refusing to be poor.

(Passing over opportunities repeatedly-poor)

Most people desire the product rather than the process. This gives rise to corruption.

-The school vision helps them in terms of giving direction and keeping them focused.

-To be successful, you must be willing to pay the price.

SECRETS TO SUCCESS

  1. Confidence

-Results are mostly emphasized by the parent and head teachers.

Parents want results at minimum cost.

Results are in the staffroom.

-4 Have ability to communicate

  1. Always give power and juice to listeners.

For one to get results as a principal;

  1. Fight status quo
  • Go out
  • change
    1. Move out of comfort zones
  • Positive attitude

Attitude determines you attitude.

Iv. Mind how you talk, walk and dress.

Whatever you speak, you become

  1. Create team spirit.

N.B The goal is more important than a role

One is too small to make a difference. Make a team and you will never regret.

  • Engage teachers and parents directly.
  • Only the wise will dance to the melodies of life.

DAY THREE

PRELIMINARIES

The day started with sharing of experiences and presentations by students. The principals in the house shared experiences in their schools while the students presented on the 7R’s of ESD.

GOING PRACTICAL ([MODERN CAROTNOMY)

The facilitator, Mutula Kassy, asked members to accompany him outside where he extensively discussed the modern methods of farming such as;

  • Green wall technology
  • Super hydroponic organic garden
  • Creative use of bottles to make different.

 

 

 

 

ACTION PLAN

Madam Christine Owinyi took the participants through the action plan and encouraged each centre to make an impact as soon as they went back.

The following are the questions of concern when coming up with an action plan.

 

  • Why do we need an action plan?
  • How are we going to develop if?
  • When shall we develop it?
  • Whom shall we inhibit?
  • What do need?
  •  

-Why speaks to the heart.

 

-How to develop concerns planning

 

-When has to do with timelessness

 

-Who has to do with the knowledge of people?

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