UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

ENVIRONMENTAL EDUCATION STRATEGY (2010-2014)

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Chapter 6: TABLE OF CONTENTS Page Table of Contents ii Acronyms and Abbreviations v Chapter 6: Foreword vii

Chapter 6: Acknowledgement ix

1.0 Preamble 1

1.1 The Country’s Economy 1 1.1.1 The Natural Resources 1 1.1.2 The Climatic Conditions 2 1.1.3 The Country’s Economy 3 1.1.4 Cultural Wealth 3

1.2 Environmental Problems and Issues in Tanzania 3 1.3 Trends in Education 3 1.4 Development of a Participatory EE Strategy 4

2.0 THE PERSPECTIVES OF ENVIRONMENTAL EDUCATION 5

2.1 Definition of EE 5 2.2 Goal and Objectives of EE 6 2.3 Principles Pertaining to EE 7 2.4 Relationship Between EE and ESD 8 2.5 Trends of EE/ESD in Tanzania 9 2.6 Status of EE/ESD in Learning Institutions 11

1) Status in Pre-schools 11 2) Status in Primary Schools 11 3) Status in Secondary Schools 12 4) Status in Teacher Education 13 5) Status in Vocational Education and Training 13 6) Contributions by TIE and NECTA 14 7) Status of EE/ESD in other Institutions and Agencies 15

3.0 JUSTIFICATION OF EE STRATEGY 15

3.1 Environmental Problem and Issue 16 (1) Land Degradation 16 (2) Environmental Pollution 16 (3) Loss of Biological Diversity 16

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(4) Inadequate Clean and Safe water 17 (5) Climate Change 17 (6) Others 18

3.2 Education Policy Requirements 18 3.3 Meeting Requirements of ESD and MDGs 19 3.4 Fitting Into Other Government Initiatives 19 3.5 Addressing Cross-cutting Issues Through education 20

4.0 THE CHALLENGES OF IMPLEMENTING EE/ESD IN TANZANIA 20

4.1 Inadequate EE/EDS Base and Skills 20 4.2 Lack of EE Teaching and Learning Materials 21 4.3 Inadequate Holistic, Relevant and Culturally-suitable EE for

Local Conditions 21 4.4 Examination Pressures 21 4.5 Inadequate Resources 22 4.6 Inadequate Research and Documentation 22 4.7 Lack of linkages among Cross-cutting Issues 22 4.8 Low Morale among Teachers 23 4.9 The School Community Involvement in EE 23 4.10 Weak Coordination and Networking 24 4.11 Low Priority to Environmental Issues 24

5.0 ENVIRONMENTAL EDUCATION STRATEGY AND ACTION PLAN 24

5.1 Vision 24 5.2 Mission 24 5.3 Goal 24 5.4 Objectives and Strategies 25

6.0 THE STRENGTHS, WEAKNESSES, OPPORTUNITIES AND

THREATS (SWOT) ANALYSIS 27 6.1 Strengths 27 6.2 Opportunities 28 6.3 Weaknesses 28 6.4 Threats 29

7.0 CO-ORDINATION OF THE EE/ESD STRATEGY 29 Environmental Education/Education for Sustainable Development Strategic Matrix 30 Bibliography and References: 35 Appendix1. Proposed practical and feasible activities for Strategy 37

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8.0 List of Maps: The Wildlife Protected Areas (PAS) 2 9.0 List of Figures: Enrolment Trends in Primary and Secondary Schools 4 10.0 List of Photographs: Ngolo pit cultivation, Mbinga 9 Degraded mountain tops in Kigoma District 16 Chapter 6: Untreated liquid waste left into the fields in

Dodoma Municipality 18

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ACRONYMS AND ABBREVIATIONS

AE Adult Education CBOs Community-Based Organizations CBET Competence Based Education and Training CEC Commission on Education and Communication CEO Chief Education Officer CMEAMF Conservation and Management of the Eastern Arc Mountains Forest CSOs Civil Society Organizations DRC Democratic Republic of Congo ETP Education and Training Policy EE Environmental Education EEASA Environmental Education Association for Southern Africa EES Environmental Education Strategy EFA Education for All EIA Environmental Impact Assessment EMA Environmental Management Act, 2004 ENVITECH Environmental Technology Association ESD Education for Sustainable Development ESR Education for Self-Reliance GER Enrolment Rate Gross HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome IK Indigenous Knowledge INFE Informal Education IRA Institute of Resource Assessment IUCN World Conservation Union KIA Kilimanjaro International Airport LSM Learning support materials MDGs Millennium Development Goals MKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania MoEC Ministry of Education and Culture MoEVT Ministry of Education and Vocational Training NEAP National Environmental Action Plan NECTA National Examination Council of Tanzania NEECS National Environmental Education and Communication Strategy NEMC National Environment Management Council NEP National Environmental Policy NER Net Enrolment Rate NFE Non-formal education NGOs Non-governmental organizations NSGRP National Strategy for Growth and Reduction of Poverty OUT Open University of Tanzania PA Protected areas PEDP Primary Education Development Plan REEP Regional Environmental Education Programme

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SADC Southern Africa Development Community SADC-ELMS Southern Africa Development Community-Environment and Land Management

Services SD Sustainable Development SEDP Secondary Education Development Plan SUA Sokoine University of Agriculture SWOT Strength, Weaknesses, Opportunities and Threats Analysis TED Teacher Education Department TIE Tanzania Institute of Education TRC Teacher Resource Centre TV Television UN United Nations UNCED United Nations Conference for Education and Development UDSM University of Dar es Salaam UNDP United Nations Development Programme UNEP United Nations Environment Programme UNESCO United Nations Education, Science and Cultural Organization UPE Universal Primary Education URT United Republic of Tanzania VET Vocational Education and Training VTC Vocational Training College VETA Vocational Education and Training Authority WCST Wildlife Conservation Society of Tanzania WSSD World Summit for Sustainable Development WWF Wildlife Fund for Nature

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Chapter 6: FOREWORD

The necessity of environmental education (EE) in Tanzania to-date is no longer optional but necessary. Already there are EE components in all syllabi right from pre-school to high school levels and teachers are already putting this into practise. However, all along this has been executed without proper strategies and action plan to govern the implementation. It is high time that the Ministry of Education and Vocational Training strategize appropriately so that the big number of school leavers and those who proceed with further education comprehend the importance of utilizing the environment for quality life and sustainable development. The document aims at harmonizing what is already practiced in the curriculum. It also takes cognizant of activities supported and done by a range of players. The activities done include initiation of environmental and health clubs, supporting conservation and environmental management initiatives, as well as production of learning support materials (LSM). The Environmental Education Strategy (EES) tries to clear doubts encircling EE and its implementation and brings into light the importance of EE as hub of education for sustainable development (ESD). The document is expected to assist in sharing EE information from research and various studies, enhancing networks and augmenting collaboration among practitioners. The EES has been prepared focusing on all levels of education from pre-primary, primary, secondary education, teacher education, vocational training and higher learning institutions. It is our honest anticipation the EES will be widely used at all levels of education. It will thus open further avenues for collaboration, partnerships and networking that will boost exchange of information, experiences and materials among EE practitioners in Tanzania. Globalization and liberalization calls for the people to not only acquire and generate knowledge, but also to reflect on further effects and the complexity of behaviour and decisions in future-oriented and global perspectives of responsibility. The term complexity echoes in all learning. There is no agreement on what key competences are but they can be characterized as dispositions to self-organization, comprising of different psycho-social composition, existing in a context-overlapping manner and realizing themselves context-specific. They may be acquired gradually in different stages, and are reflected in successful actions. Development of knowledge, skills, perspectives and values requires conceited efforts to make sure that education for sustainable development (ESD) is realized. The EES necessitates review of approaches to teaching, learning and assessment so that life-long learning skills are fostered. These include skills for creative and critical thinking, oral and written communication, collaboration and cooperation, conflict management, viable decision-making, problem solving and environmentally-viable planning. Sustainable development demands for social and economic modernization and may only be realized via the active participation of competent citizens.

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Tanzanians require an environment in good physical shape for survival and consequently sustainable development. Knowledge that leads to suitable management of the environment and the natural resource base is the responsibility of everyone. True, EE as a relevant tool for appropriate management of the environment should be given direction for clear execution. Change of behaviour and commitment to rational utilization of natural resources can only be attained through EE in schools. This will also lead to sound decisions and getting a feel for environmentally sound practices as a society. This document is an outcome of ideas developed through consultative efforts throughout the country by way of different forums, consultations, using EE practitioners and experts as well as chipping in advices from outside the country. The opinions of teachers and learners were well accommodated and infused into the document. Therefore this is a consultative product that took on board wide spectrum of views, suggestions and opinions. L. P. R. Musaroche Ag. Chief Education Officer Ministry of Education and Vocation Training P.O. Box 9121, Dar es Salaam Tanzania.

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Chapter 6: ACKNOWLEDGEMENT

The Ministry of Education and Vocational Training would like to thank members of the Environmental Education Committee, National Environment Management Council, Tanzania Institute of Education, NGOs, School Inspectors, Teachers, Higher Education Department, Training Institutions and individuals who participated in the preparation of this strategy titled Environmental Education Strategy. The participatory approach used to develop this strategy is an effort to enhance, stimulate and motivate teachers and EE practitioner to develop new approaches to promote practical teaching/learning of Environmental Education and Education for sustainable development, these efforts will help to support national plan effort to sustainable utilize natural resources for attaining improved quality of life for all generations. We are also indebted to the facilitation provided by Mr. Bernard Bakobi of ENVITECH who facilitated various workshops which enabled to come up with drafts of this document, special thanks are extended to all staff of MoEVT for their efforts rendered and the office of the Chief Education Officer in particular – Environmental Education unit for their tireless efforts in organizing all meeting and workshops as well as editing drafts of this strategy. It is not easy to mention all those who in one way or the other contributed to the realization and production of this strategy. However, their efforts and inputs are highly acknowledged and appreciated.

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ENVIRONMENTAL EDUCATION STRATEGY FOR EDUCATION IN TANZANIA

CHAPTER 1: PREAMBLE1

5.1 The Country’s Endowments The United Republic of Tanzania (URT) is situated in the eastern coast of Africa. Tanzania shares borders with Kenya and Uganda in the north; Rwanda, Burundi and the Democratic Republic of Congo (DRC) in the west; Zambia, Malawi and Mozambique in the south. It covers an area of 945,000 km2 with the population of about 34 million people, distributed in 26 regions and 139 districts. The country is endowed and very diverse in terms of nature, environmental, geographical, economic, cultural and social characteristics. 1.1.1 The Natural Resource Base

In Tanzania about 50% of the total land area is covered with forests and woodlands, 40% is grassland, about 9% is cultivated and 1% is others. The types of forest present in Tanzania include natural and plantation forests. The natural forests are the closed forests, mangrove forests and woodlands. Most of the country is covered by the miombo woodlands and the savannah grassland.

The country is rich in water resources which include a section of the Indian Ocean and lakes such as Victoria, Tanganyika, Nyasa, Rukwa, Eyasi and Manyara. Moreover, it has a variety of other small lakes, swamps and floodplains forming extensive wetland resources. There are many rivers, such as Rufiji, Pangani, Ruaha, Kagera, Malagarasi, Wami, Ruvu, Mara and others. All the resources in the water bodies are very important for Tanzania’s socio-economic endeavours of the people. Tanzania is also endowed with mineral resources such as gold, tanzanite (found only in Tanzania), diamond, coal, tin, salt, gypsum, sand, lime and many gemstones. Agricultural resources include a variety of crops and livestock playing a significant role in the development of the biggest number of the people. The main crops include cotton, coffee, cashewnuts, bananas, maize, rice, beans, pyrethrum, an assortment of fruits, oil crops and vegetables. Tanzania’s wildlife resources are among the richest in the world. The Protected Areas (PA) networks (national parks, game reserves, Ngorongoro Conservation Area, game protected areas, forest reserves) cover about 40% of the total land area. The Protected Areas also include marine parks and marine reserves all of which are potential generators of national income through tourism, hunting, fishing, sporting and other activities.

1 Much information on Tanzania obtained from: Population census (2002); URT: Tanzania National Environmental

Action Plan (1994); URT: National Environmental Education and Communication Strategy (2005); URT: National Forest Policy (1998); URT: Biodiversity Country Study (1998).

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1.1.2 The Climatic Conditions

The climatic conditions in Tanzania range from the Alpine type on Mountain Kilimanjaro to Marine climate along the coast. Depending on altitude, winds, sea influences and amount of vegetation the temperatures vary from -20C to -50C in places such as Makete to 320C at the Kilimanjaro International Airport (KIA) and along the coast. Major rainfall patterns are two: (1) bimodal in the coastal regions, western sides of the country, west

Figure 1: The wildlife protected areas (PAs)

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of Lake Victoria and southern highlands regions; and (2) unimodal rainfall is experienced mainly in the central regions of Tanzania. The rainfall ranges from 400mm per annum in the central regions to 2000-2500mm in the southern highlands, coast and the Lake Victoria regions.

The coastal regions experience higher humidity than regions in the highlands. The patterns of winds vary according to seasons either bringing clouds into respective areas or taking them away making such areas drier.

1.1.3 The Country’s Economy

The economy of Tanzania depends largely on the natural resource base. Over 80% of the entire population is engaged in agricultural related activities. A small percentage is engaged into other income generating activities like mining, industrial production (small and large-scale), tourism, services such as utilities, private sector and government employment. All these activities are prone of causing environmental destruction if they are not done carefully. This situation therefore calls for the need for environmental education (EE) with a great bearing on sustainable development (SD). However, this education also known as education for sustainable development (ESD), should consider the need of the diversified social groups so as to cater for sustained livelihoods2.

1.1.4 Cultural Wealth

Tanzania has over 120 ethnic groups with diverse habits and customs but they are all unified by the Kiswahili language which is also the national language. Nevertheless, the existing diversity in culture and the artistic qualities are embedded in communities’ ethnicity most of whose livelihoods still depends on nature and its natural resource base.

1.2 Environmental Problems and Issues in Tanzania In the Tanzanian context there are many environmental problems and issues. These are either human-induced or natural. Examples include land degradation, loss of biological diversity, environmental pollution, lack of access to clean and safe water, deforestation, degradation of marine and aquatic environment, inadequate political will, climatic changes, waste (liquid and solid) management problems and others3. Apart from such physical problems there are other issues which require an ESD input. These issues include over-consumption tendencies, poor implementation of policies, inappropriate plans, programmes and decisions on the issue of environmental management. 1.3 Trends in Education Enrolment There has been a gradual increase in schools’ enrolments since independence (see Figure 2 below)4. However, tremendous increases in primary school enrolment have been

2 For noting the relationship between EE/ESD and ESD see Sub-Section 2.4 below 3 Mainly obtained from the National Environmental Policy 4 Numbers into the figures converted from URT 2007, Basic Education Statistics in Tanzania (BEST) 2003-2007, MoEVT

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realized from the latter half on the 1990s. The same tendency has been experienced in secondary schools during the same period. Figure 2 is an interpretation of figures comparing enrolments in Primary and Secondary Schools. Comparison of the above data does not depict the true situation in a country where population growth is increasing fast. However, there have been problems when using different method of enrolment rating for demonstrating the actual situation. During the late 1970s and early 1980s the Government introduced and implemented Universal Primary Education (UPE)5 which increased enrolment ratios reaching a Gross Enrolment Rate (GER)6 of 96% in 1984. Nonetheless, these increases were not matched up with increased enrolments in Secondary Schools and as a result the gains began to decline reaching then lowest GER in the early 1990s. Enrolment started to increase after the introduction of Education for All (EFA) and the ratios stand at 114.4 GER and 97.3 Net Enrolment Rate (NER)7as per 2007 [BEST] report . Though the enrolment in schools has been increasing, the number of school dropouts is also increasing. The dropouts start exerting pressure on the environment owing to inadequate knowledge and skills on conservation. Even those who continue with higher education display inadequate environmental management skills. Therefore, this calls for increased efforts to the teaching of EE/ESD and make it a life-long education to cater for the needs of groups that are in and out of schools. This is even important in this era of market economy and globalization. 1.4 Development of a Participatory Environmental Education Strategy Development of the Environmental Education Strategy in Tanzania (EEST) involved wide participation and consultations of various EE/ESD stakeholders. The strategy was initially prepared by a team of EE/ESD experts from government and non-governmental organizations (NGOs). The group of EE/ESD specialists comprised of representatives of the

5 UPE the enrolment of all school aged children 6 GER is a proportion of pupils in schools to the number of children of school age in the population (i.e. No enrolled /No of school aged children in the population) 7 NER is a proportion of school age pupils to the number of school age children in the population (i.e. GER – overage + underage/school age)

Public Primary School Enrolmant (1961-2007)

33733624370500

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2007200520001990198019701961

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2000000

3000000

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2007200520001990198019751967

1020510

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52260315420

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Figure 2: Enrolment trends in Primary and Secondary Schools

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Ministry of Education and Culture (MoEC) hereinafter called Ministry of Education and Vocational Training – MoEVT), National Environment Management Council (NEMC), Tanzania Institute of Education (TIE), Environmental Technology Association (ENVITECH), Conservation and Management of the Eastern Arc Mountains Forest Project and various community-based organizations (CBOs). The EE/ESD Strategy intends to steer environmental education through formal and non-formal systems. This Strategy will enhance the acquisition of knowledge and skills through teaching and learning or training, awareness and sensitization in order to change behaviour towards environmental management and sustainability.

CHAPTER 2: THE PERSPECTIVES OF ENVIRONMENTAL EDUCATION

2.1 Definition of Environmental Education Education is a process of learning, teaching, facilitating, training and instructing which is designed to improve knowledge, skills and encourage development of competences. It therefore, enables an individual to change positively for better living. Each nation, including Tanzania, has its system of education depending on its aims, needs and expectations. One of the aims and objectives of Tanzania’s education in accordance to the 1995 Education and Training Policy (ETP) is:

“to promote and develop knowledge, ability and behaviour for better utilization of natural resources and conservation of the environment”.

In order to define effectively the term EE it is pertinent to understand what the environment is. Like any other new concept, the definition of environment has not been universally accepted but attempts have been made to reach some compromise. So, for the context of the EE/ESD Strategy the environment could be defined as:

“The sum of all external conditions and influences affecting organisms; the surrounding conditions which influence behaviour and development of living things”8

The meaning of EE is basically tied to the expectations of the customary education but the methodology differs slightly. On the whole the definition of EE has not been universally

8 Other definitions are: The aggregate of natural, physical and biological concerns subject to human alteration; A social construct referring to the interactions between social and biophysical systems

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agreed upon due to differences in approaches and expectations9. Nevertheless, the most current meaning below has between accepted by many circles of EE/ESD practitioners as the

“....process that leads to an environmentally informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, and committed to engage in responsible individual and cooperative actions”.

The envisaged actions on EE should be able to help, ensure an environmentally sound diligence and economically prosperous future of Tanzania. These actions should make the learner recognize values and clarify concepts in the frameworks of the process for developing proficiency and attitudes necessary to understand and appreciate the numerous inter-relationships of the environment. These are embedded between human beings, and the physical, geographical, biological, sociological, economical, political, historical, technological, ethical, aesthetical and spiritual outlook. Convincingly, EE entails practices in decision-making and self-formulation of a code of behaviour about issues concerning the quality of the environment. It also enables teachers and learners to participate fully in planning, implementing, reflecting and evaluating education activities aimed at resolving environmental and sustainable development issues. 2.2 Goal and Objectives of Environmental Education The overall goal of EE is to develop an informed citizenry that is environmentally conscious and motivated to actively participate in managing and sustainably utilizing the environment. Therefore EE should be a goal aiming at developing environmentally-literate citizenry. The objectives particularly in the context of EE are therefore to:

• create awareness among learners of the basics of relationship that exists between the environment and human development.

• enhance and provide opportunities to be concerned, appreciate values and develop

commitments to manage and improve the environment.

• improve learning conditions through sustainable utilization of natural resources.

• enable learners to have roles in planning, identifying environmental problems and making decisions on how to solve them.

• develop ethics and values in the use of available resources and think creatively suitable alternatives.

9 The initial definition was made during the UN Conference on the Human Environment held in Stockholm, Sweden in 1972. Some more definitions have been proposed in attempts to localize EE/ESD concept within the same initial thinking.

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• integrate sustainable development issues in the course of applying EE/ESD into school curricula at all levels.

• promote education as a foundation for a more sustainable human society .

• improve teaching methods to incorporate learner-centred approach through inset programme

• promote opportunities for lifelong learning.

2.3 Principles Pertaining to Environmental Education

Effective education for sustainable development in Tanzania will be achieved using the following EE principles: (1) Respect and care of community life: people at all levels and age have the duty to

care for and use the available resources fairly and sustainably. (2) Improve the quality of human life: development goals should ensure improvement

in health, education and access to resources needed for decent standard of living.

(3) Conserve the earth’s vitality and diversity: learners should comprehend the importance of development plans including programmes that show actions to manage the structures, functions and diversity of the world’s natural systems.

(4) Sustainable use of renewable resources: the renewable resources (e.g. soil,

forests, animals, land, and marine and freshwater resources) which are life supporting systems should be conserved. Their use should consider the available resources and the capacity for renewal.

(5) Sustainable use of non-renewable resources. Non-renewable resources such as

fossils and minerals need to be utilized in a sustainable manner to ensure that they are not exhausted.

(6) Change of personal attitudes and practices: people should be enabled to re-

examine their values and alter their behaviour in the use of resources.

(7) Application of knowledge: learning should promote problem-solving and creative thinking skills, and change attitude towards positive environmental management. For that reason, teaching and learning processes should promote competences to eradicate poverty and improve standards of living.

(8) Holistic approach: teaching and learning should consider the environment in its

totality (as a whole – made of intermingled components). These include natural,

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social, economic, political, aesthetic and technological components. This implies that EE learning should also take place in work places.

(9) Promoting lifelong learning and respect of indigenous knowledge (IK): teaching

and learning should promote initiatives for lifelong learning and respect of indigenous knowledge. It should begin at the pre-school level through all formal, non-formal and informal approaches.

(10) Examination of major environmental issues: learners should understand major

environmental issues beginning at local, through national, regional and global points of views so as to receive insights that affect everyone.

(11) Participation of learners in the learning process: learners should participate fully in

planning their learning experiences and be provided with opportunities for making decisions and accepting their consequences.

2.4 Relationship Between Environmental Education and Education for

Sustainable Development It would be difficult to imagine ESD without sound EE/ESD processes. If the environmental education focus disappears from ‘sustainable development’, one may be left with for example, Economic Education for Sustainable Development. Recent research by Fabricius (2004) shows that when companies, for example, start to report according to sustainability frameworks then environmental reporting begins to decline, and it ‘fuzzes’ into a ‘balancing act’ of economics, social and environmental priorities. The danger seems to be that the ‘environmental’ focus is easiest to ‘leave out’ or reduce as the balancing act of social-economic-environment steps into play. Sustainable development is also often superficially interpreted, and can be ‘biased’ towards the interest of the dominant group10. While EE puts more emphasis on the biophysical aspects of the environment, ESD augments this inclination by going further and addressing the social and economic setting of the society. So, in environmental education, ESD forms the basis for learning and inculcating the required ways of tying together the environmental-social-economic paradigm for sustainable development. In view of the fact that EE/ESD contributes to sustainable development efforts by demonstrating ways to promote informed decision-making and the benefits of linking conservation and economic development, EE/ESD follows the paths by ensuring that it focuses on reducing poverty, improving health and promoting economic living to people. Practically education and training for SD should be inherently exploratory, problem focused, holistic, relational and involving. In so doing the education for EE/ESD should guarantee safe life, prosperous livelihoods and sustainable development. The outputs expected from the EE/ESD implementation scheme include

10 Source: Fabricius, K. 2004. Trends and perceptions of sustainability reporting and corporate governance – A case study of Eskom. Unpublished MBA thesis, Rhodes Investec Business School, Rhodes University, Grahamstown

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(1) Reinforce commitment to environment for action, literacy, poverty alleviation, gender and human rights issues

(2) Assist development, application, and possibly multiplication of Government Guidelines by the holistic and trans-disciplinary approach to EE/ESD

(3) According to the nature of execution of EE/ESD, there is indigenous knowledge that must be promoted to support sustainable livelihoods

(4) Execution of EE/ESD is not a responsibility of only the educational sector but has many players. It will therefore result into shared responsibility across formal, non-formal and informal education

(5) There is great need for capacity building at all levels. For that reason, teachers, trainers, CSOs, and other EE/ESD practitioners will be strengthened and re-oriented

(6) There is horrible deficiency of learning support materials (LSM) at all levels. These will be designed, modeled, prepared or produced and then distributed and so utilized.

2.5 Trends of EE/ESD in Tanzania When one refers to the historical perspectives of the environment, the trends of EE/ESD in the country are as old as the human beings. Almost every tribe in Tanzania had and some still have recitations and stories which were used as a way of conserving the environment but also teaching knowledge aiming at conservation. The dos and don’ts, the clan or tribal taboos, and the knowledge to the youths mostly focused on conserving nature which humankind depended upon. However, in its formal context, the gradual trends of EE/ESD are outlined below: a) Environmental education in Tanzania was emphasized in the Arusha Declaration of

1967. The declaration has a strong bias on Education for Self-Reliance (ESR). The ESR philosophy accentuates promotion of indigenous knowledge with strong focus on the environment by way of creativity, critical thinking, problem-solving skills and lifelong learning. Good examples of indigenous knowledge include the Ngoro farming system practiced by the Matengo people in Ruvuma Region and the Ngitiri community forests in Sukumaland. These were and are still used to conserve agricultural land and biodiversity respectively. Also, it emphasizes learning through doing, and that practice should be balanced, creating centres and agents for change to be self-reliant after schooling depending on locally available resources.

Plate 1: Ngoro pit

cultivation in

Mbinga District n

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b) The Rio Summit (1992) highlighted the importance of education in environmental

conservation by the use of Agenda 21, Chapter 36. This chapter calls for setting up training programmes that encourage public participation, recognize indigenous knowledge and the re-orientation towards sustainable development. The resolutions of Agenda 21 are being implemented by various sectors in the Government and NGOs.

c) The EE/ESD issues are clearly stipulated in the 1995 Education and Training Policy of

MoEVT. It considered the aspects embedded in the ESR and Agenda 21 including provision of quality education, access and equity at all levels of education and emphasis on learners to ensure promotion of skills for rational use, management and conservation of the environment.

d) Also policies issued by sectoral ministries have a number of emphases on EE/ESD

aspects. A few of the policies are the National Environment Policy and its Environment Management Act (2004); National Land Policy (1995); National Fisheries Sector Policy (1997); Science and Technology Policy (1996); Natural Forest Policy (1998); National Beekeeping Policy (1998); Wildlife Policy of Tanzania (1998); National Higher Education Policy (1999).

e) In the efforts of emphasizing teaching and learning of EE/ESD, the MoEVT integrated

its elements in career subjects of 1996/1997 primary and secondary school curricula and syllabi.

f) In 2004 the MoEVT prepared a guide for integrating EE/ESD components in primary

school subjects. It aimed at assisting teachers integrate EE/ESD concepts and issues where appropriate in their daily teaching of different topics. It guides teachers on accepting that education for sustainable development should not be just adding EE/ESD concepts but ensuring that learners are enabled to promote values, perspectives and competencies necessary for sustainable living. This guide can also be used by other educators in various institutions.

g) One of the aims of the Tanzania Development Vision 2025 of 1999 is “to provide

quality education at all levels to ensure we have a well educated nation, sufficiently equipped with knowledge and skills needed to competently solving development challenges which face the nation”. It also takes into account the Millennium Goals for Development that emphasizes on ensuring environmental sustainability, eradication of extreme poverty and hunger and promotion of gender equality.

h) The MoEVT has various programmes in place to ensure provision of quality education

at all levels. They include the Education Support Development Programme (ESDP), Primary Education Development Plan (PEDP) of 2003 and Secondary Education Development Plan (SEDP) of 2004. These programmes are influenced by the improvement of school curriculum that integrated great amount of EE/ESD issues in the school curricula. With the changes in the educational programmes, EE/ESD has been regarded as an important factor for effective environmental conservation.

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2.6 Status of EE/ESD in Learning Institutions 1) Status of EE/ESD in Pre-schools Education The 2005 pre-primary curriculum realizes EE/ESD issues through the following general objectives.

• To encourage and promote the overall personality development of the child, that is

his or her physical, mental, moral and social characteristics and capabilities.

• To mould the characters of the child and enable him/her to acquire acceptable norms of social conduct and behaviour.

• To help the child acquire, appreciate, respect and develop pride in the family, his or her cultural backgrounds, moral values, customs and traditions as well as national ethics, identity and pride.

These objectives have been elaborated in various activities relevant to their level. All activities that are also known as areas of learning have integrated EE/ESD topics and various activities identified to help learners understand and appreciate nature. Examples can be cited from the following subject activities:

• In languages activities: learners are involved in naming and drawing wild and

domestic animals, also they sing songs naming such animals.

• Science activities: learners take part in health education including use of water, personal cleanliness, waste disposal and treatment, care of school compound, balanced diet and its importance including food hygiene. Others are water sources, water borne diseases, pollutants and effects.

• Fine Arts activities: learners are engaged in drawing, colouring, moulding and tracing using resources available within the school compound and local surroundings.

2) Status of EE/ESD in Primary Education The 2005 primary school curriculum apprehend EE/ESD issues through the following general objectives to:

• promote continuous life learning process; • promote critical thinking and making rational decisions; • solve problems, be creative and use hands to make variety of things; • develop a sense of responsibility in the society; • understand historical events that affect the current events; • understand and care for own and other people’s health;

• enable rational use, management and conservation of the environment; • promote the acquisition and appreciation of culture, customs and traditions of the

people of Tanzania.

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The EE/ESD issues have been integrated across curricula from Pre-Primary through to standard seven in all learning subjects as follows:

• Social Studies: Relationship in the family; rights and responsibilities of a citizen; cleanliness at home, school and the neighbourhood; environmental conservation; cultural values and activities; economic activities and the environment; natural resources; relationships in the environment that includes living and non-living things, dependence, ecosystem and ecology; human rights; environmental degradation; development; and sustainable actions based on weather, water and waste disposal.

• Science syllabus: Health issues, importance of balanced diet and food hygiene,

HIV/AIDS, health and sanitation, first aid, living things, and energy for sustainable development.

• Mathematics subject: Almost all topics make use of teaching and learning materials

collected from the environment. These include abacus and sticks for whole numbers, various shapes for geometry, fractions and measurements; indigenous knowledge is practiced when using arms on measuring items.

• Vocational Skills: Examples of vocational activities include handcrafts such as making

baskets, wooden spoons and mats; wood work such as carpentry and carving; painting; laundry and photography; dress making; fine art and music; drama; principles of food preparation and cooking methods depend on the renewable resources like fire wood, and charcoal. Other activities are farming methods and livestock-keeping; fishing using appropriate methods. Students learn to perform these activities while caring for the environment.

• Personality and Sports: Health issues and personal hygiene, care of resources at home, school and community general; and life skills.

• Information, Communication and Technology: use of electronics in various activities including environmental information.

3) Status of EE/ESD in Secondary Education The objective with relevance to the environment for secondary education which receives limited number of graduates from primary level states:

“to enhance further development and appreciation of national unity, identity and ethics, personal integrity, respect for and redness to work, human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations”11.

11 Source: Secondary Education Development Plan Report (2005)

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The 2005 curriculum and its 17 learning areas have integrated EE/ESD issues in all subjects as a response to the Tanzania Institute of Education (TIE) 2004 study on secondary education improvement and SEDP requirements on quality education.

As per objective 2 of the SEDP document MoEVT aims at fostering practice of inculcating within the school community the appropriate values, attitudes and skills targeting for conservation of the environment by 2009. Thus SEDP targets at:- - Developing and disseminating Guideline for Integrating Environmental issues and

concepts in the teaching of all subjects in schools by 2008. - Incorporating environmental aspects in all secondary schools rules and regulations

by 2007. - Providing for out of class activities in the school timetable aiming at inculcating

values, attitudes and skills for conservation of the environment by 2008. The strategies for achieving the above objectives include the following:- - Reviewing school rules and regulation to incorporate EE/ESD issues. - Establishing forums and opportunities for open debates and discussion on EE and

ESD issues. - Carrying out pertinent practical activities including solutions to challenges posed by

the immediate environment. 4) Status of EE/ESD in Teacher Education The 2003 teacher trainee curriculum focuses on enabling teacher trainees to use different teaching and learning methodologies that promote participatory learning and observation of real issues. In the teacher education curriculum EE/ESD objectives are as follows:

• To enable teacher trainees to understand theories and principles of education, psychology, guidance and counselling;

• To promote skills and competences on educational research, assessment and

evaluation;

• To enable student teachers develop competences on national and international issues, specifically crosscutting issues such as HIV/AIDS, gender, children’s rights and environmental conservation for sustainable development.

The EE/ESD topics in the school syllabi have been elaborated in the teacher education syllabi to enable teacher trainees understand how to facilitate learning processes of various topics in the different levels of the curriculum. 5) Status EE/ESD in Vocational Education and Training The history of Vocational Education and Training (VET) dates back in 1940 when the Apprenticeship Ordinance was enacted to guide training in the industry. The first Vocational Training Act in Tanzania was passed in 1974. The training system of the Act was dual: the first part consisted of institutional training followed by in-plant training in

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industry. The system operated well from 1975 until 1990 when a new system was adopted. In order to cope up with economic reforms introduced by the Government in the late 1980s, a new VET Act was passed by Parliament in 1994. Thus the changes in the socio-economic environment necessitated the establishment of the Vocational Education and Training Authority (VETA) in 1994.The requirements of the Act made it necessary to adopt a new demand-driven VET system in which the contents are based on skills and the assessment is based on actual performance. Vocational Education and Training Colleges have been providing training for years using the traditional VET system which fitted well with the planned economy. The VET training system is focused in Competence Based Education and Training (CBET) approach which is in line with MKUKUTA and EE/ESD as well as the Millennium Development Goals (MDGs). Subsequently the VET aims at achieving the following: - A curriculum and learning approaches based at performance standards through

experts from industry with quality education according to the set criteria. - Learning focused on enabling learners to be employed or employing themselves as a

way of responding to the one of the MDGs that focuses on making contribution to reduction of poverty among Tanzanian citizens.

- Learning structures that integrate all key competencies that require performing a

task/job and maintaining the working life of the learner. The main emphasis is on practical learning, knowledge base and change of attitude towards respecting work and ensuring theoretical learning is put into practice. There is also much emphasis on life learning where learning opportunities are constantly available and matches the demand through short, long and tailor made courses.

6) Contributions by Tanzania Institute of Education and National Examination

Council of Tanzania Environmental education topics have been integrated in Primary, Secondary and Teacher Education curricula since 1996/97. The institution with mandate to formulate and incorporate EE/ESD in the curricula is the Tanzania Institute of Education (TIE). The curricula at all levels have relevant topics on management and conservation of environment. The curriculum for Pre – Primary (2005) has also taken EE/ESD issues as one of the major topics to be taught at this level. All subjects have integrated EE/ESD to help learners understand and appreciate nature. The EE/ESD has been regarded as an important issue in all curricula changes with much emphasis on the promotion of conservation and management of environment. The aim therefore, is to ensure that environmental protection is considered vital by promoting learning that gives a balance among economic goals, social needs and ecological responsibility. The curriculum therefore, provides learners with the skills, perspective values and knowledge to live sustainably in their communities.

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The National Examination Council of Tanzania (NECTA) has been examining what learners have achieved on EE/ESD by setting examination questions on environmental aspects.

7) Status of EE/ESD in other Institutions and Agencies The EE/ESD is also included in the programmes of higher learning institutions at different levels and is carried out by various players. The national curricula are spiral in nature. Therefore, EE/ESD which is studied at lower levels has the opportunity to be learnt in courses offered in higher learning institutions. Some of the institutions and agencies offering EE/ESD-related courses and subject matter include:

• The University of Dar es Salaam (UDSM) offers courses such as environmental

engineering, environmental health, environmental science and environmental education.

• Sokoine University of Agriculture (SUA) has EE/ESD components on natural

resources and environment in almost all the faculties and institutes;

• The Open University of Tanzania (OUT) has an EE/ESD course and environmental components in various subjects;

• Non-degree environmental courses are offered in various institutions with bits and pieces of EE/ESD. For example, the Social Welfare Institute and the Institute of Adult Education have components of EE/ESD in their curricula;

• There are a good number of government institutions and NGOs which implement environmental awareness raising programmes and training in the country. Some of these include Government Ministries, NEMC, the media and NGOs such as the Wildlife Fund for Nature (WWF), Wildlife Conservation Society of Tanzania (WCST), GreenCom, Malihai Clubs, 4H Clubs, and Roots and Shoots.

CHAPTER 3: JUSTIFICATION OF AN ENVIRONMENTAL EDUCATION/EDUCATION FOR SUSTAINABLE DEVELOPMENT STRATEGY

As earlier stipulated an EE/ESD strategy is important in Tanzania to guide teachers and learners on the teaching and learning to conserve the environment. The rationalization has several reasons shown above but specifically the ones outlined below.

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3.1 Environmental Problems and Issues The environmental problems and issues are events or processes that have a potential to cause harm or danger to human beings or the environment. The crisis arises when people use environmental resources to sustain living indiscriminately. Something noteworthy is that the interaction with the environment knowingly or unknowingly is likely to cause environmental changes and consequently the crises. Typical examples are summarized below:

(i) Land Degradation Land degradation is the state of damaged land caused by human activities and natural processes. The indicators of damaged or degraded land include deforested land, poor soils, overgrazed land, depleted water sources, semi-aridity, and others. Thus it manifests itself in soil erosion, loss of soil fertility, creation of gullies, soil and mineral pits, salinity, loss of biological diversity, aridity and all of spheres desert like conditions.

(ii) Environmental Pollution Environmental pollution is the addition of unwanted materials in the environment in the form of liquid, gases or solids which is harmful to human health or the environment. Pollution can be of various sorts and types like air, water, land/soil, noise, thermal and radiation pollution. The general sources of pollution include industries, hospitals, domestic sources, institutional activities, agricultural activities, energy production, volcanic eruptions and animals.

(iii) Loss of Biological Diversity Biological diversity (biodiversity) comprises of three major forms: genetic diversity, species diversity, and habitat or eco-system diversity. In this regard, biodiversity is terrestrial, marine and aquatic organisms and how they interact in nature to compliment livelihoods and natural systems. Biodiversity is a resource of high importance to human beings economically, socially and culturally. They signify national

Plate 2: Degraded mountain tops in Kigoma District

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identity and cultural significance such as herbs that are used to cure a variety of diseases, biomass used for energy production, and trees or animals with various uses.

Mainly due to human activities in the environment the forms of biodiversity end up being endangered, threatened or extinct. The general threats to biodiversity include natural causes like competition for food, light and space; economic purposes like timber production and hunting; and socio-cultural activities like setting wild fires.

(iv) Inadequate Clean and Safe water Clean and safe water is consistently becoming a problem throughout the country. There are many causes resulting into unclean and unsafe water embracing destruction of water sources, agricultural activities, pollution from industries and mining, also natural hazards (like floods, earthquake and volcanoes) can play a significant role.

(v) Climate Change Most of Tanzanians depend on reliability and variability of weather. Climate change as a global problem culminates from anthropogenic actions releasing destructive gases into the air. Hence they are problems resulting out of human unsustainable utilization of natural resources and the processes of economical development. In the Tanzanian context climate change has manifested itself in a number of environmental crises. To-date the seasonal patterns have changed making it difficult to predict subsequent conditions. This is coupled with frequent floods and droughts as well as reduced agricultural production. Places like Makete and Lushoto districts are currently experiencing mosquito infestations and malaria cases which did not happen before. Moreover for the past four decades the levels of lakes and the sea have been increasing and this is the cause for submerging of Mazimbu islet in the Indian Ocean. Furthermore the ice at the pick of Mountain Kilimanjaro has melted substantially. Apart from passing the policies and laws pertaining to environmental conservation, there are more efforts for mitigating such problems. Protection of the terrestrial and marine flora and fauna, afforestation programmes, conservation of water catchment areas and minimization of environmental pollution are some of the efforts geared towards abetment of climatic changes.

Global context of climate change Naturally occurring green/house gases play a vital role in keeping the surface of the planet warm enough for life to survive. Thus CO2 and other gases in the atmosphere

act as a sheet of glass in the greenhouse. They allow the rays of the sun through and

at the same time trap some of the heat that would otherwise be radiated back into

space. However, since the industrial revolution, human activities (mainly the burning of fossil and biomass fuels plus deforestation) have dramatically increased the amount

of gases in the atmosphere. The increase of greenhouse gases has resulted to a

steady increase in average global temperature which is known as global warming.

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(vi) Others Other environmental problems and issues include poor waste management (solid and liquid), destruction of water sources, deforestation, energy issues, development actions (e.g. mining, transport, constructions and demolition), political and legal decisions. Depending on the nature of the problem which will govern the degree of impact, all these have a bearing on environmental management and development trends.

3.6 Education Policy Requirements A policy is a government document that sets out plans to guide, synchronize and harmonize all structures, plans and practices; to ensure access, equity and quality at all levels; as well as proper and efficient mechanisms for management, administration and financing of any government endeavours. The education and training policy like any other government policies is a statement of intent for the development, enhancing and spearheading national education at pre-primary, primary, secondary and teacher training levels. In the light of this aspiration, the education and training policy focuses on:

• Issues of establishment of schools, training colleges, universities and expansion of training opportunities at all levels.

• Access, equity and quality. • Curriculum, examination and certification. • Teacher education. • Higher education and technical training. • Management and administration regarding formal, non-formal, vocational and tertiary

education.

Plate 3: Untreated liquid waste left into the fields in Dodoma Municipality

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• Promotion of science and technology in the country. • Redress the imbalances in enrolment in Social and Physical Sciences. • Cost sharing of Higher Education. • Quality control and assurance of education at all levels.

3.7 Meeting Requirements of Education for Sustainable Development and

the Millennium Development Goals The EE/ESD/ESD is an attempt to implement Chapter 36 of Agenda 21 following the Rio Earth Summit. These are concerted efforts whereby UNESCO has played a key role in re-defining education and training towards sustainability. In light of the new direction, the Government of Tanzania in implementing EE/ESD/ESD has focused on the following characteristics:

• Overcoming poverty, gender equality and health promotion • Enhancing environmental management and conservation

• Promoting sustainable production and consumption patterns • Enhancing cultural diversity • Promoting information and communication technologies.

The MDGs are global initiatives which try to respond to the plight of the poor, especially focusing on poverty, environmental degradation and health. Each of the 8 goals makes a significant contribution to reversing poverty and spread of diseases backed by action plans with quantifiable targets combining poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women. In the Tanzanian context MDGs have been translated into action by creating the poverty alleviation strategy (MKUKUTA) where all government’s plans and budgeting have to reflect the plight of the Tanzanian poor. Tanzania has been working most on five MDGs windows.

• Eradicating extreme poverty and hunger • Achieving universal primary education • Promoting gender equality and empower women • Combating HIV/AIDS, malaria and other diseases • Ensuring environmental sustainability

Other MDGs windows are being worked on by specific ministries. For instance, reduction of child mortality rates and improvement of maternal health are dealt with by the Ministry of Health and social welfare. 3.8 Fitting Into Other Government Initiatives In an effort to fit in various initiatives, the government has revolved around issues of rationalization of investments, liberalization, entrepreneurship, self-reliance enhancement and integration of development efforts. In this shift of orientations, the focus has been on:

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• Awareness raising that focuses on shaping attitudes and development of knowledge.

• Shaping values by developing appropriate and helpful underlying values and attitudes.

• Changing unacceptable practices and beliefs.

• Developing knowledge and skills to know that, the earth is a finite collection of

systems. Thus the nature of eco-systems, their health and inter-dependence with the biosphere and dependence of humans on environmental resources for life sustenance should be comprehended.

• Making decisions and taking actions individually, collectively and publicly on all

matters pertaining to betterment of environmental reporting. 3.9 Addressing Cross-cutting Issues Through Education Education of any form is the engine of communal knowledge and source of inspiration for development and wellbeing of the society. Such type of education covers varied aspects in life from gender, environment, HIV/AIDS, to science and technology. The EE/ESD is a key to sustainable development and the empowerment of all people according to principles of equity and social justice. In order to achieve action-oriented education we need to consider all aspects of cross-cutting issues bearing in mind EE/ESD and indeed ESD as one of the main cross-cutting issues. Gender, environment, culture, technology, HIV/AIDS, poverty, indigenous knowledge, energy, health and sanitation are other cross-cutting issues.

CHAPTER 4: THE CHALLENGES OF IMPLEMENTING EE/ESD IN TANZANIA

There are challenges that have to be solved in the implementation of EE/ESD in Tanzania. Among the crucial challenges are: - 4.7 Inadequate EE/ESD Base and Skills Most EE/ESD implementers, embracing policy and decision-makers, teachers, teacher educators, school inspectors, education officers, trainers and examiners are still using conventional teaching methods. These common methods comprise mainly of talk, chalk and lectures.

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The learning of EE/ESD involves active learning. Nonetheless, experience has shown that there is little practical learning used in the learning/teaching or training of EE/ESD. The traditional teaching of involving chalk and talk where learners can use the knowledge they get to address environmental issues and problems in their contacts, does not result into effective learning of EE/ESD. Also teachers and trainers fail to relate what they teach to the learners’ day-to-day lives and that of the society they live in. Likewise, there is some confusion among EE/ESD practitioners as to what appropriate methods to take when teaching EE/ESD. For the partially trained fellows this is excusable to properly conceive and understand the right methodologies. Apparently education and capacity building which in turn fails to develop action-oriented plans and implementation strategies is likely to produce ‘half-cooked’ teachers. There is a need to emphasize human skills and expertise in EE/ESD that encompass many issues together with policy, legal, technical and scientific paradigms emerging from environmental management.

4.8 Lack of Environmental Education Teaching and Learning Materials There are some strong initiatives of developing EE/ESD materials in different forms like books, tools, models and leaflets. But most of these materials are fragmented, disjointed and inadequate. Other materials are discipline-oriented thus focusing on subject matter rather than taking the nature of EE/ESD as a cross-cutting and interdisciplinary learning area. The materials are developed by technical staff and teachers which in turn become too technical and unfriendly in actual contexts.

Materials developed as EE/ESD resources are not yet enough and most teachers, learners and EE/ESD practitioners are heavily dependent on these few resources. The demand is still very high and obviously escalating daily. This causes conflicting approaches, leaving unmet demands and thus fails to assist planning effective teaching and learning of EE/ESD at school and classroom levels. 4.9 Inadequate Holistic, Relevant and Culturally-suitable EE/ESD for Local

Conditions The country is implementing EE/ESD mostly on sectoral bases. That is, sector ministries and development partners implement EE/ESD with sector outlook frequently creating conflicting interests. In such a situation where there are varied environment, economic and socio-cultural contexts, any programme which is not holistic (looking at interaction of many factors) will most likely create contradictory interests. In such a situation this is possible to have uncompromising outcomes not only with the grass-root communities but also up the ladder.

4.10 Examination Pressures In a situation where curriculum is centrally developed most users will mainly be book based and the teaching will be examination-oriented. This is the situation at all levels of learning disregarding the need for knowledge to be sustained in future applications.

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Teachers are driven by coverage of syllabi and competitions for examination results and thus whatever seems to ‘derail’ or ‘hold back’ their progress will not be accommodated easily and contentedly. When such a situation combines with the meagre knowledge that teachers have on EE/ESD the excuses are always there. Even when EE/ESD is taught the styles and methodology should not be expected to differ from the conventional ones and examples as well as practices may not be used at all. In such situations teaching may as well turn into instructions geared towards completion of syllabus and making sure that learners pass examinations. The required skills and change of behaviour may not be attained and this calls for special attention in the strategy.

4.11 Inadequate Resources The implementation of EE/ESD needs various resources in different forms, for instance funds, time, technical and human resources. Without these resources, there is a great challenge to effectively implement EE/ESD processes. With little resources there will be fragmented approaches which might cause duplication of efforts, lead to uncalled for competition instead of complementing each other. Such struggles for meagre resources can in the progression create gaps and leave audiences unattended. Several institutions will adapt individualistic tendencies and procedures and pursue their own paths disregarding the ultimate consequences. Inadequate resources will lead to ineffective monitoring and evaluation leading to weak delivery of EE/ESD. The information and data collected, processed and analysed may not satisfy the requirements of EE/ESD and may not be representative as a cross-cutting study area. This implies that there will be inadequacies in content, methodology and end results of the teaching/learning processes. Thus, there will be no reviews to reflect back on the approaches and implementation processes.

4.12 Inadequate Research and Documentation The few researches done on EE/ESD so far are donor driven and the reports do not reach the intended groups. The conditionalities tied to the researches require the beneficiaries to hand in the results to financers. Also there are pathetic documentation procedures of research reports and events regarding EE/ESD. For example, researches made by universities are shelved for academic purposes and those done by NGOs remain with them rarely released to reach government machineries, EE/ESD practitioners and the general public. 4.13 Lack of Linkages Among Cross-cutting Issues The environment cuts across almost all aspects of living which in nature are usually not regarded as part and parcel of it. There are broad sectors which have not been regarded as part of the environment such as poverty, culture, socio-economic issues, politics,

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education, gender and sustainability of development initiatives. These are not seen as related issues and that can, singly or jointly contribute either negatively or positively to the environment and thus influence the quality of living organisms. For instance, without effective education for the population to make positive decisions on using natural resources, the fight to eradicate poverty would prove futile. For instance, people are not aware of the linkages existing between poverty and environment, necessity for survival while using natural resources and absence of alternatives in making hands meet, and how environmental diseases can be menace to the poor. This gives a challenge in provision of EE/ESD to the communities which can bring people close to the environment, know alternatives and means of sustaining their livelihoods.

4.14 Low Morale among Teachers It is evident that teachers are inadequately motivated because of several reasons including low pays, overloaded syllabi, inadequate knowledge of EE/ESD, and other factors. However, important ones encompass: (i) Inadequate salaries and sometimes salaries delayed for months. This does not avail

much motivation in teaching EE/ESD-related subjects or activities seen as added jobs. (ii) The school curriculum is stuffed with contents such as gender, EE/ESD, HIV/AIDS

and Democracy which have become a burden to teachers. Teachings of certain subjects therefore become a priority of the teachers due to personal understanding and interest of the subject matter.

4.15 The School Community Involvement in EE/ESD Schools are not islands but serve as centres of change for the surrounding communities. The community is expected to copy and implement effectively and successfully schools’ programmes and activities in the local contexts. In an ideal situation, the community is expected to put into practice EE/ESD activities in their respective areas, manage natural resources and in turn contribute information and knowledge. Likewise the community is the custodian of indigenous knowledge; they are expected to manage understand and demonstrate the best practices. Also, the community is expected to monitor and evaluate EE/ESD activities in their localities, formulate and enforce environmental related by-laws in their areas and lastly network with other players in EE/ESD. The situation is different in the real context, one finds green and attractive environment in schools or religious compounds while the neighbouring community experience bare and dusty land. There is no programme that aims at copying successful practices from the school to the community. Schools are no longer centres of change, but rather become centres of isolated excellence.

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4.16 Weak Coordination and Networking In the absence of EE/ESD firm coordination and networking, it becomes difficult to develop suitable EE/ESD programmes and produce fitting teaching/learning support materials. Due to weak coordination and networking some issues are left unattended due to negligence, lack of information and exchange programmes. This is more pronounced where sectors work as competitors for delivering their missions. There are seldom forums to report back and make all practitioners agree on the omitted areas of concern. 4.17 Low Priority to Environmental Issues The views of EE/ESD practitioners and that of many stakeholders have the same opinion that to most people interpretation of ESD is still skewed towards ones orientation according to their field of expertise12. It was realized that this influences politicians to have little will, planners fail to include EE/ESD into sectoral plans and in most cases low priority is given to EE/ESD by policy and decision-makers. Moreover, this state of affairs in turn makes planners, policy and decision-makers allocate inadequate funds for environmental programmes. At times implementers are not transparent and accountability becomes questionable when it comes to the use of funds while putting into effect EE/ESD practices. Such behaviours have led to loss of trust and sometimes donors hesitant in releasing more funds.

CHAPTER 5: ENVIRONMENTAL EDUCATION STRATEGY AND ACTION PLAN

5.1 Vision

All members of the society to be sufficiently equipped with knowledge and skills that develop attitudes towards sustainable development.

5.2 Mission

To provide life-long EE/ESD that will enable learners, educators, decision-makers, communities and individuals bring about sustainable development.

5.3 Goal

Building capacities that will be able to strengthen provision and application of EE/ESD at all levels of the society for sustainable utilization of environmental resources.

12 This notion was also observed by Dr. Naomi Katunzi, Permanent Secretary, MoEC during his opening address of the National Workshop on Promotion of ESD, 15-17 March 2005 in Tanga.

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5.4 Objectives and Strategies

Objective 1: EE/ESD, skills and practices demonstrated in at least 20% of the teaching and learning institutions by201413

Strategies

1.1 Conduct needs assessments to identify various issues related to EE/ESD

1.2 Set EE/ESD implementation mechanisms.

1.3 Identify groups of trainers

1.4 Organize and involve EE/ESD practitioners in training of trainers (ToT)

1.5 Conduct training sessions for teachers, tutors, education officers, lecturers and school inspectors

1.6 Streamline issues related to EE/ESD in all curricula for teacher trainees at

college and universities levels Objective 2: About 25% of human resources in MoEVT and relevant institutions trained in EE/ESD by 2014

Strategies

2.1 Conduct training needs assessments of EE/ESD for educators. 2.2 Develop training programmes for EE/ESD practitioners and facilitators.

2.3 Facilitate studying opportunities for educational practitioners.

2.4 Execute training programmes.

2.5 Enhance collaboration and networking among EE/ESD practitioners in and

outside the education systems.

Objective 3: Over 40% of learning and training support materials produced/established by EE/ESD practitioners and institutions by 2014

Strategies:

3.1 Identify EE/ESD experts capable of developing relevant EE/ESD learning and training support materials.

3.2 Develop EE/ESD thematic areas for guiding production of learning and

training support materials.

13 In the context of the EE/ESD Strategy the Teaching and Learning Institutions encompass pre-school to universities as well as colleges and vocational training centres.

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3.3 Develop/improve EE/ESD learning and training support materials.

3.4 Establish EE/ESD Centre for Excellence

Objective 4: EE/ESD defined and incorporated in curricula at all levels of education and learning institutions by 2014

Strategies:

4.1 Organize forums for stakeholders’ making them aware on EE/ESD

4.2 Implement the ‘Proposed practical and feasible activities’ from the National Workshop on Promoting Education for Sustainable Development in Tanzania.

Objective 5: EE/ESD research themes developed in about 50% teaching and learning institutions by 2014

Strategies:

5.1 Develop EE/ESD research themes through different stakeholders’ forums 5.2 Undertake researches in EE/ESD identified themes

5.3 Disseminate and utilize study outcomes for betterment of EE/ESD

learning, teaching and training programmes as well as teaching and learning support materials

Objective 6: EE/ESD in all teaching and learning institutions monitored and evaluated by 2014

Strategies:

6.1 Design mechanisms for monitoring and evaluation of EE/ESD practices 6.2 Enhance/conduct monitoring and evaluation of EE/ESD practices

6.3 Organize forums for discussing monitoring and evaluation reports

Objective 7: Adequate resources and facilities for enhancement of Strategy EE/ESD mobilized by 2014

7.1 Design mechanisms for soliciting resources to execute EE/ESD Strategy 7.2 Strengthen the existing Teachers’ Resources Centres (TRCs) for

accommodating EE/ESD activities

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7.3 Support Vocational Training Centres (VTCs), Farmers’ Development

Centres (FDCs), Technical and Higher Learning Institutions for promoting EE/ESD activities

CHAPTER 6: THE STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT) ANALYSIS

6.1 Strengths

1. The presence of the Education and Training Policy (1995) affirms initiatives

for EE/ESD Strategy. The general aims of the policy include, inter alia the following objective: “to enable a rational use, management and conservation of the environment”.

2. Categorically Section 176 of the Environment Management Act of 2004

supports the need for EE/ESD Strategy and it states that:

� “The Director of Environment shall, in consultation with the relevant sector Ministries, take appropriate measures for the integration of environment matters in schools, colleges and institutions …”

� “The Director of Environment shall plan to conduct programmes aimed

at raising awareness of the people on sustainable development and environmental management”

3. The overall Goal of EE/ESD and communication nationally through the

National Environmental Education and Communication Strategy (NEECS), of 2005 – 2009 is “to develop an informed citizenry that is environmentally conscious and motivated to actively participate in managing and sustainably utilizing its environment”.

4. There is strong support of EE/ESD by the National Environmental Policy

(NEP) and the National Environmental Action Plan (NEAP) providing frameworks for making the fundamental changes needed to bring environmental considerations into the mainstream of decision-making.

5. There are relatively efforts being made to train teachers, trainees, tutors and

inspectors who can help in undertaking EE/ESD programmes.

6. Generally there is political will and clear Government support – is Environmental Management Law (2004).

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7. The civil society organizations (CSOs) including NGOs and CBOs have been participating fully in the delivery of EE/ESD in schools.

6.2 Opportunities

(1) The inclusion of EE/ESD components in school curricula and VTC

programmes serves as an occasion for maintenance of EE/ESD. The primary and secondary schools curricula as well as VTC programmes contain components of EE/ESD.

(2) The presence of EE/ESD Guidelines for teaching EE/ESD in primary schools

developed by the MOEVT is a step towards effective inclusion of EE/ESD into school programmes.

(3) The MOEVT has already produced a Fact sheet for teaching EE/ESD in

primary schools which will assist the teachers.

(4) NGOs such as WWF, WCST, Malihai Clubs, Roots and Shoots and others have produced booklets, leaflets and handouts for teaching EE/ESD in primary and secondary schools. These should be able to assist the EE/ESD Strategy initiatives.

6.3 Weaknesses

� Virtually in all schools there is apparent lack of learning support materials

which can pose a problem when carrying out EE/ESD in classrooms.

� Lack of enough well trained teachers and trainers particularly in EE/ESD teaching methodologies. - Teachers are still clinging in the old, long-established ways of teaching

that are teacher-centred distancing learners in the teaching/learning processes

- Many teachers are not familiar with the use of practical and participatory approach

- To relate EE/ESD contents to ordinary subjects, is still difficult even to the teachers who had some opportunities of attending EE/ESD courses

� Lack of inadequate teaching and learning support materials for EE/ESD;

needs special attention at all levels.

� Environmental problems do not have boundaries and with inadequate community participation in EE/ESD, solutions can only be localized at school premises leaving neighbouring communities suffering consequences which can in turn spill over schools.

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6.4 Threats

(a) There is in adequate implementation and monitoring of issues focused to

promote Environmental Management for planners and decisions-makers an issue which is likely to delay or fail some planned efforts at all levels.

(b) The inadequacy of financial, human and material resources in teaching and

training institutions and at ministerial level can be a drawback in the attempt to spearhead EE/ESD.

CHAPTER 7: CO-ORDINATION OF THE EE/ESD STRATEGY There are a number of issues in the endeavour for effective implementation of EE/ESD. One of the crucial issues is to get support for enabling smooth implementation of EE comprising of ESD. The important support should be material, financial and backstopping from:

• Environmentally-related international agencies such as the United Nations Environment Programme (UNEP), Worldwide Fund for Nature (WWF), World Conservation Union (IUCN), World Resource Institute (WRI) and others;

• Development partners including the United Nations Development Programme (UNDP), embassies, development agencies and international NGOs;

• The private sector including businesses, industries, financial institutions and others.

Moreover, in order to implement the EE/ESD, relevant ministries, institutions, agencies and individuals should take active part. Furthermore deliberate actions should be taken by MoEVT and NEMC to improve performances of relevant collaborators. The actions include:-

1. Strengthening institutional framework for implementing EE/ESD. These include the EE/ESD Unit of MoEVT, Inspectorate and Education offices and stakeholders including NGOs and CBOs.

2. Capacity building of actors in EE/ESD. These important groups include co-

ordinators, education officers, inspectors and trainer of teachers at universities.

3. Strengthening capacities for studies and evaluation of EE/ESD will involve the EE/ESD Unit at MoEVT, Inspectorate, Regional and District Education offices.

4. Mainstreaming EE/ESD in educational planning and budgeting processes

by the Planning Department in collaboration with other departments.

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ENVIRONMENTAL EDUCTION/EDUCATION FOR SUSTAINABLE DEVELOPMENT

STRATEGIC MATRIX S/N STRATEGIY TARGETS KEYPERFORMANCE

INDICATORS LEAD

AGENCIES TIME FRAME

1.1. Conduct needs assessments to identify various issues related to EE/ESD

Needs identified

- List of needs produced

MOEVT

Jan to June 2010

1.2 Set EE/ESD implementation mechanism.

Implementation scheme set

- Document of implementing scheme produced

MOEVT

March to Sept 2010

1.3 Identify groups of trainers

Different group of trainers identified in and outside.

List of trainers drawn MOEVT

Jan to June 2010

1.4 Organize and involve EE/ESD practitioners in training of trainers

Trainers identified A list of trainers produced MOEVT Jan to June 2010

1.5 Conduct training sessions for teachers, tutors, education officers and school inspectors.

Teachers, tutors, education officers and school inspectors

� Training Manual produced

� List of trained personnel

MOEVT

2010 - 2014

1.6 Streamline issues related to EE/ESD in curricula for teacher trainees of college

and universities levels.

EE/ESD relevant curriculum topics

developed

Different curricula documents produced

MOEVT

2010 - 2014

OBJECTIVE 1: EE/ESD, SKILLS AND PRACTICES DEMONSTRATED IN AT LEAST 20% OF THE TEACHING AND LEARNING INSTITUTIONS BY 2014

S/N STRATEGIY TARGETS KEY PERFORMANCE

INDICATORS LEAD

AGENCIES TIME FRAME

2.1. Conduct training needs assessments of EE/ESD for educators.

Identified training needs A list of training needs produced MOEVT

Jan to June 2010

2.2 Develop training programmes for EE/ESD practitioners and facilitators.

Training programmes developed

Documents of training programmes for EE/ESD published

MOEVT

March to Sept 2010

2.3 Facilitate studying opportunities for educational practitioners.

Study opportunities for education practitioners and vocational trainers availed in and outside the country.

A list of documents for admission and scholarship awards produced.

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

2.4. Execute training programmes.

Execution of training programmes in

collaboration with other practitioners.

• Course content and outline developed

• Course schedule for teaching and learning outlined.

• List of trained personnel updated.

CE, HEI,

VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

2.5 Enhance collaboration and networking among EE/ESD practitioners in and outside the education systems.

Networking and collaboration among EE/ESD practitioners

� Physical and electronic addresses established.

� Common meeting schedules established

� Personnel sharing and exchange programme.

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

OBJECTIVES 2: ABOUNT 25% OF HUMAN RESOURCES IN MOEVT AND RELEVANT INSTITUTIONS TRAINED iN EE/ESD BY 2014

S/N STRATEGIY TARGETS KEY PERFORMANCE

INDICATORS LEAD AGENCIES TIME FRAME

3.1 Identify EE/ESD experts capable of developing relevant EE/ESD learning and training support materials

EE/ESD experts identified.

List of EE/ESD experts

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

3.2. Develop EE/ESD thematic areas for guiding production of learning and training support materials

EE/ESD thematic areas developed.

Training booklets, EE/ESD brochures and modules produced.

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2011 - 2014

3.3 Develop/improve EE/ESD learning and training support materials

EE/ESD learning and training support materials developed/improved

Learning and training support materials available

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

3.4 Distribute EE/ESD learning and training support materials to Teaching and Learning Institutions.

EE/ESD learning and training support materials distributed to institutions

Learning and training support materials available in institutions

CE, HEI, VPO, NEMC, PMO-RALG, NGOs

2010 - 2014

3.5 Establish EE/ESD Centre per Excellence

Centre per Excellence established

EE/ESD Centre per Excellence in existence

CE, HEI, VPO, NEMC, PMO-RALG, NGOs, others

2010 - 2014

OBJECTIVE 3: OVER 40% OF LEARNING AND TRAINING SUPPORT MATERIALS PRODUCED/ESTABLISHED BY EE/ESD PRACTITIONERS AND INSTITUTIONS BY 2014

S/N STRATEGIY TARGETS KEY PERFORMANCE

INDICATORS LEAD AGENCIES TIME FRAME

4.1 Organize stakeholders’ forums for making them aware of EE/ESD

EE/ESD stakeholders forums organized

� EE/ESD forums resolutions produced

� Reports, Proceedings

MOEVT, DP March to June 2010

4.2 Implement the proposed practical and feasible activities from the National Workshop on Promoting ESD in Tanzania

Proposed practical activities for EE/ESD stakeholders implemented

Outcomes/results of the Proposed practical activities for EE/ESD demonstrated

MOEVT VPO NEMC

2010 2014

S/N STRATEGIY TARGETS KEY PERFORMANCE

INDICATORS LEAD AGENCIES TIME FRAME

5.1. Develop EE/ESD research themes through different stakeholders’ forums

EE/ESD research themes developed through different stakeholders.

Documents on EE/ESD research themes in place

CE, HEI, VPO, NEMC, PMO-RALG, NGOs, others

2010 - 2014

5.2 Undertake researches in EE/ESD identified themes

Research done in EE/ESD identified

Research report produced on identified themes.

CE, HEI, VPO, NEMC, PMO-RALG, NGOs,

2010 - 2014

OBJECTIVE 4: EE/ESD DEFINED AND INCORPORATED IN CURRICULA AT ALL LEVELS OF EDUCATION AND LEARNING INSTITUTIONS BY 2014

OBJECTIVE 5: EE/ESD RESEARCH THEMES DEVELOPED IN ABOUT 50% TEACHING AND LEARNING INSTITUTIONS BY 2014

themes others

5.3 Disseminate and Utilize study outcomes for betterment of EE/ESD learning, teaching and training programmes as well as teaching and learning materials

Learners, and EE/ESD practitioners

� Availability of reviewed imported EE/ESD curricula documents

� Research themes � Research demonstrations � Research results/reports

CE, HEI, VPO, NEMC, PMO-RALG, NGOs, others

2010 - 2013

S/N STRATEGY TARGETS KEY PERFORMANCE

INDICATORS LEAD AGENCIES TIME FRAME

6.1 Design mechanisms for monitoring and evaluation of EE/ESD programmes

Schedules of monitoring and evaluation mechanisms established

Monitoring and Evaluation tools in place

CE, HEI, VPO, NEMC, PMO-RALG, NGOs, others

2010 - 2010

6.2 Enhance/conduct monitoring and evaluation of EE/ESD programmes

EE/ESD monitored and evaluated

Monitoring and evaluation reports developed.

MOEVT 2010 - 2013

6.3 Organize forums for discussing monitoring and evaluation reports

Forums for discussion monitoring and evaluation reports organized

Forums reports

MOEVT

2010 - 2014

OBJECTIVE 6: EE/ESD IN ALL TEACHING AND LEARNING INSTITUTIONS MONITORED AND EVALUATED BY 2014

S/N STRATEGY TARGETS KEY PERFORMANCE INDICATORS LEAD AGENCIES TIME FRAME

7.1 Design mechanisms for soliciting resources to execute the EE/ESD Strategy.

Means/ways of soliciting resources established.

Different mechanisms in place Responses from stakeholders Schedule of forums with different stakeholders in place.

MOEVT 2010 - 2010

7.2 Strengthen the existing Teachers Resource Centres for accommodating EE/ESD learning activities

The existing TRCs strengthened

• List of qualified personnel on EE/ESD programmes

• A variety of different learning and teaching support materials.

• Training schedules • Improved infrastructures

MOEVT 2010 - 2013

7.3 Support VTCs, FDCs, Technical and Higher Learning Institutions for promoting EE/ESD activities

All supported Experts on EE/ESD employed. Course content available Course contents available Number of supported institutions

CE, HEI, VPO, NEMC, PMO-RALG, NGOs, others

2010 - 2013

OBJECTIVE 7.0: ADEQUATE RESOURCES AND FACILITIES FOR ENHANCEMENT OF EE/ESD STRATEGY MOBILIZED BY 2014

ENVIRONMENTAL EDUCTION/EDUCATION FOR SUSTAINABLE DEVELOPMENT

IMPLEMENTATION MATRIX

STRATEGY 1.1: Conduct needs assessments to identify various issues related to EE/ESD S/N Activities Expected

results Target group14

Indicators Means of verification

RESPONSIBLE

BUDGET (‘000)

1. Prepare TOR and Data Collection Instruments

TOR and Data collection instruments

All institutions Acceptable TOR and Data collection instruments

The TOR and list of Data collection instrument

MOEVET15 HIL, DP

5,000

2. Gather information about the situations in MOEVT and all institutions.

Data and information on EE/ESD

All institutions

Nature of analyses and number of institutions surveyed

Report on EE/ESD survey

MOEVET HIL, DP

55,000

3 Assign criteria on analysed data.

Set criteria

All institutions

Number of EE/ESD gaps identified

Report MOEVET HIL, DP

3,000

Sub-total 63,000

STRATEGY 1.2: Set EE/ESD implementation mechanisms

S/N Activities Expected Results Target Indicators Means of Responsible BUDGET

14 All institutions connotes school systems (pre-primary, primary, secondary) under the PMO-RALG, Training Colleges, Vocational Training Centres, Universities and NGOs; Schools connotes Pre-primary, Primary, Secondary; and Higher Institutions of Learning (HIL) connotes Training Colleges (teacher and other fields), Vocational Training Centres, Universities 15 MOEVT includes PS, CE, relevant Directorates and all institutions/agencies affiliated to it

OBJECTIVE 1: EE/ESD, SKILLS AND PRACTICES DEMONSTRATED IN AT LEAST 20% OF THE TEACHING AND LEARNING INSTITUTIONS BY 2014 (Tshs 1,261,000,000)

Group Verification

1 Create Database of the data and information collected.

Database All institutions

Database uses and users

Annual Reports MOEVET HIL, DP

40,000

2. Identify priority groups’ needs.

Identified groups and their needs

All institutions

List of identified priority groups’ and needs.

Reports MOEVET HIL, DP

5,000

3. Categorise priority needs.

Categorized needs All institutions

List of categorized needs.

Reports MOEVET HIL, DP

2,000

4 Initiate and launch a network of key stakeholders in EE/ESD.

Network of key stakeholders in EE/ESD started

All institutions

Number of active key network members

� Meetings, � Numbers, � Functioning

network

MOEVET, HIL, Other stakeholders, DP

30,000

Sub-total 77,000

STRATEGY 1.3: Identify groups of trainers S/N Activities Expected Results Target Group Indicators Means of

Verification Responsibl

e BUDGET

1. Make a quick survey of key trainers

Identified key trainers Staff in MOEVT and relevant institutions

Number of identified key trainers.

Report MOEVET HIL, DP

55,000

2. Categories key trainers into thematic areas

Key trainers in their respective thematic areas.

Staff in MOEVT and relevant institutions

Number of key trainers in their thematic areas

Report MOEVET HIL, DP

6,000

Sub-total 61,000

Strategy 1.4: Organize and involve EE/ESD practitioners in training of trainers (ToT) S/N Activities Expected Results Target Group Indicators Means of

Verification Responsible BUDGET

1. Prepare EE/ESD Training Manuals

EE/ESD Training Manuals

All institutions

EE/ESD Training Manuals

EE/ESD Training Manuals

MOEVET, HIL, DP

55,000

2. Update EE/ESD

activities and prioritize them

Updated EE/ESD

activities

All institutions

List of activities Report MOEVET &

HIL

30,000

3. Organize the necessary logistics to support activities

Implementation Training Manual

All institutions

Number of Training Manuals in use

Training Manuals

MOEVET & NEMC

110,000

4. Train EE/ESD practitioners

Trained EE/ESD practitioners

Trainers from all institutions

Number of EE/ESD ‘new’ practitioners trained

Training Report MOEVET, HIL, DP

150,000

Sub-total 345,000

Strategy 1.5: Conduct training sessions for teachers, tutors, education officers, lecturers and school inspectors S/N Activities Expected Results Target Group Indicators Means of

Verification

Responsibl

e

BUDGET

1 Design/develop

training programmes to deal with EE/ESD for core groups.

Training programmes Staff in MOEVT and

relevant institutions

List of Training

programmes

Report

Programmes

All

institutions

25,000

2. Prioritize and conduct training sessions.

Training sessions Staff in MOEVT and relevant institutions

Number of Training sessions

Training reports

All institutions

500,000

3 Review implementation strategies.

Reviewed EE/ESD implementation strategies

Staff in MOEVT and relevant institutions

Comments made on implemented strategies

Reports MOEVET & NEMC

30,000

Sub-total 555,000

Strategy 1.6: Streamline issues related to EE/ESD in all curricula for teacher trainees at college and universities levels S/N Activities Expected Results Target Group Indicators Means of

Verification Responsibl

e BUDGET

1. Review the curricula

Reviewed curricula HIL Number of reviewed

Reports MOEVET, NEMC, HIL

50,000

curricula

2. Compile results Compiled notes HIL Detected gaps Reports MOEVET, NEMC, HIL

15,000

3. Fill gaps into previous curricula

Gaps filled HIL Number of gaps found out

Reports MOEVET, NEMC, HIL

95,000

Sub-total 160,000

Strategy 2.1: Conduct training needs assessments of EE/ESD for educators S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Carry out training needs assessment

Training needs All institutions

Number of training needs

Report MOEVET, NEMC, HIL

70,000

2. Conduct pilot training programmes

Knowledge and skilled educators

All institutions

Level of knowledge and skills obtained

Different report MOEVET, NEMC, HIL

45,000

3. Identify EE/ESD key actors/facilitators and categorize them

EE/ESD decision facilitators

All institutions

List of EE/ESD decision makers and facilitators

Report MOEVET, NEMC, HIL

25,000

Sub-total 140,000

Strategy 2.2: Develop training programmes for EE/ESD practitioners and facilitators S/N Activities Expected Target Group Indicators Means of Responsible BUDGET

OBJECTIVE 2: ABOUT 25% OF HUMAN RESOURCES IN MOEVT AND RELEVANT INSTITUTIONS TRAINED IN EE/ESD BY 2014 (Tshs 975,000,000)

Result Verification

1. Tally needs per identified actors/decision makers

Needs per actors/decision makers

All institutions

List of actors/decision makers

Report MOEVET, NEMC, HIL

5,000

2. Develop Training

Manuals according to needs

Training

Manuals

All institutions

Number of

Training Manuals

Report MOEVET,

NEMC, HIL

250,000

Sub-total 255,000

Strategy 2.3: Facilitate studying opportunities for educational practitioners S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Prepare the initial learning support material.

Learning support material

All institutions

Learning support material available

List and report MOEVET, NEMC, HIL

65,000

3. Draw a list of trainees per institution

List of trainees All institutions List of trainees available

List of names per institution

MOEVET, NEMC, HIL

3,000

4. Determine training places

List of training places

All institutions List of training places

List of training places

MOEVET, NEMC, HIL

5,000

Sub-total 73,000

Strategy 2.4: Execute training programmes S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Organize training venues.

Venues All institutions Venues Accessibility

MOEVET, NEMC, HIL

4,000

2. Conduct training programmes.

Trained EE/ESD educators

All institutions Number of EE/ESD educators trained

Training report List of educated people

MOEVET, NEMC, HIL

350,000

Sub-total 354,000

Strategy 2.5: Enhance collaboration and networking among EE/ESD practitioners in and outside the

education systems S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Make a draft Constitution.

Constitution Identified EE/ESD practitioners

Number of forums/meetings

Draft Constitution

MOEVT, NGO & NEMC

25,000

2. Organize a review team

Reviewed Constitution

Individuals from different stakeholders

Meetings made Reviewed Constitution

MOEVT, NGO & NEMC

8,000

3. Recruit would be members

List of recruits EE/ESD practitioners Registered people List of names MOEVT, NGO & NEMC

10,000

4. Organize regular forums for EE/ESD practitioners.

Forums Network members Number of forums

� Minutes of the meetings.

� List of participants

Network Leaders

100,000

5. Open a network website

Website Network members Website Operating website

Network Leaders

10,000

Sub-total 153,000

Strategy 3.1: Identify EE/ESD experts capable of developing relevant EE/ESD learning and training support materials S/N Activities Expected Result Target Group Indicators Means of

Verification Responsible BUDGE

T

1. Identify suitable experts for

Experts All institutions

Number of experts Reports MOEVET, NEMC, HIL

3,000

OBJECTIVE 3: OVER 40% OF LEARNING AND TRAINING SUPPORT MATERIALS PRODUCED OR ESTABLISHED BY EE/ESD PRACTITIONERS AND INSTITUTIONS BY 2014 (Tshs 2,138,000,000)

developing themes

2. Categorize the experts

Categorized experts All institutions

Number of categories

List of categories

MOEVET, NEMC, HIL

5,000

Sub-total 8,000

Strategy 3.2: Develop EE/ESD thematic areas for guiding production of learning and training support materials S/N

Activities Expected Result

Target Group Indicators Means of Verification Responsible

BUDGET

1. Take an inventory of EE teaching and learning materials

List of EE/ESD materials

All institutions Inventory Report

Inventory MOEVET, NEMC, HIL

25,000

2. Design and formulate relevant EE/ESD themes and guidelines

EE/ESD Themes and Guidelines

All institutions Number of themes and guidelines

• List of EE/ESD themes • Guidelines

MOEVET, NEMC, HIL

50,000

Sub-total 75,000

Strategy 3.3: Develop/improve EE/ESD learning and training support materials S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsibl

e BUDGET

1. Produce the EE/ESD learning and training support materials

Produce the materials

All institutions Number of materials List of materials MOEVET, NEMC, HIL

400,000

2. Distribute the materials Number of distributed materials

All institutions Number of EE/ESD Learning support materials distributed

List of recipient institutions

MOEVET, NEMC, HIL

110,000

Sub-total 510,000

Strategy 3.4: Establish EE/ESD Centre for Excellence S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Conduct survey of a suitable

Suitable institution/area

All institutions, Private sector,

Suitable institution/area

Survey report NEMC, MOEVET

45,000

institutions/areas Communities, R and D

institutions, Religious institutions

2. Design and approve the structures

Drawn structures

Like the 1. above The approved drawings

Drawings NEMC, MOEVET

50,000

Construct the centre

Structures Like the 1. above Structures Used structures NEMC, MOEVET

1,300,000

Equip the centre with relevant materials, etc

Equipped structures

Like the 1. above Materials, etc Utilized materials

NEMC, MOEVET

150,000

Sub-total 1,545,000

Strategy 4.1: Organize forums for stakeholders’ making them aware on EE/ESD S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Identify relevant groups for EE/ESD awareness

Relevant groups Curriculum/programme developers

Number of groups List of groups MOEVET, NEMC, HIL

5,000

2. Organize different forums for each group.

Positive reactions Curriculum/programme developers

Number of forums organized

List of forums MOEVET, NEMC, HIL

112,000

3. Monitor the sensitized groups

M and E Report

Curriculum/programme developers

Number of forums monitored and evaluated

M and E Report MOEVET, NEMC, HIL

80,000

OBJECTIVE 4: EE/ESD DEFINED AND INCORPORATED IN CURRICULA AT ALL LEVELS OF EDUCATION AND LEARNING INSTITUTIONS BY 2014 (Tshs 351,000,000)

Sub-total 197,000

Strategy 4.2: Implement the ‘Proposed practical and feasible activities’ from the National Workshop on Promoting Education for Sustainable Development in Tanzania S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Identify the target audiences

List of audiences

Educational practitioners Stakeholder groups

List of people MOEVET 2,000

2. Categorize training venues

Number of venues

Educational practitioners Venues listed Used venues MOEVET 2,000

1. Conduct awareness and training sessions.

Trained people

Educational institutions, NGOs, CBOs, MDAs, private sector, R and D institutions and religions institutions

Number of activities implemented

Implementation Reports

MOEVET 150,000

Sub-total 154,000

Strategy 5.1: Develop EE/ESD research themes through different stakeholders’ forums S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGET

1. Recognise research experts for EE/ESD areas.

Research experts recognised

R and D groups Number of research experts

List of research experts

MOEVT, NEMC

2,000

2. Develop EE/ESD research themes.

EE/ESD research themes

R and D groups Number of research themes

List of research experts

MOEVT, NEMC

10,000

Sub-total 12,000

OBJECTIVE 5: EE/ESD RESEARCH THEMES DEVELOPED IN ABOUT 50% TEACHING AND LEARNING INSTITUTIONS BY 2014 (Tshs 437,000,000)

Strategy 5.2: Undertake researches in EE/ESD identified themes S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsibl

e BUDGET

1. Carry out EE/ESD researches

EE/ESD research findings

All institutions Research findings

Report MOEVT, NEMC

250,000

2. Arrange research findings accordingly

List of findings All institutions Areas where findings are arranged

Report MOEVT, NEMC

35,000

Sub-total 285,000

Strategy 5.3: Disseminate and utilize study outcomes for betterment of EE/ESD learning, teaching and training programmes as well as teaching and learning support materials S/N Activities Expected Result Target Group Indicators Means of

Verification Responsibl

e BUDGET

1. Review curricula and syllabi accordingly

Reviewed curricula and syllabi

Education and training institutions

Reviewed curricula and syllabi

Report MOEVT 5,000

2. Remodel teaching methodologies.

Effective teaching methodologies

Education and training institutions

Positive participation of learners

Inspection reports

MOEVT 85,000

3. Publicise research finding on EE/ESD

Enhanced public awareness on EE/ESD and environmental management

Education and training institutions

Media programmes

Media testimony

MOEVT 50,000

Sub-total 140,000

OBJECTIVE 6: EE/ESD IN ALL TEACHING AND LEARNING INSTITUTIONS MONITORED AND EVALUATED BY 2014 (Tshs 385,000,000)

Strategy 6.1: Design mechanisms for monitoring and evaluation of EE/ESD practices S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsi

ble BUDGET

1. Identify monitoring and evaluation practitioners.

M and E practitioners

All institutions Number of M and E practitioners

M and E plan

MOEVET, NEMC & HIL

10,000

2. Develop M and E tools and methods

M and E tools and methods

All institutions List of M and E tools and methods

M and E plan

MOEVET, NEMC & HIL

25,000

3. Assign tools and methods to users

Received M and E methods

All institutions Number of M and E reports

Reports MOEVET, NEMC & HIL

3,000

Sub-total 38,000

Strategy 6.2: Enhance/conduct monitoring and evaluation of EE/ESD practices S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsi

ble BUDGET

1. Monitor and evaluate EE/ESD practices

M and E findings All institutions Number of M and E reports

Reports MOEVET, NEMC & HIL

200,000

2. Analyse the findings

� Changes in EE/ESD practices realized

� Best practices identified

All institutions � Degree of change in EE/ESD practice

� Number of best practices

M and E reports MOEVET, NEMC & HIL

25,000

3. Document the best practices and lessons learnt

Documented best practices and lessons learnt

All institutions Documents Reports MOEVET, NEMC & HIL

20,000

Sub-total 240,000

Strategy 6.3: Organize forums for discussing monitoring and evaluation reports

S/N Activities Expected Result Target Group Indicators Means of

Verification

Responsible BUDGET

1. Organize forums for discussing monitoring and evaluation reports

Deliberations All institutions Number of forums

Reports MOEVET, NEMC & HIL

90,000

2. Deliberate on M and E outcomes of

• Lessons learnt • Good practices

All institutions Interventions • Proceedings • Reports

MOEVET, NEMC & HI

2,000

3. Apply the results into EE/ESD

Best lessons learnt in EE/ESD practices applied

All institutions Changed methodologies

Reports MOEVET, NEMC & HIL

15,000

Sub-total 107,000

Strategy 7.1: Design mechanisms for soliciting resources to execute EE/ESD Strategy S/N Activities Expected

Result Target Group Indicators Means of

Verification Responsible BUDGE

T

1 Identify possible supporters of implementation of the EE/ESD strategy.

Availed resources • Organizations • Agencies • Development

Partners (PAs)

• Private sector

Number of possible supporters

List of supporters

MOEVET, NEMC & HI

2,000

2 Solicit resources from supporters

Resources • Organizations • Agencies • PAs • Private sector

Amount of resources

List of supporters and amount of resources

MOEVET, NEMC & HI

10,000

Sub-total 12,000

OBJECTIVE 7: ADEQUATE RESOURCES AND FACILITIES FOR ENHANCEMENT OF STRATEGY EE/ESD MOBILIZED BY 2014 (Tshs 807,000,000)

Strategy 7.2: Strengthen the existing Teachers’ Resources Centres (TRCs) for accommodating EE/ESD activities S/N Activities Expected Result Target

Group Indicators Means of

Verification Responsibl

e BUDGET

1. Identify all TRCs in the country

Identified TRCs TRCs Number of TRCs

List of TRCs MOEVET 15,000

2. Conduct needs assessment on TRCs

Identified gaps TRCs Number and type of gaps

Needs assessment report

MOEVET 50,000

3. Modify, redesign, refurbish and rehabilitate infrastructure according to the identified gaps

Strengthened TRCs TRCs Number of strengthened TRCs

List of strengthened TRCs

MOEVET 300,000

4. Utilize TRCs for EE/ESD activities

EE/ESD activities implemented

TRCs

Broadened EE/ESD activities

List of TRCs implementing EE/ESD activities

MOEVET 60,000

Sub-total 425,000

Strategy 7.3: Support Vocational Training Centres (VTCs), Farmers’ Development Centres (FDCs), Technical and Higher Learning Institutions for promoting EE/ESD activities S/N

Activities Expected Result

Target Group Indicators Means of Verification

Responsible BUDGET

1 Identify all learning/training institutions

Number of learning/training institutions

All learning/training institutions

Total number of learning/training institutions

List of learning/training institutions

MOEVET & NEMC

5,000

2 Conduct needs assessment of the learning/training institutions

Identified gaps All learning/training institutions

Number and type of gaps

Needs assessment report

MOEVET & NEMC

65,000

3 Support possible requirements of the learning/training institutions

Strengthened learning/training institutions

All learning/training institutions

Number of strengthened learning/training institutions

List of strengthened learning institutions

MOEVET & NEMC

300,000

Sub-total 370,000

BIBLIOGRAPHY AND REFERENCES: Bakobi, B. (1992). The status of environmental education in Tanzania. Report produced for SADC-ELMS. EE/ESDASA (Environmental Education Association of Southern Africa) 2002. The Gaborone Declaration: Environmental Education Processes for Sustainable Development. A working document prepared by the 20th Annual International Conference of the Environmental Education Association of Southern Africa. Gaborone, Botswana, 19-21 August 2002. Howick: EE/ESDASA. IUCN, 2002. Supporting the United Nations Decade of Education for Sustainable Development. 2005-2014. Gland: IUCN Commission on Education and Communication (CEC). Jickling, B. 1999. Beyond sustainability? Should we expect more from education? Southern African Journal of Environmental Education. 19: 60-67. Janse van Rensburg, E.1995. Environmental Education and research in southern Africa: A landscape of shifting priorities. PhD thesis, Rhodes University, Grahamstown, South Africa Ketlhoilwe, M.J. 2003. Environmental Education Policy Implementation in Botswana: The role of secondary education officers and school heads. Southern African Journal of Environmental Education. 20: 75-83 Kingdom of Swaziland, (1999). National Environment Conservation Strategy. Lotz-Sisitka, H. 2002. EE/ESDASA and the emerging field of environmental education in southern Africa: Towards participation in the UN Decade of Education for Sustainable Development. Published in the EE/ESDASA 21 Conference procEE/ESDdings, Windhoek, Namibia. 23-26 June 2003. Lotz-Sisitka, H. 2004. Positioning southern African environmental education in a changing political, economic, social, natural and epistemological [environmental] landscape. A discussion paper commissioned by the SADC REE/ESDP, for the purposes of informing the DANIDA funded ‘futures research’. Rhodes University, South Africa. Makundi, E. 2003. Environmental Education Curriculum Policy in Tanzanian Schools. Southern African Journal of Environmental Education. 20: 135-141. Ministry of Education and Culture (1995). Education and Training Policy Ministry of Environment and Tourism (2002). Zimbabwe National Environmental Education Policy and Strategy Recommendations (Draft two) Ministry of Environment, Women and Youth (1998). National Environment Policy for Lesotho (Revised). Maseru O'Donoghue, R. 2001. Environment and active learning in OBE: NEE/ESDP guidelines for facilitating and assessing active learning. Share-Net, Howick.

O’Donoghue R, & Neluvhalani, E. 2002. Indigenous Knowledge and the School Curriculum: A Review of Developing Methods and Methodological Perspectives. In Janse van Rensburg E, Hattingh J, Lotz-Sisitka H, O’Donoghue R (Eds.) (2002) EE/ESDASA Monograph: Environmental Education, Ethics and Action in Southern Africa. Pretoria: EE/ESDASA / HSRC; pp 121-134. SADC & IUCN (1999). Enabling EE/ESD… Guidelines for EE/ESD Policy and Strategy Processes in the SADC States Tilbury, D. 2003. The World Summit, Sustainable Development and Environmental Education. Australian Journal of Environmental Education, 19: 109-113. UNCED, 2002. Agenda 21: Programme fro Action for Sustainable Development. United Nations. 2000. The Millennium Development Goals. www.un.org/milleniumgoals/ (1/2/2004) UNESCO, 2003a. UNESCO and the International Decade of Education for Sustainable Development (2005 – 2015). Connect. XXVII (1-2):1-7 National Strategy for Growth and Reduction of Poverty (NSGRP): Vice President Office, June, 2005. VET Catalogue; Printed by Color Print Ltd, Dar es Salaam, 2007. MoEVT, SEDP Monitoring Report, Dar es Salaam, 2007

Appendix 1: Proposed practical and feasible activities for Strategy 4.2 Group Actions/Activities Period Collaborators

Short Medium Long

MOEVT Sensitization of educational stakeholders from national to grassroots

level � All ESD players

VPO, NEMC Mainstreaming EE/ESD in all ministries, private sector, NGOs/CBO � All ESD players

Develop basic information on EE/ESD and ESD � All ESD players

Disseminate National EE/ESD and Communication strategy � EE/ESD & ESD players

Translate and disseminate EMA, 2004 � The public

Coordinate EE/ESD and WSSD Activities � All ESD players

Higher

Education

& Training Institutions

Implement pilot schemes with NGO’s, CBO, communities and other

institutions. � Collaborators

Integrate of ESD issues in various programmes and courses � Trainers and Learners

Conduct research in ESD � Collaborators

Establish data base on ESD � � Collaborators

Develop material on ESD � � Trainers and Learners

Develop capacity in new approaches, expectations, cooperation and

collaboration as indicated above.

� �

Collaborators

Zonal

Inspectors

Issue circulars and implement EE/ESD & ESD � Teachers

Formation of environmental committees and environmental clubs � � Schools

Students to participate in different events: World Environmental Day,

Essay competitions, etc

�

Schools

Greening of schools � Schools

Schools participate in exhibitions on environmental issues. � Schools and others

Capacity building for teachers. � Teachers

Media

Group

Raising public awareness, Advocacy and Lobbying, Publicity work � Public

Use TV, Radio, features, newsletters, posters and fliers, editorials,

commentaries, columns, analyses, cartoons, talk show, phone-ins,

spot announcements, round tables and editors’ forums.

�

� Public

Training on environmental journalism � Journalists

Establishment of community radios � Communities

Research, publications of books and journals � ESD players

Group Actions/Activities Period Collaborators Short Medium Long

Partners

(Donors)

Request and encourage ESD activities in annual plans and budget for

relevant ministries. �

Government departments

and agencies

Supporting national and local efforts for ESD by disseminating

information � All ESD players

Inform and send available internet training and workshops on ESD � All ESD players

Support establishment of continuing learning centres (based on

TRCs/INFE (TED, AE/NFE, centres) multipurpose, including ESD.

Medium term MOEVT (TED, AE/NFE, CEO)

�

NGOs, MOEVT, VPO, NEMC

Support teacher training to include use of the environment for teaching

and learning and encourage collaboration with communities (TED and TTCs) – Medium Term.

�

MOEVT and Higher

Education, and Research

Promote environmental clubs at school/community level � Schools, NGOs

Support actions by inspectors, policy planners and NEMC � Inspectors, Planners,

NEMC

Support established ESD Task Force � MOEVT

Design ME framework based on outcomes, benchmarks, indicators � All ESD players

Encourage the inspectors to report on and support ESD developments � � Inspectors

NGOs Establish of environmental clubs in schools, out of schools � � Schools, youths

Formation environmental clubs networks at village and ward levels

which will have representative to district level.

For Zanzibar networks be at district levels.

�

Communities, Village &

Ward (Sheha)

governments

Conduct annual environmental evaluation meeting for networks. � Network members

Capacity building in environmental issues: For various trainings at zonal level, teachers training centres with

resource support from NEMC, MOEVT and others.

�

�

Teachers, school committees, youths

Assist amendment of curricula to include EE/ESD at all levels (Teachers training colleges, Primary and secondary schools)

� MOEVT, Higher Education