NILE BASIN INITIATIVE
Nile Transboundary Environmental Action Project
Compiled and Edited
Maushe Kidundo
Environmental Education Lead Specialist
NBI-NTEAP
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NILE BASIN INITIATIVE
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TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................................2
INTRODUCTION............................................................................................................................3
WORKSHOP PROGRAMME.........................................................................................................4
OPENING CEREMONY.................................................................................................................5
CHAPTER ONE: OBJECTIVES OF THE EE&A WORKSHOP...................................................7
Workshop objectives ....................................................................................................................7
Environmental Education and Awareness component within NTEAP........................................7
Why EE&A Working Group? ......................................................................................................9
CHAPTER TWO: THE STATUS OF ENVIRONMENTAL EDUCATION IN RWANDA .......10
CHAPTER THREE: SETTING NATIONAL EE&A PRIORITIES.............................................12
I. Tasks .......................................................................................................................................12
II. Formation of groups ..............................................................................................................13
III. Presentations and Discussions..............................................................................................13
Group I Presentation...................................................................................................................14
Group II Presentation .................................................................................................................15
Group III Presentation................................................................................................................17
Group IV Presentation................................................................................................................18
CHAPTER FOUR: CLOSING CEREMONY ...............................................................................20
CHAPTER FIVE: ANNEXS .........................................................................................................21
LIST OF PARTICIPANTS ............................................................................................................35
WORKSHOP PICTURES..............................................................................................................38
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INTRODUCTION
Environmental education and awareness is not new. Environmental education (EE) was passed informal from
generation to generation since time in memorial. Children were brought up by their parents to know what plants and
animals could be eaten and how to collect them. That is environmental education getting to know your
environment. Environmental education and awareness become an issue in the international arena in 1972 after the
UN conference on Human Development in Stolkhom, the formation of UNEP in 1972 and the subsequent
establishment of the international EE programme in 1975. EE was then formalised. A series of international
conferences like the intergovernmental conference on EE in Tbilisi in 1977 and Tbilisi +10 in Moscow have
continued to shape the planning and implementation of EE activities.
The link between a strong environmental education component and the success of any environmental project can not
be over debated. The Nile transboundary Environmental action project one of the seven projects under the Nile
basin shared vision has an environmental education and awareness component. The aim of the component is to
stimulate positive behavioural change towards good environmental practices among the communities along the
basin.
The Nile the worlds longest river flowing 6,600 km and drains 3.1 m km2 is home to about 160m people. The
overwhelming majority of people of the Nile basin live in rural areas and depend directly on land and water
resources for shelter, income and energy. This has put enormous pressure on the natural resources and ecological
systems on which the economic development is based. This has resulted in a variety of environmental problems
soil erosion, degradation of agricultural lands, desertification, loss of forests and wetlands, overgrazing of pastures,
declining water quality, overexploitation of fisheries, eutrophication of lakes, invasive water weeds, inadequate
urban waste management, water borne diseases, declining biodiversity, and the threat to climate change.
Coupled by the threats and the fact that the linkages between environmental conditions and human welfare are
extraordinarily complex and the appreciation and understanding how human behaviour can contribute to the solving
environmental problems remains generally low in the basin, sets a big challenge for deepening public awareness and
the understanding of the linkages.
In order to contribute significantly on this challenge, the EE&A component embarked on setting up partnership and
networks with practitioners and other stakeholders within the basin. Based on the background that there are many
players undertaking various EE&A activities, there is lack of a forum for exchange of ideas and collectively plan and
monitor EE&A activities.
Understanding the importance and potential for such a forum, the EE&A component within the Nile Transboundary
Environmental Action Project (NTEAP) supported and facilitated the formation of a National Environmental
Education and Awareness Working group through a two-day workshop. In addition workshop participants
developed National EE&A priority activities and learned on the status of EE&A within the country from paper
presented.
This report summaries the proceedings of the workshop. The document is divided into five sections. Section one
hinges on the objectives and expected outputs of the workshop. A summary of the papers presented comprises
section two, while section three list priority EE&A activities. Section four presents the closing ceremony. Section
five, groups the annexes.
As the world enters a decade for Education and Sustainable Development (2005 2015), it is my hope that this
document will act as a baseline for EE&A as we evaluate ourselves at the end of the decade.
Maushe Kidundo
Environmental Education and Awareness Specialist
May 2005
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WORKSHOP PROGRAMME
DAY 1 [3rd May 2005]
Session 1
Official Opening
Time Activity
Facilitators
08h30
Introduction of participants, welcome Remarks and
Theobald Mashinga, Ag. NPC
program,
08h50
Opening Remarks,
PSC- Dr. Rose Mukankomeje
09h10
EE&A within NTEAP and Workshop Objectives
EE&A LS - Maushe Kidundo
09h50
Discussions and/or clarifications
10:00
TEA
BREAK
Session 2
Country papers on Environmental Education and Awareness
Time Activity
Facilitators
10h30
The status of EE&A in the country
REMA - Dr. Rose Mukankomeje
11h00
EE in schools
Mrs. Emma RUBAGUMYA
11h30
EE curriculum in universities
Edmond Were KIE
12h00
Discussion on the three papers
Facilitator
13:00
LUNCH
Time Activity
Facilitators
14h00
Public awareness and campaigns
REASON - Mr. Charles Gahire
14h30
EE in schools (projects, awards schemes, clubs)
FAO Andrew Ndahiro
15h00
The role of the media in awareness creation
RWEJASS - Albertine UWIMANA
15h30
Discussion on the three papers
Facilitator
16:00
TEA
BREAK
Time Activity
Facilitators
16h30
Discuss group topics and form groups
Facilitator
17h00
Individual (one to one) discussions - Networking
DAY TWO [4th May 2005]
Session 3
EE and A activities and opportunities: National and Transboundary
Time Activity
Facilitators
08h30 Recap,
NPC
08h50
Group1 Enhancement of public awareness campaigns
EE&A lead specialist
Group 2: EE&A in institutions of learning
Maushe Kidundo
Group 3: Networking
Group 4: FY05 National Consultation
11:00
TEA
BREAK
13:00
LUNCH
Time Activity
Facilitators
14h00
Group presentations and discussions
EE&A LS - Maushe Kidundo
Session 4
Way Forward and Conclusion
Time Activity
Facilitators
15h30 Workshop
Evaluation
15h40
Workshop (Country) Recommendations
NPC
16h00
Closing remarks
Secretary General - MINITERE
16:30
TEA and DEPARTURE
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OPENING CEREMONY
OPENING SPEECH FOR THE ENVIRONMENTAL EDUCATION & AWARENESS WORKSHOP HELD
AT UMUBANO HOTEL ON 3-4/05/2005
Dear Participants, Ladies and Gentlemen
Allow me to express my great pleasure to welcome you at this very important Environmental Education &
Awareness (EE&A) workshop. This workshop is the first of its kind in our country, and the importance
attached to this workshop is reflected by the turn out which has drawn members from the public
institutions, Non-governmental Organisations (NGOs), and Mass Media organisations.
The main objective of this workshop is to learn through sharing experiences from the existing EE&A
Programmes, identify gaps and plan for EE&A collaborative activities. Specifically, the workshop aims at
achieving inter alia:
Establish network of Environmental Education Awareness Practitioners within our country;
Replicate case studies and lesson learnt from other countries, but more so from Nile Basin
countries;
Identify Transboundary Environmental Education and Awareness opportunities and priorities for
our country; and
Identify potential partners in the implementation of EE&A programme within our country.
Such gathering shall not only provide forum to ponder on the environmental education issues, but will
consequently enable you to establish in Rwanda Environmental Education & Awareness working groups,
which is an important tool for protecting, conserving, and management of the environment.
Ladies and Gentlemen,
We all agree that, whereas there are several players undertaking environmental Education and
Awareness activities, there has been, however, lack of forum for exchange of ideas and collective efforts
to plan for EE&A activities.
The experience in Rwanda reveals that, much as there are some efforts being done on individual basis,
but these are uncoordinated efforts and we need to realise and appreciate that, environmental challenges
are enormous and cannot be tackled single handled, as such we need to converge all these efforts into
one strong, efficient and effective mechanism through which we can achieve our common goal of
protecting, conserving and manage environment in Rwanda.
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It is a matter of truth to claim that, the workshop has come at the right time. This is due to the fact that, the
Rwanda environmental policy and the law on environmental protection, conservation and management
are already in place, waiting only to be translated into actions, while the law governing Rwanda
Environment Management Authority is in the Chamber of Senate being finalised.
Under this legal framework, public or private institutions responsible for education, research and
information are expected to use their respective expertise to sensitize to environmental problems through
appropriate programmes and integrate in their activities and programmes environmental education leading
to better knowledge of the environment, as stipulated in Article No 43 of the said law. This is actually,
where such forum becomes imperative.
Finally, I wish to confirm the commitment of the government of Rwanda to support your individual and
collective efforts towards the realisation of environmental protection for the present and future generation
of our country.
I therefore wish you the fruitful deliberations in the two days workshop at Hotel Umubano, and is officially
declared opened.
KARIBU SANA
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CHAPTER ONE
OBJECTIVES OF THE EE&A WORKSHOP
Workshop objectives
The main objective of the workshop was to learn through sharing of experiences from the existing EE&A
project component, identify gaps and plan for NTEAP EE&A collaborative activities.
Specifically the workshop is planned to come up with:
An established network of EE&A practitioners within the country by forming WG with agreed TOR and
office bearers;
Learn from good case studies and if possible plan to scale them up as a way of implementation and
delivering EE&A;
Establish Transboundary EE&A opportunities and priorities for the country and specifically for the Nile
Basin and;
Identified potential partners in the implementation of NTEAP EE&A project within the Basin.
To lead participants on ways of a achieving the objectives, the workshop facilitator (Maushe Kidundo)
gave a presentation on environmental education and awareness within the Nile Transboundary Action
project. The presentation gave highlights on;
Environmental Education and Awareness component within NTEAP
To enhance awareness on the nature of environment and its inter-relatedness in the basin and how its
effects on communities, through (i) enhanced public awareness & understanding of Nile Transboundary
Environmental issues (ii) networking of secondary schools for project-based learning and (iii) piloting
enhanced networking among Universities and research institutions.
Enhanced PA - activities
· Support the development and delivery of TB EE&A campaigns
· Regional training for EE&A practitioners
· Regional briefs for media editors & Environment Journalists on TB issues
· Exchange of environment Journalists & other media professionals between the riparian countries
Enhanced PA - approach
· Formation of working groups in each country
· Launch through a variety of delivery mechanisms
o Media (TV, Radio, Newspaper, Websites, etc)
o Institutions (religious, learning, social)
o Organised groups (scouts, youth, women)
· Link with other SVP, components, projects
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Secondary schools - activities
· Establish an electronic network of schools for TB EE.
· Build teachers capacities
o Training, exchange tours, etc
· Support TB environmental projects within schools
· Organise Nile TB EE award scheme
Secondary schools - approach
· Issue a single contract to an experienced project based learning NGO.
o Teachers training
· Schools selection by National EE&A working group
· Environmental school projects support through proposals
· Award scheme at National then regional level taking place annually.
Universities - activities.
· Exchange of EE professors, researchers and students between the Nile riparian countries
· Support the development of a university-level course on one or more Nile TB environmental
issues
Universities - approach.
· Identify host universities within the basin
· Facilitate a regional meeting
o Develop exchange formulae (undergraduate Vs Masters, Projects Vs Lectures, etc)
o Develop a selection criteria
o Commitment on lecturers' time and support
o Develop work plan for the development of university course on Nile TB issues
EE&A Linkages
· SVP
o Applied Training - Egypt
o Confidence Building and Stakeholders Involvement Uganda
· NTEAP
o Knowledge management, Micro grants, Water Quality & M&E
· Country
level
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o Relevant Government Ministries
o Working group (all EE&A practitioners)
Why EE&A Working Group?
· Establish a Network of EE&A practitioners
· Forum for learning and exchange of information
· Assist in coming up with National EE&A priorities
· Lobby for positive EE&A change
· Take periodic stock of EE&A activities
· Catalyse dissemination and implementation of activities
The Working Group and NTEAP
· Assist in development of National priority activities and single out TB
· Identification of key implementation partners at national
· Assist in advocacy and networking
· A network (channel) for dissemination
· Share experiences and avoid re-inventing the wheel
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CHAPTER TWO
THE STATUS OF ENVIRONMENTAL EDUCATION IN RWANDA
This section presents a summary of all the country papers presented during the workshop. The topics of
the papers were selected to give an overview of the countries status on environmental education and
awareness. The papers looked mainly into the (i) legislation, policy, implementation and coordination
strategy (ii) environmental education in institutions of learning and (iii) existing cases studies on EE&A
campaigns, award schemes, and the role of media in promoting positive attitude change on environmental
issues.
The detailed presentations are grouped under Annex 1. Below find a synopsis of the status of
environmental education in Rwanda.
(i) Environmental legislation and policy
· Rwanda depends more than 90% on natural resources. Hence the Ministry has laws and policies
in place on environment, land, forest water and mines under articles 6,7,40, 42, 43, 44 and 69.
· Environmental education and awareness is one of the main pillars of the policies and strategies
put in place by the Government. These include vision 2020, MDG 7 and PRSP.
· Environmental Awareness is mainly through the media and by few available environmental NGOs.
· Environmental education is also offered in various education institutions from pre-school to
universities.
· So far the country has developed awareness materials like brochures, guides for schools and
adults, documentary films and a booklets, calendars, etc.
(ii) Formal EE
· Environmental education in schools is mainly through carrier subjects
· In primary schools - through science and elementary technology
· In secondary schools it is offered from S1 to S6 through geography
· There are environmental clubs which promote experiential learning.
· There are several challenges which include; current EE offered the delivery mechanism, and
whether messages have positive impact towards change.
· Proposed activities include:- setting up a curriculum review team, teachers training, EE teaching
materials production, develop a national policy on EE for schools.
(iii) Working with schools
· Promotion de jardins potagers et vergers,
· Promotion des fermes scolaires,
· L'éducation
nutritionnelle,
· La lutte contre le SIDA,
· La protection/conservation de l'environnement.
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(iv) EE within Tertiary Institutions of learning
· EE at tertiary institutions is still fragmented, compartmentalised, exam oriented and lacks a base
in secondary schools.
· Offered in three main institutes KIE, University of Rwanda and KHI.
· KIE offers the course to undergraduates
(v) The Media and EE
· The is a national association of environmental journalist (REJA) created in 2003
· Radio is the most influential channel of communication in Rwanda.
· Local media houses are continuing to improve on environmental reporting.
· There is need to forge partnership with all stakeholder to access environmental information.
(vi) Informal EE in Rwanda
· There are few NGOs implementing environmental education and awareness in Rwanda.
· REASON, established since 1996 has been implementing EE&A through Cognitive, Affective and
Psychomotor domains.
· Main activities include: establishment of school environmental clubs, training of teachers and
school inspectors, use media like Newspapers and TV on awareness creation, organise activities
like WED, cleaning and tree planting.
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CHAPTER THREE
SETTING NATIONAL EE&A PRIORITIES
I. Tasks
The facilitator informed the participants on the importance of coming up with EE&A national priorities.
Through a presentation he guides the participants on how to effectively come up with activities which can
be implemented. The group discussions will focus on three thematic areas:
Group 1.
Enhance public Awareness
The group to look at
· Campaigns
· Information (EE & A materials)
· Training of trainers
Group 2.
EE & A within institutions of learning
The group to look at
· Secondary
schools
o Curriculum
o Environmental activities and awards
· Tertiary
institutions
o Exchange
concept
o Course
development
Group 3.
Networking
The group to look at
· Working
group
o Role TORs draft (add or delete)
o Composition
o Frequency of meeting
o Sustainability
· Media
o List of activities
Group 4.
Stakeholder Facilitation for FY05 activities
The group to look at
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o Activities to be included in the FY05 work plan as a result of the extra (20%) budget
approval by the PSC in January 2005.
Use the FY 05 approved work plan and the summary from other countries as a
guide
Develop a list of activities
II. Formation of groups
The groups were formed in a participatory process. First participants volunteered where they could
contribute effectively. To balance the numbers in each group a few people were move to more
appropriate thematic areas.
III. Presentations and Discussions
A minimum of four hours was given for discussions and preparation of group presentation. For easy of
compiling and getting relevant information, guidelines were issued on the presentation format as follows;
Problem Target
Activity Implementation
Key
M & E
Exit strategy
group
strategy
implementers How and (sustainability)
(audience)
(partners),
who
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Group I Presentation
Problem Target
Group
Activity
Implementation
Partners
M & E
Sustainability
Strategy
Erosion
Agriculturalist
EE&A on
Various levels of training
MINITERE
Environ. activities
Automana-gement
- Cultivators
- Adequate materials
MINAGRI
-Concerned
of commission -
- Pastoralists
-Terraces
- Organizing campaigns
MINEDUC
commission
Capacity building at
- Water Harvesting
-Provision of the didactic
MINALOC
through report
all levels
Bricklayers
-Contours
materials such as modules, video REMA
-Local authorities
-Provision of the
-Nursery beds
cassette, study tours/visits
NGOs
IN charge of
budget by different
Miners
- Project management
NYC & NWC
forestry
partners
formulation
ISAR
-REMA as
-Micro finance
MEDIA
centralisation
projects
CBOs
coordinator
Deforestatio
Local Authority
Planting of trees
-Competition between involved
KIST
n
Community
- Introduction of
parties and awards in form of
Private Sector
modern stoves that
motivation to the best
MININFRA
use less fire
ORN
wood/charcoal
MINICOM
- Nursery beds
KHI
Pollution
-Industrialists
- Water
-Prison
- Land
-Hospitals
-Garages
-Hotels and
Restaurants
- Air
Agriculturalist
-Provision of alternatives by the
Biological
Provision of budget
Industrialists
State
specialist
by concerned
Women
-Provision of measuring
ministry
equipments
Loss of
Fishermen;
-Projection of films
-Inventory study in the projected
Biological
Local authority in
Projection of films
biodiversity
Poarchers,
showing
areas with the specialist
specialist
charge
Provision of budget
- Concerned
biodiversity
Creation of forum
community
-Sensibilisation
ORTPN
campaign
Research centers
-Showing the
Conservation
importance of
agency
diversity
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Group II Presentation
ENVIRONMENTAL EDUCATION AND AWARENESS IN SCHOOLS AND COLLEGES
SWOT ANALYSIS
· strength /opportunities
- Favorable government policies
-
environment is among higher government priorities
-
government encourages private sector to participate in environmental activities
-
Organized and willing population
- Children
- Adults
- Communities
· weakness/threats
-
secondary schools infrastuctures not complying with normal building standards
- unqualified
personnel
-
space management of institutions is poor and inadequate
-
misconceptions, misgivings, indifference of teachers, parents and leaders towards issues
of environment and sustainable development
-
local leaders do not sometimes understand the whole concept
-
poor hygiene and sanitation
-
lack of recreation facilities
-
low level environment awareness in schools
-
environment is not included in the national curriculum
· what could be the immediate solutions
-
environment teaching should be cross-cutting
-
there should be procurement of all required educational materials and equipement
-
there is a need for the establishment of an environment resource centre
Environment activities and awards
a) Cognitive
- lessons
on
environmental
health
-
sanitation & hygiene
- natural
sciences
- biodiversity
protection
- waste
management
-
natural resource conservation
-
soils, wetlands , rivers , lakes etc
b) skills
- competitions
-
demonstrations on how to make and maintain sanitary utilities
- tree
planting
- gardening
-
nature trails creation
- tree
labelling
- museum
-
research on water, soil and air qauality
- terraces
-
monitoring and evaluation on problems of environmental degradation
Teaching materials production
Formal Education
Non-formal Education
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- reference books
flips charts
- laboratory equipment
posters
- maps and charts
news letters
- relief/physical features
tv and radio
- natural resources (forest,
magazines
wetland, ...)
fliers
- internet connexion
booklets
- computer software
generators
-video projection
mobile education van
- audio visual equipment
picnics and camp sites
- public speaking system
- mobile education van
- generator + accessories
- picnics and camp sites
Universities
a) Exchange concept
· Enhancing inter university exchange programme
· Exchange teachers and professors
· Research
programmes
- student
exchange
- study
tours
-
conferences and seminars, workshop, colloquiums
b) Course Development
- collaboration
in
elaborating
the national educational curricula
-
capacity building in higher institutions of learning
-
research on merging innovative
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Group III Presentation
NETWORKING
a) Media Activities
Dissemination of information using visual and audio means
Start a newsletter to cover environmental education
Organise
drama,
poems
etc.
Organise poster exhibition on environment issues
Organise school competition on environmental issues
Organise awards on environmental reporting
b) The National Environmental Education and Awareness working group
The group noted that;
· there is need for networking in order to prioritize environmental issues, share ideas, experiences
and information.
· the working group should be instrumental in maintaining a network of practitioners.
I. The Terms of Reference for the Group
TOR1: Promote environmental education and awareness within Rwanda while drawing lessons and
experiences from others countries in the NB
TOR2: Develop and implant annual national action plans with emphasis on transboundary activities
for the basin
TOR3: Lobby government and civil societies to support new & innovative issues on environment
education.
TOR4: Lobby government to influence reforms in environment laws that are not in conformity with the
expectation of the people in the region.
TOR5: Assess and update (annually) the country and regional status on environmental education and
awareness issues.
TOR6: Hold annual EE&A workshop to review progress and plan for activities for the coming year and
exchange information , ideas and documents lessons learnt.
TOR7: Share experiences through participation in different fora and disseminate them through print
and electronic media
TOR8: Facilitate research and dissemination of correct information on environmental issues to the
target groups through appropriate means.
TOR9: Identify national and transboundary EE&A issues that could be used to facilitate behavioral
change.
TOR10: Liaise with specific stakeholders to ensure active participation in environmental activities,
celebration, communications, etc.
TOR11: Lobby for curriculum change to incorporate EE into all levels of formal education.
TOR12: Coordinate and create synergy among different stakeholders in EE & A .
TOR13: To facilitate development of performance indicators for the realization of the TOR .
TOR14: Create infrastructure to facilitate the exchange of information amongst stakeholders.
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II. Working group Composition (Ten members)
REMA............................................................. 1
NGO ( EE)....................................................... 1
MEDIA............................................................ 1
GR-MINEDUC ................................................. 1
TERTIARY + RESEARCH................................... 1
WOMEN COUNCIL........................................... 1
YOUTH COUNCIL............................................. 1
RELIGIONS ORG............................................. 1
PRIVATE SECTOR........................................... 1
ORTPN........................................................... 1
III. Frequency of meeting
Four times a year
Organised by the local NBI coordinator
IV. Sustainability
1)
Capacity of working group
Initial Training of WG in EE & A
Initial of Stakeholders in EE & A
2)
Finance
Seed money from NBI
REMA
Contributions from other stakeholders
3)
Quality Assurance
Message
Methodology
Interactivity
4) Commitment
Incentives
Resources
Group IV Presentation
Activity Implementation
Establishment of NSC
- To provide forum for national consultations
of NTEAP project issues
- M & E
Establishment of working group of EE&A
To set up training materials ( modules) or
syllabus for appropriate target group
Training of NGOs and CBOs
Develop project communication plan
To organize workshop for capacity building of
NGOs and CBOs on communication
Macro and sectoral policies and
To hold national workshop on reviewing the
environment
relevant topics
Strategic environmental framework
Hold national workshop to validate strategic
environment framework
Community level land, forest and water
Field visit to validate local NGOs and CBOs,
conservation
University network
To hold national workshop to facilitate course
preparation
Water quality
Establish water quality standards
Hold workshop for validating training modules
National training on water quality
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measurements
Project M & E
Provide M & E software
Conduct trainings
Annual participatory evaluation workshop
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CHAPTER FOUR
CLOSING CEREMONY
I. Closing Remarks
Environmnetal Education is the best tool for protection and Management of the Environment
The Permanent Secretary in the Ministry of land, Environment,
Forest , Water and Mines while officially closing the first national
Workshop on Environmental and Education and awareness
informed participants the importance of EE&A on natural
resources management.
`'Rwanda like many developing countries depend on its natural
resources for its development'' he said. `'The sound and rational
management of these resources is indispensable for the
achievement of the millennium goals particularly the one related to
sustainable development'' he reiterated.
The PS called upon the key partners in environmental education
like Ministry of Education, Media, Private sector, etc to join hands
in creating awareness on good environmental practices to assist
the Government and the Nile basin initiative to achieve its goals.
The PS affirmed the ministry's' support in the implementation of
the workshops recommendations. However, there is need to
support capacity building in Rwanda especially on environment
expertise. This is very important as we are putting a lot of
emphasis on environment in the PRSP which is currently under
review.
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CHAPTER FIVE
ANNEX ONE PAPERS PRESENTED
Etat de l'éducation et sensibilisation environnementales au Rwanda
Dr Rose Mukankomeje
DG/ REMA
I. Introduction
· Notre pays fait face actuellement aux graves problèmes de
dégradation de l'environnement
· Nous dépendons pour plus de 90% des ressources
naturelles(énergie, eau, nourriture, revenus,...)
· La croissance de la population est continue (3.5%par an) et
les ressources naturelles sont en continuelle diminution
· Toutes les ressources naturelles sont gérées sous un même ministère.
· Les lois et politiques sont en place (environnement, terres, forêts, eau, mines)
· Loi organique sur l'environnement: Art. 6, 7, 40, 42, 43, 44,69
II. L'éducation
· Au Rwanda l'éducation, la formation et la conscientisation du public constituent l'un des
principaux piliers des politiques et des orientations stratégiques mises en place par le
Gouvernement pour faire face au problème de dégradation de l'environnement et de promotion
du développement durable. Il s'agit des politiques nationales de l'environnement, des terres, des
forêts, de l'eau, de l'habitat, ...
· les principes sont axés sur la Vision 2020 et sur les Stratégies Nationales de Réduction de la
Pauvreté.
· MDGs
7
· L'éducation (formelle et informelle) et la sensibilisation du public via les médias sont utilisées
pour inciter les rwandais à la protection de leur environnement
II.1. Education Formelle
· Enseignement
pré-scolaire
(maternelle)
· Enseignement
primaire
et
secondaire
· Enseignement Supérieur et Universitaire
II.2. Education Informelle
Des nombreux efforts sont faits pour sensibiliser le public aux problèmes environnementaux auxquels fait
face notre pays. Nous pourrons citer:
· les problèmes liés à l'érosion
· la crise énergétique dans notre pays
· la journée de l'arbre, de l'eau la semaine de l'environnement
· Les différentes conventions auxquelles notre pays a souscrit..
· L'objectif visé est d'impliquer de plus en plus les rwandais dans la gestion de leur environnement.
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· Les médias sont nos partenaires privilégiés (voir leur exposé).
· Les ONGs (la société civile) ne sont pas encore nombreuses dans le secteur comparé à d'autres
pays. Nous souhaitons renforcer leur capacité dans le secteur (voir leur présentation)
III. Ce qui a été fait
· Production du dépliant « Twite ku bidukikije »
· Guides d'éducation environnementales pour les jeunes scolarisés des écoles primaires,
secondaires et adultes produits par le Ministère en collaboration avec l'UNICEF
· Deux films documentaires sur la protection de l'environnement. Le premier montre la
dégradation de l'environnement de façon générale et il est diffusé pendant la semaine de
l'environnement (31 mai au 5 juin de chaque année). L'autre est dédié sur le réserve naturelle de
Mukura, province de Kibuye et a été produit par ARECO Rwanda Nziza, une ONG locale
· Un livret qui sert de documentation pour les intervenants dans le domaine de l'éducation
environnementale. Il est l'oeuvre d'une ONG, Association pour la Conservation de la Nature au
Rwanda
· Production et diffusion des affiches portant sur les problèmes de l'érosion, de déboisement, lutte
contre les sachets plastiques, biodiversité,...
· Articles relatifs aux problèmes environnementaux dans les journaux locaux (Imvaho, la Nouvelle
Relève, New Times,..)
· Calendrier annuel produit et diffusé avec l'intention de sensibiliser les rwandais aux problèmes de
leur environnement (messages éducatives)
· Clubs environnementaux dans les écoles sous la direction des ONGs comme REASON ,
ARECO...
· Célébrations des journées nationales ou internationales
· Visites sur terrain par le personnel du Minitere (et même les autorités du pays) dans le cadre de
sensibiliser les autorités locales, la population et les partenaires
· Formations, pour les gens oeuvrant à la base sur les politiques en place (formation des militaires
dans tout le pays)
· Rencontres fréquentes avec le secteur privé sur les problèmes relatifs en l'environnement
· Participation de la société civile dans les Comités de Pilotage pour la majorité des projets relatifs
à l'environnements.
IV. Conclusions
· Le gouvernement a mis en place des structures, des lois et politiques qui vont nous permettre
d'atteindre notre objectif: population doit maîtriser son environnement (ownership)
· Il y a encore un long chemin à faire (capacités sont encore faibles, manques des moyens)
· Besoin d'un bon et fort partenariat ainsi qu'un réseau
· Chacun doit accepter de jouer son rôle
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ENVIRONMENTAL EDUCATION IN SCHOOLS
Emma Rubagumya
Director of Pre Primary, Primary and Secondary Education
Background
Rwanda needs to accord importance to environmental
education
for 2 reasons:
· Adherence to International Initiatives
· Big threat of environmental degradation
1. Adherence
to
International
Initiatives
UN Decade of Education for Sustainable Development, which has the following objectives:
· Give an enhanced profile to the central role of education and learning in the common pursuit of
sustainable development;
· Facilitate links and networking, exchange and interaction among stakeholders in Education for
sustainable development;
· Provide a space and opportunity for refining and promoting the vision of, and transitioning to
sustainable development through all forms of learning and public awareness;
· Forster increased quality of teaching and learning in education for sustainable development;
· Develop Strategies at every level to strengthen Capacity in education for Sustainable
development
Themes under Environmental Protection:
· Preservation and protection of Environment
· Water
· Climate
Change
· Biodiversity
· Preventing
disasters
· Sustainable
Production
and
Consumption
2. Big Threat to Environmental Degradation
· Population density and growth
· Landscape and relief
· Nature of the countries economy
· Limited awareness of environmental issues and their protections
· Environmental
unfriendly
practices
· Insufficient sources of energy
The Role of Education
To Produce Citizens who are:
· Knowledgeable concerning the biophysical environment and its associated problems;
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· Skilful and aware of how to help solve these problems;
· Motivated to work towards their solution.
Environmental Education in Schools
1. Primary
· Science and Elementary Technology
-
Water, Plants, Animals, Agriculture, and environmental studies.
2. Secondary
· Geography from S1 to S6
-
Physical Geography, Climate, Vegetation, and Human activities
3. Environmental
Clubs
· tree planting, gardening, and awareness rising
Challenges
· Is what is offered sufficient?
· Is the mode of delivery appropriate?
· Does the message reach everybody and positively impact their behaviours?
Strategies to Bridge the Gap
· Set up a curriculum review committee to determine what is missing in the curricular and identify
topics to be included;
· Revise the curricular to integrate the missing topics;
· Train Teachers and provide teaching materials;
· Develop a national environmental education policy for schools;
· Encourage other initiative geared to improve provision of environmental education;
· Establish and Strengthen partnership with local and regional environmental bodies.
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The Teaching and Learning of Environmental Education in Rwandan Tertiary Institutions An
Experience from KIE
Edmond Were
Senior Lecturer, Development Studies
Introduction
Discipline of Environmental education
· Still a novelty in education curriculum
· Silent national curriculum
· Explicit in 1975 Belgrade Charter
· Goals of EE
· Objectives of EE
·
Principles
of
EE
"Develop a world population that is aware of and concerned about the environment and its associated
problems and which has the knowledge, skills, attitudes, motivation and commitment to work individually
and collectively toward solution of current problems and the prevention of new ones" Goal of Belgrade
Charter 1975.
Role of Educator
· Prepare the individual for life through
o Understanding environmental problems
o Acquisition of life skills to protect environment
o Provision of attributes to play productive role in environmental protection
o Sensitize
on
environmental values
o Promotion of reflection on role of individual in environmental degradation and reflection
o Promote participation and taking of action
· Formulate holistic and interdisciplinary curriculum
· Simplify content to accommodate students across the board
Environmental Education at Tertiary Level
· Fragmented
curriculum
· Compartmentalization of environmental themes
· Examinations
oriented
· Lacks base in secondary school curriculum
· Faculty
inertia
· Lecture-based
· Disempowering
· Requires:
o Synergistic
approach
o Integration
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KIE Experience
· Focus on life skills
o Coping strategy to empower student teachers address environmental challenges
o EE one of eight life skills themes in LSD
· Environmental
education
· HIV/AIDS
education
· Gender
education
· Peace
education
· Civic
education
· Entrepreneurship
education
· Holistic learning and living skills
· Guidance and counseling skills
· Logistical
challenges
o Collaboration with stakeholders schools
o Development of relevant teaching and learning materials
o Allocation of adequate time on timetables for knowledge and experience
Rationale of EE Course
· Environmental challenges in Rwanda
· Realization of seventh MDG
· Empower the student teacher
o As change agent in school and community
o As agent of social transformation
o Actualize multiplier effects using pupils
EE Course Content
· Definition, rationale and history of EE
· Goals, objectives and principles of EE
· Teaching and learning techniques in EE
· Environmental
categories
and
interrelationships
· Environmental
crisis
and
management
· Environmental rights and responsibilities
· Contemporary national and global environmental problems and approaches
· The nature of school and college environments and their influence on teaching and learning
Course Duration
· One Credit: 15 hours in a semester
· One hour per week
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· Taught once for one semester only
· Preference
for
acceleration
o 3
hours
per
week
o Five weeks intensive learning
o Examine
immediately
Target Group
· All student teachers
o Pre-service 400 students per year
o In-service 500 students per year
Teaching & Learning Techniques
· Lecture method pre-service students
· Group
work
· Video on contrasting environments
· Modules for in-service students
· Need
for
o Writing project papers on school environments
o Field trips to enviro-sites
Conclusion & Suggestions
· Formulate more relevant EE course
· Emphasize
synergistic
learning
· Make EE compulsory and comprehensive
· Increase
academic
contact
hours
· Provide funding for field trips
· Networking among enviroclubs
· Progression from secondary school level
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THE ROLE OF MEDIA IN ENVIRONMENTAL AWARENESS
Albertine UWIMANA
PRESIDENT OF ARJE/REJA
Introduction
· Three traditional roles of the media: information, education &
entertainment
· Playing these roles, the media change behavior and keep
people aware of different developmental issues in the
society;
· Media have an outstanding potential to change behavior towards environmental protection in
Rwanda.
What is REJA/ARJE
· Created in 2003, Rwanda Environmental Journalists Association (REJA) brings together a group of
committed journalists, working with the most influential media houses in Rwanda. It aims to advance
public understanding of environmental issues by improving the quality, accuracy and visibility of
environmental reporting.
Channels of communication to be used:
· Radio is the most influential medium in Rwanda;
· TV and magazines/newspapers are more efficient to improve the visibility of environmental problems;
· Promotional materials: Calendars, brochures, t-shirts, caps;
· Artistic expression: music, drama, poems, etc.
Do we have all these facilities in Rwanda?
· Radio: one public station (with 3 community radios), 7 private stations and 3 international
broadcasters on FM relay in Rwanda;
· One public TV station;
· A number of newspapers: 2 public newspapers & more than 30 registered private newspapers (but
only 8 are regular);
· Local artists: musicians, writers, designers, etc.
· No language barrier: Kinyarwanda is the common language for all Rwandans.
The civil society can also play a crucial role
· The civil society plays a prime role in the public awareness;
· The CSOs reach the local communities, they should be sensitized to include environmental education
in their programmes;
· There is a Civil Society Forum on the Nile Basin, which brings together more than 20 local NGOs,
including REJA, which occupies the post of presidency. The process of involving other CSOs is going
on. It needs to be supported to help in public awareness on environmental protection in the Nile
Basin Region in Rwanda.
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REJA: planned activities
· So far existing local media houses are used to improve environmental reporting: REJA has
managed to convince some editors to have programmes on radio &TV, and environmental pages
in the Newspapers;
· REJA is planning to start a monthly magazine on environmental protection;
· To use promotional materials: calendars, brochures for free distribution;
· To build capacity of the members & other journalists on environmental reporting;
· To enhance the media campaigns in partnership with other stakeholders including REMA, the
Civil Society Forum on the Nile Basin & others NNGOs, INGOs, UN agencies, and other
development partners;
· To advocate & lobby local industries and factories/manufacturers for social responsibility in
environment protection i.e in terms of waste disposal/management, air and water pollution,
environmental degradation;
· To secure funds for all these activities.
Recommendations
· To increase access to environmental information: so far only scientists, academics and
specialized agencies detain vital environmental information; there's a need to share that
information for a wider dissemination;
· To use different creative communication strategies and tools to reach a wider audience
(population and decision makers);
· To encourage and give room for discussion and debates before taking important decisions on
environmental protection policies
· To build capacity of all the stakeholders including journalists and civil society organizations on
environmental issues;
· To establish strategic partnerships on environmental education and communication;
· To use the existing media and other awareness initiatives to foster environmental education.
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LES COMPOSANTES DU PROJET PILOTE "APPUI A LA PROMOTION DES JARDINS, FERMES ET
EDUCATION NUTRITIONNELLE DANS LES ECOLES PRIMAIRES ET SECONDAIRES AU RWANDA"
NDAHIRO André
Le coordinateur du Projet TCP/RWA/3001
-
Promotion de jardins potagers et vergers,
-
Promotion des fermes scolaires,
- L'éducation
nutritionnelle,
-
La lutte contre le SIDA,
- La
protection/conservation
de
l'environnement.
Objectif global : éduquer les enfants dès leur bas âge et éveiller leur conscience sur les thèmes ci-
hauts évoqués en vue de les préparer à être, à l'âge adulte, des citoyens responsables.
Certains de ces thèmes ont une relation directe ou indirecte avec la protection/conservation de
l'environnement selon la nature des activités envisagées ou exécutées dans le projet.
LES ACTIONS EN RAPPORT INDIRECT AVEC LA PROTECTION/CONSERVATION DE
L'ENVIRONNEMENT.
Le compostage en milieu scolaire
· Il permet la réalisation d'un environnement scolaire hygiénique en canalisant tous les rebus des
classes, des cuisines, des magasins de vivres et des jardins d'agrément des écoles vers un
endroit où leur décomposition met la population scolaire hors de tout danger dû à la
contamination par les microbes pathogènes. D' où la vulgarisation des compostières. Ici, il est
mis en évidence l'importance d'un environnement microbien utile qu'il faut protéger en évitant de
brûler les matières organiques compostables.
· Le compost bien produit est utilisé pour restaurer/conserver la bonne structure du sol, facteur
environnemental important pour nos productions des légumes et fruits
; c'est la
conservation/restauration de la fertilité des sols.
La vulgarisation/sensibilisation des rations équilibrées
· L'environnement étant biotique ou abiotique, la vulgarisation des rations équilibrées pour les
sidéens et autre catégories de gens allonge leur vie de quelques jours si pas des mois ou les
maintient en bon état . C'est en quelques sortes une conservation/restauration de
l'environnement biotique.
LES ACTIONS EN RAPPORT DIRECT AVEC LA PROTECTION/CONSERVATION DE
L'ENVIRONNEMENT
L'installation de boisements dans/ou autour des écoles
Les boisements ont principalement deux rôles majeurs sur l'environnement :
· La disponibilité des vapeurs d'eau dans l'atmosphère rendant possible et probable la
disponibilité des pluies ;
· L'assainissement de l'atmosphère souvent bourré de gaz carbonique asphyxiant qui est capté
par les feuilles opérant la photosynthèse.
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Par ailleurs, les boisements autour et dans les écoles protègent les infrastructures immobilières contre les
vents forts arracheurs des toits.
Horticulture et protection de l'environnement
Notre projet est en collaboration avec l'ISAR pour initier et perpétuer la culture des légumes indigènes
de l'Afrique Orientale et Centrale dont fait partie le Rwanda. Ca s'avère urgent d'autant plus que les
légumes traditionnelles n'ont pas fait l'objet d'une agriculture, les gens les considérant comme des
légumes qui poussent et croissent sans autres soins agricoles. Or, ils risquent de disparaître dans
l'environnement et sont en train de disparaître des nos habitudes alimentaires. Vu qu'ils avaient un
double rôle thérapeutique et trophique, c'est pourquoi nous avons jugé bon de les protéger et les
conserver par l'agriculture.
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Environmental Awareness and Public campaigns in
Rwanda
Charles Gahire
National Coordinator, REASON
P. O. Box 59468-00200.
Email: cgahire@yahoo.com
1. Background
Rwanda being a small country, located in the East and Central Africa has a high population
density with a population of 8.2 Million people and about 1.2 million hectares of land is arable.
While the rest of the country is comprised of biodiversity, National Parks, lakes, Wetlands, rivers
and mountains.
Due to the current population pressure on the natural resource base, environmental degradation
and the amassing of the natural resources continues unabated. If Rwanda is to succeed in
maintaining a health, diverse and natural environment and cope with the ever increasing human
needs, it is imperative that we should mount aggressive environmental campaigns at all levels.
Hundreds of plants and animal species, wetlands, rivers and lakes are disappearing at an
alarming rate without their ecological, medicinal, economic and aesthetic values being
understood or realized. Over use of agrochemicals in farmlands, have resulted into poisoning of
various food chains because their long term effects are not well understood.
2. Why environmental public awareness?
For a long time environment in many parts of the world and Africa in particular has been
taken for granted
In Rwanda and many other countries in Africa, environmental education has not been
formally taught in schools and institutions of higher learning
Rwanda has few environmental cadres or trained teachers specifically on issues of
environment
Developmental activities in the country do not respect the norms environment
There has not been environmental law in place to check various environmental defaulters
A number of donors have not put much emphasis on environmental activities in the
country
Clearly environmental education and public awareness far transcends the boundaries of formal
education, the business, commercial and professional communities and the voluntary sector have vital
roles in continuing environmental education and training. Sustainable development moves the society as
a whole.
3. EE&A in Rwanda has not reached every stake holder but REASON tried to make campaigns
especially in schools and communities using the following three objective domains;
Cognitive domain
These objectives aim at developing an individual so that he or she can be able to internalize critical
issues of environment
Affective Domain
These objectives aim at changing the individual's attitudes, beliefs, myths, etc otherwise which
attitudes and beliefs could harm the environment if not checked
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Psychomotor domain
These objectives aim at hands project skills development of an individual in this case and individual is
trained on "'Do it your self projects';
4. REASON
ACTIVITIES
Since February 1996, REASON has carried the following programmes
Establishment of environment clubs in Schools
Training inspectors of schools on the need to have environmental activities in schools
Trained 72 teacher from all the provinces of Rwanda on the activities of REASON in schools
Have carried country wide tree planting including the Kigali Urban City
Carries out environment awareness week every month of June but at any other time depending
on the availability of funds
We have decampaigned the use of plastics, and the government responded to our call and
managed to ban the plastics with the smallest gauge
Every year we select Miss Environment through competition
We conduct study tours to National Parks and other special places
We have also carried programmes on the National TV and Radio including newspapers
We have also carried public exhibits on national days
5. Non-formal
environmental
education challenges in the field
Like any other voluntary organization, we do meet many challenges in the field as a result of the
following;
People are sometimes indifferent towards issues of environment
Funds are always limiting such that one can not reach the targeted objectives
Politics may hinder ones progress as some of the opinion leaders may curtail every effort made
Transportation is also a big problem aspecially accessing the rural areas
Voluntary spirit is not common in our societies
Note; "' If you think education is expensive try ignorance''
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CLOSING REMARKS BY
Chers Participants,
C'est un grand plaisir pour moi d'être ici parmi vous pour clôturer les travaux de ces deux jours de travaux
intensifs sur « l'éducation et la sensibilisation environnementales » dans notre pays. Il s'agit d'un premier
séminaire dans le cadre de ce grand projet « Nile Transboundary Environmental Action Project ».
Comme vous le savez, il s'agit d'un projet qui est des composantes des 8 projets adoptés par nos pays
riverains de ce beau et grand fleuve du monde, qui est notre Nil.
Je voudrais tenir cette opportunité pour remercier Mr Mausche Kidundo ainsi que toute l'équipe de ce
projet pour tout l'effort qu'ils ont fourni afin que ce séminaire puisse avoir lieu.
Le Ministère des Terres, de l'Environnement, des Forets, de l'Eau et des Mines que je représente, a suivi
avec intérêt le déroulement de tous vos travaux et je vous en remercie.
Les thèmes que vous avez débattus sont d'une importance capitale pour notre pays. L'éducation, la
sensibilisation et la création des réseaux, sous toutes leurs formes, sont des outils que nous avons
adoptés pour nous permettre d'atteindre les rwandais afin qu'ils puissent prendre part à la protection à la
gestion et la réhabilitation de leur environnement.
Notre pays dépend essentiellement de ses ressources naturelles pour son développement. Leur bonne
et rationnelle gestion est indispensable si nous voulons atteindre les objectifs du millénaire surtout celui
relatif au développement durable et celui de l'accès à l'eau potable pour tous d'ici 2015.
Les différentes institutions que vous représentez, Education, Media et Secteur Privé, sont des partenaires
clés pour atteindre les objectifs que nous ont été assignés par le gouvernement rwandais mais aussi par
« l'Initiative du Bassin du Nil ». L'environnement n'a pas de frontières mais aussi, il s'agit d'un bien
commun que nous devons tous protéger.
Les bonnes conclusions auxquelles vous avez abouti, nous permettront d'avancer et de rattraper le retard
que notre pays a connu dans l'exécution de ce projet. Le Ministère, votre partenaire privilégié en matière
d'environnement ne ménagera aucun effort afin que les résolutions que vous avez prises soient
exécutées.
Encore une fois, je voudrais réitérer mes vifs remerciements à l'équipe de Khartoum pour le travail qu'ils
font dans le cadre de ce projet. Le renforcement des capacités dans notre pays est un réel besoin
surtout dans le domaine de l'environnement.
Nous sommes en phase de révision de notre premier PRSP et avons l'intention d'influencer positivement
le second PRSP. Comme vous le savez, le PRSP est la traduction des priorités de notre pays dans la
lutte contre la pauvreté. Nous voulons que l'environnement ne soit plus absent. Votre participation à ce
long et ardu exercice est indispensable si nous voulons contribuer positivement au bien-être de notre
population.
Encore une fois, merci pour vos fructueuses contributions à ce séminaire atelier et je vous souhaite un
bon retour à la maison.
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LIST OF PARTICIPANTS
|N° Full
Names
Title
Organisation
Address
B.P.:622
1
NIYIBIZI ALAIN
CURRICULUM DESIGNER
NCDC
Tel:
Fax:
Cell: 08490459
Email:gilain2@yahoo.fr
B.P.: 117 UNR
2
MUKUNZI JOHNSON
PRESIDENT
UNR WILDLIFE
Tel: 087678775
CLUB
Fax:
Cell:
Email:
B.P.:445 KIGALI
3
KAYIGAMBA FRANCOISE
NATIONAL COORDINATOR
GEF/SMALL GRANT
Tel:
PROGRAM
Fax:
Cell:0850023
Email:
francoise.kayigamba@undp.o
rg
BAGABO GEORGES
PRESIDENT RWANDA
GREEN
B.P.:92 Nyamata
4
WILLIAMS
FOUNDATION
Cell:08461053
Email:bagabo1@yahoo.com
RWABUTOGO JOSEPH
NATIONAL BIOSAFETY
MINITERE B.P.:3502
5
COORDINATOR
Cell:08567779
Email:jrwabu@yahoo.com
MASHINGA THEOBALD
DIRECTOR OF
REMA B.P.:2462
6
COMPLIANCE AND
Tel:583475
INFORCEMENT
Fax:583475
Cell:08505593
Email:mashingatheo@yahoo.
com
7 NYILIMANZI
VITAL
ENVIRONNEMENTAL DEA Cell:08536469
EXPERT
Email:nyiv@yahoo.fr
8 MUKANKUSI
PHILOMENE
JOURNALISTE
ORINFOR
Cell:
08567434
GASINZIGWA ODA
PRESIDENTE DU CONSEIL
NWC Cell:08522939
NATIONAL DES FEMMES
Email:gasinzigwao@yahoo.c
o.uk
B.P.:4720 Kigali
ALBERTINE UWIMANA
ENVIRONMENTAL
URUNANA
Tel:250 518483
JOURNALIST ASS AND
Fax:250 585413
NILE DISCOURSE FORUM
Cell:08407289
RWANDA
Email:uwimal@yahoo.fr
B.P.:83 KIGALI
DINAH GAHAMANYI
RADIO RWANDA
ORINFOR
Tel:576182
Fax:-
Cell:08536443
Email:uwased@yahoo.fr
SECONDO
OLIVIER TELEVISION RWANDAISE
ORINFOR
B.P.: 83 KIGALI
Tel:577519
Fax:
Cell:08566238
Email :
B.P.:82 Kigali
Dr. SHEMA CLAUDE
CHAIRMAN
ARPET
Tel/Fax:568100
RUTAGENGWA
Cell:08530070
Email:sheclaur@yahoo.fr
KIE B.P.:5039
Kigali
EDMOND WERE
SEN. LECTURER
Tel:
Fax:
Cell:
Email:
B.P.:396 Butare
NKUSI Johnson
SENIOR
RWC
Tel:530007
ENVIRONMENTALIST
Fax:
RWANDA WILDLIFE
Cell:08449738
CLUBS
Email:umunkurwc@yahoo.co
m
B.P.:
MUNYANDAMUTSA Philippe
LECTURER
KHI
Tel:
Fax:
Cell:
Email:sanziraphilippe@yahoo
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B.P.:
NDAHIRO Andre
COORDINATEURR DE
MINEDUC
Tel:
PROJET
Fax:
Cell:
Email:ndahiroandre@yahoo.f
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B.P.:3502 Kigali
NSENGIYUMVA Innocent
CHARGE DE LA
MINITERE
Tel:
COMMUNICATION
Fax:
Cell:08640528
Email:nsengin2003@yahoo.fr
PROFESSIONNEL EN
MINITERE B.P.:
NSENGAMUNGU
REBOISEMENT ET
Tel:08652688
MANGARA Francois
AGROFORESTERIE
Fax:
Cell:
Email:nsefram@yahoo.fr
ENVIRONMENTALIST REASON
B.P.:3636
GAHIRE CHARLES
Tel:
Fax:
Cell:08521127
Email:
DIRECTRICE DE L'UNITE
MINITERE B.P.:3502
Kigali
UWIMANA SUZANNE
ENVIRONNEMENT
Tel:517563
Fax:
Cell:08486431
Email:
PROFESSEUR
KIE
B.P.:5039
GAKWERERE FRANCOIS
Tel:
Fax:
Cell:08457476
Email:gakfra@yahoo.fr
B.P.:
MUKAKAMARI DANCILLA
COORDINATRICE
ARECO
Tel:
NATIONALE
Fax:
Cell:
Email:
B.P.: 3502
MWANAFUNZI BRUNO
UNITE EAU ET
MINITERE
Tel: 08411199
ASSAINISSEMENT
Fax:
Cell:
Email: bmwanaf@yahoo.fr
B.P.: 622
RUBAGUMYA EMMA
DIRECTOR PRIMARY AND
MINEDUC
Tel: 582446
SECONDARY SCHOOL
Fax:
Cell:08454080
Email:erubagumya@mineduc
.gov.rw
B.P.:445
GERARD FRANK
CONSULTANT
REMA
Tel:
Fax:
Cell:08516979
Email:frank.gerard@undp.org
B.P.:3502 Kigali
DUSABEYEZU SEBASTIEN
DIRECTOR OF
REMA
Tel:583475
ENVIRONMENTAL
Fax:582629
EDUCATION
Cell:08517589
Email:dusabeseba@yahoo.fr
B.P.: 4460 KIGALI
RWAGITARE CLAUDE
SECRETAIRE EXECUTIVE
CNJR
Tel: 518371
CNJR
Fax:
Cell:08467955
Email:
rukclaude@yahoo.com
B.P.: 849
GAKWAYA ANDRE
JOURNALISTE
GRANDS LACS
Fax: 587216
HEBDO
Cell:08770270
Email:andgakway@yahoo.fr
Cell: 08523287
SABIITI DANIEL
JOURNALISTE
Email:sabiiti_dany@hotmail.c
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B.P.: 117
BYAMUKAMA DIONOZIUS
STUDENT AT THE
JOURNALIST
Email:jeshiemmy@yahoo.co
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RWANDA
B.P.: 905 KIGALI
NGOGA TELESPHORE
CO MMUNITY
ORTPN
Tel: 576514
CONSEVATION MANAGER
Fax: 576515
Cell:08874321
Email:tngoga@rwandatouris
m.com
B.P.: 3445 KIGALI
SEBIHAZA THEODORE
DIRECTEUR ai
MINALOC
Tel:
DEVELOPPEMENT RURAL
Fax:
Cell:08416421
Email:sebihaza@yahoo.fr
BIZIMANA Innocent
Director of Planinng
MINITERE
B.P.: 3502 KIGALI
Tel:
Fax:
Cell:08561928
Email:
Dr ROSE MUKANKOMEJE
Director General of REMA
REMA
B.P.: 3502 KIGALI
Tel: 583475
Fax:583475
Cell:08300208
Email:rmukankoje@yahoo.fr
EUGENIE UMULISA
ASSISTANTE
MINITERE B.P.:
3502
KIGALI
ADMINISTRATIVE
Tel: 5832631
Fax:-
Cell:08749799
Email:emulisa@yahoo.fr
MUKAKARENZI
Marie ASSISTANTE
REMA B.P.:
3502
KIGALI
Jeanne
ADMINISTRATIVE
Tel: 583475
Fax:583475
Cell:
Email: litarenzi@yahoo.fr
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