Compiled
by
Edited
by
Abdalla
Shah
Maushe
Kidundo
National Project Coordinator- Tanzania
Environ. Educ. Lead Specialist
Networking EE&A Practitioners and Formation of National Working group
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TABLE OF CONTENTS
TABLE OF CONTENTS
2
INTRODUCTION
3
WORKSHOP PROGRAMME
4
OPENING CEREMONY
5
CHAPTER ONE
6
OBJECTIVES OF THE EE&A WORKSHOP
6
CHAPTER TWO:
THE STATUS OF ENVIRONMENTAL EDUCATION IN TANZANIA
8
CHAPTER THREE:
SETTING NATIONAL EE&A PRIORITIES
9
I. Tasks
9
II. Formation of groups
9
III. Presentations and Discussions
9
Group 1.Environmnetal Campaigns
10
Group II Presentations:
EE&A in Institutions of learning
14
Group III Presentation (NETWORKING)
17
A. Media
Activities
17
B.
The National EE&A Working Group
18
CHAPTER FOUR
CLOSING CEREMONY
20
I. Closing
Remarks
20
II. Workshop
Evaluation
20
III. Workshop
Recommendations 22
CHAPTER FIVE
APPENDICES
23
I.
Annex I: Papers Presented
23
Status of Environmental Education and Awareness in Tanzania
23
Environmental Education at Tertiary Level in Tanzania: a case of University of Dar es Salaam
28
The role of Media in enhancing Environmental Education
33
II.
Annex II: List of Participants
36
II.
Annex III: Some Pictures from the Workshop
38
Networking EE&A Practitioners and Formation of National Working group
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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
November 2004
Networking EE&A Practitioners and Formation of National Working group
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WORKSHOP PROGRAMME
DAY 1
Session 1
Official Opening
Time Activity
Facilitators
08h30
Introduction of participants, welcome Remarks
NPC - Abdalla Shah
and program,
08h50
Opening Remarks,
PSC- Mr. Mugurusi
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 Tarimo
and
Ngalowera
11h00
EE in schools
Ministry of Education -
11h30
EE curriculum in universities
Cosmas H. Sokoni
12h00
Discussion on the three papers
Facilitator
13:00
LUNCH
Time Activity
Facilitators
14h00
Public awareness and campaigns
Ngalasoni
14h30
EE in schools (projects, awards schemes,
WWF Mary Shuma
clubs)
15h00
The role of the media in awareness creation
John Chikomo
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
Session 3
EE and A activities and opportunities: National and Transboundary
Time Activity
Facilitators
08h30 Recap,
NPC
08h50
Group1 Enhancement of public awareness
EE&A lead specialist
campaigns
Maushe Kidundo
Group 2: EE&A in institutions of learning
Group 3: Networking
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
Ministry of Education
16:30
TEA and DEPARTURE
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OPENING CEREMONY
Introduction
Participants from both government and NGO
Ministries Education, MNRT, Works,
Regional Secretariats of Kigoma, Mwanza,
Kagera, Mara and Shinyanga
NGOs from Dar and in the regions
Background
Nile Basin Initiative (NBI):
The desire and vision for cooperation between Nile
riparian states has been long recognized. As a step
towards realization of this vision the NBI was formed
as transitional institutional mechanism to provide an
agreed basin-wide framework to fight poverty and
promote economic development in the region. It also
provides a process to facilitate substantial
investment in the Nile Basin to realize regional
socio-economic development.
Its Objectives are:-
(a) To develop the water resources of the Nile Basin in a sustainable and equitable way to ensure
prosperity, security, and peace for all its peoples.
(b) To ensure efficient water management and the optimal use of the resources.
(c) To ensure cooperation and joint action between the riparian countries, seeking win-win gains.
(d) To target poverty eradication and promote economic integration.
(e) To ensure that the program results in a move from planning to action.
Shared vision Programme
The NBI Initiative is guided by a Shared Vision which is "to achieve the sustainable socio-economic
development through the equitable utilization of, and benefit from, the common Nile Basin water
resources." To translate its Shared Vision into action, the NBI has launched a Strategic Action
Program, which includes two complementary components:
1. Shared Vision Program (SVP).
2. Subsidiary Action Programs (SAPs).
The SVP consists of seven projects (Table 1). These projects are
(a) Trans-boundary Environmental Action Project
(b) Power trade,
(c) Efficient use of water for agriculture,
(d) Water resources planning and management,
(e) Confidence building and stakeholder involvement,
(f) Applied training, and
(g) Benefit sharing and integration.
The Nile Trans-boundary Environment Management Project
· Environment Education and Awareness (Our main interest in this workshop)
· Institutional building and strengthening
· Monitoring and evaluation
· Water quality management
· Microgrants
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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 plant 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
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
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· 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
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 TANZANIA
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 in Chapter V. Below find a synopsis of the
status of environmental education in Tanzania.
(i) Environmental Education in Tanzania: NEMC Experience
(ii) Formal EE&A
(iii) EE&A within Tertiary Institution of Learning
(iv) The Media and EE.
(v) Informal EE in Tanzania
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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
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
exist strategy
group
strategy
implementers How
(sustainability)
(audience)
(partners),
and who
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Group Presentations
Group 1.Environmnetal Campaigns
Target group (s)
A public awareness campaign needs to
target the society at large. However, the
needs of the following groups have to be
given special attention and emphasis in an
environmental public awareness campaign.
· Local communities
o Fisher folk, farmers, miners,
livestock keepers,
industrialists, timber
exploiters, charcoal
burners, hoteliers and transporters
· Local authorities
· Administrators
· Pupils
· Policy makers
· Law enforcers
FISHER FOLKS
Fisher folks are an important interest group in the use on Nile river and associated water bodies.
Their actions can either impact the ecology of the river system and the ecological degradation of
the river system can significantly affect the livelihood of the fisher folks. They thus have to be given
prominent place among the target stakeholders in the public awareness campaign.
Problem
Several environmental problems that can be attributed or affect fisher folks can be identified in the
Nile basin area, a few of these are mentioned here.
Use of poisonous plants, undersize nets, sanitation, destruction of breeding grounds, chemicals in
small scale mining. Disposal of raw sewage from homes and institutions, disposal of industrial
effluent.
Activities
Activities suggested for the environmental campaign to fisher folks include:
Awareness seminars, radio programs, theatres, environmental education posters, booklets and
newsletters.
Purchase of boats and communication equipments.
Strategies: The strategy for public awareness enhancement should include use of medium of
communication such as electronic and paper media instruments, posters and
Implementers: Civil Society Organisations, local authorities, professionals, law enforcers,
development partners, Fisheries Dept, communities and Fisher Folks
FARMERS
Farmers are another of the important interest group in the use of Nile River and associated water
bodies. Farmer's actions can lead into becoming a non point source of chemical pollution, erosion
and siltation of the Nile river system. In turn their livelihoods and the lives of other that depend upon
their production, can be threatened or irreparably damaged. They thus deserve a special attention
among the target stakeholders in the public awareness campaign.
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Problem: Environmental problems that are caused or can affect effort of farmers and productivity
include; deforestation, erosion, pollution, floods. These problems are further complicated by lack of
awareness of poverty - environment linkages among the farmers. Also the lack of awareness does
make farmers less concerned with the environmental degradation and it impact on their livelihood.
Activities: To support alleviating environmental problems that are caused by or impact farmer's
actions and productivity a range of activities need to be implemented. However from the public
awareness point of view, the activities may include; supporting awareness creation on issues such
as agro forestry, tree planting and organic farming.
Implementation strategy: This will have to include supporting local government authorities and local
NGOs that are dealing with rural development and a re concerned with environmental management
and conservation. The message could be presented as part of the agriculture extension packages.
The development of suitable message will have to incorporate all stakeholders of agriculture within
the basin area.
Implementers: Multiple stake partners will have to participate in the implementation of the campaign
targeting farmers. The partners will include Ministry of Agriculture, Natural Resources, local
authorities, CSOs, and communities
MINERS
Miners are among the important interest group in the use of Nile River and associated water
bodies; because miners both large scale and artisanal - actions causes a variety of environmental
impacts. Sometimes these impacts are irreversible, but with appropriate mining management
techniques the impacts can always be minimised and mitigated accordingly. Therefore, miners
need to be viewed and accordingly be targeted in the public awareness campaign.
Problems: As insinuated above mining operations can result in multiple impacts to the
environment. The impact may include soil erosion, deforestation and; water and air pollution.
Activity: The interventions on this group will include development of dialogue with large scale
miners and develop training and seminar programme for small scale miners. The re could also be
radio programmes publication of educational pamphlets.
Implementation strategy: The messages fro miners should target at sensitization and creation of
awareness among minors on effects and impacts of pollution and soils erosion and deforestation. It
should also aim at sensitization on rehabilitation of mined areas
Implementers: The project should form partnership with Civil Society Organisations, miners, local
authorities and central government.
LIVESTOCK KEEPERS
Problem: The social and environmental problems that affect livestock keepers within the Nile basin
are many. These problems reduce the productivity of the livestock keepers and also threaten the
sustainability of their livelihood. The problems include:
Soil Erosion
Deforestation and decimation of vegetation
Illiteracy among pastoralist communities (Reduced school attendance)
Sanitation
Activities: In order to help livestock keepers in improving their animal husbandry such that the
productivity is improved and environment integrity maintained, it is important that the environmental
awareness considers the need of the livestock keepers. The campaign activities could include:
Public awareness on good animal husbandry
Stock harvesting
Implement land use/Land Act policy
Enforcement of the law on education of pupils
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Implementation Strategy: The strategy for this interest group should include provision of seminars
and knowledge on the following areas:
Public awareness on animal husbandry-Seminars, workshops
Implementation of land Act-cub open grazing
Enforcement of education Act to ensure children of school age are in school
Implementers: Implementation of activities and strategy for that target group should include; the
Project, CSOs, Min. of Water and livestock, education, local Authorities
POLICY MAKERS
Problem: Policy makers are challenged by various problems and issues that cause or are caused
by environmental degradation. However, the issue of disrespect of law and regulation among the
public is one of the major challenges to policy makers.
Activities: To address the challenge of disrespect of laws and regulation among the public the
following activities may have to be done.
Organise activities on environmental education to policy
Organise a seminar programme on environmental laws to policy maker
Joint workshop for policy makers and local communities
Implementation Strategy: Since the project deals with conservation of Nile basin environmental
resources then it is appropriate that the activities of the project target the policy makers of the
regions within the Nile basin. The activities should include:
· Involving legislators/regional Authorities from the lake zone in a workshop
· District workshop for legislators and administrators
Key Implementers: This kind of initiatives requires participation of multiple stakeholders. In this
case key implementers of this initiative will have to include:
· Division of environment
· The project
· Civil Society Organisation e.g. JET and LEAT
· Presidents Office - Regional Administration and Local Government PORALG
· District leaders Local Authorities
· National Environment Management Council (NEMC)
LOCAL AUTHORITIES
Problem: The challenges that are faced by local authorities in implementation of the environmental
awareness campaign among the public are multifaceted. The se include:
· Shortage of technical staff in local authorities and limited capacities
· Conflicting roles (Law/policy on water vis-a vis enforcement)
· Few law enforcers
· Scarcity of working tools
Activities: To overcome those problems various activities will have to be conducted, which may
include
· Training and capacity building of staff
· Purchase equipment
· Recruit staff
· Provide incentives
Implementation strategy: The strategy for implementation of the above identified activities will have
to involve.
· Recruitment of personnel
· In service training (Short courses), workshops, seminars
· Purchase of new equipment
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· Improved security
Key implementers: The implementation of the strategy and activities on public awareness by local
government will have to involve multiple stakeholders. These will include:
· Local government
· Relevant institutions
· Project - NTEAP
INDUSTRIALIST/HOTELIERS
Problem: The environmental problems associated with industrialists and hoteliers are of many folds
but can be summarized into two areas, i.e. pollution and wrong site selection. From public
awareness campaign the industrialist are a special group that need to be targeted so as they can
be made aware of the potential impacts and effects of their actions.
Activities: The activities to create awareness of the industrialists and hotelier will include
Awareness creation through organised training programmes and undertaking of environmental
audits to be linked to environmental standards that can be established.
Implementation Strategy: The strategy for supporting the activities to support the awareness
campaign of Workshops, Television, Radio programmes, publications, wall murals.
Implementers: Multiple stakeholders will have to take part in designing and delivering the public
awareness message for interest group. The partners may include the following institutions;
· Min. of Health, Nat. Resources, Industry
· PORALG
· Investment centre
· Cleaner Production Centre of Tanzania
· Vice President Office
· Local Authorities
Monitoring and Evaluation
All strategies and actions stipulated in this analysis will need to be monitored and evaluated so that
to create track record and judge the suitability of various suggested interventions.
Monitoring: In this context, monitoring will involve designing and using the outputs and indicators
within the public awareness operational plan to gauge the success and weaknesses of the
initiatives.
Evaluation: In the analysis evaluation will mean periodic assessment of the progress of public
awareness strategy. These are to be undertaken both internally and externally.
Exit strategy: Monitoring and evaluation should be able to assist the project in developing and
maintaining and exit strategy that will also lead to development of actions that will ensure
sustainability of project interventions. The exit strategy may have to include
Institutionalising the project activities at local authority district level so that districts develop budget
for the activities.
Involve the Vice president office from the beginning of the project and develop plans for the VPO to
take over project activities.
Efforts should be made to ensure that private sector is involved in the project implementations and
in the spirit of public private partnership take some responsibilities.
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Group II Presentations: EE&A in Institutions of
learning
Working definition
EE is a process of acquiring knowledge, skills
and attitudes to become aware and act
positively towards the environment to achieve
sustainable livelihoods.
Problems number 1
I. Environmental education is a recent
phenomenon
EE is a recent introduction in
secondary schools syllabi and
inadequate EE in the secondary
schools curricula
Inadequate capacity of trainers
Inadequate teaching and learning materials
Inappropriate and weak teaching and learning methodologies
Inadequate and ineffective environmental clubs in secondary schools
Lack of recognition and incentive in environmental activities
II. Components of EE exist in various disciplines in institutions of higher learning but:
Are weak in coordination and linkages.
Inadequate capacity of trainers
Inadequate teaching and learning materials.
Inappropriate and weak teaching and learning methodologies
Inadequate and ineffective environmental clubs.
Lack of recognition and incentives in environmental activities.
Lack of recognition and incentives in environmental activities.
Inadequate information on EE
Poor networking and linkages
Target groups
For problems: Inadequate EE in secondary schools and tertiary education curriculum.
Curriculum developers
Specific activities
Needs assessment
Training on EE methodologies for curriculum developers on incorporation of EE in
curriculum
Facilitate of review of curriculum
Implementation Strategy
Surveys
Training workshops for curriculum developers
Curriculum review workshops.
Implementers (partners)
Ministry of education
Ministry of natural resources and tourism
VPO DOF and NEMC
Ministry of Science, Technology and Higher Learning.
NGOs and other relevant civil society institutions
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Ministry of water and livestock development
Problem number 2: Inadequate capacity of trainers
Target groups: Secondary schools teachers and University lecturers
Activities:
Training of trainers
Strategy:
-In-service training (secondary schools)
-Continuing
education
(University)
Partners: -Ministry of Education (secondary schools)
-Ministry of Science, Technology and Higher Learning (University)
-NGOs
CBOs
M&E:
-Regular follow up of trainees (secondary schools)
-Follow up continuing education (University)
Exist strategy:
Problem number 3: Inadequate teaching and learning materials
Target group: -Secondary
schoolteachers
-University
lectures
-Natural
working
group
-Curriculum
developers
-NGOs,
CBOs
Activity: - Survey of existing teaching and learning materials (for secondary schools and
University)
-Review and adapt / adopt existing teaching and learning materials
-Develop new learning and teaching materials.
-Disseminate and distribute tools and law materials
Strategy: -In-service training (secondary schools)
-Continuing education (University)
Partners: -Ministry of education (secondary schools)
-Ministry of science, technology and higher learning (University)
-NGOs & CBOs
M&E:
-Provide terms of reference
-How? -
Follow-up workshop outputs
-Who? - NWB&
NBI
Problem number 4: Inappropriate and weak teaching and learning methodologies
Target:
-secondary school teachers University lecturers
Activities: -Training
(secondary
schools)
-Study
visits
(University)
Strategy: -Workshop
-Demonstration (teaching and learning methodologies)
-Guest
speakers
Partners:
-Ministry of education (TTC's)
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-Lectures
-Development
partners
M&E:
-How, -Quarterly follow up of teaching and learning in classrooms (secondary
and University)
-Who -
NWG,
NBI
-Relevant institutions
Problems number 5: Inadequate and ineffective environmental clubs
Target groups:- Secondary schools Students and teachers
-University students and lecturers
Activities: -Orientation to concept of EE clubs
-Formation of environmental clubs
-Facilitation of clubs functioning
-Training of clubs advisors (both secondary and University)
Strategy:
-Meeting
-Workshops
Partners:
-Relevant institutions umbrella conservation club NGOs
M&E:
-How -
Monthly follow up of implementation of workplan quarterly reports
-Who -
Club advisors NWG
Exit strategy:
-Set up mechanism
Problems number 6: Lack of recognition and incentives for environmental activities
Target
-Secondary school and Universities Activities
-Facilitate environmental awards scheme
Strategy:
-Environmental award schemes in place
Partners: - Ministry of Education
-NGOs, CBOs & NBI
M&E:
-Continuous monitoring of award scheme processes
-Verification & activities entered
-Who -
NWG, Project Coordination Unit
Exit strategy:
-Set up mechanism.
Problem number 7 (Tertiary): Inadequate information on EE &A and poor networking and linkages
Target:
-Higher Learning Institutions academic staff and students
Activities: -Facilitate exchange visits
-Facilitate
connectivity
-Conduct joint applied research projects on EE & A
Strategy:
-Exchange visits
-Electronic
networking
-Research
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Partners: -NBI regional universities & other high learning institutions
M&E:
-Track readership in website
-Develop exchange visits reports.
-Semi annual progress reports on ongoing & completed research projects
-Who - NWG, NBI Coordinating Unit
Exit strategy:
-Set mechanism for continuing research activities.
Group III Presentation (NETWORKING)
A. Media
Activities
General activities
Use of locally available materials
Religious Leaders
Farmers shifting cultivation is not a bad practise
Media channels
Electronic media
Print media
Traditional media
ELECTRONIC
TV, Radio, Internet and intranet, Video and radio tapes
PRINT
Newspapers, newsletters, Leaflets, Posters, Brochures, Stickers, Etc
TRADITIONAL
Songs, Dramas, Artwork, Poems, Meetings
LIST OF SPECIFIC ACTIVITIES
(i)
Prepare and implement awareness raising programme for media institutions (editors and
owners)
(ii)
Prepare (media) radio & TV spots
(iii) Prepare video & radio tapes for various target audience for Nile basin participating districts
(iv) Prepare TV & Radio programmes on Nile Basin to be aired once a week (interviews,
discussion, feature etc)
(v)
Organise media visit /tour to the Nile Basin
(vi) Commission and launch Nile Basin website in Tanzania
(vii) Commission journalist to write special supplement /articles /features on Nile Basin
(viii) Preparation and production of Nile basin promotion materials (newsletter, leaflets, poster,
brochures, calendars etc)
Commission various groups to compose songs, drama etc on the management of Lake Victoria /
Nile basin.
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B.
The National EE&A Working Group
I. The Terms of Reference for the group
1. Catalyse Environmental education and awareness activities within the Nile basin
as lessons for the country
2. On an annual basis develops and implement national action plans with emphasis
on transboundary activities for the basin.
3. Lobby Governments and civil societies to support new and innovative issues on
environmental education
4. Update the country status on environmental education and awareness issues
5. Hold annual EE and awareness workshop to review progress and plan for activities
for the coming year and exchange of information, ideas and document lessons
learnt
6. Disseminate lessons through participation in different forums and effective use of
print and electronic media.
7. Ensue that accurate and correct information reaches the intended target group
active information relay pathways
8. Highlight national and transboundary EE and awareness issues that could facilitate
behavioural change
9. Actively participate on World Environmental days to campaign on various issues
10. Lobby for curriculum change to incorporate EE into all levels of formal education
11. Carry out periodic assessment on the status of EE & awareness within the country
12. Coordinate research and development activities related to EE
II. Working group Composition
Secretariat
NPC NTEAP (secretary)
PMU NTEAP (EE&A lead specialist)
Representative from environmental NGOs working in Nile Basin
Members
Government
3(Ministries
of
Environment, Education and Local government)
NGO
2(Working
in
Communication
and
Schools)
Private
1
Media
1
University / higher learning
1
Regional representative
1
International NGOs
1
III. Frequency of Meetings
Three times per year.
(i) Planning meeting
(ii) Review implementation
(iii) Reporting
III. Sustainability
(i) Use of existing institutions to implement various activities. Participating district to
internalise EE / A activities in their district plans.
(ii) Establishment / initiation of the Nile Basin / lake Victoria day/ week (raise awareness on
Nile Basin / lake Victoria)
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(iii) Lobby the Government to strengthen Information Education and Communication (IEC) in
each Ministry (allocation of budget for IEC)
(iv) Facilitate and strengthen NGOs dealing with EE activities in the lake Victoria / Nile basin
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CHAPTER FOUR
CLOSING CEREMONY
I. Closing
Remarks
The workshop was not closed formally. However, encouraging words were given by the National
Project coordinator on active activity implementation. He requested the members for cooperation
and collaboration to realize this goal.
II. Workshop
Evaluation
Participants were requested to evaluate the workshop through three simple questions what liked
most about the workshop, what needed to be improved and expectations of formed working group.
1.
What did you like in the workshop?
· To have learned the broad views on the NBI.
· Creativeness of participants and good grasp of issues.
· Meeting a wide range of people working in the field on EE & A issues.
· The workshop gave each participant an opportunity to participate.
· The enrichment of information from presentation and contributions.
· Getting to know colleagues in the area of EE.
· Getting to know more about the NBI.
· Getting to know how our works fits/add value to NBI.
· Exchange of information on NBI.
· Learning EE initiatives by different groups.
· The whole issue of awareness creation as applied in schools.
· The intention of adding environmental information in learning institutions curricula.
· The workshop was well planned and the workshop participants were really representative
of the target group.
· There was good interaction between participants and facilitators.
· There were free discussions, which reflect the real situation of Tanzania.
· Enlightenment of various activities done by NBI and represented NGOs on the EE&A.
· Exchange of information from participants of the workshop.
· Networking.
· Presentation of very informative papers.
· The interaction mechanism, information sharing techniques used.
· Opportunity for networking with varied organisation represented.
· Opportunity to experience from other Nile basin countries.
· Stakeholders' involvement from different sectors.
· Well organised to suit / enhance discussions.
· To listen and learn from sectoral presentation.
· At least everything was done on time.
· Charming workshop facilitator (Mausche).
· Simplicity of planning and in running the workshop.
· The workshop has been participatory, I liked it a lot.
· Background papers were rich with relevant information.
· Workshop conducted in a participatory manner
· The composition of the participants was good because of the fact that they come from
diverse institutions from the government , NGOs (both national and international)
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2. What could be improved?
· Early indication of who is to present so that are can prepare a good paper.
· Power point presentation for all papers, -supply a better secretarial service.
· Information on who is to present and themes be sent in good time.
· Relevant participants e.g. representation from Ministry of Education were missing.
· Workshop venue was poor.
· Communicating workshop information to be done timely.
· Formalize presentations from different resource persons (not adhoc).
· Workshop logistics e.g. hand bags with NTEAP logo and slings (phrases).
· The venue (room/conference room) was small as compared to the number of
participants.
· Next time let's have a bigger room depending on number of participants.
· Presenters and participants to be informed earlier at least one week before the
workshop.
· Technical papers could be of better quality.
· More workshop days to digest broadly the environmental education issues.
· People should be open to share process/ solutions.
· Workshop materials should be given on time before the workshop.
· Accommodation for participants should have been arranged by the organisers.
· To have very few focused presentations.
· Time for group work could be increased.
· Send letters of invitation much earlier especially to paper presenters.
· Workshop should be conducted in the NBI area
3. What are your expectations from EE & A working group of NTEAP?
· Quick and successful implementation of potential proposals from the NWG
participants.
· Looking forward to receiving workshop proceeding and continue networking.
· Active participation and carrying forward proposed activities
· Increase knowledge base and awareness on environment issues.
· Solutions to some environmental problems in Nile basin areas.
· Increased networking among EE practitioners.
· I expect more ties among group members on NTEAP issues hence creating more
awareness among members and knowledge build up.
· To have relevant institutions being represented. Good enough this was done.
· To exchange and share experiences with other EE practitioners. This was done
and we learnt a lot from this workshop.
· Compilation of the report (workshop resolution) to be done timely.
· Dissemination of the report to the participants.
· Forwarding the report (workshop resolution) to regional level.
· Project activities will take off immediately.
· It will facilitate implementation of some projects.
· To sincerely help in enhancing environmental education and awareness.
· To implement the proposed activities.
· Make follow up to the output of this workshop.
· Create impact/changes.
· To gain knowledge.
· Will improve the environment of the Nile Basin.
· My expectation for the EE & A working group of NTEAP is that they will work in
accordance with the given ToRs , and the results will be seen.
· Innovative way to revive and give continuity to environmental issues in the Nile
Basin.
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· More awareness by the community about environmental issues
III. Workshop
Recommendations
The main recommendations from the workshop were the number of members and their
composition, frequency of meetings and terms of reference of the working group. Details are
covered in chapter three.
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CHAPTER FIVE
APPENDICES
I. Annex
I: Papers
Presented
Status of Environmental Education and Awareness in Tanzania
Mr.B.D. Tarimo & Ms. M. Ngalowera
NEMC
1.0 Introduction
Environmental issues and problems cut across all disciplines
and sectors of human life. The broad sectors are: culture
socio-economic, politics, education, and many others.
Poverty is the main problem which impacting negatively the
quality of life of Tanzanians and thus its eradication, is of
paramount importance. Without education to make informed decisions in use of environmental and
natural resources the fight to eradicate poverty would be useless.
The Contest of Education in Tanzania
Education in its broadest sense is recognised as a pre-requisite for individual and national
development, it is an important tool for either maintaining or transforming the status quo. Therefore
Environmental Education (EE) is a life-long process that leads to an informed and involved citizen
having the creative problem-solving skills, scientific, economic and social literacy in order to attain
sustainable development. Thus it enables one to develop commitment to engage in responsible
individual and cooperative actions that will ensure an environmentally sound and economically
prosperous future.
In the context of Tanzania, EE could be viewed as: "A life-long process whereby individuals and the
whole Tanzanian society acquire knowledge and develop ethics and become environmentally
aware/conscious, responsive and relevant skills in identifying, managing, monitoring, evaluating
and solving environmental issues and problems".
Environmental Education is one of the tools for ensuring conservation and safeguards our planet
today and tomorrow (future). Our generation is obliged to take concerted actions to ensure this
planet remains habitable. We have the responsibility to do whatever we can to pass the
conservation knowledge and skills to future leaders in order to ensure that they continue to
maintain the environment through EE.
2.0 Overview of EE in Tanzania
Environmental Education in its broad sense was carried out for many years through sector-oriented
agriculture, forestry, or community development outreach or extension programmes. The current
EE initiates began in earthy 1990s through the programme launched by NEMC, Ministry of
Education and Culture (MoEC), Ministry of Natural Resources and Tourism (MNRT) and the World
Wide Fund for Nature (WWF)- Tanzania thereafter EE programme expands to include other
players.
In schools, EE begin with awareness programme for officials of the Ministry of Education and
Culture, School inspectors, Teacher educators, heads of schools and some primary and secondary
school teachers. Thereafter the Tanzania Institute of Education (TIE) incorporates elements of EE
in the primary and secondary school curriculum. At tertiary levels there were attempts made by
AGENDA and other institutions to incorporate EE elements in the adult Education Institute,
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financial, social welfare and other institutions. Likewise NGOs are allowed to initiate and promote
environmental clubs and extra-curricular activities in schools (Wildlife Clubs, Malihai Clubs, Roots
and shoots, eco-schools etc) and specific resource conservation clubs. Over 100 Civil Society
Organisation (CSOs) popularly known as Non-Governmental Organisation (NGOs) both local and
international have awareness, sensitisation, lobbying and advocacy programmes. In the meantime
the private sector has also been in the forefront to support or carry out EE related initiatives. Typical
example is IPP programmes in Kilimanjaro region.
Efforts to embark on environmentally related subjects at university levels are commendable.
Examples include environmental health, engineering and environmental management taught at
University of Dar es Salaam (UDSM). Also environmental disciplines as well as short and long-term
courses at Sokoine University of Agriculture (SUA) and the Open University of Tanzania (OUT).
Several training for environmental issues are conducted country wide for facilitating training and
networking among and between education practitioners. The Ministry of Education initiated
establishment of Teachers Resource Centre (TRC) in all regions.
Communication environment through media cannot be under estimated. There have been
initiatives either by media themselves or from other sources aired by radios and televisions or
written in newspapers. Many people have regarded the radio as the cheapest and potential means
of getting information.
3.0 Government Initiative to Promote Environmental Education
The government of Tanzania enacted NEMC Act 1983 as the first step in environment
conservation. The objective of NEMC is to create and enlighten Tanzania society by undertaking
awareness and sensitisation programmes, acquisition and dissemination of information and
training. Creation of environment desk in various ministries is one of the steps. Formulation of
sectoral policies to cater for sector interests and to address poverty reduction in the country. There
has been formulation of national and local environmental conservation strategies that addresses
Environmental Awareness issues. The government have provided Awareness workshop for
Potential Leaders such as Members of Parliament Local Government Religious Leader.
3.1 Establishment of the National Environmental Education Committee-NEEC
The government through NEMC organised a NEEC meeting whereby more than 15 institutions
were involved. The roles and functions of this committee are:
· To coordinate EE activities in the Country
· To advice EE practitioners on direction of EE processes and proper implementation of EE
activities in the country.
· To identify EE training needs and facilitate the implementation of identified needs with
emphasis to facilitate the designed toiler made courses and identify the institution to host
such training.
· To shortlist environmental education trainees country wide for national and regional
Environmental Education courses.
· To solicit funds for EE activities including training
· To develop National EE and Communication Strategy for Tanzania
· To advice and facilitate the incorporation of EE in formal education system
· To work with Ministry of Education to prepare EE teaching guidelines
· To work with other EE practitioners to facilitate Environmental awareness among Tanzania
public.
· To facilitate the development of education awareness materials.
· To lies with international organizations including IUCN, SADC and UNEP in EE matters.
· To lies with the existing EE associative for the formation of strong natural EE association.
3.2 Preparation of National EE and Communication Strategy
The idea of preparing this important document was initiated by the National EE Committee. This
was followed by three major consultative workshops whereby line ministries, training institutions
environmental education practitioners and individuals were invited to provide inputs.
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3.2.1 Rationale for NEECS
Formulation of NEECS is a response to a number of factors; first the dynamism, diversity and
complexity of environmental issues and problems are prime element to reek on with coming up with
this document (NEECS). Second, the government pronouncements, international obligations,
decree and agreements and the necessity for bringing key players and target audiences closer.
Third, the multitude of players over and above the existing gaps, overlaps and duplication coupled
with the indeterminate means for sharing or utilizing meagre resources, the necessity to create or
enhance partnerships and networks, and other factors for wide-ranging conservation of the
environment.
3.2.2 NEECS Vision, Mission and Goal
Vision Be a country with high level of environmental consciousness at all levels of the Tanzanian
Society in terms of knowledge and practice in order to conserve the environment and achieve
sustainable development.
Mission Harmonized implementation of environmental education processes commensurate with
operational environmental related policies and legal frameworks focusing on sustainable resource
utilization.
The Goal The general goal for the NEECS is to facilitate effective implementation of EE related
policies and processes. This will be a basis for improved environmental management and therefore
contributing greatly to poverty reduction and the overall economic growth.
3.2.3 Priority Issues addressed by the NEECS
· Strengthening institutional frameworks for planning and implementing EE in the country.
This will focus to effective coordination, collaboration and networking, which is critical in
terms of having the roles, responsibilities, functions and resources available for various
interventions.
· Capacity building and governance of actors in EE especially the local government and the
CSOs to effectively participate in EE processes is crucial.
· Strengthening capacities for monitoring of EE processes is currently not effected properly
within the framework for "Assessing Environmental Education Performance".
· Mainstreaming environmental education in planning processes for development initiatives
in other sectors is of prime importance.
· Information development EE; is a process which demands a high degree of accurate
information flow at local, national and international environmental issues on the immediate
needs to the public.Mainstreaming gender in the NEECS; gender issues and in particular
women's roles in the overall social-economic development is characterised by a traditional
gender imbalance.
· Strengthening Environmental Management Practices; a critical issue threatening
sustainable development for which environment plays a leading role is unsustainable
agriculture production; depletion of natural resources and economic development.
3.3 Preparation of the Pilot Regional Participatory Course on Environmental Education
3.3.1 Introduction
This is a pilot project, involving the development and implementation of participatory professional
development course. It is an initiative to enhance the capacity of educators from diverse
backgrounds and fields in order to promote and include environmental education processes in
formal and informal education programmes. The two-month Rhodes University/SADC International
Certificate in Environmental Education course. The similar initiatives will apply to Zanzibar,
Swaziland, Namibia, Zambia, Angola and Zimbabwe, to contribute to the development on this
course relevant to the Tanzanian and East Africa context. Since 1995, the Rhodes university/SADC
two months EE course has received the highest number of applications from Tanzania.
3.3.2 Collaborating Institution
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The Institute of continuing education (ICE) This is the outreach facility of the Sokoine University of
Agriculture. A key operational strength of the ICE is its close liaison with
University Faculties, Institutes, Departments and units and its widespread network with
governmental and non-government organisations. These features have greatly enhanced the
institutes' outreach capability, which has been involved in professional development through
various training opportunities.
3.3.3 Training Programme
Main objective
The main objective of the training programme is to provide an opportunity to educators and
development workers to exchange knowledge and experience on Environmental Education
processes. The training will enable the participants to use the insights gained through this
exchange to enhance and develop environmental education in the participants' work context "We
are all learners and educators".
Specific objectives;
It is expected that at the end of the programme participants will be able to: -
· Understand environmental issues and risks from a wider range of perspectives.
· Have more knowledge of current trends and international initiatives in EE as well as
Education for Sustainable Development (ESD).
· Explore ways of integrating EE process into formal school curricula and teacher training.
· Use different methods and processes in EE and ESD.
3.3.4 Guiding Principles
During this training programme facilitators will strive to recognise the diverse contexts in which
environmental educators work. Facilitators will create meaningful opportunities for EE practitioners
from the Eastern Africa region to share experiences and to use the different perspectives that
emerge to reflect on work they do. These processes are based on the recognition that people
create their understanding of the world around them, from their life experiences and every day
interaction with others.
Participants
The training programme is open to environmental and development professionals from the Eastern
Africa region; Tanzania, Kenya, Uganda, Rwanda, Burundi and the Democratic Republic of Congo,
the Horn of Africa (Ethiopia, Sudan and Eritrea) and Southern Africa countries as well as.
Environmental Educators in schools and field study centres, with a high multiplier potential will
specifically be considered.
Applicants should have:
· An appropriate tertiary qualification
· Relevant experience in education
· High multiplier potential; and
· Competence in English
Equitable gender representation as well as representation from different countries, and different
institution/departments within the education system will also be considered during the selection
process. During the pilot phase the training programme will admit 20 participants to allow for
intensive and interactive facilitation and exchange of experiences. Later on this number will vary
depending on availability of funds or self-sponsoring candidates.
4.0 Challenges Facing the Implementation of Environmental Education Poverty and repaid
population growth EE should aim at promoting alleviation measures with positive
environmental effects.
· Absence of tangible alternatives EE should also focus on the availability of alternative
sources.
· Difficulties in disseminating appropriate messages to target groups. For example
messages discouraging charcoal burning.
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· The large pupil teacher ratio. The rapid increase of the country's population density
influencing the large number of students in school, meanwhile the number of teachers
remains stagnant.
5.0 Conclusion
In general environmental awareness is on the increase. This can be seen in the sectoral policy reviews
going on in the country since the 1990's. The number of environmental issues is going on in various
sectors (energy, water, education etc) as well as training opportunity for environmental practitioners,
managers, and extension services. The curriculum reviews have been done to incorporate EE in the
national school curriculum. EE teaching and learning materials have been produced and links with
regional and international organisations.
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Environmental Education at Tertiary Level in Tanzania: a case of University of Dar es Salaam
Cosmas H. Sokoni
Department of Geography,
University of Dar es Salaam
1.0
Introduction
Human interaction with the natural environment is necessary in the development process.
However, environmental destruction eventually threatens the sustainability of development
activities. Thus, there has been a growing need for a better understanding human - environment
interactions and the risks from the misuse of the environment. The growing interest on
environmental education (EE) has been encouraged by the global emphasis on teaching about
careful use of and conservation of natural resources; the need to impart basic and advanced
environmental knowledge and skills and the need to solve development problems associated with
human interaction with the natural environment.
Although some great effort has been undertaken to promote environmental education in Tanzania,
there have been remarkable variations between levels of education institutions. This paper reflects
on the status of EE at tertiary level institutions. Tertiary education institutions in Tanzania have
increased tremendously recently in their numbers and student enrolment. By the year 2000,
Tanzania had 31 tertiary education institutions and a total enrolment of 20, 912 students (Mkude
and Cooksey, 2003). The University of Dar es Salaam is the oldest and the largest of all. While the
case of the University of Dar es Salaam informs us on EE at tertiary level education institutions, it is
not by any means representative of the all the institutions. For a better understanding of EE at this
level more research is necessary. Literature on EE at this level is very scanty. This paper relied on
the University Prospectus of 2003/2004. Information on curriculum presented in the prospectus is
very brief and resources for access to curriculum material for each programme were not available.
2.0 Environmental
Education
Education is critical for promoting sustainable development and improving the capacity of people to
address environment and development issues. It is also critical for achieving environmental and
ethical awareness, values and attitudes, skills and behaviour consistent with sustainable
development.
Environmental education (EE) is a learning process of enhancing a population's awareness and
concern about the relationship between society and the environment and its associated problems.
"EE is a process of recognizing values and clarifying concepts in order to develop skills and
attitudes necessary to understand and appreciate the relationship of man to his culture and
biophysical surroundings" (WWF, 2001:2). Thus, EE involves generating and imparting knowledge,
skills, motivation and commitment to care for the natural environment while solving current
problems and minimizing future ones.
EE has various contributions including the following:
1. EE fosters a greater knowledge and understanding of ecological systems, principles and
environmental issues, and human and natural environment interactions.
2. EE increases awareness of and sensitivity to environmental issues.
3. EE imparts skills required for engaging effectively in sound resource management
4. EE enhances our capacity to weigh various options of environmental management. This is
essential for making responsible decisions.
5. EE motivates and supports people to participate both individually and collectively in actions
that improve the quality of the environment.
6. EE fosters attitudes and values of concern and responsibility for the environment, and
motivation to care for the environment.
EE is an important component in the education curriculum of Tanzania at the primary, secondary
and tertiary levels. However the incorporation of EE in the curriculum varies across the education
levels and the major disciplines such as between social sciences and natural sciences. EE is a
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complex process. Often it may be provided as a whole rather education institutions participate by
providing some parts of EE. The above definition of EE suggests the need to go beyond
understanding the environmental systems. Rather it involves enhancing attitudes and values,
motivation towards responsibility and greater care for the environment. We may know
environmental systems very wel , but we may lack attitudes, values and motivation for caring the
environment. Promoting environmental education in all levels of education is therefore very
important.
3.0
Environmental Education at the University of Dar es Salaam
The fast growing tertiary education sector in Tanzania makes it a potential area for promoting
environmental education in Tanzania. Graduates from these institutions are the future managers of
environmental resources. Enhancing their attitudes and motivation towards care of the environment
is vital for sustainable development. Unlike in lower level education institutions where imparting
knowledge on the environmental system is an essential component, at the tertiary level, the
students and educators are more knowledgeable of the environmental system.
Sawio (2002) suggests that EE is offered at the University of Dar es Salaam. However, taking into
consideration the definition of EE given above, Sawio's view is taken with caution as the education
offered does not necessary involve pursue on students attitudes, values and motivation towards
care for the environment. EE is not offered as an independent subject at the University of Dar es
Salaam (UDSM), rather themes of environmental significance are integrated in various
programmes. However, there are variations among the teaching units in the extent to which
environmental themes are incorporated in the curriculum. Programmes with a greater integration of
environmental themes include: B.A. in Environmental Studies and MA in Geography and
Environmental Management (GEM) offered by the Department of Geography, FASS; M.Sc. in
Environmental Sciences offered by the Faculty of Science; Diploma in Environmental Health
Sciences of MUCHS; and Various B.Sc. and M.Sc. programmes taught at the University College of
Lands and Architectural Studies (UCLAS).
Below is brief list of some of the environmental related courses from various faculties.
3.1
Faculty of Arts and Social Science (FASS)
In the Faculty of Arts and Social Sciences, the Geography Department has more environmental
themes in its curriculum. The Department offers a programme for undergraduate level titled:
Geography and Environmental Studies. In this programme various courses geared towards
understanding the relationship between mankind and the natural environment are offered. These
include: Environment and food Security; Resources (Earth, Biotic, ground and atmospheric water,
etc.); Techniques: Remote sensing and GIS; Water Resources Development; Conservation and
Management of |Natural Resources; Population, Resources and Development; Environmental
Assessment and Management; Rural Settlement Planning; Urban Systems; Regional, Urban and
Rural Development Planning; and African Environment.
At graduate level, the Department offers a programme titled M.A. in Geography and Environmental
Management. Courses offered include: Explanation, Methods of Geographical and Environmental
Management; Assessment of Environmental Natural Resources in Developing Countries;
Theoretical Development in Spatial Development and Environmental Resource Management;
Management and Conservation of Environmental Resources; Population, Resources and
Environment; Water Resource Development and Management; Environmental Disaster
Management; and Gender and Resource Management.
Whereas these courses enhance the knowledge and skills of students on environmental issues, it
is not evident that the curriculum involves motivating students towards care of the environment.
Certainly the teaching identifies the need for greater care of the environment for sustainable
development. However there are no mechanisms for evaluation and monitoring the effectiveness of
EE. In the Department there is a great potential for using community-based organization to promote
environmental education. Students studying Geography have their organization that is potential
forum for EE to the student community and general public. However the organization requires
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support in capacity building in order to participate effectively in environmental education
programme. The Geographical Association of Tanzania is another potential organization. It also
needs support in capacity building for offering EE to the University Community.
In the FASS there are other departments that offer environmental related courses. The Department
of Economics offers a course on natural resources and environmental economics. The History
Department has a course on Topics in Tanzania Environmental History, offered at postgraduate
level. At the same level, a course on Rural Environmental and Resource Use is taught in the
department of Sociology. The Demographic Training Unit has various courses that relate
population and environment at postgraduate level. The Institute of Development Studies offers two
courses at the undergraduate level that is Population, Urbanisation and Environment, and
Environment and Development. A course titled Energy and Environment is offered at graduate
level.
3.2
Faculty of Science
The undergraduate programmes in the Faculty of Science offer a wide range of courses that impart
knowledge and skills to students on the nature and functioning of the natural environment. The
Botany and Zoology departments have courses on Plant Ecology; Environmental and Nutritional
Physiology; Environmental Science; and Environmental Microbiology. The Department of Geology
has courses on Geology and Mineral Resources of Tanzania; Introduction to Hydrology; and
Environmental Science. The following courses are studied in the departments of Marine Biology
and Zoology: Marine Ecology; Animal Ecology; Environment and Nutritional Physiology; and
Marine Resources & Fisheries Ecology; Wildlife and Range Ecology; Animal Ecology and Plant
Ecology. A course on Environmental Physics is offered by the Department of Physics.
At the postgraduate level, the M.Sc. in Environmental Sciences porgramme has a wider range of
courses including: Marine Ecology; Water resources; Atmospheric and Fish Quality Management;
Environmental Pollution and Public Health; Environmental Laws and Legislation; Maritime
Resources and their Rational Utilisation; and Environmental Impact Assessment. The Department
of Geology teaches two courses on Geo-technique and Environmental Ecology; and Geology and
Mineral Resources of Sub-Saharan Africa. Other programmes include M.Sc. in Wildlife and
Terrestrial Ecology and M.Sc. in Applied Zoology.
3.3
Faculty of Law
The Faculty of Law also has its share in imparting environmental knowledge through its course on
Environmental Law.
3.4
Faculty of Aquatic Sciences and Technology
In the Faculty of Acquatic Sciences and technology, the Department of Aquatic Environment and
Conservation offers a wide range of courses including: Introduction to Aquatic Environmental
Sciences; Earth Materials; Mangrove and Seagrass Ecosystem; Estuarine Ecology; Wetland
Ecology; Environmental Science; Community-based Conservation and Extension; Fisheries
Management and Conservation; Aquatic Resources and Management; Aquatic Pollution;
Watershed Management; and Conservation Biology.
The Fisheries Department teaches the following courses: Water Quality and Pollution Control;
Ecology and Utilisation of Natural Resources; Environmental Science; Fisheries Management and
Conservation; Aquatic Resources and Management; and Ecology of Coral Reefs.
3.5
Prospective College of Engineering
Undergraduate Programmes in the Prospective College of Engineering Technnology (pCET) offer a
number of programmes that involve imparting knowledge and skills on environment. Courses
offered include the following: Elements of Environmental Engineering; Environmental Management
and Cleaner Technology; Biological Treatment of Industrial Wastes; Renewable Energy Resources;
Introduction to Water Quality and Micro-Biology; Management of Solid and Hazardous Wastes;
Environmental Engineering; and Environmental Engineering in Mining.
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Courses offered in the postgraduate programme include: Principles of Environmental Education;
Integrated Land and Water management; Water Resources Management; Environmental and
Water Resource Systems Analysis; Water quality Management; Water, Sanitation and Diseases;
Soil and Groundwater Pollution from Agro-Activities; Solid Waste Management; Environmental
Management; and Air Pollution Management.
3.6
University College of Lands and Architectural Studies
The University College of Lands and Architectural Studies (UCLAS) has environmental related
courses in its undergraduate and postgraduate programmes. The following undergraduate
programmes offer various course on environment: Bsc in Environmental Engineering; B.Sc. in Land
Management and valuation; and B.Sc. in Urban and Regional Planning. At postgraduate level
various programmes are related to environmental issues. In the Faculty of Architecture and
Planning the following programmes are worth noting: Postgraduate Diploma in Urban Planning and
Management (PGD. UPM); M.Sc. in Urban Planning and Management (M.Sc. UPM); M.Sc. in
Urban and Regional Planning and Management (M.Sc. URPM); and Ph.D. in Urban Planning and
Management (PhD. UPM). The Faculty of lands and Environmental Engineering has the following
programmes: Postgraduate Diploma in Environmental Technology and Management (PGD. ETM);
M.Sc. in Land Management; Postgraduate Diploma in Land Management (PDG-LM); and M.Sc. in
Environmental Technology and Management (M.Sc. ETM).
3.7
Muhimbili College of Health Sciences
Institute of Allied Health Sciences of the Muhimbili College of Health Sciences (MUCHS) offers a
Diploma in Environmental Health Sciences.
3.8
Faculty of Education
Students in the Faculty of Education select courses in the Faculty of Arts and Social Sciences and
the Faculty of Science where they the opportunity to take environmental related courses.
4.0 Conclusion
The above section lists a wide range courses and programmes related to environment that are
offered at the UDSM both at undergraduate and postgraduate levels. The list is not meant to be
exhaustive. The university's curricula are rich in knowledge on the human environment
interactions. Environmental issues / themes relate to specific disciplines. However there are
crosscutting themes. Knowledge and skills are already in place. Whether acquisition of knowledge
and skills on environment implies development of values and motivation towards greater care on
environment for sustainable development is not certain. It is not uncommon to encounter
environmental mismanagement even among the learned communities.
Certainly there is a strong basis for EE at the University of Dar es Salaam that would enhance
public awareness, motivation and initiatives for putting into practice better care of the environment.
The existing community based organization called JEMA is a great potential for enhancing
environmental education at the UDSM. There is agreat potential for linking Nile Basin issues in the
programmes that exist at the UDSM both within and out of the curricula. However this may require
support in capacity building especially for community based organizations. Programmes that
specialize on environmental issues such those in the Department of Geography can be targeted for
linking with the Nile Basin Issues.
References
University of Dar es Salaam, 2003, University of Dar es Salaam Prospectus 2003/2004.
Directorate of Research and Publications, Dar es Salaam
Sawio, C. J., 2002, Environmental Education in Teaching Science, in P. Haussler; A. K.
Ishengoma; K. Girvan and A. Siarra, 2002, Political Handbook and NGO Calendar 2003, Friedrich
Ebert Stiftung, pp 88 95.
WWF, 2001, Environmental Education for Teacher Educators, E&D Limited
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Mkude, D. and B. Cooksey, 2003, "Tanzania: Country Higher Education Profile", in Damtew Teferra
and Philip. G. Altbach, 2003, African Higher Education: An International Reference Handbook.
Indiana University Press, pp. 583-594.
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The role of Media in enhancing Environmental Education
John Chikomo
Chief Executive
Association of Environmental Journalists in Tanzania
1. INTRODUCTION
The word environment can be defined as any part or the combination of any component of:-
(a)
Nature, that includes air, land and water, plant and animal life other than human
beings;
(b)
The interaction between the components of nature, and between those components
and human beings
(c)
Physical, aesthetic and cultural conditions and factors that effect lives of human beings
and other communities;
(d)
Buildings, structures, machines or their devices made by humans; and
(e)
Any solids, liquids, gases, odour, heat, sound, vibration or radiation resulting directly or
indirectly from the activities of human beings.
From this definition one can conclude that development activities such as timber and firewood
extraction, cattle grazing, industrial processes, farming, water extraction, development of
settlements and fishing activities, are also environmental issues.
These notes will dwell more on current major environmental issues in Tanzania. Also proposals will be
made on the role of journalists in the protection and management of the country's environment.
2.
TANZANIA'S ENVIRONMENTAL POTENTIAL
Tanzania is endowed by a wealth of environmental resources. It has fertile agricultural lands which
supports agricultural and livestock production; large water bodies such as Lakes Victoria,
Tanganyika and Nyasa which are used for fisheries and lake transport; fabulous national parks
which attract tourists all over the world; unique forest ecosystems used for timber, fuelwood and
medicines. The country's uniqueness and abundance of species both plant and animal, attracts
many scientists and eco-tourists form many countries.
3.
THREATS TO THE COUNTRY'S ENVIRONMENT
Despite the country's riches in natural resources it is faced with many environmental problems.
The National Environmental Action Plan identified six major problems needing urgent attention,
they are:-
(a)
reduction of soil productivity due to land degradation;
(b)
lack of accessible clean water for both urban and rural populations;
(c)
environmental pollution that effects populations in towns and in rural areas;
(d)
Loss of habitats for wildlife, and reduction in biological diversity of natural forests and
other habitats;
(e)
Deterioration of river, lake, coastal and marine waters due to pollution and poor
resource management; and
(f)
Deforestation through clearance for agricultural expansion, harvesting of woodfuel and
other forest-based products
These environmental problems hinder a sustainable use of the country's resources, and could be
future major courses of the country's poverty.
4.
EFFORTS MADE TO ALLEVIATE THE COUNTRY'S ENVIRONMENTAL PROBLEMS
The government has taken a number of steps to alleviate environmental problems. The National
Environment Policy is now in place to provide a framework for interventions by various
governmental as well as non governmental sectors, and the private sector. Also since
environmental issues are cross-sectoral in nature, several sectoral policies have been revised to
take on board environmental concerns. Examples are the National Forest Policy, the National
Agricultural Policy. Also new policies are being formulated that take care of environmental
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considerations, such as the National Wildlife Policy, and the National Fisheries Sector Policy and
Strategy Statement.
Related to the review and formulation of policies that impact on environment, efforts have been
made by the Government to prepare national strategies, programmes and projects for the
implementation of the National Environmental Policy. As you are aware, just recently, a national
forum was held on the preparation of the National Action Plan to Combat Desertification. The
process is expected to be finalized in a few months time. Also the government is leading the
process of preparing a National Strategy and Action Plan for the Conservation of Biological
Diversity. Environmental programmes which are currently being implemented by the government
are the Lake Victoria Environmental Management Programme, the Lake Tanganyika Biodiversity
Project, the Cleaner Production Technologies Project (implemented under the ministry of Industries
and Trade), and many other under the ministry of Natural Resources and Tourism.
To-date there are more than 55 laws under these acts. For example the Fisheries Act No. 6 of
1970 as amended by supplement No. 32 of September, 1989 and the Forest Ordinance Cap. 389
as amended by Act No. 18 of 1997 stipulate heavy penalties for breach of these laws. In addition,
various sections of Acts No. 7 and 8 on Local Government Authorities and Urban Authorities
respectively, are of relevance to prevention of land degradation, overgrazing, human settlements,
mining, forest, industrial pollution, deforestation, wildlife and biodiversity, sanitation, liquid and solid
wastes, and offensive trades. The government is also in the process of preparing a framework
environmental law.
The government has established specialized institutions to take care of environmental functions.
Examples of the relevant acts of parliament are the National Environment Management Act No. 19
of 1983 which established NEMC; the Tropical Pesticides Research Act which established TPRI;
and the National Radiation Commission Act of 1983 which established the National Radiation
Commission.
With regard to non-governmental initiatives, there are more than 160 NGOs which are registered as
Environmental NGOs, JET being one of them. These NGOs are engaged in public awareness,
carrying out community based environmental activities, tree planting, cleanliness of urban centers,
environmental law, and the like.
In addition to formal NGOs, there are community based organizations which implement village level
activities.
5.
THE ROLE OF JOURNALISTS IN ENVIRONMENTAL PROTECTION AND
MANAGEMENT IN TANZANIA
There is a lot of information which the public needs to know on environmental matters. Journalists
have been very instrumental in transmitting environmental information to the general public. In
order for the message to be transmitted accurately, there is a need for and in-depth search for
such information.
The government depends to a very large extent on the role of journalists in educating the public as
to the existing environmental related policies, programmes, projects and laws. On the other hand
the government depends heavily on journalists to have a feedback on the public opinion on
government policies and actions.
HOW MEDIA PLAY ITS ROLE
· Collection, processing and dissemination of news and information on environmental issues
on daily basis.
· To raise public awareness on various aspects of environmental protection and
management
· Public education on various aspects of environmental protection and management.
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· To empower and enrich local communities on maters related to environment through media
debate.
· To investigate and expose environment destruction and mismanagement
· To provide communities with a forum to discuss/debate environmental issues.
MEDIA TOOLS
Newspapers
Radio
TV
Posters
Leaflets
Newsletters
Brochures
Bill boards
Internet
Application of media tools
· News coverage on daily basis
· Environmental news/features syndication
· Radio Programs
· TV programme
· Editorialisation/commentaries
· Letters to the editor
· Phone -ins
· Testimonies
· Investigative journalism
Publication and distribution of Kiswahili environmental newspaper has made rural populations to
have access to information on environment and sustainable development. Thus, rural communities
are now participating and contribute to the public debate that shapes decision making on
sustainable natural resource management in Tanzania. The Vingunguti case and Dar es Salaam
abbartoir cases serve as examples.
Successful case studies by JET
In 1997 JET launched a media campaign against the proposed controversial prawn farming project
in the Rufiji Delta. The campaign was successful undertaken by feature writing and publications
also we had a Radio programme which run for the whole year.
Between 1998 and 2003 JET had a project on dissemination of environmental information including
publication of a monthly news letter (JET News) and Kiswahili newspaper KASUKU which
strengthened journalists' investigative reporting capacity on sustainable environmental
conservation and natural resource management in Tanzania.
6. CONCLUSION
Environmental journalists, particularly JET that has massive experience in environmental public
awareness raising, must meet the challenge by providing information in such a way that all levels of
people can be aware that they have the power to do something for conservation of the natural
resources.
I thank you for your attention.
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II.
Annex II:
List of Participants
No: Name
Organization
Address
1
Mr. Christopher Mafuru.
Malihai Clubs, Mwanza
Postal: Box 149 Mwanza.
Email: chrismafuru@yahoo.com
Phone: 0744 430959
2
Mr. Lota Melamari.
Wildlife Conservation Society of
Postal: Box 70919 Dar es Salaam.
Tanzania (WCST)
Email: wcst@africaonline.co.tz,
melamarilota@yahoo.co.uk
Phone: 022 211 2518, 0748 461122
3
Mr. E.S Kilosa.
Natural Resources Officer
Postal: Box 299 Musoma.
(Regional Administrative
Email: rasmara@juasun.net
Secretary' Mara)
Phone: 0744 813516
4
Mr. Kassian G. Kimela
ECOVIC TANZANIA
Postal: Box 887 Mwanza.
Email: ecovictz@hotmail.com
Phone: 0744 597721
5
Mr. Pancras Ngalason.
GREENCOM
Postal: Box 78192 Dar es Salaam
Email: pngalason@epig.or.tz
Phone: 0744 855588
6
Mrs. Martha Ngalowera
Vice Presidents Office Division
Postal: Box 38034
of Environment
Email: ngalowera@hotmail.com
Phone: 0748 589610
7
Mrs. Eronica Lyimo
Fisheries Division
Postal: Box 2462 Dar es Salaam
Email: eronicalyimo@yahoo.com
Phone: 2122930
8.
TEECA
Postal: box 21203 Dar es Salaam
Mr. Winsley A. Sichone
Email: teecatz@yahoo.com
Phone: 0748 374027.
9
Mr. Martin Kitilla.
Sustainable Cities Programme
Postal: Box 70729 Dar es Salaam
Email: martinkitilla@yahoo.com
Phone: 2114014, 0741 279920
10
Mrs. Vida Ngomuo.
Ministry of Water and Livestock
Postal: Box 35066 Dar es Salaam
Development
Email: vidangomuo@yahoo.com
Phone:0744 970418
11
Dr. Camillus J. Sawio.
Geography Department UDSM
Postal: Box 35049 Dar es Salaam
Email: sawio@udsm.ac.tz
Phone: 0744 916293
12
Mrs. Mary Shuma.
WWF
Postal: Box 63117 Dar es Salaam
Email: mshuma@wwftz.org
Phone: 0744 262629
13
Bartholomew Tarimo.
NEMC
Postal: Box 63154 Dar es Salaam
Email: btarimo2002@yahoo.com
Phone:0744 475797
14
Mr. Eric K. Mugurusi
VPO
Postal: Box 5380 Dar es Salaam
Email:sotchair
Phone: 2118416
15
Dr Cosmas Sokoni.
Geography Department USDM
Postal: Box 35049 Dar es Salaam
Email: csokoni@hotmail.com
Phone: 0741 402890
16
Mr. John Chikomo.
JET
Postal: Box 15674 Dar es Salaam
Email: jchiko@yahoo.com
Phone: 0744 263965
17
Mr. Jonathan Tangwa.
Ministry of Natural Resources
Postal: Box 426 Dar es Salaam
and Tourism
Email: jltangwa@hotmail.com
Phone: 0748 508987
18
Eng. Stephen B. Mhauka.
Ministry of Works
Postal: Box 9423 Dar es Salaam
Email: stevenmhauka@yahoo.com
Phone: 0744 875338
19
Mrs. Zebida G. Maagi.
Regional Administrative
Postal: Box 299 Bukoba
Secretary, Kagera
Email: zmaagi@yahoo.co.uk
Phone: 0741 564140/ 028-2220215
20
Mr. E. Orwa.
ECOVIC
Postal: Box 887 Mwanza
Email: regionalecovic@yahoo.com
Phone: 0744 033071
18
Eng. Stephen B. Mhauka.
Ministry of Works
Postal: Box 9423 Dar es Salaam
Email: stevenmhauka@yahoo.com
Phone: 0744 875338
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21
Anna Maembe
NEMC
Postal: Box 63154 Dar es Salaam
Email: amaembe@yahoo.com
Phone: 0744 481052
22
Dr. A. Majule
Institute of Resource
Postal: Box 35097 Dar es Salaam,
Assessment (IRA)
Tanzania.
UDSM
Email: amjule@ira.udsm.ac.tz
Phone: 0744 365644
23
Mary Kivaria
Ministry of Education
Postal: Box 9121 Dar es Salaam, Tanzania.
Email: kivariamg@iyahoo.com
Phone: 0744 489038
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II.
Annex III:
Some Pictures from the Workshop
Please listen!!!!
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Developing Tanzania's EE&A National priorities
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Tanzania is not starting from zero.
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