United Nations
Global Environment
Environment Programme
Facility
REPORT ON EDUCATIONAL NEEDS
ASSESSMENT FOR THE WESTERN INDIAN
OCEAN REGION
JACQUELINE N. UKU and JULIUS FRANCIS
October 2007
Disclaimer: The findings, interpretations, and conclusions expressed herein do
not necessarily reflect the views of the UNEP or WIOMSA. The opinions and
conclusions in this report are those of the authors.
Educational Needs Assessment for the Western Indian
Ocean Region
An assessment study undertaken by WIOMSA on behalf of
the UNEP-GEF WIO-LaB Project entitled `Addressing land-
based activities in the Western Indian Ocean Region'
Report prepared
by
J. N. UKU and J. FRANCIS
WESTERN INDIAN OCEAN MARINE SCIENCE ASSOCIATION
P. O. Box 3298, Zanzibar,
TANZANIA
ACKNOWLEDGEMENTS
This report was prepared with input from individuals from Kenya, Tanzania, Comoros,
Seychelles and South Africa who provided reports and took time to fill in questionnaires
distributed during the questionnaire survey. These individuals are listed in Annex II and the
authors express their gratitude to them for their comprehensive input without which this
report would not have been possible.
Funding for this survey was provided by the UNEP-GEF Project "Addressing land-based
activities in the Western Indian Ocean region (WIO-LaB)" as part of its objective of
developing a regional educational programme to enhance awareness on the impacts of land
based activities on the coastal and marine environment in the Western Indian Ocean region.
i
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ..................................................................................................................................... I
LIST OF ABBREVIATIONS AND ACRONYMS.............................................................................................. III
EXECUTIVE SUMMARY.....................................................................................................................................V
1.0
INTRODUCTION .................................................................................................................................... 1
1.1
BACKGROUND INFORMATION AND SCOPE OF THE STUDY ..................................................... 1
1.2
METHODOLOGY ................................................................................................................................... 2
2.0
EDUCATIONAL INITIATIVES AND NEEDS IN THE PARTICIPATING COUNTRIES.................. 3
2.1
COMOROS .............................................................................................................................................. 3
2.2
KENYA .................................................................................................................................................... 4
2.3
SEYCHELLES ......................................................................................................................................... 9
2.4
SOUTH AFRICA ................................................................................................................................... 13
2.5
TANZANIA............................................................................................................................................ 15
3.0
PRIORITY AREAS FOR SUPPORT..................................................................................................... 17
3.1
PRIORITY SCHOOL EDUCATIONAL ACTIVITIES......................................................................... 17
3.2
PUBLIC AWARENESS ACTIVITIES.................................................................................................. 24
4.0
CONCLUSIONS ................................................................................................................................... 25
REFERENCES ..................................................................................................................................................... 25
ANNEX I: TERMS OF REFERENCE TRAINING AND EDUCATIONAL NEEDS ASSESSMENT............. 27
ANNEX II: CONTRIBUTORS TO THE WIO-LAB PROJECT EDUCATIONAL NEEDS ASSESSMENT... 31
ANNEX III: QUESTIONNAIRE DISTRIBUTED IN SOME OF THE WIO COUNTRIES ............................. 32
ANNEX IV: QUESTIONNAIRE DISTRIBUTED IN SOUTH AFRICA .......................................................... 34
ii
LIST OF ABBREVIATIONS AND ACRONYMS
APERGE
Appui Regional a la Promotion d'une Education pour la Gestion de
l'environnement (Regional Environmental Education Project)
CDA-ICM
Coast Development Authority Integrated Coastal Area Management
CEAS
Coastal Environment Award Scheme
CORDIO-EA
Coral Reef Degradation in the Indian Ocean-East Africa
CUEA
Catholic
University of Eastern Africa
DINALEDI
Department of Science and Technologies and the Department of
Education in South Africa
EAWLS
East African Wildlife Society
ECOFRESS
Ecological
Friendly School Strategy
EE
Environmental
Education
EECC
Environmental
Education Coordinating Committee
FAO
Food
and
Agricultural
Organization
FEE
Foundation
for
Environmental
Education
FET
Further
Education
and
Training
GEF
Global
Environment
Facility
GET
General
Education
and
Training
ICM
Integrated
Coastal
Management
IFERE
Institute
of
Education in Comoros
IOI-EA
International Ocean Institute-East Africa
IUCN
International
Union
for the Conservation of Nature
IYFW
International Year of Freshwater
KESCOM
Kenya Sea Turtle Conservation Committee
KMFRI
Kenya Marine and Fisheries Research Institute
KWS
Kenya
Wildlife
Service
LBA
Land-Based
Activities
MACEMP
Marine and Coastal Environment Management Project
MICOA
Ministry for Coordination of Environmental Affairs
MPA
Marine
Protected
Area
MWW
Municipal
Waste
Water
NEMC
National Environment Management Council
NGO
Non
Governmental
Organization
NIE
National
Institute
for
Education
NRF
National
Research
Foundation
PADH
Physical
Alteration
and Destruction of Habitats
PMU
Project
Management
Unit
of the UNEP-GEF WIO-LaB Project
PNUD
Programmes des Nations Unines pour le development (United Nations
Development Programme)
PRE COI/UE
Programme Regional Environment de la Comission de l'Ocean Indien
(Regional Environmental Programme of the Indian Ocean
Commission)
REEF
Roving Environmental Education Facility
SAASTA
South African Agency for the Advancement of Science and
Technology
SCMRT-MPA
Seychelles Center for Marine Research and Technology Marine Parks
Authority
SMB-Retailers
Small and Medium Sized Retailers
SPLASH
Special Program for Learning and Awareness on Species and Habitats
iii
SWAC
Solid Waste and Cleaning Agency
TCMP
Tanzania Coastal Management Partnership
TIE
Tanzania
Institute
of
Education
UN
United
Nations
UNEP
United Nations Environment Programme
UNESCO
United Nations Educational, Scientific and Cultural Organization
UNDP
United Nations Development Programme
USAID
United States Agency for International Development
WED
World
Environmental
Day
WCK
Wildlife Clubs of Kenya
WCS
Wildlife
Conservation
Society
WCS
Wildlife Clubs of Seychelles
WIOMSA
Western Indian Ocean Marine Science Association
WIO
Western
Indian
Ocean
WWF
World Wide Fund for Nature
WWF-EAME
World Wide Fund for Nature East African Marine EcoRegion
iv
EXECUTIVE SUMMARY
The impacts of land-based activities on the coastal and marine environment have been
recognised widely in the Western Indian Ocean (WIO) region and this is the focus of the
UNEP-GEF WIO-LaB Project entitled `Addressing land-based activities in the Western
Indian Ocean region'. The project is executed by the Secretariat of the Nairobi Convention,
and is meant to serve as a demonstration project for the UNEP Global Programme of Action
(GPA) for the Protection of the Marine Environment from Land-Based Activities (LBA).
The WIO-LaB Project sub-contracted the Western Indian Ocean Marine Science Association
(WIOMSA) to undertake an assessment of educational needs in the WIO Region in relation to
the impacts and management of land-based activities on the marine and coastal environment.
The overall aim of the Educational Needs Assessment was to establish the specific
educational needs in the WIO Region in order to enable UNEP-GEF WIO-LaB Project
develop a specific educational programme geared at increasing awareness of the general
public on the importance and means of addressing the impacts of land-based activities to the
coastal and marine environment, through the development and implementation of, and support
to existing educational programmes. The assessment targeted stakeholders involved in
educational activities in the different WIO countries.
The consultants used experts in the WIO Region including the Focal Points of the WIO-LaB
project in order to conduct the Educational Needs Assessment either by the use of
questionnaires or through direct discussions with people involved in the implementation of
different educational programmes in the WIO Region. Input was received from experts and
resource persons in Kenya, Tanzania, Comoros, Seychelles and South Africa on aspects
ranging from completed and ongoing education initiatives, support to curriculum
development by national and international organizations, development of awareness materials,
the presence of training programmes for teachers and professional guides in Marine Protected
Areas (MPAs).
Respondents were also requested to select priority areas for educational awareness based on
the sectors targeted by WIO-LaB Project. The major shortcoming of this survey was the low
number of responses, notwithstanding the fact that there are numerous education initiatives
being implemented in different WIO countries. To overcome this limitation, reports and
documentation on different educational initiatives were also used to input into the report.
The findings of the educational survey indicate that educational programmes in most
countries cover only limited aspects of marine and coastal environmental management,
whereas some countries in the WIO region have put in place more advanced education
programmes in this regard, which may prove to be useful in sharing of experiences between
countries. From this survey, it emerged that countries in the WIO Region that have advanced
and coordinated educational and outreach programmes include Seychelles and South Africa.
It was also concluded that the use of beach clean up campaigns to raise awareness in schools
is one area in which the WIO-LaB project can make a significant contribution in the WIO
Region. This is, for instance, through support of beach cleanup activities in Zanzibar and
Comoros that are modelled along the International Coastal Cleanup campaigns held in Kenya
annually.
v
The Coastal Environment Award Scheme (CEAS) conducted in Tanzania was successful in
raising awareness on environmental issues as well as securing the support of communities
during the development of the National Integrated Coastal Management Strategy. This
programme promotes public participation in the management of natural resources in the
coastal region of Tanzania and encourages the use of environment friendly technologies and
practices and demonstrates the government's commitment to Integrated Coastal Management
(ICM). Kenya has recently legalised the establishment of the Beach Management Units
(BMUs) in coastal areas. CEAS could be used to motivate the communities to establish
BMUs and make them operational.
The WIO-LaB Project can also make a significant contribution in terms of raising awareness
on the coastal and marine environment in the WIO Region through supporting the revision of
the book entitled `A School Teacher's Guide to Marine Environmental Education in the
Western Indian Ocean Region' along the lines of the text book produced by Nature Seychelles
and the Seychelles Ministry of Education entitled `Learning for Sustainable Living in
Seychelles'. This book could be translated into Kiswahili, French and Portuguese in order to
make it more accessible to a wider audience in the WIO region. The revision of the book
would provide the authors with an opportunity of inputting more updated information that
could be of relevance to key areas of concern within Physical Alterations and Destruction of
Habitats (PADH), Municipal Wastewater Management (MWW) and legal components of the
WIO-LaB project. Such a book would also be instrumental in raising awareness on key
project priority areas and could also serve as a teaching guidebook (resource book) for
primary school teachers as well as coastal and inland communities that are not based at the
coast but whose activities are felt by impacts in the coastal zone.
It is also recommended that awareness materials should be produced collaboratively with
organizations involved in educational activities so as not to duplicate efforts made by other
organizations producing similar packages for dissemination.
South Africa is the only country in the region that has been participating in the Blue Flag
Programme (BFP). Other countries in the WIO region where tourism industry is important
could benefit from South Africa's experience. Countries such as Kenya, Seychelles and
Mauritius that receive a substantial number of tourists (visiting coastal areas) every year could
be supported in order to enable them initiate the Blue Flag Programme along their beaches so
that it gives them an added value over upcoming markets.
While not all countries provided inputs into this educational survey, the findings of this
assessment are to a large extent applicable to all countries in the WIO Region. This is in view
of the fact that information derived through previous needs assessment studies and project
reports were consulted in order to have a good regional perspective. The recommendations
made in this education survey will be instrumental in raising awareness on the impacts of
land-based activities on the coastal and marine ecosystem in the school systems and public
domain of the WIO region.
vi
1.0 INTRODUCTION
1.1
BACKGROUND INFORMATION AND SCOPE OF THE STUDY
The project "Addressing land-based activities in the Western Indian Ocean (WIO-LaB)" is an
initiative of the Nairobi Convention, designed to address some of the main environmental
problems and issues related to the degradation of the marine and coastal environment due to
land-based activities in the Western Indian Ocean (WIO) region. The Project represents a
strong partnership between its eight participating countries (Comoros, Kenya, Madagascar,
Mauritius, Mozambique, Seychelles, South Africa, and Tanzania), the United Nations
Environment Programme (UNEP) and its financiers: the Government of Norway and the
Global Environment Facility (GEF).
The WIO-LaB Project is designed as a demonstration project for the Global Programme of
Action for Protection of the Marine Environment from Land-based Activities (GPA) in the
WIO region. In this regard, the objectives of the WIO-LaB Project are to:
(1) Improve the information base and develop and demonstrate guidelines and strategies
for the reduction of stress to the ecosystem by improving water and sediment
quality;
(2) Strengthen regional legal basis for preventing land-based sources of pollution,
including implementation of the GPA;
(3) Develop regional capacity and strengthen institutions in the WIO Region for
sustainable, less polluting development including the implementation of the Nairobi
Convention.
Within the context of its third objective, WIO-LaB Project sub-contracted the Western Indian
Ocean Marine Science Association (WIOMSA) based in Zanzibar in the United Republic of
Tanzania, to undertake an assessment of training and educational needs in the WIO Region in
relation to the activities and objectives of the WIO-LaB Project (Refer to Terms of Reference
in Annex 1).
The overall aim of the needs assessment was to establish the foundation for the development
of targeted educational programmes that will also form the basis for (i) the development of the
capacity required in order to effectively implement the various WIO-LaB Project activities
and (ii) increase the capacity of stakeholders in the WIO region to effectively manage and
control the impacts of land-based activities on the coastal and marine environment, in line
with the general provisions of the Nairobi Convention.
The assessment targeted stakeholders including legislators, decision makers, the private sector
and community groups with the aim of assessing the existing education awareness activities
focused on the impact of land based activities on the marine ecosystem in key sectors that
include tourism, aquaculture, ports and harbors, coastal mining, municipal waste water
management, solid waste management and agriculture. These sectors have been identified by
the UNEP/GPA and WIO-LaB Project as areas that have direct environmental and
management impacts on the marine ecosystem within the broad thematic areas such as
Physical Alteration and Destruction of Habitats (PADH), Municipal Waste Water
Management (MWW) and related policy, legal and institutional aspects.
1
This report documents information obtained from countries that provided comprehensive
input to the survey concerning educational programmes being implemented in the WIO
Region. These countries include Comoros, Kenya, Seychelles, South Africa and Tanzania.
The report consists of information on past educational initiatives and those currently being
conducted by different organizations in countries that are participating in the implementation
of the WIO-LaB Project. The information provided included (i) support to curriculum
development in each country, (ii) development of awareness materials by different
organizations, (iii) the existence of training programmes for teachers on WIO-LaB Project
focus areas, as well as (iv) priority areas for public awareness in the different countries. The
input provided from the different countries has been synthesized in order to obtain a regional
perspective and also provide specific recommendations aimed at enabling the WIO-LaB
Project support the implementation of specific environmental programmes in the WIO
Region.
While not all countries provided inputs into this educational survey, the findings of this
assessment should be applicable to all countries in the WIO Region since other sources of
information such as previous needs assessments and project reports were consulted in order to
obtain a good regional perspective.
1.2 METHODOLOGY
Through the coordination of WIOMSA, the selected National Experts and Focal Points of the
WIO-LaB project conducted the educational needs assessment either by the use of
questionnaires (Annex II & III) or by discussions with people involved in the implementation
of different education programmes. This was a qualitative survey that captured different views
and opinions of the different respondents in the different WIO countries. In some countries,
questionnaires were administered to individuals while in others, information on the existing
activities was collected and synthesized by the national expert contracted to undertake the
survey. Where questionnaires were administered in Kenya and South Africa, the total number
of respondents was 23 while in the other countries national experts provided a comprehensive
overview of activities in their countries.
Enquires covered support to awareness building activities such as awareness seminars,
environmental clubs, visits to marine protected areas, open days and school competitions.
Enquires were also made on activities that support curriculum development as well as the
development of awareness building materials. Involvement in teacher training programmes
(Environmental Education) was also determined. Respondents were also requested to select
priority areas for education awareness based on the sectors targeted by WIO-LaB Project.
Provision of training and educational support to professional guides within Marine Protected
Areas (MPA's) was also evaluated. The survey conducted in South Africa also targeted
specific input concerning school levels for appropriate impact and learning areas that would
benefit from information pertaining to land based activities.
Many education initiatives have been conducted by a number of organizations in different
WIO countries. Information from these initiatives is summarized in both the national and
regional overview reports. Not all countries participating in the implementation of the WIO-
LaB Project provided inputs into this educational survey. In order to overcome this limitation,
reports on previous needs assessment studies and information on various education initiatives
2
were consulted in order to obtain a greater perspective of the general situation in the WIO
Region.
Additional input was received from the members of the PADH and MWW Regional Task
Forces during the Joint Regional meeting held in Moroni, Comoros, from 26th to 28th October
2005. Information was also obtained from members of the WIO-LaB Project Steering
Committee during its second meeting that was held in Mombasa, Kenya on 7th March 2006.
2.0 EDUCATIONAL
INITIATIVES
AND
NEEDS IN THE PARTICIPATING
COUNTRIES
2.1 COMOROS
2.1.1 Completed and ongoing Education Initiatives
In the Comoros, the Institute of Education (IFERE) has been responsible for research on
education programmes and outreach methods in environmental education since January 2002.
The National Directorate of Environment in collaboration with the Ministry of Education
conducts some activities for education and sensitisation purposes in environmental issues.
There are also several national and regional projects that have environmental education
components. The project PRE COI/UE which ran from 1995- 2000, had implementation of
integrated coastal zone management activities as one of its core activities. In addition, there
were several meetings and sensitisation activities concerning problems of the marine and
coastal environment that were organized in the Comoros. Educational and awareness
activities concerning coral reefs, sea turtle biology and solid waste management were
undertaken.
An environmental project by FAO in 1995, also conducted sensitisation activities and
developed posters on protected areas. A UNDP project (1998-2003) based on the conservation
of biodiversity and sustainable development focused on management, sensitisation of the
population and putting information systems in place for environmental education. To
celebrate the World Environmental Day, the National Department of Environment organizes
poetry and design competitions as well as talks with local communities.
2.1.2 Support to curriculum development
The project "Appui Régional à la Promotion d'une Education pour la Gestion de
l'Environnement (APERGE)", which is coordinated and supported by the Indian Ocean
Commission (IOC), is run in the Comoros as well as other island states. The project aims at
the development of environmental education material for schools based on the needs
identified in Comoros and the other island states and to develop EE in a coherent manner in
the member states. Part of the programme involves training of teachers and providing them
with educational material for their outreach activities. These activities may be eventually
integrated into the curriculum.
3
2.1.3
Development of awareness materials
There is a diverse assemblage of material available on environmental issues developed by
different projects in Comoros. Awareness material produced ranges from radio and television
programmes, posters, information boards, t-shirts with environmental messages, periodicals
and educational bulletins, specialized journals, debates, conferences, botanical gardens and
cultural villages.
The environmental project implemented by FAO in 1995, produced posters on marine
protected areas which were distributed to many schools and institutions in the Comoros. The
UNDP project based on the conservation of biodiversity and sustainable development also
produced an information bulletin entitled Mwana wa Gnamba which was distributed to
schools in Comoros. A Project on climate change also produced sensitization material for
distribution to certain institutions and education establishments in Comoros.
2.1.4 General
recommendations
In the Union of Comoros and especially the Grand Comore, environmental education is a
recent activity that demands attention on the part of educators. It is important to note that
environmental education was introduced at the primary school level in 1996 under the science
and environment programme.
Colleges and schools that teach science, geography and other disciplines should introduce
environmental issues in their respective courses. At the university level courses on
environment management are also taught. It is apparent that the priority areas of focus in
Comoros are solid waste management, studies of environmental impacts, marine biology and
oceanography, laboratory analysis techniques, environmental protection, sustainable
exploitation of coastal resources, protection of habitats and sensitization of communities.
The initiatives of ARPEGE ought to be encouraged and their training needs to be supported.
Effective methods of teaching should be promoted. It is also necessary to ensure the
reinforcement of primary education dealing with the environment and effective application by
the local community.
2.2
KENYA
2.2.1 Completed and ongoing Education Initiatives
Several respondents cited involvement in education programmes in areas related to the WIO-
LaB Project focal areas i.e. tourism, aquaculture, coastal mining, municipal wastewater
management and agriculture as well as other broader issues such as fisheries.
At the University level, courses in Environmental Education and Biology where aspects of
tourism and municipal wastewater management are taught is evident from the curriculum of
most universities in the region.
Involvement of government institutions such as Kenya Marine and Fisheries Research
Institute (KMFRI) were focused on a course on responsible aquaculture and ecotourism in
4
mangroves as an alternative livelihood. This course was run in 2001 through funding obtained
from SEATRUST and World Wide Fund for Nature (WWF). The International Ocean
Institute (East Africa) (IOI-EA), housed at KMFRI, Mombasa indicated that it provided
support for the construction of mangrove walkways for community-based ecotourism and
training of guides. IOI-EA has also been involved in Coastal Cleanup campaigns at both local
and national levels. Funding for IOI-EA activities come from the International Ocean Institute
and WWF Eastern Africa Marine Eco-Region (EAME) Programme.
The Coast Development Authority (CDA) through its Integrated Coastal Area Management
(ICAM) Programme has been involved in educating beach operators in the tourism sector as
well as working with community based organizations in aquaculture activities. CDA has also
been involved in supporting farmers field schools in the agricultural sector. Funding for these
programs comes from USAID, FAO and other donors.
Several NGOs in Kenya are active in the field of Environmental Education. The Local Ocean
Trust/Watamu Turtle Watch has activities that cover information dissemination through
marine information centers (targeting turtles), promotion of eco-friendly mariculture
initiatives, involvement of schools and local community groups in beach cleanup days,
lectures and awareness activities. Education activities of Local Ocean Trust/Watamu Turtle
Watch were funded by the East African Wildlife Society (EAWS).
Eco-Ethics indicated involvement in working with communities to tap monetary benefits from
tourism related ventures including provision of support to aquaculture programmes. They also
support the establishment of Eco Clubs in both local primary and high schools that work to
create awareness and take appropriate actions concerning the effects of coastal mining
especially quarrying as well as municipal wastewater management. Eco-Ethics is supported
by the Eco-Ethics International Head Office and individual and company sponsorship.
The Kenya Sea Turtle Conservation Committee (KESCOM) indicated involvement in tourist
education programs on sea turtle conservation as well as outreach activities to schools on the
benefits of clean beaches and good waste management. KESCOM receives funding for these
activities from World Wide Fund for Nature (WWF) and the United Nations Development
Program (UNDP).
Input from WWF-Kiunga Project indicated that the project is active in raising awareness on
coastal mining and solid waste management through community workshops and seminars as
well as school and village activities. Funding for these activities come from USAID, WWF-
Networks and individual donors.
Nature Kenya is also involved in education programs targeting the tourism and agricultural
sectors at the Arabouko-Sokoke forest. In terms of tourism, training of community tour guides
is undertaken and the guides are equipped with knowledge on biodiversity, interpretation
skills, customer care and entrepreneurship. Funding for these activities comes from donors
with staff volunteering in different activities.
Education activities conducted by Wildlife Conservation Society (WCS) range from support
to the marine environment day, the International Coastal Cleanup and stakeholder awareness
seminars for fishers and resource managers from the Fisheries Department.
5
A report from ProZim Society (Ater, 2005) highlights the activities of organizations involved
in education programmes such as A Rocha Kenya, Lafarge Ecosystems, Mwamba
Conservation programme, Wildlife Clubs of Kenya, CORDIO-EA, East African Wildlife
Society, KESCOM and Kenya Wildlife Service. A Rocha Kenya is a Non Governmental
Organization that focuses on bird surveys. Part of A Rocha Kenya's outreach programme
involves school visits by an Environmental Education Officer to schools adjacent to Arabuko
Sokoke and Mida Creek. There is a plan to develop a package that primary school teachers
can use in Science and Geography classes as well as plans to train forest guides to conduct
environmental education in primary and secondary schools in 2006 (Ater, 2005). Funding to
A Rocha Kenya's programmes come from the UK office, guest house facilities, and
collaboration with the Turtle Bay hotel which receives donations from hotel guests.
Lafarge Ecosystems, which is a subsidiary of Bamburi Cement, is involved in a "green
schools" programme, which provides tree seedlings to schools (Ater, 2005). This programme
enhances the conservation awareness of the students and teachers. This programme is funded
through Bamburi Cement (Ltd) as part of its outreach programmes. The activities of Mwamba
Conservation Program are also highlighted by Ater (2005). Mwamba Conservation Program
is supported by Camps International and its awareness programme is being developed to
target local communities and members of the public. This programme uses school team
expeditions and students doing their gap year to assist in school community projects, beach
clean ups and environmental education programmes (Ater, 2005). Funding for this
programme comes from students on their gap year and donations for school building projects
(Ater, 2005).
Wildlife Clubs of Kenya (WCK) have a national focus with offices in different parts of Kenya
and education activities are conducted through Wildlife Clubs in schools. WCK also has a
College of Tourism Training and Research based in Nairobi. WCK member schools are
visited by mobile education units and this organization is also involved in Marine
Environmental days, World Wetlands day and the International Coast Cleanup Campaigns
(Ater, 2005). Although WCK does not have a community outreach program, it partners with
the Kenya Sea Turtle Conservation Committee (KESCOM) and Kenya Wildlife Service
(KWS) which have coastal community educational programmes. Funding for WCK activities
comes from membership fees, hostel fees and fees from college training (Ater, 2005). The
East African Wildlife Society (EAWLS) is also involved in education outreach within its
varied programme areas ranging from Water Catchment conservation, Ecotourism, Wetland
and Marine Resources Conservation (Ater, 2005).
2.2.2 Support to curriculum development
Direct support to curriculum development was indicated by the of Local Ocean Trust/Watamu
Turtle Trust which has an education programme specifically aimed at school children and the
local community in raising public awareness to marine conservation and the direct benefits of
applying sustainable resource use practices. This programme also extends to the tourists and
visitors to the Watamu area (Marine Reserve/Park/Beaches).
Eco-Ethics indicated that they were collaborating with the Foundation of Environmental
Education (FEE) and Kenyatta University in curriculum development based on their
experience with the Eco Clubs, which have been in place for five years and are providing
useful input into this process.
6
The WWF-Kiunga indicated involvement in the development of curriculum for the Higher
National Diploma and Bachelors of Technology in Tourism at the Kenya Institute of
Education (KIE). Nature Kenya also develops curricula for its schools programmes.
Although IOI-EA is not involved in curricula development, they indicated that they hope to
include it in their 2007/08 workplan, subject to availability of funds.
2.2.3 Development of awareness materials
The input from Eco-Ethics indicated that they have several awareness materials that target
different age groups. The awareness materials are focused on conveying a specific message
and desired action. Common materials used are posters, graffiti, crafts, and models. In their
capacity building programs with artisanal fishers, experts are allocated a few hours to share
their experiences with the stakeholders and create opportunities for information
dissemination.
Presently the Watamu Turtle Watch have handouts, slide shows and use art classes which
utilize natural resources such as the beach sand to depict for example the life cycle and threats
to sea turtles. Wildlife Clubs of Kenya (WCK) produce the Komba magazine whereas
KESCOM produces an awareness newsletter (Kasa News) as well as information brochures
and posters for awareness. CORDIO-EA has produced awareness posters for circulation to
stakeholders. KWS has also participated in the release of posters to create awareness in
various marine conservation topics. Nature Kenya produces material targeting science
teachers in primary schools. WCS is involved in the production of reports, books and
scientific publications targeting students, resource managers and marine and coastal scientists.
2.2.4 Training programmes for teachers on WIO-LaB focus areas
The WCK has conducted mangrove awareness and outreach programmes targeting teachers.
Additionally, the Eco-clubs coordinated by Eco-Ethics are driven by school teachers and
pupils. In some cases university students have formed integral components especially during
environmental cleanup campaigns. The only organization focusing directly on teacher
training is ProZim, which has held annual teacher training programmes in Mombasa since
December 2003. Primary school teachers from the Coast province are the target group and
they are trained in various aspects of Environmental Education (EE) using group work
assignments, talks by experts, excursions and school projects.
Input from ProZim Society indicated teachers undertake tours to Mombasa Marine Park
during the course and attend lectures on history of Mombasa Marine Park, waste management
in schools and beach clean up activities for teachers, lectures in soil profiles, food webs, tree
planting and linkages between the land and the sea. Support to ProZim was from CORDIO-
EA and Lafarge EcoSystems. Teachers involved in this progamme are expected to pass on the
information gained to their students.
KESCOM indicated that though it does not run training programmes, it collaborates with
other organizations such as WCK and Baobab trust for training purposes. WWF-Kiunga runs
7
school teachers workshops and science teachers are the target group for these activities while
Nature Kenya occasionally runs biodiversity courses.
2.2.5 Training support for professional guides in Marine Protected Areas
This was identified as priority area by all respondents as it is important to ensure the teachers
and students visiting the MPA's obtain correct information. Watamu Turtle Watch indicated
that they provide support and training of professional guides who work within the MPA as
eco-tour guides. However, Marine Protected Areas are under Kenya Wildlife Service (KWS)
who have their own trained Education Officers.
2.2.6 Priority areas for education awareness and recommendations
In Kenya, priority areas for education awareness were cited as solid waste management,
habitat destruction, coastal mining, policy and legislation awareness. These areas fall within
the WIO-LaB Project thematic areas. The respondents felt that the public at large is generally
unaware of the detrimental effects of solid waste to the environment and ultimately
themselves. In the case of habitat destruction, the public is generally aware of the effects of
habitat destruction on the environment and often are forced by simple economics to destroy
areas of land and forest without being exposed to feasible alternatives.
Coastal mining was considered to be degrading and widespread along the Kenya coastal strip
and the case of coral limestone quarries, which are left open after the excavation of building
blocks, was cited as an area of concern. Ports and harbors were also considered to be a major
source of pollution. Policy and legislation awareness was considered to be important, as
members of the public are unaware of legal rights and responsibilities in relation to protected
areas. Policies and legislation on coastal management were also considered to be weak and
not well understood especially within government authorities and departments.
It was felt that awareness and education about solid wastes should go beyond schools and
their pupils to public officers, institutions (like municipal councils, hotels, and industries).
The support of the latter should be enlisted as well. Funds for these activities should be
generated from within, especially from the hotels and industries that benefit from these areas.
The Blue Flag concept was also encouraged. It was felt that National Environmental
Management Agencies (e.g. NEMA) should support grassroots' initiatives and infuse their
strategies from the ground to make implementation cost effective and acceptable. With regard
to MPA's, a need for greater stakeholder consultation and participation in management
decision-making was recommended.
It was also felt that services of extension workers in agriculture, fisheries and forestry were
lacking. Furthermore, it was noted that there was a weakness in the enforcement of fisheries
laws and operational plans for resource utilization. Negative attitudes were seen as the key
problem and not the lack of awareness among the communities. Respondents felt that the fact
that land based activities that impact the marine environment are those in the interior of the
country, the target groups for education and awareness programmes should be those from the
upcountry. It was felt that it is difficult to get funding particularly when one is to conduct the
training in the rural areas and it was suggested that the WIO-LaB project should work towards
enhancement of environmental education in the rural areas/up country regions of Kenya.
8
With tourism being the most important economic sector in Kenya, its impacts in terms of
pollution should be considered. It was also emphasized that awareness should be raised on the
impacts of land based sources of pollution on key ecosystems such as coral reefs, seagrasses
and mangroves. As the fishery sector is also considered to be a key sector for local
livelihoods, it was considered to be important to raise awareness on the connection between
fishing, pollution, fisheries management and marine protected areas.
2.3 SEYCHELLES
2.3.1 Completed and ongoing Education Initiatives
Public demands for a safe and healthy environment have increased significantly in Seychelles
and in this regard environment issues have attracted great public interest. The media
(television, radio, magazines, and newspapers) is playing an important role in environmental
conservation campaigns in Seychelles. Also, the Government has come up with initiatives on
environmental protection aimed at increasing public awareness on various environmental
issues. Such initiatives operate under themes such as Save the Turtles and National Park
Days. The Government also conducts many programmes to inform the general public about
the environment and to encourage them to lead environmental friendly lifestyles. Such
campaigns involve the distribution of leaflets, articles, brochures and audio visual
information.
Some of the programmes of environmental education activities undertaken by the Ministry of
Environment and Natural Resources are often organized and implemented in close
collaboration with other Governmental and Non-Governmental Organizations, including the
Private Sector and private individuals. Beautification of Schools is one of the programmes
conducted by the government. The National Beautification Campaign was initiated in 1996 by
the Ministry of Local Government with the aim of promoting cleanliness and beautifying all
districts including public areas. The broad goal is to encourage the Seychellois to upgrade the
level of their residences and surroundings through improved cleanliness and embellishment.
This programme was adopted by the Ministry of Environment and Natural Resources in 2000.
All schools in Mahe, Praslin, La Digue and Silhouette Islands are involved. National
Beautification Campaigns also extend to the district and household levels.
The GREENLINE programme (available at telephone number 722111 from 8.00am to
9.00pm seven days a week), is aimed at providing a service to the general public on matters
related to the environment. It facilitates receiving and forwarding complaints touching on
environmental issues to responsible staff members within the Ministry of Environment and
Natural Resources or other responsible departments, in order to allow for investigation and
immediate action. The GREENLINE is also one of the means through which environmental
education is conveyed, through advice provided to whoever makes use of the service.
The campaign initiated by Solid Waste and Cleaning Agency (SWAC) guides schools on how
to properly manage their wastes through talks which are delivered on a scheduled basis. The
school children together with their teachers are encouraged to adopt the 3Rs, i.e. to REDUCE,
REUSE and RECYCLE wastes in their schools and to further adopt these attitudes in their
homes and communities. In certain schools, new policies are adopted whereby some children
act as Environment Wardens and fine colleagues who litter the compound.
9
The Ministry of Environment has throughout the campaign worked in close collaboration with
the other Ministries in order to enable an efficient implementation in addition to providing
support and education.
The training of farmers is also conducted with constant evaluation of agricultural practices as
well as the Farmer's Training Centre's curricula, with the aim of constantly reviewing their
programmes in order to improve sustainability of farming in Seychelles. Matters concerning
proper handling of pesticides and their environmental impacts, upgrading of agricultural
techniques, farm development, pig and cattle production, quality of outcrop are discussed.
The Eco-home competition was launched in 2002 at the initiative of the Eco-Home
Committee (which comprised of members from different Organizations) under the direction
of the Ministry of Environment. This committee aims at increasing awareness and
understanding of the need to reduce the use of harmful chemicals and technologies. The
committee also aims to promote a healthier and safer living environment within the homes in
view of the fact that many of the environmental problems are directly linked to people's
attitude towards the environment and their lifestyles.
A Packaging and Disposal Competition has been initiated by the Seychelles Marketing Board
in close collaboration with the Ministry of Environment, Ministry of Education and Youth
and the Ministry of Local Government. Its main objective is to encourage proper waste
management, at different categories: Small and Medium Sized Retailers (SMB Retailers),
District Administration and Schools. Halfsized metal barrels with a lid, painted green (made
in Seychelles) sponsored by SMB were distributed to the participants and regularly
monitored. Users were constantly sensitized towards the best approach in proper maintenance
of bins as well as that of their surroundings. The extent of application of the 3Rs (Reduce,
Reuse and Recycle) of wastes was a vital criteria during the judgment of the competition.
The Youth Festival is held every year and it is celebrated during the month of August. The
Ministry of Environment in 2006 played a major role in the implementation of the festival
following the increased demand amongst the youth. Activities such as tree planting have been
greatly appreciated by the youth.
Environmental Theme Days are celebrated throughout many countries around the world,
which form part of Organizations such as UNEP, FAO and others. To commemorate these
days in Seychelles, various activities are organized every year such as media sensitization
campaigns, rallies, marches, talks, trail walks, field trips, exhibitions, displays, competitions
and much more.
The Seychelles Marine Parks Authority (SCMRT-MPA) implements educational and
awareness initiatives, in collaboration with other Ministries and Non-Governmental
Organizations (NGOs). Through classes, educational trips, presentations, snorkeling sessions
and guided tours, the SCMRT-MPA aims to teach young people about protected marine
environment and its varied habitats. This should lead to a greater appreciation of the delicate
balance of ecology and the importance of conservation and sustainable use of marine
resources.
The Wildlife Clubs of Seychelles (WCS), an NGO for young people was formed in 1994 and
is dedicated to promoting conservation action through environmental education. Today there
10
are about 800 children throughout Seychelles who belong to Wildlife Clubs. Wildlife Clubs of
Seychelles is run by volunteers. Most of the clubs are led by teachers and staff, as well as
parents and community volunteers.
Nature Seychelles supports WCS by providing a coordinator, office space, funding and
project support. WCS have also organized over 30 leadership seminars and workshops to
promote teachers' interest and understanding of environmental issues and environmental
education. Activities planned include field trips, snorkeling, trips to nature trails to study and
observe endemic and native plants and designing education materials. The emphasis is on
interpretation and active learning.
The Wildlife Clubs Festival is held in June every year to celebrate the anniversary of WCS.
Activities are organized at Roche Caiman Bird Sanctuary. These activities include marsh and
beach surveys, plant identification and bird watching. Every June, on Environment Day, clubs
are rewarded for the good work carried out during the previous year. Best Clubs awards are
presented to clubs in three categories - Primary level, Secondary level and Post Secondary.
A hands-on programme to encourage individual clubs to protect, study and restore wetlands,
forests, protected areas and other natural ecosystems are run close to where the clubs are
located. During 2003 United Nations International Year of Freshwater (IYFW), WCS was
appointed by UNESCO as the focal point for IYFW in Seychelles. WCS has initiated
'STREAM TEAMS', a registered programme to engage clubs in monitoring the health of local
streams and rivers and continue to care for them.
Nature Seychelles implements exciting activities through a wide ranging and integrated
program called Special Program for Learning and Awareness on Species and Habitats
(SPLASH).
The APERGE (Appui Régional à la Promotion d'une Education pour la Gestion de
l'Environnement) Project, which is coordinated and supported by the Indian Ocean
Commission (IOC) was launched in 2003 and is based on international networking for the
development of EE in schools. This also involves Mauritius, Madagascar and Comoros.
Seychelles also participates in the UNESCO international forum Small Island Voices, where
schools from small islands in the Pacific, Atlantic and Indian Oceans share information on a
variety of development issues through the internet.
2.3.2 Support to curriculum development
The Government of Seychelles recognizes the importance of Environmental Education (EE)
and is supportive of initiatives in this area as reflected by the Environment Management Plan
for Seychelles (2000-2010), which has environmental education as a key theme. It is the
policy of the Seychelles Ministry of Education to promote the integration of environmental
education across the curriculum, and to support extra-curricular environmental initiatives in
schools. It chairs the National Environmental Education Coordinating Committee which
includes representatives from various ministries, parastatals and NGOs. Designated staff in
the Ministry and in the National Institute for Education (teacher training college) are
responsible for coordinating environmental education related projects for schools. A number
of parastatals, including the Marine Parks Authority and the Solid Waste and Cleaning
Agency are also involved in EE programmes. The Ministry of Education and Youth has the
11
mandate for formal education in schools. In order to achieve that, in 1996, the Environmental
Education Coordinating Committee (EECC) was formed with the aim of assisting the ministry
to coordinate this process.
The Ministry of Education is responsible for curriculum development. Specifically, the
National Institute for Education (NIE) has the mandate to develop and evaluate curricula. The
NIE offers a nine (9) week compulsory course in EE for its pre-service teachers. This course
covers an introduction to basic ecology and environmental issues as well as an introduction to
the theory and practice of environmental education. It also coordinates other short training
courses in EE topics for both pre-service and in-service teachers. These have been facilitated
by external organizations such as Nature Seychelles, Wildlife Clubs of Seychelles and Shoals
of Capricorn (an NGO previously focused project on marine science and education).
A cross-curricular approach to environmental education from crèche to post secondary has
been adopted in order to reinforce a holistic understanding of the environment and related
problems. Regular workshops are organized for in-service teachers and Wildlife club leaders
in order for them to acquire knowledge and understanding of ecological issues and skills
required in order to provide similar opportunities for the children.
2.3.3 Development of awareness materials
More than ten education publications on different environmental issues have been produced
and donated to promote and support environmental education in clubs and schools. To sustain
the long-term future of environmental education in wildlife clubs requires 'multiplication'
mechanisms by primary, secondary and post secondary school staff as Club leaders.
SCMRT-MPA has been instrumental in developing a series of educational materials that
support the school curriculum. This includes the publication of educational materials such as
codes of best practice, fact files and informational booklets for teachers and students alike.
In one of the most exciting environmental education outcomes ever achieved in Seychelles,
Nature Seychelles and the Ministry of Education have produced a textbook entitled `Learning
for Sustainable Living in Seychelles'. Designed for lower secondary schools, but also useful
for others interested in the natural environment, it encourages learners to revisit individual
practices and adopt lifestyles that have a sustainable impact.
Nature Seychelles also produces Zwazo, a full colour, environmental magazine. Produced
biannually, it is circulated freeof charge to Nature Seychelles members, policy makers, the
private sector, teachers as well as international organisations. Newsletters, leaflets, pamphlets
and posters are also produced and distributed. Nature Seychelles staff share knowledge via
radio and television programmes on a regular basis, presently contributing to three radio
programmes, including a children's programme, weekly articles in national newspapers,
features in national news and articles in magazines.
Public lectures and displays are held in the Centre for Environment and Education and
elsewhere on Mahe, Praslin and La Digue Islands. Mobile displays and kits are carried across
the island for this purpose through Roving Environmental Education Facility (REEF). Nature
Seychelles uses innovative methods of getting the environmental message across such as the
production of calendars for the private sector, assistance in the design of postage stamps,
12
introduction of environmental messages and text in documents, sponsorship of environmental
t-shirts for national events, and sale/donation of biodiversity-related products such as
postcards, canvas bags and enamel pins.
2.3.4 General
recommendations
Although there are several ongoing educational activities in Seychelles there are areas that
WIO-LaB Project can support such as workshops for teachers, development of awareness
material, support for Marine Environmental days, as well as the area of curriculum
development.
It is recommended that the WIO-LaB Project education programme integrates these areas
through input into curricula, production of teacher's guides and MPA guidebooks and
environmental education. These emerging issues already form part of the educational needs
identified in the WIO region and advancing education awareness in these areas would still be
in line with WIO-LaB Project goals.
2.4 SOUTH
AFRICA
2.4.1 Completed and ongoing Education Initiatives
Many organizations in South Africa contribute towards creating awareness on environmental
issues. The internationally based Foundation for Environmental Education (FEE) appoints
organizations in countries to facilitate various programmes, such as Eco-Schools (for
schools), Blue Flag (for beaches and marinas), Young Reporters (for Secondary Schools),
Learning about Forests (for schools) and Green Key (for hotels, campsites etc).
The Wildlife and Environment Society of South Africa (WESA) promotes and organizes both
Eco-Schools (also supported by the government through the Department of Education) and
Blue Flag. Blue Flag is also linked closely with municipalities who achieve Blue Flag status.
A government initiative that promotes awareness and encourages youth to venture into
science, engineering and technology careers is the Department of Science and Technologies
(DOST) and the Department of Education (DOE) in South Africa (DINALEDI) schools
programme. There are 400 appointed schools across South Africa. These schools focus on
science and mathematics in their curricula and are excellent for introducing and piloting
content at a secondary school level.
From a government level, the Departments of Science and Technology and Education have
signed a memorandum of understanding and agreement to collaborate on programmes and
projects. The implementing agents are mainly the National Research Foundation (NRF)
business unit and the South African Agency for the Advancement of Science and Technology
(SAASTA).
The Two Oceans Aquarium (www.aquarium.co.za) offers education programmes for both
students and workshops for teachers. The focus is on different age groups ranging from pre-
schoolers to senior school students in Grade 12. Resource materials are also available from
the website. The Aquarium has an environmental education centre which is fitted with
13
equipment that gives students an opportunity to touch plants and animals as well as to view
microscopic organisms.
Port Elizabeth Museum at Bayworld has an education department, which employs educators
through the South African Department of Education. The focus of their education programs is
primary schools in the Nelson Mandela Metropolitan, Eastern Cape area.
2.4.2 Support to curriculum development
The introduction of the General Education and Training (GET) Band and the Further
Education and Training (FET) Band in 2005/6 brought with it a need for new and local
content. The content has to be linked with the curriculum as set out by the Department of
Education for it to be of use. Trends have shown that ad-hoc information handed out is of
little use and therefore needs to go hand in hand with training opportunities for the effective
implementation of the content in the curriculum to achieve the stated learning outcomes.
Again there are organisations and projects that contribute content and support materials to the
curriculum and offer training with it. However, content that deals directly with land based
activities and influences on the marine environment is limited with the focus on inland
activities and its immediate effects. There is an emphasis on global warming and effects of
pollution on global warming.
In the South African survey, an assessment of school based education and training needs was
undertaken and the responses indicated that the senior phase (Grade 7-9) are best suited as a
focus group for educational materials. The three learning areas in the Revised National
Curriculum Statements, which rated the highest, were Natural Sciences, Technology and
Social Sciences. Media (newspapers, radio and television) programmes (documentaries and
children's programmes) were rated the highest for creating awareness. Grade 7 and up are
targeted, because they are about to select subjects and entry into mathematics, science and
technology is encouraged. Grade 1012 learners are targeted through Science, Engineering
and Technology Career Awareness Campaigns, encouraging entry in science and technology
careers. Grade R6 are considered feeder grades and the focus would be on improving
mathematics and science literacy.
2.4.3 General
recommendations
Many organisations and facilities in South Africa contribute towards creating awareness and
are capable of using information to facilitate expositions and create awareness of land based
activities. Limitations are often their own human resource capacity and finances. WIO-LaB
Project could make important contributions to the preparation of permanent displays at
facilities such as environment centres and museums with a strong educational focus, together
with support materials such as posters for classrooms, flyers and children's stories. Centres
would then be able to assist school environmental clubs and special days/weeks on the
environmental calendar, such as National Marine Week and International Coastal Clean up
Week.
The most applicable programmes that would link to WIO-LaB Project training and
educational initiatives would be Eco-Schools and Blue Flag, with some links to Green Key
(not prominent in South Africa) for campsites and hotels close to water ways and beaches.
14
Cost effective teacher resource packs that could be distributed with posters pertaining in
particular to the topic at hand are recommended. It was recommended that awareness
materials should be produced collaboratively so as not to duplicate effort made by other
organisations. Also recommended is the training of educators to implement the materials into
the curriculum. Working in collaboration with the Department of Education supporting the
"National Strategy for Mathematics, Science and Technology Education" is essential.
2.5 TANZANIA
2.5.1 Completed and ongoing Education Initiatives
The education assessment in Tanzania revealed that the National Environment Management
Council/Tanzania Coastal Management Partnership (NEMC/TCMP) has been spearheading
an environmental communication strategy through the Coastal Environmental Award
Schemes (CEAS). The aims of CEAS are to increase awareness about the coastal
environment, promote public participation in management of natural resources at the coast,
and encourage the use of environment friendly technologies and practices, to demonstrate
government commitment to integrated coastal management (ICM) progamme. This award
scheme aims at enhancing meaningful involvement of coastal inhabitants in coastal
development processes and ensuring that they participate in the implementation of coastal
management policies (Swai et al. 2000).
This has been used successfully to increase public awareness and participation in
environmental management and protection. People from all walks of life are motivated to
carry out projects and activities that benefit themselves and the environment. Colorful annual
awards presentation ceremonies are held in coastal districts usually around June 5th during the
World Environmental Day (WED). Participants in CEAS work independently or collectively
to better manage natural resources and not only help themselves, but serve as models for
others. In the process, they also receive recognition, and the winners receive awards. The
purpose for CEAS is to:
(a) Increase environmental awareness, specially in the management of natural resources;
(b) Promote public participation in environmental protection;
(c) Encourage the use of environmentally friendly practices and technologies;
(d) Demonstrate government's commitment to environmental protection and;
(e) Reward individuals and groups who carry out appropriate resource management
practices.
Participants of CEAS work to manage their resources and those who excel in utilizing
appropriate resource management practices receive awards. Activities undertaken include tree
and mangrove planting, mariculture, clean up activities, advocacy, promotion of good
agricultural practices, solar use, seaweed farming, raising awareness through creative arts
such as songs, plays etc. Fundraising for the awards and other related activities is done by
building local partnerships with individuals and local organizations and from local
governments which ensures sustainability of the activity (Swai et al. 2000). The awards
ceremonies provides the decision-makers an opportunity of talking about the wise
management of resources. In addition, the ceremonies also provide a platform for high profile
15
elected officials to demonstrate their support for the winners and for coastal management
processes (Swai et al. 2000).
CEAS is also expected to increase and strengthen participation and collaboration of
government and private sectors. Moreover, increased interest and use of public media for
environment and building capacity at institutional and individual level are among the
expected outputs of the programme.
The Tanzania Institute of Education (TIE) and national environmental agencies such as the
National Environment Management Council (NEMC) in collaboration with Tanzania Coastal
Management Partnership (TCMP) have been implementing relevant activities on education
curriculum development. An example of this is the introduction of Ecological Friendly School
Strategy (ECOFRESS), which involves a sample school from a special education inspectorate
zone selected over a specific time. Additionally, organizing an annual competition focussing
on school conservation activities such as school hygiene, water and sanitation could be part of
school curriculum. These are some types of school curriculum activities developed by the
Institute of Education in Tanzania.
2.5.2 Recommendations
for
support
to educational programmes
There is an opportunity to support school activities such as competitions, open days,
environmental clubs, visits to MPAs and theme parks, etc. Sensitizing curriculum developers
on environmental education and how to promote teachers ability to teach the integrated
environmental education (EE) was pinpointed as one of the areas for WIO-LaB Project
intervention. Monitoring tools for the process of teaching environment and sustainability at
primary to teacher training colleges, by selecting a sample of institutions and a schedule for
implementation, could best support the curriculum development.
There are also opportunities for the development of awareness materials through production
of school programmes for promotion of environmental conservation through electronic and
print media (TV/radio, newspapers, newsletters, etc), production of fliers, environmental
calendars and posters. In addition, the development of support materials for EE can be
through the translation of the textbook Marine Conservation for primary schools in countries
of the Western Indian Ocean (Francis et al., 2000) into Kiswahilli. In this area, a secondary
school manual could also be produced.
Training of school teachers on LBA themes could be carried out within the context of teacher
training courses run by the Ministry of Education and the themes should be identified from
topics in the curriculum syllabuses. There is also a need to develop activities for World
Environment Day (WED), implement Environmental Education (EE) and LBAs awareness
workshops for secondary schools.
It was also felt that support to professional guides for school programmes in Tanzania could
best be achieved through production of guides for education practitioners on various aspects
related to environmental legislations/acts and MPA's
16
2.5.3 General
recommendations
The survey in Tanzania did not provide specific targets areas for education awareness but it
provided useful information on approaches that can be used to input into school curricula and
to raise awareness among the communities on different issues that impact the marine
environment.
Increasing the awareness on coastal issues could also be achieved through enriching school
education curriculum with relevant activities that support or contribute to the WIO-LaB
Project activities and objectives such as introduction of Ecological Friendly School Strategy
(ECOFRESS), school competitions, Coastal Environmental Award Schemes (CEAS) and
World Environmental Day (WED).
Translation of the textbook on Marine Conservation for primary schools in countries of the
Western Indian Ocean into Kiswahili language will enable it to fit into the primary school
curriculum, and have tremendous input in developing the educational programme.
Awareness raising, EE and LBAs workshops in secondary schools will also be relevant.
Support to MPA's to train professional guides for schools should be practiced through
production of a guide for education practitioners on various aspects. The success of this
exercise will be achieved if a strong collaboration is built between the TIE and WIO-LaB
Project when developing the training programme. Also, in collaboration with other academic
departments and stakeholders, an emphasis should put on frequent monitoring, evaluation and
reviewing of the curriculum.
3.0
PRIORITY AREAS FOR SUPPORT
From the input received, it is obvious that some countries in the WIO region have more
advanced environmental education and awareness programmes and this provides scope for
sharing of experiences amongst the countries in the region. On the basis of the educational
assessment survey, it is recommended that WIO-LaB Project provides support to development
of school and public awareness programmes as well as organization of beach clean-up
campaigns that will involve schools. These recommendations are based on the suggestions
made by each of the participating countries.
Additional recommendations such as the development of awareness materials and increasing
the participation of the countries in the Blue Flag programme are highlighted. Since these are
not within areas of focus of the proposed WIO-LaB's environmental programme, a number of
organizations that could take a leading role in developing these ideas further are suggested.
3.1
Priority School Educational Activities
Experiences drawn from some of the countries in the region have shown that beach clean-up
campaigns for Kenya and Coastal Environmental Award Scheme (CEAS) for Tanzania have
been instrumental in raising awareness on environmental issues as well as engaging different
stakeholders in environmental management. They are both recommended to the WIO-LaB
project for implementation. Priority should also be given to supporting the revision of the
textbook "A School Teacher's Guide to Marine Environmental Education in the Western
17
Indian Ocean Region". To implement these activities, WIO-LaB project should approach
other partners in the region which are implementing similar activities or have interest to be
involved in these activities. These include Regional Programme for the Sustainable
Management of the Coastal Zone of the Countries of the Indian Ocean (ReCoMaP) and
WIOMSA.
3.1.1 Beach clean up campaigns
Coastal and marine environment particularly beaches are an important attraction to tourists
visiting the WIO region. Most of the tourists visiting countries such as Mauritius, the
Seychelles and to a large extent Kenya and South Africa, are attracted by their beautiful
beaches, clean waters and coral reefs. Sustainability of the tourism industry in these countries
is dependent on maintaining clean beaches, clean waters and healthy coral reefs and its
associated ecosystems.
Recognizing the importance of these beaches to the tourism industry, regular beach clean up
campaigns are already being organized. For example, in Kenya, Coastal Cleanup campaigns
are organized annually as part of the International Coastal Cleanup day which is a worldwide
activity initiated in 1986 by the Ocean Conservancy (see www.oceanconservancy.org). In
Kenya, the Baobab Trust coordinates the organization of this activity in partnership with
hotels, government institutions, banks, cleaning companies, diving schools and private firms.
These partnering institutions make various contributions ranging from transport,
refreshments, publicity material such as T-shirts and banners, tents and chairs, public address
systems, boats and diving equipment, weighing balances, garbage collection bags and
vehicles to transport the debris collected. Volunteers are recruited to conduct both clean ups
on sections of the beaches as well as underwater clean ups by diving. The debris collected is
weighed and sorted into different categories. Reports on the 2005 beach cleanup campaign
showed that 66% of the debris on the beach in Kenya was from land based activities (Sewe,
2005).
During beach cleanup campaigns, government officials are generally invited to officiate the
clean up campaign and there is an award giving ceremony for the best data recording school.
Various media and publicity activities are undertaken in conjunction with the beach clean up
campaigns.
It is proposed that similar activities also be implemented in Zanzibar and Comoros. Comoros
and Zanzibar are small island states where schools and the general public may easily be
targeted. In view of the fact that Zanzibar is becoming an important tourist attraction in the
region, cleanness of its beaches is a major issue of concern. Ad hoc beaches as well as general
Stone Town clean up campaigns organized by different groups in Zanzibar have been held
over the years. A recent campaign organized by the Zanzibar Association of Tourism
Investors, focused mainly on the clean up of Stone Town. Comoros is another country where
the cleanness of its beaches is an issue that needs attention.
As experience from Kenya has shown, the beach clean up campaigns should involve other
activities such as competitions for drama, arts and turtle hatchling release events to be able to
attract different sections of the society. Such campaigns should involve fun events for people
of different age groups in order to attract them to attend. Depending on how successful they
18
are, they may also attract the attention of local politicians, decision-makers and
representatives of private sector.
The general objective of the proposed public awareness campaigns is to raise awareness on
environmental issues to different groups through beach clean-up campaigns that will also
include other activities such as drama, dhow competition, etc. These campaigns will not only
lead to cleaner beaches but will also provide opportunities for the engagement of students and
their teachers, government institutions as well as private sector in environmental issues.
Proposed specific activities
As the clean up campaigns have been ongoing in Kenya, this could be used as a model for the
implementation of similar campaigns in Comoros and Zanzibar. The Baobab Trust which has
been spearheading the organization of the campaigns in Kenya may be consulted for further
input concerning such activities and mobilization of partnerships. In the implementing
countries, the Departments of Environment could be used to lead the campaign and provide
leadership. Additional activities that may be integrated into the campaign are competitions in
poetry, drama, boat races and beach art.
The WIO-LaB project could use the week prior to the clean up to raise awareness of issues
related to land based activities and their effects on the marine and coastal environment.
Resource packs could be developed for teachers with posters dealing with particular WIO-
LaB Project focal issues stressing the impact of upland activities on coastal ecosystems. These
packs could be distributed to teachers within Wildlife Clubs and schools to educate students
before engagement in actual clean up activities.
More specifically, it is recommended that the WIO-LaB Project provide support to:
i)
Department of Environment, Zanzibar to assist it to set up a committee that will be
responsible for organizing regular beach clean-up campaigns in Zanzibar. It is
recommended that the Committee be comprised of representatives of key
stakeholders in Tourism sector, Environment and Education.
ii)
Department of Environment, Comoros should be supported in order to assist it
establish a multi-stakeholders committee that will coordinate the beach clean-up
campaigns in Moroni.
WIO-LaB Project's support could take any of the following forms:
i)
Meet the core costs of initial meetings to establish the beach clean-up campaigns
committees in these countries and;
ii)
Support study tours by representatives from Comoros and Zanzibar to Mombasa to
learn about of the operations of the Coastal Cleanup campaign.
Impact Assessment of the activity
Considering that there are reports of the beach clean up campaigns for the different countries
that implement beach cleanup activities under the Ocean Conservancy
(www.oceanconservancy.org), the following aspects may be used to determine the impact of
this activity:
19
· The number of volunteers involved in beach clean up activities.
· The number of schools involved in beach clean up activities.
· The number of institutions (government, NGOs, hotels and private companies)
involved in the campaigns.
· The trends in types of debris collected on the beach to determine whether there are
changes in various categories of debris collected on land and on seabed.
· The trends in quantity of debris collected to determine whether there is a decline in
quantity or an increase.
Resources required
Such events rely heavily on contributions from both private and public institutions.
Contributions required range from transport, refreshments, publicity material such as T-shirts
and banners, tents and chairs, public address systems, boats and diving equipment, weighing
balances, garbage collection bags and vehicles to transport the debris collected. Such
contributions would lower the budget leaving an approximate running cost of US$ 3000.00
3.1.2 The Coastal Environment Award Scheme
As discussed above, the Coastal Environment Award Scheme was initiated in Tanzania by the
Tanzania Coastal Management Partnership (TCMP) and district authorities, in 1998. The
Scheme became an important tool in securing the support for development of the National
Integrated Coastal Environment Management Strategy at the grassroots level. It not only
contributed in the creation of awareness, but also in promoting learning by doing in various
environmental and coastal natural resource based development activities. The awards
ceremony was held in the participating districts during the World Environment Day on June 5
and was accompanied by processions, songs, cultural performances and speeches, all
advocating for coastal and marine environmental conservation.
The Scheme attracted individuals, groups, schools and institutions. The participants were
involved in a range of activities from tree and mangrove planting and tree nurseries
preparation to solar salt making and cleaning of surroundings, seaweed farming. CEAS thus
covered much broader activities than beach clean up campaigns.
Financial resource permitting, WIO-LaB Project could explore the possibilities of assisting
countries such as Mozambique and Kenya to set up their Award Scheme. These countries may
have a national framework for planning and implementation of ICM and could therefore use
the Scheme to strengthen the support from different sections of communities for further
development of their national ICM frameworks. To begin with, the Scheme could involve
only one district and be expanded to other districts as resources become available.
In Kenya, implementation may be through Beach Management Units (BMUs). The BMUs are
small management units of fishers at the fish landing sites developed to assist communities
take the lead in fisheries management (Gitonga, unpublished report). The members usually
elect a management committee, which oversees the activities of a landing site. BMUs are
composed of boat owners, boat crew, traders, processors, boat builders and repairers, net
repairers and they aim to work with the government and other stakeholders in managing
fisheries resources and improving the livelihoods of the community members (http://lvfo.org)
20
In Kenya, BMUs may be supported to participate in an award scheme similar to CEAS and
implemented through the Fisheries Department and Coast Development Authority, which
coordinates Integrated Coastal Area Management activities. The components of the CEAS
programme fit into WIO-LaB Project thematic areas and through this, members of the public
as well as government officers and policy makers will be made aware of habitat destruction in
mangrove areas and rehabilitation techniques, as well as alternative livelihoods which help
shift the pressure on marine resources. Awareness of legal aspects is also imparted thereby
raising the general education levels of the communities. This approach may be used in the
other partnering WIO countries.
Impact Assessment of the activity
This may be done on the basis of the following criteria:
· The number of BMUs involved in the CEAS programme.
· The number of activities implemented by the BMUs.
· The number of institutions (government, NGO's, hotels and private companies)
supporting the programme.
Resources required
Based on the CEAS experience, facilitation and coordination of award scheme in more than
one district will require the following personnel and facilities.
The following personnel will be required:
i)
Recruitment of the Programme Coordinator to be based at a national institution or
NGO, for a period of six month. Terms of references will include planning and
supervising the implementation of award scheme, developing the procedures guiding
the competition, advertising the scheme to different stakeholders, as well as raising
additional resources that may be required. She/he will paid an all inclusive monthly
salary of US$ 2 000
ii)
District coordinators to be recruited for the period of 4 months and will be paid an all
inclusive monthly salary of US$ 800
iii) District Planning and Selection Committee. Each district will have a Planning and
Selection Committee consisting of six members from relevant stakeholders in the
District. The total costs meetings for this Committee as well as its transport costs to the
participating groups is estimated at US$ 4 000 for the period of 4 months
Awarding ceremony
The awarding ceremony will be organized to coincide with Environmental Day or any other
major national event. The costs for the event will be mainly related to:
i)
Awards to be given to the first three winners US$ 1000
ii)
Transportation costs to different invited groups US$ 1000
21
3.1.3 Development of New and Revision of Existing Educational Materials
From this survey, it is clear that there is a wealth of information available in terms of already
developed environmental education manuals, textbooks and awareness materials. Some of
these have been used widely mostly in the countries where they were produced and prove to
be useful. However, despite their usefulness, they are not known outside the countries where
they were produced, mainly because of limited distribution and also because they have been
produced in one language only.
The general objective of this component is to produce awareness materials that could be used
by different sections of communities to raise their awareness as well as to provide them with
factual information on major issues of concerns. The materials could be in a form of
textbooks for primary and secondary schools and fact sheets for decision-makers and
politicians.
Two activities are suggested under this component and these are; (i) the revision of "A School
Teacher's Guide to Marine Environmental Education in the Western Indian Ocean Region"
and (ii) production of fact sheets on topical issues.
3.1.4 Revision of Existing Revision of Teacher's Guide
The textbook "A School Teacher's Guide to Marine Environmental Education in the Western
Indian Ocean Region" prepared under the UNEP/FAO's project on Protection and
Management of the Marine and Coastal Areas of the Eastern African region (EAF/5) in 2000
has been circulated widely in the WIO region and has been used in some schools in Tanzania
and Kenya.
The revised textbook would be designed in a manner that it could be used to raise awareness
on various pertinent environmental issues as well as serve as a teaching guide book for
primary and secondary schools to be used to impart knowledge to pupils in their schools.
It is recommended that the book be revised extensively to include topics that are relevant to
primary and secondary schools curricula in most of the countries in the region. Also, updating
the book may require that its scope be broadened to include aspects that are relevant to WIO-
LaB project such as PADH and MWW. The text book produced by Nature Seychelles and the
Ministry of Education entitled Learning for Sustainable Living in Seychelles can be used as a
model for the revision of this book and it is recommended that implementation of the
development process of this book is undertaken in consultation with authors of the book
produced by Nature Seychelles as there is much to gain from lessons learned by those that
were engaged in the process.
The translation of textbook into French, Portuguese and Kiswahili should be considered and
in fact was recommended in Tanzania where it has been used widely in teaching in schools. It
is felt that wider use across Tanzania would be made possible if it was translated into
Kiswahili. Translation into French and Portuguese for use in Madagascar, Comoros and
Mozambique should also be considered.
Furthermore, for the purpose of creating a demand for the book, potential publishers that have
long experience in producing educational books could be approached to determine their
22
interest in publishing and marketing the book once produced. Marketing the book would
make it more visible within the educational sector and may have an impact in driving the
inclusion of marine studies into the education curricula within WIO countries where this is
not the case.
The following steps are proposed in implementing this activity:
i)
Reviewing the primary and secondary schools curriculums of all countries in the region
to identify topics that could be included in the revised textbooks;
ii)
Develop a detailed outline of the revised textbook;
iii) Approaching potential publishers to publish and market the book;
iv) Collection of teaching materials from different countries;
v)
Requesting copyright waiver from authors and publishers of the selected books and
manuals, whose figures and/or photos could be included in the revised book;
vi) Writing the revised book and;
vii) Production of CD/DVD and website with a resource toolkit for environmental
education.
Impact Assessment of the activity
This may be done by assessing the following aspects:
· Demand for the resource packs and information CDs;
· Demand for book in the different languages and;
· Frequency of reprinting the book to meet the demand
Resources required
The table below summarizes the steps that will be taken to revise the Teachers Guide as well
as their cost implications
Activity
Costs
(US$)
1 Consultant
to:
Review different similar publications from within
and outside the region
Conduct a survey involving primary schools and
curriculum developers from different countries to
determine the content of the book
5,000.00
Organize a small editorial meeting. Invite few
selected teachers or curriculum developers from
selected countries
7,000.00
2
Revise the book with updated text and new information
10,000.00
3
Artist to draw figures
2,500.00
4
Layout and editing and printing
7,500.00
5
Production of user friendly CD
5,000.00
6
Distribution of the textbook and CD
2,000.00
23
3.2
Public Awareness Activities
It is clear that most countries already have awareness programmes both for students, teachers
and the general public. Some of these programmes are innovative and have not only raised
awareness on environmental issues but also increased participation of these different groups
in environmental management. These activities are highlighted in the next section despite not
falling within the proposed WIO-LaB's educational programme.
3.2.1 Production of fact sheets on topical issues
In ensuring that awareness on various pertinent issues are raised amongst policy and decision-
makers at various levels so that actions could be taken where needed, it is essential that fact
sheets on these issues are produced. These sheets will summarize the key issues, the current
state of knowledge on the issues as well as highlight concrete actions that need to be taken.
Some of the topics that these fact sheets could cover include; (i) coastal mining, (ii) oil and
gas exploration and (iii) involvement of private sector in municipal wastewater management.
Lessons learnt from the demonstration projects could also be summarized into fact sheets.
The fact sheets could be prepared in collaboration with other regional organizations such as
the Consortium for Conservation of Coastal and Marine Ecosystems in the WIO region
(WIO-C).
3.2.2 Increasing Participation of the Countries in the Blue Flag Programme
In the Western Indian Ocean region, it is only South Africa which is participating in the Blue
Flag programme. It joined the programme in 1991 and since then 20 beaches have been
awarded the Blue Flag status. These beaches are spread across the Western Cape, Eastern
Cape and Kwa Zulu Natal. The beaches fall under different municipalities.
The programme is run by the Foundation for Environmental Education (FEE)
(www.blueflag.org). For a beach area to be awarded a blue flag, it has to fulfill 29 criteria
based on water quality, environmental management and safety and services offered at the
beach. The results of these criteria are posted on the beach. A panel of international juries,
which includes organizations such as IUCN, is also used to certify that the criteria are met.
The implementation of the Blue Flag approach would be linked to MWW issues under the
WIO-LaB Project. By supporting such an initiative, the WIO-LaB Project would be
enhancing awareness creation as members of the public would become aware that they have a
right to certain standards of cleanliness on beaches and that they have a responsibility to
maintain these standards. Such a programme would also contribute to the wellbeing of the
environment as certain water quality standards and environmental management standards
would have to be maintained for constant qualification into the Blue Flag programme.
24
Proposed activities
It is proposed that:
i)
A study be commissioned to highlight the experience and lessons learnt by South Africa
in implementing the Blue Flag Programme as well as the overall impacts of attaining
Blue Flag status;
ii)
Through the Kenya Marine Forum and Baobab Trust, the project should explore
possibilities of initiating a pilot Blue Flag programme at Nyali Beach area in Kenya.
Such an initiative will also involve Mombasa and Coast Tourists Association (MCTA)
and other interested parties. A workshop could be organized to explore the interest of
the stakeholders to be involved in the initiative. The report of South Africa's experience
will be one of the background documents for the workshop.
4.0
CONCLUSIONS
This assessment provided an overview of education activities that have been conducted in the
past as well as those that are ongoing in countries that participated in this survey; namely
Comoros, Kenya, Seychelles, South Africa and Tanzania. The findings of the study have wide
application in the entire WIO region.
It is clear that some countries have a higher level of government involvement in education
activities whereas in other countries the involvement by NGOs is higher. Additionally, some
countries have more established programmes indicating the critical need to share experiences
within countries in the WIO region and to borrow ideas from such experiences.
This Educational Needs Assessment provides recommendations for the WIO-LaB project
engagement in education initiatives in the WIO region and it is clear that several initiatives
would require partnerships with stakeholders within the different countries that are already
engaged in the areas that fall within the WIO-LaB project focal areas.
REFERENCES
Ater, S. 2005. Promoting Environmental Education: Learning from others. ProZim Society.
Progress Report. 18 pp.
Francis, J., Richmond, M.D. and Mwinuka, S. 2000. A School Teacher's Guide to Marine
Environmental Education in the Western Indian Ocean Region. Prepared for the project on
Protection and Management of the Marine and Coastal Areas of the Eastern African region
(EAF/5). 47 pp.
Gitonga, N. (Unpublished report) Management of Lake Victoria fisheries resources through
stakeholder participation. Opinion paper submitted to Journal of Hydrobiologia. 16 pp.
Swai, F., Allen, I. and Ngalason, P. 2000. Coastal Environment Award Scheme: Enhancing
motivation to manage coastal resources. CEAS 2000 Implementation Report. Working
Document 5044 TCMP. 33 pp.
25
Sewe, F. 2005. 2005 International Coastal CleanUp: Summary report Kenya. 7 pp.
www.coastalcleanup.org
26
ANNEX I: Terms of Reference Training and Educational Needs Assessment
1.
Context
The project "Addressing Land-based Activities in the Western Indian Ocean", also referred to
as "WIO-LaB Project", is implemented by the United Nations Environment Programme
(UNEP), and is financed by the Global Environment Facility (GEF) and the Norwegian
Government. The WIO-LaB Project focuses on addressing major land-based activities (LBA)
in the Western Indian Ocean (WIO) Region and represents a strong partnership between the
WIO Countries (Kenya, Tanzania, Mozambique, South Africa, Madagascar, Seychelles,
Comoros and Mauritius). The project basically aims to achieve three major objectives: 1)
Reduce stress to the ecosystem by improving water and sediment quality; 2) Strengthen
regional legal basis for preventing land-based sources of pollution; and 3) Develop regional
capacity and strengthen institutions for sustainable, less polluting development. The project
has a four-year implementation plan (2005-2008), addressing priority issues on Land Based
Activities in the Western Indian Ocean Region. The project is executed within the framework
of the action plan of the Nairobi Convention, and is furthermore meant to serve as a
demonstration project for the UNEP Global Programme of Action (GPA) for the Protection of
the Marine Environment from Land-Based Activities (LBA).
Within the context of its third objective, the WIO-LaB Project Management Unit (PMU)
wishes to execute an assessment of training and educational needs in relation to its activities
and objectives in the WIO Region. The Training and Educational Needs Assessment should
lead to the development of a Training and Educational Programme which should serve (i) to
develop the capacity required in order to effectively implement the various project activities,
(ii) ensure that the capacity of stakeholders in the region to effectively manage and control the
impacts of land-based activities on the coastal and marine environment is increased, and (iii)
the increase awareness of the general public on the importance and means of addressing the
impacts of land-based activities to the coastal and marine environment, through the
development and implementation of, and support to existing educational programmes.
2.
Overall responsibility
The overall responsibility of the Contractor is to assist the WIO-LaB Project Management
Unit (PMU) in the execution of a Training and Educational Needs Assessment related to the
activities and objectives of the project.
The Contractor will also be responsible for the development of a Training and Educational
Programme for the project, in close cooperation with the WIO-LaB Project PMU,
UNEP/GPA, the Nairobi Convention Secretariat and other key regional stakeholders. The
specific duties and responsibilities are defined in section 3 below.
3.
Duties and responsibilities:
A.
Determine training needs on LBA in the project countries:
The Contractor shall:
27
· Identify training needs for different categories of stakeholders including Legislators;
Decision makers; Private sector; Community groups, etc., through review of prior
assessment work and experiences, where available, and through Training Needs
Assessment Surveys where such is not available1;
· On the basis of the results of the Training Needs Assessment survey, select priority
training requirements for the region addressing LBAs;
In doing so, the Contractor shall:
· Interact directly with National Focal Points for the WIO-LaB Project including
members of the various Task Forces established by the project namely, Municipal
Wastewater (MWW) Task Force, Physical Alteration and Destruction of Habitats
(PADH) Task Force and Legal and Technical Review (LTR) Task Force, as well as
with institutions involved in the Water, Sediment and Biota Quality Component of the
project.
· Take consideration of the results of earlier executed training needs assessments on
MWW and Water and Sediment Quality Monitoring, as well as the experiences and
feedback from earlier training sessions in this regard. The Contractor will consult
reports of these assessments, as well as their custodians (UNEP/GPA, UNESCO-IHE,
IAEA Monaco and CSIR Durban) in order to obtain inputs for the comprehensive
needs assessment under these Terms of references.
· Organize and facilitate a training needs analysis session during the second regional
MWW and PADH Task Force meetings scheduled to be held in the Comoros in the
period 26-28 October 2005.
· Facilitate and provide inputs for the establishment of a discussion forum on training
needs for the WIO-LaB project website.
B.
Determine educational needs on LBA in the project countries:
The Contractor shall:
· Identify relevant activities on education curriculum development through consultations
with the National Educational Institutes.
· In consultation with the National Focal Points, identify priorities and opportunities for
supporting educational programmes and activities, including:
o School activities such as competitions, open days, environmental clubs, visits
to MPAs and theme parks, etc.);
o Support to curriculum development;
o Development of awareness building materials for schools and learning
institutes;
1 It is noted in this aspect that earlier needs assessments where carried out on MWW (by WIOMSA and
UNESCO-IHE on behalf of UNEP/GPA) and Water and Sediment Quality Monitoring (by IAEA in
collaboration with the CSIR on behalf of the WIO-LaB PMU). Consequently, additional survey work on these
topics will not be required.
28
o Training for school teachers on LBA themes; and
o Support to MPAs to train professional guides for school programmes.
In doing so, the Contractor shall:
· Interact directly with National Focal Points for the project, National Institutes of
Education (Including Teachers Training Colleges) as well as relevant educational
institutions and other relevant stakeholders.
· Facilitate and provide inputs for the establishment of a discussion forum on
educational needs for the WIO-LaB project website.
C.
Develop a Training and Educational Programme for the project:
The Contractor shall:
· Develop a Training and Educational Programme for the project, based upon the
findings and priorities set as part of part A and B of this Terms of References. The
Programme will include:
o Training activities related to the effective implementation of project activities;
o Training activities related to general capacity building in the field of LBA
management;
o Support to educational programmes and school activities (e.g. school
competitions, open days)
o Recommendations for the development of awareness material to be used for
educational purposes
· Prepare detailed LBA training curricula using existing capacity and existing courses,
where possible.
· Identify and make recommendations with regard to potential educational
institutions/organizations in the WIO Region and beyond that could assist in the
development and/or implementation of the various training and educational activities
in countries participating in the implementation of the WIO-LaB Project.
In doing so, the Contractor shall:
· In consultation with the WIO-LaB PMU, prepare a draft Training and Educational
Programme to be presented for consideration to the Project Steering Committee.
· Finalize the Training and educational Programme on the basis of comments received
from the Project Steering Committee;
29
3. Deliverables
The assignment will result in the following deliverables and their respective timelines:
Deliverable Timeline
Plan of approach, including questionnaire for assessment, list 15 October 2005
of stakeholders and means of interaction
Facilitate a session on training and educational needs during 26-28 October 2005
2nd MWW and PADH Task Force meetings
Draft Training and Educational Needs Assessment
15 November 2005
Final Training and Educational Needs Assessment
15 December 2005
Draft Training and Educational Programme
31 December 2005
Final Training and Educational Programme
28 February 2006
4. Job requirements:
· Experience in the execution of training needs assessments.
· Good knowledge and understanding of the technical and institutional subject matters
involved in LBA management (i.e. MWW management, PADH, Legal aspects,
monitoring and assessment);
· Access to a good network of institutions, NGOs and other organisations in the field of
LBA and coastal and marine environmental management in the WIO region;
· Capacity to draft Training Programmes and Reports in either English or French;
5. Type of contract:
The assignment will be executed on the basis of a memorandum of Understanding to be
established between Contractor and UNOPS. Implementation of the assignment will be spread
over the period September 2005 March 2006.
6. Supervision given to the assignment:
The work of the Contractor will be supervised by the WIO-LaB Project Manager.
30
ANNEX II: Contributors to the WIO-LaB Project Educational Needs Assessment
Kenya
Sarah Ater - PROZIM
Gladys Okemwa KMFRI/KESCOM
Washington Ayiemba- Nature Kenya
Nyawira Muthiga Wildlife Conservation Society
Eng. Wainaina Coast Development Authority
James Kairo KMFRI/ IOI East Africa
Lafarge Ecosystems
Sam Weru WWF Kiunga
Steve Trott Watamu Turtle Watch
Benerd Okeyo Eco-Ethics
Tanzania
Information for Tanzania compiled by: Rose Sallema
Comoros
Information for Comoros compiled by: Fatouma Abdallah Ali
Seychelles
Information for Seychelles compiled by: Kerstin Henri
South Africa
Information for South Africa compiled by: Bernadette Snow and Lucy Scott
31
ANNEX III: Questionnaire distributed in some of the WIO countries
You are kindly requested to fill out the questionnaire and return it to juku@kmfri.co.ke (cc
julius@wiomsa.org) before 20thDecember 2005. Kindly provide your name and contact information.
If you are filling the questionnaire as a group, provide the information of the contact person from the
group.
Your Name
Organisation
Country
1.
Are you or your institution involved in education programmes geared to building
awareness in the areas listed below? If yes, elaborate how you are involved in these
activities eg. Do you support school activities, competitions, open days, stakeholder
awareness seminars, environmental clubs, visits to marine protected areas (MPA's)
Sector
Tick
If yes, elaborate how you are involved in these areas
Tourism
Aquaculture
Ports and harbours
Coastal mining
Municipal Waste Water
Management
Solid Waste Management
Agriculture
2.
Where do you get funding for your educational programmes?
3.
Do you or your institution support curriculum development in any of the above focus
areas?
4.
Do you or your institution support the development of awareness building materials for
schools and learning institutes? If so, what type of materials and who is your target
audience?
5.
Do you conduct training for school teachers on municipal waste water discharge, solid
waste management, water quality assessment, biodiversity, sediment quality, tourism,
32
port and harbour activities, coastal mining and agriculture, habitat destruction, policy
and legislation awareness? If yes, elaborate on the type of training conducted. Give
details of where and when such training was conducted and the target groups?
6.
Inadequate capacity has affected the protection of the marine environment from land
based activities. In your opinion which of the areas listed above are priority areas for
education purposes? Why?
7.
Do you provide support to marine protected areas to train professional guides for school
programmes?
8.
Do you have any comments or suggestions you would like to add?
33
ANNEX IV: Questionnaire distributed in South Africa
YES
NO
Grade R 3 (Foundation phase)
Grade 4 6 (Intermediate phase)
Grades 7 9 (Senior phase)
Grades 10 -12 (FET)
PRIORITIES AND OPPORTUNITIES FOR SUPPORTING SCHOOL EDUCATIONAL
PROGRAMMES AND ACTIVITIES IN YOUR COUNTRY.
1. What school activities could be supported e.g. environmental clubs linked to land based
activities.
2. Would you make use of curriculum linked resources on topics relating to land based
activities? At which grade would you focus these resources?
3. What learning areas do you think could benefit from information pertaining to land
based activities? (tick next to the learning areas)
Science
Technology
Mathematics
Social Science
Arts and culture
Other (specify)
Comments:
4. Do you recommend training of educators on resources and land based topics and why?
5. Would you recommend the development of awareness raising materials and where
would you focus these and in what form should they be (see list below). Please motivate
your selection.
34
Posters
Travelling display
Books/stories
Flyers
Fact Sheets
Media (articles and radio)
TV Programmes (documentaries and
children programmes)
Other (please state these)
6. Do you think training support to professional environmental educators and tour
operators on land based activities would be beneficial and why?
7. Any other comments under this heading you would suggest?
Thank you for your contribution.
Please return this questionnaire by email to bsnow@telkomsa.net by 15 February 2006.
35