RCE North Rift - 2019

GREENING OF TVET INSTITUTIONS: A CASE STUDY OF THE ELDORET NATIONAL POLYTECHNIC
Basic Information
Title of project : 
GREENING OF TVET INSTITUTIONS: A CASE STUDY OF THE ELDORET NATIONAL POLYTECHNIC
Submitting RCE: 
RCE North Rift
Contributing organization(s) : 
THE ELDORET NATIONAL POLYTECHNIC
RCE NORTH RIFT
Focal point(s) and affiliation(s)
Name: 
1. JOSEPHAT K SAWE, CHIEF PRINCIPAL
Organizational Affiliation: 
THE ELDORET NATIONALPOLYTECHNIC(TENP)
Name: 
2. WELINGA ALWANG’A MARTIN; CHAIRPERSON TENP GREEN COMMITTEE AND RCE NORTH RIFT ORGANIZING SECRETARY AND PATRON TENP GREEN CLUB
Organizational Affiliation: 
THE ELDORET NATIONALPOLYTECHNIC(TENP)
Format of project: 
Power Point
Language of project: 
ENGLISH
Date of submission:
Saturday, June 29, 2019
Additional resources: 
Poster Presentation
UNEVOC, AFRICA GREEN CHAMPIONS, NEMA ADOPT -A- RIVER PROJECT ON ESD
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Kenya
Location(s): 
NORTH RIFT REGION, UASIN GISHU COUNTY
Address of focal point institution for project: 
THE ELDORET NATIONAL POLYTECHNIC P.O BOX 4461 – 30100, ELDORET, Kenya

Email: info@eldoretpolytechnic@ac.ke and eldopoly@africaonline.co.ke
Level of Education for intended audience:
Socioeconomic and environmental characteristics of the area : 
The region is a major agricultural area with commercial and dairy farming being the prominent sources of income. The region lies within the greater rift valley escapement and it is having a large youthful population with approximately 65% of the population being under the age of 35 years. The rate of employment opportunities is low hence the need to for education in technical skills to absorb the higher number of young people who do not make it to Universities. This has made the student population at The Eldoret National Polytechnic(TENP) rise from around seven thousand(7,000) three years ago to the current Thirteen thousand (13,000)
Description of sustainable development challenge(s) in the area the project addresses: 
Sustainable Consumption & Production there is poor use of Natural Resources, deforestation has led to change in Climatic conditions hence Agricultural productivity has gone low.
Biodiversity & Ecosystems: an over dependency on Forest products as sources of Energy for cooking, i.e need for firewood and charcoal has led to the destruction of indigenous forests and loss of Wildlife and birds hence the need to conserve the biodiversity through working with Students and Young people to Conserve the endangered biodiversity and Regenerate what is possible.
Contents
Status: 
Ongoing
Period: 
January, 2010 to December, 2030
Rationale: 
To improve the livelihoods of the community, change the attitudes of the youth and women, create awareness on climate change and foster a Sustainable development of the community
Objectives: 
1.Educating the youth and women on sustainable consumption and production
2.Creating environmental competitions and micro-projects for students to foster attitude change on sustainable development and climate change.
3.Work with communities in Tree planting and Cleanups to improve the health standards of the community.

Activities and/or practices employed: 
1. Environmental conservation education and awareness targeting schools and students within different institutions
2. Community engagement and involvement through the Adopt a River Project
3. Lobbying and advocacy for the decision makers to allocate funds towards climate change adaptation and mitigation
4. Develop a work plan for youths and students to participate in Site visits Exchange programs,
5. Competitions and exhibitions to foster attitude change for sustainable Consumption and Production
Size of academic audience: 
18 TVET Institutions in the North Rift Region have participated in capacity building on Greening and an addition, more than 14,000 learners have participated in competitions and micro projects exhibitions. More than 7 tonnes of E-Waste collected
Results: 
1. 60 green champions in the North Rift Region Trained and Empowered as Green Champions.
2. Establishment of green Clubs in the 18 TVET institutions in the North Rift
3. Environmental Sustainability Micro Project and Environmental Conservation Competitions conducted
4. Adopt – a- River Initiative with NEMA ongoing
5. E Waste project Launched for Schools, Collection and Recycling in partnership with Safaricom and Waste, Electrical and Electronic Equipment (WEEE) Centre, 7 tonnes of E-Waste collected and properly Disposed

Lessons learned: 
1. The government needs to be more involved in the greening activities.

2. Greening is an ongoing process with few trainers who are involved as a result new trainers are a necessity.

3. The youth, when properly motivated are key drivers in sustainable consumption and production patterns.

4. E-waste collection remains a challenge in the low-end residents of our country due to weak institutional structures.
Key messages: 
1. The government needs to enhance the capacity for TENP and other TVET institutions to absorb the current surge in trainee intakes.
2. Strengthening institutional structures on E-waste management should bring the country at par with the rest of the developed world who are way ahead
Relationship to other RCE activities: 
The Implementation of the Activities is a joint venture between the RCE North Rift Members, Primary, Secondary and Tertiary Institutions in coordination of the activities and program,
Funding: 
• The Eldoret National Polytechnic
• Safaricom Kenya LTD
• NEMA
• Algonquin College, Canada

Pictures:

File Name Caption for picture Photo Credit
The Chief Principal Lead other Guests in Tree Planting In the Eldoret National Polytechnic Mr. Welinga Martin, Eldoret National Polytechnic Green Club Patron
Adopting A river Project, students from different institutions Green Club led by Mr. Welinga Martin, Eldoret National Polytechnic Green Club patron Onyancha Dennis, RCE North Rift Youth Coordinator
At the E Waste Collection Centre(TENP)for the North Rift Region supported by Safaricom Kenya LTD. Jelagat Phyllis, Secretary department Quality assurance and Standards - Environment
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Direct
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Direct
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Direct
Agriculture 
Direct
Arts 
Direct
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct