RCE Greater Eastern Uganda - 2019


Busitema University Faculty of Science and Education Nagongera Campus
Nagongera Busolwe road Eastern Uganda
Stakeholder engagement for promoting ecosystem service, sanitation education and community resilience to climate change education in Eastern Uganda
Basic Information
Title of project : 
Stakeholder engagement for promoting ecosystem service, sanitation education and community resilience to climate change education in Eastern Uganda
Submitting RCE: 
RCE Greater Eastern Uganda
Contributing organization(s) : 
Busitema University, Nature Uganda, Busia District Local Government, Tororo District Local Government
Format of project: 
Language of project: 
Date of submission:
The National Community Development Policy 2015. National Environment Management Policy, 2014
At what level is the policy operating?: 
Geographical & Education Information
Africa and Middle East
Address of focal point institution for project: 
P. O. Box 236, Tororo Uganda
Socioeconomic and environmental characteristics of the area : 
The area covered by Eastern Uganda consists of Lake Victoria crescent, the southern-eastern Lake Kyoga basin, and Jinja-Mbale agro-ecological zones, with a population density ranging from 129 to 800 persons per square kilometer. The area covered by 32 districts which include Bududa, Bugiri, Bukedea, Busia, Butaleja, Iganga, Kaliro, Jinja, Kamuli, Kapchorwa, Manafwa, Mbale, Pallisa, Sironko, Soroti, Tororo. The major economic activity in the region is agriculture, which consists of both animal and crop husbandry under mixed farming holdings. The major cash crops grown are coffee, cotton, bananas, potatoes, millet and sorghum.
Description of sustainable development challenge(s) in the area the project addresses: 
Land resource degradation is the main challenge associated with agriculture activities such as Agricultural expansion, intensification and de-vegetation are the leading causes of species loss and depletion of natural vegetation. Mount Elgon area experiences landslides within the ecosystem and this is coupled with the unreliable climate pattern is already agriculture such as livestock and grow food crops such as beans, cassava, maize and plantain (Oxfam, 2008). There is also a double burden of disease such as malaria and water borne diseases such as cholera and dysentery continue to cause high mortality and morbidity among mothers, children.
January, 2019
Uganda’s forests are an important and treasured natural asset contributing about 8.7% to the national economy based on conservative estimates (NEMA, 2011). Forests provide multiple benefits and sustainably managed forests give environmental benefits, sustainable economic development and improve the quality of life of people across the country. Based on analysis of satellite imagery in 2015 the ministry of Water and Environment identified West Bugwe central forest reserve (CFR) which covers a total area of 3,867 hectares (38.671 km2) as one of the 10 restoration hotspots in Uganda for biodiversity integrity, since it experienced the high rates of deforestation between 1990 and 2015. The forest is highly degraded by agricultural encroachment, illegal timber harvesting and charcoal burning among other causes. Instituioal engagement for forest management, including strong public sector such as Busitema University Busia Local government and private sector, conservation agencies and local community can provide space for communities to achieve sustainable forest management. Bugwe CFR supports important biological values, including two endemic species of trees (Maesa welwitschii and Phyllantus reticilator) and one butterfly (Belenois robrosignate) not found elsewhere in Uganda’s protected area system which can be used for promoting sustainable development through partnership development.
An overall goal is to promote sustainable management of West Bugwe Forest and biodiversity through participatory involvement of local communities and key stakeholders for the benefit of the adjacent and global community. specific objectives are
(i) To promote restoration of the degraded forest areas for ecosystem services provision and for use by the local community.
(ii) To promote activities to protect and conserve the soils, climate, water catchments and biodiversity.
(iii) To develop partnership for promotion of the recreation values of West Bugwe CFR while improve the livelihoods of adjacent local communities.
Activities and/or practices employed: 
(vi) Institutional Development, This will involve strengthening the capacity of the stakeholder for effective management of the forest. This will involve training of staff and deployment, research and administrative capacities.
(vii) Strengthening research, training and management facilities, including wildlife/tourism centers, camp offices and field and office equipment.
(viii) Promoting Collaborative Forest Management to improve management and sustainable use and extraction of the forest resources. This will further involve mobilizing, training and establishing community based institutions for collaborative management.
(ix) Management and restoration of forests will involve promotion of natural regeneration and procurement of seeds, nursery raising, preparation of sites, planting, soil and water conservation measures.
(x) Promoting Alternative Income Generating Activities (AIGAs) and Extension Services. This is aimed at identify and mobilize forest dependent poor to receive training, start-up finance and value chain support for income generation activities which supplement household income and reduce dependence on forests
Size of academic audience: 
the keys results include:
1. Development of instruments of collaboration/management among the key stakeholders.
2. Sensitization of the key stakeholders
3. Identification of the research priority area with the key stakeholder
4. Community education on sustainable forest management

Lessons learned: 
Identifying the right balance of stakeholders is a critical and important step.
A focus on “key” defined by stakeholders themselves as well as external organizers) stakeholders is important .
Project or program organizers need to understand the nuances of various stakeholder categories; frequently, outsiders try to engage “communities” without effectively understanding how and with whom
those individuals interact, or if the designated “communities” manage resources or make decisions in a
collective manner.
Understanding and recognizing diverse and multiple value systems is critical to engaging stakeholders
Key messages: 
For self-organized stakeholder action, social-ecological conditions relating to rights and governance, as well as
the presence of local and traditional ecological knowledge, play an important role in success Networking can
be an effective way to scale up across communities and build “social capital” and support social learning.
Relationship to other RCE activities: 
RCE Kakamega which is in western Kenya neighbors greater eastern RCe which is also involved in forest Restoration sand sustainable use of wildlife resources. . This will makes it easier for the two RCEs to share experiences and learn from each other in terms of programme implementation and management (through cross visits) which is a strength to the upcoming GEURCE.
Thee funding was provided by The government of Uganda through Busitema University subvention


File Name Caption for picture Photo Credit
Image icon IMG_20181024_173249.jpg (639.99 KB) The group of students and staff visit during landslide site in Bududa Photo credit Justine
Image icon IMG_20181019_152717.jpg (658.74 KB) Educating the young children on importance of conservation of environment at local schools Andama Edward
References and reference materials: 
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 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
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 
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 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Disaster Risk Reduction 
Traditional Knowledge  
Curriculum Development 
Plants & Animals 
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Building capacities of educators and trainers 
Priority Action Area 4 - Empowering and mobilizing youth 
Priority Action Area 5 - Accelerating sustainable solutions at local level