RCE Dar es Salaam - 2018

Managing biodiversity in a changing climate in the Albertine Rift Countries
Basic Information
Title of project : 
Managing biodiversity in a changing climate in the Albertine Rift Countries
Submitting RCE: 
RCE Dar es Salaam
Contributing organization(s) : 
Institute of Resource Assessment, University of Dar es Salaam
Focal point(s) and affiliation(s)
Name: 
Dr. Elikana Kalumanga, Institute of Resource Assessment, University of Dar es Salaam, Tanzania
Format of project: 
Powerpoint
Language of project: 
English
Date of submission:
Thursday, June 7, 2018
Geographical & Education Information
Region: 
Africa and Middle East
Country: 
Burundi
Congo, Democratic Republic of the
Rwanda
Tanzania
Uganda
Address of focal point institution for project: 
Institute of Resource Assessment, Box 35097 Dar es Salaam
Target Audience:
Higher
Practitioners - any level
Socioeconomic and environmental characteristics of the area : 
The Albertine Rift Countries (i.e. Tanzania, Uganda, Rwanda, Burundi and DR-Congo) are characterized by high level of biodiversity and poverty. None of the major economic sectors in the Albertine Rift Countries is immune from the impact of climate change. The majority of rural poor depend on biodiversity for their survival. More than 80% of the tourism sector in the Albertine Rift Countries is nature-based. Understanding the challenges posed by climate change and learning how to manage the biodiversity in a changing climate is crucial to sustain both the biodiversity and community development.
Description of sustainable development challenge(s) in the area the project addresses: 
None of the major economic sectors in the Albertine Rift Countries is immune from the impact of climate change. The majority of rural poor depend on biodiversity for their survival. More than 80% of the tourism sector in the Albertine Rift Countries is nature-based. Understanding the challenges posed by climate change and learning how to manage the biodiversity in a changing climate is crucial to sustain both the biodiversity and community development.
Contents
Status: 
Ongoing
Rationale: 
The changing climate contributes to loss of biodiversity across the globe, which is also happening at an unprecedented rate. The loss of biodiversity is mostly felt by the Least Developed Countries because majority of the rural poor depend on ecosystem services for their survival, major economic sectors are climate-sensitive and more than 80% of tourism is nature-based. Capacity-building and creating awareness on how to manage biodiversity in a changing climate in imperatively vital.
Objectives: 
The overall objective of the training is support goals for adapting biodiversity conservation in a changing climate. This has been done by developing and implementing an education and training program on climate change and biodiversity at the Institute of Resource Assessment, University of Dar es Salaam for African graduate students and early to mid-career conservation researchers and professionals.
Activities and/or practices employed: 
Major activities has been teaching (by an international faculty), field visits and supervising individual projects in various protected areas across the Albertine Region
Size of academic audience: 
>200
Results: 
Mainstreaming climate change issues in revised biodiversity management plans (e.g. National Park Management Plans and/or Single Species Action Plan)
Key messages: 
Sustaining biodiversity and rural livelihood in a changing climate requires knowledge and awareness on climate change. Mainstreaming climate change in conservation and development planning is crucial
Funding: 
John D. and Katherine T. MacArthur Foundation, the first two batches of trainees
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 
Indirect
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
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 
Indirect
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 
Indirect
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 
Indirect
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 
Indirect
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 
Indirect
Curriculum Development 
Direct
Ecotourism 
Direct
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