The World Environment Day (WED) is celebrated every 5th June. The decision to mark WED was arrived at during the 1st World Conference on Environment held in 1972 in Stockholm Sweden. Hence the day is a very important occasion marking the birthday of environmental movement globally.

Since there are many environmental challenges facing humanity, it is possible to designate any day to be an environment day. People could be mobilized to come together and undertake activities to address the environmental challenge affecting them.

Most people do not know what to do to mark an environmental day. Here below is a list of Fifty suggested innovative activities to mark an Environment Day at institutional and individual level.

1. Participate in tree planting, clean-ups within the institution or at community level
2. Engaging the media to publicize the greening activities in learning institution
3. Saturate institutional websites with reports of ongoing green interventions
4. Organize outdoor fun / learning activities
5. Greening/integrating environmental aspects in workplans and teaching approaches
6. Organize drama and art activities on environmental issues
7. Initiate or upscale waste recycling activities
8. Organize competitions such as sports, art etc with environmental theme
9. Invite knowledgeable people to give a talk on an environmental issue and what could be done
10. Develop and disseminate awareness materials customized on an environmental theme
11. Teachers to read a speech during assembly from the Cabinet Secretary Ministry of Environment and Natural Resources on World Environment Day
12. Arrange a speech competition among best debaters of the school on an environmental theme
13. Organize a poster competition and give awards to makers of best posters
14. Organize a skit competition and give award to best performers
15. Students to write essays on significance of an environmental issue
16. Mount posters at eye-catching spots telling people about an environmental issue
17. Develop short green slogans and publicize them
18. Organize a peaceful march within the locality for the environment and display placards
19. Avoid use of polythene bags and polluting the environment
20. Switch off gadgets that use electricity if not needed
21. Write to Member of County Assembly, members of parliament, government and newspapers the local environmental issues that need to be addressed
22. Assess areas where environmental degradation has taken place and raise awareness on what should be done
23. Organize an exhibition for different people and institutions to display their green practices
24. Mobilize communities to plant trees in farms
25. Avoid activities leading to environmental degradation
26. Take measures to conserve soil
27. Promote water and energy conservation
28. Promote awareness on smart agriculture
29. Promote awareness and adoption of better environmental practices
30. Give green champions/worker awards to members of staff who demonstrate greatest commitment to environmental conservation
31. Study the latest institutional environmental, health and safety audit progress report and publicise it among staff and in the media to demonstrate commitment to green economy. This will motivate other industrial players to follow suit.
32. Write on social media platform such as Facebook and Twitter and that of your friends about your thoughts and actions regarding the World Environment Day
33. Design and develop a WED themed customized poster and post it on your social page timeline
34. Search the internet for environmental information related to the WED theme and share it within your social platforms
35. Search for green groups on the internet and share your environmental concerns with them
36. Participate in environmental discussions initiated on social media by other environmentalists
37. Conduct a competition on social media on the WED theme to raise environmental awareness
38. Press the “Like button” on all shares done by others on social media to encourage sharing more environmental awareness messages
39. Organize a panel discussion of imminent environmentalists to discuss a pertinent environmental issue
40. Organize an awareness caravan of vehicles branded with environmental messages and with enhanced sound equipment to reach many people with environmental awareness.
41. Visit the UN Environment website page on World Environment Day to get more updates
42. Religious institutions such as churches, mosques and temples to include environmental messages in their sermons to their congregation.
43. Buy, promote and use food items grown or sourced using environmentally friendly practices
44. Develop appropriate documentaries and avail them online or broadcast them on TV or Radio
45. Visit the members of the community, explain the local environmental challenges and spend time with them improving the environment
46. Engage all your institutional stakeholders to dispose waste appropriately
47. Organize a beauty contest to promote environmental consciousness
48. Organize and publicize for participation in a non-motorized week/day for your institution and local community whereby people walk/cycle instead of driving. They could also use public instead of individual transport
49. Buy, promote and use green products that save energy, are recyclable, do not emit greenhouse gases, are not hazardous
50. Organize an environmental clinic/open day when experts assemble at a place, interact with members of the community and respond to any green economy related questions

Kenyans are still coming to terms with the recent ban on production, importation and use of polythene bags that was imposed by the Cabinet Secretary for Environment and Natural Resources on 28th February 2017. The ban is due to be effective after 6 months, that is on 28th August 2017. One of the sectors known to use many polythene bags is the growing of tree seedlings. Most tree nurseries nurture seedlings in polythene bags.

Owners of the seed beds have always argued that polythene bags have many advantages which include being cheap, readily available, easy to use and hold the water inside the bag reducing the need for regular watering, and hence reduction in water bills. The owners of tree nurseries however are not keen to mention the negative impact of the polythene bags such as visual pollution, littering, clogging of water drainage systems, death of livestock and wildlife through feeding on the bags, air pollution when bags are burnt and the health effects of carcinogenic furans and dioxins breathed in with the smoke.

Now that the ban is in place, it is crucial that we reflect on alternatives to the polythene bags for growing the tree seedlings. Alternatives in this case include bags made from natural fibres such as cotton, sisal, grasses, papyrus among others. Fortunately the skill to make the biodegradable bags is resident within communities. Hence with the enforcement of the polythene ban, it is expected that people in rural areas especially women will be contracted to supply these alternative bags. These bags have not been popular for this purpose because of the extensive preference of the polythene bag.

Biodegradable bags made through an industrial process are also expected to come in handy in tree nurseries. These bags are made of petrochemicals, though manufactured differently as compared to the normal polythene bags. Biodegradable bags are made to break down quickly in the presence of air and sunshine hence are labeled as oxydegradable or photodegradable respectively.

Other industrial biodegradable polythene bags could also be made from organic, renewable sources, such as vegetable oils, corn, and grains. Some biodegradable plastics/polythene bags are compostable and can decompose to create humus releasing valuable nutrients to the soil. There are many factories that manufacture biodegradable bags, and it is highly likely that there are shiploads of these bags in high seas heading to Kenya to service the gap created by the polythene bag ban.

A study done on biodegradable bags(see this link ) showed that they present more survival advantages to tree seedlings as compared to the polythene bag. It was noted that seedlings grown in biodegradable bags do not suffer the shock and disturbance experienced during the translocation of the seedlings. You are familiar with the process of planting a tree seedling that was grown in a polythene bag. The seedling must be removed from the polythene bag. During this process, in some cases, the soil gets disturbed, loosens and scatters and expose the roots. The seedling hence suffers some shock and this interferes with the rate of establishment of the seedling within the new environment. This is not the case with a seedling grown in biodegradable bags. There is no need to remove the seedling from the bag, just insert it into the prepared hole and bury the roots in the soil. After some time, the bag will wither and rot and the roots will establish themselves within the new environment.

Planting tree seedlings nurtured in polythene bags has been a challenge to many people. I remember one incident I visited a school in Kisumu County to monitor seedlings survival in a project sponsored by the Ministry of Environment dubbed “Green Schools Project”. One headteacher showed us a site they had planted over 500 tree seedlings but only about 20 were still surviving. When we enquired why the survival rate for the seedlings was very low, he responded that the school made a mistake of not removing the polythene bags when the seedlings were being replanted. Hence they planted the tree seedlings while still inside the polythene bag. The roots of these seedlings could not reach water and nutrients outside the bag and the trees were starved to death. As an educator, I was baffled since I had assumed that tree planting was an easy task. If an activity supervised by qualified teachers could accommodate such a mistake, what about the general public who are not highly educated?

It is therefore evident that the elimination of polythene bags would lead to enhanced survival of tree seedlings as well as reduced environmental pollution. The biodegradable bags bring forth numerous benefits and will contribute to reduction of wastage of our precious tree seedlings. This is a welcome gesture since the country is determined to increase her tree cover to 10% as prescribed in the Kenya Constitution 2010. Those dealing with tree nurseries should hence hurry up to embrace the alternative bags as the effective date for the ban is quickly approaching. All efforts should be made to prioritize locally made alternative bags as a way of supporting employment opportunities for the local people.

References

Muriuki J.K et al (2014) Testing Biodegradable Seedling Containers as an Alternative for Polythene Tubes in Tropical Small-Scale Tree Nurseries Small-scale Forestry: Volume 13, Issue 2 (2014), Page 127-142.

For those of us who grew in the village, visiting another home required planning. One needed an agenda to be tackled especially if its a home you don’t visit regularly. Hence there was sufficient reason for a visit. Not that people never used to interact, but a visitor was taken seriously. If one just wanted to interact, you could talk to each other over the fence or meet along the footpaths. Or even at the market place, local shopping centres or the watering point. But visit to homes was considered very honorable.

It was notable that home visits were also accompanied with exchange of gifts. A bottle of milk, a kilo of sugar, a packet of flour, sweet potatoes, cassava, arrowroots and maize cobs are among the items that were carried to the home to be visited. Normally these items were carried by women. The container used was normally a woven basket popularly known as ‘kiondo’.

In African culture, when you visit a home, generosity is extended, regardless of the economic status of the family visited. There was food and drink for visitors. This enabled community members to interact and bond more closely. The presentation of the gift was symbolic of the respect given to the home being visited and the planning done prior to the visit.

The end of the visit was characterized with more exchange of gifts. It was the turn of the home visited to return the ‘kiondo’ with something inside. One cannot return the ‘kiondo’ without a gift. The ‘kiondo’ was only used to carry the gift and is not given away to the home being visited. The person visited took the ‘kiondo’, emptied the contents, and filled it with different types of gifts in return. This was the fun of African culture.

What happened with the coming of the polythene bags? Normally, polythene bags are single use containers. The bag will carry the gift and since everybody knows its cheap, its normally retained with the gift. When the gift is unwrapped, the paper will be discarded away since it could even have gotten torn. In addition, nobody attaches a lot of value to the polythene bag, unlike the ‘kiondo’ which had to be returned to the owner.

Those who visit carrying gifts in polythene bags face a challenge of not committing the person visited to reciprocate with a gift. Some people give excuses that they have no containers to put the gift for the visitor. Culturally, the polythene bag is not considered as a suitable container that can compel for gift reciprocation.

Those young people who have grown during the era of polythene bags have missed this rich cultural heritage. They are used to one way traffic in gift exchange. Polythene bags denies people the opportunity to propagate this culture of gifts giving and reciprocating.

With the banning of the polythene bags in Kenya, it is expected that this rich cultural heritage will be revived. There will be more exchange of gifts, more interaction and bonding among communities. In addition, there will be reduced pollution to the natural environment.

Kenya has banned use of polythene carrier bags. It is important to note that the carrier bags are of different sizes and their uses vary. For instance, most of us carry sandwiches for breakfast or lunch. normally, the easy way to carry the sandwich is by use of a polythene bag, normally the flimsies.

Unfortunately, most of us harbour littering values. The moment one is done with the sandwich, there is no care where the polythene bag ends. Its thrown anywhere, after all the County Government cleaners will clear that mess. Imagine in a school with 1000 students, how many polythene bags are thrown to the environment? And for a county like Nairobi with over 500 schools, this waste could be overwhelming.

From 28th August 2017, the polythene carrier bags and wrappers will be no more. How will you carry your sandwich hygienically?

The sandwich cloth wrapper is an ideal alternative to the polythene bag. It is made of cloth that is a readily available material and is reusable. The wrapper comes in different shapes and sizes. Surprisingly it can serve as a food mat when spread and as a food wrapper when folded.

The polythene bags manufacturers have complained of loss of jobs when the recently published polythene bags ban is implemented. But we need to appreciate that a new economic front is being opened up to innovatively replace the polythene bag. Making of the sandwich wrap can employ equally many people as the polythene carrier bags sector. This comes with new innovative designs that will attract new skills from Kenyans.

Surely, why should we hinder eco-friendly innovations from Kenyans that also rid our country of the polythene bags menace? Imagine the many colors and designs of sandwich wrappers that will hit the Kenyan market when the ban is implemented. I am very anxious to see these innovations and the thousands of new jobs that will be created.

Music has been with us since time immemorial. Indeed, music is regarded as food for the soul. Both elderly and young people are actively involved in Music development and performance. Most functions where people gather is spiced up with music, and people may participate actively through dancing physically or just listen to the lyrics.

Music is a strong tool for promoting public participation in socioeconomic development and environmental management. Music provide opportunities for people to express their ideas and views about the environment, examine and interpret the environment from an aesthetic perspective. This makes them to become aware of and curious about the environment and acts as motivation to participate actively in resolving environmental problems.

Music is rich in communicative power for environmental messages to billions of people worldwide irrespective of race, religion, income, gender or age. It can assist people in learning many things such as the alphabet, grammar, learning about environmental processes such as natural cycles, ecosystems and environmental changes by examining songs of different ages. Music can be used to help people learn about pollution and recycling through making musical instruments using waste paper, cans and glass. People also express their feelings about various developments in the environment and their future environmental aspirations using music.

Music presents an opportunity to analyse phenomena and represents analytical documents through information provided in lyrics. The lyrics have the potential to be used as a source of geographic and historical evidence.

Music can help in popularising environmental information. The people are involved in writing music on many aspects of the environment as perceived by different cultures. People can also explore songs related to the environment that are still in use or were used by the community and this gives environmental education using Music an interesting historical approach. The prescribed activities look open and can accommodate a variety of ideas depending on learner and educator ingenuity.

Despite its worthiness, music also has negative effects on the environment in terms of being a consumer of rare timbers, a source of pollution (noise) and a weapon of psychological warfare. Forests of indigenous and exotic hardwoods are unable to keep up with the ever-growing demand for this type of wood and the illegal trade of these materials associated with increased demand and supply gap. In this regard, all efforts should be made to minimize these negative aspects of music.

To harness the power of Music in communicating environmental issues, the National Environment Management Authority (NEMA – Kenya) has partnered with the National Music Festival of the Ministry of Education to promote development and performance of music with environmental messages. This partnership has now run for two years (2015 and 2016) and learners from basic and tertiary institutions have competed at school, sub-county, county and national level. NEMA sponsors the environmental category and for the last two years have been running a theme on waste management.

NEMA is keen to continue sponsoring this initiative in the coming years since we still have many environmental challenges affecting our country which need to be communicated to Kenyans innovatively.

So far several achievements have been made including the following
1. Composition and performance of music with environmental messages at every corner of Kenya where schools are located.
2. Increased levels of awareness on waste management issues
3. The award winning music pieces have been performed to high level leaders including H.E The President of Kenya and this is high level lobbying for attention on environmental issues.

We hope that the quality of songs with environmental messages will be up scaled and form part of Kenya’s best music hits by our celebrities. The ultimate climax is to have music influencing all of us to participate in delivering and safeguarding a clean and healthy environment as enshrined in Article 42 of the Kenyan Constitution.

In November 2015, the world community adopted the Sustainable Development Goals, which are to be implemented by all stakeholders including government, civil society, private sector, media, development partners and learning institutions. These players are expected to innovatively address the 17 goals and 169 targets to make our world more peaceful and livable. Goal 4 requires stakeholders to Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Target 4.7 reiterates that by 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Environmental challenges are a major concern for all humanity. In this regard, everybody is a learner who require to be educated to enable participation in environmental management. Environmental challenges are context specific and hence vary from place to place. The population needs contextualized knowledge, skills and relationships to enhance sustainable pursuit of development. The context in this regard informs the kind of intervention and education required to steer behavior change for sustainable development.

The National Environment Management Authority (NEMA) has prioritized implementation of initiatives on solid waste management this financial year. The initiatives include ensuring the public dispose their waste appropriately, and creating awareness on the same using diverse approaches. One of the awareness approaches that has been utilized is use of a branded truck.

A branded truck is a vehicle (normally a lorry) fitted with a powerful sound equipment including choice of appropriate music, and this truck moves from place to place attracting people with its noise. The noise comprise of choicest music and interludes of awareness messages on solid waste management.

The truck also has other accompaniments to the loud sound. The outer body is branded with solid awareness messages comprising of choicest photos or illustrations on waste management and appropriately crafted messages. Before the public hears the oral presentations, those who can read are already captured into the written messages and pictorials. Wherever the truck passes, the branding on the body with awareness messages serve as a mobile learning space on diverse solid waste management approaches. The diverse mix of colors serves to attract public attention to the vehicle. This approach has proved to be quite effective in raising public awareness in an abortion campaign done in the United States of America (Salladay, R., 2001)

Another crucial accompaniment of the branded truck are artists, mainly youths or prominent presenters. These artists are chosen due to proven prowess in capability to deliver captivating public utterances, or performing unique robotic gymnastics that attract the crowd. Thus as the truck moves around, the public cannot avoid being attracted to performances and funny utterances by the reknown or celebrated artists who facilitate the awareness creation drive.

To motivate public participation, the awareness team provide several gifts to people who have done well in waste management. For instance, a shopkeeper with a dustbin outside his/her premises may be given a T-shirt in addition to the announcement that he/she demonstrates good practice. Answering a question by a member of the public may also be rewarded with a hand bungle or a book or another awareness material on waste management. These goodies act as a motivator for demonstration of best environmental practices. Since the truck could move from place to place, it introduces the institution involved or concept being promoted to remote areas.

One may wonder why use of branded trucks and awareness caravans are crucial in reaching out to the public. There are several reasons why this approach is unique and include the following:-

1. The mobile truck can reach members of the public in places where educators could not have reached using conventional methods.

2. The innovative mix of loud sound, music, reknown artists and acrobatics makes the approach very appealing to members of the public and helps to capture their attention for some considerable time for environmental messages to be shared with them.

3. The approach encourages public debate on pertinent sustainable development challenges since the artists engage the public in an innovative way.

4. The use of small handouts such as Tshirts, bungles, and books with environmental messages among others serves as a motivator for the public to participate in the debate. Winning a prize regardless of its value is memorable to the participant as well as a psychological enrichment.

Moving ahead and reflecting on success made so far, NEMA wishes to upscale use of this approach to raise awareness on diverse environmental issues. The Kenyan counties could also pick up this innovation since they have a bigger role to play on environmental issues such as waste management and prevention of noise pollution.

References

Salladay, R., (2001) Abortion foes plan a convoy campaign Pictures of fetuses displayed on trucks, San Francisco Chronicle, November 24, 2001. Downloaded at http://www.sfgate.com/bayarea/article/Abortion-foes-plan-a-convoy-campaign-Pictures-2850786.php on 27th November 2016.

Introduction

The Government of Kenya is committed to promoting interventions on sustainable development in line with various global and regional frameworks. The country endorsed and adopted Agenda 21 that emerged from the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992 (UN, 1992). The UNCED recognised that achieving sustainable development would require the active participation of all sectors of society and all types of people. The Johannesburg World Summit on Sustainable Development (2002) re-affirmed the objectives of the UNCED and the Millennium Development Goals (MDGs). Further emphasis on need for enhancing interventions was reiterated during the World Summit on Sustainable Development which was held in Rio de Janeiro in 2012 which gave rise to a roadmap document referred to as “The Future we Want”.

In 2015, the global community adopted Sustainable Development Goals. The 2030 Agenda for Sustainable Development sets out ambitious goals and targets shaping operations of all institutions from 2016 onwards. This agenda is now a global moral compass in the 21st century, a policy blueprint outlining a pathway to sustainable livelihoods, inclusive societies and sustainable environments (Walsh, 2016). The 2030 Agenda comprises of a universal set of 17 Sustainable Development Goals and 169 Targets to end poverty in all of its forms, in all nations by 2030. The natural environment underlies each of those ambitions. According to UNEP, all the 17 SDGs have an environmental dimension (see http://web.unep.org/unea/environmental-dimension-sdgs)

Kenya has domesticated global frameworks and conventions that support Sustainable Development into its Constitution and other legislation. Kenya promulgated her Constitution in 2010 and Article 10 describes sustainable development as a national value. Further, Article 42 and 69 makes it an obligation for the government and the citizens to protect the environment. In addition, Article 53 entitles every child with a right to free and compulsory education.The adoption of SDGs gave impetus to Kenya’s engagement with the need to actualize SD as a national goal. To this end diverse legislation and policies have been enacted to spearhead realization of sustainable development.

In order for the country to achieve SDGs, the Government has developed a Green Economy Strategy and Implementation Plan (GESIP) to support development efforts towards addressing key challenges such as poverty, unemployment, inequality, environmental degradation, climate change and variability, infrastructure gaps and food security among others. In addition Kenya’s Vision 2030 is the government’s principal document guiding socio-economic and political development. Vision 2030 document aspires to revitalize the country’s economic growth through harnessing of its natural resources. Education is identified as a key driver under the social pillar. The inspiration was to have an ESD policy developed and all education interventions reoriented to address ESD. Vision 2030 and GESIP have identified ESD as an effective strategy for building capacities to undertake a transition to a green economy in Kenya.

The Environmental Management and Coordination Act, Cap 387 is a framework law that provides for effective coordination and regulation of all actions that have a direct influence on the environment. Section 42 (4) of the Basic Education Act stipulates that ‘the Cabinet Secretary of Education shall upon advice of the National Education Board advise the government on the promotion of environmental protection education for sustainable development’.

The 2013-2018 National Education Sector Plan (NESP) provides a strategy for education and training to promote ESD with reference to the Global Action Programme. Sessional Paper No. 2 of 2015 on Reforming Education and Training in Kenya envisages a curriculum that is competence-based to foster quality education in the country (Republic of Kenya, 2015). Through this policy, the Ministry of Education is committed to promoting ESD as a key element to enable sustainable development and quality education.

ESD activities in Kenya have been implemented within an overall framework of the UN Decade of ESD (2005-2014) and the Kenya ESD Implementation Strategy (2008). The ESD Implementation Strategy has guided ESD interventions through eight interlinked strategies of advocacy and vision building, consultation and ownership, partnership and networks, capacity building and training, research and innovation, use of ICT, monitoring and evaluation, and Regional Centres of Expertise (Republic of Kenya, 2008). Further, the country has developed a national ESD policy (Sessional Paper No. 11 of 2014 on National Education for Sustainable Development Policy) spearheaded by the Ministry of Environment and Natural Resources. The policy provides mechanisms for engaging all stakeholders in addressing sustainable development challenges through education.

Kenyas engagement with SDGs

Kenya’s Public sector engages with SDGs as a directive from the Central Government through mandatory Performance Contracting. The Kenya Gazette Notice Number 2431 and Legal Notice Number 93 of August 2004 set regulations and performance contracting in public service and State Corporations in Kenya. All public sector executives are obligated to sign performance contracts with the central government. Implementation of SDGs is managed by two institutions namely the 1) Ministry of Devolution and Planning and 2) the National Environment Management Authority. Each institution is expected to report to NEMA and Ministry of Devolution and Planning simultaneously. There are many similarities in demands from both institutions. However it is critical to note that NEMA’s process has a lot of bias on addressing Environmental Sustainability issues while the Ministry of Devolution process is more broader and include social and economic aspects which may have escaped NEMA’s interest.

A. Ministry of Devolution and Planning

The Performance contracting guidelines provide that all Public Institutions implement the SDGs and report to Ministry of Devolution and Planning (RoK, 2016). These institutions are advised to:-
– Identify SDGs relevant to their mandate
– Carry out awareness creation on relevant SDGs
– Integrate the relevant SDGs in respective Ministry, Department and Agency’s (MDA’s) Policy and Development Plans
– Submit Quarterly reports to the Ministry of Devolution and Planning

These expectations imply that Kenya takes implementation of SDGs seriously and has cascaded their implementation to diverse institutions. These institutions will be in a position to implement all the SDGs since their collective interventions spread over all aspects of SDGs.

B. National Environment Management Authority (NEMA)

One of the targets the public institutions are expected to meet through performance contracting is environmental sustainability. The National Environment Management Authority (NEMA) is tasked with the responsibility of elaborating what this target entails. NEMA has since 2012 defined and clarified this target, and has identified 6 areas that should be addressed including:-

1. Sustainability planning
2. Pollution control
3. Climate change
4. Environmental Ecological enhancement
5. Environmental Education and awareness
6. Promoting partnerships

NEMA has further explained the steps to be taken by the institutions as they implement Sustainability targets above. Figure 1 summarizes the process of engagement with public sector institutions in engaging on sustainability targets.

Figure 1 shows that implementation of PC targets is systemic and proactive. It starts with the establishment of the Institutional Sustainability Committee who guide the entire process. The committee is expected to spearhead development of the Institutional Sustainability Policy, undertaking of annual sustainability audits, development of sustainability workplans and implementation of the same. In addition, the committee is expected to ensure quarterly progress reports are submitted to NEMA. NEMA in return reviews the reports and gives feedback to the institutions every quarter. At the end of each Financial year, NEMA assesses each institution’s quarterly submissions relative to the sustainability policy, annual audits and the annual workplan and awards a score to the institution. This score is forwarded to the Executive Office of the President as part of the overall national performance Contract Assessment and forms part of the basis for rewards and sanctions for the Chief Executive Officer and the Board of Directors for the particular institution.

Further elaboration of Environmental Sustainability activities

The National Environment Management Authority has provided a detailed explanation of the kind of activities that public institutions should engage with to promote environmental sustainability. Explanation of expectations from the 6 areas is as explained below.

1. Environmental sustainability planning

Any sustainability intervention needs to be planned for. Sustainability challenges are contextual and vary spatial-temporary. Institutions also are endowed differently and hence need to identify their sustainability challenges, prioritize them, including their interventions. Hence NEMA has elaborated implementation of environmental sustainability planning into several levels.

a) Development of an institutional environmental policy

Under this requirement, all institutions are expected to develop an institutional environmental sustainability policy which outlines the institution’s intent to address sustainability issues based on local contextual challenges. This document is expected to be developed by the institutional experts and to undergo relevant approvals such as by the Senior Management and the non-executive Board or Council as is appropriate. In case of Ministries, the Environmental Sustainability policy is expected to be approved by the Principal Secretary. The policy document and proof of relevant approvals is expected to be presented to NEMA as evidence of appropriate engagement of top management and hence assurance of buy in by the institutions. The appropriate approvals suggests that the policy has high probability of getting implemented.

b) Undertake Environmental Sustainability Audit

Each institution is expected to kick off environmental sustainability engagement by undertaking an audit to determine baselines of current sustainability position. Institutions are expected to identify sustainability issues relevant to them and determine the levels of diverse parameters. For instance on water issues, the institution will determine how much water is received and account for its use including any leakages. The same applies for energy, waste management, and transport among others. This audit is expected to illuminate gaps to be addressed to enhance sustainability. This audit is conducted every year to show progress towards sustainability.

c) Appointment of a Sustainability Committee

Every institution is expected to appoint a team to guide sustainability interventions. The team is expected to demonstrate diversity of competencies such as water audit, energy audit, waste audit, cost benefit analysis among others. The committee is expected to meet regularly to deliberate on implementation of sustainability interventions. NEMA requires the minutes of these meetings as evidence of proactive engagement.

d) Adopting environment as a core value in the Service Charter

All public institutions in Kenya have a Citizen Service Charter. Inclusion of environmental conservation as a core value suggests the level of commitment by the institution to make sure that all staff are oriented towards sustainable development at all times.

e) Providing information when requested to by NEMA

EMCA Cap 387 mandates NEMA to request for information from any institution for the purpose of preparation of State of Environment (SOE) reports and Environment Actions Plan (EAPs).

2. Pollution Control

The emphasis of this theme entails demonstrating compliance to different environmental regulations. Kenya has enacted numerous environmental regulations to promote sustainable development.

a) Compliance to Waste management regulations, 2006 involves undertaking interventions such as
– The concept of 3R which entails reducing, reusing, and recycling of waste in the respective institutions
– Proof of proper disposal of solid waste, air conditioners, asbestos and E-waste among others as further explained in the Procurement and Disposal Act 2015
– Installation of waste segregation bins

b) Under Environmental Impact Assessment (EIA) and Audit Regulations (2003) Institutions are expected to demonstrate
– Proof of undertaking Strategic Environmental Assessments for new policies, programs and plans
– Proof of undertaking Environmental Impact Assessment (EIA) for new projects
– Proof of submission of comments during EIA review (when requested to by NEMA)
– Submission of annual environmental audit reports

c) Under Noise and Excessive Vibrations Regulations (2008) institutions are expected to demonstrate
measures to minimize noise and excessive vibrations

d) Under Air Quality Regulations, institutions are expected to demonstrate measures to reduce air pollution including Green House Gases (GHGs)

d) Under Water Quality Regulations (2006), institutions are expected to demonstrate
– Measures to minimize release of waste water to the environment
– Proper disposal of waste water

3. Climate Change mitigation and adaptation

The Climate change Act (2016) mandates NEMA to undertake several activities on behalf of the National Climate Change Council. These roles forms part of the tasks included in the perormance contracts of public institutions and include

(a) monitor, investigate and report on whether public and private entities are in compliance with the climate change duties assigned by the National Climate Change Council;
(b) ascertain that private entities are in conformity with instructions given by the Council
(c) regulate, enforce and monitor compliance on levels of greenhouse gas emissions as set by the Council
(d) NEMA shall, annually, report to the Council on the performance of functions under the Climate Change Act 2016, and such report shall form part of the report by the Council to the National Assembly.

Under this aspect, climate change adaptation and mitigation initiatives for institutions include:-
– Installation of energy saving devices, renewable energy, water harvesting,
– Proof of measures to control green house gases
– Proof of mitigation and adaptation initiatives
– Development of green buildings, adopting green operations
– Compliance to Controlled substances regulations, 2007 with regard to importation, use and disposal of Ozone Depleting Substances (ODS)

4. Environmental Ecological enhancement
Under this aspect, institutions are expected to demonstrate
– Compliance to the Conservation of biological diversity, access and benefit sharing regulations, 2006
– Proof of authority or permit to access genetic resources
– Proof of benefit sharing arrangements on utilization of biological and genetic resources with local communities
– Compliance to Wetlands, River banks, lakeshores, and seashore management regulations, 2009
– Submission of EIA reports for new projects where applicable
– Submission of annual Environmental Audit reports
– Development and implementation of environmental management plans for forests, wetlands, coastal zone, and environment significant areas among others

5. Environmental Education and awareness

Under this aspect, institutions are expected to demonstrate
– Proof of behavior change among staff
– Sensitization of staff and public on Environmental sustainability relevant to the institutional mandate
– Participation in environmental events with communities and schools
– Recognition of environmental champions

6 Partnerships

Under this aspect, institutions are expected to demonstrate
– Environmental projects and activities undertaken through partnership with stakeholders
– Memorandum of understanding with their partners
– Joint management plans
– Corporate social responsibility (CSR) on environment
– Proof of Partnerships with NEMA on Monitoring and inspections to ensure compliance with environment legislation

Cooperative analysis of extent of coverage of SDGs using the Environmental sustainability targets

The coverage of SDGs through the sustainability targets is as shown in Table 1 below.

Table 1: Coverage of SDGs through the 6 Sustainability Targets proposed by NEMA for public institutions

Table 1 shows that the NEMA managed Sustainability Targets for Public Institutions covers all the 17 SDGs. Hence NEMA as an institution is on the forefront in championing for SDGs in Kenya through the Mandatory PC Sustainability Targets. The process of engagement of the public institutions ensures that there is proactive engagement and consistent guidance by NEMA to ensure upscaling of realization of SDGs.

Role of Regional Centres of Expertise in promoting realization of SDGs

An RCE is not a center in a traditional sense but a network of existing formal, non-formal and informal education organizations, mobilized to deliver education for sustainable development (ESD) to local and regional communities (UNU, 2002). RCEs aspire to achieve the aspirations of Sustainable Development by translating its global objectives into the context of the local communities in which they operate. An RCE involves diverse stakeholders including school teachers, professors at higher education institutions, environmental NGOs, scientists, researchers, museums, zoos, botanical gardens, local government officials, representatives of local enterprises, volunteers, media, civic associations or individuals who work in the spheres of sustainable development such as economic growth, social development, and environmental protection, students and learners at all levels (UNU, 2002).

Kenyan RCEs are hosted in universities most of which are players in performance contracting arrangement of the Central Government. NEMA coordinates the activities of RCEs in Kenya and helps to bring institutions together to establish an RCE. Kenya currently has 9 RCEs acknowledged by the United Nations University (UNU). These RCEs operate in different regions of the country. The list of Kenyan RCEs is provided below.

1. RCE Greater Nairobi Region hosted by Kenyatta University
2. RCE Mau Complex hosted by Egerton University
3. RCE Kakamega Western Kenya hosted by Masinde Muliro University
4. RCE Nyanza hosted by Maseno University
5. RCE Greater Pwani hosted by Pwani University
6. RCE North Rift Valley hosted by University of Eldoret
7. RCE Maasai Mara hosted by Maasai Mara University
8. RCE Central Kenya hosted by Kimathi University
9. RCE Upper Eastern hosted by Kenya Methodist University

Further, these 9 RCEs have established a National Network dubbed “Kenya National Network of RCEs” and have their own governance system including elected leaders. The coordinators of the network hold a meeting every year and a national conference where innovations from diverse RCEs are shared with members of the public. NEMA also assists each RCE to hold mobilization meetings to recruit more members, share experiences and to plan together.

RCEs create a local/regional knowledge base to support ESD actors, and promote four major goals of ESD in a resource-effective manner. They can champion ESD programs tailored to address SDG issues and local context of the community in which they operate. Universities being hosts, coordinators and key members of RCEs, must work closely with the local communities.

RCEs also play a role in increasing access to quality education that is most needed in the regional context as well as deliver trainers’ training programs especially on SDGs. This also entail development of methodologies and SDG learning materials for use by the trainers. RCEs should also lead advocacy and awareness raising efforts to raise public awareness about the importance of SDGs and essential role of ESD in achieving a sustainable future. This will promote the long-term goals of ESD such as environmental stewardship, social justice, and improvement of the quality of life (UNU, 2002).

An RCE is characterized by a well-defined system of governance and management with an emphasis on enhancing collaborative partnerships and an inclusion of a research component in its activities. The four issues of governance, collaboration, research and development and transformative education are the core elements of RCEs and the way they are addressed determines the success of RCEs contribution to promotion of SDGs.

References

Republic of Kenya (2016) Guidance for preparing the 13th Cycle (FY 2016/2017)Performance Contracts. The Presidency, Nairobi.

United Nations Environment Assembly (Undated) The Environmental dimensions of SDGs. Downloaded on 22nd November 2016 from http://web.unep.org/unea/environmental-dimension-sdgs

UNU, (2002).Regional Centers of Expertise in Education for Sustainable Development. Retrieved from http://www.ias.unu.edu

Walsh, P.P., (2016) Implementing the UN 2030 Sustainable Development Agenda in Ireland: A Case for Hybrid Sustainable Development Parliamentary Committees. Irish Studies in International Affairs, pp. 1-11