National Head teachers and Eco-Schools coordinators sensitization seminar held on the 4th of June had the overall objective of introducing the teachers to Eco-schools phase 2 and bring together teachers from Eco-schools from all over the Kenya.

Specific objectives for the seminar were;

• To give the teachers an overview of the challenges, lessons learnt and success stories of Eco-schools Phase I.
• To introduce the teachers to Eco-School Phase II
• To enhance the teachers understanding of the key components of Eco-schools and its implementation.
• To amplify the role of Eco-school as an ESD implementation tool through its Action Learning Approach.

The following topics were majorly discussed:

IMPLEMENTING THE ECO-SCHOOLS PROGRAMME

Implementation of the Eco-Schools programme involves nine clear steps:
1. Formation of the Eco-Schools committee.
2. School Environmental Audit.
3. School Environmental Policy formulation and development of Eco-codes.
4. Development of the Action plan including the year planner.
5. Environmental Micro-projects.
6. School-Community cooperation/Partnerships.
7. Curriculum work (Localizing the curriculum).
8. Networking and information dissemination. (This requires that the whole school and the wider community are informed and involved).
9. Monitoring and Evaluation.

COMPONENTS OF THE ECO-SCHOOLS ROGRAMME

1. School Environment Policy.

• This is a statement of intentions and principles for improving a schools education and environmental performance.
• The SEP provides a means of organizing environmental and sustainability activities and learning.
• The school policy development process should involve learners, educators, community members and other stake holders.

2. Networking (Local, National, and International)

• Networking with various stakeholders at International and National levels to acquire and share information, expertise and resources is a vital step in implementing the Eco – Schools programme.
• The linkages are at local, zonal, regional and global levels. Such links need proper planning and commitment to the course for them to work effectively and efficiently.
• They are established on a common content/topic/objective, willingness of stakeholders to share knowledge, skills and resources and common means of communication.

3. School – Community Cooperation / Partnerships.

• School – Community linkages are crucial in implementing an Eco – Schools programme.
• The linkages are also important for creating a good working environment with the local community members since community members contribute to the development of the school in many ways.

4. Micro – Projects.
These are small- scale projects that are implemented at the local school /Community level with the aim of solving the real problem, examples are as follows:

• A poultry project to generate income and at the same time be used as a teaching and learning process.
• A flood control project to minimize the devastating effects of flooding.
• A waste collection and recycling project.

5. Localizing the curriculum / Local Curriculum development.

• In the action based learning which is the Eco – Schools Strategy, the environment is the focus for learning.
• The main focus of this strategy is to develop cross cutting environmental education curricula for learners at different levels (but not an additional subject to the existing curriculum).
• Localizing the curriculum with the environment as the ‘Phase Organizer’ makes the teaching and learning more real, practical and gives it an action orientation. This can help in solving some environmental problems in the surrounding.
• Teaching and learning in the Eco – School strategy requires resource materials that are appropriate to the local context. Such materials may include: Practical field guides, posters, activity sheets and newsletters. It is important that the resource materials are locally relevant to use and affordable. As such, the teachers should be creative enough to develop their own materials.