This year through World Days of Action 2014, there will be a collection and awarding the best energy savings actions. For more details please get go to our downloads on this same page.
AGM for UNNGO 2013
CECOD FEE Uganda Chairs ENR
During the Annual General meeting for Uganda National NGO Forum on 2/07/2013, CECOD FEE UGANDA was elected to Chair the Environment and Natural Resource (ENR) Thematic Group and Board Member to the Uganda National NGO Forum (UNNGO)
CECOD FEE Uganda has awarded five Eco schools with the National Green flags. These include; St Aloysius P/s in Mbarara, Ruyanga P/s in Isingiro, Mbarara Preparatrix in Mbarara, Masha P/s in Isingiro, Rutsya P/s in Isingiro.On the same day other schools were awarded for merging winners for the International World Day of Action which was on 22nd April 2013. These include; Mother Care P/s, St. Aloysius P/s, Kaberebere Town School, Police Children School and Kisswa P/s.
Conservation Efforts for Community Development (CECOD) through Climate Change Action Network of Eco Schools (CAN-E)launched the 3rd phase of a three year Litter less Campaign in Uganda on 19th November 2013, with the support of FEE and Wrigley Company Foundation. For Eco schools national scale up, CECOD through CAN E partnered with member organisations which include; A ROCHA Uganda, UEEF, UNATCOM, Child to Child - Kyambogo University, NEMA, UWEC and KCCA to make it a success who too participated in organizing the launch that was a success.
The right to quality education is universal and inalienable, not only do all people have the right to receive quality education but they also have the right to the knowledge and skills that will enable them to contribute economically and socially and that will enable them, if necessary, to lift themselves out of poverty and gain the means to contribute to and participate in their communities. The fact that the right to quality education is not recognized for many children in Uganda is the main rationale for this programme.
Mother Care Eco Primary School turned waste into wealth.
CECOD - Conservation Efforts for Community Development
You are welcome to CECOD home page, as we invite you to work with us in the struggle to realize the new vision of Education for Sustainable Development (ESD) through schools; targeting all social groups for a common and sustainable future.
For the last 10 years, CECOD has been in a school of global thoughts with a conviction to translate global visions into local actions so as to improve people's quality of life; focusing on the young generation and grass-root communities.
CECOD acknowledges that "Today's" effects of climate change are as a result of mistakes that were made by the recent past generation; and notes with concern, that more severe consequences are to befall the future generation resulting from the mistakes of the present generation. There is urgent need to break this viscous cycle of inter generation transfer of natural resource destruction.
Whereas the key to reverse the trend largely lies in the hands of green house gas emitters, CECOD finds it imperative to bring the present young generation and local communities at the center of climate change adaptation and mitigation at all levels. It is against this background, that all CECOD development programmes are based on the Eco School concept using a community based approach. This home page therefore, shares with you CECOD experiences, best practices, aspirations and challenges in an effort to make our "mother" earth a good place to live in.
Once again, welcome to our home page and you are welcome to join the CECOD family. "For Life to Continue, the Earth MUST Continue Living"
Eco- Community Volunteer Scheme (ECOVOS) was conceived by CECOD in 2010 to fill the gap that exists in university graduates as a result of examination oriented and theoretical education system in Ugandan institutions of learning. The scheme enables university graduates to learn on job to become job creators rather than job seekers with maximum exposure in the course of working with communities.
The scheme is based on the principles of Education for Sustainable Development focusing on enhancing the volunteers reflective and action competence to contribute towards social transformation, Economic development and environmental sustainability among local communities as they acquire the required skills and experience.
The program is currently working in the of Mbarara, Bushenyi, and Isingiro districts of western Uganda. The scheme has assisted in training a number of graduates both international and local from institutions of higher learning in the region. The scheme is ongoing, continuous and enrolls international volunteers once a year and local volunteers after six months.
ECOVOS is in place to fill the gap between theoretical education of university graduates and the need for practical experience for their future jobs, empower graduates and communities in Environmental Education and Sustainable Development.
An ECOPA is an Association of parents committed to environmental conservation using the Natural Resource Management (NRM) Techniques. It is composed of the general parents with an executive structure i.e. The C/Person, Vice C/Person, General Secretary, Publicity Secretary, Treasurer, 4 Committee members and the Head Teacher as an Ex- Officio for guidance.
For easy management of the ECOPA other small units are formed known as Eco Nodes who are implement different projects according to their needs assessment in a given area. Using ECOPA structure, the school- community cooperation is enhanced thereby forming another strong structure with a representation of all other structures in the school i.e. The Eco School Committee (ESC) This one is composed of a representative from SMC, PTA, 2 independent M/F parents from the ECOPA, an Environment Tr., the Focal point Person, 4 pupils from the Eco Pupilsâ€™ parliament and the H/Tr. as an Ex-Officio
For project replication purposes Communities are trained on VSLA i.e. Village saving and Lending Associations at Node level from the grassroots which facilitates the saving culture and income generating activities through the Eco-Nodes. â€śThis approach helps the ECOPA members raise their own resources to replicate Micro Projects that could be expensive at household levels.â€ť e.g. the rain water harvesting tanks could easily be replicated using VSLA despite the high costs involved. The approach has proved to be an appropriate tool for reducing household poverty as Eco Node members borrow from their own savings to address their poverty/development and environmental related challenges.
CECOD is working tirelessly to re-orient primary education through the integration of Action Based Teaching and Learning methods using the established Micro projects as learning sites and the developed supplementary Environmental Education Materials based on Natural Resource Management (NRM) Techniques & (IVAC) approaches. The two approaches are tailor-made to promote Education for Sustainable Development (ESD) in primary schools and communities around them.
â€ś It all leads to development of investigative skills among learners at all levels to know their past in comparison to the present situation, using learnersâ€™ ability to envision the kind of future they wish to live with competence to take the appropriate actions that will help them to create a positive change while involving of other stakeholdersâ€ť
The vision of LEAF is to see an increased awareness and knowledge on the key functions forest play for a sustainable life on earth. Learning about Forests' mission is to spread environmental education concerning forests and all their values among school children all around the world, through the action-oriented, participatory and positive methods of the Programme.
The programme aims at involving a child in practical forestry education to appreciate the crucial forests functions developing responsiveness and proactively create positive change in the environment. Stimulating activities that will help students reach a higher degree of environmental maturity irrespective of age, stage and previous experience
The planting shall be conducted as a part of the ordinary education. A lot of schools in the country are joining the planting campaign. The planting activities are done as a part of environmental activities concerning the key role forests plays in the climate change debate in schools
The programme will reflect all the functions forests fulfill for people; cultural, ecological, economical and social. Multiple-use of forests is a reality all over the world. Understanding the balance between those uses is crucial when studying how humans interact with forests
This year our theme is Forests and Climate
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Click direct Link: Environmental Theatre
LEAF Uganda in collaboration with ENO will be participating in this year's Plant a tree for peace September 21
The planting of trees is the planting of ideas. By starting with the simple act of planting a tree, we give hope to ourselves and to future generations. - Wangari Maathai
The United Nations (UN) launched the decade for Education for Sustainable Development (ESD) 2005-2014. The objective of this initiative was to enhance the profile of education and learning in the common pursuit of sustainable development. The four main domains of ESD are:
1. Promotion and improvement of basic education; 2. Reorienting existing education at all levels to address sustainable development; 3. Developing public understanding and awareness of sustainability; 4. Training.
In response to some of the needs identified at
THE ECO SCHOOL APPROACH; A TOOL TO PROMOTE EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN UGANDA
With mandate from Ministry of Education and Sports, CECOD-FEE Uganda in partnership with Danish Outdoor Council (DOC), Kyambogo University and in collaboration with National Environment Management Authority (NEMA) and Uganda Commission for UNESCO; is promoting the Eco Schools programme in 250 primary schools and 3 PTCs from Mbarara, Bushenyi and Isingiro Districts to generate lessons and best practices for institutionalisation and national scale up.
Implementation Approach The Uganda Eco Schools Programme is centred on four main pillars;
1. Curriculum Localisation & Instruction Materials Development
2. Micro Projects Establishment
3. School Community Cooperation and
1: Curriculum Localisation
The Eco Schools programme promotes curriculum localisation in schools using the IVAC Teaching Approach (Investigation, Vision, Action and change).
1. Why is it important to us
2. Does lifestyle and living conditions make an influence
3. How was it in former times and how has it changed
4. What alternatives can we imagine?
5. How are the conditions in other countries and cultures?
6. What do we prefer and why?
Actions & Change
â€˘ What changes will bring us closer to the visions?
â€˘ Changes in our own life, in the class, in the society?
â€˘ What action possibilities exist in order to reach the changes?
â€˘ Which actions will we carry out?
The IVAC in schools is about knowledge and skill acquisition, visioning, attitude / behavioral change and taking action regarding utilization, protection and sustainable use of the natural resources.
Eco Schools ESD Material Development and Teacher Training
Eco-School ESD instruction materials based on given themes have been developed to supplement the existing education materials in schools. For example,Eco-Sch ESD materials for Primary Schools on Energy saving, Waste Management, Water and Forestry (Teachersâ€™ Guides & Pupils Hand Books; P4, P5 and P6) have been developed, pre-tested and launched in the project schools.
The Eco-School ESD Teacher Training Manual for PTC Tutors and Primary school teachers has also been produced and made available to project PTCs and selected CCTs.
The Kyambogo Eco-Schools ESD Education Group is in place as National Trainers responsible for building capacity of CCTs and Tutors in the application of Eco-School ESD Teacher Training Manual as (ToTs).
2: Micro- Projects Establishment Eco Schools promote action based learning using demonstration micro projects for practical knowledge and skills acquisition.
A wide range of thematic demonstration micro projects have been established in projects schools and are being used as teaching aids through infusion and integration in day to day teaching and learning.
Eco School Micro project innovations address key environmental challenges faced by the school and the neighboring communities. As a result, Eco School micro project interventions are replicated at house hold level for livelihood improvement.
Eco-School thematic Micro-project manuals on (water harvesting, organic farming, Forestry, Sustainable banana management and Agro-forestry) have been produced and made available to project schools and neighboring communities.
3: School Community Cooperation Parents in Eco Schools are mobilized into Eco Parents Associations (ECOPAs) as legal entities to effectively participate in planning and development of their schools. For example, in all Eco Schools ECOPAs willingly contribute 30% in kind or cash towards establishment of and maintenance of Eco school demonstration micro projects.
ECOPA members also act as resourceful persons in intergeneration transfer of indigenous knowledge, social values and principals. ECOPAs are represented on the Eco School Committee by 2 members and other members on the Eco School Committee are from PTA, Mgt, Teachers, Pupils and the Head Teacher.
4: Advocacy The Eco School Programme promotes active citizenship and pupilsâ€™ participation with advocacy as an integral part using the Eco Pupils Parliament Approach.
What is an Eco Pupil's Parliament?
An Eco Pupilâ€™s Parliament is an institutionalized representation-democratic form of co-management and co-determination in the process of planning and shaping of school environment and the quality of life as well as schooling.
It offers pupils a structure that enables them to shape school life with support from and in cooperation with teachers, school administration and parents. It enables them to take over responsibility.
The core of pupil's parliaments is formed by regular sessions, usually monthly parliamentary sessions where selected representatives of pupils from all classes discuss various environmental related topics / challenges and adopt resolutions with recommendation for presentation to the Eco School Committee.
Eco Pupils Parliaments are represented on the Eco School Committee by 4 pupils and these should be 2 boys and 2 girls under the guidance of the Eco Schools Mentor ( a focal point teacher) appointed by the Head Teacher.
A school must meet the following international Eco Schools Seven Steps Criteria to qualify for the International Green Flag Award, an Eco label of international school environmental education standards.
Eco-Schools -ESD Seven Steps Criteria
Step 1: Formation of an Eco School Committee
Step 2: Carrying out a School Environmental Review
Step 3: Development of a School Vision & Eco-codes
Step 4: Development of a School Action Plan
Step 5: Curriculum Localization
Step 6: Monitoring & Evaluation
Step 7: Informing and Involving
National Green Flag Award Winners 2013 St Aloysius P/s in Mbarara, Ruyanga P/s in Isingiro, Mbarara Preparatrix in Mbarara, Masha P/s in Isingiro, Rutsya P/s in Isingiro
Districts: 4 Disticts of our operation
SubCounties: 32 Sub Counties already Covered
All Schools: 150 Intensive Schools  90 Green Flag Schools  539 PTC Coordinating Centers based Schools
Eco Pupils Parliaments: A total of 161 Eco Pupils Parliaments Involving 4,508 Young Parliamentarians
Eco Schools Committees: 161 Committes formed composed of 1,449 Members 37.9% Female 62.1% Male
Teachers: A total of 7,700 Teachers introduced to Eco Schools approach Using PTC and CCT Catchment Area
Pupils: 280,000 Pupils Involved
Primary Teachers Colleges (PTCs): 3 PTCs registered with us
PTCs Students: 1343 Students enrolled in PTCs
PTCs Tutors: 102 Tutors in 3 PTCs
Eco Parents Associations (ECOPAs): 161 Community Groups, Composed of 9,660 Households,39.4% Female,60.6 % Male
Orphans & Vulnerable Children: 9,586 OVCs in our ECO-Schools