National Green Schools and Forest Ecosystems Management
Description
The TWT will be mandated to achieve the following actions in the process of implementation;1. Development of pilot schools identification tool ( at the mean time we will just have an overview of dividing the Country into ten regions, identify two or three counties in each region then identify two or three schools in each county)2. Stakeholders mapping (implementing partners)3. Development of an integrated information system that will be used to monitor the implementation process through an online interface. 4. Baselines assessment to identify each schools current environmental impact 5. Provide themes for each school for ease of demonstration and identification6. Development/identifying each school teams/green club/Green Champions 7. Development of Green Action Plan with the team8. Implementation Process9. Monitoring and Evaluation
The green schools programme is intended to demonstrate the best practices at the lower levels of our institutions in order to link education and environment as pillars of ecosystem management for economic sustainability.The programme will be jointly implemented by the Kenya National Youth Green Growth Secretariat and the state Department of Natural Resources under the Ministry of Environment, Natural Resources and Regional Development Authorities. The joint programme will be undertaken through a Technical Working Team (TWT) that will oversee the full implementation of the project time frame. The TWG team is an Multi-sectoral research and training team drawn from the stated institution of both Government, Private Sector and Civil Society to enhance the successful implementation of the project. The technical working group will be the overall arm of the project coordinated by the Conservation Director. The TWG will be reporting to the Principal Secretary, the state department of Natural resources.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
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
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Haron Oichoe, Mr