Friday, November 30, 2018

x̄ - > 4.0. Community Engagement Project - Environmental Action

4.0. Community Engagement Project - Environmental Action #GUnited2018

4.1. List of Acronyms

  1. CEP - Community Engagement Project
  2. G-United - Greatness United
  3. MoEST - Ministry of Education, Science, and Technology
  4. MoALF - Ministry of Agriculture, Livestock, and Fisheries
  5. KEMRI - Kenya Medical Research Institute
  6. FAO - Food and Agriculture Organization
  7. KEMI - Kenya Education Management Institute
  8. KICD - Kenya Institute of Curriculum Development
  9. SP - Samaritan's Purse
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4.2. Acknowledgments

Expression of gratitude towards the following institutions for providing information for the success of the project:

  • Ministry of Education, Science, and Technology (MoEST)
  • Evidence Action for technical support
  • Kenya Education Management Institute (KEMI)
  • Kenya Institute of Curriculum Development (KICD)
  • YaliServes
  • Samaritan's Purse (SP)

I would also like to acknowledge these individuals: Elias Tsumas (Headteacher), Makanga Suleiman (Deputy Headteacher), Esther Machache, Stella Umazi, Einstein Mgaza, Esther Mutheu, Andrew Mwasicho (Environment Teacher), the teachers of Mwarovesa Primary School, Chairman of the Board of Management Joseph Nyawa Mbegoa, Chairman of the Parents Association Simon Mgunye Nyawa, Dr. Rose Ayikukwei MMboga and her family (one of my references and for being there through most of my graduate studies), Grace Mwangolo Malau and her family for contributing towards the success of my project, and my family for their moral support. Last but not least, my homestay host in Kwale County, Annah N. Sifuna, and the county coordinator Mr. Maungu for his well-timed organization.

The student group "Self-Trees" who participated in this project are highly appreciated, not only by me but by the whole world, for marking Nelson Mandela Day and sharing a part of their lives with a community they love. Thank you.

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4.3. Foreword

Greatness United (G-United) is an annual national volunteer program launched by the Presidency of the Republic of Kenya and implemented by the Ministry of Education, Science, and Technology, with technical support from Evidence Action.

Program Objectives are to:

  • Promote National Cohesion
  • Strengthen Primary Education Learning Outcomes
  • Create enriching professional development opportunities for the youth through community service

“When I hear, I forget; when I see, I remember; but when I do, I understand.” — Chinese Proverb

The Community Engagement Project (CEP) is an opportunity for volunteers to learn by doing. Volunteers explore different global solutions to local problems. Setting up a project involves planning with readily available resources such as time, finances, and human resources, ultimately implementing it with the help of the local community and stakeholders.

Climate change is becoming one of the most severe challenges to Kenya’s achievement of its development goals under Vision 2030. Kenya is already extremely susceptible to climate-related events, and projections indicate that these impacts are likely to affect the country even more severely in the future.

Updated on 5/16/2023 at 8 a.m.

Project Implementation Gallery

VGA Speech
VGA giving a speech to students, teachers, and parents
Bamba Kofi
Bamba Kofi
Seedlings
Seedlings
Teacher planting
Teacher planting a tree
Teacher planting seedling
Teacher planting seedling
VGA planting
VGA planting a seedling and student watering
Acacia Seedlings
Acacia Seedlings
Teacher seedling
Teacher planting a seedling
Seedlings to field
Seedlings passed by students to field
CEP - Mwarovesa Primary School, Kwale County

Kwale County has a moderately hot and dry climate throughout the year. The average temperature is greater than 23°C throughout the majority of the County, with areas along the coast generally above 25°C annually. There is a strong east-to-west gradient of decreasing precipitation, with coastal parts of the County receiving greater than 1000 mm of precipitation per year, while the central to western expanses average around 500–750 mm. Small areas along the far western border receive less than 500 mm of precipitation annually.

As such, heat stress, dry spells, and drought are hazards that strongly contribute to agricultural risk in the County, especially in its central and western zones. Experts and farmers alike acknowledge that there have been significant variations in climatic conditions over the past years, deeply affecting local agricultural production and livelihoods.

Historical records indicate that between 1980 and 2005, Kwale County experienced a large increase (2°C) in mean temperature, accompanying a reduced crop cycle in the first season, alongside a mild increase (0.5°C) in mean temperature during the second season. At the same time, metrics indicate a significant increase (between 10% and 15%) in heat-stressed days associated with an increase in the frequency of drought and reduced precipitation in the primary season. The years 2009 and 2011 stand out as two of the driest instances since 1980.

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Historically, dry spells, moisture stress, and intense precipitation events have disrupted both annual growing seasons. Moisture stress and dry spells occur with approximately equivalent frequency during both stretches, showing roughly 65 consecutive days of moisture stress per season. However, there has been a steady upward trend in moisture stress metrics during the first wet season (January–June) since 1981, a pattern not observed as acutely during the second wet season.

Historical timelines show the first wet season more consistently experienced single days with high precipitation intensity, surpassing 30 mm of downpour in a single day across 8 separate years between 1981 and 2015. Conversely, the second wet season (July–December) experienced greater extreme precipitation volatility, remaining below 20 mm on single days for most years, with only three years breaching the 30 mm threshold. Interestingly, this second season registered the two highest single-day precipitation landmarks on record since 1981—surpassing 40 mm in 2006 and scaling over 50 mm in 1996.

Climate shifts are already materializing clearly within the County. Since 1981, the first wet season has faced a sharp (2.0°C) surge in mean temperature, a contraction of local crop cycles, a significant inflation of heat stress occurrences, and a stark multi-decade reduction in overall precipitation (on the order of a 40% to 50% drop). This parallel dynamic of escalating temperatures and decreasing rainfall dramatically amplifies drought risks during the initial wet season. The secondary wet season encountered a milder (~0.5°C) warming pattern with minimal precipitation variations.

Projecting into the 2021–2065 window, both severe downpours and prolonged moisture stress are anticipated to persist, though behaviors vary contextually by season. Within 30 years, local temperatures are projected to increase by 0.3°C, with the primary wet season bearing the brunt of structural volatility. By this timeline, precipitation metrics are modeled to decrease by 9% in the first wet season and 5% in the second. Consecutive moisture-stress days are expected to increase globally across both seasons, shifting from an average of 65 days up to over 75 days. Concurrently, intense single-day downpours are expected to slightly escalate by 10% to 20% in the second season, while the first wet season scales down its highest single-day thresholds by roughly 10%.

Future projections mapped under climate scenarios RCP 2.6 and RCP 8.5 reflect visible deviations. The structural variations detail more extreme shifts under elevated greenhouse gas concentrations. Furthermore, environmental degradation is exacerbated locally by unsustainable agronomic habits, such as livestock overstocking, inaccurate application of chemical fertilizer inputs, sub-optimal disposal of agricultural waste, and overfishing practices. These habits remain bound to a lack of training and limited access to extension infrastructure (the current tracking ratio sits at 1 officer per 1,886 farmers).

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Documentary Insight: Heat Stress & Drought Impact

Ukumbusho wa Mechinga wa kitilu

Greatness United Educational Training

Hodi acheni - Duruma Song (Self-Trees)

The combined impact of these dynamics is directly lowering agricultural performance and narrowing food security networks due to extreme, unpredictable weather configurations. Across Kwale County, where structural crop cultivation depends heavily on rain-fed fields, long dry spells and highly volatile precipitation loops degrade average seasonal yields, making rural households systematically vulnerable to systemic food shortages. Particular climate hazards hit Kwale's critical value production chains along specific failure points, as examined below.

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4.4. What Need Does the Project Address?

The objective structural metrics and environmental facts compiled across Kwale County illustrate the critical necessity for active reforestation and sustainable community adaptation programs...

Wednesday, September 19, 2018

Community Engagement Project Environment Action(Mazingira Utendaji) #GUnited2018

Analysis

Sex of Students who participated in the project

Statistical Survey Graph

31% of students participated in sports.

100% had no knowledge of any national school-based day.

97% have planted a tree either at home or at school.

56% have planted a tree at school.

41% have planted a tree at home.

34% are girl guides, 31% are Scouts the rest are neither the two. Most of the students who participated were either scouts/girl guides.

72% were of students who participated in this project were in the drama club.

100% of the students who participated in this project and are members of the co-curricular activities have never participated in any event.

Average survey mark, girls 51.75, Average survey boys 45.75 Total student average is 49.5.

The students who participated in this survey were from Mwarovesa Primary school classes 6 and 7.

Non-formal dimension

Oluoch (1982) explains that learning activities in the non-formal dimension of the curriculum are organized in a less rigid manner than in the formal dimension. The non-formal activities include debating, drama, music and dance, writing/poetry clubs, human/child rights clubs, and other related activities. They are commonly referred to as co-curricular activities. The prefix co- in this word implies that the activities are part of the curriculum. These are organized to enhance the achievement of the curriculum goals and objectives. For example, the National Cohesion and Integration Commission sponsors music, poetry and drama items during the school's music and drama festivals. Students are expected to learn about cohesion and integration through the items presented through the transfer of knowledge and skills.

In Kenya, the Ministry of Education (MOE) places a high premium on the co-curricular activities. Budget provisions for organizing drama and music festivals are made in the capitation grants provided for every primary and secondary school student. Time is also allocated for these activities. Indeed, the East African Community has also adopted this approach in enhancing regional integration. Secondary school students from the member countries participate in essay writing competitions and winners travel to all member countries.

Informal dimension

Oluoch (1982) explains that the in-formal dimension entails interaction between learners and the environment where they are growing up, either in school or other environments. This is one of the most powerful curriculum dimensions. Learners in primary and secondary school are at the formative age and are highly impressionable. Their value systems format around this age, and are difficult to change later in life. The education system, therefore, has to identify all the available opportunities to help the learners acquire desirable values. The same author argues that whereas informal interactions go on all the time, not all the interactions form desirable informal learning activities. The project used both dimensions to reach the goals and objectives set in the initial stage. The success of this project has to be shown by the change in attitude and physical environment of the Mwarovesa primary school community.

The project used both dimensions to reach the goals and objectives set in the initial stage. The success of this project has to be shown by the change in attitude, physical environment and climate of the Mwarovesa primary school community and Kwale County. The attitude can change immediately the mindset is changed and students and the community comprising of also teachers and parents the rehabilitation of the environment might take a while to change but with the enthusiasm that the community accepted the project the time frame will be shorter. Environmental action and climate change were successful for all objectives and measures were met. The results will take longer.


References

David Njengere. (2014). the role of curriculum in fostering national cohesion and integration: Opportunities and challenges. IBE Working Papers on Curriculum Issues NΒΊ 11. (http://www.ibe.unesco.org/)

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Tuesday, March 20, 2018

Industrial Engineering 2026: The New Economic Frontier

Industrial Engineering 2018: The New Economic Frontier

Adapting to Global Transitions & Regulatory Compliance

In 2026, economic models in Industrial Engineering and Management (IEM) are being tested through massive transitions in global manufacturing and strict new regulatory landscapes.

SMART MANUFACTURING

Case Study 1: Foxconn’s Smart Factory Transformation

Foxconn is utilizing Vietnam as its primary "Lighthouse" factory site, setting a global benchmark for AI-driven economic scaling.

Efficiency Gains Revenue in Vietnam jumped 83% while headcount only grew by 20% due to deep digitalization.
FoxBrain AI Proprietary LLM technology suggests mold parameters that cut development timelines by 50%.
Strategic Pivot For the first time, AI server revenue has surpassed consumer electronics for the firm.

To sustain this, an "AI factory" in partnership with NVIDIA and TSMC is under construction, housing over 10,000 GPUs.

[Sources: 1, 2, 3, 4, 5, 6]
REGULATORY COMPLIANCE

Case Study 2: EU Circularity & Digital Product Passports

The Ecodesign for Sustainable Products Regulation (ESPR) is rewriting the economic playbook for the European market.

  • πŸ”Ή Digital Product Passports (DPP): Products are now "digital entities" with scannable tags providing data on carbon footprint and repairability.
  • πŸ”Ή July 19, 2026 Deadline: A centralized EU registry goes live, alongside a ban on destroying unsold textiles and footwear for large firms.
  • πŸ”Ή Priority Sectors: Initial enforcement targets batteries, textiles, steel, iron, and electronics.
[Sources: 7, 8, 9, 10, 11, 12, 13]
Want to avoid heavy fines? Would you like a deeper look at the financial penalties for non-compliance with these new EU circularity laws?
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