4.0. Community Engagement Project - Environmental
Action #GUnited2018
4.1. List of Acronym
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 Parse
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4.2. Acknowledgments
Expression of gratitude towards the following institutions for providing information
For the success of the project
o Ministry of Education, science, and technology (MoEST)
o Evidence Action for technical support
o Kenya Education Management Institute (KEMI)
o Kenya Institute curriculum development (KICD)
o Yaliserve
o Samaritan Purse (SP)
I would also like to acknowledge these individuals. Elias
Tsuma(headteacher),MakangaSuleiman(Deputy headteacher), Esther Machache, Stella
Umazi, Einstein Mgaza, Esther Mutheu, Andrew Mwasicho(Environment teacher) the
teachers of Mwarovesa Primary School, Chairman, Board of Management, Mwarovesa
primary school Joseph Nyawa Mbegoa, Chairman, ParentsAssociation 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 the moral
support. Last but not least my homestay at Kwale County Annah N. Sifuna and county
coordinator Mr. Maungu for his well-timed organization. The Group, self-trees were
Students who participated in this project. They are highly appreciated by not only me but the
Whole World by marking Nelson Mandela Day. Sharing a part of their lives to the
a community that they love with the rest of the world.
Thank you
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4.1. 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:-
o promote National Cohesion
o Strengthen Primary Education Learning Outcomes
o Create enriching professional development opportunities for the youth through
community service
Community Engagement Project (CEP) is an opportunity for volunteers to learn by doing
‘When I hear, I forget when I see I remember but when I do, I understand.’ -
Chinese Proverb
Volunteers get to explore different global solutions to local problems. The setting up of a
project involves planning with readily available resources such as time, finance, and
human resource, 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 as described under Vision 2030. Kenya is already
extremely susceptible to climate-related events, and projections indicate that the impacts
are likely to affect the country even more in the future.
Updated on 5/16/2023 8 a.m.
Teachers talking to parents
| CEP- Mwarovesa primary school7 |
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 a majority of the
The county was central to the west around 500-750 mm. Some small areas along the western
side receive less than 500 mm of precipitation per year. As such, heat stress, dry
spells, and drought are hazards that strongly contribute to agricultural risk in the
County, especially in the central and western parts of the County. Experts and
farmers alike acknowledge that there have been significant changes and variations
in climatic conditions over the past years, affecting agricultural production and
livelihoods in the County. Historical records indicate that between 1980-2005,
Kwale County has experienced a large increase(2oC) in mean temperature.
accompanying reduced crop cycle in First Season and a mild increase (0.5oC) in
mean temperature in Second Season(see Figure 1). At the same time, the records
indicate that there has been a significant increase (between 5%-15%)in heat-
stressed days associated with an increase in the frequency of drought and
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reduction in precipitation in the First Season. 2009 and 2011 were the two driest
years in the first since 1980. Historically, dry spells, moisture stress, and intense
precipitation have occurred during both growing seasons of the year. Moisture
stress and dry spells were observed to occur with approximately the same
frequency during both growing seasons, with approximately 65 consecutive days of
moisture stress in each season. However, there has been an increasing trend in
moisture stress in the first wet season (January-June) since 1981, which has not
occurred as strongly during the second wet season. Historical records show the
first wet season more consistently experienced single days with higher
precipitation, with more than 30mm falling in a single day during 8 years 1981-
2015. However, the second wet season (July–December)experienced greater
variability in extreme precipitation with most years below 20 mm precipitation on any
single day and only three years with a day above 30 mm. But the second season
had the two highest single days on record since 1981, with over 40 mm of
precipitation falling on a single day in 2006, and over 50 mm falling on a single day
in 1996. Climate has already been observed to change slightly in the County. Since
1981, the first wet season experienced a very high (2.0 oC) increase in mean
temperature and the associated reduction in the crop cycle, a significant increase in
heat stress days, and a strong trend for decreasing precipitation (on the order of
40-50% reduction). The combination of increased temperatures and decreased
precipitation makes for an increase in drought risk in this first wet season. The
second wet season experienced a mild (~0.5 C) increase in temperature and no
change in precipitation. Looking to the future in the years 2021-2065, both
extreme precipitation and prolonged moisture stress are projected to occur, but the
changes are different during different seasons. Within 30 years (by the early)
temperature is projected to increase by 0.3oC, with the first wet season projected to
experience even greater changes. And by this time, precipitation is projected to
decrease by 9 % in the first wet season, and 5 in the second wet season.
Consecutive days of moisture stress are projected to increase in both seasons, from
around 65 days per season to over 75 days of moisture stress. At the same time,
increased extreme precipitation is projected to occur slightly during the second
season, with the highest single day of precipitation increasing on the order of 10-
20%. The first wet season is projected to experience a slight decrease in the single
day's greatest precipitation on the order of 10%. These projections of future climate
change under the two climate scenarios — RCP 2.6 and RCP 8.524 — show some
difference. The climate change patterns described above are slightly greater with
higher greenhouse gas concentrations. Environmental degradation is boosted by the
use of unsustainable agronomic practices, such as overstocking of livestock,
improper use of farm inputs(fertilizers)and disposal of farm waste22, and
overfishing23, among others. Such practices are linked with farmers ‘limited skills,
training, and access to adequate agricultural extension (the ratio between extension
officers and farmers is1:1,886). Climate change is already having an impact on
agricultural production
systems and food security, through an increased frequency of extreme weather
events and unpredictability of weather patterns. There is evidence of increased
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heat stress. The associated with an increase in the frequency of drought and
reduction in precipitation in the First Season in the County. In Kwale, where crops
are rain-fed, long dry spells and irregular rainfall exacerbate the problem of low
yields and leave rural households even more susceptible to food insecurity.
Particular climate hazards affect kwale's key value chains in different ways, as
discussed at length
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4.2. What Need does the project have?
The facts and statistics from Kwale County climate risk profile some needs arise in
Mwarovesa Primary School community, Samburu Sub County, and Kwale County.
This project would like to address these needs:-
o Creating a more inviting environment for the school.
o Reducing soil erosion
o Change the rain-fed agricultural problem
o Improve educational outcomes of not only grades 2 and 3, where the students use
o Their knowledge.
o Reducing poverty
o National cohesion
o Lack of Water
The type of event that would best serve the needs defined above
o Awareness campaign
o Mobilizing for community organization
o School Community space for planting trees
o Environmental action
o Climate change
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4.3. Statement
The relationship between marking National school-based program days, international
days, and tree planting and educational outcomes at the primary level. To measure the impact
of the activities, the volunteer will be working with participants or Volunteers from
Mwarovesa Primary School and local community and tree planting event of 500 trees. The
first number was 100 as this was the number that come upon because of the harsh weather
conditions and lack of water.
The specific goal of the project was to mark National and international days in the school
calendar and their importance to the local community. The participants are students from
Mwarovesa primary school who are members of scouts, girl guides, and the drama club
who learned about
o First Aid
o National Days
o International Days
o Trees, plants, and flowers
o Environmental Action and climate change
The Facilitation was done by Teachers and Volunteers from 4 th July to 18th July 2018.
A demonstration was done on 14th July 2018 where the Teachers and participants planted
7 tree seedlings one of which had been damaged. These seedlings were donated from
my homestay Anna N. Sifuna.
Why tree plant in Schools and use teachers?
Trees play a critical role in maintaining
o Biodiversity
o Weather stability
o Clean air
o Water quality
In Kwale County forests are an essential source of livelihood, environmental services,
cultural importance, Teachers are good with children and are known in communities to be
trusted by parents and children. Teachers’ numbers are more than most professions. This
is after having been dewormed in Kenya, and other countries evidence from Kenya Medical
Research Institute (KEMRI) has shown this.
Taking a note from the National school-based deworming program (Kwa afya Na elimu
bora tuangamize minyoo). I decided to initiate my project at Mwarovesa primary school,
knowing that its sustainability would be successful, more manageable, and available
resources. One of the objectives is to impact students’ educational outcomes, which also
means the project is best achieved at a school. The National school-based deworming
program (Kwa afya Na elimu bora tuangamize minyoo) is marked every 5th of July. Other
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days in the school program are National tree planting day that is marked every 12th of
May.
By providing a "fair start" to children, it is possible to modify distressing socioeconomic
and gender-related inequities. Children from families with few resources often fall quickly
and progressively behind their more advantaged peers. In their cognitive development,
their readiness for school and life, and that gap never fully closes. This project not only
looks at the educational outcomes but the development of children in a safe environment
According to Vergas-Baron et al. 2005, child development co-relates to Poverty Illiteracy
Community conflict Family violence Malnutrition Chronic ill-health there is a moral
imperative to support children’s well-being and quality of life. All children, without regard to
gender, race, language, religion, or of any other circumstance, should have the
opportunity to develop to their full potential. Children living in especially difficult situations
may require additional support and special considerations. Sources: Neadeau et al. 2010;
Evans et al. 2000
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4.4. Sustainability of this project
Durability depends on the long-time framework. The school already had a nursery project
started by green ambassadors, and the head of the institution allowed this project to use it. The
students that participated would collect indigenous tree seeds and grow seedlings in the
nursery, which later on can be transplanted in the school space allocated for tree planting.
Samaritan Parse donated 500 tree seedlings to this project for the event. Sustainability
depends mostly on the teachers, students, and parents working together. Time is of the
essence and is limited to all three stakeholders. It is but a resource that has to be
worked on, which means discipline and organization could play a significant role in it.
The tree seedlings once transplanted would need watering rather than later, which is rain.
This is to change the rain-fed mindset. Students from the whole school would water these
trees to maturity in spite of the challenge ahead of them, which is the lack of water. The local
community has taken the project on a positive note the students would sell tree seedlings
grown to buy farm input and more seeds from Kenya Seed.
The price for one seedling goes from as low as Kenya shilling 50 to Kenya Shilling
1000. Fruit-producing trees is one long-term goal to the harsh climatic condition consistent
with water shortage. Water pans which are the source of water dry up and irrigation is
nearly impossible.
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4.5. Methodology
The methodology used in this project refers to the:-
o problem-solving method
o Practical activity
o Discussions
o Field Study - Visited Haller Park
o Discovery method
o Songs
o Dance
o Visual art
o Role-play and dramatization
Project Method, which are the main methods used for Environmental action.
Tools Used to plan the Project
o Microsoft Project was used to schedule and meet small tasks that were for the
project goal to be reached.
o Questionnaire handwritten on the blackboard for the students participating?
o Camera as a form of visual art
o Knowledge Learned by the participants
o Mulching
o Irrigation – Drip irrigation
o Use of farmyard manure as fertilizer
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4.6. Why Nelson Mandela Day?
It is an international day marked every year on 18 July — the day Nelson Mandela was
born. UN asks individuals around the world to mark Nelson Mandela International Day (18
July) by making a difference in their communities. Everyone has the ability and the
responsibility to change the world for the better, and Mandela Day is an occasion for
everyone to take action and inspire change. For 67 years
Nelson Mandela devoted his life to the service of humanity — as a human rights lawyer, a
prisoner of conscience, an international peacemaker, and the first democratically elected
president of a free South Africa. Nelson Mandela International Day 2018 marks 100 years
since the birth of Nelson Mandela. The Centenary is an occasion to reflect on his life and
legacy.
This day was chosen to inspire the students and the youth to aspire to be future leaders
by being awake and disturbed about issues affecting them. This can only be done by having
their own serenity, recognizing that we have a responsibility to others also. On this
eventful day, the Participants prepared a cultural song and dance from the Duruma tribe.
This would make the local community a sense of belonging and members of the
same nation with a common goal and objective. From 18th July to 12th August, which is the
International Youth Day, the participants will be observing and watering the trees planted.
Other International days that the school should mark are World Environment Day on 5
th June.
‘I want to be a teacher ‘- Self Trees.
A realistic dream with the participants having a mean mark of 253.
Goal 4: Quality education
Since 2000, there has been enormous progress in achieving the target of universal
Primary education. The total enrolment rate in developing regions reached 91
Percent in 2015, and the worldwide number of children out of school has dropped by
Almost half.
Goal 13: Climate action
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4.7. Reference
Daily Nation.2018.Earths Intact Forests are shrinking ever faster, scientists say June 26
,2018
MoALF. 2016. Climate Risk Profile for Kwale County. Kenya County Climate Risk Profile
Series. The Ministry of Agriculture, Livestock and Fisheries (MoALF), Nairobi, Kenya.
FAO. 2010. Climate-Smart Agriculture: Policies, Practices, and Financing Food Security,
Adaptation, and Mitigation. The Hague Conference of Agriculture, food
security, and climate change.Available at:
http://www.fao.org/fileadmin/user_upload/newsroom/docs/the-hague-conference-
faopaper.pdf, accessed August 30th, 2018.
YaliNetwork. 2018. YaliservesToolkit. A Guide to Planning a community service event
MinistryofEducationStateDepartmentofBasicEducation.VolunteerGraduateHandbook.2018
Daily Nation. 2018. Watering the world. March 27th
, 2018
Longman Explore Science. Teachers Guide
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