EDUCATION FOR SUSTAINABLE

UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

DEVELOPMENT
UGANDA IMPLEMENTATION STRATEGY

1
Uganda National Commission for UNESCO
UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

Uganda National Commission for UNESCO

2010

First Published 2010

Extracts may be published if the source is acknowledged

All correspondence should be addressed to:

Secretary General
Uganda National Commission for UNESCO 2010
P.O Box 4962, KAMPALA
Tel: 256-041-259713, Fax: 256-041-258405
Email: [email protected]; [email protected]
www.unesco-uganda.ug

Uganda National Commission for UNESCO

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

TABLE OF CONTENTS

LIST OF ACRONYMS ................................................................................4

ACKNOWLEDGEMENTS ..........................................................................5
FOREWORD ..............................................................................................6
PREFACE ..................................................................................................8
CHAPTER ONE .......................................................................................10
1.0 Background to the Decade ............................................................10
1.1 Johannesburg Summit ...................................................................10
1.2 UN Decade of Education for Sustainable Development
(UNDESD) .....................................................................................11
1.3 Uganda Strategy ............................................................................11
1.4 National Aspirations and Goals ......................................................12
CHAPTER TWO ......................................................................................13
2.0. The UN Decade Of Education for Sustainable Development
(UNDESD) .....................................................................................13
2.1 Global Perspective .........................................................................13
2.2 ESD Global Vision .........................................................................14
2.3 Objectives of the DESD .................................................................14
2.4 The Pillars of Sustainable Development informing ESD ................15
2.5 Major characteristics of ESD .........................................................16
2.6 ESD from the Ugandan perspective ..............................................17
2.7 Government Initiatives ...................................................................19
2.8. Process modalities for implementing ESD ....................................20
2.8.1 Improving the quality of education .................................................20
2.8.2 Integrating sustainable development in our education ..................20
CHAPTER THREE ..................................................................................23
3.1 The country .......................................................................................23
3.2 The socio-economic, political and environmental context .............24

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3.3. Globalisation ..................................................................................24

3.4. Economic Impact ...........................................................................26
3.4.1 Governance and human rights ......................................................26
3.4.2 Traditional value systems, cultural diversity and utilization of tribal/
local structures ...............................................................................28
3.4.3 Health ............................................................................................29
3.4.4 Gender equality .............................................................................30
3.4.5 Poverty ...........................................................................................31
3.4.6 Population Growth .........................................................................31
3.4.7 Energy and the environment ..........................................................32
3.5 GAPS .............................................................................................32
3.5.1 Globalisation ..................................................................................32
3.5.2 Governance ...................................................................................32
3.5.3 Culture and traditional values ........................................................33
3.5.4. Environmental Sustainability ..........................................................33
3.5.5 Gender equality .............................................................................34
CHAPTER FOUR ....................................................................................35
4.0. Stakeholder Participation And Coordination for ESD .....................35
4.1. Introduction ....................................................................................35
4.2. Stakeholder Categories .................................................................35
4.3. Roles and responsibilities of stakeholders .....................................37
4.4. Coordination of ESD ......................................................................40
4.6 Resource mobilisation ...................................................................45
CHAPTER FIVE ......................................................................................46
5.0. Implementation Framework ...........................................................46
Uganda Education for Sustainable Development Implementation
Framework (2005-2014) ................................................................48
Stakeholder Participation Action Plan ............................................54
Bibliography ...........................………………………………….…….56

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LIST OF ACRONYMS
AIDS - Acquired Immunodeficiency Syndrome
BOG - Board of Directors
CAO - Chief Administrative Officer
CBO - Community Based Organisation
CSO - Civil Society Organisation
EFA - Education for All
ESD - Education for Sustainable Development
HIV - Human Immunodeficiency Virus
IIS - International Implementation Strategy
LC - Local Council
MDG - Millennium Development Goals
MP - Member of Parliament
MOES - Ministry of Education & Sports
NAB - National Advisory Board
NEMA - National Environment Management Authority
NCDC - National Curriculum Development Centre
NCHE - National Council for Higher Education
NGO - Non Governmental Organisation
PTA - Parents Teachers Association
SMC - School Management Committee
UNATCOM - Uganda National Commission for UNESCO
UNDESD - United Nations Decade of Education for
Sustainable Development
UNEB - Uganda National Examinations Board
UNESCO - United Nations Educational, Scientific and
Cultural Organisation
WSSD - World Summit for Sustainable Development

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ACKNOWLEDGEMENTS
The need to develop a national strategy for Education for Sustainable
Development (ESD) was recognised at the Consultative meeting on ESD
held in Nairobi in 2005 for Secretaries-General of National Commissions
for UNESCO of the Nairobi Cluster countries. As a follow up to this the
Permanent Secretary, Ministry of Education and Sports appointed a
National Steering Committee for the Decade to ensure the implementation
of the Decade. The National Steering Committee embarked on various
activities. The development of this strategy was one such activity.

The Uganda National Commission for UNESCO would like to express its
gratitude to everyone who has been involved in the process of developing
this strategy.
It is not possible to acknowledge everyone by name. However, we would
like to recognize the input of the Members of the National Steering
Committee of the Decade of Education for Sustainable Development
(DESD) and all the stakeholders who made their input at the workshop to
adopt this strategy. We are most grateful particularly to those members
who worked on specific sections of this document; Dr. Jessica Aguti of
Makerere University, Dr. Daniel Babikwa, and Ms. Beatrice Adimola of
NEMA.

We would also like to acknowledge the support of the Ministry of

Education and Sports and, UNESCO Nairobi Office for technical back up
and the resources. Special thanks also go to the team at UNATCOM for
their cooperation and support in the process of implementing the DESD
activities, especially to Rosie Agoi for coordinating the work.

Augustine Omare-Okurut
Secretary General
Uganda National Commission for UNESCO
Kampala, May 2010

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FOREWORD
Education is the key to development. In this respect Uganda has put in
place policies and strategies aimed at providing every citizen at all levels,
with an education that is holistic, relevant and of good quality.

Issues of development have always been around us. The concept of

“sustainable development’ is not entirely new. What is new is the challenge
it poses to society and particularly to the education system. How do we
make sustainable development a living reality among our people through
education? Education for Sustainable Development (ESD) is the answer.

This National Strategy for the Implementation of the Decade of

Education for Sustainable Development is developed as a response to
the UN General Assembly resolution in 2002 designating the period 2005-
2014, Decade of Education for Sustainable Development (DESD), as well
as to the invitation by UNESCO to Member States to participate in the
implementation of the Decade.

The strategy was developed through a consultative process spearheaded

by the Uganda National Commission for UNESCO (UNATCOM).It
involved the participation of a cross-section of stakeholders in education,
economy, environment and society sectors through meetings, workshops
and seminars.

The final outcome is a living document, open to adaptation by various

stakeholders at institutional, local and national levels. The main focus
of the strategy is to create awareness, education and training that will
enhance the understanding and application of sustainable development
in the day to day life of Ugandans.

The Ministry of Education and Sports as the lead ministry in education

for sustainable development will champion the implementation of
the strategy. However, it should be noted that issues of sustainable
development cut across sectors. The three pillars: the economy,
environment and society, concern us all and cannot be left to the
mainstream education sector alone.

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I therefore invite all players in the development process, public and private
to embrace the strategy and to integrate it into their programmes and
activities. We have recently witnessed at a high cost, the effects of climate
change and environment degradation on our society and the economy
through drought, floods and landslides. We cannot afford therefore, to
remain aloof on matters of education for sustainable development.

The successful implementation of this strategy will put in place

the foundation upon which we shall appreciate and safeguard our
environment, strengthen our economy and have a safe, healthy
environment and society now and in the future.

Hon. Geraldine Namirembe Bitamazire, MP

MINISTER OF EDUCATION & SPORTS/
CHAIRPERSON UNATCOM

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P R E FA C E
The Education for Sustainable Development (ESD) implementation
strategy presents Ugandans opportunity to take responsibility for
development that is sustainable. Education for sustainable development
will enable all Ugandans understand and address issues in the three
pillars of sustainable development namely environment, society and
economy. Environmental issues that are increasingly affecting us include
land degradation, climate change, and poor waste management. Social
issues include human rights, population growth, security, corruption,
HIV/AIDS, urbanization. Economic issues include poverty eradication,
economic development and its ramifications, consumerism and effects
of globalization. Through ESD, public awareness and understanding of
the concept of sustainable development will be enhanced leading to a
population that is active and responsible.

Key to the implementation of Education for Sustainable Development

is the clarification of values in the light of environmental sustainability,
social sustainability and economic sustainability. Development must take
care of the environment while ensuring that environmental resources
are available for all generations. The values of respect for human rights,
dignity and equity should form the basis of decisions and relationships. In
pursuit of economic growth, we should ensure balance and equity so that
all benefit. These values must be taught to all sectors and the public.

The strategy is a framework for all sectors to take action within their
own contexts. This will enable our society to be reached through
various means of education while challenging people to critically look
at their unsustainable behaviour. The strategy compliments all national
policies and plans for sustainable development. It is hoped that people’s
perception and attitude will be changed towards sustainable management
and use of resources. The need to coordinate all activities and initiatives
on sustainable development cannot be overemphasized.

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The National Environment Management Authority welcomes the ESD

strategy as key to creating understanding and ensuring sustainable
development in Uganda.

I wish you all fruitful reading.

Aryamanya-Mugisha, Henry (Ph.D)

EXECUTIVE DIRECTOR
NATIONAL ENVIRONMENT MANAGEMENT AUTHORITY

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CHAPTER
1
INTRODUCTION

1.0 Background to the Decade

The Rio de Janerio Earth Summit in 1992 adopted Agenda 21 and

the Action Plan of 21st Century. The main object of the agenda is to
address the concerns of ensuring that society takes into account
that development needs to be sustainable to meet the needs of
the present generations without jeopardizing the chances of future
generations to meet their own. UNESCO was charged with the
responsibility for implementing chapters 35 and 36 of Agenda 21:
Science for Sustainable Development and, Promoting Education,
Public Awareness and Training respectively. Chapter 36 notes
that besides being a fundamental right, “Education is critical for
promoting sustainable development and improving the capacity of
the people to address environment and development issues.”

1.1 Johannesburg Summit

The Johannesburg World Summit on Sustainable Development,

2002 acknowledged that some progress had been made in
commitments to sustainable development. It also re-affirmed
the determination to promote the three pillars of sustainable
development, namely: economic development, social development
and safeguarding of the environment.
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The summit also regrettably noted however, that little progress

had been made in achieving sustainable development through
education. It therefore named education as the key to creating
public awareness, and training for moving society sustainably to
ensure sustainable development. It also noted that if education
was not consciously re-oriented and consciously planned towards
sustainable development, the world would miss out on achieving
the Millennium Development Goals (MDGS) as well as the Education
for All (EFA) Goals.

1.2 UN Decade of Education for Sustainable Development

(UNDESD)

In pursuit of the observations at the World Summit for Sustainable

Development (WSSD), the United Nations General Assembly
in December, 2002 adopted Resolution 57/254 designating the
period 2005-2015, the UN Decade of Education for Sustainable
Development (UNDESD). It also mandated UNESCO to spearhead
the implementation of the Decade. UNESCO consequently
developed an International Implementation Scheme (IIS) for the
Decade. The IIS sets a broad framework for partners to contribute
to the Decade, focusing on commitments that Member States
identify to achieve during the Decade. It also provides a framework
for regional/ national/ local plans, strategies and time process to
implement the Decade.

1.3 Uganda Strategy

The Government of Uganda has developed this strategy to address

the challenges of implementing the United Nations Decade
of Education for Sustainable Development. The document is a

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collective effort of many stakeholders in education, environment,

society and the economy disciplines.

1.4 National Aspirations and Goals

The strategy takes into account the national aspirations and goals
as spelt out in key instruments like the Constitution of Uganda,
The Vision 2035, the National Development Plan, the Education
(2008) Act, the National Environment Act and the various sectoral
strategies. These instruments address in different ways issues of
the environment, economy and society, which are the key pillars
of ESD. The Constitution for example, commits itself to building a
just and fair society, espoused in Chapter 4: The Bill of Rights of the
citizens. The National Environment Act guarantees the right to a
clean and healthy environment, while the Education Act ensures a
right to education. All these invariably lead to ensuring rights based
approach to development.

The strategy also recognizes the already existing initiatives

being implemented by various actors and partners, which may
not necessarily be called ESD but, address issues of sustainable
development. Unfortunately, many of these initiatives are not
known to many actors in ESD. The strategy, through joint planning
hopes to capture all these initiatives under one major document.
This will help in ensuring coordination, rational application of
resources as well as cooperation and contribute to entrenching
sustainable development in institutional programmes.

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2 CHAPTER
2.0. THE UN DECADE OF EDUCATION FOR
SUSTAINABLE DEVELOPMENT (UNDESD)
2.1 Global Perspective

The World Summit on Sustainable Development in Johannesburg in

2002 (WSSD) recognized the unsustainable nature of current economic
development trends in the world and its potential effect on life and its
support systems. The summit identified education as one of the major
means of creating public awareness, and training as a key avenue for
moving society toward sustainability through re-orienting education
towards sustainable development. It was also recognized that the
MDGs (Millennium Development Goals) could not be realized without
re-orientating the education systems of the world to uniformly and
consciously work towards sustainable development. The summit hence
broadened the vision of sustainable development and re-affirmed the
educational objectives of the Millennium Development Goals and the
Education for All, Dakar Framework for Action.
The UN General Assembly also designated UNESCO the official lead UN
Agency for the UNDESD. The Agency was mandated to spearhead the
implementation of the decade with one of the major roles as to assist
Member States to develop localized ESD implementation strategies.
In connection with the above, National governments and ministries
of education committed themselves to work with UNESCO and other
stakeholders to ensure that the goals and aspirations of the decade are
met as planned. This document therefore represents efforts by UNESCO
and the government of Uganda to come up with a strategy to guide the
implementation of the UNDESD in Uganda.
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2.2 ESD Global Vision

The global vision for the Decade of Education for Sustainable

Development was articulated as “A world where everyone has
the opportunity to benefit from quality Education and learn the
values, behaviours and lifestyles required for a sustainable future
and for positive social transformation”.

The overall goal of the decade

The overall goal of the decade is to integrate the principles, values
and practices of sustainable development into all aspects of
education and learning so as to encourage
societal change in behaviour that will create a more sustainable
future particularly in the areas of:-

• Environmental integrity
• Economic viability, and
• A just society for present and future generations

ESD is an all encompassing endeavour to revamp education

worldwide. Governments, education ministries in particular
are urged to engage in processes that will ensure its successful
implementation. Governments are expected to among other things:

- Provide, refine and promote the vision of and also the transition
to sustainable development through all forms of education,
public awareness and training through formal, non formal and
informal education.
- Develop policies, plans and programmes in all areas of
education.
- Provide an enhanced profile for the important role of education
and learning in pursuit of sustainable development.

2.3 Objectives of the DESD

The core objectives of ESD are:-

• To promote and improve basic education including, literacy and
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lifelong learning for sustainable livelihoods with emphasis on

access, opportunity and quality for all children and youth, in and
out of school.
• To reorient existing education programmes at all levels focussing
on content and methodology, including the different dimensions
of sustainability namely: social, economic, ecological, cultural,
knowledge, skills, ethics, values and perspectives;
• To create public awareness and understanding of the principles
of sustainable development drawing on the capacities and
comparative strengths of the media and civil society;
• To develop training programmes for building skills and
capacities that promote sustainable practices;
• To develop strategies for the enhancement of the required
capacities for the attainment of sustainable development;

The following seven approaches are proposed for the realisation of

the goals of the:
- Advocacy and vision building
- Consultation and ownership
- Capacity building and training
- Research and innovation
- Use of information and communication technologies
- Monitoring and evaluation, and
- Partnerships and networks

2.4 The Pillars of Sustainable Development informing ESD

Education for sustainable development is grounded on three pillars

of sustainability namely: Society, Environment and Economy.
Society: understanding social institutions and their roles in change
and development as well as the democratic and participatory
systems; for expression of opinion, selection of governments, the
forging of consensus, and resolution of differences.

Without understanding and harnessing social dynamics the

necessary social environment to nurture sustainable development
cannot be achieved.
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Environment: The scarcity of resources and fragility of the physical

environment, the effects of human activity and decisions on the
different components of the environment and the direct and indirect
relationship between the environment, society and development
processes. The emergent understanding will naturally empower
society to commit itself to factor environmental concerns into
social and economic policy development.
Economy: To grasp the limits and potential of economic growth
and its impact on society and on the environment is critical. This
will help to expose the challenges associated with the current
development thinking which elevates economic growth above
everything else and in the end undermines the capacity to balance
the three pillars of sustainability.

2.5 Major characteristics of ESD

In addition to the focus on the balancing of the three pillars of

sustainability i.e. society, economy, and environment, ESD seeks to
promote:
• Inter/trans-disciplinarily and holistic learning across curricula as
opposed to the traditional discipline-based approach;
• A deliberate and conscious integration of values and ethics
underpinning sustainable development;
• A learner-centred lifelong learning environment;
• Critical thinking and problem-solving to empower society to
appropriately and confidently engage the dilemmas and challenges
of sustainable development;
• Contextualised learning that considers local relevance and
cultural appropriateness by addressing global as well as local issues
in the curricula;
• Formal, non-formal and informal education;
• Realisation of the evolving nature of the concept of sustainability;
• The use of a variety of pedagogical techniques that promote
participatory learning and higher order thinking skills.
The attributes above largely define the character and dimension of
ESD in different contexts. ESD principles remain the same although
the details will vary from context to context.

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In Uganda, ESD will focus on the key issues of poverty, economic

development/
transformation, governance, democracy, natural resources
management and utilisation, energy, waste management,
globalisation/localisation (localising global issues), culture,
patriotism, ethnicity, health including HIV/AIDS, ethical conduct
and values will feature prominently. These are issues which
Ugandans grapple with on a daily.

In the final analysis, ESD is about values and respect for others
including the current and future generations, respect for difference
and diversity, respect for the environment and the resources of the
planet we inhabit. Education thus acts as a means for understanding
society and its links with the wider natural and social environment
which in a way serves as a lasting base for building respect.
Education for sustainable development as such aims to promote
a sense of justice, responsibility, exploration, and dialogue that
will lead to positive change in behaviour necessary for sustainable
development. It appeals to the need to revisit all aspects of education
and development including curricula, pedagogy, philosophy, goals
and aspirations.

2.6 ESD from the Ugandan perspective

Uganda’s overarching development policy is to “ensure sustainable

social and economic development that maintains or enhances
environmental quality and resource productivity on a long term
basis, that meets the needs of the present generation without
compromising the ability of future generations to meet their own
needs implies a key role for education. This is also reflected in
the National Development Plan which reiterates the importance
of education in the provision of the public goods whose returns
are critical for sustained economic growth (sic) and social
transformation.

ESD will in the case of Uganda aim to specifically promote values

and practical processes to provide skills and competencies to

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nurture sustainable development at all levels. Such values will as

of necessity be in line with the attributes of the National Vision
(NDP, 2010) of independence, sovereignty, democracy, stability,
knowledge ability, ability to harness and utilise available resources
gainfully and sustainably and beyond.

This ESD strategy proposes guidelines and modalities aligned to

the above mentioned national development policy goals and the
objectives of the DESD that will contribute to the attainment of
sustainable development. The strategy aims at contributing to the
four thrusts of the decade namely:

• Improving access to quality basic education

• Reorienting existing Education programmes at all levels
• Enhancing public understanding and awareness of Sustainable
Development
• Enhancing capacity of sustainable development through
training

These thrusts are in line with the national broad aims of education
outlined below:

• To promote understanding and appreciation of the value

of national unity, patriotism and cultural heritage, with due
consideration of international relations and beneficiaries’ inter-
dependence;
• To inculcate (sic) moral, ethical and spiritual values in the
individual and to develop self-discipline, integrity, tolerance and
human fellowship;
• To inculcate a sense of service, duty and leadership for
participation in civic, social and national affairs through group
activities in educational institutions and the community;
• To promote scientific, technical and cultural knowledge, skills
and attitudes needed to promote development;
• To eradicate illiteracy and equip the individual with basic skills
and knowledge to exploit the environment for self-development
as well as national development for better health, nutrition and
family life, and the capability for continued learning; and
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• To contribute to the building of an integrated, self-sustaining

and independent national economy.
2.7 Government Initiatives

The Government of Uganda has put in place a number of initiatives

in the education sector to address some concerns of the ESD. It has
established:
i. A Directorate of Educational Standards to ensure the quality of
formal basic education
ii. National Council for Higher Education to regulate University
and tertiary education.
iii. Universal Primary and Secondary education (UPE and USE) to
address the issues of access.
iv. Compulsory science education in secondary schools is meant
to address application and relevance, essential elements of
quality education.
v. The Review of curricula, in particular the introduction of thematic
curriculum at lower primary addresses the ESD goals of making
the curricula locally relevant and culturally appropriate.

The goals of education at all levels highlighted in the National

Development Plan correspond with those of ESD. Emphasis is
placed on increasing access and equity, improving quality and
relevance, effectiveness and efficiency of education at the primary,
secondary, technical and tertiary levels of education.

Despite these efforts, there are still multiple challenges to the

national education system. The formal education system is
criticised for being too theoretical, emphasising the cognitive and
little on the affective and psychomotor domains. It has therefore
produced graduates who lack practical skills, values and ethics to
survive and manage resources in a challenging world.

Non formal and informal education also needs reviewing. It is

not receiving adequate attention despite its acknowledged role
in implementing the government programmes and policies of
transforming society.

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2.8. Process modalities for implementing ESD

2.8.1 Improving the quality of education
The improvement of the quality of education entails among other
things deliberate review of the content, processes and methods
that include the curriculum process, learning materials, facilities and
human resources. Their review process should specifically include:

Reorientation of the teaching and learning methods to make them

locally relevant, culturally appropriate, age and gender sensitive,
inclusive of all learners and cognisant of global concerns;

Change in pedagogy - learner centred teaching and learning

methods will have to be promoted to empower learners to become
self driven and reflexive in their approach towards life in general
and sustainable development in particular;

Continuous professional development of all educators focusing on

pedagogy, and content and the use of participatory action oriented
on the job approaches which will
engage them in a continuously empowering process at the
theoretical and practical levels in the pursuit of sustainable
development.

Development of relevant teaching and learning resources catering

for the three realms of sustainability (environment, economy and
society)

2.8.2 Integrating sustainable development in our education

Integrating sustainable development will involve mainstreaming

of key sustainable development concerns into the existing
curricula, particularly social, economic and environmental issues.
Due attention shall be given to the following:
a) a curriculum framework
b) inter and trans-disciplinarily
c) skills development
d) provision of knowledge
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e) promotion of ESD values and ethics

f) lifelong learning

• Curriculum framework: The curriculum should include ESD

perspectives informed by a critical approach/paradigm to
curriculum development as opposed to a technocratic approach.

• Inter and Trans-disciplinarily: ESD should encourage theme

teaching and learn teaching in different education settings.
Themes should be derived from the three ESD pillars and may
include: poverty, wasteful consumption, and gender inequality,
violation of human rights, environmental degradation, conflict
and waste management among others.

• Skills development for creating a sustainable future: ESD

should promote decision-making, problem-solving, critical and
creative thinking, communication (oral and written), computation
skills, and inquiry/research skills.

• Knowledge imparted: ESD should draw knowledge from society,

economy and environment. The knowledge base should support
sustainability goals as identified in the national ESD priorities and
should capture the major issues of concern in the curriculum at
different levels in formal and non-formal settings.

• Values and ethics: ESD should promote values and ethics such
as:

a) Respect and care for the ‘community of life,

b) Social and economic justice,
c) Ecological integrity,
d) Democracy, no-violence and peace

• Perspectives: ESD should consider history and the future, as

well as accommodate the needs of different stakeholders, while
promoting consensus and vision building.

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• Lifelong learning: ESD should strengthen and sustain lifelong

learning by empowering people to improve their livelihoods
and well being through informed decisions that are culturally
appropriate and relevant.

• Capacity building: Capacity building for ESD involves all

stakeholders. It should be appropriate, relevant, and timely and
provide opportunities for knowledge and skills development.

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3 CHAPTER
3.0. SITUATIONAL ANALYSIS AND RATIONALE FOR
ESD IN UGANDA
3.1 The country
Uganda is a land-locked country lying on the equator at the centre
of Africa. It shares borders with Sudan to the North, DR. Congo
to the West, Rwanda and Tanzania to the South and Kenya to the
East. About 20% of the country is covered by inland lakes. The
rest of the landscape ranges from tropical rain forest to savannah
with mountains on the western and eastern border. The climate is
tropical.

Uganda relies heavily on agriculture, the basis of livelihood for 80%

of the population. Banana plantains, cassava, sweet potatoes and
maize are major subsistence crops.  The major export crops are
coffee, tobacco and cotton. There is a modest manufacturing and
tourism sector and relatively new development of horticulture.  Oil
reserves have been identified and may have an important input on
the economy in future.
Uganda’s annual growth between 1998 and 2005 has been
6% on average. By maintaining macroeconomic stability and
liberal economic policies, Uganda has been able to attract some
multinational investment and donor support. The GDP is still
growing but is below the levels required (approximately 7% per
annum) to meet the Millennium Development Goals poverty
reduction targets, and the current global economic problems may

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

impede this still further.   Public Administration expenditure still

represents around 18% of the budget.

Uganda has made significant strides in reducing poverty, though

it remains one of the world’s most impoverished countries,
placed 154 out of 177 on the 2007 World Development Report.
Between 1992 and 2006 it achieved a reduction from 56% to 31%
of the population living below the poverty line. Primary school
enrolment rose from 62% to 86%, putting Uganda on track to
meet the Millennium Development Goals for education, though
there have been problems with the drop-out rate. There have been
improvements in healthcare indicators and significant success
in tackling HIV/AIDS.HIV prevalence has been reduced to 6.4%,
although the number of new infections is on the increase.  Uganda
also has many other challenges, including its high population
growth rate, one of the biggest in Africa.

3.2 The socio-economic, political and environmental context

The current socio-economic, political and environmental status of

Uganda will inform the nature and dimension of Uganda’s pursuit
of Education for Sustainable Development. Issues of globalisation,
governance and human rights, traditional value systems, cultural
diversity and its related socio-cultural structures, population
growth, gender equality, health, and the environment are among
the key contextual issues which will directly influence and impact
on Uganda’s pursuit of ESD.

3.3. Globalisation
Globalisation is the interconnectedness of people and places as a
result of advances in transport, communication, and information
technologies that cause political, economic, and cultural
convergence (Bishnu 2004). Globalisation is removing the barriers
between people and places. Globalization has had negative and
positive effects on different countries in the world.

In Uganda, globalisation has manifested itself in the following

ways:-
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• Changes in the value systems through exposure to a wide

range of media and a multiplicity of cultures hitherto not
known, some of which conflict with local value systems.

• Uganda’s development seems to be concerned, more

with modernisation and economic growth than the social
well being of its citizens. The economic gains expressed in
statistical figures do not critically relate to socio-economic
and ecological effects on the environment. As a result,
natural forests and wetlands are being de-gazetted for
economic investments, while at the same time Ugandans are
increasingly engaged in unsustainable economic activities
like swamp reclamation, sand and clay mining, stone and
sand quarrying and charcoal burning that degrade the
environment and the natural resource base.

• The discovery of oil in Uganda poses a great challenge to

sustainable development. The socio-economic and ecological
ramifications of oil discovery and exploitation that have
bedevilled countries in Africa and other parts of the world
must be objectively addressed.

• Uganda is becoming a major tourist destination. The social

and ecological effects of tourism should also be addressed for
sustainable development.

• There is generally a narrow concept and scope of poverty

which has led to unsustainable strategies to address it. Many
Ugandans are leaving the country in search of ‘greener’
pastures. This includes both skilled and unskilled labour
force. As more and more professionals leave the country,
Uganda faces the problem of brain drain.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

3.4. Economic Impact

• The neo-liberal economic reforms implemented by

government have affected the economy significantly. The
trade relations are increasingly skewed in the favour of the
rich industrial Northern economies. The free movement
of goods and people seems to favour the developed North.
Uganda, like many other developing countries are becoming
increasingly dependent on the developed countries, with
more of Southern resources cheaply flowing northwards.

• The economic reforms associated with globalisation have

accelerated the flight of capital, natural and human resources
from Uganda to other countries. The removal of any form of
controls and protection on the local economy has made it much
easier for Ugandan resources to be exploited by international
capitalist investors from countries which ironically still protect
their industries and other commodities.

• The opening of the local market to international goods is also

leading to the dumping poor quality goods such as computers,
second-hand vehicles and used refrigerators from other
countries flood the African market, hence draining the

• country of its meagre resources and in the long term end up

frustrating local development initiatives and the economic
base.

• Excessive consumerism and consumption of goods and

services without planning for sustainability is a growing
phenomenon that needs to be addressed through education
and training.

3.4.1 Governance and human rights

Governance in its widest sense refers to how an organisation,
including a nation, is run. It includes all the processes, systems,
and controls that are used to safeguard the organisation/nation,
its assets and structures.
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

Governance has for long been an area of contention in Uganda.

The country has gone through a turbulent political history since
its independence. The rule of law has been the exception for the
longer part of the country’s independence. Gross human rights
violations have been rampant. This has impacted negatively on
the nature of governance and the entire political set up of the
country. The current trend in governance is towards reversing
wrongs of the unpleasant past. Efforts to respond to governance
challenges include among others:
• The promotion of participatory democracy through the
Local Council (LC) system whose major purpose is to provide
equal opportunities for different members of society to
participate without any discrimination based on social,
cultural, economic, political or physical criteria.

• The organisation of regular elections at different levels of

society has introduced a new political culture of accessing
political power and other power related positions in the
country. This has also facilitated the growth of the culture
of public debates on topical issues such as taxation, political
systems, land and others in different forums; through such
debates, people’s concerns, fears and interests are frequently
voiced.

• Government has also taken steps towards opening up space

for freedom of the media.

The above achievements notwithstanding, there are still shortfalls

in respect of good governance and human rights. These are:

a) Freedom of expression
b) Privatisation scheme
c) Election malpractice and violence
d) Corruption
e) Negative cultural practices against women
f) Unsustainable development programmes

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

g) Non commitment to set policies

h) Human rights abuse
i) Internal conflicts

3.4.2 Traditional value systems, cultural diversity and utilization of

tribal/local structures

Uganda’s traditional socio-economic and political systems played

key roles in ensuring social cohesion, instilling values, cultures
and social norms that promoted sustainable propagation of the
society.

• Although the power and influence of local leaders may be

waning, each community still has its traditional leaders in the
systems that are generally respected and wield some powers.

• Cultural leaders have been effective in mobilization of the

people i.e. community work, public infrastructure, good
practices of hygiene, immunization and universal education,
among others.

• Some good traditions and norms are disappearing with

globalization e.g. farming methods; ways of ensuring
food security; traditional health eating habits. Systems for
enforcing African values and norms have been eroded by
western education and by the adoption of western lifestyles.

• Modernisation and urbanization are eroding some core local

traditions, values and norms including language, discipline
and respect for people and property.

• Some traditional forms of wealth acquisition and practices are

socially repugnant and ecologically unfriendly.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

3.4.3 Health

Issues of development, environment and health are closely

related. A healthy population and safe environment are important
preconditions for sustainable development. Education for
Sustainable Development needs to pay attention to health. Poor
health undermines and retards economic and social development,
triggering a vicious cycle of unsustainable use of resources and
environmental degradation.
Mortality and morbidity rates in Uganda are high for the different
age categories. And, apart from HIV/AIDS, the causes of death
are still largely preventable and curable diseases accentuated
by poverty, poor hygiene and ignorance. This is so, despite the
different measures taken to sensitize the people on issues of
health. The emergence of HIV/AIDS in the 1980’s compounded
the health situation and turned around the entire concept of
health and strategies for achieving and maintaining it. HIV/AIDS
has continued to affect all sectors in the country. The effects
range from loss of both skilled and non-skilled human resources,
decline in professional efficiency and effectiveness and making
labour less productive. In the education sector, AIDS contributes
to absenteeism of teachers and students either due to sickness or
because of the time spent looking after the sick. In addition to all
the above, the health costs are high.

• Ignorance is still a hindrance to good health practices leading

to children dying of preventable diseases.

• Commercialization of traditional food crops is leading to

increased cases of malnutrition, sickness and disease. In many
households food crops are the only commodity that can be
sold to earn money, which is a major challenge to food security
and a key source of vulnerability at household level.

• While government has tried to establish health infrastructure

in the rural areas, not all areas have been adequately covered
by the health facilities, and where they exist there is often
inadequate supply of drugs and medical personnel.
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• The costs of medication even for common illness like malaria

are high. This leads to a disease burden to the family.

• The emergence of degenerative diseases such as cancer,

hypertension and diabetes has further exeriabated the
problem. This is in addition to other environment related
diseases like cholera, water borne diseases, ebola, respiratory
infections and disorders.

• Uncontrolled crop and animal diseases and pests e.g. coffee

wilt in the Central Region and rinder pest epidemic in Eastern
Uganda.

3.4.4 Gender equality

Gender equality is central to sustainable development. If

each member of the society respects others and plays a role
in development they can together fulfil their full potential.
The broader goal of gender equality is a societal goal to which
education, and all other institutions must contribute. Gender
roles and relationships in environmental management and access
to environmental resources and assets are a key dimension.

Environmental problems seem to affect women more than men.

Deforestation for example leads to fuel wood crisis, which force
the women to travel for miles in search of fuel wood. In the same
way a problem with water sources compels women to move long
distances in search of water in addition to their other daily chores.

The Government of Uganda has addressed gender issues in

different sectors and programmes. The National Constitution
(1995) provides a legal basis for the integration of gender issues
in all development programmes. Specific measures have been
taken to ensure that gender parity is achieved. Such measures
include:

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• Affirmative action for women in gender to address imbalance

between women and men.
• Making school and learning environment child friendly
especially sanitary provisions for the girl child will encourage
the education of all actors in sustainable development.
• Affirmative action for girls in higher institutions of learning.
• Equal opportunities for girls and boys under Universal Primary
and Secondary Education Programme.
• Thirty percent representation of women at all levels of
decision making in the country.
• Putting in place equal opportunities Commission.
• Gender in the education policy.

3.4.5 Poverty

Poverty is both a cause and a result of environment degradation.

Poverty stricken communities will harvest any available resources
including cultivating in marginal or fragile ecosystems. This
accelerates environmental degradation. Both the rich and
the poor are affected by the degradation; the poor face the
consequences even harder. Uganda’s Poverty Eradication Action
Plan (PEAP) highlights a number of environmental related
causes of poverty in different districts of Uganda. Major causes
mentioned include: vermin, natural disasters, soil exhaustion,
droughts and climatic shocks, water scarcity, landlessness,
landslides and floods (MFPED, 2002).

3.4.6 Population Growth

According to the 2002 Population and Housing Census, Uganda’s

population is growing at a high rate of 3.3% per annum which is among
the highest in the world. With a population of 28 million in 2007 it
means Uganda is adding 1 million persons per year (PSEC, 2005).
Unplanned population growth acts as a key catalyst and a multiplier
of poverty led environmental degradation. Poverty intensifies
population growth, which intensifies environmental degradation,
which in turn intensifies poverty thus the “vicious circle”.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

There is increased urbanization in Uganda with the result that

there is growing populations in the urban areas, more and more
slums, air pollution (because of cars and industries), traffic
jams, garbage management challenges, diseases because of
poor sanitation, and increased access to electronics with the
accompanying problem of disposal.

3.4.7 Energy and the environment

Energy, whose source is the environment (firewood, charcoal,

Hydro-electric Power, biogas, solar, geothermal, wind etc), is a
critical factor in both poverty alleviation and the development
process. The search for energy is a major contributor to
environmental problems. The production, processing, conversion,
transportation and final use of energy all have potential adverse
environmental conditions and also give rise to numerous health
and safety issues.
More than 90% of the population has no access to clean and
safe cooking fuel, relying mainly on traditional biomass and
unsustainable wood supplies, crop residues and cow dung.
Scarcity of fuel wood and water is increasingly being experienced
in many parts of the country.

3.5 GAPS

3.5.1 Globalisation

• The education system needs to adequately prepare the

population to cope with challenges brought on by globalization.
• The economic discourse associated with globalisation
perpetuates tendencies that contradict the goals of sustainable
development.
3.5.2 Governance

• The education system should promote good governance. There

seems to be no well articulated national philosophy/ideology
and strategy to ensure that Uganda’s education goals are
achieved.
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• The education system does not seem to adequately empower

Ugandans to become critical/reflective citizens with the ability
to evaluate situations and make informed decisions divorced
from tribal/religious/political influences.
• While there is a lot of talk about participation in decision
making, there is little evidence of steps in the education system
to create participatory citizens.
• Apparent inability of the judicial system to ensure prompt and
adequate justice.
• Prolonged and unresolved armed conflicts.
• Corruption seems to be eating the moral fabric of society to the
extent that even school politics is getting tainted with bribery
and corruption.

3.5.3 Culture and traditional values

• The school system does not seem capable of helping restore

interest and respect for local culture and values.
• Anti local languages practices in the schools in the past denied
the children access to a rich source and cultural values.
• Even attempts to restore local languages in schools are
hindered by teachers’ lack of critical and analytical skills to
handle it.

3.5.4. Environmental Sustainability

• Environmental education is academic and theoretical. Practices

and participation in restoration and conservation activities are
minimal in schools.
• Schools are often not good examples of healthy environments.
Sometimes educational institutions are themselves instead
examples of filth, garbage heaps and poor sanitary practices.
• Education is generally geared towards passing examinations,

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

such that even when health, environment and cultural issues are
covered in the curriculum, only theory is emphasized.
• Although there has been sufficient information on HIV/AIDS,
there has been significant attitudinal change.
• Inadequate health education for the masses.
3.5.5 Gender equality

• Despite the fact that Uganda has made significant gains

in addressing gender issues, women and girls are still
disadvantaged in society.
• High drop out rate of the girls from schools persist.
• Emphasis on affirmative action for women/girls might lead to
neglect of the males.
• Failure to effectively promote integration of both genders
especially in the rural areas.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

4 CHAPTER
4.0. STAKEHOLDER PARTICIPATION AND COORDINATION FOR
ESD

4.1. Introduction

The multi sectoral nature of ESD, calls for collaboration of various

stakeholders in the implementation of ESD. These include
government, educational institutions, civil society, media, NGOs
and the private sector. While different groups may have different
roles and responsibilities, collaboration and team work will be
necessary in order to harness synergies. The implementation
of ESD National Strategy will therefore require a well defined
coordination strategy to ensure maximization of synergies.

4.2. Stakeholder Categories

The following shall be the major actors in the implementation of

the ESD National Strategy in Uganda:

a) Government
• Ministries, departments and agencies
• Parliament
• Local Governments at all levels.

b) Educational Institutions
• Universities
• Research Centres and Organizations
• Educational agencies like UNEB, NCDC, and NCHE,
UNATCOM
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• Schools
• Institutes
• Colleges
• University Councils, Boards of Governors (BOGs), Parents’
Teachers Associations (PTAs), Professional Associations,
and School Management Committees (SMCs)

c) Civil Society Organizations (CSOs)

• NGOs
• Community Based Organisations(CBOs)
• Professional Associations
• Trade Unions
• Faith Based Organisations
• Religious Institutions

d) Private Sector
• Corporate organisations
• Business communities and Associations
• Cooperative Societies

e) Media
• Electronic media
• Multimedia
• Print media

f) Development Partners
• Inter governmental agencies
• Education development partners
• Bilateral partners
• Multilateral partners

g) Local Communities
• Local Councils I, II, & III
• Faith based leaders
• Cultural institutions and leaders

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

4.3. Roles and responsibilities of stakeholders

i) Government
Government is the primary stakeholder in ESD whose commitment
is absolutely necessary if this Strategy is to be successfully
implemented. Therefore, the line Ministries of Education and
Sports, Health, Agriculture, Gender, Labour & Social Development
and agencies must ensure that resources are committed to ESD
activities within their budgets. In addition, government will also
perform the following roles:

• Establish an efficient and effective National Coordination

Section in a parent Ministry and, coordination units within
other line Ministries and agencies for the implementation of
the ESD National Strategy.
• Avail and mobilise resources for ESD activities.
• Foster public awareness, participation and capacity building on
ESD at all levels.
• Mainstream/integrate ESD into both the formal and informal
education curricula at all levels (basic and tertiary).
• Ensure that tertiary institutions also mainstream/integrate
ESD into their curricula and programmes.
• Monitor and evaluate ESD implementation.

ii) Educational Institutions

Educational institutions in Uganda right from pre-primary schools
through to universities have a major role to play as change agents
particularly in:

• Instilling and propagating the positive attitudes.

• Promoting public awareness and understanding of ESD
• Reorienting existing education through curricula reviews,
appropriate. pedagogies/andragogies and institutional
structures.
• Training, materials development and networking
opportunities.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

Universities and Research Centres/Organizations have a core role

to play in research and knowledge creation. The implementation
of the ESD National Strategy should be based on research so as to
ensure relevance, applicability and sustainability of interventions
designed. In addition, universities and Research Centres/
Organizations need to:

• Integrate ESD in the Universities curricula and programmes.

• Contribute to policy debates, discussions and formulation
and ensure research done informs these.
• Train and retrain different persons needed for the
implementation of the ESD National Strategy.
• Ensure partnerships and knowledge sharing with
communities so as to enrich ESD interventions.
• Integrate indigenous knowledge in ESD interventions.

Uganda has a number of educational agencies like UNEB,

NCDC, and NCHE that play a huge role in the implementation
of a number of educational activities in the country. In the
implementation of the ESD National Strategy these agencies
will therefore need to monitor and supervise the educational
institutions to ensure in the integration and implementation of
ESD activities

iii) Civil Society Organizations (CSOs)

CSOs are increasingly becoming major players in the
implementation of government programmes. Their main
advantage is their capacity to reach the grassroots and to employ
a variety of strategies to achieve desired results. Some CSOs also
have the capacity to mobilize resources for the implementation of
various programmes.
In the implementation of ESD, Civil Society Organization will
participate in:

• Advocacy for policy reform and legislation for the public’s

engagement in ESD

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

• Adopting popular participatory learning and action

• Promoting community involvement at all levels of the ESD
implementation
• Capacity building
• Research
• Networking and partnerships
• Monitoring and evaluation

iv) Private Sector

The Private Sector in Uganda is growing and increasingly becoming
a major player in public affairs. The private sector is active in
education, manufacturing as well as health and tourism. It should
therefore participate in the implementation of the ESD National
Strategy by:-
• Promoting sustainable industrialization, manufacturing and
consumption
• Building capacity and training
• Advocacy for adherence to rules and regulation meant to
promote ESD among the Private Sector players in particular
and the nation as a whole
• Implementing ESD activities
• Increasing social responsibility activities that promote ESD
• Monitoring and evaluation of Private Sector ESD activities

v) Media
The media has diverse technologies available to it for promoting
communication for development. These should be used maximally
for promoting ESD thoughts:-
• Awareness campaigns
• Promotion and dissemination of ESD issues
• Focusing attention on specific ESD critical issues
• Media coverage

vi) Development Partners

Development partners, particularly those engaged in education are

vital partners in the implementation of government programmes.

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

They should target resources to critical partners like Universities,

Research Centres, CSOs, NGOs and CBOs. Build and foster
partnerships to enhance ESD, or provide technical and financial
support.

vii) Local Communities

Local Communities are core stakeholders in ESD because they are
main players in all ESD related activities. Local Councils at all levels;
faith based organisation and cultural institutions are major players
in the implementation of ESD. In this respect, they will:-

• Mobilize the communities to engage in activities that will

enhance ESD
• Share and utilize indigenous knowledge to promote sustainable
development
• Participate in ESD activities
• Promote good practices for the attainment of sustainable
development
• Contribute resources: knowledge, skills etc to the activities.

4.4. Coordination of ESD

The coordination of ESD will be centred at the Ministry of

Education and Sports (MOES).The coordination section will be a
full time Secretariat answerable to the Permanent Secretary. It will
be supported by departments, agencies and other line ministries.
The coordination structure is given in figure 1 and will include:

• National Advisory Board

• National Steering Committee
• District Steering Committees
• Sub county Steering Committees

Details of membership for these and their roles and responsibilities

will be as follows:

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

a) National Advisory Board (NAB)

Membership
• Ministers of core line Ministries like Education and Sports,
Health, Agriculture, Gender, Labour & Social Affairs
• A representative of the Social Services Committee of Parliament
• A representative of the Private Sector
• A representative of NGOs and CBOs

Chair
• The Chair of the Board shall be held on one year rotation cycles
by the respective line Ministers.

Roles and responsibilities

• Formulate policies to govern and guide ESD activities

• Provide linkage between the National Steering Committee and

the line Ministries
• Report to and advise the line Ministries on ESD matters and
activities
• Report to and advise Parliament on ESD matters and activities
• Monitor and evaluate ESD activities

b) National Steering Committee

Membership
• Permanent Secretaries of the core Ministries like MOES, Health,
Agriculture, Gender, Labour & Social Affairs
• To be chaired by the Permanent Secretary MOES
• A representative of Universities
• A representative of NGOs and CBOs
• A representative of the Private Sector
• A representative of NEMA
• The Secretary General UNATCOM -UNESCO

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

Roles and responsibilities

• Develop and design policies and guidelines for ESD activities
for approval by the NAB
• Develop and design ESD programmes
• Coordinate all ESD activities in the country
• Maintain links with the District Steering Committees
• Supervise, monitor and evaluate implementation of the ESD
National Strategy
• Lobby and plan for funding of the ESD National Strategy

c) District Steering Committees

Membership
• Chief Administrative Officer (CAO) - Chair
• Heads of Department line fields e.g. Education, Health,
Forestry, Community Development,
• Chairperson District Social Services Committee

Roles and responsibilities

• Develop and design ESD district programmes

• Coordinate all ESD activities in the district
• Provide a link between the district and the National Steering
Committee
• Supervise, monitor and evaluate the implementation of the
District ESD activities
• Lobby and plan for funding of the District ESD activities

d) Implementing Department/Unit/Organization

ESD activities will take place within Universities, Schools, Colleges,

District Departments, NGOs, CBOs, factories etc. At each of these
institutions, it will be vital to identify a department, person(s) that will
oversee and actually implement the ESD activities. The management
structures at this level will depend on the management structure and
style of the organization but the structure should be one that will not
inhibit implementation of ESD activities.
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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

e) Secretariat

There will also be a Secretariat that will be under the supervision of

the Permanent Secretary MOES.

Staffing

For effectiveness and efficiency, the Secretariat shall have the following
staff:
• An Education Officer with qualification/experience relevant
to ESD
• An Administrative Assistant
• Messenger

Roles and Responsibilities

• Secretary to National Advisory Board and National Steering

Committee
• Support the Steering Committee in the Coordination and
Monitoring of the ESD activities
• Maintain proper records on all ESD activities
• Maintain a database of all ESD activities and researches
• Ensure prompt and effective communication among all the
Coordination organs and the ESD stakeholder

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

4.5. Figure 1: ESD Coordination Structure

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

4.6 Resource mobilisation

The Ministry of Education and Sports as a lead ministry in ESD

will allocate a dedicated budget to ESD activities. The other
line ministries, local government and agencies will also commit
budgets to supporting ESD within their programmes.

Furthermore, stakeholders - partners, implementers and line

ministries are urged to source for funds over and above their
budgets for the implementation of the programme. Other
strategies will include:
• Public/Private Partnerships
• Mobilization of resources for specific ESD projects within
Ministries, Districts, institutions, NGOs/CBOs etc
• Lobbying development partners to commit funds to specific
ESD projects

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

CHAPTER
5
5.0. IMPLEMENTATION FRAMEWORK

5.1. The effective implementation of this strategy demands active

participation by players in ensuring that educational programmes
are oriented to promoting sustainable development. To avoid
duplication and exclusion and ensure inclusion, stakeholders will
coordinate their efforts with the secretariat. Other avenues will
be communication and information sharing regularly to develop a
database of ESD activities. Commitment and vision development
is important in championing the process.

The following strategies will be used:

a) Advocacy and vision building
b) Consultation and building
c) Partnerships and network
d) Capacity building and network
e) Research and Innovation
f) Use of ICTs
g) Monitoring and evaluation
h) Establishing Regional Centres of Expertise

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

Strategic Objectives

The National Stakeholders Conference in 2008 endorsed the following

key strategic objectives:
1. Improve access to quality education
2. Reorient curriculum and programmes to promote sustainable
development
3. Promote awareness and understanding of sustainable
development
4. Build capacity to carry out education for sustainable development

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UGANDA: Education For Sustainable Development Implementation Strategy

Uganda Education for Sustainable Development Implementation Framework (2005-2014)

Performance
Objectives Strategy Activities Output Stakeholders
Indicators

Promote
1.Improve Campaign to encourage
completion of Ratio of learners PLE and USE MOES, DES,
access completion of education
education from completing PLE completion NGOS, Private
to quality Promoting research in
Primary to and USE schools ratio Sector
education pupil student retention
Secondary

Adequate
Increase access Promote reading culture
Textbook ratio reading MOES. NCDC,
to scholastic Develop materials on
for learners to and writing DES. NGOs
material ESD issues affecting
enhance literacy materials for CBOs
learners
learners

Curriculum NCDC, MOES ,

and programmes UNEB and DES
2.To improve Curriculum
review, in Universities, Reviewed NEMA, NGOS
the quality reviews to
Teachers Colleges. curriculum, Government Line
of education improve the Review
Train for critical thinking, University and Ministries
through quality of meetings and
skills to organise and Teachers College Universities,
reorienting Education workshops,
interpret data. Skills to programmes Teachers Colleges,
curriculum for Pedagogy and reports.
formulate questions and reviewed. Skills Vocational Training
sustainable Instructional
the ability to analyse imparted. Colleges and
development materials
issues that confront Institutes, Schools
communities. , CSOs

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UGANDA: Education For Sustainable Development Implementation Strategy

Rework the curriculum

framework to
include the ideology
of ESD. Inter and
Trans disciplinary.
Review NCDC, MOES ,
Specific focus on skill Reworked
. meetings, Skill Institutions,
development, values curriculum,
Reorientation of development, Universities,
and ethics. Study integration of
the education values and Teachers
local, regional and skills and focus
system ethics given Colleges, UNEB
International issues on ESD ideology
due attention. and DES
Building an education
system that prepares
young people for
success in a continually
changing world of work.

Joint projects, Schools,

Enhance school
initiatives and communities,
Develop community links and Models,
innovative households,
synergies transfer of learning. projects in
approaches MGLSD, MOES,
between schools Realign education with schools and
in addressing Lead agencies
and communities indigenous culture, communities
issues in Local councils,
knowledge and context
communities MOLG

49
UGANDA: Education For Sustainable Development Implementation Strategy

CBOs, CSOs,
Ministry of Gender
3. Promote Campaigns and Social
awareness and carried out to Campaign Development,
understanding Public awareness Awareness the public. messages, Ministry of
among the of sustainable campaigns in the ICTs used media Education and
public of development media. to enhance education, Sports, Ministry of
sustainable coverage and workshops. ICT,
development engagement Print and electronic
media,
Drama groups

Create awareness
among
stakeholders. All stakeholders
An informed and Awareness
Identify roles partners playing Regulated
participating public workshops,
of different their roles communities
and stakeholders key
stakeholders and Households
ways of playing
those roles.

50
UGANDA: Education For Sustainable Development Implementation Strategy

Re conceptualise
the issues of
development
and associated
processes.
Tease out the
organic relationship
Strengthen
between Philosophies
the pillars of
environment, society harmonised on
environment, Workshops All stakeholders
and economy. the three pillars
society and
Explore and of ESD
economy
harmonise
the different
philosophies of
environment,
development and
society which inform
human action.

Mainstream
Mainstream ESD ESD
Education for CSOs, Politicians
into National mainstreamed Policy review
sustainable at all levels, Line
policies into National programmes
development across Ministries
policies
National policies

51
UGANDA: Education For Sustainable Development Implementation Strategy

RCEs
established Universities, Local
Partnerships
Establish Regional throughout Governments,
Networks mobilised established
Centres of the country Educational
to deliver ESD Local focus
Excellence engaging public institutions, Private
identified
and private sector,
Universities

Help institutions in
terms of training
action oriented/ Research
practitioner research programmes
for all educators at mainstreamed
Research
4. Building their different levels Research work in institutions
Research institutions,
Capacity and to mainstream by institutions
Universities
research in their Research
programmes agenda
as a capacity developed
building tool for
implementing ESD

52
UGANDA: Education For Sustainable Development Implementation Strategy

Enriching the skills

development
Programme
Expanding
for the
internship,
Enrich skills An enriched introduction MGLSD, MOES,
apprenticeship and
development for education of skills CBOs, CSOs
other opportunities
the workforce system development Agencies
for applied
in private and
Enhancing linkages
informal sector
with private sector
and informal sector.

Training on
environmental An
awareness and environmentally NEMA, MOES,
Build capacity to Training
management. aware populace MGLSD, CBOs,
equip workers with programmes
Provide training and workers CSOs, Media,
skills to manage and schedules
for workers equipped with MWE, Private
resources in place.
for efficiency, skills to manage Sector
information and resources.
skills.

53
UGANDA: Education For Sustainable Development Implementation Strategy

STAKEHOLDER PARTICIPATION ACTION PLAN

Actors(Organisation/
Programme Activity Objective department/Institution/ Time Frame
Area Sector
a)Campaign to enhance - MOES
completion of Education - DES
b)Research into pupil/ - NGOs
Ensure completion of
Completion student relation - Ministry of Gender, Labour
Primary and Secondary
of Basic c)Development and and Social Development 2007 - 2014
Education
Education dissemination of - Universities
scholastic materials - CBOs
d)Promote reading - NCDC
culture
- NCDC
a)Reviewing Curriculum Review curriculum and - NEMA
Curriculum b)Improving pedagogy, to improve on the quality - Government Live Ministries
review and c) developing of education and re- - Universities 2007 - 2014
orientation instructional and orient it to sustainable - Colleges
learning materials development - Teachers
- CSO
2007 – 2016
- Printer and Electronic Media
Houses
a)Media campaigns - Drama groups
b)Informing the public Enhance public - CBOs
c)Mainstreaming ESD awareness and
Public - CSOs
across National Policies understanding
awareness - MOES
d)Establish Regional of sustainable - Ministry of Gender, Labour
Centres of Expertise development and Social Development 2007 – 2010
(RCE) - Universities
- NEMA

54
UGANDA: Education For Sustainable Development Implementation Strategy

Actors(Organisation/
Programme Activity Objective department/Institution/ Time Frame
Area Sector

a)Action Oriented - Research

Research Carry out action - Institutions
b)Training workers research to enhance - Universities
Capacity to sustainably understanding - Line ministries
2007 - 2014
building management resources Develop workforce - Agencies
c)Skill training for skilled and equipped to - CSOs
workers manage resources - CBOs
- Colleges

b) UNESCO
a)Develop a monitoring
c) MOES
Evaluation, strategy
d) NEMA
Reporting b)Regular reporting Assess the performance
e) Universities 2009 - 2014
and c) Annual forums to Ascertain gaps
f) CBOs
Monitoring publicize progress and
g) CSOs
share information
h) Institutions

55
UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

BIBLIOGRAPHY

Contributing to a More Sustainable Future: Quality Education, Life Skills

and Education for Sustainable Development, UNESCO
Government White Paper on Education Policy Review Commission Report
“Education for National Integration and Development” 1992; Kampala

Constitution of the Republic of Uganda, 1995.

National Development Plan (2010-11- 2014/15)

Rsalyn Mckeown et al., 2002.Education for Sustainable Development

Toolkit. USA: Energy, Environment and Resource Center

UNESCO. 2005.Globalisation and Education for Sustainable

Development. Sustaining the Future. Nagoya, Japan

UNESCO 2005 Linkages between the Global Initiatives in Education,

UNESCO.2005.United Nations Decade of Education for Sustainable
Development, 2005-2014: International Implementation Scheme. Paris:
UNESCO

UNESCO, 2005. UNESCO and Sustainable Development,

World Commission on Environment and Development, 1987. Our
Common

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UGANDA: EDUCATION FOR SUSTAINABLE DEVELOPMENT IMPLEMENTATION STRATEGY

57