workshop on education for sustainable...
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Workshop on Education for Sustainable Development (ESD) through Community
Learning Centers (CLCs) for Food,
Nutrition and Health
Lusaka, Zambia5-6 February 2009
Okayama University , UNESCO Chair programChawama Youth Program
Alliance of Chawama CBOs
Table of Content General information of the workshop----------------------------------1 1. National and regional policy of ESD in Zambia and Southern Africa region---------------------------------------------------------------------------5 Prof. Overson Shumba, School of Mathematics and Natural Sciences, Copperbelt University, Kitwe, Zambia 2. Sustainable development and Food safety and security in Zambia-------------------------------------------------------------------------17 Dr. Bernard M. Hang’ombe, University of Zambia 3. Kominkan/CLCs as the focal points of the community to promote Education for Sustainable Development (ESD) ----------------------23 Dr. Hideki Yamamoto, Okayama University 4. ESD and Community development activities in Chawama 1) Chawama Youth Project-----------------------------------------------35 Mr. Justin Somi, Chawama Youth Program 2) Chawama Community based organizations alliance----------37 Mr. C. Mwakoi, Alliance of Community based organizations (CBOs)
5. Nutrition and Health Problems in the community -----------------39 Ms. Evelyn N. Tembo, Chawama Health Center 6. Action plan of the Community based organizations for Education for Sustainable Development (ESD) at Community learning Centers (CLCs) ---------------------------------------------------------------------------43 Annex 1) List of the Participants 2) Certificate of the workshop
Workshop on Education for Sustainable Development (ESD) through Community Learning Centers (CLCs) for Food, Nutrition and Health
UNESCO Chair program Okayama University
Lusaka, February 5-6, 2009
General Information Background The UN Decade of Education for Sustainable Development (DESD, 2005-2014) was proclaimed by the United Nations General Assembly through Resolution A/RES/57/254 in 2002 and was launched in 2005. Since the inception of the Decade, for whose promotion UNESCO was designated the lead agency, the international community has discussed the needs, fundamental concepts and objectives of Education for Sustainable Development (ESD), recognizing its key importance for future generations. As concrete initiatives on ESD in the region, Okayama University, Japan, a UNESCO Chair holder, has organized the Kominkan/CLC summit in 2007 and 2008. It was recommended in 2007 as “Okayama declaration” that Kominkan/CLCs are appropriate place to promote ESD in the community. In 2008, Okayama University, COINN (Conference of Okayama International NGO Networks) and ACCU (Asia/Pacific Cultural Centre for UNESCO) hosted the international symposium for International ESD Symposium-Community, Food and Education for Sustainable Development. A CLC is a local place of learning outside of the formal education system, actively participated and managed by the community people. CLCs have been recognized in many countries in the region as effective not only for learning to read and write but also for acquiring vocational, health and other various skills. In Zambia, CLCs and other community based learning programmes have shown great potentials to promote literacy and improve quality of life for sustainable development. CLCs are also used by other agencies for delivering various kinds of services. The workshop this time is proposed to follow up the above ESD Symposium under the support of Okayama University and MEXT (Ministry of education, culture, science and sports of Japan) to develop the program of learning/teaching method of ESD at CLCs, focusing on food, nutrition and health.
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The workshop intends to build on the existing resources and experiences of the country, in view of various initiatives already undertaken by different NGOs, CBOs, development agencies and universities. Objectives Main objectives of the workshop are to: 1. Share the global, regional and sub-regional views and dialogues on ESD and CLCs
as well as concrete initiatives in Zambia
2. Contribute in the formulation of national action plans on ESD in Zambia.
3. Develop a framework for promotion of ESD through CLCs.
4. Promotion of ESD by academic institutions and university at CLCs Outputs The following outputs are expected from the workshop: 1. Contributions to the formulation of national action plans on ESD.
2. A framework for promotion of ESD through CLCs.
3. An outline of the handbook on ESD for CLCs managers, in view of effective use of
ICT. Participants Experts working in various areas of ESD and community based learning programmes from government, development agency, universities and NGOs.
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Time and Venue 5-6 February 2009 Conference Hall of Chikwa Lodge, Makeni,Lusaka.Farm No.397A/11D, Makeni East, Lusaka, TEL 0977-768662 Program Thursday, 5 February 2009: ESD in the Nation and community 9:00 – 9:45 Inaugural session 9:45 – 10:00 Overview on ESD and workshop orientation
by Hideki Yamamoto, Okayama University 10:00 – 10:30 tea break 10:30 – 11:30 <Key note speech>
Lessons for Mainstreaming ESD into Education Strategies in Zambia: Reflections from country experiences in the SADC Prof. Overson Shumba, Copperbelt University
11:30 – 12:30 Sustainable development and food safety and security in Zambia Dr. Bernard M. Hangombe, University of Zambia
12:30-13:30 lunch break 13:30 – 14:00 ESD though Kominkan/CLCs
- Experience of Okayama, Japan Hideki Yamamoto, Okayama University, UNESCO chair program
14:30 - 15:00 Participation of ESD symposium in Okayama Justin Somi, Chawama Youth Project (CYP)
15:00 – 15:30 tea break 15:30 – 16:00 Community development activities in Chawama
Mr. C. Mwakoi (NHC and Alliance of CBOs of Chawama) 16:00 – 16:30 Discussion for the promotion of the ESD through CLCs
Facilitator: Prof. Overson Shumba,
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Friday, 6 February 2009: Sustainable development -Nutrition and Health 9:00 – 9:30 Introduction of the session 9:30 – 10:00 Nutrition and Health problems in the community
Ms. Evelyn Tembo, Chawama Health center Ms. Mavis Kalumba, Lusaka District Health Management Team
10:00 – 10:30 Discussion on Health program and ESD Facilitator: TBA 10:30-11:00 tea break 11:00-12:30 Group work on an outline of the handbook on ESD and food for CLCs
Facilitator: Mr. Justin Somi, CYP 12:30 – 13:30 lunch break 13:30 – 15:30 Final discussion
Facilitator: Hideki Yamamoto and TBA 16:30 - Closing Contact Okayama University UNESCO chair program on Associate Professor Hideki Yamamoto 3-1-1, Tsushima-naka, Okayama, 700-8530, Japan Telephone:+81-90-7890-4245,
097-655-1429 (local) E-mail : [email protected]
Chawama Youth Projects (CYP) Executive Director Mr. Justin Somi BOX 04 Chawama, Lusaka, Zambia Phone: 260-211 272674 or 260-955
814245 Email: [email protected] [email protected]
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Lessons for Mainstreaming ESD into Education Strategies in Zambia: Reflections from country experiences in the SADC1.
Prof. Overson Shumba School of Mathematics and Natural Sciences, Copperbelt University, Kitwe, Zambia
Mobile: + 260 976 573 414 or + 260 968 412 016
e-mail: [email protected]; [email protected]
1. Introduction
The year 2009 will mark the mid-Decade of the international Decade on Education for
Sustainable Development. This Decade runs from 2005 and ends in 2014. However, its
central concept and message of mainstreaming Education for Sustainable Development into
every aspect of our lives shall guide humanity forever. This is because the focus of ESD is to
transform society towards sustainability. In a sustainable society, all people are guaranteed a
certain minimum standard and quality of life. This implies an adequate level of economic
wellbeing, freedom from poverty, good level of health and freedom from hunger and disease,
adequate food security and availability of food to provide variety and balance in dietary
nutrition, and adequate observance of human rights for individuals and groups. These things
are rough pointers to a sustainable quality of life towards which education for sustainable
development may contribute. This paper aims to show the importance of initiatives to
mainstream ESD perspectives at every level within and across countries. It provides an
overview of the following issues: 1. Articulate the nature of the developmental challenges and context of countries in southern Africa and
the potential of ESD as a new vision and strategic framework for education; 2. Clarify some perceptions of ESD and highlight its pervasiveness for all sectors development and for all
levels of education;
3. Raise awareness of what is happening in the region and internationally and stress the importance of participation and involvement; and
4. Emphasise the importance of the university-community partnerships for learning and social
transformation.
2. Importance of actions towards sustainable development and sustainability
The importance of this overview can be understood with reference to international
commitment to main stream ESD as a new vision or as strategic framework for education and
development at all levels of society. Reference can be made to the Millennium Development
1Key note paper at a workshop on the theme “ESD through community learning centers for Food, Nutrition and Health”, 5-6 February 2009, Lusaka, Zambia
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Compact for example. The MDC provides a framework by which the world community can
work together to assist poor countries to achieve the Millennium Development Goals. It
recommends among other measures: i) investing in human development. Such investment
must include health, education, water and sanitation; and ii) promoting environmental
sustainability and improving urban management. In southern Africa a priority is to find
“sustainable ways to reduce poverty and build a better life” (Lotz-Sistika, et al., 2006). In the
SADC REEP consultation process in 2006, sustainable development issues and challenges in
southern Africa were as follows (this is a partial list, for full list see Lotz-Sistika, et al., 2006;
pp. 19-20):
i) Environmental issues and risks: global warming and climate change, increased environmental degradation, land degradation, drought, deforestation, air and water pollution, loss of natural and cultural heritage, and others.
ii) Social issues, risks and challenges: HIV-AIDS, malaria, tuberculosis, malnutrition and health of children, gender inequality, sexual abuse of children and women, population growth and settlement patterns, and others.
iii) Economic challenges: poverty and decrease in standards of living, poor food security, high levels of
unemployment, consumerist lifestyle and culture of urbanite rich and youth, skewed distribution of land and wealth, and others.
iv) Political challenges: corruption, poor governance, lack of security, low respect for the rule of law, and others.
Overall, people in southern Africa live in a context of risk and vulnerability and that this
context leads to unsustainable livelihoods. Human vulnerability is “exacerbated by poor
health caused by heightened exposure to malnourishment, under-nourishment, disease,
dysfunctional health policies and inadequate public health systems” (Lotz-Sistika, et al.,
2006; p. 42). Many of these risks and challenges require response through educational
initiatives. Therefore as seen in the SADC REEP report (Lotz-Sistika, et al., 2006; p. 41): ESD has a contribution to make to ensuring quality education at a local level and to addressing health and nutrition needs in schools and classrooms, and to assisting with ensuring that educational programmes are relevant and meaningful at community level, particularly in sub-Saharan Africa where most people are directly dependent on the environment for their livelihoods and food security.
In all our countries in southern Africa, our current ways of production and consumption are
unsustainable and lead to an unsustainable future. Why are we placing so much hope on the
Decade of Education for Sustainable Development? Essentially for two reasons: i) to achieve
sustainability requires adopting sustainable development, and ii) to achieve sustainable
development, requires knowledge, awareness, skills and a change in belief, attitudes, and
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values to deploy this knowledge, awareness, and skills towards sustainability. It requires that
each one of us takes actions towards sustainability. Third, education provides the means
towards sustainability action. Through education, people acquire knowledge and construct
awareness, attitudes, values, and images of a sustainable future. Through education people
build skills necessary for behavior change and change in lifestyles towards sustainability. In
July 2008, the Environmental Education Association of Southern Africa’s annual conference
at Manzini, Swaziland was conducted under the theme: “Actions towards sustainability”.
3. The concept of ESD and its pervasiveness in all sectors
It must be stressed that when the term “Education” is mentioned, people ordinarily think of
institutions such as schools, colleges, and universities. This view wrongfully relegates ESD to
the Ministries of Education. This is not an adequate view. Indeed, this is where most
accredited formal educational activities take place. However, in ESD, it is important to see
“Education” as referring to learning in activities that represent all aspects of our individual
and collective lives. Learning in all aspects of our lives occurs in all spheres individually, in
the family, and in the community. This can occur informally, formally, or non-formally. What
is being stressed here is that ESD occurs in all activities be they economic, social, cultural, or
institution-based. ESD is education that leads to sustainable development in mining, in
agriculture, in tourism, in transport and communication, in manufacturing, in construction of
infrastructure, and all sectors in a particular setting. It requires that we learn and apply our
learning as we engage in all educational, cultural, social, and production activities of this
sector. Education for sustainable development is therefore about human development.
The international conference held in Thessaloniki, Greece, December 9-12, 1997, Educating
for a Sustainable Future: A Trans-disciplinary Vision for Concerted Action made this quite
clear: Education is also the means for disseminating knowledge and developing skills, for bringing about desired changes in behaviors, values and lifestyles, and for promoting public support for the continuing and fundamental changes that will be required if humanity is to alter its course, leaving the familiar path that is leading towards growing difficulties, and starting the uphill climb towards sustainability. Education, in short, is humanity’s best hope and most effective means to the quest to achieve sustainable development (UNESCO, 1997; emphasis added).
It is important to recognize too that ESD contributes towards the Millennium Development
Goals and in turn the MDGs provide direction and a context for ESD policies and
programmes (see http://unesdoc.unesco.org/images/0017/001791/179120e.pdf). ESD builds
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knowledge of MDG issues. At the UNESCO portal
(http://portal.unesco.org/education/en/files/51172/12312353075DESDquarterlyDEC08.pdf/D
ESDquarterlyDEC08.pdf), it is stressed: “Education is fundamental for just, peaceful,
adaptable societies without poverty, and that none of the international development goals can
be achieved without education”. MDG 1 (eradicate extreme poverty and hunger) requires
enhanced food security enhancement programmes. MDG 4 (reduce child mortality), MDG 5
(improve maternal health), and MDG 6 (combat HIV-AIDS, malaria and other diseases)
require a focus on promoting health and wellbeing. Education programmes starting at the
basic level must be offered to address primary health and maternal health education needs.
Providing this education in ways which allow equitable access by girls and women
contributes to MDG 3 (promote gender equity and empower women) and MDG2
(universalising primary education). This means that ESD stresses action targeted at MDG
issues. UNESCO (2009) the relationship between “Education for Sustainable Development
and the Millennium Development Goals Policy”:
ESD emphasises action that is targeted towards the solutions of problems (i.e. the MDG issues). ESD develops action competence to address MDG issues, by developing knowledge of the issues, and decision making capacity for actions that are targeted towards solutions. Such actions can be direct, and provide direct solutions (e.g. a change in practice such as increased use of mosquito nets) or they can be indirect (e.g. influencing policy makers to provide funds for a mosquito net project). They can also be individual or collective (see http://unesdoc.unesco.org/images/0017/001791/179120e.pdf).
The Director General of UNESCO, Koichiro Matsuura at the World Summit on Sustainable
Development (2002), stressed: “Education- in all its forms and at all level- is not only an end
in itself but also the one of the most powerful instruments we have for bringing about the
changes required to achieve sustainable development”. As explained by UNESCO, this is
possible because ESD develops action competence and values to address MDG issues. People
develop, for example, action competencies which develops decision making capacity for
sustainable development. Developing action competencies entails acquiring and developing
the following (see UNESCO, 2009): • Broad and coherent knowledge of the nature and scope of the problems (e.g. health and sanitation
issues), how they arose, who and what is affected by the problems and knowledge of what can be done;
• Commitment and values that motivate them to participate in contributing to changes in society;
• An interest in the future, and capacity to predict what change might be possible in a given context;
• Social, critical and creative thinking skills, why things are as they are and what needs to be done;
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• Experience of real-life situations gained through participating individually or collectively in facilitating changes.
However, it is important stress that sustainable development and sustainability are not
achieved by individuals working alone, by individual groups or organizations working alone,
by individual communities working alone, by individual societies working alone, and by
individual countries working alone, or by regional blocs of countries working alone. This
means that individual sustainability is not possible without other people, family or household
sustainability not possible without community, community sustainability not possible without
other communities and society, and individual country sustainability not possible without
other countries. Indeed, local individual efforts are important but impact on the overall aim of
sustainable development and sustainability requires collaboration, involvement, and
partnering others locally, nationally, regionally, internationally, and globally.
It is important to note too that sustainable development and sustainability does not start from
the top to the bottom. The top can provide a policy framework but cannot provide
sustainability. Global efforts, regional efforts, and country level efforts are not effective until
locally individuals, households, community groups, and communities engage in local actions
for sustainable development and sustainability. At the July 2008 Environmental Education
Association of Southern Africa’s annual conference conducted under the theme: “Actions
towards sustainability”, we learned about rich and diverse actions towards ESD and
sustainability. Government and NGO health promotion programmes, agriculture and food
security programmes, eco-tourism and conservation programmes, national parks and museum
programmes, and water and energy sector initiatives.
4. The Decade on ESD in Africa and in the SADC region
The intention of the presentation is to stress the importance of national policy frameworks
and strategies on mainstreaming ESD into education and development strategies in all sectors
of each country, Zambia included. In the first instance, it is important to acknowledge the
launch of the DESD Strategy of ESD for sub-Sahara Africa in the Africa region in Libreville,
Gabon, 27-31 March 2006 (see http://www.education.nairobi-
unesco.org/index.php?option=com_view&id=32). The strategy spells out the link between
the objectives of the DESD with those of the New Partnership for Africa’s Development
(NEPAD). The Africa Union’s 2nd Decade of Education in Africa and the DESD has been
described as mutually reinforcing (UNESCO, 2007). In the SADC, the REEP programme was
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mandated to conduct a consultative process to mobilize support for DESD. The consultation
process in 14 SADC countries led to four reports published in 2006 (see http://www.sadc-
reep.org.za). Other major initiatives in Africa include the following:
• Launch and expansion of the partnership for Mainstreaming Environment and Sustainability into
Higher Education in Africa (MESA).
• Launch of the Eastern Africa ESD Network to collaborate with National ESD Steering Committees of Burundi, Eritrea, Kenya, Rwanda, Somalia, and Uganda).
• UNESCO Harare and Windhoek Cluster Southern Africa ESD sub-Regional Meeting, Windhoek, 2006.
• SADC REEP Seed Funded ESD and Quality and Relevance of Education Research Network (initiated
2007, grown to 10 higher education institutions).
• UNESCO Harare Cluster 2005 ‘Guidelines for integration of ESD perspectives into national educational policies’ (5 cluster countries, Botswana, Mozambique, Malawi, Zambia, Zimbabwe).
• Development of National ESD Implementation Strategies and Action Plans (e.g., Kenya, South Africa,
Lesotho, Namibia, Swaziland).
• Development and establishment of Regional Centers of Expertise (e.g., Nairobi, Makana, Malawi, Mozambique, and Swaziland).
These regional initiatives are being highlighted to illustrate the initiatives being undertaken at
the regional and at the country level. These require country representation and participation,
but this is not consistently the case. In 2008, a UNESCO-led Global Monitoring and
Evaluation survey on progress in the first half of the DESD was conducted. The entry point
for the survey was the National Commission for UNESCO. The draft Progress Report is due
for launching at the World Conference on ESD, 31 March-2 April, 2009, Bonn, Germany.
This survey did not capture inputs from many countries, among them Zambia. In many such
cases, the non-participation and hence exclusion from the progress reporting was due to the
absence of National ESD Implementation Strategies and Action Plans for the DESD or the
absence of National ESD Focal Points or Steering Committees. In some countries, clear-cut
policies on mainstreaming ESD were not in place. Where does this place us in Zambia?
We are cognizant that Zambia’s policies in education are consistent with global declarations.
She tries to take up and integrate international concepts such as Education for All (EFA. For
example, it has customized and domesticated the EFA declarations by adopting two major
policy documents: Focus on Learning (2002) and Educating Our Future (1996)
(see http://www.moe.gov.zm/index.php?option=com_content&task=blogsection&id=22&Ite
mid=147 ). These two documents of the Ministry of Education, make schools centers of
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learning and thus focus on formal education. ESD goes beyond formal education and requires
learning in all spheres of learning. By focusing on the “totality of a human being” Educating
our Future attempts to be more encompassing. By adopting international concepts and
perspectives on EFA and the MDGs, Zambia pursues goals of sustainable development and
endeavors to reform its education policies accordingly. However, a need exists for the country
to come up with more articulate policies on mainstreaming ESD practices and values into
education and development initiatives. Such policies must re-define educational quality and
relevance in contributing towards sustainability and sustainable development.
5. University-community partnerships and Community Learning Centers
It is important to acknowledge the participation of the major Universities in Zambia in the
MESA programme and in the SADC Higher Education Research Network. Important too is
the participation of the two Universities in this workshop which represents local and
international collaboration and partnership for ESD initiatives. Connecting universities to
communities that they serve is very important given what was alluded to concerning the
nature of ESD. It provides an opportunity for them to shake off their ivory tower imagery and
to simultaneously engage the communities in their education and development. This requires
a stronger partnership between higher education and communities. Knowledge is developed
in the context of its use in community development activities. Students need to apply what
they are learning to community problems.
In this case a Community Learning Centre is “a local place of learning outside of the formal
education system, actively participated and managed by the community people” (to quote the
concept paper for the workshop). In the case of sustainability and quality of life, CLCs can be
effective places for youths and adult members of the community to acquire knowledge,
values and various skills needed for changing their lifestyles towards sustainability. At CLCs,
people take advantage of the active learning approaches which can transform the lives of
participants. With more participation, participants learn life changing knowledge, values and
skills. CLCs provide an opportunity for transformative learning a concept owing for its
development to work of Mezirow and associates (1990). In this kind of learning, the very
structure of our thinking, feeling, and actions must change so that we embrace a vision of an
alternative approaches to living in which we take responsibility and action towards enhancing
our food security, our health status, and our dietary needs and nutrition.
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6. Conclusion
To conclude, let me give a perspective on transformation such as sought in ESD. J.
Krishnamurti, a philosopher speaks of transformation of the world in the following terms: To transform the world we must begin with ourselves: and what is important in the beginning with ourselves is the intention … this is our responsibility, yours and mine; because however small may be the world we live in, if we can bring about a radically different point of view in our daily existence then perhaps we shall affect the world at large - J. Krishnamurti, Philosopher2.
Cooperation and partnership of stakeholders through CLCs provide quite a useful model
for confronting some of our sustainability challenges. UNESCO Bangkok views CLCs as
empowering “all people within a community, aims to improve their quality of life, and the
resulting community development promotes social transformation” (see
http://www.unescobkk.org/?id=244). What we need are clear national policy frameworks
and enabling socio-political environment and structures. As for higher education
institutions, the opportunity is now to transform our education, training, and research
towards ESD and service learning.
7. References
Lotz-Sistika, H., et al. (2006). History and context of ESD in southern Africa: supporting participation in the UN Decade Education for Sustainable Development. Howick: SADC REEP.
Mezirow, J. & Associates (1990) Fostering Critical Reflection in Adulthood San Francisco:
Jossey-Bass). UNESCO (2007). The UN Decade of Education for Sustainable Development 2005-20014:
The first two years. Paris: UNESCO.
2Obtained at the UNESCO Bangkok website http://www.unescobkk.org/index.php?id=4303.
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Lessons for Mainstreaming ESD into Education Strategies in Zambia: Reflections from countr ex eriences in the SADCy p
Prof. Overson ShumbaSchool of Mathematics and Natural Sciences,
Copperbelt University, Kitwe, Zambia
Key note paper at a workshop on the theme “ESD through community learning centers for Food, Nutrition and Health”, 5-6
February 2009, Lusaka, Zambia
Purpose of the presentation at Mid-DESD 2005-2014
Articulate the nature of the developmental challenges and context of countries in southern Africa and the potential of ESD as a newof countries in southern Africa and the potential of ESD as a new vision and strategic framework for education;
Clarify some perceptions of ESD and highlight its pervasiveness for all sectors development and for all levels of education;
Raise awareness of what is happening in the region and internationally and stress the importance of participation and involvement in the DESD; andinvolvement in the DESD; and
Emphasise the importance of the university-community partnership for learning and social transformation.
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Importance of action towards sustainability in southern Africa
Sustainable development issues in southern Africa (SADC Consultation Process 2005-2006):Process 2005-2006):
• Environmental issues and risks: global warming and climate change, increased environmental degradation, land degradation, drought, deforestation, air and water pollution, loss of natural and cultural heritage, and others.
• Social issues, risks and challenges: HIV-AIDS, malaria, tuberculosis, malnutrition and health of children, gender inequality, sexual abuse of children and women, population growth and settlement patterns, and others.
• Economic challen es: overt and decrease in standards of livin , oor food g p y g psecurity, high levels of unemployment, consumerist lifestyle and culture of urbanite rich and youth, skewed distribution of land and wealth, and others.
• Political challenges: corruption, poor governance, lack of security, low respect for the rule of law, and others.
Importance of Education and Learning for Sustainability
Many of these risks and challenges require response through educational initiativesinitiatives.
SADC REEP report (Lotz-Sistika, et al., 2006; p. 41):
• ESD has a contribution to make to ensuring quality education at a local level and to addressing health and nutrition needs in schools and classrooms, and to assisting with ensuring that educational programmes are relevant and meaningful at community level, particularly in sub-Saharan Africa where most people are directly dependent on the environment for their livelihoods and food security.
Koichiro Matsuur World Summit on Sustainable Development (2002)Koichiro Matsuura at the World Summit on Sustainable Development (2002), stressed:• “Education- in all its forms and at all level- is not only an end in itself but also the one of
the most powerful instruments we have for bringing about the changes required to achieve sustainable development”.
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ESD and its pervasiveness in all sectors
Linking “Education” ordinarily to institutions such as schools, colleges, and universities but important to have a broader view of Education to encompass:universities but important to have a broader view of Education to encompass:
• learning in activities that represent all aspects of our individual and collective lives; this occurs all aspects and spheres of our lives individually, in the family, and in the community. This can occur informally, formally, or non-formally.
ESD is education that leads to sustainable development in mining, in agriculture, in tourism, in transport and communication, in manufacturing, in construction of infrastructure, and all sectors in a particular setting.
ESD requires that we learn and apply our learning as we engage in all educational, cultural, social, and production activities of this sector. It provides for new meaning and relevance of education.
ESD and action towards sustainability
ESD contributes towards the Millennium Development Goals and in turn the MDGs provide direction and a context for ESD policie ogr s. builds knowledge of Mdirection and a context for ESD policies and programmes. ESD builds knowledge of MDG issues and UNESCO notes “that none of the international development goals can be achieved without education”.
ESD develops action competencies (see UNESCO, 2009):• Broad and coherent knowledge of the nature and scope of the problems (e.g. health and
sanitation issues), how they arose, who and what is affected by the problems and knowledge of what can be done;
• Commitment and values that motivate them to participate in contributing to changes in society;
• An interest in the future, and capacity to predict what change might be possible in a given context;
• Social, critical and creative thinking skills, why things are as they are and what needs to be done;
• Experience of real-life situations gained through participating individually or collectively in facilitating changes.
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Decade on ESD in Africa and in the SADC region
At Africa regional level
• DESD Strategy of ESD for sub-Sahara Africa in the Africa region in Libreville, Gabon, 27-31 March 2006 and linkages to NEPAD and the AU 2nd Decade on Education.
At the SADC and country level
• SADC consultative process to mobilize support for DESD 2005-2006, 14 SADC countries.• Launch and expansion of the partnership for Mainstreaming Environment and Sustainability into Higher
Education in Africa (MESA). • Launch of the Eastern Africa ESD Network to collaborate with National ESD Steering Committees of Burundi,
Eritrea, Kenya, Rwanda, Somalia, and Uganda).• UNESCO Harare and Windhoek Cluster Southern Africa ESD sub-Regional Meeting, Windhoek, 2006.• SADC REEP Seed Funded ESD and Quality and Relevance of Education Research Network (initiated 2007,
grown to 10 higher education institutions).• UNESCO Harare Cluster 2005 ‘Guidelines for inte ration of ESD ers ectives into national educational g p p
policies’ (5 cluster countries, Botswana, Mozambique, Malawi, Zambia, Zimbabwe). • Development of National ESD Implementation Strategies and Action Plans (e.g., Kenya, South Africa,
Lesotho, Namibia, Swaziland).• Development and establishment of Regional Centers of Expertise (e g., Nairobi, Makana, Malawi,
Mozambique, and Swaziland).
International levelUNESCO-led Global Monitoring and Evaluation survey (200) and Mid-Decade Progress review at World Conference on ESD, 31 March-2 April, 2009, Bonn, Germany.
University-community partnerships and CLCs
Cooperation and partnership of stakeholders through CLCs provide quite a useful model for confronting some of our sustainability challenges
• Relevance and quality• Meaningful and contextualized Learning• Transfer of learning• Social learning• Personal and social empowerment
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Conclusion
We need commitment to our partnerships and to community-based learninglearning.
J. Krishnamurti, a philosopher speaks of transformation of the world in the following terms (http://www.unescobkk.org/index.php?id=4303):
• To transform the world we must begin with ourselves: and what is important in the beginning with ourselves is the intention … this is our responsibility, yours and mine; because however small may be the world we live in, if we can bring abo t a radicall different point of ie in o r dail e istence thencan bring about a radically different point of view in our daily existence then perhaps we shall affect the world at large - J. Krishnamurti, Philosopher.
We need clear national policy frameworks and enabling socio-political environment and structures.
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SUSTAINABLE DEVELOPMENT AND FOOD SAFETY AND SECURITY IN
ZAMBIA
HANG’OMBE BERNARD MUDENDA (PhD)UNIVERSITY OF ZAMBIADEPARTMENT OF PARACLINICALSSCHOOL OF VET MEDICINE
OBJECTIVES• By the end of this session you would have:
– Understood the Importance of food safety andsecurity to sustainable development.
– Received background information on the statusof food safety in Zambia especially fromproduction/farm to the table.
– Learnt about initiatives aimed at improving foodsafety
INTRODUCTION
• Sustainable Development – maintaining a delicatebalance between the human need to improvelifestyles and feeling of well-being on one hand, andpreserving natural resources and ecosystems, onwhich we and future generations dependwhich we and future generations depend.
• This is a personalized development of theindividual’s well being. The process of acquiring andlearning life skills.
• Food Safety - an integral part of food securitydefined as rotectin the food supply from microbial,
INTRODUCTION - cont
g pp ychemical and physical hazards. Maintaining thefoods nourishing and attractive nature.
INTRODUCTION - cont
• Food security is defined as physical and economicaccess to sufficient, safe and nutritious food to meetdietary needs.
• Although Africa is food insecure it is essential toAlthough Africa is food insecure, it is essential toensure safety of the little available food frombacteria, parasites, viruses, chemicals and microbialtoxins for maximum benefit.
• Zambia is not an exception
This form of development is a stable relationshipbetween human activities and the natural world, whichdoes not diminish the prospects for future generationsto enjoy a quality of life at least as good as our own.
WHY TALK ABOUT SUSTAINABLE DEVELOPMENT IN FOOD SAFETY AND SECURITY??
Food is central to prosperity, health and social well-being of individuals and societies.
Food is a source of nutrients and vehicle for diseasestransmission especially animal proteins.
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FOOD AS A SOURCE OF DISEASE VEHICLE
EnvironmentEnvironmentDirect contactDirect contact
TB CONTACT
ZOONOTICZOONOTIC TUBERCULOSISTUBERCULOSIS TRANSMISSIONTRANSMISSION ININTHETHE KAFUEKAFUE BASINBASIN ININ ZAMBIAZAMBIA
HOUSEHOLD FOOD SECURITY
Access by all members of the family at all times toenough food for an active, healthy life.
Food security includes at a minimum:
(1) th d il bilit f d(1) the ready availability of nutritionally adequate andsafe foods.
(2) an assured ability to acquire acceptable foods insocially acceptable ways (that is, without resortingto emergency food supplies, scavenging, stealing,or other coping strategies).
MAINTENANCE OF FOOD SAFETY
•Initial safety of raw animal products before entry intothe food industry, shops, hotels, restaurants,canteens and home kitchens.
•Hygiene and care of those handling food duringd iproduction and service.
•Storage conditions.
•General design and cleanliness of kitchens andequipment.
In Zambia there is a vast amount of traditional foods,which people think is associated with poverty This
FOOD INSECURITY IN ZAMBIA
which people think is associated with poverty. Thishas resulted into food insecurity.
OUR TYPICAL ZAMBIAN DISH
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Inswa (termites)
Caterpillars
Food insecurity ranges from:
•Food secure situations, Plenty of food which is notsecured as a result of waste, lack of proper storage,diseased food and high prices.
FOOD INSECURITY
“Food is not a commodity like others. We should go back to a policy ofmaximum food self-sufficiency. It is crazy for us to think we can developcountries around the world without increasing their ability to feed themselves.Former US President Bill Clinton, Speech at United Nations World Food Day, October16, 2008”
•To full-scale famine and hunger, where there is nothingto eat as a result of war, drought, land degradation andlack of inputs.
•Boosting Agriculture science and technology.Current agricultural yields are insufficient to feed thegrowing populations. Eventually, the risingagricultural productivity drives economic growth.
HOW TO FIGHT FOOD INSECURITY
•Enhancing human capital through education andimproved health.
SUSTAINABLE DEVELOPMENTFOOD FOOD
EDUCATION?? EDUCATION??
DEVELOPMENTFOOD SAFETY
(PROTECT THE FOOD)
SECURITY
DAILY ACCESS TO THE FOOD
Current Situation analysis• Data on incidence / prevalence of foodborne diseases
in Zambia is scanty – Known health and economic consequences.
• Increased prevalence of Zoonoses. (Bacteria, fungal poisons and Parasitic)poisons and Parasitic).
• Contamination of ground water and Recontaminationof clean water through transport and storage.
• Economic consequences: Food destruction, export bans, health care, loss of income due to absenteeism.
Challenges
• Inadequate commitment and capacity for foodsafety.
• Unsafe water and poor environmental hygiene.• Weak foodborne disease surveillance.• Inability of small to medium scale producers toy p
produce safe food.• Outdated food regulation and weak law
enforcement.• Inadequate cooperation among stakeholders.• The wild game meat industry is too vast to
regulate.
2020
Aims of Food Safety Strategy in Zambia
• To contribute to the reduction in the morbidityand mortality due to contaminated food.
• Provide a platform for advocacy to food safety.
• Strengthen food control systems includingfoodborne disease surveillance and foodmonitoring for prevention, detection and controlof food safety emergencies.
• Facilitate the development of intersectoralcollaboration and partnerships for food safety.
Guiding principles of Food safety strategy
• Two main guiding principles:
– Holistic and comprehensive application of thefarm-to-fork paradigmfarm-to-fork paradigm.
– Individual responsibility, participation of women incommunities, consumers and civil society.
SHARED RESPONSIBILITY
SAFE FOOD FOR ALL
Consumer Safe Food Appropriate
AdviceTo Industry
Trade
SelectiveDiscriminating
consumer
ProcessedFood Quality Assurance
Food Legislation
Enforcement
EducatedInformed
Public
Good PracticProducers
Distributors
WHO/FAO LEADERSHIP FOR INTERNATIONAL CONSENSUS ON FOOD SAFETY, POLICIES, ACTIONS
NATIONAL COMMITMENT TO FOOD SAFETY
Government Consumer Industry/Trade
Provision of Health
Services
Active Consumer
GroupsLabelling, Education
Information GatheringResearch
Community Participation
Trained Managers andFood Handlers
Education PracticesAt Home
Processes Technology
Looking at the whole chain• Prevention efforts have to integrate the full food
production chain: from Farm to Fork, or from Boat toThroat.
• The critical point for efficient prevention might be atthe farm for some problems or at the retail level forthe farm for some problems or at the retail level forothers.
• Most present food safety systems are not builtaccording to this important principle. Suchincoherence of the systems has led to inconsistencyand inefficiency of food safety systems
Conclusion• Humanity must take no more from nature than
nature can replenish. This in turn meansadopting lifestyles and development paths thatrespect and work within nature's limits.
• All efforts must be made to address the foodsafety challenges and mitigate the harmfuleffects of unsafe food
• This is a shared responsibility for all stakeholders
Will you buy your food from Here?
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From Here? From Here?
OR FROM HERE?
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Kominkan/CLCs as the focal points of the community to promote Education for Sustainable Development (ESD)
Hideki Yamamoto MD, MPH, PhD.
Associate Professor, Department of International Health, UNESCO chair program for Research and Education for Sustainable Development, Graduate School of
Environmental Science, Okayama University 3-1-1, Tsushima-naka, Okayama, Japan, 700-8530
TEL/FAX +81-86-251-8925 e-mail: [email protected]
Abstract Based in the experiences of the promotion of ESD in the Okayama city, one of the RCE (regional Centers of Expertise) on ESDs, Kominkan and Community Learning Centers (CLCs) was recommended as the suitable platforms to promote ESD at the community. This concept was approved at the Kominkan/CLCs summit in 2007 that was hosted by UNESCO chair program at Okayama University and approved by the delegates as Okayama Declaration. To achieve the promotion of ESD, Kominkan/CLCs will be fully utilized for the local ESD program.
1. Declaration of Education for Sustainable Development
The Education of Sustainable Development was declared at the WSSD (World Summit for Sustainable Development), Johannesburg, South Africa in 2002. Japanese government, proposed the decade of ESD at UN assembly in 2005 to strengthen the promotion of ESD. It was adopted unanimously. United Nations launched the decade of ESD (DESD) in 2005 to reinforce the ESD promotion.
The Education for Sustainable Development (ESD) Program works on research and capacity development to integrate Education for Sustainable Development (ESD) components into curricula at all levels of education and in all sectors of the society by the end of the Decade of Education for Sustainable Development (DESD), which runs from 2005 to 2014. The goal of the Program is to create of the global learning space for ESD by the end of the Decade.
UNESCO has been as a leading agency of UN and other international organizations on the ESD.
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2. Regional Centers of Expertise (RCEs) To promote ESD, to organize the program on sustainable development in the
community is crucial as well as national levels. United Nations University (UNU) initiated the program of RCEs and nominated the areas as the model of regional centers to promote ESD in 2005. Okayama city was acknowledged as initial 7 RCEs (Regional Centers of Expertise) on ESD.
An RCE is a network of existing formal, non-formal and informal education organizations, mobilized to deliver education for sustainable development (ESD) to local and regional communities. A network of RCEs, currently 47 RCEs in the world, will constitute the Global Learning Space for Sustainable Development. RCEs need to achieve the goals of the UN Decade of Education for Sustainable Development (DESD, 2005-2014), by translating its global objectives into the context of the local communities in which they operate. 3. RCE Okayama and roles of Kominkan
Okayama municipal government initiated the pilot ESD programs in the selected areas of Okayama. RCE Okayama needed to spread the project area and cover all the area of Okayama city. Okayama municipal government organized the strategic plan to start ESD program at every Kominkan (non-formal education). The population of Okayama city is about 700,000 and the area is divided into 37 areas based on the catchment area of junior high schools. One Kominkan is located in this catchment area and its size is suitable for the community based organizations so that various kinds of people can participate in the ESD program.
4. Role of institutions of higher education and UNESCO chair program of Okayama
University Okayama University has been collaborating with Okayama RCEs to promote
ESD. In April 2007, Okayama University was accredited with UNESCO chair program on ESD, and hosted the Kominkan/CLCs summit in collaboration with COINN (Conference of Okayama International NGO Network), UNESCO Bangkok office and ACCU (Asia/Pacific Cultural Center of UNESCO) in October 2007. The participants from 9 countries discussed the role of Kominkan/CLCs on ESD. All the delegates agreed to make use of Kominkan/CLCs as the focal points of community development and ESD. “Okayama Declaration” on the role of Kominkan/CLCs was adopted on November 1, 2007.
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5. Collaboration of Civil society Under the declaration, the Kominkan/CLCs should be encouraged to utilize the
place where community people participate and develop social networking to advance ESD at the local community level. All the stakeholders, including government and other sectors are recommended to support the Kominkan/CLCs to promote ESD.
6. ESD and Food as a prioritized topic
In Okayama declaration, Kominakn/CLC was proposed where we promote ESD. We need to answer the remaining questions what we learn on ESD. The international symposium of food, community and Education for Sustainable Development was organized in September 2008 at Tokyo and Okayama, Japan to upgrade the capacity of Kominkan/CLCs on the specific topic of ESD.
Since the food is the most essential item to us, we can start learning on food as the sustainability of our society. The intensive discussion and was done at United Nations University after the keynote address of Dr. Sheldon Shaeffer, former director of UNESCO Regional bureau for education in Asia-Pasific). (See the attached article). Participants were exposed to the ESD activities on food and its related activities at 4 Kominkans (Fujita, Takashima, Makibi and Hayashima) at Okayama. A participant from Zambia, Mr.Somi, attended as the representative of African countries.
All the participants of the symposium that are from 15 counties agreed to choose the food as the initial and prioritized topic for ESD.
7. Challenge and Future task at Kominkan/CLCs
We need to think about the goals of the Okayama declaration will be embodied. And the role of Kominkan/CLCs for ESD will be spread to the other region outside Asia-Pacific region.
In January of 2009, Bangladesh was chosen as the first country to organize the regional workshops to promote ESD at CLCs. The experience of Bangladesh model on CLCs for ESD will be shared and applied to other countries.
Beyond the experiences of Asia, Africa is the target region to promote ESD through CLCs. Chawama, as a model community of Zambia, is selected as pilot project area of ESD promotion. Food, nutrition and health are the topic of ESD that were chosen as the community’s agenda. Through this workshop, the initiatives of the community will be developed as the leading model of African ESD.
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References 1) Agenda 21, United Nations Economic and Social Council, 1992 2) RCEs Bulletins, United Nations University, 2007-2008 3) United Nations Decade of Education for Sustainable Development, United Nations
2005 4) EDUCATION FOR SUSTAINABLE DEVELOPMENT INFORMATION BRIEF UNESCO, 2004 5) Okayama Declaration, Okayama University, COINN, ACCU and UNESCO
Bangkok, November 1, 2007
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Workshop on ESD through CLCs Lusaka Feb 5-6, 2009
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Kominkan/CLCs as the model to promote Education for Sustainable
Development (ESD)Workshop on ESD through CLCs
Dhaka, Jan 11-12, 2009
Hideki Yamamoto MD, MPH, PhD.
Associate Professor, Department of International Health,
UNESCO chair program for Research and Education for Sustainable Development,
Graduate School of Environmental Science, Okayama University
JAPAN
Outline of the presentation
Kominkan/CLC
ESD
RCE
Higher EducationHigher Education
Kominkan summit 2007
International ESD symposium for food in 2008
Challenges
Kominkan (CLC in Japan)
Kou(Public）-Min（Citizen）-Kan(Hall）
Started in 1949, Act of social education
– After the World War II
– To promote adult education– To promote adult education
– To prevent war, and create peaceful society
– Mission of Kominkan is similar to UNESCO
18,000 Kominkan in Japan
Kominkan and Educational System in Japanese Community
Municipal government
– City, town and village
Formal education
– Primary school (6-12Yr)
– Junior high school(13-15yr)
Non formal education /Life long learning
– Kominkan(municipal)
– Life long learning center
(prefectural)
– Library
– Museum
Education for Sustainable Development
The Education of Sustainable Development was declared at the WSSD (World Summit for Sustainable Development), Johannesburg, South Africa in 2002.
Promotion and Improvement of Basic Education
Re-orienting Existing Education at all Levels to Address Sustainable Development
Core of ESD
Beyond “Environmental education”
Educational process (3 pillars)
– Economic growth
– Social development
– Environmental protectionp
Everyone has the opportunity and benefit;
– Quality education
– Learn, the value, behavior and lifestyle for Sustainable future Development
Need to change attitude for sustainable development
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Curriculum development and DESD
Research and capacity development
to integrate Education for Sustainable Development (ESD) components into curricula
– at all levels of education and
– in all sectors of the society by the end of the Decade of Education for Sustainable Development (DESD),2005 -2014.
Regional Centers of Expertise (RCEs)
To promote ESD, to organize the program on sustainable development in the community is crucial
United Nations University (UNU) initiated the program of RCEs
– the model of regional centers to promote ESD in 2005. Okayama city was acknowledged as initial 7 RCEs (Regional Centers of Expertise) on ESD
–
Function of RCEs
An RCE is a network of existing formal, non-formal and informal education organizations,
mobilized to deliver education for sustainable development (ESD) to local and regional communities. A network of RCEs, currently 47 RCEs in the world, will constitute the Global Learning Space for Sustainable Development.
RCEs need to achieve the goals of the UN Decade of Education for Sustainable Development (DESD, 2005-2014)
Translating its global objectives into the context of the local communities in which they operate.
RCE Okayama
Okayama city
– Population: 700,000
– Area is divided into 37juniorhigh school area37juniorhigh school area
– One Kominkan is in oneJunior high school area
– community people can participate in the ESD program.
Linkage of FE and NFE for ESD
Kominkan/CLCs
ESD promotion at Kominkan
Initiated the pilot ESD programs in the selected areas of Okayama.
Needed to cover all the area of Okayama ci yOkayama city
Organized the strategic plan to start ESD program at every Kominkan (non-formal education).
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Roles of Okayama University for ESD
Higher Educational institution
–Curriculum revision for ESD
–Expertise for the local community
UNESCO chair program since 2007
–Research and Education for Sustainable Development
Kominkan summit 2007
Kominkan Summit in Okayama
Community Development and Promotion of Education for Sustainable Development
27 October – 3 November 2007
Co-organized by UNESCO Chair at Okayama University, UNESCO Bangko and the Conference of OkayamaUNESCO Bangkok and the Conference of Okayama International NGO Network (COINN) , UNESCO Bangkok office, ACCU
Agenda of the Kominkan Summit
Reevaluation of the role of Kominkan in Japan
ESD promotion initiatives in Okayama as a model for other regions and abroad
Exchange experiences andExchange experiences and ideas on the community development at Kominkans/CLCs
Possibility of Kominkans to utilize as regional centers for ESD and international contribution
Okayama Declaration on the Roles of Kominkan/CLC in Community Development and Promotion of
Education for Sustainable Development (ESD)
November 1, 2007
Participants of Kominkan summit
in Okayama
Sharing the experience of ESD at CLCs
Based on shared experiences with each other and observed ESD activities centered around Kominkan, we agreed that the roles and functions of Kominkan in Japan and CLC in many Asia/Pacific countries are similar though the activities in some cases may look different reflecting the variety of social, economic, historical and geographical circumstances.
Role of CLCs in the community
Kominkan/CLC can play the role of community based institution, with active participation and ownership by the community, creating lifelong learning opportunities for all people meeting their present and future diverse needs. Kominkan/CLC can function as information and learning centre and facilitate group activities for community development, for better behavioural changes towards a sustainable future. Kominkan/CLC also has a role to establish linkages among community people, among Kominkan/CLC and with other stakeholders.
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Role of stakeholders on ESD
Stakeholders concerned with sustainable development can make ESD living philosophy to support and promote the emerging roles of Kominkan/CLC. Government can develop policies and mobilize resources while NGOs/civil society can work as catalysts at the community.
Academic institutions like schools and universities can provide technical assistance through research and/or participation in Kominkan/CLC activities. Private sectors also have important role in this regard. Promoting ownership and capacity building of Kominkan/CLC and also all the stakeholders are crucial.
Linkage and Network of CLCs
Linkages and networking among the stakeholders should be promoted at all levels. CLC associations and sister CLC movement can be established at international, national, provincial and district levels. Such networking can promote world peace and sustainable community development through collaboration and sharing common themes.
Commitment for the future development
We confirm our commitment in the furtherance of ESD in our respective positions. Also we commit ourselves to spread the learning and haredto spread the learning and shared vision formulated here in Okayama, first in Asia but in the long run to other parts of the world.
1st in Bangladesh
Scope of the declaration
We hope that this document would be used by all concerned in advocacy, policy dialogue and further discussions to take pla e in national andto take place in national and international settings.
ESD for Food and communityin 2008
Symposium at Tokyo and Okayama
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Kominkan session at Okayama International participants
Safe water for agriculture (rice) Irrigation canal (350years)
Shrine to keep water Learning on Local food (rice) and culture
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Produce rice cake from rice Produce Soya beans powder (protein rich)
Sake(Japanese wine) from local rice Ritual art from rice straw
Collaboration of local school at KominkanPresentation of the environmental education
in the communityCollaboration of NE and FE at Kominkan
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Suggestion from participants for Takashima Kominkan
• Develop plan to for the preservation of environment
• New generation should be encouraged for participating in Kominkan activities by organizi g targeted pr gram o t emorganizing targeted programs to them,
• Good food Cultural should be transformed in new generations to preserve them as well as to prevent health hazards,
• Kominkan should strengthen communication and coordination with other Kominkan.
Challenges and Future plan
Create model of ESD at Kominkan/CLCs
Model curriculum
Priority for food, nutrition, and health
Teaching aterialTeaching material
Audio visual teaching unit
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CHAWAMA YOUTH PROJECT
P. O. BOX 04, Chawama, Lusaka, Zambia. Mobile: +260955814245, E-mail: youth2004project @yahoo.co.uk
Prepared by: Somi JustinExecutive Director
E-mail: [email protected]
WHAT ARE CLCs?
1. First we may want to know the difference between Schools and CLCs.
• While the School administration under the guidance of the local education office decides which activities take place at the School, community people are responsible to determine the activities of the CLCs.
hil h i f i f h h• While the School receives most of its funds from the government, the CLCs receives only 10% of its total budget from this source. More than half of its funds are contributed by and mobilized from the community.
• While the School covers academic subjects designed in the national curriculum, the CLCs offers a variety of activities related to many aspects of life in the community.
WHAT HAVE WE LEARNT?
• The above shows the importance of involving community members in the design and management of CLCs auditions.
GROUP WORK
• Please share your experience:• Do you get community people involved in the CLCs planning
implementation? How do you get them involved in the CLCs activities?
• Give examples of involvement by community eo le can I now p y y p psummarize by saying CLCs are places for providing elderly learning opportunities to everyone in the community in order to:
• Empower them to become self reliant.• Improve their quality of life.• Develop their community.• CLCs are usually set up in the community and managed by community people. They source everyone in the community including adults, y y g ,youth and Children regardless of race, sex or religion.
•
WHAT ARE THE ROLES OF CLCs?
• The roles of CLCs may be as follows:
• The CLCs play an important role in identifying and addressing the needs, interest and resources of the community. It can cater to the needs of different interest groups through various kinds of activities for the empowerment of community people.
• To identify and address the needs of the community through various activities.activities.
• To mobilize the reasons in the community.
• To establish linkages, close cooperation and partners with other organizations and agencies. A CLC may be involved in a variety of community development activities depending upon local needs.
• To monitor and review progress in order to help in future planning.
• To document the strength and weakness of CLC activities.
• One more important role of a CLC is to strengthen its capacity for action by means of personal training and resources development.
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WERE ARE CLCS LOCATED
• List the location.
• Do you use already existing building? If so, which ones?
• If not here you construct new ones? How did your fund money and building materials? Who did the actual construction?
• In short we can say, we can set up CLC at different places in the i i b ildi il ibl llcommunity especially in already existing buildings easily accessible to all,
such as the health centre camp, mosque, primary School and other public places.
FUNCTIONS AND ACTIVITIES OF CLC
• CLC can function as a venue for:
• Education and training.
• Community information and resource services.
• Community development activities.
• Coordinating and networking.
HERE ARE SOME OF THE MAIN ACTIVITIES OF CLC IN DIFFERENTCOUNTRIES:
• Literacy and post literacy.• Libraries or reading corners.• Income generating activities.• Small scall and pre training.• Computer skills.• Health and hygiene.• Self development programsSelf development programs.• Social and cultural activities.• Sports and recreation.• Only Childhood come and development.• Special programs for women.• Savings and credit.• Raising awareness of HIV/AIDS.• Each CLC has different programs depending on the community needs and its social
economic religion and culture activities.
THANK YOU FOR YOUR ATTENTION
END OF MY PRESENTATION
ANY QUESTIONS
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PRESENTATION BY: SOCIAL WORKER CONWELL MWAKOI ON
COMMUNITY BASED ACTIVITIES
1. CHAWAMA YOUTH PROJECT Training Programmes:
1. Power Electrical and house wiring 2. Carpentry & Joinery 3. Auto Mechanics 4. Welding 5. Cutting Designing & Tailoring 6. Computer courses
Production/Services Offered:
1. Audio recording CYPRO RECORDS) 2. Secretarial services 3. Internet 4. Furniture production e.g. School furniture, Office furniture etc. 5. Motor Vehicle repairs 6. Business Proposal writing etc 7. Business Incubation Centre in Kanakantapa Chongwe as branch
2. COMMUNITY SCHOOLS
1. Community Schools Basic Education 2. Life skills COBET THANDIZANI, TOCS 3. Clothing OVC through Mikono (Japan) 4. Health Children 5. Promotion of a girl Child through education sports, to prevent unwanted
pregnancies, STIs, HIV/AIDS absenteeism and behavior change sports, football, Netball
6. Traditional games 7. IGA: 8. Gardening chicken learning block making 9. Literacy classes for both young and adults.
10.Home based care 11.Doormat making 12.Fabric painting 13.Tie & Dye 14.Making table clothes bed covers 15.Cooking
16.Drug abuse education 17.Counseling among young and the youth 18.Gender based violence against women girls 19.Growth monitoring weighing of under five children and nutrition 20.Teaching women in good nutrition 21.Health talk
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3. CHAWAMA YOUTH DEVELOPMENT ASSOCIATION [CYDA]
Psychosocial life skills training in small business entrepreneurship promotion amongst the youths
1. Recreation activities e.g. 2. Table tennis 3. Volleyball 4. Chase 5. Karate. 6. Cultural promotion 7. Linking international and local cultural. 8. Human right 9. Advocates for youths and Children. 10.Drug and substances abuse advocates revalidation efforts to Chawama Hills
Hospital, DEC ( drug Enforcement Commission) 11.HIV/AIDS prevention through youth counseling on HIV/AIDS STIs and efforts
arrangements to the nearest clinic youth friendly services. 4. TIYANJANE THEATRE ORGANISATION
1. Information dissemination through theatre for development e.g. HIV/AIDS, STI’s,
TB, ARVS, cholera, promotions and prevention. 2. Training in Zambian Traditional dances. 3. Training in theatre techniques 4. Training in stigma and discrimination. 5. Psychosocial support. 6. Cultural exchange. 7. Making of traditional music i.e. Gule wamukulu 8. Community mobilization. 9. Training in life skills pot flowers making air vent making, family life education. 10.Sports development, 11.Creative arts linked to UNZA. 12.Promotions. 13.Entertainment. 14.Tree planting or razing flowers. 15.Distribution soap clothes Books to OVCs
5. CHAWAMA NEIGHBOURHOOD HEALTHY COMMITTEE
1. Water and sanitation cloth liming 2. Mining of G.M.P paints 3. Information sharing 4. Capacity building 5. Community sensitization 6. Nutrition clinic 7. Community meetings 8. Community income generating ventures e.g. KOSHU toilet Laundry contact
training inspection, award to deserving members. 9. Counseling.
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NUTRITION AND HEALTH PROBLEMS IN THE COMMUNITY
By Evelyn Nkhata Tembo (Sister in charge Chawama)
and Mavis Kalumba (District Nutritionist)
Chawama Health Centre
One of the biggest Health Centre under the Lusaka District Health Office, it is located about 10km South of Lusaka town and is 3km off the Kafue Road. It serves a community of mixed social economic status but mostly of low income.
The Centre was opened in 1968 with only a few services being offered to out patients.
Extensions commenced in 1973 when Antenatal, Family Planning and children’s Clinic was introduced.
1980 – Proper Clinic building was constructed with aid from World Bank
1980- Labour ward services were introduced. This included Dental and Laboratory Unit.
1985 – Maternal and Child Health services building constructed by Irish Aid.
1995 – Youth friendly services and VCT (voluntary counselling and testing) introduced
1998 – Admission wards for paediatrics male and female was built by British Aid with a bed capacity of 30. Other accessories included mortuary, kitchen and laundry.
2005 – Physiotherapy unit opened.
2006 – Anti Retroviral Therapy unit constructed and opened to public.
2008 – T.B treatment centre currently under construction.
TOP DISEASES –2008 Demographic situation in Chawama
(HMIS 2009) 1. Malaria 2. Non Pneumonia
Total population -89,331 3. Pneumonia 4. Diarrhoea
Children under 5 years - 17,866 5. AIDS 6. Tuberculosis
Children 5-9 years 15,186 7. Skin infections 8. Intestinal worms
School going children-13,400Women childbearing age-19,653
9. ENT Infections 10. Anaemia
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PROBLEM AREAS 1. Water and Sanitation
- There are 21000 households in the area.30% of households have water taps while 70% do not. - 57% of households have pit latrines of which 30% have toilets which are in a bad state.
Therefore 50- 60 households use 1 pit latrine. - 80% of households store refuse in bags or containers, while 20% throw garbage
indiscriminately. - Poor drainage system
2. Reproductive Health - Inadequate space in labour ward - Increased number of deliveries - Decreased bed capacity - Inadequate delivery packs - Inadequate ambulance service
NUTRITION PROBLEMS IN THE COMMUNITY
-Malnutrition is the most common nutrition problem among the under five children in the community.
MALNUTRITION RATE (HMIS- 2008)
Under five - 2 %
Currently 52 children under treatment at the nutrition clinic
CAUSES OF NUTRITION PROBLEMS
-POVERTY : The coloration between malnutrition and inflation is well attributed. The nutrition problem in the community is complex and partly attributed to increased cost of living.
-Prevalence of diseases such as diarrhoea, malaria and the HIV/AIDS scourge.
-Inadequate use of safe water and sanitation.
-Lack of knowledge in the preparation and preservation of locally available foods.
-Death (increased number of orphans).
EFFECTS OF NUTRITION DEFICIENCES
-Emotional and physical stimulation (malnourished children have delayed mental and behavioural development which if not treated can become the most serious- long term result of malnutrition)
-Lack of concentration at school if there is no food at home.
-Increased child labour.
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CONCLUSION
-Currently severe cases of malnutrition have been raised with UTH (University Teaching Hospital) having the wards congested. This has led the ministry of health to plan in opening stabilizing centre at chawama where most cases are coming from.
-There is a community based therapeutic care and a feeding program for the underweight and vulnerable children.
-Other donors have shown interest to help the h/holds in Chawama community with food.
However, without maximising community participation in solving the highlighted problems, the efforts being made so far will not help in sustaining the desired outcomes for a better educated and healthier Chawama.
ZIKOMO
ALIGATO GOZAIMASU
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Community Based Organisations’ Actions for ESD at CLC Health
− Conduct focus groups in all 10 zones on food security and nutrition and promotion of health activities
− Sensitise our community on the importance of ESD so as to know how to use our local products (food)
− Mobilisation of key target groups/sensitisation on importance of CLCs
− Facilitate in the training of women in development groups in food security, e.g., food processing and preserving. Promotion of production of local foods and introduce non-formal education and skills training
WDC 1
− Sensitise people at grassroots level through meetings with ward zones so that food is prepared, stored or bought from healthy dealers, this will eliminate diseases. Eventually more monthly meetings on the same
NHC Chawama
− To educate on food and health through GMP point in the community
− To share issues during the zonal meetings, stakeholders’ meetings
− To encourage the community members create backyard gardens
− To continue with integrated activities, e.g., include ESD at zonal level
CYP
− Will contribute or provide infrastructure for conducting training on ESD through CLC
Tiyanjane Theatre
− Create social drama on ESD through theatre from the people to people
− By creating theatre through sports during soccer events
− Create ESD through traditional dance and create movies on ESD
− Tiyanjane Challenges: video camera, books on ESD, movement from one place to another
− We have to contribute through teaching cheap nutrition foods such as pumpkin leaves
− Mobilising of local foods in the community and conducting cooking demonstrations in all respective zones
− The community to be taught how to find the food and how to prepare, e.g., by doing
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demonstrations
− We will be contributing in skills trainings in OVCs and women and teaching them some cooking demonstrations using locally produced foods for nutrition and health
− We must be committed as an organisation for us to promote ESD in our community.
− We are going to educate the community on ESD by using drama, theatre for development
− Following the programmes of Tiyanjane Theatre we will educate our community on ESD. We have no problem because that’s our programme.
Chawama Clinic
− Relaying information on health and nutrition in the community
− Would contribute in helping to identify the critical path
− Provision of learning materials
− Implementation of food safety measures and inspection and offering technical support in cooking demonstrations
− Offering school health services, i.e., dental, deworming, HIG on hygiene screening
− I was pleased to listen to various good and precious lectures but I couldn’t understand why CLC is necessary exactly in Zambia
− Zambia also has community meeting g places like Kalikiliki which Japanese government supported. In Japan I did not grasp what parts Kominkan has
− I have to learn more about ESD at CLC
− Universities must be able to work closely with CBOs
− The CBOs must have a focal point to be able to connect the CBOs with the staff that can/are willing to assist the communities in whatever technical advice they need
− The CBOs should have a contact person who should know the contact person at universities
− The things that we need much as a community –to implement are equipments, food and a lot more to CLC in our community
− My organisation would lobby from the local authority for the provision of infrastructure and sensitise the community to get interested in ESD
− On food, nutrition and health- again my organisation would sensitise the community, e.g., market restaurants that need to keep their food in clean places and buy their food from safe sources
− My contribution that my organisation can do to our community learning centres is to
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organise training sessions for trainers first and then trainees so that by the time the community a large is being assisted, the stakeholders, the leadership will have known already what is at stake for them
Chawama Youth Sports Academy
− Our organisation (academy) can contribute through information sharing whenever we hold football tournaments.
− The academy has a “go-to-school” programme where we lobby from our partners. We feel we can use our partners to try and help to achieve ESD through CLCs
Chawama Police
− The Zambia Police Service will work closely with the concerned parties in ensuring that the community have safe food. The Police will work together with the Council Environmental Technologists. If food is being sold at market/street is found to be dangerous to human life, the Police will straight move in with the help of the health workers to ensure that food that is safe is sold at these policies.
− The Police would like to urge all members of the community to report such cases so that the situation is brought under control
ASD/WFP
− Track families with children with severe and moderate malnutrition working with the Health Centre and the CLC
− Will promote advocacy/educational activities on child care and sanitation
− Will implement the food voucher programme to food insecure households
− Will facilitate cooking demonstration to mothers and community at large
− Will contribute to the incentives for the Health Neighbourhood Committee
TOES Community School
− Teach cheaper nutrition kind of foods like nshima, chibwabwa with pounded groundnuts, soya helps given to the children as it contains all food nutrients from WFP which we have been receiving
− Do small gardening at the backyard for vegetables
− Eat beans instead of meat, chicken as a substitute; eat fruits like mangoes as vitamin foods abundant at this time of the year; make maheu drink from mealie meal
− Visit the Health Centre for good nutrition preparation especially for children
− Lobby for bags of mealie-meal, beans and feed the children
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Annex
Name of the pariticipants of workshop of ESD through CLC at Lusaka
NAMES OGANIZATION Title1 Sampa Bredgt Parliament of Zambia Member of Parliament
2 D. ShumbaCopperbelt University School of Health andNatural Sciences
Dean and Advisor or UNESCO
3 B.M. Hang'ombe University of Zambia, School of Veterinary meLecturer and visiting lecturer of OkayamaUniversity of UNESCO chair program
4 Jusin Somi Chawama Youth Program Executive Director5 Victor Chansa Chawama Youth Development Association CHAIRPERSON6 CONWEL MWAKOI Neibourhodd Health Committee MEMBER7 RODGERS MULENGA Chawama Youth Program SECRETARY GENERAL8 Kelvin Munengo TOCS Teacher9 D. MULILUTA Ward Development Committee-03 CHAIRPERSON
10 C. KAFULA CHAWAMA POLICE OFFICER IN CHARGE11 BONFACE CHILESHE W&CI CHAIRPERSON12 D.M MUSONDA EDUCATION HEAD TEACHER13 E.D. KANFWA Ward Development Committee.- 02 CHAIRPERSON14 MWADE ZULU ABWENZI WOMEN MEMBER15 EVELYN NKHATA TEMBO LDHMT. CHAWAMA Sisiter in Charge16 ALPHONSINA HAMALALA CHAWAMA CLINIC Environmental Health Technologist17 CHRISTINE T. KASINSA CHAWAMA CLINIC NURSE18 TIMOTTHY NVULA CHAWAMA CLINIC CLINICAL OFFICER19 AUGUSTINE PHIRI TIYANJANE THEATRE CHARPERSON20 JOHN L. BUKOOLE Ward Development Committee 4 CHARPERSON21 Cpt D.K MULENGA COUNCILLAR WARD 2 COUNCILLAR22 CYTHIA CHILUFYA COMT DEV DEP CDO23 PHALLES CHONGWE ABWENZI WOMEN MEMBER24 FRANCIS J. DAKA COUNCILLAR WARD 1 COUNCILLAR25 MONICA T. NJOBVU D.DO.-LCC CDO26 BRIGHTON CHONGO CHAWAMA YOUTH SPORT ACADEMY MANAGER27 PHIRI COSMAS CHAWAMA YOUTH SPORT ACADEMY COACH28 BRENDA HANAMPOTA [ASD] ALLIANCE FOR SUSTANTABLE DEVELOPMENT OFFICER29 TOMOMI NAKAMURA ASP/WFP(World Food Program) JOCV/JICA30 VAINESS BANDA A.A MP’S OFFICE SECRETARY31 PHALLES .C. PHIRI ABWENZI WOMEN MEMBER32 MASANOTI FUJII FAMILY HEALTH TRUST JOCV/JICA33 ANNE KAPAYA FAMILY HEALTH TRUST OFFICER34 RABECCA MWANZA TIYANJANE THEATRE MEMBER35 REDSON NYIRENDA TIYANJANE THEATRE MEMBER36 Hitomi Yamamoto Tokushima International Cooperation Organization Representative of Zambia37 Tsutomu Kobayashi Okayama University PhD candidate38 Hideki Yamamoto Okayama University Associate Professor
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Annex2:Closing ceremony of the Workshop
CertificateThis is to certify that,
Mr./Ms. _________________________
ti i t d th k hparticipated the workshop on “Education for Sustainable Development (ESD) through Community
Learning Centers (CLCs) for Food, Nutrition and Health”Lusaka
5-6 February, 2009
Okayama University , Alliance of Chawama CBOs
__________________Hideki Yamamoto
Associate Professor, Okayama University
UNESCO Chair program
__________________Mr. Justin Somi
Executive DirectorChawama Youth Program
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Edited by Hideki Yamamoto MD, MPH,PhD. Associate professor at Department of International Health, Graduate School of Environmental Sciences, Okayama University, UNESCO chair program on Research and Education for Sustainable development 3-1-1, Tsushima-naka, Okayama, 700-8530,Japan [email protected] International Cooperation Initiatives Program “Promotion of ESD on food, nutrition and health through CLCs” Copyright: MEXT, Japan 3-2-2, Kasumigaseki, Chiyoda-ku, Tokyo, 100-8959, Japan