CEIP 2 – Clean Environment Initiative Project 2, Soroti
Miljø Uganda

CEIP 1 er afsluttet med en meget god evaluering.

CISU har godkendt et tre-årigt forlængelsesprojekt, der vist nok er SuGs største CISU finansierede projekt.

Projektet gennemføres sammen med en ugandisk organisation med det mundrette navn YLEC, Youth Leading Environmental Change. Det er en organisation der er fået sin erfaring gennem samarbejdet med JEEP. Bl.a. omkring det afsluttede SuG projekt EAP, Environmental Awareness Project. Organisationen består primært af unge ugandere der har afsluttet deres studier i geografi og miljø på Markerere University i Kampala.

I den godkendte ansøgning kan man læse om formålet:

The proposed intervention aims to combat environmental degradation and promote sustainable development by fostering students’ environmental consciousness in Soroti district. The intervention takes inspiration from the Clean Environmental Initiative Project (CEIP) and will be implemented in 20 schools. It looks further into the long-term outcomes and presents strategies to address the challenges faced by students after they acquire the environmental skills relating to waste management, tree planting and sustainable energy solutions. The intervention is student centric and will ensure that different stakeholders within their environments join through action and encouragement to foster the skills acquired. For this, the intervention will ensure that advocacy is done to the school administrators, sub-county, municipality and district leaders as well as private business owners to ensure buy-in. As immediate contacts to the students, environmental club patrons will be prepared as trainers for the students. They are foreseen to become a strong link between the students, school administration and the communities. A connection between the students, the communities around schools and those from where the students come from will be established to promote support for the students’ environmental endeavours.

In the proposed intervention, students will be trained in 2 sets of skills. Environmental skills relating to waste management, nursery bed establishment and sustainable energy solution and support skills relating to team building, problem solving and entrepreneurship. The support skills are necessary for effective implementation and continued practice.

The project will address the following UN Sustainable Development goals: No poverty, through equipping 1000 students with skills from which they can earn income; good health, through promoting the use of energy saving stoves that reduce smoke effects; quality education, through training students in practical skills not included in the education curriculum; gender equality, through emphasising involvement of at least 50% female students in the training; affordable and clean energy, by training students in sustainable energy solutions; responsible consumption, through equipping students with skills in waste management and; climate action, through increasing awareness on climate change as well as training students in tree nursery bed establishment, strong institutions and partnerships.

The continued exposure to environmental messages has been identified by the project development team as a way to promote environmental consciousness among communities and students. It is therefore in the projects design that sensitisation through Information Education and Communication (IEC) material such as calendars, posters, printed t-shirts and others, radio and public speakers will be employed to promote neighbourhood support for the students’ environmental efforts.

Knowledge sharing and dialogues will be used to pass on information. Through cross visits, students will learn from other schools on the benefits and solutions to the challenges faced during implementation. Civil society and selected local leadership representatives will be hosted by the schools to engage in dialogue to prompt students’ conceptual understanding.

The project partners believe that focusing on students’ environmental consciousness within one district can have far reaching impacts both in the short term and long-term. Nevertheless, the partners believe future implementation of the project in other districts in the country would have an extensive benefit on the greater community.

Team building, problem solving and entrepreneurship