UNITED REPUBLIC OF TANZANIA VICE PRESIDENT’S OFFICE

National Environment Management Council

Institutional Strengthening of Education for Sustainable Consumption (ESC) Advancing ESC Policy and Implementation Strategies Mapping opportunities

Prepared by the National Environment Management Council (NEMC) Regent Estate Plot No. 29/30 Dar-Es-Salaam P.O. Box 63154 Tanzania

Final Draft as of 3rd April 2012 © United Nations Environment Programme

Table of Contents Acronyms ......................................................................................................................... 3 Introduction i. ii. iii. iv.

General Introduction and definitions................................................................................................... 5 Profile of Tanzania ............................................................................................................................... 6 Environmental Challenges facing Tanzania .......................................................................................... 8 Why Tanzania ....................................................................................................................................... 9

1. Sustainable Consumption and Production (SCP) activities in Tanzania 1.1 Sustainable Consumption in Tanzania ............................................................................ 10 1.2 An overview of SCP activities in Tanzania ....................................................................... 11 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6

Cleaner Production Practices ....................................................................................................... 12 Sustainable Cities Programme ....................................................................................................... 13 Urban Transport Reforms ............................................................................................................. 13 Biomass co-generation .................................................................................................................. 14 Dissemination of Programmes on Efficient Cooking Stoves .......................................................... 14 Additional initiatives ..................................................................................................................... 14  Improvement in information and communications Technologies  Transformation of conventional agricultural production into organic farming systems

1.3 Tanzania National Action Plan on Sustainable Consumption and Production .................. 15 1.3.1 The African 10-year Framework of Programmes ................................................................... 15 1.3.2 Tanzania’s National Action Plan on SCP and Pilot Activities ......................................................... 16 1.3.3 Education for Sustainable Consumption (ESC) .............................................................................. 17 1.3.4 Lessons learned ............................................................................................................................ 17

2. Policy Framework relevant to Education for Sustainable Consumption (ESC) 2.1 Description and Review of current policy frameworks relevant to ESC ............................ 19 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5

National Development Strategies ................................................................................................. 19 National Environmental Policies and Strategies ............................................................................ 20 National Education Policies ............................................................................................................ 22 National Economic / Industrial Development Policies ................................................................... 23 National Sectoral Policies .............................................................................................................. 24

2.2 Identifying relevant entry points to integrate ESC .......................................................... 26 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5

National Development Strategies ................................................................................................. 27 National Environmental Policies and Strategies ............................................................................ 29 National Education Policies ............................................................................................................ 29 National Economic / Industrial Development Policies ................................................................... 30 National Sectoral Policies .............................................................................................................. 30

3. National Formal Education (Primary and Secondary) Programmes 3.1 Brief overview of national formal education programmes .............................................. 31 3.1.1 Structure of national formal education programmes (Levels) ...................................................... 32 3.1.2 Development and supervision of national formal education programmes ................................... 32 3.1.3 Review and evaluation of national formal education programmes .............................................. 32

3.2 ESC – related topics (sustainability, environment, citizenship, consumption) in formal primary and secondary education curricula..................................................................... 33 3.2.1 Brief overview of national education curricula’s mandate on education for sustainable development (ESD), ESC and environmental education (EE) ........................................................ 33 3.2.2 Curricula examples highlighting ESD, ESC and EE .......................................................................... 34 3.2.3 Monitoring the impacts.................................................................................................................. 34

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3.3 Identifying main entry points / opportunities for integrating ESC in formal education curricula ........................................................................................................................ 35 3.3.1 Description of main entry points ................................................................................................... 35 3.3.2 Adaptation and further development ............................................................................................ 37 3.3.3 Main actors to promote integration of ESC in formal education programmes ............................. 38

4. Teacher Training Programmes 4.1 Overview of teacher training programmes ...................................................................... 38 4.1.1 Provision of teacher training in Tanzania ....................................................................................... 38 4.1.2 Development and supervision of implementation of teacher training programmes ................... 38 4.1.3 Opportunities for professional advancement and continuing education for current teachers ..... 39

4.2 ESC – related topics (sustainability, environment, citizenship, consumption) in teacher training programmes ...................................................................................................... 39 4.2.1 Overview of ESC topics in teacher training programmes ............................................................... 39 4.2.2 Methodologies, tools and monitoring ........................................................................................... 40

4.3 Identifying main entry points / opportunities for integrating ESC in teacher training programmes .................................................................................................................. 40 4.3.1 Description of main entry points ................................................................................................... 41 4.3.2 Adaptation and further development ............................................................................................ 41 4.3.3 Main actors to promote integration of ESC in formal education programmes ............................. 41

5. Non-Formal and Informal Education Initiatives 5.1 Review of major non-formal / in-formal education initiatives ......................................... 41 5.1.1 Initiatives by public authorities/government ................................................................................ 42 5.1.2 Initiatives by business and civil society .......................................................................................... 43

5.2 Inspiring informal education/awareness raising activities on sustainable consumption at the national level .......................................................................................................... 44 5.2.1 Tanzanian consumer organizations ............................................................................................... 44 5.2.2 Media ............................................................................................................................................ 45

5.3 Multi-stakeholders cooperation..................................................................................... 46 5.4 Implementation and evaluation of initiatives ................................................................ 46

6. Feedback on the Methodology 6.1 Key challenges in conducting review and analysis .......................................................... 47 6.2 Suggestions for improvement of methodology ................................................................ 47

7. Bibliography............................................................................................................... 48 8. Appendix ................................................................................................................... 51

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Acronyms 10-YFP ALAF ARSCP ASCN CBOs CIP COBET CPCT CSOs CSRP DANIDA DEC DoE ESC ESD EMA 2004 EMS ESD ESR ETP FAO GEF GHG HEAC ICBAE LGAs LGRP MLUDH MNRT MoEVT NCSSD NDV NECTA NEECS NEMC NFE NGOs NSGRP ODL PAs PEDP PO—RALG PRA PRSP PSLE PSRP REFLECT SC SCP SD SEDP SIDP SPM TANAPA

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10 Year Framework of Programmes Aluminium Africa African Roundtable on Sustainable Consumption and Production African Sustainable Cities Network Community Based Organizations Construction Industry Policy Complementary Basic Education in Tanzania Cleaner Production Centre of Tanzania Civil Society Organizations Civil Service Reform Programme Danish International Development Agency District Environmental Coordinators Division of Environment Education for Sustainable Consumption Education for Sustainable Development Environmental Management Act 2004 Environmental Management Systems Education for Sustainable Development Education for Self Reliance Education and Training Program Food and Agriculture Organization Global Environmental Facility Greenhouse Gasses Higher Education Accreditation Council Integrated Community Based Adult Education Local Government Authorities Local Government Reform Programme Ministry of Lands, Urban Development and Housing (MLUDH) Ministry of Natural Resources and Tourism Ministry of Education and Vocational Training National Conservation Strategy for Sustainable Development National Development Vision National Examination Council of Tanzania National Environmental Education and Communication Program National Environment Management Council Non—Formal Education Non Governmental Organisations National Strategy for Growth and Reduction of Poverty Open and Distance learning Protected Areas Primary Education Development Plan President’s Office Regional Administration and Local Government Participatory Rural Appraisal Poverty Reduction Strategy Papers Primary School Leaving Examination Public Service Reform Programme Regenerated Freirean Literacy through Empowering Community Techniques Sustainable Consumption Sustainable Consumption and Production Sustainable Development Secondary Education Development programme Sustainable Industrial Development Policy Aluminium Africa Southern Paper Mills Tanzania National Parks

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TaTEDO TBS TCCIA TCRA TCs TEKS TFDA TIB TIE TIPER TIRDO TRCs UN-DESA UNCED UNDESD UNEP UNESCO UNICEF UNIDO URT VPO

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Tanzania Traditional Energy Development Organization Tanzania Bureau of Standards Tanzania Chamber of Commerce, Industry and Agriculture Tanzania Communication Regulatory Authority Teachers Colleges Traditional Environmental Knowledge Systems Tanzania Food and Drugs Authority Tanzania Investment Bank Tanzania Institute of Education Tanzanian and Italian Petroleum Refinery Company Tanzania Industry Research and Development Organization Teachers’ Resource Centres United Nations – Department of Economic and Social Affairs United Nations Conference on Environment and Development United Nation Decade of Education for Sustainable Development United Nations Environment Programme United Nations Education Scientific Cultural Organizations United Nations Children’s Fund United Nations Industrial Development Organization United Republic of Tanzania Vice Presidents’ Office

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Introduction i.

General Introduction and Definitions

Moving towards the goal of sustainability requires fundamental changes in human attitudes and behaviour. Progress in this direction is critically dependent on education and public awareness. We must move ahead in a spirit of exploration and experimentation with the broadest possible range of partners, so as to contribute through education to correct trends that places jeopardy of our common future using the meagre natural resources. Sustainable Consumption (SC) is an integral element of sustainable development, which Tanzania plans to archive through various policies and strategies. Tanzania takes Education for Sustainable Development (ESD) as a cross cutting issue, aimed at unifying sectors efforts in creating a harmonious and peaceful society while reducing environmental degradation, poverty and diseases among communities. The challenges that the country faces like climate change, resource shortages, poverty, and uneven distribution of both the benefits and impacts of development will most likely be solved with the full participation of educated and motivated citizens having informed decisions. In this context, both ESD and Education for Sustainable Consumption (ESC) are essential for learning how to make lifestyle choices by seeking creative solutions and engaging in policy debates. Educated minds and instincts are needed not only in laboratories and research institutes, but in every walk of life. Education here must not be equated with schooling or formal education alone. It includes non-formal and informal modes of instruction and learning as well, including traditional learning acquired in the home and community. ESC is a poignant concept for its ability to bridge and incorporate three major sustainability approaches, specifically Sustainable Consumption and Production (SCP), ESD, and sustainable lifestyles. The importance of education in facilitating a shift towards sustainable development and in promoting sustainable consumption patterns has been reaffirmed in the UN’s decision to launch a UN Decade of Education for Sustainable Development (UN DESD, 2005-2014). ESC is a key issue addressed through the Marrakech Process on SCP, a global multi-stakeholder platform that supports SCP implementation at the regional and national levels. Education serves society in a variety of ways and the goal is to make people wiser, more knowledgeable, better informed, ethical, responsible, critical and capable of continuing to learn. People through education possess abilities and qualities to solve community problems. Our problems would not be automatically solved, but the means and the will to address them would be at hand. Education also serves society by providing a critical reflection on the community, especially its failings and injustices, and by promoting greater consciousness and awareness, exploring new visions and concepts, and inventing new techniques and tools. Education is also the means for disseminating knowledge and developing skills, for bringing about desired changes in behaviours, 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 possible catastrophe, and starting the uphill climb towards sustainability. Education, in short, is humanity’s best hope and most effective means in the quest to achieve sustainable development. -5-

ESC has also been identified as a priority area in Tanzania’s National Action Plan on SCP (2008-2017). This Action Plan, developed in the context of the African 10-Year Framework of Programmes (10 YFP) under the Marrakech Process on SCP, focuses on five priorities, namely energy efficiency, water and sanitation, habitat and urban sustainable development, industrial development and ESC as the crosscutting area. Tanzania is experiencing an increased understanding of the social and economic dimensions of sustainability as well as its environmental basis. The Government of Tanzania has produced drafts of sustainability strategies, legislation and programmes aimed at improving resource use and sustainability. These aimed at backing the national vision 2025, environmental policy other powerful instruments to influence sustainable consumption behaviour at both individual and organisational levels. While there is progress in the implementation of such programmes and initiatives related to the environment in areas such as climate change adaptation and mitigation, addressing biodiversity and tackling environmental degradation, more needs to be done to strengthen and scale-up existing programmes and activities, and development of new programmes. In this context, Tanzania was selected to participate in a pilot project on the institutional strengthening of ESC, which was developed in the framework of the Marrakech Task Force on ESC as a contribution to the UN DESD 2005-2014. The project, which is implemented by UNEP with the support of the Italian Ministry for the Environment, Land and Sea, is also being implemented in Chile and Indonesia. The main objective of this project is to support mainstreaming of education for sustainable consumption and lifestyles in formal education curricula as well as in informal education at the national and local levels. The project consists of four phases: (i) reviewing and analysing existing national policy frameworks and initiatives relevant to ESC, including sustainable development, SCP and education strategies and plans; (ii) A two-day multi-stakeholder national roundtable discussion with policy-makers, education experts and other stakeholders to develop best national approaches and tools for ESC, including the adaptation of UNEP’s Here and Now! ESC Recommendations and Guidelines; (iii) Development of national guidelines and recommendations on ESC based on the outcomes of the roundtable discussion and dissemination among relevant ministries (e.g. environment, education), education experts and relevant stakeholders and a related national implementation strategy on ESC; and (iv) Monitoring and evaluating consisting of a UNEP survey to monitor and evaluate progress. The introductory section of this document provides a brief overview of Tanzania and its environmental challenge and the need for ESC in the country.  Chapter One looks at key SCP activities in place in Tanzania, including Tanzania’s National Action Plan on SCP, its priority areas, activities and lessons learned.  Chapter Two addresses the policy framework relevant to ESC, organized by theme (national development strategies, environmental, education, economic/industrial development, and sectoral policies), and followed by an analysis of opportunities for integrating ESC in existing policies.

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 Chapter Three provides an overview of the national formal education programmes (primary and secondary), outlining ESC-related topics such as sustainability and environment in existing education curricula, and identifying the main entry points and opportunities for integrating ESC in formal education curricula.  Chapter Four presents the teacher training programmes in Tanzania, highlighting some ESC-related topics in existing teacher training programmes, followed by key areas for integrating ESC in teacher training programmes.  Chapter Five looks at non-formal and informal education initiatives and provides some inspiring informal education and awareness raising activities on sustainable consumption in the country, particularly those implemented by Tanzanian consumer organizations and the media.  The feedback on the methodology of this review and analysis paper is presented in Chapter Six. A list of common ESC terminologies is included in Appendix I.

ii. Profile of Tanzania The United Republic of Tanzania, consisting of Tanzania mainland and the Zanzibar archipelago, is one of the largest countries in eastern Africa, covering 945,200 km² of which 881,330 km² island and 61,470 km² is water. Tanzania shares borders with Kenya and Uganda to the north, Rwanda, Burundi, the Democratic of Congo and Zambia to the west and Malawi and Mozambique to the south. The Indian Ocean borders Tanzania to the east. More than half of Tanzania mainland is covered by forests and woodlands, providing a varied environment for wildlife, livestock and agriculture. Tanzania is rich in both natural and agricultural biodiversity, ranking fourth in mammal diversity, third for birds and second for reptiles. It is also rich in mineral resources such as gold, diamond, gemstones, Tanzanite, coal, tin, mica, salt, gypsum, lime and natural gas. Tanzania is home to the highest point in Africa, the snow-capped Mount Kilimanjaro, which is 5,895 metres above sea level. It is also home to Lake Tanganyika, Africa’s second largest and deepest lake, known for its unique fish species. Tanzania experiences varied climatic conditions, ranging from alpine deserts on Mount Kilimanjaro to tropical climates, especially in the coastal areas and the islands of Zanzibar and Pemba. The mean annual temperature ranges from 210C in mountainous areas to 290C at sea level. Tanzania’s rainfall is uneven and irregular; only 21 per cent of the country can expect annual rainfall more than 750 mm with 90 per cent probability. Tanzania has typical tropical soils with generally low nutrient content. The most suitable land for agriculture is in areas such as Arusha, Kagera, Kilimanjaro, and Tukuyu in Mbeya. The coastal zone is mainly covered with deep, sandy to heavy textured soils with moderate to high water content. The central and western plateaus have sandy loans with low nutrient content and low water holding capacity. The greater part of the northern portion of the country is a drought- prone area. According to FAO - UNESCO (1977), by International Standards, only 9 per cent of Tanzanian soils are of medium high fertility, 23 per cent of low-medium fertility and the remaining are generally of low quality.

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Tanzania has four major water basins: the Indian Ocean on the eastern part, a westward drainage system, which flows into Lake Tanganyika, the Lake Victoria basin and the inland drainage system in the northern part. Tanzania is endowed with a number of resources, which support its population, such as agriculture, aquatic and wildlife resources, rangeland, forests and minerals. The population growth, vis-à-vis demand for survival and economic growth, has continually exerted considerable pressure on these resources, as noted in the National Conservation Strategy for Sustainable Development (1994), which states: “As these resources are the base for the overall socio-economic development in the country, this dependency, aggravated by poverty and lack of appropriate management and technologies in exploiting these resources, has resulted in a tendency towards irrational and inefficient utilisation.” There are antiquities resources that encompass archaeological sites, historical towns and structures, monuments and artefacts or relics, including: (i) The Olduvai George (“the cradle of mankind”') in Ngorongoro district, where there are remains of Middle and Later Stone age; (ii) Dinosaur fossils at Tendaguru, Lindi District, Pleistocene lacustrine deposits with early Stone Age materials at Isimila in Iringa, and faunal and hominid remains at Lake Natron on the Peninj River, where the mandible of Australopithecus (Zinjanthropus boise) was found; (iii) Historical urban centres like Bagamoyo, Kilwa, Mikindani, Ujiji, Mafia and Pangani with old buildings, rock arts, prehistoric prints, iron working sites, burial mounds and pottery; and (iv) The National Museum, Village Museum and tribal cultural heritages, performances and dances. Agriculture, consisting of crops, livestock, fishery and hunting sub-sectors and is the leading industry in Tanzania’s mixed economy. It contributes 45 per cent to the Gross Domestic Product (GDP) and accounts for 80 per cent of total employment. Mining and manufacturing (industrial) play an important role in Tanzania’s economy. Employment in the industrial sector, which mainly include industries involved in agricultural processing (sugar, beer, cigarettes, sisal twine), diamond and gold mining, shoes, cement, textiles, wood products, metal processing, plastics and salt, accounts for 18 per cent of total wage employment and is the largest single source of urban employment in Tanzania. In 2011, Tanzania’s estimated population was 46.2 million, with 26.9 per cent of the population living in urban centres like Dar-Es-Salaam, Arusha and Mwanza, among other cities. The percentage of the population living below the poverty line of US$1.25 per day is 67.9%. According to the 2011 Human Development Report, which measures long-term progress in the three basic dimensions of human development (a long and healthy life, access to knowledge and a decent standard of living), Tanzania’s Human Development Index (HDI) value is 0.466 - in the low human development category - positioning the country at 152 out of 187 countries and territories, marking a 32 per cent increase from the 1990 ranking. Between 1980 and 2011, Tanzania’s life expectancy at birth increased by 7.7 years, reaching 58.2 years in 2011. The under-five mortality rate for Tanzania is 108 per 1,000 live births. The adult literacy is 72.9 per cent, reflecting the percentage of the population aged

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15 and older that can read and write. The total public expenditure of GDP on health and education is 3.5 per cent and 6.8 per cent respectively.

iii. Environmental challenges facing Tanzania Tanzania faces a myriad of environmental problems and challenges, which are directly linked with sustainable management of country’s natural resources. The majority of Tanzanians live in rural areas, where there is great dependence on natural resources for survival. Wood and agricultural residues are often used for energy, contributing to deforestation and environmental degradation, in addition to the illegal logging that is prevalent. These deforested areas are vulnerable to soil erosion and the deterioration of ecological systems can no longer sustain livelihood and provide shelter for wildlife, which leads to biodiversity loss. This is particularly devastating for Tanzania where 12 per cent of its animal species are currently classified as either threatened/endangered or vulnerable. In some rural areas, illegal and unsustainable wildlife exploitation, in the form of poaching, is a major problem. There is also the challenge of water quality and quantity and inadequate waste management resulting from untreated liquid waste and poor solid waste management, particularly in urban centres, resulting in indoor and outdoor air pollutions and water contamination, which is a major health risk, especially to those living in under-privileged areas. In Dar-Es-Salaam, for example, some sewage systems discharge their waste directly into streams, wetlands and the Indian Ocean, affecting the oceans’ species and marine habitats. Tanzania, like the rest of Africa, is extremely vulnerable to the impacts of climate change. According to the United Nations Framework Convention on Climate Change, rising temperatures are changing the geographical distribution of disease vectors, which are migrating to new areas and higher altitudes. For example, migration of malaria mosquito to higher altitudes will expose large numbers of previously unexposed people to infection in the densely populated east African highland.1 Warming temperatures are also regarded as one of the leading causes for melting of Mount Kilimanjaro’s glaciers and snow cover, which have been melting at alarmingly fast rate (55 per cent glacier lost between 1962 and 2000) and are estimated to disappear completely by 2015 – 2020, if current climatological conditions persist.2 This is particularly devastating for the population living around the base of Kilimanjaro because they use this melt and the fog water from the rainforests that cover the mountain’s flanks for drinking, irrigation, and hydropower. Climate change is also affecting water availability in Tanzania, where, for example, two of three major rivers (Ruaha, both Little and Great and Wami) have reduced flow due to declining regional rainfall, which has had both ecological and economic impacts such as water shortages, lowered agricultural production, decreased biodiversity and variable 1

“Climate Change: Impacts, Vulnerabilities and Adaptation in Developing Countries,” (United Nations Framework Convention on Climate Change), p. 18. 2 “Climate change impacts in Tanzania,” (World Wildlife Fund – WWF), http://wwf.panda.org/about_our_earth/aboutcc/problems/rising_temperatures/hotspot_map/tanzania.cfm

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hydropower production.3 Higher temperatures and less rainfall during dry months in river catchments could affect the annual flow to the Pangani River by reductions of six to nine per cent and to the Ruvu River by 10 per cent.4 In addition, future sea level rise has the potential to cause detrimental impacts on the African coastlines including the already degraded coral reefs of the Eastern coast, and impact urban centres and ports, such as Dar-Es-Salaam.5 In Tanzania, a sea level rise of only 50 centimetres would inundate over 2,000 km² of land, costing around USD 41 million.6

iv. Why Tanzania Tanzania is a poor country and her natural resources are utilized with little concerns for the future. The solution to such problems must be found not only through economic measures, but also through political and social reforms, as these problems are caused not only by natural scarcities, but also by domination, exploitation and exclusion. Nor can the answer to such problems can be sought only through increased production. What is produced, and the employment generated in producing it, must also be more equitably shared. There are sustainable development aspirations that encourage a country to work on. While such developments are highly encouraging, it would be imprudent to expect science and technology to find a solution to every problem that humanity is capable of creating. Nor would it be wise to rely on technical solutions alone without considering the capacity of human societies to adjust to the changes and stresses they may impose. But it would be equally short-sighted to overlook the capacity of people to invent solutions to problems or to find ingenious ways of coping with such problems. For the nation to attain sustainability it should base on the informed warnings of environmentalists and the arguments of economists in favour of development. It should seek to strike a realistic balance between dangers and possibilities, hopes and fears, aspirations and constraints. The ‘point of balance’ is, of course, influenced by many factors and, thus, subject to constant change and frankly acknowledges the interdependence of human needs and environmental requirements as ESC does. For Tanzania to address environmental challenges, including adapting to and mitigating environmental problems and climate change, a number of socio-economic conditions need to improve. The United Nations Development Programme (UNDP) states that the general level of poverty and low level of education, especially in rural areas, has led to unsustainable harvesting of environmental resources.7 Some additional factors that contribute and compound the impacts of current climate variability in Africa, which will also have a negative effect on the continent’s ability to cope with climate change, include: lack of skills,

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Orindi, V. A. and L.A. Murray. 2005. Adapting to climate change in East Africa: a strategic approach. Gatekeeper Series 117: International Institute for Environment and Development. (quoted in WWF - climate change impacts in Tanzania, p.4) 4 Vice President Office, The United Republic of Tanzania. (2003) Initial National Communication Under the United Nations Framework Convention on Climate Change (UNFCCC). (quoted inWWF - climate change impacts in Tanzania, p.4) 5 Ibid, p. 20. 6 Ibid, p. 20. 7 UNDP Tanzania, “Millenium Development Goals – Goal 7: Environmental Sustainability. http://www.tz.undp.org/mdgs_goal7.html

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weak institutions, limited and or fragmented infrastructure, lack of information and technology, low levels of primary education and health care and poor access to resources.8 Therefore, Tanzania’s capacity in addressing these environmental problems lies in the abilities of its citizens having informed decisions. In this respect, education and awareness raising are crucial in strengthening Tanzania’s capability of coping in a changing environment, particularly among young people, who are essentially the change agents and are the leaders of tomorrow, who make up nearly half of the country’s population. The Government of Tanzania is committed to enhancing awareness, informed decision making and conservation of its precious natural resources. This is made evident by the extensive array of national programmes, strategies, laws and legislations whose aim is to conserve, manage and protect the environment. Tanzania has also ratified various environment-related regional and international legislation and treaties. Sustainable development and education for sustainable development (ESD) are issues widely represented in policy documents, action plans, and frameworks established by governments and other bodies across mainland Tanzania, ranging from broad statements of government intent concerning sustainable development and ESD to documents from the educational ministries and departments detailing beliefs and strategies that encompass the principles of ESD, to very specific plans for ESD. The increased understanding of the social and economic dimensions of the environment and sustainability has contributed to the introduction of numerous programmes and initiatives across Africa, geared towards addressing the socio-economic, developmental and environmental challenges faced. Tanzania’s National Development Vision 2025 aims to raise the standards of living of Tanzanians, through sustainable development, rapid economic growth, economic independence and social justice. The sustainable use of the country’s natural resources is one of the four pillars on which Tanzania’s long-term planning perspectives are based. Sustainable consumption offers Tanzania a chance to protect the country’s fragile environment, while helping it leap frog and jump straight onto a resource efficient sustainable development path. Awareness is a prelude to informed action. In democratic societies, action towards sustainable development will ultimately depend on public awareness, understanding and support. Common information and shared understandings, however, are important not only for mobilizing public support, but also for carrying out consultative work and participatory approaches in all fields. Public awareness and understanding are, at once, consequences of education and influences on the educational process. A well informed public need to insist public education institutions to include in their curricula the scientific and other subject matters needed to enable people to participate effectively in the numerous activities directed 8

“Climate Change: Impacts, Vulnerabilities and Adaptation in Developing Countries,” (United Nations Framework Convention on Climate Change), p. 18.

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towards achieving sustainable development. The students that emerge from such courses will, for their part, be alert to the need for public authorities to make adequate provision for the protection of the environment in all development plans. This approach should emphasize local issues likely to be most effective in dealing with enhancing ESC. This may account, in part, for the success of non-formal community education and local environmental communication in reaching and sensitizing people to environmental and development issues. A particular benefit is that they are often directly linked to action to control or solve the problems identified. Promoting sustainable and responsible consumption is a task for all stakeholders in society, including educators and the media, and their efforts in doing so need to be strengthened and scaled up to ensure that generations of Tanzanians are well informed on how to conserve the environment.

1. Sustainable Consumption and Production (SCP) activities in Tanzania 1.1 Sustainable Consumption in Tanzania ESC has gained recognition during processes on both SCP and ESD, the UN’s Marrakech Process and the UN’s Decade of Education for Sustainable Development respectively, for its uniqueness to postulate and invigorate active methods and tools for citizens and consumers to participate in and actively incorporate responsible and sustainable consumption patterns into daily lifestyles and society habits. It has to be recognized that neither individuals nor societies are ready or even able to change their habits and behaviours from one day to the next. Proposals for change, if they are to be effective, have to be feasible. In this manner, ESC is understood at influencing behaviour to advance participation in sustainable consumption practices, and at influencing knowledge and conceptualisation to provide a tangible entry into the wider ‘philosophy’ of sustainable development. With its balance tilting more towards practical actions, it serves as an appropriate entry point for incorporating sustainable consumption practices into our daily lives and gains experience of the underpinning principles of sustainable development. Sustainable consumption is slowly taking root among consumers in Tanzania sustainable consumption is slowly taking root among consumers in Tanzania and the problem is already a vital issue to affect the progress of national sustainable development. Understandably, consumers are more concerned with prices of products, and less concerned with the environmentallyfriendliness of the products. Nonetheless, there are some consumers who are increasingly paying attention to the quality and safety of products in addition to prices and production environment. In fact, more Tanzanians are now paying attention to pertinent features like labels, product efficiency and disposal after use and effects on the environment (whether friendly or hazardous) as a result of consumer awareness programmes by the few consumer organizations in the country and the periodical media coverage of sustainable consumption related issues.

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ESC will require an education that not only continues throughout life, but is also as broad as life itself, an education that serves all people, draws upon all domains of knowledge and seeks to integrate learning into all of life’s major activities. The time when education was the activity of childhood and work the pursuit of adults is long over. Tanzania belongs to a number of eco-labelling initiatives in a variety of sectors: forestry (Forestry Stewardship Council), tourism (Oeko-Tex 100), fishery (Marine Stewardship Council, Naturland) and farming (International Basic Standards for Organic Production and Processing). While these efforts are ongoing, more sensitisation, capacity development and technical assistance are needed to improve people’s understanding of sustainable consumption. This is particularly crucial for populations untouched by media, namely in rural areas, as well as those who cannot read and write. Tanzania has a number of organisations that are promoting the adoption of a range of environmental management systems (EMS), implemented by both government and the private sector. These include the Tanzania Bureau of Standards (TBS), responsible for the administration of product standards issues, the Tanzania Chamber of Commerce, Industry and Agriculture (TCCIA), The Tanzania Communication Regulatory Authority (TCRA), the Tanzania Food and Drug Authority (TFDA), as well as the Fair Competition Commission - an independent government body aimed at promoting and protecting effective competition in trade and commerce and preventing unfair and misleading market conduct in order to increase efficiency in the product, distribution and supply of goods and services, promote innovation, maximize the efficient allocation of resources and protect consumers. The autonomous statutory body, Energy and Water Utilities Regulatory Authority (EWURA) is responsible for the technical and economic regulation of the electricity, water, petroleum and natural gas sectors. EWURA safeguards the interests of consumers and has put in place some measures for accounting for water produced and consumed by consumers, such as strengthening the metering of water consumption. EWURA has also initiated a programme aimed at sensitizing consumers on best practices on energy usage as a means of avoiding unnecessary high energy bills. Although government initiatives are reporting some positive impacts, unsustainable consumption patterns remain widespread at the household, business and government levels. An audit and documentation of these patterns needs to be done to help us understand this problem better.

1.2 An overview of SCP activities in Tanzania Tanzania participated in the United Nations Conference on Environment and Development (UNCED) in 1992 and officially endorsed Agenda 21, the key policy output of the conference: Agenda 21’s Chapter 4 encourages countries to promote sustainable consumption and production patterns. Following this endorsement, the Government of Tanzania advocated for environmental education (EE) and education for sustainable development (ESD) in its education systems, enacted legislation pertaining to conservation and advocated for cleaner production methods across key sectors of the economy.

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Cleaner production methods demonstrate how scientific and technological innovations influence the production cycle in ways that benefit both the economy and the environment. Environmental and conservation issues where EE and education for sustainable consumption (ESC) can auger well are managed under the jurisdiction of the National Environment Management Council (NEMC), an organisation under the Vice-President’s Office (VPO) charged with environmental management at the ministerial level. Other sectoral ministries that deal with the environment, such as water, livestock development, education and training, fisheries, industries, energy and minerals, natural resources and tourism, agriculture and food security and others manage their own respective sectors. The last decade has seen the emergence of a number of sustainable consumption and production (SCP) initiatives unlike previous years. SCP initiatives have typically mostly focused on reducing pollution and increasing resource use efficiency. The key SCP initiatives may be clustered into five areas: cleaner production practices, sustainable cities programme, urban transport reforms, bio-mass co-generation and dissemination programmes of efficient cooking stoves. A number of sectors and industries are going through a processing of greening themselves as they become more aware of their impact on the environment. There are several activities, aimed at promoting sustainable consumption, and which can be strengthened through education and awareness raising, such as organic agriculture, low carbon energy, the use of information and communication technologies (ICT) in shopping, buying and sending money through communication vendors, using public transport, the use of animal power, human powered wheelbarrows and physical exercises. It also includes reduced carbon footprints and energy efficiency, through the promotion of efficient cooking stoves, improved energy use and recycling. These initiatives, which contribute towards creating a Green Economy - one that improves human well-being and social equity, while significantly reducing environmental risks and ecological scarcities require specific enabling conditions, which will lead to the strengthening and scaling up of existing initiatives and the development of new green initiatives. 1.2.1 Cleaner Production Practices Tanzania has been actively involved in cleaner production practices since 1994. One of the major cleaner production initiatives is the creation of the Cleaner Production Centre of Tanzania (CPCT), established in October 1995. It is part of the worldwide United Nations Environment Programme (UNEP)/United Nations Industrial Development Organization (UNIDO) National Cleaner Production Centres (NCPCs), which help promote cleaner production in developing countries where the economy is in transition over a longer period. CPCT is the effective primary government initiative with the objective of facilitating the transfer of technical information, know-how, and cleaner technologies from developed and developing countries to industrial enterprises and environmental management agencies. This includes incorporating cleaner production techniques and technologies in industrial pollution reduction programmes.

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The Centre has been demonstrating how investing in cleaner production is not only beneficial to the environment, but it also brings financial savings to the enterprises and improves the health and safety of their workers. CPCT, which is a semi-autonomous body within the Tanzania Industry Research and Development Organization (TIRDO), is managed by experienced national professionals. The Centre is governed by an Advisory Board comprising of members from the Government, industry, academia, research and development (R&D) institutions, non-governmental organizations (NGOs), and TIRDO. CPCT serves a coordinating and catalytic role for cleaner production through four activities: (i) Collection and dissemination of information to its stakeholders which include industry, government agencies, NGOs, R&D institutions, and academia; (ii) Supporting the demonstration of cleaner production techniques and technologies in industry; (iii) Training industry personnel and government officials on this new area of environmental management; and (iv) Advising policy makers on the promotion of cleaner production. CPCT creates awareness about cleaner production by presenting case studies (for example, companies’ successful implementation of cleaner production and the resultant benefits). The involvement of consultancy firms in CPCT’s programmes has created good working relations between CPCT and other professionals. CPCT has also sensitized financial institutions on supporting cleaner production, through financing cleaner production, development of fundable projects as well as loan applications. Approximately 69 industries have benefited from this sensitization in cities such as Mwanza, Dar-Es-Salaam, Arusha, Morogoro, Tanga and Zanzibar. CPCT works with various industries including waste water recycling, solid waste recycling, energy auditing, alternative energy sources and good housekeeping practices. Through the cleaner production practices promoted by CPCT, sustainable consumption is prevalent, particularly in the water and energy sectors. For example, in water consumption, companies that reported leakages have now controlled their leakages, installed “push button corks” to control water use and they carry out waste water recycling. In Mwanza, the Nyanza Bottling Plant reduced its water consumption from 5.5 litres of water per litre of beverage to 4.2 litres of water per litre of beverage. 9 Prior to the establishment of the CPCT, the Tanzanian government had initiated a number of reforms to improve environment management in general and cleaner production in particular. The Government created the Environmental Management Act 2004 (EMA 2004), which emphasizes the need for small and medium enterprises (SMEs) and other establishments to practice cleaner production in order to prevent pollution and minimise waste generation. The Government has also developed and published a number of standards, regulations and guidelines aimed at improving the environment. 1.2.1 Sustainable Cities Programme The Sustainable Cities Programme, a joint initiative of the United Nations Human Settlements Programme (UN-HABITAT) and UNEP, started in the commercial capital, Dar-EsSalaam, in 1992, under an initiative known as Sustainable Dar-Es-Salaam Project, created to 9

“10 Year Programme on Sustainable Consumption and Production,” prepared by the Cleaner Production Centre of Tanzania, with the support of UNEP (December 2007), p.12.

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respond to the challenges and constraints the city faced. As one of the fastest growing cities in sub-Saharan Africa, Dar-Es-Salaam’s rapid growth has not followed a coordinated longterm strategic development plan, leading to numerous challenges such as housing shortages, inadequate urban infrastructures and services and a deteriorating environment. Previous planning efforts such as the 1979 Master Plan have failed to systematically address the environmental challenges of the fast-growing urban population.10 Five cities and eight municipalities are participating in the Sustainable Cities Programmes, which addresses issues such as infrastructure, waste management, resource management, sanitation and awareness on energy efficiency technologies. Additionally, a number of cities and municipalities are also participating in participatory environmental planning activities under the African Sustainable Cities Network (ASCN), which was established in 1995. Through training and direct technical assistance, the network built the capacity of local authorities to institute participatory environmental planning and to move beyond general sustainable development planning methods to tackle priority urban community problems including solid waste management, poverty, water and sanitation problems and urban housing. 1.2.2 Urban Transport Reforms Urban transport reforms are a derivative of the public sector reforms that have been taking place since the 1990s. Special focus is placed on the road sub-sector as it is the most dominant mode of transport in most urban areas. This influences personal transport decisions, which are strongly influenced by cost. The key reforms cover the infrastructure, policy and institutional spheres including creation of new road management, regulation of traffic flow, creation of pedestrian walkways, bicycle lanes and traffic control sections all aimed at easing traffic congestion and lowering the carbon foot print of the road transport sector. One of the key initiatives in the urban transport reforms designed to address traffic congestion and associated negative impacts such as air pollution and road accidents in urban centres include the Bus Rapid Transit System branded “Dar Rapid Transit – DART.” This system, implemented by the Dar-EsSalaam City Council, aims to articulate the various positive impacts of sustainable transportation. 1.2.3 Biomass co-generation The policy focus in the energy sub-sector is to improve the utilisation of energy resources by ensuring energy security, a cleaner environment and sustained economic growth. One of the ways of achieving this is through biomass co-generation, which involves the production of electricity through steam generation by burning biomass including farm waste and bagasse. The objective is to satisfy local needs and the excess power is supplied to the national grid to off-set power shortages during peak periods. Biomass cogeneration is a versatile energy source and it is the most common form of energy used, constituting 70-90% of energy used 10

“Tanzania’s Sustainable Cities Programme,” (UNEP Industry and Environment January – June 2000), p. 26. http://www.unep.fr/shared/docs/review/vol23no1-2/22-artic.pdf

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in Tanzania. The main sources of traditional biomass, with the majority of it used for cooking, heating and lighting, include trees, timber waste, agricultural residues and human and animal wastes. Sugar industries are one of the leading sectors in biomass cogeneration and sugar mills are known to generate some 38MW of electricity.11 Whereas there are several alternative sources of energy, the major source is skewed towards bio-energy. Biomass energy, which consists of fuel wood and charcoal, accounts for 93 per cent of total energy consumption in Tanzania.12 This continued dependence on charcoal, fuel wood and related vegetation products poses a threat to our environment. 1.2.4 Dissemination Programmes on Efficient Cooking Stoves A number of players are involved in dissemination programmes on efficient cooking stoves, particularly the civil society. The target beneficiaries of these programmes are middle to low income rural and urban households and small businesses and institutions that use biomass energy for cooking, baking, heating and other food processing applications. The technologies have also been commercialized mainly by the Tanzania Traditional Energy Development Organization (TaTEDO), who makes and sells energy efficient cook-stoves, and builds energy efficient kitchens. The Ministry of Energy and Minerals (MEM) is currently promoting energy efficiency and conservation through household access, industrial and commerce sectors in order to save energy, money and protect the environment (Mwihava and Mbise, 2005).

1.2.5 Additional initiatives  Transformation of conventional agricultural production into organic farming systems Tanzania has taken some important steps in transforming conventional agricultural production into an organic farming system. Major organic products include coffee, dried bananas, paw paws, pineapples, passion fruits, chillies and ginger. Organic agriculture has a positive effect on the environment and soil fertility and has the potential to increase the yields and incomes, thus contributing to poverty reduction and sustainable rural development. Effective enforcement of standards in organic agriculture provides opportunities for increasing sustainable production, improving quality and safety, and accessing higher value markets.  Improvement in Information and Communications Technologies (ICTs) Communities, at the grass-root level, have been managers of their immediate environment. This is exemplified in many places in the country by the well-adopted land husbandry practices for sustained environmental productivity (Ruthenberg, 1980). Even pastoralists were capable of assessing the feed value of different rangelands and their stock carrying capacity at different seasons of the year as a trigger to move into other Rangelands rotationally. Unfortunately, various factors, such as environmental challenges like climate change, have forced the rural population to change their participation and patterns of living. These factors include the need for "cash" crops, high population densities in some areas visà-vis demand for natural resources, adaptation of strange activities or species and varieties, natural phenomena, and "imposed development" projects. Because of increased drought,

11

“10 Year Programme on Sustainable Consumption and Production,” prepared by the Cleaner Production Centre of Tanzania, with the support of UNEP (December 2007), p.11. 12 Ibid.

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many Tanzanian farmers are adapting by avoiding the risk of planting a single crop by planting a number of crop varieties and species on the same land.13 This kind of information, adaptation and mitigation techniques for dealing with a changing environment need to be made aware to the rest of the country, facing similar problems. This will also pave the way into better comprehending the needs and priorities of the people. Therefore, environmental education, public awareness and sensitization through the use of information and communication technologies (ICT) such as mobile phones, are crucial in spreading the knowledge and helping Tanzanians cope in an ever changing environment. As a measure to enhance ICT in the country, Tanzania has introduced a ICT subject in Tanzanian education systems since 2008 as a means for people to acquire the required knowledge and skills in order to change their attitudes and revisit their practices. The idea of ICT in schools focuses on environmental sustainability of ICT and the function of devices. It also focuses on consumption culture—ways of using the device, chances of reusing it, managing e—waste and ways of disposing off the device as well as about the support and regulation mechanisms that a society or manufacturer has put in place. Unless people know their role in environmental conservation and the role of ESC in addressing environmental challenges, efforts to influence change will be futile and thus remain shortlived.

1.3 Tanzania National Action Plan on Sustainable Consumption and Production 1.3.1 The African 10-Year Framework of Programmes The Johannesburg Plan of Implementation (JPOI), signed at the United Nations World Summit on Sustainable Development (WSSD) in 2002, called upon governments to take action to change unsustainable patterns of consumption and production. In order to accelerate the shift towards sustainable consumption and production (SCP) that will promote social and economic development, the Plan invited institutional and noninstitutional actors to promote the development of a 10-Year Framework of Programmes (10YFP) on SCP. The Marrakech Process on SCP is the global process put in place in 2003 to support the implementation of SCP and the elaboration of a 10YFP. Africa, with the support of the United Nations Environment Programme (UNEP) and the United Nations Department of Economic and Social Affairs (UN-DESA) in close consultation with the Secretariats of the African Ministerial Conference on Environment (AMCEN) and the African Roundtable on Sustainable Consumption and Production (ARSCP), developed its own regional 10YFP in 2005. The African 10YFP underlines the importance of relating the principle of SCP with the challenge of meeting the basic needs of the people, bringing new hope in the region for meeting the Millennium Development Goals (MDGs), particularly as they relate to poverty and environmental sustainability. It focuses on four thematic priorities: energy, water and sanitation, habitat and sustainable urban development and industrial development. Additionally, education has been identified as a prioritized area. One of the main activities of the Marrakech Process’s International Task Force on Cooperation with Africa, is to assist some African countries and cities to develop their own programmes on SCP. The objective is to promote and further elaborate and implement the 13

“Climate Change: Impacts, Vulnerabilities and Adaptation in Developing Countries,” (United Nations Framework Convention on Climate Change), p. 34.

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African 10YFP at national and city levels, with the aim of generating region-specific experiences that could be replicated across the region. 1.3.2 Tanzania’s National Action Plan on SCP and Pilot Activities Tanzania’s National Action Plan on SCP was developed in 2008 (2008-2017). It is based on the National Strategy for Growth and Poverty Reduction (NSGPR), commonly known as Mkakati wa Kukuza Uchumi na Kupunguza Umaskini (MKUKUTA) in Swahili. Tanzania has 96 national development targets that are monitored as part of its NSGPR, out of which 16 are linked to the environment and therefore relevant to SCP. The National Action Plan focuses on the same four thematic areas of the African YFP, with education for sustainable consumption (ESC) as the cross cutting area. The National Action Plan’s pilot activities, listed below, were selected based on the national needs of the country and the potential to synergize with existing initiatives.14 Thematic Area Energy Water and Sanitation Habitat and Sustainable Urban Development

Industrial Development

Education for Sustainable Consumption – cross cutting area

Pilot Activities Demand-side Management of Energy Use Demand-side Management of Water-use and Water Harvesting Integrated Solid Waste Management Programme Sustainable Building and Construction Cleaner City-Vehicle Emissions Sustainable Manufacturing Sustainable Tourism Sustainable Agriculture Education for Sustainable Consumption

The National Action Plan’s activities are coordinated by the Cleaner Production Centre of Tanzania (CPCT), some of which include awareness-raising campaigns, designed to help demonstrate the need for SCP. For example, there was a national awareness-raising seminar involving Members of Parliament, which demonstrated the value of mainstreaming SCP in national development policies and strategies. A media campaign took place to help promote awareness on key issues in Tanzania’s National Action Plan and help spread the benefits of SCP. In fact, the Journalists Environmental Association of Tanzania has made SCP one of its priority themes in their environment publications. 1.3.3 Education for Sustainable Consumption (ESC) ESC has been recognized as a cross-cutting area in Tanzania’s Action Plan for SCP. The main objective of the activities on ESC is to educate the general public and to develop a new culture of consumption that is sustainable for the benefit of current and future generations. The activities are aimed at ensuring the general public, particularly those in sensitive areas such as communities near water catchment areas and forest reserves, are sensitized to the importance of applying the principles of sustainable consumption and production. The ESC activities, implemented in close collaboration with other stakeholders including the National Environment Management Council (NEMC), the Ministry of Education and Vocational Training (MoEVT), Local Government Authorities (LGAs), environmental organizations as well as non-governmental organizations (NGOs) and community-based organizations (CBOs), are: 14

“10 Year Programme on Sustainable Consumption and Production,” prepared by the Cleaner Production Centre of Tanzania, with the support of UNEP (December 2007), p.11.

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(i) Development of locally adopted educational materials on SCP; (ii) Dissemination of educational materials amongst primary and secondary school students; (iii) Facilitate the establishment of SCP clubs in schools; (iv) Promote general public awareness through media programmes and public events; and (v) Integrate SCP in school curricula. The expected outcomes of these activities are increased public awareness on SCP issues, creating a new and young generation, which can serve as change agents within Tanzania and developing an SCP culture. Target groups include the general public, primary and secondary schools, media professionals, NGOs and CBOs. To date, there have been two key successes related to this ESC pilot project. SCP clubs in primary schools have been created, in partnership with the Nature for Kids, an organization that uses film /TV to create environmental awareness among children growing up in poorer regions of the world. This project, which ran as a pilot in three municipalities in Dar-EsSalaam, namely Ilala, Kinondoni and Temeke, from July to October 2009, also involved the high-level coordination of the Tanzania Vice President’s Office and Ministry of Educational and Vocational Training (MoEVT). Also, in collaboration with Nature for Kids, CPCT also implemented a project aimed at promoting the principles of 3Rs: Reduce, Reuse, Recycle, with the aim of sensitizing parents and the community at large with the help of the school-aged children. This involved 41 schools and more than 2,000 pupils in rural and urban locations of Dar-Es-Salaam. The pupils developed play stories on waste management and recycled waste material into household objects and artwork. The project also involved a campaign to clean up a nearby market place. 1.3.4 Lessons learned The National Action Plan has yielded some positive results and some key lessons learned which are crucial for mainstreaming ESC in Tanzania’s education systems, both formal and informal. Involving and educating children has proven to be helpful for developing their mindsets on sustainable consumption. Entertaining films and songs performed in the national language, Swahili, are effective for educating children on SCP. Additionally, to ensure the success of the National Action Plan, it is essential to communicate to stakeholders and involve them in the implementation process of the pilot activities.

2.0 Policy Framework Relevant to Education for Sustainable Consumption Tanzania’s institutional framework for environmental management can be grouped consists of three levels. At the national level, there is the Vice President’s Office (VPO), through its Division of Environment (DoE), responsible for the development of policy options and coordination of the broad-based environmental programmes and projects in the country. Environmental research, policy making, planning, monitoring and coordination of both national and international environmental issues takes place at this level.

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The second level is the implementation agency that falls under the VPO, namely National Environment Management Council (NEMC), which is charged with environmental management at the ministerial level. NEMC undertakes enforcement, compliance, reviews and monitors environmental impact assessment and facilitates public participation in environmental decision making. Lastly, because the environment is an assortment of many components, which require different managers, the Government of Tanzania has compartmentalized environmental management into various ministerial portfolios. These Sector Ministries, which review their policies to ensure environmental concerns are addressed, include ministries responsible for natural resources (forestry, wildlife and fisheries) and tourism, agriculture and food security, water and livestock development, industries and trade, transportation, works, land and urban development, and many others. Collaborative initiatives are created only when there are issues, which are inter-sectoral. Most ministries, departments and government agencies now have environment units charged with integrating environment and sustainable development concerns in the policies, plans and programmes of their respective sectors. The framework implementation of the environment at the national level is supported by lower vertical networks of local government authorities, with District/Town/Municipal/City Environmental management Officers, District Environment Committees, and Ward/Village/Mtaa environment committees. The District Environment Officers provide the technical backstopping at lower levels. This mode of environmental management makes execution of duties easy but compartmentalizes the environment as if it is made up of discrete components. Taking the latter as a case in point, there is likelihood of leaving gaps or duplicating efforts and injudiciously using the meagre resources. The national workshop on environmental conservation and poverty reduction (Warsha ya Kitaifa Kuhusu Hifadhi ya Mazingira na Kuondoa Umaskini), held in Dodoma in 1998, emphasized the need for sensitized citizenry on environmental conservation and poverty alleviation issues. It was agreed that for sustainable development and consumption and other environmental issues to be addressed squarely, several programmes and strategies such as Public Service Reform Programme (PSRP), Civil Service Reform Programme (CSRP) and The Local Government Reform Programme (LGRP) require a number of strategies, National Environmental Education and Communication Program (NEECS) being one of them. Crucial milestones also include the establishment of the environmental desk in the Ministry of Lands, Urban Development and Housing (MLUDH), followed by the Department of Environment in the Ministry of Natural Resources and Tourism (MNRT).

2.1 Description and Review of current policy frameworks relevant to ESC The national policy frameworks relevant to ESC are clustered below by theme. The process of developing policies is similar in that experts develop a draft, which is distributed to various stakeholders for comments. Once the comments are received, they are compiled, addressed and the document is sent to the cabinet for approval. Most policies have no time limits.

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2.1.1 National Development Strategies The National Development Vision (2025): This vision foresees the alleviation of widespread poverty through improved social-economic opportunities, good governance, transparency and improved public sector performance. The objectives not only deal with economic issues, but also include social challenges like education, health, the environment and increasing involvement of people in working for their own development. The thrust of this is to attain sustainable development and change lifestyles of people by reducing carbon dependence, promoting resource and energy efficiency and lessening environmental degradation. The aim is to improve the quality of livelihood of the people and to transform the economy from a low productivity agricultural economy to a semi industrialized economy that is led by modernized and highly productive agricultural activities. The main objectives of Vision 2025 are: (i) Achieve quality and good life for all; (ii) Good governance and the rule of law; and (iii) Building a strong and resilient economy that can effectively withstand global competition. This fast growth would be achieved in a resource-efficient manner, effectively reversing current trends in environmental degradation and loss of natural resources such as forests, fisheries, fresh water and biodiversity, and minimizing the accumulation and use of hazardous substances. It focuses on sound macroeconomic management, infrastructure development, science and technology, information and communication technologies (ICTs) and domestic resources. Vision 2025 was discussed by various societal groups including Honourable Members of Parliament, all political parties, leaders of various religious denominations, women and youth organisations, chambers of commerce and industry, farmers, professional associations, renowned personalities in our nation's history and ordinary Tanzanians. It is believed that a National Development Vision formulated through such a process is an important pillar in building the level of national unity and cohesion needed to ensure economic development in an environment of peace, security and patriotism. The effective implementation of the Vision 2025 depends heavily on Tanzania’s hard work, initiatives and skills, and the active engagement on the government, through its ministries and other institutions, the private sector, non-governmental organisations, civil society, co-operative societies, villages and all other social groups. Vision 2025 states that “Sustainable human development will involve striking an appropriate balance between development pursuits, cultural considerations and basic needs on one hand and the preservation of the natural environment for the current and future generations on the other.” The Vision generally considers the environment, apart from outlining its current state in the country, a crosscutting issue among other things, indicating that the relation between human life and the environment is such that caring about environment is synonymous to caring about oneself. Balancing human activities and environment should thus determine and shape our decisions and action process based on vision and personal reflection and lifestyles.

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The National Strategy for Growth and Reduction Poverty (NSGRP), this is viewed as an instrument for channelling national efforts towards broadly agreed objectives and specific inputs and outputs. Achieving the target of accelerated growth will require significant efforts by different stakeholders to enhance productivity and increase investment in both human and physical capital. The strategy (section 2.2.4) considers energy sector to be essential in national growth and poverty reduction particularly in productive activities (industry, agriculture, transport and water supply) and in the provision of social services (education, health and other social services). Effective energy supply (levels and quality) is beleaguered by shortfall like luck of adequate investments in energy sector, environmental effects of certain source like firewood, unreliable and high cost of power that discourage private investment, luck of affordable alternative energy technologies and sources in rural areas (that would reduce the burden of women and children and health risks or unsustainable exploitation of forestry resources. In fact, the strategy identifies environmental degradation and climate variability as one of the factors causing poverty and has therefore mainstreamed the environment in its three main clusters. The strategy is built around three main clusters: economic growth and the reduction of income poverty, improved quality of life and social well being, and good governance and accountability. It places great emphasis on the linkages between poverty and the environment, stating that “the strategy is committed to ensuring that development activities today do not adversely affect the development needs of future generations. Emphasis is on sustainable use of the country’s natural resources and avoiding harmful effects on the environment and on people’s livelihoods.”15 The NSGRP (NSGRP I: 2005-2010, NSGRP II: 2011-2015) and its communication strategy, also emphasize the need for capacity building on information communication and outreach. It identifies the role of media communication in the promotion of environmentally literate citizenry. Adult basic education is not only regarded as a major force for capacity development but is also emphasized as a means to poverty reduction. In the first phase of the NSGRP (2005-2010), access to education increased at all levels, with tremendous increase happening in secondary school education. However, there are challenges of huge demand for teachers, textbooks, science laboratories and teachers housing, which will need to be addressed more strongly in NSGRP II (2011-2015) and beyond. 2.1.2 National Environmental Policies and Strategies The National Environmental Policy for Zanzibar (1992) focuses mainly on the conservation and development of environmental resources. The policy aims to ensure the maintenance of basic ecological processes upon which all productivity and regeneration, on land and in the sea, depend, as well as promote the sustainable use of renewable resources and rational use of non-renewable resources, and to minimize irrational use, contamination or destruction of resources.

15

“National Strategy for Growth and Reduction of Poverty (NSGRP)”, (Government of Tanzania, 2005), p. 26. http://www.povertymonitoring.go.tz/Mkukuta/MKUKUTA_MAIN_ENGLISH.pdf

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The policy also aims to preserve the biological diversity, cultural reaches and natural beautify of Zanzibar’s lands and seas and ensure that the quality of life of the people of Zanzibar, present and future, is not harmed by destruction, degradation or pollution of their environment. It also focuses on strengthening both the institutional mechanisms for protecting the environment and the capabilities of the institution involved. The National Environmental Policy (1997) was introduced in 1997, with the aim of working closely with other countries in the region and the international community to contribute towards a peaceful, healthier and better global environment for present and future generations. It provides a framework for creating the necessary changes required to bring environmental considerations into the mainstreaming of decision making in Tanzania by providing policy guidelines and plans and giving guidance to the determination of priority actions. NEP is working towards the development of a unifying set of principles and objectives for integrated multi-sectoral approaches necessary in addressing the totality of the environment, as well as fostering government-wide commitment to the integration of environmental concerns in the sectoral policies, strategies and investment decisions. NEP is also committed to the development and use of relevant policy instruments which can do the most to achieve this objective. Among NEP’s main objectives, it aims to raise public awareness and understanding of the essential linkages between environment and development, and to promote individual and community participation in environmental action, as well as conserve and enhance our natural and man-made heritage, including the biological diversity of ecosystems of Tanzania. The policy regards local authorities as direct channels of people to express their concerns and be able to take actions for creating sustainable conditions. As such they oversee planning process and establish local environmental policies and regulation. Generally they are best regarded as pivotal role in providing education, mobilizing and responding to environmental concerns. The National Forest Policy (1998) focuses on conservation and development of the forest sector in the country. The policy acknowledges that ‘public participation and education and environmental management must be everybody’s responsibility’. It further states: To ensure increased awareness and skills amongst the people on conservation, management and utilization of forest resources, the policy outlines some measures including strengthening the capability of the forest extension services. Chapter four states that “an environmental impact assessment will be required for the investment which uses or may cause potential damage to the forest environment.” The main objective of this is to ensure the integrity of conserved forest on public and private land is conserved for livelihood improvements. The Wildlife Policy of Tanzania (1998): The vision of the wildlife sector for the next twenty years conforms to the Tanzania Development Vision 2025 on sustainable environment and social economic transformation and therefore towards the overall goal to contribute to poverty alleviation and improve the quality of life. Although the Tanzania National Parks (TANAPA) Act centres primarily on wildlife protection, the component for protected areas (PAs) consists of the involvement of communities, private sector and other stakeholders

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through environmental education. The Wildlife Policy of Tanzania advocates major changes to the centralized management of wildlife that has been the norm since the colonial era. The main aim is “to allow rural communities and private land holders to manage wildlife on their land for their own benefit” (MNRT, 1998b). This Policy focuses many of its provisions on goals relating to increasing benefits and securing user rights at the local level in order to integrate wildlife with rural land uses and improve livelihoods (MNRT, 1998b). The National Conservation Strategy (2003): The primary goals of this strategy are twofold. The first is to provide policy guidelines on environment-related issues and the second is to recommend measures, which will increase the effectiveness with which natural resources are used and managed, and integrate the work of the various interest groups. This will ensure that developments based on natural resources provide yields that are sustainable, while minimizing environmental costs and satisfying conservation needs; thereby ultimately securing the access of future generations to – at the least – a capital stock of natural resources equal to that which is presently available. The aim is to provide a basis for a detailed strategy that falls into two broad categories: (i) Developmental goals whose objectives include the development of better and sustainable natural resource uses, and the optimization of the existing uses. Emphasis is also placed on the diversification of the rural economy, education of the members of society, development of links with neighbouring countries that are aimed at resource conservation and establishing a balance between population growth and natural resource supply; and (ii) Conservation goals, which aim to protect and conserve all ecosystems and wildlife, preventing pollution and promoting sustainability of the yields of resources and the extraction of exhaustible resources at optimal rates. The Tanzanian government is firmly committed to what these goals collectively represent - “sustainable development.” 2.1.3 National Education Policies The Education and Training Policy (1995) emphasizes the need for quality control and assurance measures, including curriculum review, examination reforms, teacher management and inspection.16 It also aims to strengthen the co-operation with the private sector in the provision of education, including in the training of more and better qualified teachers. The policy takes a holistic and integrative approach to facilitate mobility between formal and non-formal education and aims to improve the relevance of education for it to be effective in self employment and vocational training. The policy has 125 policy statements touching on systems, access and equity, management of the sector, the formal education and training system by levels, curriculum and examinations, vocational training, tertiary education, non-formal education and financing. While there are specific aims for each level - pre-primary, primary, secondary, tertiary and higher education, the policy has some generic aims of education. Some relevant aims to ESC are:  Giving adaptive and flexible education that meets the challenges of a changing world;  Inculcation of ethical behaviour, national unity, international co-operation, peace and justice; and  Fostering a rational management and use of the environment. 16

The Ministry of Education and Vocational Training , http://moe.go.tz/policy_issues.html

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The National Higher Education Policy (1998): There had been no coherent national higher education policy until 1992 when the Ministry of Science, Technology, and Higher Education noted a number of problems pertaining the to higher education sector including: the mushrooming of small training centres and institutions belonging to separate ministries and parastatals; poor co-ordination in the development of higher education, resulting in duplication of programmes and awards; lack of legal and regulatory framework for the establishment of new institutions and certification; low enrolments amidst the uncoordinated proliferation of institutions; imbalance between the sciences and liberal arts in favour of the later; gender imbalance in favour of boys; under-funding and poor provision of key inputs; and poor match between higher education and the economic, political, social, cultural and demographic changes taking place. This was followed by a concerted policymaking exercise that led to the Higher Education Policy, which has some of the following goals:17  The creation of a higher education council for accreditation purposes;  Encouragement of the establishment of private institutions;  Improving the funding of higher education, and R&D in particular;  Being responsive to market demands in the training enterprise;  Improved co-ordination and rationalization of programmes and sizes, and  Promotion of co-operation among institutions of higher learning. 2.1.4 National Economic / Industrial Development Policies The Sustainable Industrial Development Policy (1996-2020) aims to contribute to the overall national long-term development goals as contained in the overall national vision of Tanzania, with a particular focus on enhancing sustainable development in the industrial sector. This Policy contains the new national industrial policy, which articulates the framework for the country’s industrial development process within short, medium and long term perspective (the time horizon is 25 years). Section 3.5.3 of the policy focuses on sound environmental management in order to ensure environmental friendly and ecological sustainable industrial development. Thus, the objectives of SIDP include: (i) Contribution to human development and creation of employment opportunities; (ii) Contribution to economic transformation for achieving sustainable economic growth; (iii) Contribution to external balance; and (iv) Contribution to equitable development. Section 3.5.3 of the SIDP focuses on “Sound environmental management” in order to ensure promotion of environmentally friendly and ecologically sustainable industrial development. In order to implement SIDP: (i) The Government will carry out sensitization on environmental awareness in its broader application in relation to people, land and wildlife; (ii) The Government will forge, deliberate and provide mandatory devices to re-activate legal mechanisms to enable involved institutions to be more effective in matters of environmental management; (iii) An appropriate motivational mechanism will be provided within the Investment Promotion Act geared to cater for promotion of investments which contain antipollution programmes; 17

Ibid

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(iv) Environmental impact assessment and appropriate mitigation measures will be enforced for all projects at pre-implementation stage; and (v) The Government will promote the continuous application of an integrated preventive environmental strategy to industrial processes, products and services. This Policy will include propagating efficient use of raw materials and energy; elimination of toxic or dangerous materials as well as reduction of emissions and wastes at source. The SIDP has underscored the role science and technology, and Research and Development (R&D) have played in the attainment of desired goals. For example, the Tanzania Industry Research and Development Organization (TRIDO) conducted a survey of 20 selected industries with the aim of investigating the relationship between production and electricity costs, and the sensitivity of production costs to changes in electricity tariff. TIRDO also completed walk-through audits, semi-detailed audits, and full energy audits for 41 industries. The agro-industries, which include the sugar, sisal, vegetable oil/fat refineries, dairies, breweries, cotton ginneries, distilleries, coffee processing factories, and tanneries, use technologies which can cause environmental problems in the form of pollution. Most of these industries are located in urban areas and their environmental impacts are therefore bound to be even more apparent. The underlying causes of industrial pollution in Tanzania result from the use of inappropriate and harmful technologies, the lack of awareness on cleaner production technologies, the lack of investment capability in acquiring and diffusing newer and cleaner technologies, the lack of capability to introduce minor changes to the existing technologies and the lack of a maintenance culture. The Construction Industry Policy (2003) is a generalized statement embracing all activities directed to all sorts of constructions. The policy promotes among other things, the application of cost effective and innovative technologies and practices to support socioeconomic development including utilities and ensure application of practices, technologies and products which are not harmful to both the environment and human health. It has several objectives and amongst the major ones are those that cover environmental components. The important ones supporting construction of such a building while bearing in mind economic growth and sustainability include: (i) Promoting the use of cost-effective and innovative technologies and practices to support socio-economic development activities such as road-works, water supply, sanitation, shelter delivery and income generating activities, and (ii) Ensuring application of practices, technologies and products which are not harmful to both the environment and human health. 2.1.5 National Sectoral Policies The National Science and Technology Policy (1996) aims to promote science and technology as tools for economic development, the improvement of human, physical and social well-being, and for the protection of national sovereignty. Science, both as substantive areas or bodies of knowledge and a way of thinking, and technology, as the application of the bodies of knowledge and skills, tools for the conquest of the environment

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and the improvement of productivity, are both central to the development and well being of any nation state. This policy has sixteen objectives, some of which include the promotion of rational utilisation of natural resources and the environment, science and technology as tools for economic development and scientific and technological self-reliance; 18 The National Energy Policy (1996): The policy states that, energy is a prerequisite for the proper function of nearly all subsectors of the economy. Is an essential service whose availability and quality can determine the success or failure of the development endeavours. The goal of this Policy is to establish an efficient energy production, procurement, transportation, distribution and end use system in an environmentally sound and sustainable manner. More specifically, the aim is to ensure the availability of reliable and affordable energy supplies and their use in a rational and sustainable manner in order to support national development goals. This policy aims to (i) Promote energy efficiency and conservation as national priorities to achieving sustainable economic development; (ii) Enhance environmental management regimes on all energy activities; and (iii) The application of appropriate technologies that are affordable, environmentally sound and will adapt to local needs. The ultimate challenge for sustainable energy consumption and production is, therefore, to satisfy the appropriate level of energy-related needs of every human being by using a variety of technologies and fuels tailored to local conditions rather than merely increasing energy supplies, while keeping the overall cost and environmental damage as low as possible. Achieving sustainable energy consumption can include: (i) Demand-side energy efficiency: This most important option relates to technical, organizational and individual measures to reduce the final energy needed to light/cool our houses, produce goods, etc; (ii) Co-generation: Introduction of on-site co-generation of heat and power can significantly improve energy efficiency on the supply side; and (iii) Renewable energy: produced and used on site through biomass or solar thermal collectors, etc as well as that fed into electricity grids. Establishing an efficient energy system will involve: The exploitation of the abundant hydroelectric resources, development and utilization of natural gas resources, development and utilization of coal resources, increased petroleum exploration activities, arresting wood fuel depletion by developing more appropriate land management practices and more efficient wood fuel use technologies, development and utilization of forest and agricultural residue for power and cooking energy production, minimization of energy price fluctuations, development of human resources for development of energy technologies; and ensuring the continuity and security of energy supplies The strategies for implementing the policy include: more efficient use of energy in the transport and industry sectors, rehabilitation of the electric power generation, transmission, and distribution infrastructure, rehabilitation and rationalization of petroleum refining, storage, and distribution infrastructure; promotion of alternative energy sources, 18

Ibid

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development and dissemination of efficient wood fuel conversion and utilization technologies, and development and dissemination of simple and affordable kerosene stoves for rural and urban households. In the power sub-sector, a number of technological options have been proposed for implementation. These include: increasing the efficiency of the presently installed equipment and retrofitting the thermal power plants to improve their combustion efficiencies; retiring the less efficient plants in favour of more efficient ones and institution of demand side management; institution of fuel switching, for example, changing from industrial diesel oil to natural gas where feasible; and developing renewable energy sources, like hydro, wind, biomass, and solar energy. The National Water Policy (NAWAPO 2002): The environment is well articulated in the National Water Policy, which focuses on the rationale for an integrated water resources management and adopts comprehensive policy framework for both social and economic good. This amplifies this notion by suggesting that “The policy calls for a new vision where there is equitable and sustainable use and management of water resources for socioeconomic development, and for maintenance of the environment.” This is mainly due to the fact that, there is a growing scarcity, misuse and wastage which may become a serious threat to availability and sustainability. Thus the policy addresses three main issues namely waste water management, rural water supply and urban water supply and sewage. Its priority areas include: (i) Water accessibility – to have a fair and equal procedures in access to and allocation of water resources; (ii) Sustainable use and conservation of water – to have appropriate principles and procedures for managing the quality and conservation of water resources; and (iii) Water quality management and pollution control – to have water resources with an acceptable quality. The National Transport Policy (2003) was introduced with a vision of developing efficient and cost-effective domestic and international transport services for all segments of the population and in all sectors of the national economy with maximum safety and minimum environmental degradation. Its mission is to “Develop safe, reliable, effective, efficient and fully integrated transport infrastructure and operations which will best meet the needs of travel and transport at improving levels of service at lower costs in a manner, which supports government strategies for, socio-economic development whilst being economically and environmentally sustainable.”19 This Policy recognizes that especially in rural areas, the transport situation is exceedingly affected by the existence of poor infrastructures, particularly the roads. Sections 5.9 and 6.13 states the policy directions towards promoting environmental protection through environmentally-friendly and sustainable transport infrastructure in rural and urban areas

2.2

Identifying relevant entry points to integrate ESC

It is important to keep in mind that there is no one-size-fits-all to effectively address and promote sustainable consumption patterns. Different policy instruments have to be used in various combinations to create wider programmes for sustainable consumption.

19

The National Transport Policy (Government of Tanzania), http://www.tzonline.org/pdf/nationaltransportpolicy1.pdf

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Regulatory approaches focusing on the production processes have been the main tools for environmental and social protection historically. Regulations, however, are less easily applied to changing consumer behaviour, and may not be economically efficient or politically sound. Combining well-designed regulations with economic incentives, information and training, public-private partnerships and voluntary business initiatives can effectively promote resource conservation, environmental protection, social development and sustainable consumption. Along with the integration of ESC in existing policies and initiatives, as discussed below, another step could be the integration of ESC into Poverty Reduction Strategy Papers (PRSPs), which offers new opportunities and benefits as is being implemented by all ministries and receives some funds both from the government and development partners. The government allocates fund for implementation of PRSP commonly known as MKUKUTA and partners contributes through basket fund. Various trade-offs and synergies exist between environmental, social and economic goals. Environmental objectives might conflict with the development of certain industries like fish processing where there are depleting stocks the case in point being Mwanza. In other cases, they may actually be supportive. Thus, there is an opportunity to integrate strategies that help to identify, evaluate and address interdependencies in a very early stage of the process and developing potential synergies. These synergies can be multiplied when consumption aspects are addressed in aligning sustainability dimensions and in an integrated manner with the life-cycle approach. Governmental actors on local, regional and national levels and in different departments, together with industry and civil society stakeholders, need to take action on sustainable consumption. These actions should be coordinated to create mutually supportive measures and minimise negative side effects. Different public and private authorities need to agree on the priorities and actions to take, and integrated strategies can greatly facilitate this task by coordinating governmental actions. Strategic planning allows governments to set goals and assess their status of achievement. Corrective actions can be better taken to maximise the effectiveness of policy instruments and enhance monitoring and corrective actions. This can be by:  Formulating specific ESD/ESC national policy, building upon existing Education and Training Policy  Linking ESD/ESC into national development frameworks and introducing it as an integral part of National Action Plans  Assessing the National Preparedness for ESD/ESC, integrating the task of initiating and coordinating it and linking to other education reform initiatives and movements 2.2.1 National Development Strategies Education plays a crucial role in accomplishing the goals of the National Development Vision (2025). ESC can be integrated in the Vision’s objective of producing the quantity and quality of educated people sufficiently equipped with the requisite knowledge to solve the society's problems, meet the challenges of development and attain competitiveness at regional and global levels, all of which are directly linked to the environment. The Government of Tanzania has also recognized education as a strategic change agent and driving force for the realization of the Vision.

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The Vision states that the educational system, which has not been structured to foster selfconfidence in the determination of the nation’s destiny, should be “restructured and transformed qualitatively with a focus on promoting creativity and problem solving.” 20 This restructuring provides a key entry point for ESC to also be integrated into the formal and informal education systems, allowing for generations of Tanzanians to be equipped with the knowledge needed to address environmental problems, many of which are linked to unsustainable consumption and production patterns. There is also an urgent need to promote the use of Traditional Environmental Knowledge Systems (TEKS) through civil society and to incorporate ESC in formal education curriculum. This can be done hand in hand with developing capacities of educators’ on ESC by equipping them with useful pedagogical skills to help re-orient their didactic approaches and educational practices. This should include revisiting Vision 2025 to reflect on climate change problems and raise awareness on sustainable consumption issues. Through Vision 2025, comprehensive school curriculum reviews can be proposed. There are numerous opportunities for integrating ESC in the second phase of the National Strategy for Growth and Reduction Poverty (NSGRP II). In “Cluster 1 Goal 4 Ensuring Food And Nutrition Security, Environmental Sustainability and Climate Change Adaptation and Mitigation” one of the main objectives is to create awareness on climate change and adaptation strategies. This can be done through the incorporation of ESC related topics into the formal and informal education systems so that students are aware of how their consumption patterns and everyday choices impact the environment and how switching to sustainable consumption patterns and lifestyles can help address climate change. Additionally, Cluster II: Improvement of Quality of Life and Social Well-being provides more specific entry points for integrating ESC specifically through education, as highlighted in the relevant sections of the following two goals: Goal 1: Ensuring Equitable Access to Quality Early Childhood Development (ECD) Programmes, Primary and Secondary Education for all Girls and Boys  Reviewing curricula in order to accommodate new and emerging issues for addressing skills gaps; Training adequate teachers in the appropriate mix of subjects, with emphasis on science subjects and languages, including sports and physical education Goal 2: Ensuring Expansion of Quality Technical and Vocational Education and Training, Higher Education, and Adult, Non-formal and Continuing Education  Reviewing curricula and up-dating the range of courses offered in order to provide knowledge and skills relevant to the job market and the national growth and development agenda; Reviewing curricula to accommodate new and emerging issues and challenges, nationally, regionally and globally; Strengthening institutional and technical capacity, including development of Lifelong Learning Qualification Framework, training and motivating facilitators and teachers.

20

The Tanzania Development Vision 2025 (Government of Tanzania), http://www.tanzania.go.tz/vision.htm

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Both goals call for reviewing curricula to accommodate new and emerging issues. This provides an opportunity for material related to sustainable consumption to be integrated in both teacher training materials as well as curricula, which will in turn, help strengthen the education system to be able to meet the demands and needs of the country by producing generations of Tanzanians who are aware of their role in conserving and protecting the environment and the links between environmental sustainability and human well-being. 2.2.2 National Environmental Policies and Strategies The five national environmental policies and strategies underpin the importance of environmental conservation and protection, with some identifying education as the means of obtaining it. The National Environmental Policy of Zanzibar (1992) recognizes the need to strengthen the institutional mechanisms needed to protect the environment. Such institutions could include the educational system, which can be strengthened through the integration of ESC topics into existing curricula in a number of subjects in both the formal and informal education system. The National Environmental Policy (1997) recognizes the need to raise public awareness and understanding of the essential linkages between environment and development and to promote the individual and community participation in environmental action. This public awareness and promotion can also take place through the non-formal education system through the work of consumer organizations and the media, who can create public events and media, including entertainment (film and music) programmes, involving powerful sustainable consumption messaging in Swahili. NEP provides for sectoral and cross-sectoral policy analysis in order to achieve compatibility among sectors and interested groups and thus exploit synergies among them. One of the objectives which is key to the integration of ESC is: “To raise public awareness and understanding of the essential linkages between environment and development, and to promote individual action.” Similarly, the National Forest Policy (1998), the Wildlife Policy of Tanzania (1998) and the National Conservation Strategy (2003) articulate the importance of increased awareness and environmental education in creating greater understanding of forest, wildlife and conservation issues, so that people can take appropriate measures in the conservation, management and utilization of the resources involved. Through the integration of ESC themes that are relevant to these key policies such as ecological impact, biodiversity, packaging, importance of recycling, tourism and fair trade, learners will comprehend the importance of responsible use and management of natural resources and how their everyday choices have a negative impact on natural resources. 2.2.3 National Education Policies The education policies, namely the Education and Training Policy (1995) and the National Science and Technology Policy (1996), have an overall goal, which is to ensure provision of quality education. They also address issues of access and equity at all levels of education. The main entry point for integrating ESC is in the Education and Training Policy as it focuses on fostering a rational management and use of the environment.

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The Policy’s special emphasis is on environmental education and public awareness in schools, tertiary and adult education institutions has paved the way to the education sector’s development of an Education Sector Development programme, and subsequently a primary Education Development programme (PEDP), which has a section emphasising environmental education and which is reflected in the revised curricula. It is clear that the roots of education for sustainable development are firmly rooted in environmental education though not the only discipline with a strong role to play in the reorienting process, it is an important ally. In its brief twenty-five year history, it has steadily striven towards goals and outcomes similar and comparable to those inherent in the concept of sustainability. A Secondary Education Development programme (SEDP), was developed in 2004, proposed a review of all secondary curricula to combine some subjects at lower levels, such as physics and chemistry into physical science, and the infusion of environmental and conservation content into EE carrier subjects, which include biology, chemistry, civics, geography, and general studies. In tertiary education, the Higher Education Master-plan has been developed and curricula are slowly being developed to address EE at various levels. The primary education subsector has been the focus of the development plan for the first phase of the ESD not only because of its essential role in providing a solid foundation for the development of other sub-sectors, but also because it absorbs nearly two-thirds of the public resources allocated to the education sector. The existence of the PEDP and the SEDP provide direct entry points for the integration of ESC into existing curricula particularly because of their focus on environmental education. The SEDP is especially important in light of its combining of subjects, which may allow ESC to have a more prominent presence as a result of the numerous ESC themes that exist, ranging from life quality, lifestyles, resources, economics, consumption and the environment, consumer rights and responsibilities, information management, health and safety, change management and global awareness. 2.2.4 National Economic / Industrial Development Policies The main entry point for integrating ESC into the activities of the Sustainable Industrial Development Policy (SIDP 1996-2020) is primarily through its priority areas of contribution to human development and creation of employment opportunities. Employment opportunities could focus on industries that are greening themselves, whereby ESC topics can be integrated within the on-the-job training to gain employment in these sectors. The industries, however, need to demand employees who are aware of sustainable consumption, as this will inevitably create the necessary supply from the formal and informal education systems, including vocational training. The greatest challenge is achieving sustainable development resulting in improvements to welfare. In this regard, technology, among other factors, plays a very crucial role and Tanzania needs almost all modern technology to be imported. In the process, possibilities of importing environmentally 'unfriendly' technologies exist. Industry is the sector which can be adversely affected because it depends on and utilizes imported technology, and therefore addressing this through ESC by educating students on product life cycles and traceability,

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waste management, ecological impact and innovation will help advocate the need for clean technologies in Tanzania’s varied industries. 2.2.5 National Sectoral Policies The Science and Technology Policy recognises the importance of education in imparting the skills necessary to help stimulate the generation of scientific and technological knowledge, which is to be applied in socio-economic development. The Policy considers the formal education system as the most efficiently organized way of inculcating the appropriate scientific and technology attitudes and orientations. It recommends that the exposure to relevant scientific and technological information and products have to start quite early in the school system at the pre-primary level. The injection of scientific and technological products and information offers an opportunity for integrating ESC through the use of ESC relevant themes closely related to science and technology such as communication, product life cycles and traceability, packaging, recycling, reusing and repairing products and creativity and innovation. The National Energy Policy also offers a useful entry point to include ESC through its activities related to the promotion of energy efficiency and conservation. Through formal education curricula, energy efficiency can be taught through a number of ESC themes such as housing, transportation and energy use. Moreover, these themes allow students to relate them to their everyday lives and the choices they make related to their energy consumption. Civil society organizations and the media are also key players in sensitizing the public on energy efficiency. Generally, in democratic societies public policy responds to the will of people. It is here that public awareness and understanding of the need for sustainable development and consumption best expresses itself through support for laws, regulations and policies favourable to the environment. Sustainable development calls for comprehensive change in the way society operates. Production and consumption must be restructured in ways that better meet the basic needs of all in an ecologically responsible manner. This is because, achieving sustainability depends ultimately on changes in behaviour and lifestyles, changes which will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behaviour is predicated. Without change of this kind, even the most enlightened legislation, the cleanest technology, the most sophisticated research will not succeed in steering society towards the long-term goal of sustainability. Education in the broadest sense will by necessity play a pivotal role in bringing about the deep change required, in both tangible and intangible ways.

2. National Formal Education (Primary and Secondary) Programmes Today we are more aware than ever of realities of our individual and collective actions on ourselves and on the biosphere as a whole. The concept of sustainability is in itself a reflection of this new awareness. Perhaps we are beginning to move towards a new ethic which transcends all other systems of allegiance and belief, which is rooted in a consciousness of the interrelatedness and sanctity of life. Would such a common ethic have the power to motivate us to modify our current dangerous course? There is obviously no

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ready answer to this question, except to say that without a moral and ethical foundation, sustainability is unlikely to become a reality. Tanzania draws more attention on the need to be more inclusive as part of government efforts in imparting required and relevant education to her citizens basing on UN DESD vision of creating a world where everyone has the opportunity to benefit from education and learn values, behaviour and lifestyles required for sustainable future and positive societal transformation. The recent reformulation of various educational programmes within the Tanzanian Education System like the Primary Education Developmental Plan (PEDP) 2002-2006 and Secondary Education Development Programme (SEDP) 2004-2009, as well as the forging ahead on EE/ESD for the basic and teacher education, aimed at improving the quality of learning. The programmes focus on integrating learners with disabilities, mainstreaming gender, democratization process and EE. Incorporation of ESD perspectives in the formal curricula is among the sub-programmes envisaged to ensure quality education.

3.1 Brief overview of national formal education programmes Education in Tanzania is managed mainly through the Ministry of Education and Vocational Training (MoEVT) and Ministry of Regional Administration and Local Government (MRALG). MoEVT primarily manages teacher education and vocational skills in terms of content, policy and monitoring, while MRALG manages basic education and secondary education in terms of administration and delivering. MoEVT also oversees pre-primary to higher secondary level, teacher training and tertiary and university levels as well as scientific and technological advancement. At the tertiary level, planning and service delivery are vested with the institutions themselves through their respective Governing Councils. Co-ordination and quality control at higher levels is the responsibility of the Higher Education Accreditation Council (HEAC). At primary and secondary levels, quality assurance remains to be the responsibility of School heads, Ward Education Office and School Inspector. In the case of sectoral tertiary educational institutions, such as those responsible for financial management, administration, technological advancement, technical institutions and others, the coherence might not even exist. These institutions address issues from a sectoral point of view; they have their set and inflexible priorities, they want to abide by respective ministerial plans and targets and, as leverage for survival, they deliver what they are expected of by their ‘mother’ ministries. 3.1.1 Structure of National Formal Education Programmes (Levels) The structure of the Formal Education and Training System in Tanzania constitutes two years of pre-primary education, seven years of primary education, four years of junior secondary (Ordinary Level), two years of senior secondary (Advanced Level) and up to three or more years of tertiary education. More specifically, the education system has three levels, namely: basic, secondary and tertiary Levels.

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Other channels that characterize post-primary or post-secondary education and training also exist.21 Pre-primary is for children aged between 0-6, primary is for children aged 7-12, secondary is for children aged 13-18, university is for 18 years and above. Pre-primary serves the preparatory function for smooth continuation into primary education. It is also aimed at developing communication skills for children. Primary is seven years of basic education after pre-primary. At the end of the seventh year, pupils sit for the national examination known as Primary School Leaving Examination (PSLE), which selects pupils to join public secondary schools. The pupils who are not selected to join the public secondary schools, join private secondary schools, while the rest can go to vocational training or enter the workforce. 22 The medium of instruction in pre-primary and primary schools is Swahili, Tanzania’s national language, with English taught as a compulsory subject in primary schools. Secondary school education “refers to that full programme of education provided in accordance with Government-approved curricula and availed to students who will have completed primary education.” (URT, 1995, p. 39). In Tanzania, formal secondary education consists of two cycles, four years Ordinary Level (O-level), which begins with Form 1 and ends with Form 4, and two years Advanced level (A-level), which are Form 5 and Form 6. English is the medium of instruction at the secondary school level and most instructional media and pedagogical materials available at this level are written in English (except Kiswahili which is taught in Swahili). English is also taught as a subject at this level. 3.1.2 Development and supervision of national formal education programmes The Tanzanian government through the MoEVT is responsible for the production, distribution and availability of instructional, learning materials, and equipment. MoVET also has several independent agencies under it responsible for some core functions such as the National Education Council of Tanzania (www.necta.go.tz), the Tanzania Education Authority (www.tea.go.tz), the Tanzania Institute of Education (www.tie.go.tz), the Tanzania Library Services Board (www.tlsb.or.tz), the Institute of Adult Education (IAE), the Teachers Service Department (TSD), and the Agency for Development Education Management (www.ademtz.com). MoEVT is also responsible for teacher training and professional development (URT, 1995). 3.1.3 Review and evaluation of national formal education programmes The Tanzanian Institute of Education (TIE) is responsible for curriculum design, development, review, update and dissemination, monitoring the implementation and evaluation. The issue of financing education is a responsibility shared between government, communities, parents and end users (URT, 1995). The Tanzania Institute of Education (TIE) is charged with development of curricula for primary, secondary level and teacher training colleges.

21

URT (2005), “Tanzania Education Directory”, 1st Edition Galabawa, J and Anders N. (2004) Education Poverty and Inequality. Publisher, University of Dar-es salaam, Dar-Es salaam. 22 Ibid

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At tertiary and university level, academic institutions are left to decide ‘viable education’ for their learners under the approving eye of the Higher Education Accreditation Council (HEAC). In the same vein, the National Examination Council of Tanzania (NECTA) is responsible for setting and overseeing examinations for primary and secondary school levels and at teacher training colleges. Examinations at higher levels are handled by respective institutions, with its system of validation by external examiners from similar institutions across the region.

3.2 ESC – related topics (sustainability, environment, citizenship, consumption) in formal primary and secondary education curricula In Tanzania, few school curricula had developed distinctive courses or components on environment before the age of the curriculum revolution of the late 1960s. 23 During this revolutionary period, various curriculum experts integrated environmental education in the curricula mainly through issues pertaining to the environment, such as water and forestry. Even teaching Kiswahili, English, social and political sciences integrated environmental aspects to put flavour to the physical measurements and arguments so that they could have more social relevance. Nonetheless, to date, there remains a gross absence of environmental education components in programmes in tertiary training for business administration, legal, community development, technical level and management training.24 The reason mainly is bureaucratic procedures mainly institutional heads believing will not bring extensive changes in the field. Some fail to directly relate their training with what is going on in actual life. In the Tanzanian context education, in its broadest sense, is recognized as a prerequisite for individual and national development and as an important tool for either maintaining or transforming the status quo. The 1995 Education and Training Policy sheds light on the environment and emphatically states that education should embark on sustained development by enabling learners to interpret developmental endeavours without compromising the environment. Therefore, one of the methods of addressing environmental problems is through the application of environmental education and awareness (EE&A). Many endeavours for actuating EE&A have been initiated and are ongoing throughout the country. The Government promulgated different policies and strategies aimed at maintaining the natural resources for the survival of people. 3.2.1 Brief overview of national education curricula’s mandate on education for sustainable development (ESD), ESC and environmental education (EE) The approaches adopted in the deliberations were as follows:

23

O’saki, 1987, 1995, 2002 : O-Saki, K. M. (1995). Environmental Education as an Interdisciplinary Subject. Paper presented at the EE workshop at Morogoro, December 1995, Tanzania; O-Saki, K. M., & Agu, A. O. (2002). A study of Classroom Interaction in Primary Schools in the United Republic of Tanzania. Prospects, XXXII (1). 24 Bakobi, B. L. M (1997), " The State of Art of the Environmental Education in Tanzania ". Paper presented at the first National Review and Training workshop on ASESP/DSE Publication on Environmental Education source book, a teaching and training guide at Moshi, March, 1997; Rajabu, A.R.M.S. (1993), “Environmental Education and School Curriculum". A paper presented at the Environmental education workshop for school inspectors of Lake Zone, Butimba Teachers College, 9 th 12th November, 1993; O-Saki, K.M. (1989), "Children's Perceptions, Knowledge and Attitudes Towards The Environment in Tanzania ". Accepted in Papers in Education and Development 1993.

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(i) Defining a framework and defining objectives for ESD, so as to be able to evaluate the relevancy of choices. The resulting broad framework was used as a mirror to ensure that the curriculum reflected the objectives of ESD; (ii) Learning methodologies to support ESD – teacher pedagogy, learning theories, supportive learning environments; (iii) Existing materials/ development of materials – mapping resources – building relationships; (iv) Learning environments/context for learning, at the formal – early childhood, primary, secondary, higher education and technical education, and informal levels involving the community – family, neighbourhoods, media/government and industry; and (v) Evaluation of learning achievements. The deliberations focused on existing actions and proposed relevant recommendations for the implementation of the Decade for ESD. 3.2.2 Curricula examples highlighting ESD, ESC and EE The preparation of curriculum is an involving process where actual classroom teachers, subject specialist, curriculum developers, school inspectors and examiners generally develop a framework for enhancing EE/ESD. The focus is mainly in the approach for enhancing teaching learning contexts. Examples of some content used in teaching secondary schools have been appended as Appendix II. Apart from including environmental education in the different subjects, it is also integrated in extra-curricular activities. Learners are involved in various environmental management activities in the school grounds and the general community. Examples of such activities are cleaning the school compound, gardening, farming, tree growing and waste management and similar activities in the community. Although these activities seem to be routine work, the learners’ involvement in these activities broadens their conceptions about the environment and its management.25 Also it aims at raising environmental awareness and commitment to a sustainable way of life among youth. 3.2.3 Monitoring the impacts Evaluation of learning achievements could be carried out through authentic assessment, one way of moving away from traditional forms of assessment such as the paper and pencil test. If there are substantial changes in evaluation process where NEMC has been involved by determining EE/ESD content in the Exams then the evaluation will be more meaningful and effective. For effectiveness, NEMC is supporting, overseeing and monitoring EE contents and implementation methods. Meanwhile, the Local Government Authorities (LGAs) in regions and districts are responsible for coordinating EE/ESD for the primary and secondary levels in their respective districts. These institutions play a leading role of setting the right mechanisms to ensure effective implementation at national and lower levels. The District Environmental Coordinators (DEC) have the role of planning and implementing EE/ESC related activities in the districts. The DEC work with the relevant standing committees/sub committees responsible for environmental issues in respective local areas evaluating the effectiveness, applicability and implementations.

25

Ferguson, T. (2008). “Nature” and the “environment” in Jamaica’s primary school guides. Environmental Education Research, 14 (5), 559 – 577.

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It is expected that, the chain will flow down through the Ward to the Village Committees where actual interventions takes place such as through the school committees, Village Environment Committees and others. This will involve designing and supervising the implementation of EE programmes, mobilizing resources (financial, human and technical) for local development programmes and supporting villages to stimulate sustained EE programmes. However, critical issues will involve multi-sectoral planning, coordination and implementation. The primary education sub-sector has been the focus of the development plan for the first phase of the ESD/ESC not only because of its essential role in providing a solid foundation for the development of other sub-sectors, but also because it absorbs nearly two-thirds of the public resources allocated to the education sector. The Tanzanian government started the implementation of a comprehensive Primary Education Development Plan (PEDP) in 2002, with the aim of improving education quality, expand school access and increase enrolment and performance.

3.3 Identifying main entry points / opportunities for integrating ESC in formal education curricula 3.3.1 Description of main entry points The provision of schooling is largely provided and financed by governments. However, due to unmet demand for education, coupled with shrinking government budgets, the public sector is developing innovative partnerships with the private sector to enhance education. Private education encompasses a wide range of providers including for-profit schools (that operate as enterprises), religious schools, non-profit schools run by NGOs, publicly funded schools operated by private boards, and community owned schools. In other words, there is a market for education, which can act as a tool for: (i) Improving production processes through conserving raw materials and energy, eliminating the use of toxic raw materials, and reducing toxic emissions and waste; (ii) Monitoring the product cycle from beginning to the end by identifying and eliminating potential negative impacts of the product, enabling the recovery and use of new products where possible and reclamation and recycling; and (iii) Incorporating environmental concerns in the design and disposal of products The enactment of the framework environmental law is an opportunity for the enhancement and strengthening of EE activities in education. For a long time, environmental conservation and management, as a whole, were going on depending on sectoral laws, which are rarely holistic and all-embracing in nature. For the purpose of enhancing ESC in Tanzania, the following are proposed entry point for enhancing ESC in formal education process. a) Develop locally adopted educational materials on sustainable consumption and production for use in academic institutions and NGOs by all actors. b) Disseminate educational materials amongst primary and secondary school students. c) Facilitate establishment of sustainable consumption and production clubs in schools and general training institutions. d) Promote general public awareness through media programmes and public events on ESC. e) Award programmes that recognise efforts towards sustainable lifestyles.

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f)

Enhance capacity of implementing institutions by increasing resources available to NGOs and SCP.

The following is an example that can be modified to incorporate teaching ESC in formal curriculum which is being practiced in secondary education: Some content used in teaching secondary schools Subject Social studies

Geography

History

Science

Mathematics

Vocational Skills

Personality and Sports

Subject Environmental Education or Consumption Issues The family, citizenship, cleanliness at home, school and the neighbourhood, conservation of the environment, economic activities and the environment, natural resources, the interdependence of things in the environment, ecosystem and ecology, environmental degradation, development issues, overpopulation, weather, water and waste disposal. The Environment Solar System, Animals, Marine and Wood products, Minerals Industrial products. Awareness on the physical constraints that prohibit the utilization of Natural resources Culture – Land, Livestock, Environmental conservation and management economic activities and the environment, the interdependence of things in the environment, ecosystem and ecology, environmental degradation, development issues, overpopulation, weather, water and waste disposal. Pointing the chronology of harnessing energy through the ages and its social, economic and environmental effects, Oral history research projects (oral tails) which are incorrectly called myth that explains the peoples' recollections of the past environment, Examining the consequences of improved technology on the environment (stone improvisation to genetic engineering) and the complexities in the various factors for advancement of social-political, economic and cultural technologies to man, and Evaluating the sins committed to our environment by colonial rulers, land tenure, tse tse flies, Monoculture, loss of traditional knowledge and mismanagement of the environment and cultural attributes. The skills expected towards nature include: The auditing what is in place over time in history, The organization of facts, evidence and shortfalls pertinent to the support of the environment to sustained evolution of man, Building the experience of the past and present so that, the younger generation can benefit from the present efforts of the society involved in managing, conserving and protecting the environment. The learner gainfully utilizes inquiry skills to solve the existing environmental problems and thus take positions on environmental education related issues, Scientific inquiry teaches the learner how to organize information and arrive at generalizations, Scientific inquiry helps to establish facts and interrelate them for developing concrete concepts. This will further help to derive inferences that will explain better the phenomenon under study. And It will direct learners mostly at organizing knowledge with a view of explaining and establishing cause-effect relationships, investigating and problem-solving skills. The focus in on Health issues, food and hygiene, health and sanitation, first aid, living things, the interdependence of things in the environment, ecosystem and ecology, energy, diseases, water, air, matter. Interpreting statistics on the environmental trends and development, Developing basic mathematical skills through case study works on contemporary environmental data of the local environment, Understanding, estimating and calculating probability using different local environment and Calculating distances, length and angles using the natural and cultural environment. Also it focuses on Using the environment to get teaching materials like counting, Using the environment as a teaching context like identifying different shapes, measurement, drawing and Setting mathematic problems related to the environment. Drawing, painting and using three-dimensional work to sensitize students in their local environment, Composing, interpreting and performing drama, music, plays and physical exercise on environmental themes, using theatre technique to raise awareness of the controversial nature of many environmental issues, and Appreciating the environment within the outdoor activity programmes. The focus is mainly on Handcrafts like making baskets, pottery, laundry, cookery, agriculture. Using sports to enhance Health issues, personal hygiene, care of resources and life skills.

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Subject Religious knowledge

Information communication And technology Languages (English & Kiswahili)

Subject Environmental Education or Consumption Issues Perspectives of different world religions on the environment and particular environmental issues, Moral and ethical implications of political, social and economic decision affecting the environment, Considering personal and collective responsibility to all living things and being Able to explores and practices green spirituality. Using Information technology to access environmental knowledge in different disciplines. Assessing various literature on resource management, behaviour modification and creative arts Using materials on the environmental for the effective practice and development of the language skills, Exploring environmental topic from the countries where their language under study is widely used, Simple structured conversations around photographs depicting natural and cultural environment, Studying local environmental as part of language learning exchange programme and Providing examples from local environment, things from the environment and about the environment. The approach is mainly through Structure, reading for comprehension, vocabulary and composition writing

The existing sectoral and environmental policies and laws governing conservation and management of the environment and formulation of different curricula, act as opportunities for the integration of ESC in the formal education curricula. There is direction and guidelines for designing and formulating curricula and teaching or training materials developed by the Ministry of Education and vocation Training. Using the existing institutions that already started courses with elements of EE and ESD either as stand alone or infused in certain subjects. This forms as prospects that form a benchmark for formulating curriculum or reviewing the existing curricula to incorporate ESC. 3.3.2 Adaptation and further development The effectiveness of awareness raising and education for sustainable development must ultimately be measured by the degree to which they change the attitudes and behaviours of people, both in their individual roles, including those of producers and consumers, and in carrying out their collective responsibilities and duties as citizens. Both of these roles – the private and the public – are indispensable and mutually reinforcing. A willingness to change one’s lifestyle or pattern of consumption is essential but insufficient in itself to bring about societal change. Many teacher training colleges need to update their curriculum. In many instances, foundation subjects are focused on the traditional way of teaching by rote learning, and the links between understanding of pedagogy and current educational psychology are weak. The teacher education curriculum needs to match current pedagogical understanding, positive values, the changing role of the teacher, curriculum reforms, developmental and industrial realities including the advances in science and technology, and the rapid changes in ICT. Furthermore, links have to be established with international commitments, the MDG, and other national priorities. Furthermore, most changes in school curricula are not directly reflected in teacher education programmes.

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Curriculum and theory are key areas in promoting ESD, the focus could be promoting the quality of education which has a strong implication for teacher education. Initial teacher training (pre-service) and on-going teacher education (in-service) need to provide a strong emphasis on theoretical, technical, philosophical/values areas, in this instance ESD. 3.3.3 Main actors to promote integration of ESC in formal education programmes Since there is a wide range of actors involved in the facets of environmental education, a harmonized and coordinated framework for effective and efficient management of activities and resources is necessary. The VPO and MoEVT, at the central government level, and the President’s Office Regional Administration and Local Government (PO-RALG) are regarded as responsible for the overall coordination of ESD initiatives mainly for enhancing the education Vision, Mission and Objectives as explained in the Education and Training Policy.

3. Teacher Training Programmes 4.1 Overview of teacher training programmes Teacher training education in Tanzania is managed by three government ministries. The Ministry of Education and Vocational Training (MoEVT) is currently managing a network of 34 government teachers colleges and provides guidance to about 14 registered privately owned teacher colleges. The MoEVT also manages university-based teacher education and vocational teacher education. The Ministry of Local Government manages the administration part of basic education and secondary education. 4.1.1 Provision of teacher training in Tanzania The MoEVT’s Teacher Education Department is responsible for the provision of teacher education. It deals with preparation of teacher Grade ‘A’ for those who joined teaching for two years after completing and passing form four Ordinary level and Diploma for teachers who joined teacher training colleges after successful completion of Advanced Secondary Education to satisfy teachers’ needs for pre-school, primary and secondary education. The teachers colleges are under the management of the college principals who are responsible to the Director of Teacher Education. The college manage both pre-service and in-service training programmes and ensures quality education in collaboration with school inspectors. The colleges also manage a system of TRCs at the school and at times at community levels. 4.1.2 Development and supervision of implementation of teacher training programmes The Management and Administration section covers the overall management of the Teacher Education Department by reviewing policy, plans and regulations related to Teacher Education, issuing guidelines for selection of students to Teachers Colleges (TCs), issuing guidelines on management and administration of TCs, co-ordinating teachers and tutors recruitment, postings and deployment, co-ordinating TCs, practicing Primary and Secondary Schools and co-ordinating and accounting budget preparation, financial and material resource allocation to TCs. The Development and Monitoring Section of the Teacher Education Department is responsible for setting and monitoring standards of training, reviewing the teacher education curricula, the teaching materials and teaching methods with focus to participatory methods, co-ordinating professional development of teachers and tutors,

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ensuring access and equity for all in the profession and monitoring the programmes conducted in Teachers Colleges and Teachers Resource Centres (TRCs). 4.1.3 Opportunities for professional advancement and continuing education for current teachers The MoEVT issued a circular on teachers’ professional development through Teachers’ Resource Centres (TRCs) in 1986. Since then, there have been many attempts to initiate and establish TRCs. The combined efforts involved MoEVT, NGOs, individuals and religious organisations. Despite the cost effective approach to delivery, it was until the 1990s when TRCs emerged strongly. The overall aim of TRCs is to support teachers to enhance their skills both academically and professionally and thereby improve the quality of education in schools in Tanzania. The TRCs are designed to: improve teachers’ understanding and implementation of subject related issues, both in relation to content and methodology, enhance the capacity for preparing and making use of teaching aids among teachers, provide opportunities for teachers and others to share ideas concerned with education, assist teachers to upgrade themselves, both academically and professionally and provide facilities provided for community development discussion and activities. An important function of the TRC is to serve the whole community as a community development centre.

4.2 ESC – related topics (sustainability, environment, citizenship, consumption) in teacher training programmes The engaged citizens of a democratic society can exercise a strong influence on behalf of sustainable development through their civic role as well as through their behaviour as consumers and producers through training. Individual lifestyles are inevitably strongly conditioned by public policies. Sorting trash, for example, serves little purpose if the collection service then throws everything into a dump. Individual action must be complemented and supported by public policies at all levels. There are varied topics taught in teacher training colleges using different terms which can be implied to refer to ESC. Some of these topics are only taught at advanced level education and for diploma teachers, but mainly, most of these topics are taught at tertiary level. 4.2.1 Overview of ESC topics in teacher training programmes The table below summarizes the topics taught at teacher training levels with varying details. Life quality ( In Civic and General Studies Subjects) Values, needs, desires Human rights, ethical codes and spiritual principles Resource Sufficiency Environmental education and in all other subjects Sustainable development Resources (In Geography, Biology, Physics) Natural Human Financial Problems of utilizing unsustainably resources in communities Consumption and the environment (In Geography) Recycling, reusing, repairing products

Lifestyles (in History Civics and general Studies subjects) History of social and economic development Present social and economic conditions The role of the family History of utilizing natural resource for development How History contribute in assessing resource uses Economics, ( Mainly in Economics and Commerce) Economic models and practice Production and trade Multinational companies Social responsibility Consumer rights and responsibilities

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Energy management and conservation Housing, patterns, designs and locations Transportation (advantages and disadvantages Communication Entertainment Tourism Climate, soil and water protection Biodiversity (types, distribution and importance) Waste management Information management (in ICT and Languages) Digital literacy Media literacy Advertising and persuasion Change management (In Arts and Civics and General Studies) Creativity and innovation Future perspectives Active citizenship Stakeholder involvement Democracy and good governance

Health and safety (In Biology and Nutrition) Food safety and food poisoning Gene-modified organisms Ecological, organic food HIV/AIDS and in Languages Global awareness (In Languages, Civics History, Commerce) Global interdependence Energy, trade, commerce, agriculture, land use Poverty Crime Precautionary principle Fair trade Millennium Goals

4.2.2 Methodologies, tools and monitoring The purpose of enhancing ESC is essentially for alerting the public to the need to achieve sustainable development and the likely consequences of failing to do so. Also it focuses on the educational curricula for global sustainable development by incorporating the knowhow and skills and also the moral imperatives. The methodology generally varies from actual visits to affected or concerned areas and simulation using plays, drama or actual affected area or site like hospitals. After the exercise, they draw pictures of real-life situations showing how HIV/AIDS is transmitted and how to avoid infection. The focus of teaching ESC in training programmes aims at reducing consumption with a view to achieving sustainability. Wherever possible, strategies for reducing consumption of energy and materials and greater use of renewable resources are encouraged and incorporated in design and teaching learning process. The content is mainly holistic, covering all essential aspects and the instruction mainly focuses on major two methodological approaches, the concept part based on science and technology to deal with the problem at hand and element concerned with prevention and reduction. It also focuses on low cost technologies which are more practicable for implementation.

4.3 Identifying main entry points / opportunities for integrating ESC in teacher training programmes Some suggestions for improving teacher education for ESD are: (i) to organise the training of trainers (teacher educators) in ESD for inclusion in teaching-learning programmes and to facilitate integration across the curriculum; (ii) to encourage leadership programmes for government policy makers, to enable them to recognise the crucial role of ESD in the curriculum process; (iii) to develop a dynamic ESD teacher education curriculum; and (iv) to

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train curriculum specialists in approaches/strategies aimed at re-orienting and re-focusing the existing curriculum towards ESD. 4.3.1 Description of main entry points Most of the entry point suggested here depends most on the understanding and acceptance of the institution in action and the demand created by management institution in both environment and education. Some suggestions for strengthening entry points are:  Using green flag approach, Using Environmental clubs  The self-reliance concept promoted by the Montessori system involves re-engineering teacher education and curricula. The programme has 50 years experience in the country. It implements outreach projects for enhancing self help and efficient resource use.  Establishing projects with ESC outlook in school systems  Establishing competition in training institutions focusing on waste management and management of school grounds.  The Ministry of Education and Vocational Training selects schools with outstanding EE/ESC performances and supports them financially for one year as pilot schools to implement those programmes. 4.3.2 Adaptation and further development This could be adapted by developing and contextualizing materials to suit local needs and expectations. More details will be developed during preparing the adoption process of Here and Now for Tanzanian Context 4.3.3 Main actors to promote integration of ESC in formal education programmes Generally the main actor for this process will be MoEVT, VPO, NEMC, Tanzania Institute of Education (TIE) and effective NGOs. Also, examining institutions can be used as quality control and as a means of enabling educators to enquire more information for education purposes

4. Non-Formal and Informal Education Initiatives 5.1 Review of major non-formal / in-formal education initiatives There are many projects throughout the country carried out by government machinery, civil society organizations (CSOs), the private sector and the media that are oriented towards raising environmental awareness, some of which include sustainable consumption. Such projects are good avenues to disseminate ESC and as arena to learn from, imitate and copy excellent and suitable approaches for replication. Non-formal education (NFE) is characterized by flexible and diversified curriculum which is responsive to learner and environmental needs. Its structure has flexible points of entry and exit, re-entry and re-exit. The evaluation is validated by learners’ experience of success and the delivery is environmental based, community related, learner centred, resource serving, self governing and democratic. NFE is organized outside the framework of the formal system operating separately to provide selected types of learning to particular sub groups like adults as well as children and youth. The distinction made on the type of education is largely administrative. Formal - 45 -

education is linked with schools and training institutions; however, non-formal education is linked with community groups and other organizations. More specifically, informal education covers what is left, namely interactions with friends, family and work colleagues. As Fordham (1993) states, these definitions do not imply hard and fast categories. There are numerous government programmes that provide non-formal education on issues relevant to ESC, mainly dominated by Literacy and numeracy programmes (through functional and post literacy programmes) and equivalency schooling (through Complementary Basic Education in Tanzania - COBET). Conversely, while Integrated Community Based Adult Education (ICBAE) programmes accord with life-skills training, this type of NFE is led by CSOs, as some are income generation/non-formal vocational training programmes. In particular, there may well be some overlap (and confusion) between the informal and the non-formal. 5.1.1 Initiatives by public authorities/government Complimentary Basic Education in Tanzania (COBET) was initiated by the Ministry of Education and Culture, with the support of the United Nations Children Fund – Tanzania Office (UNICEF Tanzania) in 1999. COBET initially operated in 20 centres in two districts with the highest dropout rates which are Lindi and Liwale. Currently, the government is committed to implementing COBET in all its districts. This non-formal education secondchance option fulfils the right for children, including married adolescent girls, who never had the chance to start primary school or who dropped out, to receive an education. It aims to mainstream school-age children back into the formal system. COBET learners are divided into two cohorts: 11-13 years old and 14-18 years old. Schooling is adapted to the needs of the learners. Classes are 3.5 hours per day, allowing the learners ample time to do their chores or income generating projects. Students acquire numeracy, literacy, and vocational skills, through a complementary, but condensed three year curriculum that allows transfer to formal education. The curriculum for the older cohort differs from the younger cohort, allowing the older students to address their needs of livelihood skill training. While the pedagogy is based on child-friendly principles, it follows the primary school curriculum (Bhalalusesa, 2005). Therefore, non-Formal Education for out of school children and youth is offered through COBET and ACCESS programmes in Cohort I and II (11-13 years old). Successful graduands of Cohort I are mainstreamed in Standard IV of formal primary schools and those of cohort II (14 – 18 years old) do Standard VII exams. Those who pass join Form I in ordinary secondary schools. The Government of Tanzania also implemented the Functional Literacy and Post Literacy Programmes, however, information about this was very difficult to find. Assessment of enrolments in literacy programmes stopped in 2001 and resumed in 2006 and was merged with ICBAE statistics. Functional and Post Literacy programmes are therefore assumed to be functioning in dogged continuation of adult literacy programmes run from the 1960s. Following independence in 1967, the development model of Socialism and Self-Reliance was adopted that relied heavily on the Education for Self-Reliance (ESR) policy.

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From independence to the early 1980s, there was a focus on rural areas, equality and participation in the development of a socialist society. Propounded by then-president, Mwalimu Julius Nyerere, and conceptualised under the philosophy of Ujamaa (meaning ‘family hood’), the moral obligation of every Tanzanian was to work for the common good and this replaced the economic growth and development model. Adult Education during this period “was seen as a tool for developing the country” (Bwatwa, 1979: 132) and was officially articulated in three main policies: the First Five Year Plan (1964-1969), the Arusha Declaration (1967) and the Second Five Year Plan (1969-1974). Adult education in Tanzania currently focuses on functional literacy, post-literacy, literacy supporting programmes (i.e. Workers’ Education, Film Education, Community Based Resource Centres, Radio Education and Rural Press) and continuing education. Whereas functional literacy and post-literacy are implemented under the Integrated Community Based Adult Education (ICBAE) programme in stages I and II, Continuing Education encompasses a variety of Open and Distance Learning (ODL) courses designed to cover programmes including Correspondence Education, Self Study and Extra-Mural programmes. Continuing Education programmes enable participants to move from non-formal to appropriate formal education, vocational and/or professional training, including access into the Open University of Tanzania. Integrated Community Based Adult Education (ICBAE) was developed by the MoEVT in 1993 with the aim of increasing access to quality sustainable basic education for adults and out-of-school youths through the development of learner-centred and community based approaches. ICBAE was a response to planning of the national literacy and post literacy programmes approach being top down and inflexible and its curriculum not considering the varied needs and aspirations of learners and communities at large (Bhalalusesa, 2002). ICBAE is therefore a core group Government initiative that blends literacy, life-skills and income generation activities and targeted at illiterates, marginalised adolescents and youth, women, the rural poor and farmers. 5.1.2 Initiatives by business and civil society The Regenerated Education through Freirean Learning and Empowering Community Techniques (REFLECT) is community learning programme run by ActionAid Tanzania, which is a non-political, non-religious organisation. The REFLECT approach to adult literacy was born out of a combination of the processes of Participatory Rural Appraisal (PRA) and the educational philosophy of Paulo Freire. This approach is claimed to be a structured participatory learning process, which facilitates people's critical awareness of their environment, placing empowerment at the heart of sustainable and equitable development. Based on ongoing processes of reflection and action, people empower themselves to work for a more just and equitable society. REFLECT takes the approach that "literacy gives people practical skills which will help in the empowerment process (e.g. they will assume positions of responsibility in community organisations) and the empowerment process in turn creates uses for literacy in people's everyday lives. To successfully interweave the two processes requires a well structured participatory methodology." It thus focuses on the effects of literacy, rather than how the learners engage with their own literacy practices. REFLECT also identifies the literacy and

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knowledge acquisition processes as political, and by drawing on local resources, REFLECT aims to allow communities not only to learn how to apply the new technology of literacy to their lives, they also aim to provide a space for communities to negotiate their own power relations. Through this examination it is intended that communities will find new ways to address their needs and development problems. Programmes ideally run for at least two years. ActionAid Tanzania begun its REFLECT work in the Kigoma and Lindi regions in 1998. Currently the status is quite unclear.

5.2 Inspiring informal education/awareness raising activities on sustainable consumption at the national level Informal education is a lifelong process where individual acquires attitudes, values, skills and knowledge from daily experience in his or her environment. This is provided mainly from family and neighbours, work and play, market places, library and the media. In Tanzania, there are more than one thousand CSOs, consisting of community-based organizations (CBOs) and non-governmental organizations (NGOs), both local and international, which have awareness, sensitization, lobbying and advocacy programmes. In some cases, they carry out training programmes, which encompass environment education, education for sustainable development and consumption. Of late, the private sector has also been in the forefront to support such related initiatives. Throughout the country, CSOs are playing crucial roles in environmental conservation and delivery of EE and sustainable consumption facets. Certainly, there are great multiplicities in application and suggestions for utilizing resources, methodologies for carrying out EE/ESD, extent of coverage and intended audiences. The number and differences emerge from backgrounds (local or international backgrounds), extent of technical know-how, orientation coupled with experience and the objectives of an organization. Sometimes the choices of actions and audiences are governed by many factors like prevailing political atmosphere, possession of funds and necessary resources, environmental situation of the area, the type and size of the audience including the level of comprehension and many others. Currently, the private sector is active in supporting EE delivery mainly through provision of financial and material support to CSOs. Regrettably, the CSOs are inclined to succumb to the dictations from the supporters. With this in mind, the terms of agreement and conditions of work are usually predestined by donors and received by recipients without regard to the organization’s objectives and the quality of EE/ESC to be communicated. There are a multitude of projects and activities on environmental conservation and education delivered by CSOs and the private sector. Some of the projects and activities are implemented in collaboration and partnership with the government institutions or other agencies. Nevertheless most of the projects are executed independently depending on a number of factors. The factors include accessibility of funds and the donor preferences, the objectives and inclination of the organization, technical capability and availability of personnel. There are concerns exhibited by CSOs throughout the country. For example, NGOs working on the conservation of Lake Victoria in Mwanza is relatively big. These agencies are engaged in hands-on activities like tree planting, soil and water conservation, water and sanitation issues, waste management, organic farming, conservation of plants, eradication of water hyacinth (Eichornia crassipes) and others.

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5.2.1 Tanzanian consumer organizations In recent years, Tanzania has seen the birth of a few consumer organizations, which are focused on raising consumer rights and responsible consumption to the general public, with a particular focus on young people. One of the most prominent organizations undertaking this task is the Tanzania Consumer Advocacy Society (TCAS), a private, voluntary, nongovernmental and non partisan organisation established in 2007, with the objective of building a society of well informed consumers empowered to change market terms. TCAS works towards raising Tanzania consumers’ awareness on their rights and obligations and to make their voices heard. It has opened consumers clubs and outreach programmes in the Dar-Es-Salam region. TCAS, along with Consumers International, together with its partners Consumer Information Network (CIN) and the Youth Education Network (YEN) in Kenya and, have embarked on a project to promote financial capability in East Africa funded by the Department for International Development (DFID) through the Financial Education Fund. This project aims to promote financial capability in Kenya and Tanzania through consumer education and protection delivery with the overall aim of creating an enabling environment towards empowering consumers to make informed decisions about their money and the financial products they buy. For its part, TCAS aims to reach some 2400 secondary school students and 10,000 consumers, with the ultimate goal of creating a “Consumer Advice Centre” in Dar-Es-Salaam, where the general public can get information on making responsible choices. In addition, with the financial support from the Swedish Society for Nature Conservation, TCAS is implementing a five-year project on “changing consumers’ behaviour on sustainable consumption to mitigate impacts on climate change for youth in secondary schools in Tanzania. This project will involve conducting a baseline survey aiming at understanding the magnitude of the problem. TCAS will also adapt a state-of-the-art campaign methodology that will help address ethical uses (choosing and using products wisely) of limited natural resources and insist the princes of food safety. 5.2.2 Media Communicating sustainable consumption and environmental information through media cannot be underestimated as there are some valuable initiatives from media. The major communication channels are radios and televisions or print media. Many people have regarded the radio as the cheapest and with the most potential of disseminating information and thus the ideal tool to spread information on sustainable consumption. This fact seems to hold as seen through experience and discussions with people particularly in rural settings. To-date there is a number of radios and television environmental programmes which are either sponsored by media owners or environmental institutions and organizations. The same applies to newspapers where letters from readers, articles and features are written periodically. In general terms, the Tanzanian community has become more environmentally aware than before though their awareness is not reflected in their behaviour. An example where the media have been effective is the use of the media/communications in promoting message of being “responsible” in a time of HIV/AIDS, health and safety and HIV/AIDS which are are

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ESC topics. Also, there are some radio campaigns that include radio programmes/dramas that promote responsible behaviour as a means of curbing the spread of HIV/AIDS. These programmes are Wahapahapa radio drama which encourage youth to change organized by Clouds FM commonly called “Njia Panda” where experiences one has faced in life are shared live for other youth to replicate and therefore change. There have been several incidences where the public comes out clearly to demand explanations on why certain topical and crucial issues like soil erosion, destruction of catchment areas, sanitation, polluting factories or industries and other environmental concerns continue to affect them. The awareness is not yet fully exploited but still needs conceited efforts and demand-driven EE/ESC approaches rather than traditional methods that have been used all the time. Not-for-profit, non-governmental, and civil society organizations lead much of the public and community based activity linked to sustainable development. There is always an education component to these initiatives – whether through purposeful education with children, youth, and adults or less formal learning through public awareness campaigns and project involvement.

5.3 Multi-stakeholders cooperation The civil society at all levels, especially the national, should cooperate and express its support for vigorous action aimed at advancing towards sustainable development. Organizations with specialized interests and competencies should not only support government action, but also monitor and assess them within their areas of competence and keep the public informed of both progress and problems. Teachers associations, for example, should carefully assess the progress being achieved in reorienting the education system towards sustainability and should keep both their members and the public-at-large informed of the situation. There is also a need to establish sustainable consumption clubs in wards, streets, villages and tertiary institutions as well as the need to promote this to the general public awareness through media programmes, particularly broadcast media which reaches a wider audience, and public events, particularly involving celebrities. This can go hand in hand with developing locally adopted education materials on sustainable consumption and production; The implementation of ESC requires great cooperation and involvement of various stakeholders. The involvement is highlighted with implementation mechanism by identifying implementing institutions, the verifiable indicators to facilitate the monitoring process and possible sources of funds. The identification of implementing institutions requires consultations and setting working modalities with the identified institutions while the identification of prospective funders shall be explored with the national budget, donor agencies, development agencies and small grants programmes. Attachment One highlights the areas of cooperation with indicators of gauging achievements.

5.4 Implementation and evaluation of initiatives Tanzania views ESD/ESC as an opportunity to improve the quality of life across all sectors of society. This is also enshrined in the National Development Vision 2025 and National Environmental Education and Communication Strategy which guides integration of ESD/ESC

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across education systems while promoting advocacy and vision-building, partnerships and coordination, as well as capacity-building processes. A wide range of ESD/ESC activities are taking place on the ground and are being led by the government, civil society organizations as well as indigenous communities. These activities are raising awareness, providing capacities and skills, and empowering people and communities to create more sustainable futures and enhancing informed decision in managing and utilizing environmental resources. However, synergies among these initiatives, as well as greater support from the business sector, are still the challenges that need to be addressed. There is an opportunity for developing environmentally-related policies, learning support materials, appropriate EE delivery methods and establishing vibrant EE network(s) and database(s) that require ample supply of resources. There is a need to change the way we develop our policies as most policies and developed on a top-down approaches coupled with fragmentation and omission of certain areas that touch communities most. There are evidences suggesting that issues affecting communities are often pre-determined before even meeting the intended audience. In this way the notion for involving the communities is negated and consequently the intended audience paying no attention to what has been set aside for them. Establish proper EE monitoring and evaluation mechanisms, as currently effective EE monitoring and evaluation mechanisms is absent and it has been difficult to develop appropriate learning support materials and effective programmes and projects. This poses a danger of communicating messages which are not appropriate for audience. Unlike other academic disciplines, EE/ESC is primarily a practical subject requiring application of all the five senses.

5. Feedback on the Methodology 6.1 Key challenges in conducting review and analysis Most data and information are not readily available, even if are available most cannot be directly related to ESC thus need more time to work on harmonization and reflection. Most consider ESC as a sector specific activity and are mainly unwilling to provide information believing they are losing their grip of activities which at times they hold dear. There are several activities on the ground on ESC and SCP which are not termed as such and at times it takes more time for reconciling with information holders.

6.2 Suggestions for improvement of methodology More time should be allocated for data collection because it can be challenging to obtain information on ongoing ESC related activities from the various organizations, government offices and the media. Although the contacted parties are willing to share the information related to their activities, they often request a lot of time to be able to provide the information. As a result, most could not meet the deadline for reporting on their activities for inclusion in this document.

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Bibliography and References “10 Year Programme on Sustainable Consumption and Production,” prepared by the Cleaner Production Centre of Tanzania, with the support of UNEP (December 2007). http://www.unep.org/roa/docs/pdf/SCPProgramme-Tanzania.pdf ACCESS (2004). Preliminary findings of the ACCESS Project. Ifakara, Tanzania: Ifakara Health & Research Development Centre (IHRDC). Unpublished. (Quoted in Msecha & Mtenga,2005). Bakobi, B.L.M. (1991), " The Importance of Environmental Education for Adults: Constraints and Prospects ". A paper presented at a workshop on Environmental Education for Adults, Dar-Es-Salaam 26th - 27th June 1991. Bakobi, B. L. M (1997), " The State of Art of the Environmental Education in Tanzania ". Paper presented at the first National Review and Training workshop on ASESP/DSE Publication on Environmental Education source book, a teaching and training guide at Moshi, March, 1997. Bhalalusesa, E. P. 2002, An Overview of Adult and Literacy Education in Tanzania. SADAC Conference Paper. Bhalalusesa, E. P. 2005, Education for All in Tanzania: Rhetoric or Reality? Adult Basic Education: An Interdisciplinary Journal for Adult Literacy Educational Planning, Vol. 15 No. 2, 67-83. Bwatwa, Y. D. M. 1979, ‘The Decision-Making Machinery of Adult Education in Tanzania’, in Hinzen, H. and Hundsdorfer, V. H. (eds) Education for Liberation and Development: the Tanzanian Experience, Hamburg, UNESCO Institute of Education. 132 “Climate change impacts in Tanzania,” (World Wildlife Fund – WWF), http://wwf.panda.org/about_our_earth/aboutcc/problems/rising_temperatures/ hotspot_map/tanzania.cfm “Climate Change: Impacts, Vulnerabilities and Adaptation in Developing Countries,” (United Nations Framework Convention on Climate Change). http://unfccc.int/resource/docs/publications/impacts.pdf Consumer Citizenship Network, The Consumer Citizenship Network. Project Report Year 3 2005-2006, Hedmark University College, 2006. FAO - UNESCO (1977), FAO-UNESCO Soil Map of the World. Vol. VI Africa. UNESCO, Paris. 299 pp. Ferguson, T. (2008). “Nature” and the “environment” in Jamaica’s primary school guides. Environmental Education Research, 14 (5), 559 – 577.

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Fordham, P. E. (1993), 'Informal, non-formal and formal education programmes' in YMCA George Williams College ICE301 Lifelong Learning Unit 2, London: YMCA George Williams College. Government of Tanzania, 2005 “National Strategy for Growth and Reduction of Poverty (NSGRP).” http://www.povertymonitoring.go.tz/Mkukuta/MKUKUTA_MAIN_ENGLISH.pdf ICT in Secondary Schools, The e-School Program. Presentation by C. Philemon et al. Rural Connectivity Workshop, Dar Es Salaam, May 2006. Kimaryo L. A. 2011, Integrating Environmental Education in Primary School Education in Tanzania: Teachers’ Perceptions and Teaching Practices, ÅBO AKADEMI UNIVERSITY PRESS Mbuta C. (2006): Education for Sustainable Development: The Tanzanian Experience and the Way Forward. A Presentation made at the University of Dar-Es-Salaam to Mark the African University Day, 10th November, 2006. Mushi, P., Bhalalusesa, E., Gange, V., Masolwa, P., Katoba, L. (2002a) Non-Formal Education Status Report Tanzania Mainland. MoEC. Mushi, P., Maleka, G., and Bhalausesa, E. (2002b) Moving Beyond the Clasroom: Expanding Learning Opportuntiies for Marginalised Populations in Tanzania. Forum for African Women Educationalists: Kenya MNRT (1998b), National Beekeeping Policy. Ministry of Natural Resources and Tourism. Government Printers, Dar es Salaam, United Republic of Tanzania. p.32 and p.33: URT (1995) Mwihava N. C. X and Mbise, H.A, 2005, Energy and Economic Development, Infrastructure and Utilities as Stimulants of Economic Development, Vision 2025: Engineering Contribution to Poverty Reduction. O-Saki, K. M. 1987, “Students’ Perception, Participation and Attitudes Towards the Environment in Tanzania” A Paper Presented at Faculty of Education University of Dar Es Salaam on 29th January 1987 O-Saki, K.M. (1989), "Children's Perceptions, Knowledge and Attitudes Towards The Environment in Tanzania ". Accepted in Papers in Education and Development 1993. O-Saki, K.M and Wandi, D.M. (1994), "Environmental education in the Formal and Non-formal Education System in Tanzania." A paper presented for the IDRC sponsored Environmental Education research Review workshop for Eastern and Southern Africa, Naivasha, September, 1994.

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O-Saki, K. M. (1995). Environmental Education as an Interdisciplinary Subject. Paper presented at the EE workshop at Morogoro, December 1995, Tanzania. O-Saki, K. M., & Agu, A. O. (2002). A study of Classroom Interaction in Primary Schools in the United Republic of Tanzania. Prospects, XXXII (1). Orindi, V. A. and L.A. Murray. 2005. Adapting to climate change in East Africa: a strategic approach. Gatekeeper Series. Rajabu, A.R.M.S. (1993), “Environmental Education and School Curriculum". A paper presented at the Environmental education workshop for school inspectors of Lake Zone, Butimba Teachers College, 9th - 12th November, 1993. Rechenberg, C., Smith, J. M., & Cruey, L. (1997). The pact of recycling education on The knowledge, attitudes, and behaviours of grade School children. Education. 118 (2). Ruthenberg, H. 1980. Farming Systems in the Tropics, 2nd ed. Oxford University Press, London, UK. Ruthenberg H. (1980) “Farming Systems in the Tropics” Clarendon Press, Oxford.

SADC (1994), "SADC Policy and Strategy for Environmental and Sustainable Development Towards Equity-led Growth and Sustainable Development in Southern Africa ". SADC-ELMS, Maseru, Lesotho. “Tanzania’s Sustainable Cities Programme,” (UNEP Industry and Environment January – June 2000). http://www.unep.fr/shared/docs/review/vol23no1-2/22-artic.pdf The Ministry of Education and Vocational Training, http://moe.go.tz/policy_issues.html The National Transport Policy (Government of Tanzania), http://www.tzonline.org/pdf/nationaltransportpolicy1.pdf The Tanzania Development Vision 2025 (Government of Tanzania), http://www.tanzania.go.tz/vision.htm UNDP Tanzania, “Millennium Development Goals – Goal 7: Environmental Sustainability. http://www.tz.undp.org/mdgs_goal7.html UNEP 2011. “Paving the Way for Sustainable Consumption and Production, the Marrakech Process Progress Report.” UNEP 2010. “ABC of SCP: Clarifying Concepts of Sustainable Consumption and Production, Towards a 10 Year Framework of Programmes on Sustainable Consumption and Production”

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UNEP 2005. The African 10 Year Framework Programmes (10YFP) on Sustainable Consumption and Production, UNEP United Republic of Tanzania (1998). Tanzania: Country Biological Diversity Study. UNEP, Nairobi. URT, 1995, Education and Training Policy, Ministry of Education and Culture (MOEC) Dar Es Salaam. p. 39 URT (2005), “Tanzania Education Directory”, 1st Edition Galabawa, J and Anders N. (2004) Education Poverty and Inequality. Publisher, University of Dar-es salaam, Dar-Es salaam URT (2006): Hotuba ya Waziri wa Elimu na Mafunzo ya Ufundi Mhe. Margaret Simwanza Sitta (MB) Kuhusu Makadirio ya Matumizi ya Fedha kwa Mwaka 2006/2007 World Bank (2010). Supporting Education in Tanzania; http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/TANZANIAE XTN/0,,contentMDK:21024033~menuPK:287367~pagePK:1497618~piPK:217854~th eSitePK:258799,00.html

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Appendix I: Common ESC Terminologies Education can be defined in the broadest sense to refer to both the teaching and learning of knowledge and behaviours, social, moral and intellectual skills that contribute to the development and socialization of human beings. UNESCO focuses on five types of fundamental learning: learning to know, learning to do, learning to be, learning to live together, and learning to transform oneself and society. In addition, education does not only entail actions integrated to formal education but also refers to professional training and life-long learning as well as to information and sensitization of citizens. Consumption refers to all actions that imply selecting, buying, using, caring and disposing of resources, goods and services. Also, is considered as a crucial aspect of contemporary lifestyles, representations, attitudes and behaviours. Mass consumption is now a key component of economic and social life as well as a core objective in an increasing number of societies worldwide. Media and advertisements portraying materialistic lifestyles and promoting consumerism values have an influence on attitudes and consumption patterns globally (American children spend between four and five hours watching television every day and, according to the Consumers Union (USA), they watch 30,000 advertising spots within a year). In this context, and given its social and environmental impacts, consumption should be considered not only through its economic dimension but also through its ethical and political dimensions. Sustainable consumption is based on this idea and aims at three complementary objectives: a rational utilization of natural resources necessary to human life, an equitable economic and social development, a better quality of life for all. For some, it implies the emergence of “consumer citizens”, i.e. individuals making choices based on ethical, social, economic and ecological considerations. In UNESCO’s definition, it integrates a range of social, economic and political practices not only at the individual and household levels but also at the community, business and government levels. As highlighted in Here and Now, sustainable consumption consequently refers to a new social and cultural paradigm resulting from the necessity to rethink definitions of human needs and desires: principles of moderation and sufficiency become means of curbing social, economic and environmental imbalances and of stimulating responsible citizenship, while the oneness of humanity and the right of all to have their basic needs met remain fully recognized. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Sustainable development includes economic, environmental and social sustainability, which are independent and mutually reinforcing pillars, and can be achieved by rationally managing physical, natural and human capital. Poverty eradication, changing unsustainable patterns of production and consumption and protecting and managing the natural resource base of economic and social development are overarching objectives of, and essential requirements for, sustainable development.26 Sustainable consumption and production is the use of services and related products, which respond to basic needs and bring a better quality of life while minimizing the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life cycle of the service or product so as not to jeopardize the needs of future generations.27

26

“ABC of SCP: Clarifying Concepts of Sustainable Consumption and Production,” UNEP (2010), p.45. This definition of sustainable development is based on the Report of the Brundtland Commission, Our Common Future (1987) and the Johannesburg Plan of Implementation. 27 “ABC of SCP: Clarifying Concepts of Sustainable Consumption and Production,” UNEP (2010), p.44. This definition is from the Norwegian Ministry of Environment, Oslo Symposium, 1994

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Education for Sustainable Development (ESD) aims to help people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. ESD supports five fundamental types of learning to provide quality education and foster sustainable human development: learning to know, learning to be, learning to live together, learning to do and learning to transform oneself and society. ESD concerns all levels of education and all social contexts (family, school, workplace, community). It allows learners to acquire the skills, capacities, values and knowledge required to ensure sustainable development, and fosters responsible citizens. UNESCO is leading the United Nations Decade on Education for Sustainable Development (UN DESD) – 2005-2014.28 Education for Sustainable Consumption (ESC) is essential to train responsible citizens and consumers: individuals need to be aware of their fundamental rights and freedoms, appropriately informed to participate actively in the public debate, oriented towards a rational participation in the markets. ESC has become a core component of ESD and global citizenship: “Citizens need training in how to define issues; gather, handle and apply relevant information; consult; plan courses of action; make choices; analyze and assess the consequences of their actions, and reflect upon the effect they have made locally, nationally and in a global context. This is particularly true in their roles of consumers.”29 ESC can be seen as an integrated approach partly based on the merging of sustainable development and consumer and citizenship education. Consumer education policies at the national level generally aim at individual empowerment (consumer rights, household budgeting, and critical thinking skills) but can also be aimed at promoting public interest. ESC, as a cross-cutting issue, could go further to combine all those aspects and become the new educational paradigm to raise education levels, without creating an ever-growing demand for resources and consumer goods, and to foster responsible individual and collective choices towards the environment and society. ESC consists of the acquisition of knowledge, attitudes and skills necessary for functioning in today’s society. It is responsibility learning, which aims to contribute to the individual’s ability to manage his own life while also participating in the stewardship of the global society’s collective life. This objective is to empower people so that they are able to responsibly manage their social and environmental impacts, but also to participate in and stimulate the public debate about values, quality of life, responsibility and accountability. ESC incorporates the approach for sustainability inherited in ESD: ESD is promoted as a process to engender a culture that is respectful to the core principles of sustainable development and is advanced as an important social process. UNESCO defines ESD in three parts, it means: (i) Education that enables people to foresee, face up to and solve the problems that threaten life on our planet; (ii) Education that disseminates the values and principles on the basis of sustainable development (intergenerational equity, gender parity, social tolerance, poverty reduction, environmental protection and restoration, natural resource conservation, and just and peaceful societies); and (iii)Education that highlights the complexity and interdependence of three spheres of life, the environment, society – broadly defined to include culture – and the economy (UNESCO, 2005: 5).

28

“ABC of SCP: Clarifying Concepts of Sustainable Consumption and Production,” UNEP (2010), p.21. This definition is based on World Declaration on Education for All, Jomtien, 1990, Art. 1, para. 1. 29 Consumer Citizenship Network, The Consumer Citizenship Network. Project Report Year 3 2005-2006, Hedmark University College, 2006, p.6

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Environmental Awareness or Education (EE) is a core component of ESD and takes the environment as its entry point. Environmental education and training is meant to transfer knowledge, values, behaviours and skills that enable people, individually and collectively, to better understand and to interact positively with their natural but also social, economic and cultural environment.30 Formal education is the hierarchically structured, chronologically graded 'education system', running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training. Informal education is generally the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment - from family and neighbours, work and play, market place, the library and the mass media. Non-formal education (NFE) is essentially is any organized, systematic, educational activity carried outside the framework of the formal education system - whether operating separately or as an important feature of some broader activity -to provide selected types of learning to particular sub groups in the population including adults as well as children and youth.

30

“ABC of SCP: Clarifying Concepts of Sustainable Consumption and Production,” UNEP (2010), p.22. This definition is from UNEP’s Environmental Education and Training Strategy (www.unep.org/training/downloads/PDFs/strat_full.pdf)

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Appendix II — Some content used in teaching secondary schools Subject Social studies

Geography

History

Science

Mathematics

Subject Environmental education issues The family, citizenship, cleanliness at home, school and the neighbourhood, conservation of the environment, economic activities and the environment, natural resources, the interdependence of things in the environment, ecosystem and ecology, environmental degradation, development issues, overpopulation, weather, water and waste disposal. The Environment Solar System, Animals, Marine and Wood products, Minerals Industrial products. Awareness on the physical constraints that prohibit the utilization of Natural resources Culture – Land, Livestock, Environmental conservation and management economic activities and the environment, the interdependence of things in the environment, ecosystem and ecology, environmental degradation, development issues, overpopulation, weather, water and waste disposal. Pointing the chronology of harnessing energy through the ages and its social, economic and environmental effects, Oral history research projects (oral tails) which are incorrectly called myth that explains the peoples' recollections of the past environment, Examining the consequences of improved technology on the environment (stone improvisation to genetic engineering) and the complexities in the various factors for advancement of social-political, economic and cultural technologies to man, and Evaluating the sins committed to our environment by colonial rulers, land tenure, tse tse flies, Monoculture, loss of traditional knowledge and mismanagement of the environment and cultural attributes. The skills expected towards nature include: The auditing what is in place over time in history, The organization of facts, evidence and shortfalls pertinent to the support of the environment to sustained evolution of man, Building the experience of the past and present so that, the younger generation can benefit from the present efforts of the society involved in managing, conserving and protecting the environment. The learner gainfully utilizes inquiry skills to solve the existing environmental problems and thus take positions on environmental education related issues, Scientific inquiry teaches the learner how to organize information and arrive at generalizations, Scientific inquiry helps to establish facts and interrelate them for developing concrete concepts. This will further help to derive inferences that will explain better the phenomenon under study. And It will direct learners mostly at organizing knowledge with a view of explaining and establishing cause-effect relationships, investigating and problem-solving skills. The focus in on Health issues, food and hygiene, health and sanitation, first aid, living things, the interdependence of things in the environment, ecosystem and ecology, energy, diseases, water, air, matter. Interpreting statistics on the environmental trends and development, Developing basic mathematical skills through case study works on contemporary environmental data of the local environment, Understanding, estimating and calculating probability using different local environment and Calculating distances, length and angles using the natural and cultural environment. Also it focuses on Using the environment to get teaching materials like counting, Using the environment as a teaching context like identifying different shapes, measurement, drawing and Setting mathematic problems related to the environment.

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Subject Vocational Skills

Personality and Sports Religious knowledge

Information communication And technology Languages (English & Kiswahili)

Subject Environmental education issues Drawing, painting and using three-dimensional work to sensitize students in their local environment, Composing, interpreting and performing drama, music, plays and physical exercise on environmental themes, using theatre technique to raise awareness of the controversial nature of many environmental issues, and Appreciating the environment within the outdoor activity programmes. The focus is mainly on Handcrafts like making baskets, pottery, laundry, cookery, agriculture. Using sports to enhance Health issues, personal hygiene, care of resources and life skills. Perspectives of different world religions on the environment and particular environmental issues, Moral and ethical implications of political, social and economic decision affecting the environment, Considering personal and collective responsibility to all living things and being Able to explores and practices green spirituality. Using Information technology to access environmental knowledge in different disciplines. Using materials on the environmental for the effective practice and development of the language skills, Exploring environmental topic from the countries where their language under study is widely used, Simple structured conversations around photographs depicting natural and cultural environment, Studying local environmental as part of language learning exchange programme and Providing examples from local environment, things from the environment and about the environment. The approach is mainly through Structure, reading for comprehension, vocabulary and composition writing

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