Uganda National Education for Sustainable Development 2030 framework (NESD for 2030)

Abstract

The World is facing unprecedented challenges that are mainly a cause and consequence of unsustainable human practices and behaviors. Several environmental and climate change effects including prolonged dry spells, desertification, flooding, pests and diseases among others are strongly associated with poor and unsustainable management approaches. These widen the global risk profile and negatively impact on our adaptability. The current global temperature of 10C is projected to rise to 1.50C by 2040. There is need to devise ambitious near-term reductions in emissions if we are to limit temperature increase to 1.50C1. The worst direct consequences of climate change include a rise in temperature, which affects human health and life, as well as agricultural and energy production, biodiversity among others. On the other hand, extreme rainfall, resulting in floods, landslides and rockslides, directly threatens lives and property, as well as the supply and availability of food, water, and energy2. The rise in global temperature is majorly due to Green House Gas emissions whose major source is energy production that accounts for approximately 72% of all emissions3. Estimates indicate that Africa contributes between 2–3 per cent of the world’s carbon dioxide emissions mainly from energy and industrial sources. While the continent is not a significant source of emissions, it is the most vulnerable to the impacts of climate change.4 Uganda’s contribution to climate change is equally negligible accounting for only 0.099 percent of global emissions. Just like the African continent, the country is highly vulnerable to climate change impacts given its low coping capacity. Catalytic practices and behaviors are wide spread and evidently manifested in corruption, environmental degradation and natural resource depletion among others. Key environment and climate change indicators have long been on a negative trend. The National Development Plan III reports 1 Committee on Climate Change, May 2019, Net Zero The UK's contribution to stopping global warming. Available online: www.theccc.org.uk/publications 2 Danijela Bozanic and Dorde Mitrovic,2019, Study on the Socio-economic Aspects of Climate Change in the Republic of Serbia. UNDP 3 Center for Climate and Energy Solutions, 2019 4 United Nations for UN Climate Change Conference Nairobi 2006. UGANDA NATIONAL COMMISSION 2 wetland degradation to be over 70 times the rate of restoration5. Over the period between 1994 and 2015, 2.5% of the wetlands have been permanently lost and are no longer recoverable. The wetland cover is reported to have reduced from 13% in FY1986/87 to 10.9% in FY2017/18. The downward trend also applies to the forest cover that declined from 24% of Uganda’s total land area in 1990 to 9% in 2018- a reduction of 57% in just 25 years6. The key unsustainable practices and behavior manifested in unsustainable life styles, poor farming methods, unplanned urbanization and population growth among others remain of concern. These contribute to the global aspirations and trends that appear to outstretch the planet’s coping capacity. The 1987 Brundtland report had already warned of this threat. According to the report, “there are thresholds that cannot be crossed without endangering the basic integrity of the system”. The report further recommends that the ‘population problem’ must be dealt with by among others, education that would improve the human potential to sustainably manage available resources. Uganda has invested heavily in improving the state of education. Access to education has improved at all levels particularly at primary and BTVET. Gross enrolment rate for primary education level was 111% in 2017 and BTVET nearly tripled between the years 2012/13 and 2018/197. While access is impressive at all levels, retention and transition remain a challenge. Only three out of ten pupils who start the first year of primary education, complete primary level. Of those who complete primary level, only 61% transition to secondary level8. The education system is not responding to market driven demands and sustainable development challenges largely due to over emphasis on examination at the expense of skills, competencies and innovations. The level of knowledge and skills also remains below that of neighbouring countries like Kenya and Tanzania (World Bank, 20189). 5 National Planning Authority, The second National Development Plan (NDPII). 2015/16 – 2019/20, Kampala Uganda 6 Ministry of Water and Environment, Water and Environment Sector Performance Report 2020 7 Republic of Uganda, Education and Sports Sector Strategic Plan 2020/21-2024/25 8 Republic of Uganda, Education and Sports Sector Strategic Plan 2020/21-2024/25 9 World bank 2018, Learning to realise education’s promise UGANDA NATIONAL EDUCATION FOR SUSTAINABLE DEVELOPMENT 2030 FRAMEWORK NESD for 2030 3 wetland degradation to be over 70 times the rate of restoration5. Over the period between 1994 and 2015, 2.5% of the wetlands have been permanently lost and are no longer recoverable. The wetland cover is reported to have reduced from 13% in FY1986/87 to 10.9% in FY2017/18. The downward trend also applies to the forest cover that declined from 24% of Uganda’s total land area in 1990 to 9% in 2018- a reduction of 57% in just 25 years6. The key unsustainable practices and behavior manifested in unsustainable life styles, poor farming methods, unplanned urbanization and population growth among others remain of concern. These contribute to the global aspirations and trends that appear to outstretch the planet’s coping capacity. The 1987 Brundtland report had already warned of this threat. According to the report, “there are thresholds that cannot be crossed without endangering the basic integrity of the system”. The report further recommends that the ‘population problem’ must be dealt with by among others, education that would improve the human potential to sustainably manage available resources. Uganda has invested heavily in improving the state of education. Access to education has improved at all levels particularly at primary and BTVET. Gross enrolment rate for primary education level was 111% in 2017 and BTVET nearly tripled between the years 2012/13 and 2018/197. While access is impressive at all levels, retention and transition remain a challenge. Only three out of ten pupils who start the first year of primary education, complete primary level. Of those who complete primary level, only 61% transition to secondary level8. The education system is not responding to market driven demands and sustainable development challenges largely due to over emphasis on examination at the expense of skills, competencies and innovations. The level of knowledge and skills also remains below that of neighbouring countries like Kenya and Tanzania (World Bank, 20189). 5 National Planning Authority, The second National Development Plan (NDPII). 2015/16 – 2019/20, Kampala Uganda 6 Ministry of Water and Environment, Water and Environment Sector Performance Report 2020 7 Republic of Uganda, Education and Sports Sector Strategic Plan 2020/21-2024/25 8 Republic of Uganda, Education and Sports Sector Strategic Plan 2020/21-2024/25 9 World bank 2018, Learning to realise education’s promise Education for Sustainable Development (ESD) is a key to unlocking people’s potential to respond appropriately to the causes and effects of unsustainable development. There is undisputed contribution of ESD to the global and national sustainability drive. ESD is a game changer for the current 17 SDGs and the 18 National Development Plan III programmes. This partly explains why Uganda requires a national ESD for 2030 framework to be developed.