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For Ghana (2011-2016) SUSTAINABLE DEVELOPMENT ACTION PLAN (SDAP) “SECURING THE FUTURE FOR THE NEXT GENERATION OF GHANAIANS” NATIONAL PROGRAMME ON SUSTAINTABLE CONSUMPTION AND PRODUCTION (SCP) FOR GHANA (2011-2016) VOLUME 2 FINAL REPORT ENVIRONMENTAL PROTECTION AGENCY IN COLLABORATION WITH UNEP NOVEMBER 2010 With support from UNEP and NREG (Natural Resources and Environmental Governance Programme 1 ACTION PLAN FOR SUSTAINABLE CONSUMPTION AND PRODUCTION IN GHANA: RESEARCH AND EDUCATION Team members Dr. Nelson Obirih-Opareh Council for Science and Industrial Research Mr. Emmanuel Salu Environmental Protection Agency Dr. Emmanuel Morgan Attua University of Ghana Dr. Frederick Ocansey University of Cape Coast Mr. Emmanuel Newman National Council for Tertiary Education 2 TABLE OF CONTENTS Abbreviations ……………………………………………………………………………3 1.0 Introduction………………………………………………………………………………5 2.0 Review Of Existing Legislation And Policies Related To Sustainable Consumption Pattern Of Education…………………………………………………………………..7 3.0 Institutional Framework For Education And Research …………………………...17 4.0 Policy Framework For The Delivery Of Education And Research…………………19 5.0 Sustainable Consumption and Production Priorities ……………………………….27 6.0 Project Concept ………………………………………………………………………..35 7.0 General Recommendations ………………..………………………………………….36 8.0 Conclusions …………………………………………………………………………….37 Reference……………………………………………………………………………….38 3 ABBREVIATIONS ADP - Accelerated Development Plans ARI - Animal Research Institute BRRI - Building and Road Research Institute CRI - Crops Research Institute CSIR - Council for Science and Industrial Research DFID - UK Department for Information and Development DTST - District Teacher Support Team EPA - Environmental Protection Agency FCUBE - Free, compulsory, universal basic education FORIG - Forestry Research Institute of Ghana FRI - Food Research Institute GAEC - Ghana Atomic Energy Commission GDP - Gross Domestic Product GES - Ghana Education Service, ICT - Information Communication and Technology IMF - International Monetary Fund INSTI - Institute of Technological Information JSS - Junior Secondary School MEST - Ministry of Environment, Science and Technology MOE - Ministry of Education NAB - National Accreditation Board NABPTEX - National Board for Professional and Technician Examinations NACOB - Narcotics Control Board NARS - National Agricultural Research System NCTE - National Council on Tertiary Education; NERP - New Educational Reform Programme NGOs - Non Governmental Organisations NPC - National Population Council NSCE - New Structure and Content of Education OPEC - Oil Producing and Exporting Countries OPRI - Oil Palm Research Institute PGRRI - Plant Genetics Resources Research Institute PNDC - Provisional National Defence Council PGRRI - Plant Genetics Resources Research Institute PNDC - Provisional National Defence Council PNDCL - Provisional National Defence Council Law SARI - Savannah Agricultural Research Institute SRI - Soil Research Institute 4 STEPR I - Science and Technology Policy Research Institute STI - Sustainable Tourist Industry UN - United Nations UNDP - United Nations Development Programme USAID - United States Agency for International Development WRI - Water Research Institute WSD - Whole School Development 5 1.0 INTRODUCTION In Ghana, several sustainable development initiatives intended to balance production and consumption of natural resources with environmental health have been implemented over the years. However, the country continues to suffer from environmental degradation arising from unsustainable production and consumption of natural resources such as forests, minerals (gold, diamond and petroleum, etc.) water bodies, fisheries, significant medicinal flora and fauna. Other environmental challenges include those related to urban sanitation and waste management, water scarcity and pollution, noise nuisance, indoor and outdoor pollution. Development behaviour based on sustainable consumption and production is widely recommended as an essential requirement for achieving sustainable development while at the same time addressing environmental degradation. The concept of sustainable consumption and production is defined as “the use of goods and services that respond to basic needs and bring a better quality of life, while minimizing the use of natural resources, toxic materials and emissions of waste and pollutants over the life cycle, so as not to jeopardize the needs of future generations" (UN CSD, 1995). The concept suggests that basic needs could be met and our patterns of consumption changed without necessarily consuming less. It implies ensuring a balance between consumption and production at all times and reducing the burden on the earth’s natural carrying capacity. This requires efficient use of natural resources and energy to reduce economic costs and improve environmental integrity in key sectors of the economy. Changing consumption and production patterns is a challenging and essential development agenda confronting African governments and other stakeholders. Overcoming this task successfully would require increased awareness creation about the risks and the opportunities as well as drastic policy reforms and serious in-depth culture of change. In Ghana, so far, education and research initiatives are yet to incorporate sustainable consumption and production concerns and therefore very little have been achieved in addressing environmental challenges on sustainable basis. Recognizing that environmental qualities and aspirations of society are fundamentally dynamic, it is pertinent to frame education and research experiences within an overall adaptive approach involving continual reassessment of information needs and incorporation of multi-disciplinary perspectives. In this way, education and research will likely respond appropriately to society’s changing values, address knowledge gaps and make their application more effective in addressing production and consumption demands of the 21 st century and beyond. Education and research that are rooted in science and technology are perceived the world over as the functional tools for rapid socio- economic development. The rapid economic transformation in countries such as the Republic of Korea, Malaysia, Singapore, China, and India, in contrast to Ghana, is generally attributed to their greater success in acquiring and using knowledge and innovation based on science and technology. It stands to reason that the huge development differential between these Asian countries and those in sub-Saharan countries, including Ghana, is a technological gap. A critical mass of Ghanaians including decision makers, educators, mass media, research institutions, traditional opinion leaders, law enforcement agencies and government regulatory institutions should 6 understand the challenges facing the nation to be able to reverse the negative trend and change the status quo. Education and research holds the key to changing negative habits and behavior patterns, improving on livelihoods systems and focusing on best ways of ensuring sustainable national development. On the eve of Ghana’s independence at the last meeting of the old Legislative Assembly on the 5th of March, 1957 Dr. Kwame Nkrumah spelt out a vision of rapid development based on the application of science and technology. He said: “Our whole educational system must be geared to producing a scientifically-technically minded people. Because of the limitations placed on us, we have to produce, of necessity, a higher standard of technical education than is necessary in many of the most advanced countries of the Western world. I believe that one of the most important services which Ghana can perform for Africa is to devise a system of education based at its university level on concrete studies of the problems of the tropical world. The University will be the coordinating body for education research, and we hope that it will eventually be associated with Research Institutes dealing with agriculture, biology, and the physical and chemical sciences which we hope to establish …” (McWilliam & Kwamena-Poh, 1975:94) cited by Kwame Akyeampong (2007). At present, Government’s development agenda is to transform Ghana into a middle income country with a GDP of US$ 1000 by 2015. The strategies for achieving this growth are to improve human capital, to strengthen the role of the private sector in the development of the economy and to provide good governance. The strategic direction of improving human capital makes education central to the government’s effort. 2.0 REVIEW OF EXISTING LEGISLATIONS AND POLICIES ON RESEARCH AND EDUCATION RELATED TO SUSTAINABLE CONSUMPTION AND PRODUCTION Major Laws on Research and Education There are many laws that govern research and education in Ghana. The major ones include the following: • The 1992 Constitution of Ghana. Chapter Six: The Directive Principles of State Policy Section 38; • Ghana Education Service Act • Environmental Protection Agency Act, 1994 (Act 490); • Management of Ozone Depleting Substances Regulations,2005; • Council for Scientific and Industrial Research Act 521 of 1996; • The National Environmental Policy, 1990; • The Local Government Act, 1993 (Act 462); • Water Resources Commission Act, 1996 (Act 522); • Pesticides Control and Management Act, 1996 (Act 528); • The Environmental Sanitation Policy, 1999; • PNDCL 46 (1983) Control of Bushfire Law; 7 • PNDCL 229 (1990) Control and Prevention of Bushfire Law ; • The Forest and Wild life Policy of 1994; • Centre For Scientific
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