Role of School Based Clubs in Addressing Environmental Threats in the Nile Basin, Case of Jinja District, Uganda

ROLE OF SCHOOL BASED CLUBS IN ADDRESSING

ENVIRONMENTAL THREATS IN THE NILE BASIN,

NDERITU RUTH WANJIRU, B. ENV. (Sc)

N50/11294/04

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ENVIRONMENTAL STUDIES (AGROFORESTRY AND RURAL DEVELOPMENT) OF KENYATTA UNIVERSITY

JUNE 2011

DECLARATION

This thesis is my original work and has not been presented for a degree in any other University or for any other award.

Signature ………………………… Date ……………………………......

Nderitu, Ruth Wanjiru

Department of Environmental Science

This thesis has been submitted for examination for the degree of Master of

Environmental Studies (Agroforestry and Rural Development) with our approval as University supervisors;

Signature ………………………...... Date………………………………....

Dr. Ndaruga, Ayub M.

National Environment Management Authority, Kenya

Signature …………………………… Date ……………………………

Prof. Kungu, James B.

Department of Environmental Science

Kenyatta University

DEDICATION

Dedicated to my parents, Rev. and Mrs. William Nderitu Maina for moral support and good education

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ACKNOWLEDGEMENTS

I appreciate funding from Nile Transboundary Environmental Action Project (NTEAP) to study in Uganda and encouragement from Lily Kisaka and Charles from Kenya office and Maushe Kidundo, from Khartoum NTEAP Office.

I acknowledge my supervisors Dr. Ayub Macharia of National Environment Management Authority, Prof. James Kungu of Kenyatta University and Dr. Daniel Babikwa, Makerere University for their support and encouragement.

I appreciate officers in the Ministry of Education and Sports, Jinja for allowing me to carry out research, Chairman, Jinja Wildlife Society, Head teachers, patrons, students, National Environment Management Authority (NEMA), Ms Adimola, Director, Environmental Education Department and Monique for literature and moral support.

My gratitude extends to Mr. and Mrs. Mutalya of Jinja Wildlife Society and Dr. Babikwa of Makerere University and their families for hospitality during my stay in Uganda and friends, relatives and colleagues who believed in me and gave me hope, such as Priscilla, Zippy, Felista, Muthoni, Esther, Manene, Joyce and Joshua.

Finally, I wish to thank God for granting me grace and strength to finish this race.

TABLE OF CONTENTS

DECLARATION ...... I

DEDICATION ...... II

ACKNOWLEDGEMENTS ...... III

TABLE OF CONTENTS ...... IV

LIST OF TABLES ...... X

LIST OF FIGURES ...... XI

LIST OF PLATES ...... XII

LIST OF MAPS ...... XIII

ACRONYMS AND ABBREVIATIONS ...... XIV

ABSTRACT ...... XVI

1.1 BACKGROUND ...... 1

1.2 STATEMENT OF THE PROBLEM ...... 5

1.3 RESEARCH QUESTIONS ...... 6

1.4 RESEARCH OBJECTIVES...... 7

1.5 JUSTIFICATION OF THE STUDY ...... 7

1.6 SIGNIFICANCE OF THE STUDY ...... 9

1.7 DEFINITION OF TERMS ...... 10

CHAPTER 2: LITERATURE REVIEW ...... 13

2.1 NILE BASIN THREATS ...... 13

2.2 RATIONALE OF SECONDARY SCHOOL BASED CLUBS ...... 16

2.3 TYPES OF SCHOOL CLUBS ...... 18

2.4 ACTIVITIES AND METHODS USED BY SCHOOL BASED CLUBS ...... 19

2.5 NETWORKING/COLLABORATION ...... 21

2.6 MAIN EFFORTS BY UGANDA GOVERNMENT TO CURB ENVIRONMENTAL

PROBLEMS ...... 22

2.7 SCHOOLS AS AGENTS FOR ENVIRONMENTAL EDUCATION ...... 24

2.8 THE CONSTRAINTS FACED BY SECONDARY SCHOOL-BASED CLUBS .....27

CHAPTER 3: METHODOLOGY ...... 31

3.1 STUDY AREA DESCRIPTION ...... 31

3.1.1 RELIEF FEATURES ...... 35

3.1.2 CLIMATE ...... 35

3.1.3 NUMBER OF SECONDARY SCHOOLS ...... 36

3.2 THE STUDY POPULATION ...... 37

3.3 DATA SOURCES ...... 37

3.3.1 PRIMARY DATA ...... 37

3.3.2 SECONDARY DATA ...... 39

3.4 SAMPLING AND SAMPLE DESIGN ...... 39

3.4.1 SURVEY TYPE ...... 41

3.4.2 RECONNAISSANCE SURVEY ...... 41

3.4.3 PRE-TESTING ...... 41

3.4.4 SAMPLING ...... 42

3.4.5 VARIABLES ASSESSED ...... 43

3.4.6 SAMPLE SIZE ...... 43

3.5 DATA ANALYSIS ...... 43

CHAPTER 4: RESULTS AND DISCUSSION ...... 44

4.1 BACKGROUND OF THE RESPONDENTS ...... 44

4.1.1 SCHOOLS INVOLVED IN THE STUDY ...... 45

4.2 THE ENVIRONMENTAL THREATS AND USEFULNESS OF CLUBS IN

ADDRESSING THREATS IN THE NILE BASIN, JINJA UGANDA ...... 45

4.2.1 ENVIRONMENTAL THREATS TO THE NILE BASIN ...... 45

4.2.2.1 CREATE AWARENESS ...... 52

4.2.2.2 CONSERVATION ...... 54

4.2.2.3 WASTE MANAGEMENT ...... 55

4.2.2.4 FIELD TRIPS ...... 56

4.2.2.5 TRAINING ...... 57

4.2.2.6 RESEARCH ON WATER QUALITY ...... 57

4.3 TYPES AND NETWORKS OF SECONDARY SCHOOL-BASED CLUBS ...... 58

4.3.1 TYPES OF SCHOOL BASED CLUBS ...... 58

4.3.1.1 SECONDARY SCHOOL BASED CLUBS INVOLVED IN ENVIRONMENTAL

ACTIVITIES ...... 59

4.3.2 NETWORKS ...... 63

4.3.2.1 NEIGHBOURING SCHOOLS ...... 64

4.3.2.2 LOCAL COMMUNITY ...... 66

4.3.2.3 NON GOVERNMENTAL ORGANIZATIONS (NGOS) ...... 67

4.3.2.4 GOVERNMENT ...... 68

4.3.2.5 OTHER SCHOOL BASED CLUBS ...... 69

4.3.3 ACTIVITIES OF SECONDARY SCHOOL BASED CLUBS ...... 70

4.3.3.1 THEORETICAL ACTIVITIES...... 72

4.3.3.2 THEORETICAL ACTIVITIES WITH STUDENT‟S PARTICIPATION ...... 72

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4.3.3.3 PRACTICAL ACTIVITIES ...... 73

4.3.4 ROLE OF SECONDARY SCHOOL BASED CLUBS ...... 75

4.3.4.1 AWARENESS CREATION, KNOWLEDGE AND ACQUISITION OF SKILLS76

4.3.4.2 RELATIONSHIPS AND LEADERSHIP ...... 77

4.3.4.3 TOURS/VISITS ...... 77

4.3.4.4 CONSERVATION OF ENVIRONMENT ...... 77

4.3.4.5 PROJECT DEVELOPMENT ...... 78

4.3.4.6 ADVOCACY ...... 79

4.3.4.7 CLUB FUNDING ...... 79

4.3.4.8 CLUB MEETINGS ...... 80

4.4 CONSTRAINTS FACED BY THE SECONDARY SCHOOL BASED CLUBS ...... 82

4.4.1 LACK OF FUNDS ...... 83

4.4.2 LACK OF MOTIVATION ...... 84

4.4.3 INADEQUATE TIME ALLOCATION FOR CLUB ACTIVITIES ...... 85

4.4.4 COMMUNITY ISSUES ...... 85

4.4.5 LACK OF SUPPORT FROM SCHOOL ADMINISTRATION AND GOVERNMENT

...... 85

4.4.6 LACK OF TRAINING ...... 86

_Toc2948727094.4.7 LACK OF FACILITIES ...... 87

4.4.8 PARENTAL INFLUENCE ...... 88

4.4.9 USE OF CLUB ACTIVITIES AS PUNISHMENT ...... 88

4.4.10 LACK OF OPPORTUNITIES TO FURTHER EDUCATION ...... 88

4.5 WAYS TO IMPROVE THE SECONDARY SCHOOL BASED CLUBS ...... 89

4.5.1 FUNDING ...... 90

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4.5.2 GOVERNMENT AND ADMINISTRATION SUPPORT ...... 91

4.5.3 TRAINING ...... 92

4.5.4 TIME ...... 94

4.5.5 TRIPS...... 95

4.5.6 MOTIVATION, PRIZES AND POSITIVE REINFORCEMENT ...... 95

4.5.7 PROVISION OF LITERATURE AND APPROPRIATE AWARENESS

MATERIALS ...... 96

4.5.8 COLLABORATION ...... 97

4.5.9 FUNDRAISING PROJECTS ...... 98

4.6 OTHER FINDINGS ...... 98

4.6.1 BENEFITS OF JOINING A CLUB ...... 98

4.6.2 BENEFITS OF BEING A CLUB MEMBER ...... 100

4.6.3 REASONS FOR STUDENTS JOINING ENVIRONMENTAL CLUBS IN JINJA

...... 101

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS ...... 104

5.1 SUMMARY OF FINDINGS ...... 104

5.2 CONCLUSIONS ...... 109

5.3 RECOMMENDATIONS ...... 111

5.4 RECOMMENDATION FOR FURTHER RESEARCH ...... 113

REFERENCES ...... 114

APPENDIX 1: I NTRODUCTION LETTER ...... 121

APPENDIX 2: AMENDED QUESTIONNAIRE FOR HEADTEACHERS

...... 122

APPENDIX 3: AMENDED QUESTIONNAIRE FOR PATRONS OF

SCHOOL-BASED CLUBS ...... 130

APPENDIX 4: AMENDED QUESTIONNAIRE FOR STUDENTS ...... 142

APPENDIX 5: FOCUS GROUP DISCUSSION GUIDE ...... 156

APPENDIXA: SUMMARY REPORT OF THE SECONDARY SCHOOLS

...... 157

APPENDIXB: SUMMARY REPORT ON THE STATUS OF

SECONDARY SCHOOLS ...... 158

LIST OF TABLES

TABLE 3.1: JINJA DISTRICT, ADMINISTRATIVE DIVISIONS...... 33

TABLE 4.1: SEX OF THE RESPONDENTS ...... 44

TABLE 4.2: A SUMMARY OF THE AVERAGE SCORES ON THE ENVIRONMENTAL

THREATS TO THE NILE BASIN ...... 47

TABLE 4.3: HOW OFTEN THE SECONDARY SCHOOL-BASED CLUBS DEALT

WITH ENVIRONMENTAL THREATS ...... 51

TABLE 4.4: TYPES OF SECONDARY SCHOOL BASED CLUBS ...... 59

TABLE 4.5: TYPES OF SCHOOL-BASED CLUBS INVOLVED IN ENVIRONMENTAL

ACTIVITIES ...... 60

TABLE 4.6: REASON FOR ESTABLISHMENT OF SCHOOL-BASED CLUBS ...... 62

TABLE 4.7: ENGAGEMENT OF SECONDARY SCHOOL CLUBS IN

ENVIRONMENTAL ACTIVITIES ...... 71

TABLE 4.8: USEFULNESS OF ENVIRONMENT SECONDARY SCHOOL BASED

CLUBS ...... 76

TABLE 4.9: WAYS IN WHICH THE CLUBS FUNDED THEIR ACTIVITIES ...... 80

TABLE 4.10: CHALLENGES FACED BY THE SECONDARY SCHOOL BASED

CLUBS ...... 83

TABLE 4.11: SUGGESTED WAYS TO IMPROVE SECONDARY SCHOOL BASED

CLUBS ...... 90

TABLE 4.12: REASONS FOR JOINING SECONDARY SCHOOL BASED CLUBS ..102

LIST OF FIGURES

FIGURE 4.1 WAYS IN WHICH THE CLUBS ASSIST IN ALLEVIATING NILE BASIN

THREAT ...... 52

FIGURE 4.2 MEMBERSHIP OF SECONDARY SCHOOL BASED CLUB IN 2005

AND 2006 ...... 63

FIGURE 4.3 NETWORKS OF THE SECONDARY SCHOOL BASED CLUBS ...... 64

FIGURE 4.4 MAJOR ACTIVITIES IN SECONDARY SCHOOL-BASED CLUBS ...... 72

FIGURE 4.5 FREQUENCY OF CLUB MEETINGS ...... 81

FIGURE 4.6 DURATION OF THE CLUB MEETING ...... 81

FIGURE 4.7: COMPENSATION OF LOST TIME BY THE CLUB MEMBERS ...... 82

FIGURE 4.8: PATRONS TRAINED IN FORMAL ENVIRONMENTAL EDUCATION .87

FIGURE 4.9: BENEFITS OF JOINING A CLUB ...... 99

FIGURE 4.10: QUALIFICATIONS OF BECOMING A CLUB MEMBER ...... 103

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LIST OF PLATES

PLATE 1(A): AGROFORESTRY PROGRAMMES BY LAKE VIEW SECONDARY

SCHOOL WILDLIFE CLUB ...... 66

PLATE 1B: AGROFORESTRY PROGRAMMES BY NAKANYONYI GIRLS HIGH

SCHOOL ...... 66

PLATE 2: NURSERY BED BY PMM GIRLS WILDLIFE CLUB ...... 73

PLATE 3: NEWLY DUG TRENCHES BY ST. JOHN SCOUTS CLUB ...... 73

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LIST OF MAPS

MAP 3.1 POSITION OF JINJA DISTRICT IN UGANDA ...... 32

MAP 3.2 JINJA MUNICIPAL; CENTRAL COUNTY ...... 34

MAP 3.3 JINJA DISTRICT WITH ITS ADMINISTRATIVE BOUNDARIES ...... 36

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ACRONYMS AND ABBREVIATIONS

AEW Agency for Environment and Wetlands

CBOs Community Based Organizations

CSR Corporate Social Responsibility

DWS Department of World Service

EAEN Eastern Africa Environmental Network

EE Environmental Education

ESD Education for Sustainable Development

FGD Focus Group Discussion

FLEP Family Life Education Program

GoU Government of Uganda

InSEA International Society of Education through Art

IUCN International Union for Conservation of Nature

JDWA Jinja District Wildlife Association

LWF Lutheran World Federation

MDG Millennium Development Goals

MoES Ministry of Education and Sports

MoNR Ministry of Natural Resources

NEAP National Environmental Action Plan

NEMA National Environment Management Authority

NGOs Non-Governmental Organizations

NRAK Nile River Awareness Kit

NTEAP Nile Trans-boundary Environmental Action Project

RSCU Regional Soil Conservation Unit

SIDA Swedish International Development Authority

SPSS Statistical Package for Social Scientists

SPW Student Partnership Worldwide

SS Secondary School

SSS Senior Secondary School

UNDP United Nations Development Programme

UNEEA Uganda National Environmental Education Association

UNEP United Nations Environment Program

UNESCO United Nations Educational Scientific and Cultural

Organization

UWS Uganda Wildlife Society

WCK Wildlife Clubs of Kenya

WCU Wildlife Clubs of Uganda

WWF World Wide Fund for Nature

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ABSTRACT

This study sought to examine the different ways in which secondary school based clubs in Jinja District, Uganda addressed Nile basin environmental threats. The ultimate goal of the study was to enhance secondary school based clubs capacity to address the environmental threats in Uganda effectively. Primary data was collected through use of questionnaires, Focus Group Discussions (FGD), photographs and observation methods from selected secondary schools. Secondary data was gathered from records and literature in the Ministry of Education and Sports, schools, National Environment Management Authority (NEMA) Uganda, Non Governmental Organizations (NGOs) and internet. Appropriate descriptive and inferential analysis was done. Results indicate that there were several secondary school based clubs in Uganda. They included national clubs, subject based and religious organizations. Majority of the student respondents joined the clubs through invitation by their friends, wanted to participate in environmental issues or were curious to know what was going on in the club. The clubs collaborated with local communities, NGOs, government, other school based clubs and neighbouring schools. The clubs frequently carried out cleanups, tree planting and discussions and most club members participated in these activities. Local communities were sensitized on energy saving, deforestation, hygiene and proper waste management through seminars. The study revealed that clubs mostly addressed threats related to unclean water, deforestation and environmental diseases. However, they rarely addressed issues related to destruction of breeding sites, over fishing, damming, growth of waterweeds, reclamation of wetlands, siltation of dams and flooding. Clubs were useful in creating awareness, advocacy, conservation, maintenance of school environment and in projects establishment. The clubs also helped to establish relationships, built leadership skills and brought unity in the schools. Major challenges to the school based clubs were financial, poor timetabling of the clubs‟ activities, lack of motivation and necessary facilities among others. The study recommends increased funding, training on Environmental Education (EE) and integration of EE in secondary school curriculum. Other recommendations include support from government and school administration, encouraging collaboration and partnership, motivation and positive reinforcement, adherence to time allocated for the clubs, establishment of projects to raise funds and provision of facilities and equipment such as trips and literature among others.

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CHAPTER 1: INTRODUCTION

1.1 Background

In the East African region, the Nile basin serves as a source of food, agricultural production, energy, water for domestic use, industrial use and irrigation, shelter and transport (World Bank, 2003). With the populations of the riparian communities growing at very high rates, the multiple activities in the Nile basin have increasingly come into conflict, rendering the region environmentally unstable (UNEP, 2002a). According to United Nations

Environment Programme, many countries face environmental challenges, majority of which lead to a diversity of environmental conflicts (UNEP,

2002b). Major environmental problems in Uganda include overgrazing, deforestation and agricultural expansion, all of which lead to soil erosion

(UNEP, 2008).

The Nile basin ecosystem has undergone substantial and alarming environmental changes, which have accelerated over the last three decades

(UNEP, 2002a). Massive blooms of algae dominated by the potentially toxic blue-green variety have developed. Water-borne diseases have increased and water hyacinth which was absent in 1980s, has begun to choke important waterways and landings, especially in Uganda (Ibid, 2002a; UNEP, 2006).

Over fishing and oxygen depletion at lower depths of the lake threaten the artisanal fisheries and biodiversity with over 200 indigenous species said to be facing possible extinction (Ibid, 2002a). Scientists advance two main

hypotheses for these extensive changes. First, the introduction of Nile perch as an exotic species in 1950s that has altered the food web structure. Second, nutrient inputs from adjoining catchments through human activity are causing eutrophication (UNEP, 2006).

A study carried out earlier in Jinja district revealed that some of the local environmental problems are overcrowding due to population pressure, pollution of air from industries and quarries, pollution of water and soils, indiscriminate deforestation by residents and poor sanitation (NEMA, 1997).

In addition, it mentioned that other environmental challenges such as poor waste management especially of polythene bags, environmental related health problems and diseases, water hyacinth infestation and loss of biodiversity among others. These problems are partly caused by lack of environmental awareness and education (Ibid, 1997).

Education in all its forms and at all levels is not only an end in itself but also one of the most powerful instruments for bringing about the changes required to achieve sustainable development (UNEP, 2002b). In addition, Falk (2005) observed that environment in particular, is a topic not easily confined to school hours and years, because our knowledge and understanding of environmental processes are ever changing. However, the current school curriculum cannot be relied upon wholly to teach environmental issues thoroughly since it only mentions them and at times introduces the topics but does not give details on the issues raised (Mbwesa, 1996; Perrot, 1977)

Globally secondary schools have established forums to address environmental issues by forming environmental clubs. The goal of environmental clubs is to engage students in activities which increase environmental awareness and encourage local stewardship (www.leps.bc.ca/programs/education/school- based-environmental-clubs last visited on 15, July 2010). Ndaruga, (2004) noted that clubs provide an excellent opportunity to champion for environmental responsibility and sustainability among the members. They also offer critical life skills such as confidence building, problem solving, creativity and critical thinking, skills that are very necessary to enhance environmental education (Ndaruga, 2004; Mbwesa, 1996). Muthoka et al,.

(1998) noted that school-based clubs instil environmental education using an interdisciplinary approach. The clubs short-term goals motivate the students to utilize every opportunity available during their schooling years (Ibid, 2004).

In the recent past, secondary school based clubs such as Wildlife clubs, Girl

Guides and Scout movements attempted to reconcile the learning process with the environmental issues and problems in the community (McDuff, 2000).

Wildlife clubs of Rwanda have addressed issues of deforestation by supplying tree seedlings to the communities (Habizena, 2004). Some of the earlier student members of Wildlife Clubs of Kenya were involved in demonstrations against elephant poaching in 1960s, which led to the banning of ivory trade by the government (McDuff, 2000). She further reported that the experiences obtained by the students from these clubs have a long lasting effect and occasionally can influence student career choices (Ibid, 2000).

The Uganda Ministry of Education and Sports (MoES) realized the need for extra curriculum activities in schools and has provided for the formation of various school based clubs (Ministry of Education et al., 1996; NEMA, 2000).

Due to this directive, secondary schools in Uganda have embarked on a major campaign to create environmental awareness through the establishment of environmental clubs (Ibid, 2000).

Mucunguzi (1995) reported that 684 formal and non-formal organizations were members of wildlife clubs. Currently Wildlife Clubs of Uganda (WCU) have over 1,500-member clubs countrywide with a membership of over

60,000 individual members. In some areas the clubs have organized themselves into District Wildlife Associations. The members of WCU work voluntarily wherever they are and collaborate with other self-help development groups (www.wildlifeclubs.org/about.html last visited on 21,

July, 2010).

The secondary school based clubs in Uganda collaborate with other organizations to create awareness on the diverse environmental problems

(www.spw.org/Uganda/Community.html last visited 15, Jan. 2010). Although these efforts are already in place, the rate of degradation in the Nile Basin region still remains alarming. This study is part of wider research carried out in ten (10) Nile basin countries. It was funded by the Nile Transboundary

Environmental Action Project whereby students from Nile basin region

countries were attached to another country within the region to carry out research. This particular study was carried out in Jinja District, Uganda and was exploring the role of secondary school based clubs in addressing threats in

Nile basin. The study identified the missing gaps in secondary school clubs efforts to address Nile basin environmental threats and suggested appropriate measures to address these threats.

1.2 Statement of the Problem

The Nile basin ecosystem has undergone substantial and alarming environmental changes, which have accelerated over the last three decades

(UNEP, 2002a). The alarming environmental changes include, water hyacinth, massive blooms of algae, water-borne diseases, over fishing and oxygen depletion at lower depths of the lake, loss of biodiversity, water quality, overgrazing and deforestation (www.nilebasin.org/index.php last visited on

25, Jan. 2010).

Education has been identified as one of the most powerful instruments for bringing about the changes required to achieve sustainable development

(UNEP, 2002b). However, the current secondary education system places undue emphasis on passing of examinations instead of the acquisition of knowledge, skills, values, attitudes and is not diversified enough to tap the divergent talents and abilities of learners (Asuru, 2009; Namirembe, 2005;

Mbwesa 1996).

The curricula has also been criticized as inadequate in its efforts to address the current environmental issues since it emphasizes on teaching facts that may not necessarily relate to the existing environmental problems in the students‟ neighbourhood (Omondi, 1998; Tilbury, 1993).

School clubs offer a valuable opportunity to reinforce the topics and the facts taught in the curriculum. They encourage students to practice what they have learnt in class (Ndaruga, 2004). Most of the secondary school clubs address environmental degradation issues at individual school levels with inadequate collaboration with other schools, organizations or communities in their efforts to address the Nile basin threats (also see www.nilebasin.org/index.php last

Aug. 2009).

This study sought to examine the different ways in which the secondary school based clubs in Jinja District, Uganda address Nile basin environmental threats. The generated information will be used to enhance the clubs‟ capacity to address the threats more effectively.

1.3 Research Questions

The study was guided by the following research questions:

1. What types of secondary school-based clubs are in Jinja, Uganda and who

do they partner with?

2. How do the secondary schools based clubs address the Nile basin threats?

3. What challenges do the secondary school-based clubs face while

addressing Nile basin threats in Uganda?

4. What possible measures can be taken to enhance school-based clubs to

effectively address the Nile basin threats in Uganda?

1.4 Research Objectives

The general objective of the research was to determine the role of the secondary school based clubs in Jinja district, Uganda in addressing the Nile basin environmental threats.

The specific objectives of the study were to:

1. Determine the types, networks and roles of diverse secondary school-

based clubs in Jinja, Uganda.

2. Determine the extent to which secondary school-based clubs are

addressing the Nile basin threats.

3. Explore the constraints/challenges affecting secondary school-based

clubs in addressing the Nile basin threats.

4. Suggest appropriate measures to enhance secondary school-based

clubs to address Nile basin threats.

1.5 Justification of the Study

The teaching of Environmental Education (EE) was integrated in the secondary school curriculum in most countries after the Tbilisi Conference of

1977. The goal was to create awareness, develop skills, acquire knowledge and help to change attitudes of the students at all levels. Education also helps

the students to understand the environmental issues and problems around them

(UNESCO/UNEP, 1977). The students are encouraged to draw up action plans to solve the particular environmental problems (UNESCO/UNEP, 1986).

Learning is expected to change student‟s attitudes and behaviours towards existing environments. The learners are also expected to participate in improvement of the environment and hence contribute to sustainable development (UNESCO, 2002).

Multidisciplinary and interdisciplinary approach models are used in the secondary school curriculum to teach formal environmental education.

Multidisciplinary approach, which is more commonly used in African countries, incorporates environmental issues in the subjects taught in schools and colleges (Muthoka et.al., 1998). Omondi (1998) noted that there is shortcoming in the efforts already in place to effectively address the environmental problems arguing that even with environmental education integration in the school curriculum, environmental resources still continues to degrade.

The importance of the environmental clubs is to engage the students in hands- on activities which increase environmental awareness and encourage local stewardship(www.leps.bc.ca/programs/education/school-basedenvironmental- clubs last visited on 15, July 2010). The clubs are also flexible and can be used to do practical activities (Ndaruga, 2004). Secondary school clubs have been

able to involve the students in practical activities even when school curriculum fails to be effective in practical skills (Ndaruga, 2004).

This study therefore highlights the environmental threats in the Nile Basin in

Jinja District Uganda. It explores the efforts being made to address the challenges through school-based clubs and suggests further measures that can be undertaken in these noble efforts to safeguard the environment for us all.

There is need to enhance effectiveness of clubs in addressing sustainable development through establishing current baselines, gap identification and drawing up action plans. This study will be used by stakeholders working with school based clubs in future sustainable development interventions.

1.6 Significance of the Study

The data generated from this research highlights the environmental threats that are being addressed by the secondary school based clubs. The information will be useful in encouraging the clubs and their members who already have an interest, to be actively involved in addressing the Nile Basin challenges.

The information generated through this research will form a database of the secondary school-based clubs in Jinja, their collaborating organizations such as Non-Governmental Organizations (NGOs), Community Based

Organizations (CBOs), National, Regional and International organizations they work with to champion environmental responsibility in the country. Their

areas of activities include biodiversity, energy, soil, wetland conservation and water management. It illuminates diverse potential fora for discussions and collaboration. These can be developed by different schools, districts and regions to enhance learning and to encourage sharing of ideas and problem- solving methods as well as strengthen the clubs in their mission.

The research highlights the shortcomings being faced by secondary school based clubs in their operations and suggests solutions in order to ensure that they are more effective in their efforts in regard to Nile basin threats.

Information from this study could further be used by the Government especially when making policies governing school curriculum and more so extra curriculum activities.

1.7 Definition of Terms

Environmental Awareness focuses on a process of awakening and raising people‟s concerns about an issue or situation.

Education for Sustainable Development is education that 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. (http://www.unesco.org/en/esd, last visited on 13,

Aug. 2009).

Environmental Education (EE) is the process of recognizing values and classifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture and his

biophysical surroundings. Environmental Education also entails practice in decision-making and self-formulating of a code of behaviour about issues concerning environmental quality (IUCN, 1960). It is a learning process that increases people's knowledge and awareness about the environment and associated challenges; develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi

Declaration, 1978).

Formal Education is education that is strictly structured graded provision leading from primary to the tertiary institution with standardized examination at various stages.

Free choice learning is a type of learning that occurs when individuals exercise significant choice and control over their learning.

Interdisciplinary approach in environmental education refers to a model whereby environmental Education is taught as subjects in secondary schools.

It refers to the links between knowledge and models available in different disciplines.

Learning is a dialogue between an individual and his or her social cultural and physical environment.

Multidisciplinary approach refers to a model whereby EE is integrated in the entire secondary school subject curriculum.

Non–Formal Education organized educational provision usually in response to specific situation, flexibly structured and usually not graded from one level to another.

School Based Club is a type of organization in schools formed with an aim of bringing students with particular interests together.

Sustainable Development is sustainable use of natural resources so that the present generation can meet its needs without compromising the ability of future generation to meet theirs (Brundtland, 1987). Sustainable development balances the social, economic and ecological emanating from any development activity.

CHAPTER 2: LITERATURE REVIEW

2.1 Nile Basin Threats

Nile basin is the area covered by river Nile and its catchments. It represents

10.3% of the area of the African continent and spreads over ten countries which include Eritrea, Congo, Burundi, Rwanda, Tanzania, Uganda, Kenya,

Ethiopia, Sudan and Egypt(http://www.fao.org/docrep/W4347E/w4347e0k. htm) last visited on 23, Mar. 2010). The total land area within the Nile Basin in Uganda is approximately 98% which is in the equatorial lakes region

(World Bank, 2003). Nile basin contributes its flow to Lake Victoria and other lakes, while the outflow from the lakes also pass through Uganda before flowing into Sudan (www.cia.gov/cia/publications/factbook.) last Mar. 2010).

The resources of the Nile Basin are subject to a number of threats that undermine people‟s livelihoods (UNEP, 2002a). The Nile Basin area is threatened by alarming environmental changes, which include, water hyacinth, massive blooms of algae, water-borne diseases, overfishing and oxygen depletion at lower depths of the lake, loss of biodiversity, water quality, overgrazing, and deforestation (www.nilebasin.org/index.php last visited on

25, Jan. 2010). According to UNDP (2003), poor people are more directly affected by deteriorating environmental conditions. Agricultural and grazing lands have been degraded. Water quality has declined. Wetlands and forests are lost and there is continued over-exploitation of natural resources. Pollution from urban, industrial and agricultural resources has increased water-borne

diseases. Similarly harmful impacts of floods and droughts have intensified

(UNEP, 2002b).

According to UNEP (2006), Lake Victoria is most affected by water hyacinth.

In 1998 the hyacinth covered 20,000 hectares which affected the ports, villages and bays. Land degradation and the diminishing of biological productivity of a given tract of land, may be caused by several factors such as deforestation, cultivation of unsuitable marginal lands, inappropriate or excessive use of agricultural technologies and chemicals, overgrazing, and poor management of cultivated land. These are often exacerbated by drought

(Ibid, 2006). All of these lead to depletion of soil fertility as well as water and wind erosion. Soil erosion harms productivity by depositing silt in dams, irrigation systems and river transport canals and by damaging fisheries. The results include increasing deficits in food production, declining food security and greater human poverty (Ibid, 2006).

Deforestation throughout the Basin has been driven by the demand for wood, for household and commercial fuel, for drying fish, curing tobacco and baking bricks. These pressures have been exacerbated by the influx of refugees. In addition, sugar cane, tea and coffee plantations have replaced large areas of forest while at the same time introducing large quantities of pesticides and fertilizers into fragile ecosystems (Ibid, 2006, UNEP 2002b, UNEP, 2008).

Recent rapid population growth has exacerbated the stress on forest and wetland systems. As population density increases the lack of sanitation

infrastructure has become increasingly apparent and water borne diseases are on the increase in many places along the Nile basin (UNEP, 2006; MoNR,

1994b; MoNR 1994a).

Wetlands in the Nile Basin are threatened by drainage (for agriculture, industry and settlements), filling (for solid waste disposal, roads and settlements), dredging and stream canalisation (for navigation, flood protection and water extraction), ground water extraction, siltation and discharges of pesticides, herbicides and sewage. In some cases the waste loads have increased tremendously impairing the functions of wetlands natural capacity as a buffer and filter for sediments. However, pollution management plans have been prepared and implemented by some of the leather tanning, fish processing and sugar factories, breweries and abattoirs along the lakeshore (NEMA, 2008b).

According to MoNR (1994b), the main threats to environment are soil degradation, deforestation, and loss of biodiversity, drainage of wetlands, overexploitation of fish and decline in rangelands due to overgrazing causing critical firewood shortages. Other threats are air and water pollution and increased prevalence of environmentally related diseases (Ibid, 1994b). Water quality within the Basin is also a serious concern. The major threats to water quality include insufficiently treated domestic, urban and industrial waste, non-point pollution from pesticides and fertilizers (UNEP, 2006).

The region also suffers from biodegradable and non-biodegradable waste pollution and cultivation along river Nile and Lake Victoria shores (NEMA,

1997). This leads to soil erosion and siltation. The basin also suffers from poor methods of fishing due to poverty, improper use of wetlands, water hyacinth infestation, cutting down of trees and improper waste management with availability of dustbins (Ibid, 1997). One reason for this is because people do not generally have interest for environmental issues which do not directly affect them. For example waste disposal in urban areas always is termed as government responsibility since they pay taxes (NEMA, 2000). Ministry of

Education et al., (1996) reports that these problems are caused by lack of awareness, poverty, absence of laws, lack of adequate funds and failure of

Local Authorities to enforce laws.

2.2 Rationale of Secondary School Based Clubs

Environmental Education in schools takes place at different levels. These include contribution of school subjects, development of teaching materials and initiatives for extension of environmental education such as games, competitions, school based clubs, school garden programmes and support of environmental centres (Bolscho, 2004). Ndaruga (2004) and Muthoka et al.,

(1998) highlight that school based clubs provide an excellent opportunity to champion environmental responsibility and inculcate environmental education using interdisciplinary approach.

Secondary school based clubs are voluntary associations established in schools to address different emerging issues and challenges both at the local community and the entire country (www.leps.bc.ca/programs/education/ school-based environmental-clubs last visited on 15, July 2010; Ndaruga,

2004). The clubs are intended to link the schools and the community and are flexible in their mode of operation (Ibid, 2004). The clubs exercise a large degree of choice and control of what to learn and why (Falk, 2005). Students at the secondary school stage are fully developed intellectually, with learning moving from the abstract and imaginative to real world context (Falk &

Dierking, 2002; Elkind, 1984; Velarde et al., 2007).

Falk, (2005) argues that the outcome of the free choice learning is more knowledgeable individuals possessing incrementally enhanced motivation and capacity to learn more in future. The students in school clubs are informed of the environmental problems and have developed knowledge, skills and change of attitudes (Ibid, 2005, Ibid, 2007).

The clubs draw memberships from students with similar interests (Ndaruga,

2004). The members agree on the meeting days and during these meetings they raise the pressing issues and execute the proposed activities (Ibid, 2004).

School clubs give students a chance to express their ideas, opinions as well as allow them to develop and conceptualize what they have been taught

(Ndaruga,2004; www.wildlifeclubs.org/about.html) last accessed on 15, Mar.

2010). According to Agenda 21, Chapter 36, education is critical for achieving

environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision-making.

2.3 Types of School Clubs

There are diverse extracurricular movement clubs in schools that teachers use to champion environmental responsibility in pupils (Ndaruga, 2004). The clubs are engaged in agriculture, environmental and natural resources, communication disciplinary subjects based on health, social and religious activities (Ibid, 2004). These clubs can be categorized according to their nature such as national movements coordinated by non-formal institutions outside the school set up, among them are Wildlife Clubs, School Girl Guide and Boys‟ Scout Movements, Red Cross, 4K Clubs and Young Farmers‟

Associations in Kenya (Ibid, 2004). These bodies facilitate learning and activities by providing the clubs with literature such as films and books and technical advice. Other clubs are Religious clubs which include the Christian

Unions, Young Christian Students Associations, Hindu and Muslim

Organizations. The religious clubs in Kenya have been used as forums to instill morality to the youth (Ndaruga, 2004). Further Ndaruga (2004) mentions that the third category includes disciplinary subject based clubs such as Science, Home Science, Poetry, Geography, Economics, Kiswahili,

Mathematics among other subjects taught in the schools.

2.4 Activities and Methods Used by School Based Clubs

The school clubs address the environmental issues through use of lectures, dramas, music festivals, posters, advocacy, audio-visuals, films, simulations, tree planting among others (Ndaruga, 2004; Muthoka et al., 1998). The songs and dramas in the National music festivals always carry messages to the nation about certain environmental issues. The students participate in environmental clean-up campaigns, commemoration of important environmental days, fundraising through sponsored walks and concerts, tree planting, air and water pollution camps and establishment of recycling projects

(Mamvibela et al., 2002). The clubs also commemorate and celebrate national days together (McDuff, 2000, Ndaruga, 2003, NEMA 1997).

The methods popularly used by the clubs can be classified as theoretical, with student involvement, and practical (Ndaruga, 2004). Theoretical methods have activities that involve lectures, use of videotapes, magazines and films. These are one-way method of transferring knowledge and these activities have been found to be weak in enhancing environmental responsibility and sustainability

(Ibid, 2004). Public awareness meetings have been declared useful for initial passing of ideas and information that can be easily grasped (NEMA, 2000).

Other methods which are theoretical but integrate student involvement include dramas, songs, games, drawing and art competitions and debates. According to Allison (1982), artwork could be used to create environmental consciousness. They promote active learning but do not engage students in challenging real issues (Ibid, 2004).

Possible practical activities involve projects to clean up the environment, commemoration of important environmental days, fundraising through sponsored walks and concerts, tree planting, air and water pollution camps, and establishing recycling projects (Mamvibela et al., 2002). Tree planting is the main management and education activity that is used by many Ugandans.

This is because the reduction of forests and trees is very visible and tree planting is connected to income generation to address the main problem of poverty (NEMA, 1997; NEMA 2000).

Jinja municipality has introduced Local agenda 21 Model, a community programme with activities geared towards management of waste products

(NEMA, 1997). The non-formal education training strategy of Uganda desired that organized visits to demonstration centres be included in the training of environmental education (NEMA, 2000). These demonstration centres though few, are effective as teaching and learning resources since they combine hearing, seeing and in many cases doing. Environmental information centres also cover wide variety of topics (Ibid, 2000). According to Ndaruga (2004), these activities are more effective but most of them address the physical environment and do not target social and political environment. Evaluation of school-based clubs is important in promotion of activities which are more relevant to the local communities and led to practical alleviation of these problems (Ibid. 2004; Vandenbosch et al., 2007).

2.5 Networking/Collaboration

Chapter 36 of Agenda 21 and Decade for Education for Sustainable

Development calls for organizations to work together to create public understanding and awareness on sustainability, by encouraging people to participate, belong and contribute to decision making on sustainable development (UNESCO, 2002; NEMA, 2008a; UNEP, 1992). The National

Non-formal Environmental Education and Community Training Strategy document has emphasized the need for networking in order to promote environmental education in Uganda. The document advocates for the sharing of plans with the aim of synchronizing activities that are beneficial (NEMA,

2000). It also advocates for willingness to modify one‟s strategy and methods for joint implementation (NEMA, 2008a).

Networking is a tool for coordinating and enhancing environmental education implementation in schools. NEMA-Uganda (1997) reports that in networking, concerned parties have a common interest and cooperate in certain activities for efficient performance. The counterparts benefit in whatever they lack. A success story of partnerships with Worldwide Fund for Nature (WWF) highlighted their experiences with communities, governments, NGOs, scientists and companies to find new solutions to improve the environment

(Wildlife Club of Uganda, Magazine, June 2006).

Non-governmental Organizations (NGOs) such as the Agency for

Environment and Wetlands (AEW), Save Our Planet Earth-Uganda and

Wildlife Clubs of Uganda have helped to promote water resource management, biodiversity and energy conservation, organic farming and fish farming in various districts in Uganda. African Organization Conservation

Uganda worked in Bushenyi, Kabale, and Ntugamo districts in South Western

Uganda raising awareness on modified and degraded wetlands. The Uganda

Community Resource Program has volunteered and worked with the school clubs on sustainable agriculture (www.spw.og./Uganda/community resource programmes.html last visited on 12, Apr. 2010).

2.6 Main Efforts by Uganda Government to Curb Environmental

Problems

In 1991, the Ugandan government developed a National Environmental Action

Plan (NEAP) with the aim of integrating environmental considerations into the country‟s economic and social development (MoNR, 1995). In 1992 government white paper on education was developed which introduced environmental education in the formal sector (GoU, 1992). Non formal sector education and awareness was preoccupied by Non-Governmental

Organizations (NGOs) such as Wildlife Clubs of Uganda and Harmony

(Palmer, 1998).

In 1995, Uganda National Environmental Education Association (UNEEA) was established to influence incorporation of Environmental Education into formal education system, promote professional needs and activities of

environmental educators and coordinate environmental education research activities in Uganda (Palmer, 1998).

National Environment Management Authority (NEMA), Uganda was established in 1995 by the National Environment Act, Cap 153. The Authority is mandated to take necessary measures to integrate environmental education in the school curriculum (Section 88). The Authority was also empowered to promote public awareness through formal, non formal and informal education about environment (Section 6(1) (g). In 1996, NEMA and the Ministry of

Education developed a National Environmental Education Strategy for formal education which was intended to guide implementation of environmental education (Ministry of Education et al., 1996).

NEMA has been holding capacity building workshops to train teachers on how to integrate environment into the Secondary schools (NEMA Uganda, 1997).

Further, NEMA is actively involved in training on environmental education and produces a newsletter on trees and gives seedlings to secondary schools

(NEMA Uganda, 2006). However, it is noted that no attention has been given to train and motivate teachers who integrate education into curriculum and hence teachers appear to teach about and from environment rather than for the environment (Ibid, 1998).

In 1996, NEMA and Ministry of Education and Sports developed a National

Environmental Education Strategy for formal education which was intended to

guide implementation of environmental education in Uganda (Ministry of

Education et al., 1996). The curriculum cannot adequately address the major environmental problems in Uganda which include overgrazing, deforestation and agricultural expansion all of which lead to soil erosion (UNEP, 2008).

Nile Trans-boundary Environmental Action Project (NTEAP) has made considerable progress, mainly in institutional capacity development, awareness creation, skills development and water quality monitoring. Major achievements include completion and dissemination of Nile River Awareness

Kit (NRAK) including French version, micro-grants fund release agreement signed for 85 projects in nine countries. The projects include 36 schools and

180 secondary school teachers trained on project-based learning concepts, with environmental projects at 36 schools (www.nilebasin.org/index.php) last visited on 25, Jan. 2010

2.7 Schools as Agents for Environmental Education

In various countries secondary school based clubs such as Wildlife clubs, Girl

Guides and Scout movements attempted to reconcile the learning process with the environmental issues and problems in the community (McDuff, 2000).

For example, Wildlife clubs of Rwanda addressed issues of deforestation by supplying tree seedlings to the communities (Habizena, 2004). Another example is whereby members of Wildlife Clubs of Kenya (WCK) demonstrated against elephant poaching in 1960s which led to the banning of ivory trade by the government (McDuff, 2000). The nature of school-based

club is that it is voluntary and relationship-based. They cultivate leadership skills and enhance accountability among the students involved. The recruitment of the members is based on the interests of the students. The students propose their activities through participation (Ndaruga, 2004).

McDuff, (2000), further reported that the experiences have a long lasting effect on the student members and can influence student career choices (Ibid,

2000).

The clubs do not suffer from formal curriculum constraints because activities can be carried out of schooling time. They are flexible and can work with national bodies and organizations (Ndaruga, 2004; McDuff, 2000; Mamvibela et al., 2002) They collaborate with UNEP-Education programs during world environmental days, National Museums of Kenya during wetland days and

Regional soil conservation unit of SIDA together with the Ministry of

Agriculture in soil conservation. Regional soil conservation units have been involved in carrying out soil conservation measures with the Young Farmers

Associations and 4K Club members in Kenya (Ndaruga, 2004; RSCU and

SIDA, 1993). The clubs management allow students to fundraise for their activities through sponsored walks, concerts, drama and fundraising activities

(Mamvibela et al., 2002). The clubs have long lasting effects on the student members and can even influence them on their career choices. McDuff (2000) in a study of wildlife clubs in Kenya reports that most conservationists were once members of wildlife club.

The Non-Governmental Organizations such as Wildlife Clubs of Uganda organize competitions and award the winners in category of Mr and Ms

Wildlife with trips to National parks. In 2006, Eddie Mugulusi, Busoga

College, Mwiri, was awarded as Mr Wildlife and was awarded a trip to Kibale

National Park with his club members. During trips, students participated in discussions with great and experienced people in the area of conservation, took walks in the forest and went for sightseeing in the park (WCU

Newsletter, 2006).

According to Falk (2005) education is a lifelong endeavour whereby the public learns in many places and contexts for diversity of reasons throughout their lives. Worldwide, most of the environmental learning is not acquired in school but outside school through free choice learning. In free choice learning learners exercise a large degree of choice and control of when and why learn.

Secondary school based clubs are such kind of avenues (Falk & Dierking,

2002; Kola – Olusanya, 2005).

Free choice learning sectors are often among the few places in society where adolescents can use their intellectual, physical and social skills to full capacity

(Falk & Dierking, 2002; Kola – Olusanya, 2005). Students are engaged in free choice learning for reasons such as cursory information and depth investigation. The outcome of such experiences is more knowledgeable individuals with increased motivation and capacity to learn more in future

(Falk, 2005). People also engage in free choice learning to satisfy a personal

sense of identity, create sense of value within the world and to fulfil personal intellectual and emotional needs (Falk and Stockschieck, 2004; Helmilich et al., 2004). However, this may not be about environment and what they learn about environment may not be what people who run the institutions intend them to learn (Falk, 2005).

In Northern Uganda, Lutheran World Federation (LWF) and Department for

World Service (DWS) Uganda/Sudan developed Eco-projects that included agroforestry aimed at helping local communities while enhancing environmental sustainability. The projects support schools, sub-county, individuals/community groups running tree nurseries and capacity building for local communities. The beneficiaries are provided with agricultural training and improved seedlings to help them establish woodlots, orchards, and vegetable garden (http://www.lutheranworld.org/What/WeDo/DWS/Country

Programs/ DWS-Uganda-Sudan.html) last visited on 15, July 2010).

2.8 The Constraints Faced by Secondary School-Based Clubs

There is dominance of theoretical approaches of knowledge transmission with little involvement of the students (Ndaruga, 2004). Few clubs are part of the national movements that covers a wide region while most of them are only indigenous to the respective schools and do not involve other clubs.

The secondary school-based clubs face problems such as lack of information on prevailing environmental issues, lack of funds, poor leadership, lack of

support from the administration, improper planning of club activities, interference of club activities by other school goals and lack of proper flow of information to the clubs (Mamvibela, et al., 2002; Ndaruga, 2004; Mbwesa,

1996). These problems hinder learners from becoming active in addressing local environmental problems and hence contribute to sustainable development. Identification of these constraints is necessary so as to innovatively develop appropriate measures to enhance school-based clubs to address Nile basin threats.

2.9 Ways to Improve the Secondary School Based Clubs to Address the Nile Basin Challenges

There are various methods that are suggested to improve the school based clubs globally. Vandenbosch (2007) in his paper on Contextualizing Learning in Primary and Secondary Schools using Natural Resources, mentions that there is need to give relevant education using examples from natural resource management, develop relevant support materials suited for local context, train, support and supervise teachers and develop linkages between communities and other actors. He mentions that it is hard to separate conservation, rural development, political empowerment and survival, hence recommends the need to adequately consult, inform, educate and mobilize decision makers and intended beneficiaries (Vandenbosch et al., 2007).

Other suggestions highlighted prioritizes the need for schools to network internationally, to deepen understanding of environmental themes in schools

and to add global and internationality, support sustainable development and encourage developing countries to participate. The students gather the information at local levels and share globally through website charts, discussion forums and learning diary (UNEP Newsletter, 2006).

Another suggestion is to enhance disclosure fora that facilitate sharing of information on best practices on sustainability of the basin. Uganda established Uganda Nile Disclosure Forum (UNDP) in 2003 which is coordinated by Uganda Wildlife Society (UWS) meant to support Civil

Society Organisations participation in the Developments on the Nile Basin.

The forum provides and facilitates exchange of information concerning developments and activities within the Nile Basin and establish and maintain an information centre that will facilitate the sustainable utilization and management of the Nile basin resources (http//Uganda Nile discourse forum undf.htm last visited on 15, July 2010).

Velarde et al. (2007), encourages use of visioning and scenario building as one of tools that have proved useful for environmental education. This is because they make participants feel responsible and empowered to adapt to changing environments and to take action to reach their vision for a better community (Ibid, 2007). The application of these methodologies contributes to further understanding of the biophysical and socioeconomic forces behind environmental changes and facilitates the creation of collaborative strategies

for adaptation and mitigation of these changes for the betterment of future generations (Velarde et al., 2007).

Morin (1999) recommends transdisciplinary approach which involves going between, across and beyond different disciplines to drive changes in behaviour and lifestyles. UNESCO (2002), further advocates the need for Education for Sustainable Development (ESD) and reorienting education towards sustainability which necessitates working at the interface of disciplines in order to address the complex problems of today‟s world. ESD is not only concerned with disciplines that improve our understanding of nature but with the study of the political economy, social sciences, and humanities (Ibid,

2002). It emphasizes aspects of learning that enhance the transition to sustainability including future education, citizenship education, education for a culture of peace, gender equality and respect for human rights, health education; population education, conservation education and education for sustainable consumption (Ibid, 2002).

CHAPTER 3: METHODOLOGY

3.1 Study Area Description

The study was carried out in Jinja district in Uganda. Uganda is one of the ten

Riparian States in the Nile Basin region (World Bank, 2003; World Bank,

2005). The country is made up of 80 districts, covers an area of 236,860 Km2 with a population of approximately Twenty five (25) million people. Jinja

District which is located in the Eastern Region is the second smallest district in Uganda (only bigger than Kampala). It covers an area of about 666.6 sq km.

It accommodates a population of over 3 million people (Uganda Information

Portal, 2005; GoU, 2006).

Jinja District is made up of eleven (11) sub-counties (See Table 3.1) distributed in three (3) counties with forty-six (46) parishes and three hundred eighty one (381) villages. The district is located 86km from Kampala city. It neighbours, Mukono district to the West, Kamuli District to the North, Iganga to the East and Lake Victoria to the South (See Map 3.1 & Table 3.1).

Jinja town (Map 3.1) is the main headquarters of the district and serves as a principal urban centre for the adjacent districts of Iganga, Kamuli and Pallisa

(Map 3.3). The district is an industrial town with metal and paper processing industries, grain milling, sugar and fruit canning, coffee growing for export, brewing industries for local and export market. Fishing in Lake Victoria is a major employment while bicycle taxi „bodaboda‟ and motorbikes dominate the transport system.

Map 3.1: Position of Jinja District in Uganda

Source: Google earth

Table: 3.1: Jinja District, Administrative Divisions

Number of Number of Number of County Sub county parishes villages Households Butembe Kakira 4 50 8,808 Busedde 5 45 5,131 Mafubira 6 41 9,460 Kagoma Buyego 4 35 4,180 Buwenge 5 46 8,536 Buwenge T.C. 4 11 2,536 Butagaya 6 66 8,126 Budondo 4 29 8,343 Jinja Kimaka Mpumudde 4 14 Not Available Municipality Jinja Central 4 20 Not Available Walukuba-Masese. 3 21 Not Available Total 49 378 55,120 Source: DDHS Office 2006

Map 3.2: Jinja Municipal; Central County

Source: Google earth

The District is linked to Kampala through an all weather bitumized highway that crosses the Nile River at the Owen Falls dam, through to Iganga District.

All roads connecting the District administration to the neighbouring Districts are tarmacked. The District has a total of 364 km of murram feeder roads.

There is an airfield at Kimaka. The town is one of the major tourist sites.

There is white rafting at the source of River Nile, and 8km north of Jinja town is Bujagali falls. It is a world-class sport for Kayaking and white water rafting and also a popular weekend picnic area for local Ugandans. Buvuma Island is located 25km south and its forest attracts intrepid bird watchers. The Mabira forest reserve is also located along the road to Jinja from Kampala. Jinja

district has a rich, fertile and extensive agricultural hinterland with reliable rainfall. Major agricultural products in this region include rice, timber, groundnuts, maize, fruits, beans, coffee and tea (GoU, 2006).

3.1.1 Relief Features

Jinja District is relatively flat with high ridges and isolated hills, adulating lowlands and pediments. The hills are linear and are of convex slopes between

2% and 8% and almost flat valleys of slope less than 2%. The lowest point of

1,200m above sea level is in the South along the lake and the highest point is

1,500m above the sea level and is found in the north. The district has a long shoreline of Lake Victoria in the South with one island forming part of the

District (Uganda Information Portal, 2005; Gov of Uganda, 2006).

3.1.2 Climate

Jinja District has a tropical climate with comparatively small seasonal variations of temperatures, humidity and wind throughout the year. The district receives about 1200-1500mm of rainfall per annum which is well distributed with peaks in March to May and October to November. There are two relatively dry seasons between December to March and another one from

June to July. Temperatures vary from a maximum daily temperature of 29 degrees Celsius in January to a minimum daily temperature of 26 degrees

Celsius in July. The monthly average minimum temperature ranges from 16 degrees Celsius to 18 degrees Celsius.

Map 3.3 Jinja District with its Administrative Boundaries

Source: Google earth 2009

3.1.3 Number of Secondary Schools

The district has thirteen (13) government aided schools. These include the

Busoga College1 Mwiri, M.M. College Wairaka, Wanyange Girls, Kiira

College Butiki, Jinja College, P.M.M. Girls Secondary School, Jinja Senior

Secondary School, Busede College Bugaya, and Lubani Secondary School.

Kakira, Pilkiton College Muguluka, St.John‟s SS Wairaka, and St.Stephen

S.S. Budondo. It also has fifty nine (59) private secondary schools located within its 11 sub counties (Jinja Education Office, 2006).

1 In Uganda secondary schools start from Secondary 1 to Secondary 4, while colleges have additional Secondary 5 and 6. For the sake of our study all these are referred to as Secondary Schools.

3.2 The Study Population

The sample population included 20 Secondary Schools and Colleges selected from the three counties of Jinja district , 20 head teachers in the selected schools since they deal with administrative issues, 36 patrons of the clubs who guide students in the various secondary school based clubs, and 75 students who were directly involved with the club activities.

3.3 Data Sources

The study used both secondary and primary data.

3.3.1 Primary Data

Primary data was obtained directly from the study site through use of semi- structured questionnaires, observation, photography, visits and focus group discussions. A non-scheduled unstructured interview approach was used to seek clarification on some responses.

a) Semi Structured Questionnaire

Questionnaires were administered to head teachers, students and patrons of sampled schools and school based clubs. Different questionnaires for these categories were prepared (Appendix 2, 3 and 4). Answers and responses were solicited on the following areas;

I. Perspectives of the respondents on environmental threats affecting

Jinja district – Uganda

II. The types of school-based clubs and their activities

III. Partnership and collaborations (neighbouring schools, organisations,

government )

IV. Challenges and constraints faced by secondary school based clubs

V. Suggest appropriate measures to enhance school based clubs to address

the threats more effectively

b) Focused Group Discussions (FGD)

A focused group discussion was conducted for ten (10) patrons out of Thirty six (36) school based clubs patrons to enable the researcher follow-up on issues raised by both the club members and patrons. The researcher used a focused group discussion guide which explored on the importance of the Nile basin to the community, major threats to the basin, collaboration, challenges and suggested ways of improving the club to address the threats (Appendix 5).

c) Non -Scheduled Interviews

This method was applied during school visits whereby the researcher carried out non scheduled interviews for patrons and students in schools adjacent to environmental hotspots such as wetlands, irrigation schemes, towns and industries.

d) Observation and Photography

These methods were also applied during secondary school visits. In this case the researcher observed what the secondary school based clubs were doing such as adverts on the notice boards, posters, magazines, established tree

nurseries, proper farming methods and trees and flowers planted and taken care of by the club members. Photos were taken for some of the initiatives of the clubs. This method helped to correlate the information in the questionnaires and what the secondary school based clubs were actually doing.

3.3.2 Secondary Data

Additional data for the study was obtained from Ministry of Education and sports offices both at district and national level. Other sources included

NEMA-Uganda office at national and district level, Jinja District Wildlife

Associations, United Nation Environment Programme (UNEP), Makerere

University Library and internet sources.

3.4 Sampling and Sample Design

A multistage cluster sampling (Mugenda & Mugenda, 2003) was used to select the study area. Several sampling techniques were applied at different stages. Jinja district was purposively (Nachmias & Nachmias, 2003) selected due to the major environment threats in the area. The district faces both commercial and agricultural challenges, as it is located along the Nile River and Lake Victoria. The environmental problems noted ranged from poor sanitation, poor sewage disposal, and pollution by chemicals environmental diseases, soil erosion, loss of biodiversity, over fishing, slum development and deforestation among others. The District is easily accessible and its mode of transportation is reliable, given the limited time and financial constraints

(GoU, 2006).

The schools and colleges in the district were identified through stratified random sampling (Mugenda & Mugenda, 2003). All the schools listed by the

Ministry of Education were categorized as rural, peri-urban and urban schools.

The names of the schools were written down on different papers which were then folded and put in three different containers labelled rural, peri-urban and urban. The containers were shaken and 5 papers were drawn from the urban and peri-urban containers while 10 pieces were picked from the rural schools container randomly. This was to ensure equal representation of all the school categories.

The school-based clubs were randomly selected through simple random sampling. Head teachers from the 20 schools identified the clubs dealing with environmental issues. From the list given by each head teacher, all the names of the clubs were put into a container and two clubs were picked from each school. Each patron of the two clubs randomly selected, identified two student members to fill in the questionnaire. Use of stratified random sampling ensured that all the areas were represented in the sample, and randomly selecting clubs ensured equal probability of selection of each club and hence a representative sample (Mugenda & Mugenda, 2003; Oppenheim, 1992;

Kerlinger, 1986; Black, 1993).

The data gathered from the club patrons questionnaire, was ranked according to the number of activities the secondary school based clubs had carried out in the previous year (2005). The patrons of the first five best clubs and the last

five clubs, making a total of ten, were invited to the Focus Group Discussion

(Stewart and Shamdasani, 1990).

3.4.1 Survey Type

One of the common methods of gathering data in schools was through surveys

(Mugenda & Mugenda, 1999). Most commonly used research surveys include time series panel and cross-sectional surveys. The research opted for a cross sectional type of survey. This method allows implementation of questionnaires on random basis and ensured that time available and respondent contacts are maximized upon (Pearce, 1990). Both time and finance efficiency were maximized and the data collection and analysis done simultaneously.

3.4.2 Reconnaissance Survey

A reconnaissance survey was carried out before the actual study. It provided an opportunity to understand the nature of the secondary schools, their locations and the nature of the school based clubs in the district. On this basis the questionnaires were designed and pre-tested.

3.4.3 Pre-testing

The questionnaires were pre-tested with one (1) head teacher, three (3) patrons and six (6) students and necessary adjustments were made.

3.4.4 Sampling

Both quantitative and qualitative data was collected using three different questionnaires, which were administered to head teachers, students and patrons of the school-based clubs of the selected secondary schools. The head teachers‟ questionnaire was used to identify clubs and patrons active in environmental management. The patrons of the selected clubs identified two students from the club to assist in filling the questionnaires designed for the students. All the questionnaires were administered in English and where necessary explained in the local languages using local enumerators earlier trained and supervised by the researcher. During the process the students were gathered at one place in the school compound, a brief introduction was carried out where they were guided through the questionnaires by the enumerators.

The head teachers and patrons filled their questionnaires without much assistance. However, in some schools the head teachers preferred interviews and the questionnaires were used as an interview guide.

A focus group discussion (FGD) for club patrons was conducted after the questionnaires were analyzed representing the five (5) good performing clubs and five (5) poorly performing clubs. This clarified the unclear issues on clubs‟ activities, identified constraints and gave suggestions to improve the clubs‟ capacity to address Nile basin environmental threats.

3.4.5 Variables Assessed

Variables assessed by the questionnaires included the location of the school; the type of the school; the size of the compound; number of students in the clubs; the goals and objectives of the school based clubs; their activities; clubs collaboration with other organizations, schools and community; the challenges and constraints faced and suggestions to improve the school based clubs. The benefits obtained by students and patrons from being members of different clubs were also addressed.

3.4.6 Sample size

The study was based on a sample of 132 respondents out of the targeted 140.

These included 20 head teachers, 36 patrons and 75 students.

3.5 Data Analysis

The qualitative and quantitative data generated from the study was cleaned, coded and analyzed using Statistical Package for Social Sciences (SPSS) and

Microsoft Excel. The data was analyzed in relation to the number of secondary school-based clubs, types, their activities, networks, constraints, opportunities and their roles in addressing the Nile Basin environmental threats.

Correlations and other analyses were carried out and the results presented in tables, percentages, frequencies, graphs and charts.

CHAPTER 4: RESULTS AND DISCUSSION

4.1 Background of the Respondents

This study was conducted in the 20 secondary schools located in Jinja District.

Among the 20 head teachers who responded to the questionnaires, 75% were male while 25% were female. Out of the 36 patron respondents, 11% were female and 89% were male, while out of the 75 student respondents, 57% were male and 43% were female (Table 4.1). The gender disparity among the student respondents can be attributed to the fact that there were more registered male students than females in the secondary schools. This is also highlighted by the Ministry of Education and Sports Uganda (2006) records which shows that in Jinja district there are 14,405 registered male students and

12,603 female students from secondary one (1) to secondary six (6). This is approximately 53.3% and 46.6% male to female ratio respectively which compares with the gross enrolment rate of all developing countries calculated at 54% of males and 45% for females (UNDP, 2003).

Table 4.1: Sex of the Respondents Male Female Total respondents Respondent n (%) n (%) n (%) Head 15 75 5 25 20 100 teachers Patrons 32 89 4 11 36 100 Students 43 57 32 43 75 100 Source: Survey data, 2006

4.1.1 Schools Involved in the Study

This study established the type of the secondary schools, their location in terms of the county, sub-county and parish, number of students in respective secondary school, size of the school compound and number of streams in each school. Further, it detailed the clubs in the respective schools. In this way, the researcher was able to qualify, appreciate and critique the findings. The main school categories include boys boarding, girls boarding, mixed day and boarding and mixed day run by the government, private proprietors, religious organizations and the local community (Appendix A and B).

4.2 The Environmental Threats and Usefulness of Clubs in Addressing Threats in the Nile Basin, Jinja Uganda

4.2.1 Environmental Threats to the Nile Basin

The respondents were asked to give their feeling on the most important Nile basin threats. They responded by filling a questionnaire using Likert scale with Very Important scoring 5 marks, Quite Important scored 4 marks,

Important scored 3 marks, Less Important scored 2 marks and Not Important scored 1 mark. The averages of feelings of the students, patrons and the head teachers were formulated and are summarized in Table 4.2.

The study shows that the head teachers viewed deforestation (4.32), destruction of catchments area (4.21), population pressure (4.11), growth of waterweeds (3.95), and over fishing (3.95) as quite important threats. The patrons viewed water and land pollution by industries (4.26), pollution by

chemicals (4.16), sewage dumping site (4.19), over fishing (4.13) and destruction of catchment areas (4.13) as quite important while students viewed population pressure (4.16), over fishing (4.12), water and land pollution by industries (4.04) and environmental diseases (3.93) as quite important to the

Nile Basin as ranked in Table 4.2. Interestingly, the patrons and head teachers similarly considered over fishing (4.13), and the destruction of catchment‟s areas (4.13) as significant threats facing the Nile Basin. The respondents noted that flooding and siltation of dams were not major threats in the region since the area was uphill. The average score for flooding was students (2.56) patrons

(2.56) and head teachers (2.46) while the average scores for siltation of dams was students (2.86) patrons (2.92) and head teachers (2.64).

However, the students did not rank deforestation, growth of water weeds, destruction of catchment area and cultural sites highly as compared to the patrons and head teachers. The head teachers did not rank over-fishing, water and land pollution by industries and environmental diseases highly as compared to the students and patrons.

Table 4.2: A Summary of the Average Scores on the Environmental Threats to the Nile Basin

Average Scores Head Threats Students Patrons teachers 1. Population pressure 4.16 4 4.11 2. Over fishing 4.12 4.13 3.95 3. Water and land pollution by industries 4.04 4.26 3.63 4. Environmental diseases 3.93 4.09 3.46 5. Deforestation 3.86 4.09 4.32 6. Pollution by chemicals 3.83 4.16 3.68 7. Unclean water 3.68 4.06 3.26 8. Sewage dumping site 3.63 4.19 3.68 9. Destruction of habitat 3.3 4 3.11 10. Growth of waterweeds 3.59 4.09 3.95 11. Reclamation of wetlands 3.52 3.66 3.53 12. Destruction of catchments area 3.51 4.13 4.21 13. Destruction of fish breeding sites 3.48 3.59 3.64 14. Damming along the river 3.18 3.65 3.66 15. Siltation of dams 2.86 2.92 2.64 16. Destruction of cultural & religious sites 2.66 3.64 3.11 17. Flooding 2.56 2.56 2.46 Source: Survey data, 2006

The study shows that deforestation was the most critical threat. On a similar stance, the destruction of catchment areas also emerged as a significant challenge. However, population pressure was ranked as the third most critical challenge from the Head teacher‟s point of view. One of the discussants affirmed that there was cultivation along the river Nile which led to siltation of rivers and dams. The study established the interrelatedness of the population pressure and the diminishing resources. One of the discussant mentioned that,

”The population is growing leading to high consumption yet the water resource is still the same. The droughts are prolonged leading to water reduction both in the river and the Lake Victoria.”

The study identified over fishing as another significant threat. It was noted that industries encourage migration which led to mushrooming of slums and pressure on the existing natural resources. One of the discussants revealed that the main staple food in the area was fish and migration to the town meant higher demand for fish, hence over fishing and unsustainable fish harvesting threatening their source of food.

The study also revealed that pollution from the industries in the nearby towns such as the Kakira Sugar Company deposited chemicals in a nearby river, which drained into Lake Victoria2. This caused a significant threat to the

Lake. Consistent with this finding, one of the discussants in the focus group discussions alleged that: “dumping of sewage effluent into the lake had increased and made the water impure, hence threatening animals and other biodiversity in the lake and river ecosystems”.

There was also loss of vegetation cover which was evident due to deforestation and increased cultivation. The discussant further pointed out that some of the human activities such as cultivation along the river banks led to siltation of rivers and dams hence leading to shallow waters, covering breeding sites of some animals, reduction of enough air and destruction of biodiversity. Crocodile attacks were more evident in the area whereby a

2 Collected from the researcher‟s personal diary

secondary school student was attacked and killed by a crocodile within the district (FGD discussant, 2006).

The study further established that other threats included introduction of eucalyptus trees which were already impacting negatively on the environment by draining water in swamps and rendering the soil infertile.

The study revealed that the laws and policies were weak and rarely followed.

Such laws included enforcement on encroachment of riparian areas, building and expansion of factories and industries, encroachment of swamp, wetlands and riparian areas. One discussant mentioned that some investors within Jinja town had extended the foundation of their houses to the lake and were discharging untreated effluents into the lake without an Environmental Impact

Assessment approval. The study also revealed that there were major environmental diseases which included malaria, cholera and dysentery. The areas mostly affected were Ripon trading centre and Gomba.

Studies carried out earlier indicate that major environmental concerns in the

Nile basin were deforestation, reclamation of wetlands, destruction of breeding sites, growth of water weeds, environmental diseases, industrial and agricultural waste, overexploitation of natural resources and over fishing

(UNEP 2002a, UNEP, 2006, MoNR, 1994, MoNR, 1995, NEMA, 1997).

4.2.2 Ways in which Secondary Based Clubs Addressed the Nile Basin Environmental Threats

The respondents were asked to indicate by filling in a Likert scale how often they addressed the Nile basin threats. Always(A) was awarded 5 marks;

Frequently(F) 4 marks; Often(O) 3 marks; Rarely(R) 2 marks; and Never(N) 1 mark. Majority of clubs members indicated that they were addressing deforestation, unclean water and environmental diseases. The respondents mentioned that they were addressing threats related to deforestation Always

(53%) and Frequently (18%). They addressed threats related to unclean water

Always (53%) and Frequently (24%) and environmental diseases Always

(32%) and Frequently (32%). They Often addressed destruction of breeding sites (31%) Over fishing (26%), reclamation of wetlands (27%) and growth of water weeds (37%). However the respondents indicated that they Rarely

(21%) and Never (45%) addressed damming along the river. They Rarely

(21%) and Never (43%) addressed threat related to siltation of dams.

Flooding was Rarely (27%) and Never (40%) addressed. This implies that the main threats addressed by the secondary school based clubs were deforestation, unclean water and environmental diseases. However growth of water weeds, reclamation of wetlands, damming, siltation of dams and flooding were rarely or never addressed by the secondary school based clubs.

The students mentioned that flooding was not a major threat in Jinja district.

This concurs with the earlier finding that indicated that most of the clubs addressed issues related to deforestation (Mamvibela et al., 2002; NEMA,

1997; Habizena, 2004).

Table 4.3 How Often the Secondary School-based Clubs Dealt with Environmental Threats

Threats A F O R N No. of respondents n % n % n % n % n % N % Deforestation 18 55 6 18 4 12 2 6 3 9 33 100 Unclean water 18 53 8 24 3 9 1 3 4 12 34 100 Environmental diseases 11 32 11 32 6 18 3 9 2 6 33 100 Destruction of fish breeding site 6 21 4 14 9 31 3 10 8 28 29 100 Over fishing 5 19 6 19 8 26 4 13 8 26 31 100 Reclamation of wetlands 3 10 4 13 8 27 6 20 9 30 30 100 Growth of waterweeds 2 7 3 10 11 37 5 16 9 30 30 100 Damming along the river 2 7 2 7 6 21 6 21 13 45 29 100 Siltation of dams 1 4 1 4 8 29 6 21 12 43 28 100 Flooding 0 0 4 13 6 20 8 27 12 40 30 100 Source: Survey data, 2006

Key (A-Always, F- Frequently, O- Often, R- Rarely and N- Never)

The study further revealed that the clubs addressed the threats in various ways.

These included carrying out conservation activities such as tree planting and

clean ups (50%), creating awareness (21%), waste management (8%) and

improving the knowledge base of the students so that they could make

informed decisions (21%) as shown in Fig 4.1.

Figure 4.1: Ways in which the Clubs Assist in Alleviating Nile Basin Threat

4.2.2.1 Create Awareness

The responses showed that clubs were creating awareness through debates, seminars, essay writing, photography, songs, drama, demonstrations and drawing competitions. This educated both the students and community on values of conservation, tree planting and importance of the Nile River.

The respondents further revealed that the clubs proposed remedial measures during discussions and debate fora hosted by the local government and municipal authorities regarding dumping of waste and untreated industrial waste water. Some of the suggestions included appealing to the government to enact laws to conserve and manage the environment. The clubs also carried out campaigns against HIV/AIDS indicating that a clean environment was essential for a healthy body. This revealed that the students in the clubs were able to relate ecological and environmental issues with social issues.

A discussant in the group discussion reported that;

“………..we work with the community, District Health Inspector and Family Life Education Program (FLEP) organization. Fifty five students have been trained on reproductive health and they train others on reproductive health problems in relation to the ecological environment”.

A discussant further indicated club members were encouraged to draw diagrams and pictures with environmental messages. One discussant pointed out that;

“………I give a group of two students a theme concerning environment to visualise and draw a picture whereby the best students are awarded. These pictures are also displayed at the end of term during the parents‟ day ……… Some parents buy the pictures and drawings. ……….Some of the drawings are on topics such as advantage of water, landscape and disadvantages of cutting down trees.”

The clubs were involved in road shows that advocated for proper waste management. The discussant mentioned that;

“………… they went to streets and community to promote proper waste management. We carried banners written „Good health for better wealth‟. ……..and also collected garbage in the streets. This caused the people to be excited seeing students collecting garbage and they brought out their garbage and were saying „take these buveera3‟…………”

The study shows that they were creating awareness to address issues of deforestation, unclean water, environmental health and reclamation of wetlands within the Nile Basin Region. From the conversation with the students from these clubs these activities proved that they were memorable

3 Buveera means polythene bag in Busoga

experiences in their school life4. This concurs with studies carried out earlier by Allison (1982) that artwork could be used to create environmental consciousness. Chapter 36 of Agenda 21 and Education for Sustainable

Development calls for public understanding and awareness creation (NEMA,

2008; http://www.unesco. org/en/esd, last visited on 29, Aug. 2009)

4.2.2.2 Conservation

The respondents indicated that clubs carried out conservation and management practices within the Nile Basin region. They encourage communities and schools to plant trees both in the school compound and along the river Nile banks such as at Buwenda and other catchment areas. They also dug trenches to reduce soil erosion. They established nursery beds and supplied tree seedlings to the local community. They also encouraged preservation of cultural sites like Bujagali by planting trees. In some areas, they advocated against reclamation of wetlands and dumping of both domestic and industrial waste in the Nile basin.

The discussant mentioned that:

“……..there is a factory that was extending their construction along the river Nile where we had planted a tree and they wanted to cut our tree but we approached the factory manager and told him; „please, we need our trees‟. He understood and did not cut the tree as we told him about its effect on water and the place”

The study showed that the clubs conserved water resources by planting trees along River Nile and created a clean and sociable environment in the school

4 Collected from the researcher‟s personal diary

and at homes by keeping the compound clean. This concurs with the earlier findings in Table 4.3 that indicated that secondary school based clubs were addressing Nile basin threats such as deforestation, unclean water, reclamation of wetlands, preservation of cultural sites and environmental diseases by planting trees, establishing nurseries, supplying clean water and digging trenches to reduce soil erosion. Earlier findings indicate that clubs are very good at addressing conservation issues (Ndaruga, 2004; Vandenbosch et al.,

2007; NEMA, 2000; NEMA, 1997; Mamvibela et al., 2002).

4.2.2.3 Waste Management

The study revealed that the clubs were involved in waste separation, clean ups and advocacy on proper waste management both in the school compound and within the entire Jinja district. The clubs trained students who joined form one every first term on hygiene and proper garbage disposal. They carried out activities to minimize waste in the school compound such as training, garbage collection, waste separation and waste disposal in non biodegradable and biodegradable dustbins. The respondents indicated that clubs were discouraging dumping of waste in the Nile basin through carrying out general cleaning especially in trading centres. They also sensitized communities against improper dumping of waste. The clubs further separated and recycled waste. A patron in focus group discussion mentioned that

. …………..Even within school, we have these rubbish bins where we indicate „for biodegradable waste‟ and „non- biodegradable materials‟. The non-degradable material we separate and burn, while those that are biodegradable we

keep for a while and later spread in our gardens and use as manure.”

The respondents revealed that clubs ensured proper waste disposal in the school compounds and participated in several clean-ups in the area to address the threats of unclean water and environmental diseases in the region. This is in line with the corrective measures carried out by organizations towards environmental conservation (www.unep.org/wed/2005/english/aboutwed2005 last visited on 15 July 2010; www.unesco.org/en/esd last accessed on 13 Aug.

2010).

4.2.2.4 Field Trips

The respondents revealed that through tours, field trips and nature walks the club members understood and realized the importance of the Nile basin. They toured the river Nile and Lake Victoria where they planted trees. A discussant during focus group discussion mentioned that:

“ …………..Like on Easter holiday, students who remained behind went to river Nile ………..we were given a specific area to plant trees. We took about ten trees, now we always go there to visit and have picnics. We have a plan of visiting former Namasagali site”.

The respondents revealed that the students and patrons acquired the knowledge on conservation through the trips. This concurs with earlier findings that outdoor learning helps the students to move from abstract and imaginative to real world context. During trips and nature walks members choose what to learn (Bolscho, 2004; Falk & Dierking, 2002, Falk, 2005).

4.2.2.5 Training

The study further revealed that the clubs had lectures, trained students on role of water bodies, making them aware of the importance of the Nile Basin. The study revealed that the patrons sought training in environmental management.

One discussant mentioned that his club was trained in grafting.

“…………..we got some training at St. James secondary school on grafting………… There is a nursery bed there and we trained in cross breeding from this tree to this one. We got some knowledge and we are applying it in our school”.

This relates to Table 4.3 whereby the respondents mentioned that they were addressing issues of deforestation and unclean water threats.

4.2.2.6 Research on Water Quality

The respondents indicated that clubs carried out research on Lake Victoria in collaboration with Jinja District Wildlife Association and Wildlife Clubs of

Uganda. One of the discussants mentioned that clubs were given funds to carry out a water study in which several schools participated.

“………….the schools were given instruments to check on water quality in Lake Victoria. We went to the islands in the Lake……… the people graze cows and burn and sell charcoal and the charcoal dust falls in the Lake; so you can see man‟s activities are contributing a lot to uncleanliness of our water. While we were there, we carried out a PH test and found out it was low.

This implies that the clubs carried out research to address unclean water challenges with the Jinja District as indicated in Table 4.3. This concurs with an earlier report whereby the students were given Nile River Awareness Kit to

test the water quality of the Nile River (www.nilebasin.org/index.php last visited on 15, Jan. 2010).

4.3 Types and Networks of Secondary School-Based Clubs

4.3.1 Types of School Based Clubs

There are twenty nine different types of secondary school based clubs present in the 20 secondary schools (Table 4.4) which were categorized as international, religious, school subject-based and general clubs. International clubs are those recognized globally, religious clubs are religion based, school subject-based are specific to taught subjects, while other clubs consist of any other type of club. Drama club was found to be the most popular club as it existed in 95% of the schools surveyed. Other clubs existed in schools as follows: Scripture Union (90%), Wildlife (75%), School Choir (75%), Red

Cross (70%), Scouts (65%), Science (65%) and Geography (60%). However, some clubs that included youth awareness, think quest, Leo, volunteers and student council were only found in one school. This concurs with studies by

Ndaruga (2004) in Kenya which verifies that there are various types of school based clubs and these can be categorized at national, religious, subject based and general clubs.

Table 4.4: Types of Secondary School Based Clubs No. Category of Type of the Club No. of the school club schools with this % type of club (n) 1 International 1 Scouts 13 65 clubs 2 Girl guides 6 30 3 Interact 6 30 4 Wildlife 15 75 5 Leo 1 5 6 Mal play 2 10 7 Think Quest 1 5 8 Red cross 14 70 2 Religion based 9 Scripture Union 18 90 10 Islamic association 10 50 11 Youth Alive/Catholic action 9 45 3 Subject based 12 Geography 12 60 13 Home science 2 10 14 Poetry 1 5 15 Science 13 65 16 Mathematics 10 50 17 Agriculture 11 55 18 French 1 5 19 Fine Art 1 5 4 Other clubs 20 Environment clubs 8 40 21 Straight talk – HIV and AIDS 6 30 22 Debate 6 30 23 Youth Awareness 1 5 24 Drama 19 95 25 School Choir 15 75 26 Information Communication 5 25 Technology 27 Journalism /Writers 8 40 28 Student Council 1 5 29 Volunteers 1 5 Source: Survey data, 2006

4.3.1.1 Secondary School Based Clubs involved in Environmental

Activities

The respondents mentioned that most of the school-based clubs were involved

in environmental conservation. Table 4.5 showed the extent to which clubs‟

were involved in environmental conservation. Wildlife and environment clubs were found to be the most active with a percentage of 37%. These were followed by Scouts (16%), Red Cross (13%), Interact (7%), Geography (7%),

Agriculture (7%), Youth Alive/Catholic Action (7%) and School Choir (3%).

The respondents further mentioned that environmental conservation activities by the clubs included awareness creation, clean ups, tree planting and landscaping in both their respective schools and the surrounding community.

In some instances these activities attracted international support and therefore contributed to the conservation of the Nile Basin. This data concurs with similar findings documented by McDuff (2000), Habizena (2004) and

Ndaruga (2004).

Table 4.5: Types of School-based Clubs involved in Environmental Activities

No. Name of the club (n) ( %) 1. Wildlife and Environment 12 36.6 2. Scouts 5 16.2 3. Red Cross 4 12.9 4. Interact 2 6.5 5. Geography 2 6.5 6. School Choir 1 3.3 7. Agriculture 2 6.5 8. Youth Alive/ Catholic Action 2 6.5 Total 30 100 Source: Survey data, 2006

The patrons were asked what led to the establishment of the school based clubs to determine the type and role in addressing Nile basin threats. This study established that the reasons behind the formation of the clubs were:

advocacy and awareness creation, environmental conservation, student exposure, teachers‟ interests, as a Ministry of Education and Sports Uganda requirement, life skills development and for education purposes. Of these,

41% of the wildlife clubs, 65% scouts, 25% geography, 50% scripture union and 100% volunteers conserved the environment within and outside the school compound. The study further showed that 45.5% of wildlife, 50% of Scripture union, 50% of science, 100% of student council and 100% straight talk were established to create environmental awareness and advocated for environmental management within the school and in the surrounding areas

(Table 4.6).

The study indicated that the main goal of environmental clubs was to engage students in activities which increased environmental awareness and encourage local stewardship among the members. Generally, this also contributed to addressing the environmental threats in the Nile Basin. Earlier studies have shown that clubs were established to address issues in the local community

(McDuff, 2000; Ndaruga, 2004; Mamvibela et al., 2002).

Table 4.6: Reason for Establishment of School-based Clubs

Advocacy Conservation Life skills Education Student Ministry Teacher Total School Based and of environment development purposes Exposure Requirement interest (%) Clubs Awareness School i.e. Creation environment voluntarism, leadership, relationship Red Cross - - 43% - 14% 29% 14% 100 Wildlife 45.5% 41% - - - 4.5% 9% 100 Scouts - 75% - - 25% - -- 100 Geography - 25% - 75% - - - 100 Scripture Union 50% 50% - - - - - 100 Science 50% - 25% 25% - - - 100 Volunteers - 100% - - - - - 100 Debate - - - 100% - - - 100 Interact - - 100% - - - - 100 Student Council 100% - - - - - 100 Straight Talk 100% - - - - - 100 Leo - - 100% - - - 100 Source: Survey data, 2006

Figure 4.2: Membership of Secondary School Based Club in 2005 and 2006

The study showed that there were 2266 in 2005 and 3198 in 2006 registered members in the clubs surveyed. This was approximately 25% of the total number of students in the 20 schools (see Appendix B). The club with the highest membership was Wildlife/Environment with a total number of 1141 registered members in 2006. Science Club had 818, Red Cross 288, Debate

Club 280, Scouts 163, Interact 150, and Geography 108 members in 2006.

The study showed that most schools increased their membership from the previous years. However, clubs like Leo, Volunteer and Student Council registered fewer members because the students were vetted and only one school had the club (see Fig. 4.2).

4.3.2 Networks

The study showed that secondary school based clubs collaborated with other stakeholders in their activities. The most common network was with

neighbouring schools and constituted 31% of all networks (Figure 4.3). This was followed by networks with local communities (26%), Non Governmental

Organizations (24%), government (11%) and other school-based clubs (6%).

Figure 4.3 Networks of Secondary School Based Clubs

4.3.2.1 Neighbouring Schools

The school-based clubs collaborated with neighbouring schools in competitions, funding, environmental collective activities, discussions and knowledge sharing. The students invited their neighbouring schools to discuss and share information on particular topics. These included methods of environmental conservation, demonstrations and interactions among others.

They visited neighbouring schools to see the achievements and best practices and occasionally held competitions in music, dance, art and drama.

The clubs demonstrated the best practices on environmental conservation.

They invited neighbouring schools and demonstrated to them using their conserved garden and other initiatives by the club.

Some of the school based clubs received donations from their neighbouring schools. For example Jinja Secondary School had donated money to fund a neighbouring school wildlife club. In 2001, Busoga College, Mwiri established a woodlot at Mawoito on former school land. Busoga College,

Mwiri and Butiki College in partnership planted trees on Wanyange Hill.

The clubs encouraged similar clubs in neighbouring schools to set up afforestation programmes. For example Nakanyonyi Girls secondary school reserved a small forest due to the influence of Kiira College, Butiki (Plate 1b).

Lake View reported that in 2002, they were supplied with tree seedlings by a neighbouring school and introduced agroforestry (Plate 1a). Kiira College

Butiki planted trees at Jinja town hall. The students stated that they participated in cleaning of Muguluka the trade centre, Kagoma village particularly Buwolomera, Jinja town and neighbouring school.

Plate1 (a): Agroforestry Programmes by Plate 1b: Agroforestry Programmes Lake View Secondary School Wildlife Club by Nakanyonyi Girls High School

The clubs also held joint clean-up activities in the market places and around their school compounds during the World Environment Days. The World

Environment Day (WED) is one of the principal vehicles through which the

United Nations Environment Programme (UNEP) stimulates worldwide awareness of the environment and enhances political attention and action.

WED activities involve all sectors of society, governments, non and intergovernmental organizations, businesses, industries, civil society organizations, media and learning institutions (http://www.unep.org/wed/2005/english/ about wed2005/ last visited on 1 Mar. 2010).

4.3.2.2 Local Community

The respondents indicated that clubs worked with the communities in some environmental management activities. These included creating awareness on the need to conserve nature, family life education and health, wetland reclamation, cleanliness, water borne, clean up, tree planting, deforestation and waste management. Further, they collaborated in research, cleanups,

provision of clean water and tree planting exercise. Members of the clubs educated the local communities on new methods of farming, soil erosion prevention measures, management of breeding sites and global warming. In

2003 the local communities together with school based clubs planted trees at

Busoga Diocese offices and Bugembe Cathedral grounds. The club members frequently donated seedlings to the local people. Other members took tree seedlings to their homes and to the neighbouring areas to plant. Some school clubs reported that they had dug waste pits, managed a borehole and a well from 2004. In March 2005 another club launched water well in Budondo village.

The club members mentioned that through awareness creation they influence communities to embrace new ideas such as vegetable growing, better farming methods and waste management in their homes. The students also benefited from the community in terms of knowledge, skills and assistance in undertaking their activities. This concurs with chapter 36 of Agenda 21 that calls for organizations to work together to achieve sustainable development and NEMA Uganda (2006) which advocates for networking in order to promote environmental education in local communities.

4.3.2.3 Non Governmental Organizations (NGOs)

The study indicated that school clubs were networking with Non-

Governmental Organizations. The NGOs offered technical advice, funds,

books, tree seedlings, seminars, trips and supported debates and conferences within the East African region. The study showed that Interact Club was funded by Rotaract Club to set up a borehole. In 2004 and 2005, Jinja District

Wildlife Association together with some school clubs established tree nursery, tree planting, waste management programs and flowerbeds geared towards greening the school compounds. In 2000 and 2003 the clubs carried out environmental cleanup in the nearby trading centres. In Kakira, Leo Club in conjunction with Lions Club of Kakira initiated supply of treated water to the local community. The students worked together with the local community in

Wanyange trading centre and in Rubaga in removing polythene waste. In 2005 the school clubs intensified clean ups along the streets in Jinja town and local market. This concurs with the recommendations by development partners and other organizations in promoting sustainable development (NEMA, 1997;

UNESCO, 2005; NEMA-Kenya, 2008).

4.3.2.4 Government

Secondary school based clubs worked with National Environment

Management Authority (NEMA), Uganda and Ministry of Education and

Sports and Local Authority. NEMA engaged secondary school students in interschool essay competition. A discussant in the focus group reported that

NEMA officers visited schools and sensitized them on effects of deforestation and trained the students on tree planting. NEMA also provided tree seedlings and a quarterly magazine known as “tree talk”. They also attended seminars

organized by the local community officials in Jinja. The Ministry of Education and Sports was responsible for extra curriculum activities in collaboration with the Ministry of Natural Resources and had developed an Environmental

Education Strategy for formal education (Palmer, 1998). The international organizations such as Scouts, Wildlife and Red Cross clubs met with government officials during seminars in the District. This concurs with earlier findings that clubs were flexible and could easily work with other organizations (Ndaruga, 2004; McDuff, 2000). Moreover the government came up with policies that enabled the clubs to work effectively (Ministry of

Education & Sports, 2005). In other findings, it is noted that Ministry of

Education & Sports Clubs such as Eco-schools in Kenya rely on support from multi-sector partnerships to add value and enrich the resources available to schools. Specialized public institutions, civil society organizations, businesses and individuals all play important roles in providing technical, institutional and financial support (www.worldagroforestry.org/downloads/publications/

PDFs/ pp07095.doc last visited on 15, July 2010).

4.3.2.5 Other School Based Clubs

The student‟s responses indicated that the school-based clubs worked together with other clubs and teachers in the schools. They had inter programmes like clean ups in the schools where everyone in the school was involved. The discussants mentioned that they worked closely with other school-based clubs like Science, Agriculture, Red Cross and Scouts clubs. They also involved

teaching staff and administration. This is in accordance with the suggestions raised in the workshop at Jinja (NEMA, 1997), which called for parties with common interest to come together and cooperate in certain activities for efficient performance and sustainable development. However the students and patrons complained of language barriers, uncooperative local people and time wastage.

4.3.3 Activities of Secondary school based clubs

The respondents indicated that the school clubs engaged in various activities.

The most common activity in the environmental club was environmental clean up. They indicated that they always participated in environmental clean up

(68%) while 7% of the students had never participated while 59% of the respondents had always participated in the discussions. The responses further showed that other common activities were tree planting with 60% students always participating, soil erosion control with 48% students always participating, and school club trips with 35%, campaign against harmful products 49%, drama 32% and national day celebrations 33% students always participating. The respondents indicated that they rarely took court action with

66% respondents indicating that they had never had a court action, 60% never had a radio programme, 42% indicated that they never had an exhibition while, 42% had never written to the media or had a demonstration as outlined in Table 4.7.

These activities were further classified as theoretical, theoretical activities with

student‟s involvements and practical activities following the research work of

Ndaruga, 2004. The study showed that 53% of the club activities were

practical, 32% were theoretical with student‟s involvement and 15% were

theoretical (Figure 4.4).

Table 4.7: Engagement of Secondary School Clubs in Environmental Activities {Key: (A-Always, F- Frequently, O- Often, R- Rarely and N- Never)} Activity No. of responden A F O R N ts % % % % % n n n n n Environmental clean up 50 68 8 11 4 5 6 8 5 7 73 Discussion 44 59 13 18 10 14 2 3 5 7 74 Tree planting 43 60 12 17 5 7 6 8 6 8 72 Soil erosion control 33 48 8 12 5 7 9 13 14 20 69 School club trips 25 35 14 19 16 22 9 13 8 11 72 Campaign against harmful products 35 49 6 8 8 11 4 6 19 26 72 Drama 23 32 10 14 14 19 15 21 11 25 73 Debate 20 29 14 20 11 16 11 16 13 19 69 National day celebration 23 33 8 12 14 20 8 12 16 23 69 Tree nursery Establishment 18 26 9 13 19 27 5 7 19 27 70 Lectures 15 22 10 15 13 19 14 20 16 24 68 Essay competition 8 12 13 19 15 22 16 24 16 24 68 Music Festivals 11 15 11 15 15 21 16 22 20 27 73 Nature Walks 8 12 13 19 10 15 18 26 19 28 68 Posters 10 15 6 9 16 24 14 20 22 32 68 Video/Film 12 18 9 13 3 4 16 24 28 41 68 Demonstration 10 15 6 9 9 13 13 19 30 44 68 Writing to media 6 8 12 17 10 14 13 18 30 42 71 Exhibitions 4 6 5 8 14 21 15 23 28 42 66 Radio programmes 8 11 3 4 4 6 14 19 43 60 72 Taking Court action 8 11 3 4 3 4 10 14 46 66 70 Source: survey data, 2006

Figure 4.4 Major activities in Secondary School-Based Clubs

4.3.3.1 Theoretical Activities

The students watched film shows and video shows on environmental conservation. They attended public lectures on drug abuse prevention, environmental conservation, talks on health issues and HIV and AIDS. These activities are classified as theoretical and are useful for initial introduction of ideas. However, the students easily forget them (Ndaruga, 2004).

4.3.3.2 Theoretical Activities with Student’s Participation

The school clubs participates in life skills sensitization, competitions, music, drama festivals and meetings. They debated on various topics such as health issues, map reading and other topical environmental issues. They identified tree species and labelled them and mounted sign posts with environmental awareness messages. They were also engaged in educating and creating awareness on environmental issues to communities and in conferences.

The study showed that the school clubs held several competitions notably Mr and Ms Wildlife, slashing and picking of litter, art and essay competitions.

Some of the competitions were held at national levels whereby outstanding students and secondary schools received awards in the capital city. The students also contributed articles for the school magazines on different topics which included environmental issues among others.

4.3.3.3 Practical Activities

The clubs were engaged in tree nursery establishments, trees planting, waste management and clean ups. They separated the waste into non-biodegradable and biodegradable and disposed it in separate dust bins located at strategic positions in the school compound. Some clubs recycled plastic wastes and made ropes out of it. The study showed that clubs often held outdoor activities such as rope work, camping, drug abuse prevention programmes and farming.

Plate 2: Nursery bed by PMM Girls Plate 3: Newly dug trenches by St. John Wildlife Club Wairaka Scouts Club

The club members visited different sites on educational tours and field work trips and went for excursions along the Nile River and Lake Victoria. Some of the clubs were involved in a research on Lake Victoria water quality.

The patrons noted that they took students around Lake Victoria for fieldwork at Masese sewage treatment plant, industries at Jinja, wetlands and fishing points. They helped the students identify the environmental threats such as common waterweeds, human settlements, wetland reclamation and water level of Lake Victoria. The patrons visited river Nile with members of Jinja

Wildlife Association to research on the effects of soil erosion and human activities along the Nile. The scout‟s club indicated that they visited the district campsite located at the shores of the river Nile at Buwenda, eight kilometres from Owen falls dam northwards and the national campsite on the shores of Lake Victoria twice every year. They toured the source of River

Nile, Bujagali falls and Itanda falls. They also visited the river Nile and planted trees along Lake Victoria. They also joined clean up exercise on shores of Masese. They went for trips to Entebbe (UWA), Rubaga, Lake

Mburo National Park, Mt. Elgon, Wildlife Educational Centre, at Kampala,

Queen Elizabeth National Park, Mabira forests and Western Uganda. They also visited school clubs in other schools.

The club members visited the sick, elderly, prisoners, donated blood and rendered first aid in the school. They indicated that they had gone to Kakira

Hospital and Kakira Prison to talk to the sick and the prisoners. They were also trained as trainer of trainers on blood testing, counselling and on qualities of a good peer educator. The clubs helped in raising funds for the orphans and helped at least one pupil from nearby primary school. The school based club members were involved in soil erosion control. They dug trenches that would assist in reducing run offs and ultimately soil erosion.

4.3.4 Role of Secondary School Based Clubs

The study indicated that the clubs were very useful in environmental conservation and maintenance of school environment, awareness creation, knowledge acquisition, creating relationships and unity among the school community, tours and trips and projects development. The responses among the students and head teachers indicated that the clubs were useful in environmental conservation and maintenance of school environment (55% and

7%), create awareness (39% and 49%), creating unity and relationships in school (3% and 13%), and projects developments (3% and 9%) respectively as indicated in Table 4.8.

Table 4.8 Usefulness of Environment Secondary School Based Clubs

Importance Head Students teachers n %) n (%)

1. Awareness creation and knowledge 13 39 30 49 acquisition 2. Environmental conservation (school 18 55 4 7 environment) 3. Create relationship and unity among the 1 3 8 13 school community 4. Tours and trips - - 14 22 5. Project development 1 3 6 9 Total 31 4 62 100 Source: Survey data, 2006

4.3.4.1 Awareness Creation, Knowledge and Acquisition of Skills

The study showed that the clubs helped in creating awareness on

desertification, environmental issues and other pertinent issues like HIV/AIDS

among students, staff and the local communities. The study showed that club

members acquired knowledge and techniques to protect the environment. This

knowledge includes tree planting, first aid, soil erosion control and social

welfare skills. The activities and training especially in disciplinary subject

clubs are also applicable in class. For example in geography clubs, training on

different stages of the river formation learnt in the club were applicable in

school curriculum. This concurred with studies by McDuff (2000) and

Ndaruga (2004).

4.3.4.2 Relationships and Leadership

The study showed that the clubs promoted unity and relationships among the students. A notable incident was that members acquired friends in the neighbouring schools and received respect from the club members because of their involvement in the clubs. They learned to be firm and confident, to interact with different personalities, acquire leadership skills and attain good morals. The clubs were helping them to develop a career towards environmental conservation. The study showed that students were able to interact with NGOs and some even got employment opportunities.

4.3.4.3 Tours/Visits

The study showed that the students in clubs were privileged to visit many places as club members. They visited surrounding areas such as Rubaga and the National parks to carry out studies. The visits exposed them to new environment and were able to acquire more skills. Earlier studies showed that outdoor activities provided opportunities for persons to develop their capacity as successful learners, responsible citizens confident individuals and effective contributors to environmental conservation (http://www.Itscotland.org.uk/ earlyyears/about/currentissues/outdoorlearning/curriculum.asp last visited on

17, April 2010).

4.3.4.4 Conservation of Environment

The study showed that school clubs were useful in conserving the environment and improving school compounds. Mwiri College, Butiki Wildlife Club

members reported that they had planted a firewood lot at Mwiri Hill. The study further showed that clubs appreciated the environment and understood the benefits of protecting the environment starting from school level to national and international levels. The study also showed that the school based clubs controlled soil erosion by digging trenches and planting of trees. The respondents said they were able to express their talents and this gave them ground to preserve the environment.

The study showed that clubs helped to keep the school environment clean by collecting litter and providing litterbins. The clubs established nursery gardens for flowers and trees, which were distributed to the local community. A discussant in focus group discussions confirmed that students had been trying their best to keep their compound clean. He mentioned that there was stiff competition among students in the different houses as they competed to be awarded the cleanest house title.

4.3.4.5 Project Development

The clubs opened opportunities for feasible projects. These included establishments of school canteens that helped raise funds for running club activities while others had obtained income through sale of trees. The study also showed that the clubs researched new developments. The study revealed that schools benefited with gifts in form of books and scholarships.

4.3.4.6 Advocacy

The study further revealed that activities of clubs transformed the society. It was noted that communities were enumerating what the clubs were doing at the source of river Nile. The communities adopted a section to rehabilitate, and planted flowers. Other organizations and groups followed suit and collected the clubs flowers to plant in their portions. The discussant added that they were able to follow up the parents whom they gave the tree seedlings during the parent days and to find about their survival rates.

4.3.4.7 Club Funding

The respondents were asked how the clubs raised funds for the projects. They responded by filling a Likert scale with Very Important (VI), Quite Important

(QI), Important (I), Least Important (LI) and Not Important (NI). The study showed that 91% of the respondents felt that funding from the school was

Very Important. 85.2% of the respondents rated subscription fee from club members as Very Important. 61% of the respondents felt that Donations were

Very Important. However, the club members felt that Walks, Selling goods and cards and funding from the government was Not Important rated as 46%,

44%, 51.5% and 50% respectively. The results of the feelings were summarized as presented in Table 4.9.

Table 4.9: Ways in which the Clubs Funded their Activities

Very Important Not Total Raise funds Important Important n % n % n % n % School support 62 91 3 4.5 3 4.5 68 100 Subscription 52 73 5 7 14 20 71 100 Donations 40 61 5 8 20 31 65 100 Through walks 31 46 5 8 31 46 67 100 Selling goods 29 47 6 10 27 43 62 100 Selling cards 22 33 10 15 34 52 66 100 Government 14 24 15 26 29 50 58 100 Source: Survey data, 2006

The study further revealed that school support, subscription fee and donations were the main funders of the club activities. The amount of subscription fees was approximately UG2000/- shillings per member, per term, which was discussed and passed during club meetings.

4.3.4.8 Club Meetings

The study revealed that most secondary school based clubs met once a week with 62% of the respondents indicating so; 33% of clubs met twice a week while 5% met once a month (Fig 4.5)

Figure 4.5: Frequency of Club Meetings

The study further revealed that 46% of clubs spent 30 minutes to one hour,

32% clubs met for one to two hours per day, 12% met for more than 2 hours, 6

% cases met for less than 30 minutes while 2% met for 15 min-30min

(Fig.4.6).

Figure 4.6: Duration of the Club Meeting

The study revealed that 64% of the lost time was compensated during weekends, 15% compensated their lost time after school while only 11% of the clubs did not make up for the lost time (Fig 4.7).

Figure 4.7: Compensation of lost Time by the Club Members

4.4 Constraints Faced by the Secondary School based Clubs

The study showed that the patrons, students and head teachers faced challenges in the school clubs. The patrons ranked lack of funds (32.4%), lack of motivation (23%), lack of support (12.2 %) and inadequate time (12.2%) as the major hindrance to the school based clubs. The students ranked lack of motivation (38.1%), lack of funds (26.6%) and lack of facilities (11.4%) as their major challenges. The head teachers mentioned lack of funds (34.2%) lack of motivation (29%) and inadequate time (21.1%) as major hindrance to the club activities. All the respondents agreed that they had major financial problems, inadequate time for the clubs activities, lack of motivation and

necessary facilities. The patrons and the students reported lack of support,

community issues and unfavourable weather while the patrons together with

the head teachers reported lack of appropriate training as their major

constraints (Table 4.11).

Table 4.10: Challenges faced by the Secondary School Based Clubs

Shortcoming Students Patrons Head teachers n (%) n (%) n (%)

1. Lack of funds 28 27 24 35 9 34 2. Lack of motivation 40 39 17 25 8 30 3. Inadequate time for club activities 7 7 4 6 6 22 4. Lack of support by government and 7 7 9 13 0 0 school administration 5. Lack of facilities 12 11 3 5 2 7 6. Lack of collaboration between 5 5 7 10 0 0 students and communities 7. Unfavourable weather 3 3 1 1 0 0 8. Lack of training on environmental 1 1 2 3 2 7 education 9. Lack of opportunities to champion 0 0 1 1 0 0 environmental issues 10. Lack of literature on environmental 0 0 1 1 0 0 materials Total 103 100 69 100 27 100

Source: Survey data, 2006

4.4.1 Lack of Funds

The study revealed that the greatest challenge of the clubs was lack of finances

to manage their activities. It was noted that some activities such as funding

trips were costly and this limited clubs progress. The clubs had inadequate

resources to purchase dustbins, prizes and awards and funds to maintain

nursery beds and to buy tree seedling. There was a challenge when it came to

payments of subscription fees and pledges. The patron in the group discussion noted that:

“…….some students were interested to go for tour but the school is unable to top up to meet the entire cost…... and this leads to sacrifices of the patron to fit in some club members if the activity is going to succeed”

The study further revealed that the problem persisted because clubs were not allowed to fundraise through shows and other activities. However, the clubs carried out a few activities with their limited funds as revealed by one of the discussant.

“………… we just carry out some minor activities, in the limit that a student can afford, but if up scaled, it would have significant effects...... since when the child is growing up, these concept learnt will remain in him”.

4.4.2 Lack of Motivation

The study showed that clubs lacked motivation and commitment by patrons, administration and students leading to absenteeism. Students at times lacked interest, were lazy and had negative attitudes towards some club activities such as collecting polythene bags and farming. It was noted that clubs lacked immediate tangible benefits such as money, awards, parties and certificates and therefore some members joined the clubs temporarily just because of the trips and outings. The study revealed that the clubs lacked planned activities to keep the members busy throughout the year which resulted to low memberships. It was noted that some club members were discouraged by classmates, teachers and community members to join the clubs.

4.4.3 Inadequate Time allocation for Club Activities

The study showed that clubs activities were limited due to time constraints.

Due to tight school academic programmes clubs could not participate in community programmes or go for trips. The patrons observed that the clubs needed adequate time, patience and dedication and the available time was not enough for the planned activities. The study revealed that other school programs occasionally disrupted the club activities.

4.4.4 Community Issues

The study showed that clubs were affected by the neighbouring communities who reared goats that penetrated into the school compound and destroyed some trees. There was lack of cooperation between students and members of the community.

4.4.5 Lack of Support from School Administration and Government

The study showed that clubs lacked support from the school administration and at times were against the programme like trips and this paralyzes the clubs activities. A discussant in the focus group discussion said that they had transport problems especially when they wanted to tour parks. He quoted that;

“………Once they wanted to go to Masese they were allocated a van by the school but on the actual day of the visit the van could not be availed to travel.”

The study further revealed that private schools proprietors had no business with the clubs and they lacked adequate assistance. The discussant reported instances whereby they were given loans by the Ministry of Education and

Sports to carry out some club activities but the administrator interfered and took the money and the club delayed in implementing the project. The other school teachers, students and support staff had negative attitude toward clubs and some students were reported to deliberately destroy the club initiatives such as nursery garden and stepping on the young plants and flowers.

The study showed that clubs lacked support from the government and received no allocation from the government. The study also revealed that the Ministry of Education and Sports was not aware of these clubs and had no clear policies on how these clubs are to operate. An earlier study indicates that designed programmes can fail or produce meagre results, if decision makers and intended beneficiaries are not adequately consulted, informed, educated or mobilized (Vandenbosch et. al, 2007).

4.4.6 Lack of Training

The respondents revealed that club members lacked appropriate training and this was a major drawback. Few teachers had attended in-service training in terms of seminars, excursions and workshops on environmental education.

Furthermore, it was revealed that only 34% of patrons had attended courses on

environmental education. It was reported that patrons of Wildlife Clubs had attended environmental awareness workshop at Elsamere field study centre in

Naivasha in 2003 and scouts patron attended workshop organized at District level. There were quarterly environmental meetings organized by Kakira sugar works where all departments were involved and teachers attended. Some teachers attended postgraduate diploma studies in environment at Makerere

University and seminars in Sweden and Tanzania. The district held seminars in Jinja S.S. and town hall. However, 66% of patrons were not trained on environmental education because they lacked sponsorship and opportunities to attend such workshops.

Figure 4.8: Patrons Trained in Formal Environmental Education

4.4.7 Lack of Facilities

The study also show that the clubs lacked facilities to carry out their activities.

The schools had very small parcels of land, which were not enough for the club activities such as to planting trees and woodlots. They mentioned lack of equipment, facilities and material for smooth running of the club to facilitate achievement of goals. The clubs also lacked transport facilities.

4.4.8 Parental Influence

The study mentioned that some parents interfered with the clubs by refusing their children to be involved in the clubs activities.

4.4.9 Use of Club Activities as Punishment

The discussants pointed out that most of the times the school used similar activities such as punishment to the offenders and this led to poor attitude towards these club activities. However some patrons were trying to change the mentality.

4.4.10 Lack of Opportunities to Further Education

The study revealed that students find no opportunity to continue with environmental education in other institutions after school. They also lacked books, data and magazine on current environmental education information that would convince the population on the problems affecting their area.

The study showed that clubs lacked funds, motivation, support and training among others. This concurred with earlier studies in Kenya and Swaziland which highlighted lack of information on prevailing environmental issues, lack of funds, poor leadership, lack of support from administration, improper planning of club activities, interference of club activities by other school goals

and lack of proper flow of information to the clubs (Mamvibela, et. al., 2002;

Ndaruga, 2004; Mbwesa, 1996).

4.5 Ways to Improve the Secondary School Based Clubs

The patron and student respondents were asked to give suggestions on how to improve the secondary school based clubs to address Environmental

Education. This question sought to address the fourth objective of the study namely; to suggest appropriate measures to enhance secondary schools to address Nile Basin threats. The study revealed that the patrons ranked training on Environmental Education highest with 36%, funding and provision of equipments with 23.3% and government and school administration support with 15.5%. However, the student responses ranked motivation and positive reinforcement highest with 26.3% followed by funding and supply of equipments, materials and facilities with 20.6%, collaboration with 16.4% government and school administration support with 14.9%. Other issues mentioned are as summarized in Table 4.11.

Table 4.11: Suggested Ways to Improve Secondary School based Clubs Suggestion Patrons Students n % n %

1 Funds, Equipments/materials/facilities 16 25 13 21 2 Time Allocation 2 3 4 7 3 Collaboration 6 9 10 16 4 Train in EE and Integrate EE in curriculum 24 37 3 4 5 Government and school administration support 10 16 9 15 6 Motivation and positive reinforcement 3 5 16 26 7 Trips 2 3 4 6 8 Provision of Literature and appropriate awareness 1 2 2 3 materials 9 Establishment of fundraising projects 0 0 1 2 64 100 62 100 Source: Survey data, 2006

This concurs with studies carried out by Falk (2005), which mention that free

choice education involving trips and nature walks give students more exposure

and experiences. Further, Chapter 36 of Agenda 21 mentions that capacity

building, awareness creation, network and partnership can help improve

environmental education and enhance more action towards sustainable

development. Funding is also important in enhancing environmental clubs to

carry out their activities. Ministry of Education and Sports, Uganda has put

measures in place to encourage and support clubs in secondary schools.

4.5.1 Funding

The secondary schools based clubs mentioned that one of their limitations was

inadequate funding as indicated in Table 4.10. To address the Nile basin issues

indicated in Table 4.2, the members suggested that there was need to increase

funding to the school-based clubs. Ways for fundraising recommended include starting income generating projects, soliciting funds through charity walks, paying up of membership fees by all members, donors and volunteers.

The school administration should also provide transport, finance part of the study trips and provide equipment for use in voluntary work in and out of school. They also suggested need for support to acquire computers, publish articles and posters, gloves and dustbins for clean ups, T–shirts and stationery, air environmental messages in radio stations to create awareness and inform the community and the schools on the need to conserve the Nile basin. There was need for schools to identify and buy land to be used for practical study, establish tree nurseries and plant trees. This is as outlined in Table 4.11.

4.5.2 Government and Administration Support

The study suggested the need for Government to support clubs in their operations. They mentioned that the Government through the Ministry of

Education and Sports had power to properly coordinate the activities of the clubs and were better placed to intervene and enhance environmental protection. They mentioned that the government should facilitate Ministry of

Education and Sports of Uganda by providing environmental resource materials to schools, financing of club activities and formulate policies for enforcing the environmental clubs in each secondary school. The government should improve country security and establish the number and types of secondary schools in the country.

The school administration should encourage the clubs to expand its scope and participate in many activities. The school administration should also support the clubs in form of funds, awards to the club members, allocating offices for the clubs and participate in club activities. The study suggested that clubs should be put within the school program and the patrons should be facilitated.

The administration should also encourage the rest of the school to be engaged and actively participate in the maintenance of the environment. This could be extended to the clubs by granting permission to club members to carry out club activities outside school. This will address the challenges of lack of support from the school administration, lack of facilities, lack of funds, lack of literature among others as outlined in Table 4.11 and further help to address the Nile basin threats as mentioned in Table 4.2.

4.5.3 Training

The study suggested need for training in the relevant fields of Environmental

Education. The patrons noted that a formal training such as in-service training, seminars and workshops were essential for teachers with interest in environmental issues. It further suggested that there is need for formal and informal training using video to highlight the issues of deforestation, unclean water, environmental diseases among other environmental issues as indicated in Table 4.2 to improve the knowledge of the student on the environment. One discussant mentioned that there was need for the government to employ

specialists and trained teachers on environmental education, to educate the patrons as trainers of trainers, who in turn will train the students and other teachers. The patrons mentioned that the trained students would be the best ambassadors to take this knowledge to the communities. Further, scholarships and exchange programs to address specific environmental issues along the

Nile basin should be offered to the relevant club members.

The study suggested that themes that deal with environmental management and challenges of the Nile basin region should be formulated for debates, drama and music festivals. This will inform, educate and create awareness on the Nile basin threats highlighted in Table 4.2 thus help in sustainable development of the basin.

The study suggested the need to incorporate environmental aspects in school curriculum as a separate subject and the need to change the teaching method.

Discussant in focus group discussion gave an example of the current emphasis on HIV/AIDS. They mentioned that the government had designed books on the HIV/AIDS and every discipline is called to integrate the lessons”. They mentioned that it was necessary for the government to do the same on environmental education. The patrons said that environmentalist should be involved in the curriculum development so as to incorporate issues concerning the environment. Discussants in focus group discussions highlighted the need to change the teaching methods. They were quoted saying that:

“…………we must make sure that we shift from teaching people that the problem exists, but teach others how to handle the environmental problem”.

The patrons felt that there was need to sensitize the local communities through training on dangers of environmental degradation of the Nile basin. They noted the need for mass education on environment to the local authorities and by the local authorities. The teaching will also involve scenario building and visioning. This approach has proved to be useful for environmental education because it makes participants feel responsible and empowered to adapt to changing environments. This makes them take actions in order to reach their vision for a better community. This also raises their awareness on environmental issues and thus drives changes in behaviour and lifestyle

(Velarde et al, 2007; Morin, 1999).

4.5.4 Time

Although most of the clubs met once a week (Fig.4.5) and majority spent thirty minutes to one hour (Fig.4.6) and compensated their lost time during the weekends (Fig.4.7), the club members felt that there was inadequate time allocated for club activities as indicated in Table 4.12). The respondents indicated that there was need to allocate more time to the club activities through proper timetabling of environmental programmes. They felt that proper time tabling would reduce the conflict between club activities and other school programs (Table 4.12).

As postulated in Ndaruga (2004), clubs were flexible in their mode of operation and could be used to champion environmental responsibility in students. When clubs were allocated more time, they addressed more challenges along the Nile Basin (Falk, 2005).

4.5.5 Trips

The study recommended that clubs be provided with finances by their schools to take students out for trips and learn more about environment. They suggested the need for more frequent field trips and national activities and more trips outside the country such as Nairobi for adventure. Falk &

Dierking,(2002) argues that understanding of childhood learning experiences and development stages suggest that free choice learning sectors are often among the few places in society where adolescents can use their intellectual, physical and social skills to full capacity (Falk & Dierking, 2002; Kola –

Olusanya, 2005). Since the trips expose student to the real environmental issues they are therefore not easily forgotten.

4.5.6 Motivation, Prizes and Positive Reinforcement

The students, patrons and head teachers ranked lack of motivation as one of the challenge that hindered clubs to address the Nile basin threats (Table

4.10).The study found out that there was need for school based clubs to come up with methods that motivate members. This could be by giving certificates, scholarships, bonuses, trips, medals, organize parties, T-shirts, caps and

awards to the best performers. The patrons said that the schools should award the active members of the club at the end of the year. They pointed out that the awards would motivate more students to join the club activities. The responses showed that the student‟s valued the rewards received from participating in clubs. Theories on behavioural change rely on approaches that emphasis on reinforcements and punishments. Since the students are inclined to repeat those behaviours that are rewarded this approach calls for the conscious reward of positive attitudes as they are expressed. The reward increases the chance that the attitude will be expressed again, and ultimately be incorporated into the individual‟s belief system (http://www.principalspartnership.com/

Attitude HandbookforUPWebs.htm. last visited on 15 July 2010).

4.5.7 Provision of Literature and Appropriate Awareness Materials

The study further suggested that the school should acquire literature relating to environmental matters for the students and patrons in form of magazines, video tapes, books and journals. These would assist the members to understand environmental management and acquire basic knowledge on environmental issues and Nile basin challenges as stipulated in Table 4.2. The respondents observed that there were few books addressing the immediate environmental issues and therefore the need to develop and design EE books.

Organizations could improve clubs through providing books, video and magazines. The messages contained in the literature educate, inform and clarify environmental issues and create awareness to address the Nile basin

threats. This information can easily be referred to since it is documented

(NEMA, 2000).

4.5.8 Collaboration

The study suggested the need to network and partner with Non Governmental

Organization (NGOs), private sector, government, development partners and

Community Based Organizations (CBOs) in environmental protection. They suggested that the NGOs should support the club through funding, provision of equipment, capacity building, development and distribution of awareness materials and in partnering and networking in some activities. They recommended involvement of personnel trained in environmental studies to participate in the clubs programmes. They suggested the need for support from organizations concerning the environment and permitting interested parties for example National Environment Management Authority, Uganda to meet club officials. The students suggested they needed help from other clubs and suggested the need for environmental seminars and debates with neighbouring schools. Students suggested provision of official environmental trainers and facilitators to train the members in the school clubs.

Chapter 36 of Agenda 21 advocates for partnerships and network among various stakeholders to enhance sustainable development. According to

Education for Sustainable Development Implementing Strategy, partnerships and networks have been identified as some of action plans in achieving

sustainable development (NEMA, 2008). This is because environmental challenges are cross cutting issues (Muthoka, et al., 1998).

4.5.9 Fundraising Projects

The study suggested the need to establish income generating activities to enable other club programs to proceed. They suggested activities like growing crops for sale to raise funds for the club. This concurs with the initiatives by

Eco-clubs in Kenya where by the communities on average contribute 26% of the required resources in the micro-projects and are actively involved in their implementation and management (Vandenbosch et al., 2007), and in Northern

Uganda establishing projects geared towards empowering schools, local communities and encouraging environmental sustainability (http://www.

Lutheran world.org.Uganda.html last visited 15, July 2010).

4.6 Other Findings

4.6.1 Benefits of Joining a Club

As shown in Fig. 4.9, majority of the respondents (94%) indicated they had benefited in various ways as the patrons of the club while 6% indicated they had not benefited. These benefits were in form of income, trips and tours, skills acquisition, relationship/friendships building and awards of certificates.

The respondents (68%) indicated that they had benefited as student members of the clubs while 32% mentioned that they had no tangible benefits from the club. The benefits include certificates, prizes and titles.

Figure 4.9: Benefits of Joining a Club

It was established that patrons got allowances when they gave lectures to students‟ on environmental issues. They also benefited with trips to various places in and outside the country such as to Lake Mburo National Park and

Tanzania among others.

It is further revealed that the patrons acquired skills, and knowledge about environmental conservation through reading books and attending seminars.

The respondents acquired grafting and waste recycling skills and also first aid knowledge. The respondents also revealed that they valued friendship and relationships with community members, students and other teachers when they

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interacted during participation in environmental conservation and interschool activities.

The patrons also got satisfaction from contributing to the well being of the local community and country at large as they taught young people good values. They were encouraged by the school performance of the students noting that the students who excelled in debates tended to perform well in

English. It also helped to enhance the teaching of the subject and also shaped the behaviour of some students. This concurs with the studies which show that clubs are beneficial to the teachers and students (Ndaruga, 2004; Muthoka et al., 1998; UNEP newsletter, 2006)

4.6.2 Benefits of being a Club Member

The students received certificates for participation for holding official positions in the clubs. They received certificates for winning competitions organized at district, national and international levels. The students also were given certificates for being involved in the team that represented Uganda First

Aid club in Nairobi in 2004 as a first aide. They were also issued with certificates in „O‟ level music and drama clubs secondary school competitions.

Others received certificates because of self-initiatives such as planting mango trees at home.

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Some clubs mentioned that they had received a shield in 2004, a trophy in

2005 and even a title „Mother of all clubs” since wildlife was the first club in the school and the most active. Prizes, appreciations and other encouraging words were given to good mannered students in some of the clubs. One student said that he received an award from the president in 2003 when he went for a show at Jinja College because of being an active member of the club. Another student was privileged to plant trees in the school shade in honour of a school teacher who had died.

The study further revealed that students received recognition, prizes, gifts and scholarship for their contribution to the clubs. These were in form of pens, art materials, T-shirts, books, full scouting uniform, cutlery and electric lamps.

Some students, who had written essays on natural resources, reported that their work was used for advertisement by the school. This implies that they were motivated by the awards and certificates, recognition and respect accorded to them for the environmental conservation work they did both at school and outside.

4.6.3 Reasons for Students Joining Environmental Clubs in Jinja

The respondents were asked indicate reasons for joining the clubs by filling a

Likert scale. Strongly Agree (SA) scored 5 marks, Agree (A) scored 4 marks,

Not sure (N) scored 3 marks, Disagree (D) scored 2marks, and Strongly

Disagree (SD) scored1mark. The results are summarized in Table 4.12. The

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study shows that most of the students (93%) agreed they had joined the club to

participate on environmental issues while (86%) disagreed that they joined the

clubs because they had no other option. 55% of the students agreed that they

joined the club because of curiosity 60% were recommended by the school

while 40% was due to recommendation by the teachers. 58% disagreed that

they had joined the club to go for a trip while 44% disagreed to have joined

the club out of teacher‟s recommendation. This implies that the students

joined clubs to participate in environmental issues other than lack of options.

Some were introduced by their friends and the teachers. This confirms the

findings of study carried earlier that the clubs were voluntarily joined

(Ndaruga, 2004) and were free choice learning avenues (Falk, 2005).

Table 4.12 Reasons for Joining Secondary School Based Clubs

Agree Not sure Disagree No. of Reasons for joining Clubs Respondents n % n % n % n % Participate in environmental issues 65 93 3 4 2 3 70 100 Curiosity 33 55 12 20 15 25 60 100 Invitation by friend or classmate 40 60 5 7 22 33 67 100 Recommended by school 29 49 6 10 24 41 59 100 Recommended by teacher 24 40 10 16 27 44 61 100 Going for trips 20 32 6 10 36 58 62 100 No other option 2 4 6 10 49 86 57 100 Source: Survey data, 2006

The study further revealed that students were required to meet basic criterion

to remain in membership as indicated in Fig. 4.10. 42.6% of the secondary

school based club members acknowledged that they paid subscription fees to

remain members and this served as their commitment to the club. 33.3% of the

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responses mentioned that they were required to take certain subjects in order to be in the club. This was so especially for the disciplinary subject based clubs while 9.3% required that students should be of a certain stream. The study shows that 4% recruited members through elections and 10.6% were required to have a spirit of volunteerism.

Figure 4.10: Qualifications of becoming a Club Member

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CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary of Findings

The objective of the study was to determine the role of secondary school based club in Jinja District, Uganda in addressing the Nile basin environmental threats. First, the study sought to determine the types, networks and roles of diverse secondary school based clubs. Secondly, to determine the extent to which the school based clubs were addressing the Nile basin environmental threats. Thirdly, to explore constraints affecting clubs and lastly suggest appropriate measures to enhance these clubs to be able to address Nile basin environmental threats effectively.

The study affirms that there were a variety of secondary school based clubs established. These clubs include Drama, Scripture Union, Wildlife/

Environment and School Choir clubs which were common in most secondary schools. Clubs like Leo, Think Quest, Student Council, Volunteer, Poetry,

French, Fine Art and Youth Awareness were found in individual schools. The most active clubs in environmental issues were Wildlife/Environmental,

Scouts, Red Cross, Interact, Geography, Agriculture, School Choir and religious organizations with a total of 3,198 members. Majority of the members joined the clubs to participate in environmental issues. Both the patrons and students indicated that they had benefited by getting allowances, trips and tours, acquired skills, built relationships and friendships,

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recognitions, titles and prizes, were profiled by the school magazine and received awards in form of certificates. Some patrons had benefited by attending courses on environmental education in and outside Uganda.

The study affirmed that the clubs were useful in creating awareness, advocacy, maintenance and conservation of school environment, local communities and enhanced unity in secondary schools. These clubs helped in establishment of relationships and leaderships among members. The clubs also helped the members to plan for tours and visits to various parts of the country. The student responses showed that their clubs were helping them to develop a career towards environmental conservation. Others had obtained income through sale of tree seedlings and employment opportunities from NGOs during the holidays.

The study revealed that the secondary school based clubs were collaborating with various organizations in some of their activities. The NGOs finance clubs by giving donations such as books and trees seedlings. Other NGOs trained the students on HIV/AIDS, Reproductive Health, tree nursery establishment, soil conservation, grafting and waste recycling. Secondary schools helped newly established clubs in the neighbouring schools by giving donations, financial assistance and encouraged them to set up a forestation programmes.

Clubs also partnered with local community in conservation of the Nile Basin.

Clubs also worked with government institutions such as NEMA Uganda who

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carried out environmental interschool essay competitions. The school based environmental related clubs also collaborated with other clubs, teachers and administration within the school to carry out conservation activities.

However, there were no significant linkages with donors and private sector in their conservation efforts towards the Nile basin threats.

The study affirmed that students were engaged in many activities to address the environmental threats along the Nile basin. They Frequently (F) carried out cleanups and tree planting. The school-based clubs Often (O) had lectures, drama, trips, tree nursery establishment, essay competition, debates and soil erosion control practices. They Rarely(R) held music festivals, developed posters, watched video and films, held demonstrations and campaigns against harmful products. They Rarely(R) went for nature walks, celebrated national days and participated in exhibitions. This implies that the students were actively engaged in various activities. However, they admitted that they had never written to the media, participated in radio programmes, or taken environmental offenders to court. If the clubs were supported they could be able to accomplish some of the activities such as writing to the media, participating in Radio programmes and reporting the environmental offenders to the relevant authorities. Most of the students indicated that they had participated in activities towards environmental conservation. The respondents revealed that the clubs Frequently (F) addressed threats related to unclean water, deforestation and destruction of habitats, sewerage, dumping and

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environmental diseases. They Often (O) addressed the destruction of breeding sites and over fishing but rarely addressed damming along the river, growth of waterweeds, and reclamation of wetlands, siltation of dams and flooding and

Never (N) addressed the issues of damming along the river.

The study showed that the main activities geared towards addressing environmental threats were reforestation, tree nursery establishment, tree planting practices and soil erosion control. They conserved the Lake through supplying tree seedlings to communities, training on grafting, waste management, tours and trips, drawing competitions and research projects.

They created awareness about the importance of ecological balance to the survival of man, threat of deforestation, over fishing and proper dumping of wastage during seminars and workshop. The clubs campaigned on health issues such as HIV/AIDS and the needs for a healthy body. The clubs invited members of other secondary school clubs and shared information on how to reduce waste, establish tree nurseries and grafting. The Secondary School based clubs worked with international organizations such as Lions and

Rotaract Club to supply clean water to the community. Some clubs carried out photography and essay competitions with the theme of Nile basin

Environmental threats.

The study showed that the Nile basin environmental threats addressed by the clubs were deforestation and environmental diseases. This is because they

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were easy to address without a lot of funding. However, it was clear that with funding the secondary school clubs would assist in research documentation and in major cleanups along the Nile basin.

The respondents affirmed that there were some major challenges affecting the school based clubs. These included inadequate funding, lack of motivation, inadequate time for club activities, lack of support by both government and school administration, lack of training on Environmental Education, lack of facilities such as study trips, literature, opportunities to further environmental courses and parental influence whereby parents did not want children to carry out club activities. It was revealed that the club activities were used as punishment, which discouraged the students from joining the clubs. Other challenges included present of very few active clubs and committed patrons.

The respondents suggested the need for additional funding, training and support both by school administration and government, collaboration between secondary school based clubs and civil society organizations, private sector and government institutions, motivation and positive reinforcement, proper time allocation for the clubs, provision of facilities such as equipment, trips and literature and integration of EE in the secondary schools.

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5.2 Conclusions

The objective of the study was to determine the role of secondary school based clubs in Jinja District, Uganda in addressing the Nile basin environmental threats. The study sought to determine the types, networks and roles of diverse secondary school based clubs, determine the extent to which the school based clubs were addressing the threats, explore constraints affecting clubs and suggest appropriate measures to enhance secondary school based clubs to address Nile basin environmental threats. This study affirmed that secondary school based clubs created awareness on need to conserve the Nile basin in Jinja District to both the students and local community. The students and patrons of the secondary school based clubs frequented Lake Victoria and

River Nile riverbanks and had clearly observed, experienced and understood the dangers threatening the basin. They mentioned that they had actually transferred the knowledge learnt to their homes and neighbourhoods.

However, the clubs had minimal activities, which were repeated year after year. They were narrowed to cleanups, tree planting, discussions and occasionally a trip. This made the club activities monotonous. It was also clear that non active secondary school based clubs were not popular with students thus registered very few members.

It was clear that most of the schools put more emphasis on school curriculum and very little time was given to club activities. The school activities often disrupted the club meetings and other teachers felt that the clubs belonged to

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the particular patrons. The parents had negative attitudes towards the clubs and frequently discouraged their children from joining them. The club activities were hindered by lack of funding and the schools had very small pieces of land that had already been filled with trees. However, the students and patrons feared to carry out demonstrations in case they were mistaken for politicians. The biggest challenge from the member point of view was lack of motivation probably because of the very few activities that were being carried out in the clubs. It was clear that only a few patrons had attended environmental education courses. In some of the schools the patrons were appointed as patrons of the clubs and hence they did not have the zeal to improve the clubs or guide the interested students. This was because they had many other responsibilities and received very little material gains from clubs.

Nevertheless, the respondents felt that these clubs could be improved to address the Nile basin threats by allocating funds to buy equipment and facilities, money for trips, giving support to the school based clubs, allocating time, integrating EE in the school curriculum and involving all teachers, training the patrons on EE and providing the literature with current information about the Nile basin and environmental education. Some of the patrons saw the need to use the media to publicize the club activities.

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5.3 Recommendations

Based on the study objectives and findings, Decade of Education for

Sustainable Development (UNESCO, 2002) and Chapter 36 of Agenda 21, the following recommendations are necessary to improve the secondary school based clubs to address the Nile basin environmental threats more effectively.

a) Secondary school based clubs should develop action plans and set

achievable targets for the whole year to address the Nile basin

Environmental Threats. This will reduce the monotony of club

activities noted by students and also help in timetabling of the various

activities. The achievement should be monitored, documented,

evaluated and shared in local, national and international forums.

b) Enhance information sharing by forging and encouraging partnerships

between secondary school based clubs, other clubs and the existing

forums such as Uganda Nile Disclosure Forum. This will increase the

knowledge base on conservation practices and ways of addressing the

issues. The study noted that the secondary school based clubs were

addressing deforestation, unclean water, environmental diseases and to

some extent waste disposal. The forums will enhance and educate on

other environmental threats so that the secondary school clubs will be

in a position to address them.

c) More funding to support clubs by school administration, government,

NGOs, private sector and donors should be given. The main problem

faced by the secondary school clubs in addressing the Nile basin

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environmental threats was inadequate funding, lack of training,

literature and books in EE. This could be addressed if the clubs

developed partnership and collaboration with Non-Governmental

Organization, private sector and donor communities, which would help

fund some of the club activities and provide literature. The members of

these clubs would also be encouraged to write articles in newsletters

and even be involved in discussions in radio programme on the Nile

basin conservation. The private sector should also be engaged to fund

secondary school based clubs in their conservation activities as a part

of their Corporate Social Responsibility (CSR). The environmental

club members, their patrons and the school administration should also

be trained on environmental education and education for Sustainable

Development which integrates social, economic and ecological issues

to all development activities. d) Secondary school based clubs should establish other projects such as

rabbit keeping, tree nurseries, baking and school canteens to address

the challenges of lack of funding among others. This will assist in

fundraising for club activities geared towards addressing the Nile basin

Environmental threats. e) Clear records of the number and name of clubs in the secondary school

should be kept in the schools and with the Ministry of Education and

Sports. This would ensure monitoring and evaluation of club activities

is well documented for retrieval purposes. There was no proper

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documentation of the activities of the secondary school based clubs

though the students and patrons could easily recall them. This made it

almost impossible to monitor and fund the clubs. Emphasis and follow-

up was done with the curriculum leaving club in conflict with other

school activities. There is need for the Ministry of Sports, NEMA,

Uganda and school administrations to follow up with the clubs to

ensure allocation of time and monitoring of the activities carried out by

clubs from time to time.

5.4 Recommendation for Further Research

The study only applies in Jinja district, Uganda. Similar studies should be

essential in other districts in Uganda and the entire Nile basin region.

 There is little documentation, data and research carried out on

the role, activities, collaboration, networking and research in

Uganda. This study recommends that similar research and

documentation should be done in other parts of the country.

 The study sought to determine the extent to which secondary

schools are addressing Nile basin environmental threats. There

is need for further research to establish the linkages of the

secondary school based clubs, students‟ perspectives and local

community social, ecological and economic issues.

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APPENDIX 1: I NTRODUCTION LETTER

Dear Sir/Madam,

I am a Master‟s student from Kenyatta University, Kenya attached to Makerere University on an exchange program with Nile Transboundary Environmental Action Project (NTEAP) carrying out a research project entitled “The role of secondary school based clubs in addressing threats in the Nile basin in Uganda”.

Nile Transboundary Environmental Action Project (NTEAP) one of largest project in shared vision program of the Nile Basin Initiative (NBI). The project seeks to enhance environmental conservation among other development activities through a shared vision for riparian countries in the Nile basin region. It has various components and activities among them an Environmental Education and Awareness program to the general public, Primary and Secondary School and University and other research institutions.

This study seeks to examine different ways in which secondary school based clubs in Uganda address the Nile basin threats with the aim of comparing efforts already in place. This is expected to encourage clubs and their members to be actively involved in changing, alleviating and intervening environmental problems through action taking within locality, country level and in the entire Nile basin region.

I am requesting you to kindly help me gather information by responding to the items in these questionnaires.

There are three questionnaires one is for the principals of the secondary schools, the second for patrons of the Environmental clubs and third for student members of the selected clubs

The research is purely for educational purposes hence your honest response will be highly appreciated.

Confidentiality is highly guaranteed.

Thank you.

Yours faithfully, Ruth Nderitu.

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APPENDIX 2: AMENDED QUESTIONNAIRE FOR HEADTEACHERS

I am a master‟s student from Kenyatta University, Kenya attached to Makerere University under Nile Tran boundary Environmental Action Project (NTEAP) carrying out a research project entitled “The role of secondary school based clubs in addressing threats in the Nile basin in Uganda”. This questionnaire is designed to collect data from the Head teacher‟s of the secondary schools about the student clubs within the schools.

Nile Transboundary Environmental Action Project (NTEAP) is one of the largest projects in shared vision program of Nile Basin Initiative (NBI). The project seeks to enhance environmental conservation among others development activities through shared vision for riparian countries in the Nile basin region. It has various components and activities among them an environmental Education and awareness program to the general public, primary and secondary schools and University and other research institutions.

The study will examine different ways in which secondary school based clubs in Uganda address the Nile basin threats with an aim of comparing efforts already in place. This is expected to encourage clubs and their members to be actively involved in changing, alleviating and intervening environmental problems through action taking within the locality, country level and in the entire Nile basin region.

I am requesting you to kindly help me gather information by responding to the items in this questionnaire. The information given is meant for the research only and therefore will be treated with confidentiality

Instructions

Please answer all the questions

Part A: Background information of the School.

Name of the school …………………………………………………………….

Address of the school……………………………………… Tel: ………..……

District ……………………………………County ……………………………

Sub-county……………………………………Parish …………………………

1. Which agency runs the school? Government ( ) Religious organization ( )

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Community ( ) Private ( ) Others specify…………………………………………………………….

2. What type of school is it? 1. Boy‟s Boarding ( ) 2. Girl‟s Boarding ( ) 3. Mixed Boarding ( ) 4. Boy‟s Day ( ) 5. Mixed Day and Boarding ( ) 6. Mixed day ( )

3. When was the school established? 1. One year ago ( ) 2. Between 1 and 5 years ago ( ) 3. Between 6 and 10 years ago ( ) 4. Between 11 and 20 years ago ( ) 5. Over 21 years ago ( )

4. How many streams are in the school? ………………………………………

5. What area is covered by the school grounds…………….. Acres/ hectares?

6. How many students are in the school? ………………………………………

Part B: Background information on Clubs 7. The list below gives some of the common school based clubs. Perhaps some of these clubs are in your school. Please select in the space provided the clubs in your school.

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NB-Feel free to add any other school clubs which are not indicated in the list (Please tick where applicable)

Name of the club Yes No Drama Journalism Wildlife School choir Mathematics Scouts Girl guide /Girls brigade Agriculture Young Christian Society Catholic action Islam association Red Cross Environmental club Home science Geography Poetry Science I.C.T Others (Specify)

8. Which of these clubs are active in environmental issues? ………………………………………………………………………………… …………………………………………………………………………………

Part C: Activities of school Clubs

9. The following list shows the clubs and examples of activities carried out by clubs. Please indicate the activities being carried out by the particular clubs.

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NB-Feel free to add any other activities in the school clubs, which are not indicated in the list (Please write on the spaces below)

Name of club Activities e.g. drama/play, music/songs, video/films, essay competitions, debate/discussions, games cleanups, tree planting, organic farming, exhibition, writing to media, demonstration, fish farming, taking environmental offenders to court etc Drama Journalism Wildlife School choir Mathematics Scouts Girl guide /Girls brigade Agriculture Young Christian Society Catholic Action Islam Association Red Cross Environmental club Home Science Geography Poetry Science I.C.T Others (Specify

Part D: Relevant Nile basin issues that the club addresses/ could address

11. The list below gives some importance of the Nile basin region in Uganda. Perhaps some of its importance applies to your locality. Please select and indicate in the spaces provided the corresponding magnitude of the importance as they apply to your locality

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NB-Feel free to add any other importance, which is not indicated in the list (Please tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important) Importance VI QI I LI NI Provide water for domestic use Provide water for irrigation Provide water for livestock Breeding site for fish Fishing Habitat for animals/birds Cultural and religious practice Grazing area Water for H.E.P Provide firewood Provide drainage for sewage Centre for recreation Tourist site Farm land Controls flooding Others (specify)

12. The list below gives some of the major threats to Nile basin in Uganda. Probably these threats apply to your locality. . Please select and indicate the corresponding magnitude of the threats as they apply to your locality in the space provided.

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NB-Feel free to add any other threats, which are not indicated in the list (Please tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important) Threat VI QI I LI NI Pollution by chemicals /fertilizers Water and land pollution by industries Deforestation/devegetation Growth of water weeds Reclamation of wetlands Population pressure demanding more land Destruction of catchments areas Sewage damping sites Damming Destruction of fish breeding sites Unclean waters Environmental diseases i.e. typhoid malaria tsetse fly Destruction of animal habitat Flooding Siltation Destruction of cultural and religious sites Overfishing Other (specify)

13. In which ways do you think the club activities assist in alleviating Nile basin threats? ………………………………………………………………………………… …………………………………………………………………………………

Part E: Networking /collaboration

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14. The list below shows the institutions that clubs collaborate with. Perhaps your school is involved with activities that involve these institutions. Please indicate the club that is carrying out its activities with the listed organizations. NB-Feel free to add any other institutions that collaborate with the school clubs which are not indicated in the list (Please tick where applicable)

Name of club Neighbouring Government International NGOs Local schools ministry organization (Specify) community (specify) (Specify) Drama Journalism Wildlife Art Mathematics Scouts Girl guide Brigade Christian union Catholic action Islamic association Young farmers Environmental club Home science Geography Poetry Interact ICT Others (specify)

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15. (a) Has your school received any rewards from club participation

Name of club Awards such as scholarships, books, trophies, medals, free trips acknowledgement /honour etc Drama Journalism Wildlife Art Mathematics Scouts Girl guide Brigade Christian union Catholic action Islamic association Young farmers Environmental club Home science Geography Poetry/literature Interact ICT Others (specify)

16. Have any of your teachers attended environmental courses 1. Yes ( ) 2. No ( )

Please explain your answer in 16(a) above ………………………………….… …………………………………………………………………………………..

17. In which ways are the Environmental secondary school based clubs useful to the school......

18. As the Head teacher, what major challenges do you face with the clubs? ………………………………………………………………………………….

19. In which ways do you think the school can help these clubs to be more effective? ………………………………………………………………………

THANK YOU

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APPENDIX 3: AMENDED QUESTIONNAIRE FOR PATRONS OF SCHOOL-BASED CLUBS

I am a Master‟s student from Kenyatta University, Kenya attached to Makerere University on an exchange program with Nile Tran boundary Environmental Action Project (NTEAP) carrying out a research project entitled “The role of secondary school based clubs in addressing threats in Nile basin in Uganda”. This questionnaire is intended to gather information of the club from the patrons of the school-based clubs.

Nile Transboundary Environmental Action Project (NTEAP) is one of the largest projects in shared vision program of the Nile Basin Initiative (NBI). The project seeks to enhance environmental conservation among other development activities in the riparian countries in the Nile basin region. It has various components and activities among them an Environmental Education and Awareness program to the general public, Primary and Secondary Schools and University and other research institutions.

The study is to examine different ways in which secondary school based clubs in Uganda address the Nile basin threats with an aim of comparing efforts already in place. This is expected to encourage clubs and their members to be actively involved in changing alleviating and intervening environmental problems through action taking within locality, country level and in the entire Nile basin region.

I am requesting you to kindly help me gather information by responding to the items in this questionnaire. The information given is meant for the research only and therefore, will be treated with confidentiality.

Instructions Please answer all the questions

Part A: Background information about the school club

Name of school …………………………………………………………………

Name of the Club ………………………………………………………………

Name of the Patron and contact (optional)………………………………….…

Number of student members …………………………………. ………………

Number of student members last year …………………………………………

1. When was this school club established? ………………......

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……………………………..……………………………………………………

2. What led to establishment of the school based club? ………………………………………………………………………………… ………………………………………..………………………………………… …………………………………………………………………………………

3. What are the goals / objectives of this club? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

Part B: Activities of the school club

4. What major activities do you carry out in your club? ………………………………………………………………………………… …………………………………………………………………………………

5. Who suggests the activities to be carried out? ………………………………………………………………………………… …………………………………………………………………………………

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6. How often does the club engage in the following activities? (Tick where applicable) Key: (A- Always, F- Frequently, O- Occasionally, S- Seldom and N- Never)

Activity A F O S N Lectures Drama Music festivals Posters Video / films Discussion Debate Competition Writing to media Participating in radio program on environmental issues Campaigning against certain products Demonstrations Taking environmental offenders to court Environmental clean ups National days cerebrations Nature walks School club trips Exhibitions Tree Nursery establishment Soil erosion control Tree planting Other (specify)

7. What activities have you planned in the club for this year in your club? ………………………………………………………………………………… …………………………………………………………………………………

8. What activities were you engaged in last year in your club? ………………………………………………………………………………… …………………………………………………………………………………

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9. What activities are you involved in within the school compound? (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Activity VI QI I LI NI Lecture Video /Film Tree Nursery Tree Planting Clean Up Debates Competitions Feeding Birds Nature walk Naming trees Others (specify)

10. What activities are you involved in outside the school compound? (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Activity VI QI I LI NI Lecture Conferences/seminars Tree Nursery Tree Planting Clean Up Debates Competitions Feeding Birds Nature walk Naming trees Others (specify)

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Part C: Club Funding 11. Who funds the activities of the club? (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Activity VI QI I LI NI Members School Government NGOs CBOs International organization Patron /teachers Others (specify)

12. How do the members in the club raise money? (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Activity VI QI I LI NI Subscription Fundraising through walks Friends assistance Selling goods Donations Grants from NGOs Others (specify)

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Part D: Motivation of Club Members

13. (a) Do you award the outstanding performance of the members of the club? (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Activity VI QI I LI NI Issue certificate Prize Medals Titles Others (specify)

(b) Please explain your answer in 13(a) above...... …………………………………………………………………………………

14. How often do you attend the meetings as a patron? 1. Regularly ( ) 2. Often ( ) 3. Seldom ( ) 4. Rarely ( ) 5. Never ( )

Part E: Relevant Nile basin issues that the club addresses/ could address 15. Have you visited Lake Victoria or River Nile?

1. Yes ( ) 2. No ( )

Please explain your answer to the question above...... …………………………………………………………………………………

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16. The list below gives some importance of the Nile basin region in Uganda. Perhaps some of its importance applies to your locality. Please select and indicate in the spaces provided the corresponding magnitude of the importance as they apply to your locality.

NB-Feel free to add any other importance, which is not indicated in the list (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Importance VI Q I I L I NI Provide domestic water Provide water for irrigation Provide water for farming Breeding site for fish Fishing Habitat for animals/birds Cultural and religious practice Grazing area Water for H.E.P Provide firewood Provide drainage for sewage Centre for recreation Tourist site Farm land Controls flooding Others (specify)

17. The list below gives some of the major threats to Nile basin in Uganda. Probably these threats apply to your locality. . Please select and indicate the corresponding magnitude of the threats as they apply to your locality in the space provided.

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NB-Feel free to add any other threats, which are not indicated in the list (Tick where applicable)

Key :( VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Threat VI QI I LI NI Pollution by chemicals/fertilizers Water and land pollution by industries Deforestation/devegetation Growth of water weeds Reclamation of wetlands Population pressure demanding more land Destruction of catchments areas Sewage damping sites Damming Destruction of fish breeding sites Unclean waters Environmental diseases i.e. typhoid malaria tsetse fly Destruction of animal habitat Flooding Siltation of dams Destruction of cultural and religious sites Over fishing Others (specify)

18. In which ways do you think the club activities are assisting in addressing the above Nile basin threats?

………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

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19. 1s this club addressing the following issues and how often? (Tick where applicable)

Key: (A- Always, F- Frequently, O- Occasionally, R- Rarely and N- Never)

Threats A F O R N Reclamation of wetlands Growth of water weeds Damming along the river Flooding Over fishing Destruction of fish breeding site Deforestation/devegetation Unclean water Environmental diseases/ Malaria, Typhoid Siltation of dams Others (specify)

20. How is this club addressing the above issues? (Tick where applicable)

Threats Activities to address the issues Reclamation of wetlands Growth of water weeds Damming along the river Flooding Over fishing Destruction of breeding site Deforestation/devegetation Unclean water Environmental diseases/ Malaria, Typhoid Siltation of dams Others (specify)

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Part F: Networking

21. (a) With whom do you get opportunities to meet and share ideas on management of Nile basin water? (Tick where applicable)

Key: (A- Always, F- Frequently, O- Occasionally, R- Rarely and N- Never) A F O R N Members of staff Ministry of education inspectors Students NGOs/CBOs National organizations Others (specify)

Please explain your answer to 20(a) above ………………………………………………………………………………… …………………………………………………………………………………

Part G: Community participation

22. How important is it for the club to work with the following groups? (Tick where applicable)

Key: (VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important) VI QI I LS NI Local Community NGOs (please specify the organization) Government (Ministry) (Specify the ministry) Neighbouring schools International organizations Others (specify)

23. When did your club last work with the local community neighbouring the school and what activities were you involved in? (Please write on the spaces provided)

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When Activity

24. What were the advantages that you encountered while working with the local community?

………………………………………………………………………………… …………………………………………………………………………………

25. What were the problems that you encountered while working with the local community? ………………………………………………………………………………… …………………………………………………………………………………

Part H: Capacity development of the patrons

26. (a) Have you had any formal training in Environmental Education?

1. Yes ( ) 2. No ( ) 3. Not sure ( )

If yes, please list some of the Environmental Education courses you have been Trained in ………………………………………………………………………………… …………………………………………………………………………………

Part I: Benefits and Challenges of Clubs

26. (a) Are there benefits you have obtained as a patron of the club? 1. Yes ( ) 2. No ( )

(b) Please explain your answer in 26 (a) above ………………………………………………………………………………… …………………………………………………………………………………

28. (a) Do you know of any of your students who are still involved in conservation after they completed secondary school education? 1. Yes ( ) 2. No ( )

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(b) Please explain your answer in 28 (a) above ………………………………………………………………………………… …………………………………………………………………………………

29. What major challenges have you encountered at school while addressing the environmental issues? ………………………………………………………………………………… …………………………………………………………………………………

30. What suggestions would you give to enable improve the club activities especially to address Environmental Education? ………………………………………………………………………………… …………………………………………………………………………………

31. In which ways do you think the school can help the club to be more effective? ………………………………………………………………………………… …………………………………………………………………………………

THANK YOU

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APPENDIX 4: AMENDED QUESTIONNAIRE FOR STUDENTS

I am a Master‟s student from Kenyatta University, Kenya attached to Makerere University on an exchange program with Nile Transboundary Environmental Action Project carrying out a research project entitled “The role of secondary school based clubs in addressing threats in Nile basin in Uganda”. This questionnaire is intended to gather information of the club from the student members of the school-based clubs.

Nile Transboundary Environmental Action Project is one of the largest projects in shared vision program of Nile Basin Initiative (NBI). The project seeks to enhance Environmental conservation among other development activities in the Nile basin region. It has various components and activities among them Environmental Education and Awareness program to the general public, Primary and secondary schools and University and research institutions.

The purpose of the study is to examine different ways in which secondary school based clubs in Uganda address the Nile basin threats with an aim of comparing efforts already in place. This is expected to encourage clubs and their members to be actively involved in changing, alleviating and intervening environmental problems through action taking within their locality, country and in the entire Nile basin region.

Instructions

1. This is not a test. There is no right or wrong answers to any of the questions, just answer them as truthfully as you can. Please answer the all questions.

Part A: Background information

Name of the school……………………………………………………………

Location of the school

District ………………………….County………………………………………

Sub-County……………………….Parish……………………………………..

Name of the school based club ……………………………………………..…

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Name of the student (optional)…………………………………………………

Class/Stream …………………………………………

1. What are the objectives of this club? ……………………………………………………………………………….. …………………………………………………………………………………

2. Do you think the club is achieving these objectives?

………………………………………………………………………………… …………………………………………………………………………………

3. Does the club have a slogan? Yes ( ) No ( ) If yes which one ………………………………………………………………………………… …………………………………………………………………………………

4. What are the qualifications of becoming a member of your club? 1. Payment ( ) 2. Stream/class ( ) 3. Subject choice ( ) 4. Others(specify) ………………………………………………………………………… ………………………………………………………………………......

5. What position do you hold in this club?

1. Official ( ) 2. Member ( )

6. How many years have you been a member of the club? …………………………………………………………………………………

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7. What were the reasons that made you to join this club? (Tick where applicable)

Key :( SA- Strongly Agree, A-Agree, N- Neutral, D- Disagree, SD-Strongly Disagree) Reason SA A N D SD Invited by a friend To participate in environmental issues Curiosity Had no other option Wanted to go for a trip Recommended by teacher Recommended by school Others (specify)

Part B: Activities of the School Club

8. How often does this club meet? 1. Twice a week ( ) 2. Once a week ( ) 3. Fortnight ( ) 4. Once a month ( ) 5. Once a term ( ) 6. Never meets ( )

9. If you meet once or twice a week, how much time do you give to the club activities per week?

1. 15 minutes ( ) 2. 15-30 minutes ( ) 3. 30 min-1 hr ( ) 4. 1-2 hrs ( ) 5. Above 2 hrs ( )

10. (a) Is the time allocated for the school club enough to address the club activities? 1. Yes ( ) 2. No ( )

Please explain your answer to 10 (a) above …………………………………...

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11. How do you compensate if time for club is taken by other activities? 1. Don‟t make up ( ) 2. After school ( ) 3. During weekends ( ) 4. Any other (specify) ………………………………………………..

12. What activities have you planned for this year as a club? ………………………………………………………………………………… …………………………………………………………………………………

13. What activities were you involved in last year both as a club and individually?

………………………………………………………………………………… …………………………………………………………………………………

14. Who proposes activities to be carried out in the club? (Tick where applicable)

Key: (A- Always, F- Frequently, O-Often, R-Rarely and N- Never) Activity A F O R N Patron Chairperson Treasurer Secretary Members NGOs Others (specify)

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15. How often is this club engaged in the following activities? (Tick where applicable)

Key : (A- Always, F- Frequently, O-Often, R-Rarely and N- Never) Activity A F O R N Lectures Drama Music festivals Posters Video / films Discussion Debate Essay Competition Writing to media Participating in radio program on environmental issues Campaigning against cutting down trees /wetland degradation/damming/biodiversit y destruction /pollution Demonstrations Taking environmental offenders to court Environmental clean ups National days cerebrations Nature walks School club trips Exhibitions Nursery establishment Soil erosion control Tree planting Others (specify)

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16. What activity is the club involved in within the school compound? (Tick where applicable)

Key: (VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important) Activity VI QI I LI NI Lecture Video /Film Tree Nursery Tree Planting Clean Up Debates Competitions Feeding Birds Nature walk Naming trees Others (specify)

Part C: Involvement in Club Activities

16. What activities have you participated in since you joined this secondary school-based club? ………………………………………………………………………………… …………………………………………………………………………………

18. What has been your most exciting experience since you joined the club? ………………………………………………………………………………… …………………………………………………………………………………

19. (a) Have you ever gone for any field trip organized by the school club? 1. Yes ( ) 2. No ( )

(b) If yes, which place(s) did you visit? ………………………………………………………………………………… …………………………………………………………………………………

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20. Referring to 19 above, what issues did this field trip expose you to? (Tick where applicable)

Key :( SA- Strongly Agree, A-Agree, N- Not Sure, D- Disagree, SD-Strongly Disagree) SA A NS D SD Water pollution Noise pollution Air pollution Land degradation Soil erosion Unsanitary (dirty) living conditions. Others (specify)

21. What are the advantages and disadvantages of being a member of your club? ………………………………………………………………………………… …………………………………………………………………………………

22. Were you involved in other environmental clubs before you joined secondary school? 1. Yes ( ) 2. No ( )

If yes, please explain ………………………………………………………………………………… …………………………………………………………………………………

23. (a) Do you participate in other clubs in your school/locality? 1. Yes ( ) 2. No ( )

(b) If yes which ones

………………………………………………………………………………… …………………………………………………………………………………

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Part D: Club funding

24. How do you raise the money to fund the activities of this club? (Tick where applicable)

Key: (VI- Very Important, I-Important, N-Neutral, NI- Not important, NIA- Not Important At all) Method of raising funds VI I N NI NIA Subscription Fundraising through walks Fundraising through selling cards Selling goods Donations School Government Others (specify)

25. If you subscribe to the club, how often is it?

1. Once every term ( ) 2. Once a year ( ) 3. Once when you become a member ( ) 4. Other (Specify) …………………………………………………….

Part E: Motivation of the club members

26. (a) Are members of the club rewarded for their outstanding performance in the club? (Tick where applicable)

Key: (VI- Very Important, I-Important, N-Neutral, NI- Not important, NIA- Not Important At all) Activity VI I N NI NIA Issue certificate Prize giving Medals Titles Others (specify)

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26. (a) Have you received any awards from the club? 1. Yes ( ) 2. No ( )

(b) If yes, please mention the award and why were you given ………………………………………………………………………………… …………………………………………………………………………………

Part F: Relevant Nile basin issues that the club addresses/ could address

28. Have you ever visited the source of River Nile near Jinja town? 1. Yes 2. No

Please explain your answer to 28 above ………………………………………………………………………………… …………………………………………………………………………………

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29. In which ways is the Nile basin section of your locality important?

NB-Feel free to add any other importance, which is not indicated in the list (Tick where applicable)

Key: (VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important)

Importance VI QI I LI NI Provide domestic water Provide water for irrigation Provide water for livestock Breeding site for fish Fishing Habitat for animals/birds Cultural and religious practice Grazing area Water for H.E.P Provide firewood Provide drainage for sewage Centre for recreation Tourist site Farm land Flooding Controls flooding Others (specify)

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30. Kindly select the option that expresses how you feel that these issues below are affecting the section of your locality

NB-Feel free to add any other issues, which are not indicated in the list (Tick where applicable)

Key: (VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important) Threat VI QI I LI NI Pollution by chemicals /fertilizers Water and land pollution by industries Deforestation/deveget ation Growth of water weeds Reclamation of wetlands Population pressure demanding more land Destruction of catchments areas Sewage damping sites Damming Destruction of fish breeding sites Unclean waters Environmental diseases i.e. typhoid malaria tsetse fly Destruction of animal habitat Flooding Siltation of dams Destruction of cultural and religious sites Over fishing Others (specify)

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31. 1s this club addressing the following issues and how often? (Tick where applicable)

Key: (A- Always, F- Frequently, O-Often, R-Rarely and N- Never) Threats A F O R N Reclamation of wetlands Growth of water weeds Damming along the river Flooding Over fishing Destruction of fish breeding site Deforestation/devegetation Unclean water Environmental diseases/ Malaria, Typhoid Siltation of dams Others (specify)

32. In which ways do you think the club activities assist in addressing the above issues? (Write on the spaces below)

Threats Activities to address the issues Reclamation of wetlands Growth of water weeds Damming along the river Flooding Over fishing Destruction of fish breeding site Deforestation/devegetation Unclean water Environmental diseases/ Malaria, Typhoid Siltation of dams Others (specify)

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Part G: Community Participation

33. (a) Is your club working with any of the following: (Tick where applicable)

Key: (VI- Very Important, QI- Quite Important, I-Important, LS- Less Important, NI- Not important VI QI I LI NI Local Community NGOs Government Ministry Neighbouring Schools International organizations Others (specify)

Please explain 33(a) above ………………………………………………………………………………… …………………………………………………………………………………

34. As a club member have you participated in working with the local communities? Yes ( ) No ( )

If yes, please explain what kind of activities you were engaged in. ………………………………………………………………………………… …………………………………………………………………………………

35. How often does this club engage in working with the local community? 1. Always ( ) 2. Occasionally ( ) 3. Frequently ( ) 4. Rarely ( ) 5. Never ( )

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36. What benefits and problems did you encounter while working with the community?

Benefits Problems

Part H: Benefits and Challenges

36. What shortcomings have you faced in this school club? ………………………………………………………………………………… …………………………………………………………………………………

38. What suggestions would you give to improve the club?

………………………………………………………………………………… …………………………………………………………………………………

39. In which ways do you think the school can help the clubs to be more effective especially in contributing to Environmental Education? ………………………………………………………………………………… …………………………………………………………………………………

40. After school, how do you plan to use knowledge and skills acquired from the club?

………………………………………………………………………………… …………………………………………………………………………………

THANK YOU

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APPENDIX 5: FOCUS GROUP DISCUSSION GUIDE

INTRODUCTION  The aim of the focus group discussion  All participants to introduce themselves

1. The importance of the Nile, Lake Victoria and Nile basin to the community Probe  How does river Nile help you?  What are the benefits you get from wetlands?  What are the benefits you get from L. Victoria?  What benefits do you get from Nile basin in general?

2. What are the major threats to Lake Victoria, Nile River and Nile basin? Probe  Are there activities in your area that you feel are a threat to the Nile Basin?

3. What activities are the clubs doing to alleviate the threats? Probe  For the past year, your club has been carrying out activities, which of these activities help to alleviate the threats  Have you had any positive effect from your activities?  Do your students initiate some of these activities?

4. Who do the clubs collaborate with? Probe  How do you involve other people e.g. teachers, inspectors of education, head teachers, local community?  How do other clubs contribute to the community?

5. What challenges are the clubs facing? Probe  Is the school curriculum affecting the activities of the club?

6. What can be done to help the clubs? Probe  By you  Administration  Government

THANK YOU FOR YOUR REMARKS

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APPENDIXA: SUMMARY REPORT OF THE SECONDARY SCHOOLS

Agency running Name of the School the School Location County Parish Sub-County Jinja College Government Urban Jinja Municipality Rubaga Mpummude Kimaka Kiira College Butiki Government Rural Butembe Mafubira PMM Girls School Government Urban Jinja Municipality Magwa Jinja central division St. Florence S.S Private Peri-Urban Butembe Bugembe Budondo Holy Cross Lake View S.S Religious Organization Peri-Urban Butembe Wanyange Mafubira Nakanyonyi Girls Private Peri-Urban Butembe Wanyange Mafubira Busoga College Mwiri Government Rural Butembe Wairaka Kakira Mm College Wairaka Government Rural Butembe Wairaka Kakira Kakira Senior Secondary School Private Rural Butembe Kakira Pilkington College Muguluka Government Rural Kagoma Magamaga Buwenge rural St. Mary College Buwenge Private Rural Kagoma Kalamoya Buwenge town St Stephen S.S Budondo Government Rural Kagoma Namizi Budondo Lubani Secondary School Government Rural Kagoma Lubani Butagaya Masese Girls Boarding Secondary School Community Urban Jinja Municipality Masese Walukuba Masese Kakira High School Government Rural Butembe Mawoito Kakira Good Heart Senior Secondary School Community Peri-Urban Butembe Wanyange Mafubira St. Thaddeus High School Community Peri-Urban Butembe Bugembe Mafubira St. John S.S. Wakitaka Government aided & Parents Rural Butembe Butekula Mafubira St. Peter's High School Community Urban Jinja Municipality Magwa Jinja central division Kiira High School Private Urban Jinja Municipality Jinja central division

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APPENDIXB: SUMMARY REPORT ON THE STATUS OF SECONDARY SCHOOLS

Name of the School Type of School No. of Streams Area covered in No. of Students (ha) Jinja College Boys boarding 16 30 1000 Kiira College Butiki Boys boarding 20 65 1000 PMM Girls School Girls boarding 12 3 698 St. Florence S.S. Mixed day and boarding 8 2 350 Holy Cross Lake View S.S. Mixed day and boarding 15 5 930 Nakanyonyi Girls Girls boarding 14 15 1021 Busoga College Mwiri Boys boarding 19 500 1200 Mm College Wairaka Mixed boarding 16 1000 Kakira Senior Secondary School Mixed day 8 350 Pilkington College Muguluka Mixed day 12 10 850 St. Mary College Buwenge Mixed day and boarding 6 400 St Stephen S.S Budondo Mixed day 8 10 420 Lubani Secondary School Mixed day and boarding 8 15 600 Masese Girls Boarding Secondary School Girls boarding 12 16 600 Kakira High School Mixed day 12 2 650 Good Heart Senior Secondary School Mixed day and boarding 13 2 800 St. Thaddeus High School Mixed boarding 6 3 280 St. John S.S. Wakitaka Mixed day and boarding 12 15 800 St. Peter‟s High School Mixed day and boarding 12 4 648 Kiira High School Mixed day and boarding 12 1 620 Total 13,017