FROM CHILDREN TO CHANGE-MAKERS:

Mobilising school children to act as catalysts for community action on climate change.
A study of the International Climate Challenge programme in Kenya: local vulnerabilities, outcomes and impacts.
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International Climate Challenge (ICC) is an education and action project for young people, developed and coordinated by InterClimate Network Ltd (UK) and funded by Barclays PLC. The From children to to changemakers report is the result of an impact assessment conducted across seven locations, in Kenya, during March 2011, and including twelve secondary school communities, plus two out-of-school youth groups, The study was carried out by Dr Katy Newell-Jones, who is also the report author. In Kenya, ICC is administered by ERMIS Africa. Photographs from the ICC project and ICC staff. Cover design by Grace Kingori Printed in Nairobi, Kenya Copyright InterClimate Network Ltd (UK) First printed 2012 ISBN All rights reserved. Dissemination and reuse of the content is encouraged, but please also give credit to the ICC Project and send comments to Greig Whitehead (ICC) at: greig.whitehead@interclimate.org To reproduce, store in a retrieval system or transmit this booklet, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, prior written permission is required from InterClimate Network Ltd.

From children to changemakers:

A study of the International Climate Challenge Programme in Kenya - local vulnerabilities, outcomes and impacts.

Introduction
International Climate Challenge (ICC) International Climate Challenge (ICC) is a programme devised and developed by InterClimate Network (UK) and implemented in the UK, India and Kenya. In Kenya, ICC is hosted by ERMIS Africa. Since July 2008, ICC has worked with Kenyan secondary schools across 20 locations reaching 120 schools in total. Each school establishes an ICC group (25 students, guided by 2 lead teachers) which is taken through a participatory process by the ICC programme officers to: discuss and determine the major social and environmental concerns in the locality; understand the four themes energy, water, food and waste and their relationship to climate change, local livelihoods and sustainable development; discuss and explore practical solutions related to the themes, that can adapt and/or mitigate for climate change and help redress the local concerns; research, prioritise, plan and develop a project to tackle one or more of the concerns, related to one or more of the themes and based on the practical solutions prioritised.

Objectives of the study

In March 2011, a study was undertaken into the impact of the ICC project at school and community levels since July 2008. The objectives of the study: to understand the challenges faced in the study locations, i.e. the vulnerabilities and risks for the community and particularly for young people; to investigate the awareness of, and knowledge about climate change in relation to local environmental, social, economic and political issues in schools where ICC has been working; to identify the impact and sustainability of the micro-projects developed by ICC school groups, in relation to climate change in their communities; to assess the impact of the ICC group/school on wider community understanding and action related to climate change and sustainable development issues, e.g. in parents households; in nearby primary schools; with Government of Kenya personnel; with local officials; to identify active stakeholders involved in understanding, adapting to and mitigating against climate change in the study locations; to make recommendations for the further development of the ICC approach in these and other ICC locations.

All schools involved in the ICC project are required to be involved in tree planting, to develop and implement a project which reflects the above objectives, supports income generation as a means of encouraging sustainability and creates awareness across the school and the local community.

Contents
PAGE(S) ICC Model & Approach Stories of Change Information on localities Changes & challenges 4-5 6-15 16-17 18-19

Discussion impacts of ICC 20-22 Recommendations Acknowledgements 23 24

The International Climate Challenge (ICC) model of intervention: summary

The evidence from this study indicates that the ICC model of intervention in secondary schools has been highly successful in engaging students in learning about climate change and implementing a range of practical projects adapting to and mitigating against the effects of climate change. The vulnerabilities and risks faced by communities are different in each geographical region. Health risks from poor waste management (for example, pollution from burning tyres and increased risk of disease from stagnant water) are universal, although more extreme in overcrowded urban locations dominated by industrial refuse dumps. Shortages of food, water and fuel are more intense in rural semi-arid and arid areas, although the acuteness with which these are felt is related to levels of poverty. One of the challenges has been to develop an approach which is appropriate to the wide range of schools across Kenya. A national boarding school in semi-arid Kitui, and an urban day school in East Nairobi differ enormously in the resources available to them and the challenges they face.

The model developed by ICC has been successful across the whole spectrum of schools. Particularly positive features include: The overall approach has been of supporting schools in establishing ICC groups which then devise and implement their own projects, relevant to their own local context, rather than being prescriptive. Schools have also been encouraged to develop new initiatives each year, building on the previous years achievements. The range of support offered by ICC (expertise on climate change, offering opportunities for workshops and visits and the monthly mentoring visits) has provided an excellent framework within which schools can develop their projects. By providing limited financial support, schools have been forced to work within their own resources and to develop projects which can be sustained in the local economic context. The assessment of the ICC projects has been rigorous and fair; allowing comparisons to be made between schools of different status and in different geographical regions. It has also provided a deadline for schools to work to which has resulted in focused projects which fit the academic year. The support provided to school leavers has enabled at least three self-sustaining groups to be established in Nairobi, Thika and Nanyuki.

From cabbages to school fees: an outstanding example of schoolcommunity relations, promoted by ICC

One outstanding example demonstrates how the ICC programme has enabled a family to break the cycle of poverty perpetuated by lack of access to education for the children. With the support of the school, the parent has paid off her school fee debt through the activities directly arising from the ICC project and her daughter is able to continue attending school.
Margaret Wangui is a parent with her daughter, Mary attending Kimuri School. Mary is a member of the ICC club and has taken many ideas home to her mother. Margaret now makes her own fireballs from soil, leaves and sawdust, which saves her money on fuel as well as reducing the number of trees being cut down locally. Margaret also has constructed a small dam to catch rainwater runoff and this gives her water to grow some vegetables. Some of the vegetables she sells locally and some she gives to the school to pay Marys school fees. The money from the vegetables and the money she saves from using fireballs means she has been able to pay off all the money she owed on school fees and Mary is never sent home for lack of paying school fees. Even some of her neighbours are copying her now as they see she has a made a great difference to her life using the ideas from the ICC project. (Kimuri High School). 4

Report author, Dr Katy Newell Jones, with Alice Chege (teacher), Caroline Njiru (ICC Projec Leader) and Margaret Wangui (parent)

The approach to this study

It has been evident over the last two years that the impact of the ICC project at individual, school and community levels has been complex. A qualitative approach, called Most Significant Change1 (MSC), was selected for this study in order to investigate the kinds of changes which have been taking place in the locations and types of schools. MSC is a participatory approach to evaluation which involves collecting stories of significant change from as wide a range of stakeholders as possible. The advantage is that the changes reported are those valued most highly by the participants in the programme and impact on their lives to the greatest extent. Once the stories have been collected a process of reviewing and discussing the significant changes takes place with selected stakeholders and the programme team. Changes are triangulated with data from other sources. Finally, stories are selected which capture and communicate the nature of the changes which have been observed. When implemented successfully, MSC captures the impact from the perspective of those who are engaged in it and encourages programme teams to learn from those they have been working with, thereby feeding into the development of the future work. The study was undertaken in March 2011 in seven locations: Nairobi Eastlands, Kitui, Matuu/Yatta, Naivasha, Kakamega, Embu and Garissa (see section C). Visits were made to schools in each location with their ICC programme officer. Focus groups took place with two school leaver groups in Nairobi and Naivasha, called Ecogen and Green Platinum, respectively. These groups have been established by groups of ICC students, who on leaving school, decided they wanted to continue to work on cliate change projects.

In order to gain a broad cross section of perspectives on the ICC programme, discussions also took place with school principals and staff, parents, community leaders and community members. In addition, discussions took place with each of the programme officers to gain an overview of the whole programme. These discussions also explored the factors which had influenced the success, or, in a handful of cases the lack of success, in implementing effective ICC projects. Prior to this study each ICC school had been assessed on their 2009/10 projects. The assessment reports were made available for this study. This study differs from the annual school assessments as it explores the overall impact of the ICC programme, rather than the achievement of individual schools. During the visits, the ICC students were invited to explain the rationale behind their projects, the challenges they have faced and their achievements. Visits were made to the community to meet parents and community members who had adopted ICC initiatives. Meetings also took place with school principals, lead teachers, parents, community leaders, school leaver groups and each of the ICC programme officers. Visits were also made to two primary schools where the ICC secondary schools had strong links. After exploring the ICC projects in some depth, students, teachers, principals and parents were invited to identify the most significant changes which they had observed as a result of the ICC programme.

Case studies Stories of Change

Mini-case studies were produced for each of the schools studied. More than 70 stories of change were collected which were supported by evidence from different sources including the independent assessment of the ICC projects and community visits. The stories were then reviewed by the programme officers, categorising them and selecting those which were felt to reflect most accurately the kinds of changes which they have been observing across the ICC project. The result is a series of stories which characterise the changes which have been brought about through the ICC project in Kenya 2008-2011.

Limitations of the study

This study was an in depth investigation into the impact of ICC in 10% of ICC schools across 7 locations. The schools selected for this study tended to be those which had engaged well in the ICC programme and had implemented relatively successful projects. Fewer than 5% of schools failed to devise and implement ICC projects; none of these was included in the sample visited.
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Davies RJ and Dart J (2005) The Most Significant Change (MSC) technique: a guide to its use. http://www.mande.co.uk/docs/MSCGuide.htm

What are the changes as a result of ICC?

There is clear evidence from the project assessments and the visits to schools and communities that the ICC programme has resulted in a wide range of positive changes. These can be broadly categorised under the following headings; increases in knowledge and skills clean and green local interventions innovations and inventions community awareness improving livelihoods

Under each of these headings there were many examples of change given by students, staff and community members. This section uses selected examples to highlight the changes and identifies factors which promote or inhibit these changes.

Theoretical Knowledge

Practical Knowledge

Increases in knowledge and skills

In all the schools visited students had gained knowledge and skills on climate change, from the workshops offered by the ICC programme officers, teachers, local community members with expertise, and through the students own research using books and the internet (depending on their access). However, ICC students are not just gaining theoretical knowledge on climate change. One of the powerful features of ICC is that theoretical and practical knowledge are brought together. Students are using their practical ICC projects to understand terms better, like deforestation and soil erosion, which they encounter in the classroom. They are also devising more effective projects because they are based on a sound understanding of the complexity of climate change in relation to their own locality and the concepts of mitigation and adaptation. Gaining knowledge about mitigating against climate change We have learnt a lot about the environment and what we can all do to improve it. Before ICC we would not have thought of these ideas and did not look at the rubbish in our communities as sources of materials for our projects. We use plastics to stop the water draining away in our nursery, this stops plastics being burnt, which reduces pollution and also helps the plants survive when there is no water. We now feel we have a responsibility to improve the environment and try and return the land to how it used to be. We are proud of what we have done in our school. (Kithyoko Secondary School) Students linking their greening project with climate science Students are using waste gunny sacks to grow sukumawiki in layers. The students were able to explain about carbon dioxide, its role as a greenhouse gas and the links with photosynthesis. They also talked about the leaching of nutrients during watering and the benefits of planting around the base of the containers. Links were made to the lack of space to grow vegetables in local overcrowded urban communities, and high levels of poverty linked with poor health and nutrition. (Our Lady of Fatima Secondary,Eastern Nairobi) ICC groups, with usually around 25 students, are established in schools involved in the ICC programme. This group is responsible for planning and implementing the ICC projects with support from the lead teacher. The extent to which these changes are disseminated across the whole school varies considerably between schools and depends on the value which the school places on climate change and also the extent to which clubs are encouraged to impact on school life and activities. In most schools visited the ICC club was one of the most popular and most active clubs, often with

Understanding the concepts of climate change in relation to the local environment

a waiting list to join. However, where the membership had been allowed to increase substantially, it was more difficult to maintain the active involvement of all members. In most schools efforts have been made to engage the rest of the school and to extend the gains in knowledge and skills to the whole school community. Dissemination often begins with school clean ups, tree planting and the introduction of litter bins. In the more successful schools, assemblies have been used to raise awareness and the whole school has taken responsibility for planting and watering specific trees, growing their own vegetables or in collecting waste materials for income generating art projects.

ICC Group
Tree planting School assemblies Litter bins School clean-up Waste recycling

Other clubs copying us: Some of the other clubs are copying us and growing their own vegetables and flowers. The History club and the Scouts have been growing flowers and the business club are growing kale. Their kale is finished but ours is still going but it is good that they have been growing their own and selling it. (Kithimani Secondary School)

The whole school population

Ben, class 8, class garden: Ben has been interested in the ICC project although he is only in class 8. He has started a small garden outside his classroom and has explained to his class how this will stop soil erosion on the path outside their classroom and also contributes to mitigating climate change. He hopes to make the class 8 garden as good as the ones of the older students which have different varieties of plants. (Kitui Seventh Day Adventist School)

Key factors which promote increases in knowledge and skills in relation to climate change are: knowledgeable, supportive and active lead teachers practical projects linked to local vulnerabilities and needs active links with members of the community involved in relevant activities.

Key factors which promote dissemination and engagement across the whole school are: commitment of the Principal to climate change and its practical relevance to the lives of students a school ethos which encourages out of classroom activities and peer learning between students.

Personal development (leadership, teambuilding, creativity and self-reliance)

In all schools visited the students have gained in terms of personal development; acquiring knowledge and skills in leadership, teambuilding, creativity and self-reliance. Several school principals and teachers said that they feel the school curriculum is crowded and focuses on the acquisition of theoretical knowledge; they reported that the ICC programme has provided opportunities for students to use their practical skills, to work collaboratively and to be creative. The Principal at Kimuri School, Mr J.K. Muiithi, said that he has seen changes in the proportion of students selecting geography, agriculture and natural history over less practical subjects. He says, They can see the practical relevance through projects like the water harvesting and this has brought home to them the way they can be using what they learn in their own lives in their communities. The practical subjects are providing students with opportunities to be creative, which they dont have in the traditional curriculum.

Gaining skills in leadership, organisation and communication When we have wanted to do something we have needed to have the help of our fellow students. This means we have had to learn how to communicate with them, how to write notices and organise rosters so they will join us. We know now how to mobilise people and to lead others. (Kangaru Secondary School) Leadership Katharine explained, Before the ICC project I was shy and could never have imagined myself having the confidence to talk to visitors to the school. The ICC project has helped me develop confidence and learn presentation skills. I know now that I can talk with some knowledge about climate change and that outsiders will listen. I do not need to be ashamed that I live in a slum area of Nairobi. (Our Lady of Fatima Secondary School) Teambuilding and creativity We in the ICC club have been able to work as teams, to rely on each other and to use our own ideas and creativity. This has meant we are more focused and active even in our other classroom lessons. So we have these things which we can take to other parts of our lives. (Naivasha Day Secondary School) Self-reliance We feel more self-reliant now, more independent and able to do things for ourselves. Coming from our families most of us had not held a jembe, but now we even know how to dig and build something. We also have reconnected with our environment, we know that the interactions between humans and the environment are important and we can be active in improving the environment. (Kitui Seventh Day Adventist School) Where students had gained most in terms of leadership and self-reliance was where the students have a strong degree of ownership of their projects and were fully engaged in the decision-making processes in relation to them. There were several schools which had a strategic commitment to climate change and improving the schools environment and this usually results in highly effective ICC projects. In some instances this resulted in the students developing strong leadership and teambuilding skills, however, in a small number, the school had taken over responsibility for deciding the future of individual projects and the students were involved only in implementation, not leading or decision-making. The students at these schools tended not to gain as much in terms of self-reliance, leadership and teambuilding.

Ownership and full engagement in decision making processes

Students build leadership skills & self reliance

Key factors which promote personal development of skills in leadership, teambuilding, creativity and selfreliance among ICC students are: ICC students fully engaged in selecting, devising and implementing the project schools recognising the value of including students in decision-making in relation to the ICC projects and also linked programmes which the school is considering students being given opportunities to disseminate to the wider school, parents, the wider community and events like Science Congress.

Clean and green local interventions

As might be expected, the most consistent practical changes seen as a result of ICC projects were improvements to the environments of schools. In many cases the impact was also extended to some extent to local communities.

Cleaning the environment

Initiatives have often started with school clean ups, where rubbish is collected but in most cases this has been extended to recycling the waste

in creative ways to retain water or create saleable products from available waste materials. School environment We have cleaned up our school environment ourselves. Now we have a roster for school cleaning. When it is our groups turn we collect the rubbish, we sort it so the vegetable matter is for composting, we even collect the cow dung for the biogas generator. All of this is our responsibility. (Shieywe Secondary School) Clean and green We have made our school grounds clean and green and this is also happening in some of the other communities around us. Clean means less disease and green means less soil erosion, surface water run-off, more shade and a cooler environment for us to work in. (Kimuri High School)

Greening the environment

Almost all schools have been engaged in planting programmes of trees, shrubs, flowers and grass. As well as being aesthetically pleasing, the impact has been to stabilise the soil, reduce soil erosion, reduce nutrient leaching, provide shade and in some urban cases, to filter pollution from nearby rubbish dumps. Students, staff and visitors say how much difference the greening has made, stressing that the school environment is now more conducive to study, as well as more environmentally sustainable. In areas like Kakamega, Embu and Naivasha, historically exotic trees like Eucalyptus which require large amounts of water were planted. These are being removed and replaced by indigenous, drought resistant trees. Replacing exotic trees with indigenous ones Years ago exotic trees were planted around our water holes and in the valleys. They looked beautiful but they took too much water and are responsible for the lowering of the water table in some places. We are replacing them with indigenous trees which will stabilise the soil and provide shade but not take as much water. (Kangaru Secondary School) Students have often been surprised by the extent to which they can influence the school environment through their own combined efforts. Where students have managed to do this, it has resulted in a sense of achievement and an enthusiasm to continue to take notice of their environment, to take steps to improve it and to encourage others to also do so. Appreciating the environment Before the project we noticed that the environment was changing but we did not think it was anything we could do anything about. We thought that the school grounds would always be dry and dusty. Now we notice and appreciate our environment more and we encourage others to do the same. For example, if I go to my home and one of my brothers is cutting down a tree unnecessarily with an axe, I ask him to think about what he is doing and what the impact will be. Instead of cutting down trees he could be planting them and helping the environment. (Kitui Seventh Day Adventist School) Taking responsibility for our environment Before this project we did not even see the changes. We heard people talk about climate change but now we can see what has happened. Even in the last 5 years places in Kenya which had water have none now. We are taking responsibility and doing something about it here in our school and we talk to people when we go home as well. We find that people respect us and listen to us because of what we are doing. This makes us feel good. (Kangaru Secondary School)

Planting tree, shrubs, flowers and grass

Stabilise the soil, reduce soil erosion, reduce nutrient leaching, provide shade

Tree planting to provide shade and reduce soil erosion The trees are my favourites as we planted them ourselves and we look after them. We can see the trees we planted in 2008 and 2009 growing big now and not needing water any more. And here are the ones we planted in November, we water them twice a week now. The trees give us shade, they stop soil erosion and when the rains come they reduce the runoff so more of the water is kept by the trees and plants here in the school. (Kithimani Secondary School) On the whole the success rate of greening programmes has been high. Where they have been less successful, this has been due to: trees or plants not being watered adequately during school holidays. local community members entering school grounds and removing the seedlings. This was particularly difficult to deal with in urban localities where poverty levels are particularly high and the school perimeter is not secure. lack of water, or water retaining measures, during the dry season. lack of technical knowledge about planting and care of seedlings. However, where this is the case, ICC programme officers are supporting schools in accessing local expertise.

Reducing health risks

Quite a number of schools, especially in the arid and semi-arid areas have incorporated recycling of kitchen or dormitory waste water in order to be able to use the water for vegetable growing or watering of trees. Where this has been successful, not only has there been a reduction in unpleasant odours, but the health risks associated with stagnant water have also been reduced. Eliminating a health hazard Before the ICC project our waste water was thrown outside the offices and there was a swampy area where the mosquitoes would breed there and give us diseases. Now waste water is collected for tree watering and in the place of the swamp we are growing a garden to make the environment look more beautiful. We no longer have any swampy patch and we have fewer mosquitoes to bite us and make us ill. (Kithyoko Secondary School)

Key factors which promote clean and green interventions include: the compulsory nature of tree planting for ICC schools receiving donations of seedlings from ICC, local authorities and local organisations having safe and secure grounds careful planning of water availability and watering systems suitable for the locality advanced planning for school holidays

Innovations and inventions

ICC has encouraged the students to develop practical projects which respond to local vulnerabilities and risks under the themes of waste, water, food and energy. Waste Poor waste management occurs across Kenya in both urban and rural communities. The most serious waste management challenges are faced in urban areas. In Eastern Nairobi which is overshadowed by the Dandora dumpsite, there are high levels of poverty and the lives of staff and students are dominated by the health risks and pollution arising from the

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toxic industrial waste. Yet the dump is also a source of income for many and also provides some of the waste materials needed for their ICC projects. In rural parts of Kenya, paper, food, plastic packaging, used car and bicycle tyres are often discarded without consideration of the impact. Waste management often involves burning, causing the release of high levels of carbon dioxide as well as toxic pollutants. Recycling waste in the community I have learned a lot from the ICC club about recycling our waste and not just making the dump even bigger! At home now we recycle our kitchen water and also I have been picking up the rubbish around my home and in the community. My neighbours now do not just throw their rubbish everywhere; they find the right place to put it and we have a cleaner neighbourhood with less rubbish and smell now. (Dandora Secondary School) Devising creative ways of using local waste We are proud that we have made the tyre gardens using our own ideas, our own minds. We have gone to the community and looked at all of the rubbish and thought, What can we use this for? By using the tyres and the plastics it stops them being burnt so reduces the pollution as well as making good growing containers. (Kyua Secondary School) Milk cartons as growing containers When we tried making a nursery last year we planted into the ground and we were not successful. Companies use these small plastic containers for growing the seedlings until they are strong enough to survive in the ground. But we cant afford them. So we looked at the dump and saw that the milk packets are just the same. So we have been picking them from the dump and have filled them with soil mixed with compost from the rabbits. (Dandora Secondary School) Managing our waste We have changed the way we deal with our waste there is less of it now. The kitchen waste water goes into pools to grow arrowroot, some of it also helps with the kale. We have also been recycling - the poultry cages were made from waste except the few nails we needed. And we use the plastic rubbish to put in the bottom of the holes for our trees to retain the water. (Kithimani Secondary School) The most successful projects are those where not only are waste materials recycled to generate income but that schools and communities also work to reduce the amount of waste which they produce. This requires the whole school to be involved including the kitchen staff and other areas of the school where there is the potential for large amounts of waste. Water Water management is an increasing problem across Kenya as weather patterns change as a result of climate change. The rains are less predictable, with many areas still recovering from the severe drought in 2008/9. In the semi-arid and arid areas of Matuu, Yatta and Garissa, boreholes and river beds are drying earlier in the season and piped water supplies, which some communities have come to rely on, are being interrupted for long periods. Cultivation and tree planting are extremely difficult without water harvesting and using drip irrigation. Managing water shortages We have been taught many ways of managing our water shortage. We have planted grasses to give ground cover and reduce evaporation, we have saved the dormitory water and neutralised it with ash for our vegetables and the kitchen waste water for our trees and the fruit trees. We are also using drip

REDUCE RE-USE RETHINK REFUSE REPAIR RECYCLE

watering using plastic bottles for the trees to make the little water we have go further. (Kithyoko Secondary School) In Embu, Naivasha and Kakamega, where there is higher rainfall, water management is also a concern as deforestation has led to increased soil erosion and leaching of nutrients from the soil. Kimuri Secondary School has developed an innovative system to collect rain water runoff from the road and to filter kitchen waste water, through a series of ponds for use in tree planting and vegetable growing. In Eastern Nairobi, the schools visited come from poor communities with most living in overcrowded and cramped high rise blocks, accessing water primarily from standpipes. Tree planting and vegetable growing pose additional strains on existing water supplies. Among the ICC groups are some excellent examples of whole schools getting involved in recycling and managing waste water. Kitchen waste water management The evergreen project needed water in order to grow vegetables but there is very little water in the school. The ICC club approached the school kitchen and explained our need. We noticed that waste water was being thrown away, creating a health hazard. We persuaded the kitchen to manage their waste water with soapy and non-soapy water being saved separately. The nonsoapy water is used straight away for the vegetables. The soapy water is neutralised first with ash before it can be used. (Our Lady of Fatima Secondary School)

Food
Vegetable growing has been a feature of a high proportion of the ICC schools with a strong focus on indigenous varieties suitable for the locality. Innovative cultivation techniques include stacking used tyres or using gunny sacks to make vertical growing containers, with plastic bottles used for irrigation in many cases. These have the advantages of being suitable for urban areas where space and water are at a premium as well as recycling waste which avoids it being burnt releasing more greenhouse gases and toxic pollutants. Improving the nutrition in local communities In local communities there were not many vegetables in the market and we have now been growing some here which are helping the local community to improve their diet. The black nightshade and sukuma wiki are good for iron which is good for pregnant women. Then when people in the community begin to copy, this means they are also making some small income as well. (Shieywe Secondary School) ICC has supported schools in poultry keeping, rabbit breeding and also fish farming, all of which provide manure for tree planting and vegetable growing as well as generating income through selling the meat and fish. The ICC exchange days have been invaluable events for schools to learn from each other, sharing innovative ideas. These projects have been popular with the students. However, they also require a strong commitment from the school, for example, fish farming requires excavating a fish pond. Dennis and Jeff - rabbit keeping in the community We came to the prize giving day at Dandora last year and got the idea there of keeping rabbits to raise some funds. We started just over 1 year ago by making our own hutch from wood we found on the dump and around the place. We only had to buy the nails; thats all. Now we sell our rabbit meat in the market. (Dandora Secondary School)

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Energy
The most common project tackling energy is the making of fireballs out of a variety of ingredients including charcoal dust, sand, dung and leaves. These can be an efficient way of cooking as well as reducing the amount of wood required by families, schools and communities. ICC groups have tended to start by making fireballs to sell locally, but where they have been most successful, parents and other community members have learned how to make them and continued the practice themselves. Other innovative ICC projects, under the theme of energy, include a biogas generator at Shieywe Secondary School which produced gas for the teachers kitchen for several months. The school has decided not to upscale this pilot to provide gas for the main school kitchen, however, the concept has been adopted by two families locally. Biogas in the community Douglas Moru has introduced biogas to his grandfathers farm. Moru used to get up at 5am to light the fire every day. The family relied on firewood which meant cutting down many trees, but now he only has to turn on the gas and can heat water quickly. The family all live together with the grandparents, parents and all their children. They have many animals so there is always fresh dung for the generator which has now been going for about 1 year. The plastic tube is expensive and is liable to puncture but they have found a way of mending the holes when this happens with grit and manure. Moru says, Some people think that biogas can only do for light cooking but my family has shown that it can provide enough gas for a whole small community. (Shieywe Secondary School) Another example of a successful energy project is at Kimuri Secondary School, where they have built an energy saving jiko in the school kitchen using an old clay pot and building a clay surround to retain and focus the heat. This jiko is still being used after a year and the kitchen staff say it is more efficient than using a more open fire.

Key factors which promote innovation and invention include: thorough assessment of the local issues and resources available encouragement of projects underpinned by scientific principles a school ethos which encourages creative ideas and allows students to follow these through opportunities for exchange of ideas through visits to science fairs

Community awareness
All schools are encouraged to increase awareness about climate change and practical ideas about adaptation and mitigation among the local community. The extent to which this has been successful has depended on the strength of the existing links between schools and their communities. Boarding schools tend to have less strong links, although there are some excellent examples of day and boarding schools working closely with local primary schools and the local community. Several schools have used their AGMs to inform parents and the local community of their ICC projects, others have involved the local community in tree planting or have invited the community in to see specific projects, like rabbit keeping. The reception from local communities has not always been positive. Several schools, both urban and rural, have had trees uprooted by local communities and vegetables taken. This has taken place, especially if the local community is very poor, has easy access to the school grounds and has not had an opportunity to understand the purpose of the project. Some schools are attempting to solve this problem through greater security, others through working more closely with their community.

Inspiring community action on climate change

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Community involvement in tree planting When we first started tree planting the communities were quite hostile and some of the trees were uprooted by the local community. So we decided to involve local people, the church and farmers. When they understood what we are doing they have joined us and helped with the tree planting. (St Ignatius Mukumu Boys High School) Hostile reaction to Dandora clean up When we went to do a clean up of the rubbish in Dandora we were shocked at the reaction from the community. I mean, like they were so angry and hostile to us. They shouted at us saying we live here do you think we dont know what it is like? Some of them were even throwing more rubbish at us from the upstairs windows. It was like if we were picking up rubbish, then we could have the rest as well. But we learnt a lot and when we do something like that again we would plan it differently, like we would engage the groups in Dandora and work with them, so they wouldnt feel we were outsiders coming in, criticising the way they live. (Ecogen, ICC school leavers group, Nairobi) ICC has been working with secondary schools, however, some schools have engaged with primary schools, planting trees for them and helping them to look after them, or making toys for them from waste materials. Able to create awareness in community and school We have not just stayed in our school but have taken our messages and our knowledge outside. We have planted trees in some of the local primary schools, with 20 trees in each school and we taught them how to look after them. And we have taken our best ideas to the Secondary School Science Congress, giving them to others and returned with some new ideas like the open plastic sack beds for vegetables. And also we have visited the CBO Friends of Kinagop which has not got enough trees for all the birds and wildlife there and we have planted trees for them. (Kimuri High School) Individual students have taken the initiative and engaged with local community groups with which they are already involved. Student talking to his local church One of the students has been talking to people at his local Catholic church and even made some presentations about the ICC projects and how they are making their school more environmentally friendly. (Our Lady of Fatima Secondary School) Awareness raising through Islamic gatherings Islamic gatherings in Garissa were used as a way of engaging with the community and sharing innovative ideas, such as making plastic plates from egg shells and molten plastics. (Tetu Boys High School) Community outreach and awareness has been most successful when it has been linked to income generation for local communities.

CO
YOUTH

PARENTS

MM
CHURCH

SCHOOL
FARMERS

UN

ITY

Key factors which promote community awareness include: strong links between schools and their local communities active engagement of the community prior to any community based activities consideration of how community members are going to gain directly from engaging in climate change related activities joint decision making by schools and communities on activities

14

Improving livelihoods
With an increase in the focus on income generation in 2010, there is evidence that in all schools visited there are examples where a parent or other community member has learned skills from an ICC student and used these to generate income and improve their livelihoods. The most common examples were of parents of students taking up activities like vegetable growing or making fireballs. There were also examples of people starting income generating activities like making art from waste materials. Community visits confirmed that these activities were not only taking place but sometimes making a considerable impact on the lives and livelihoods of families. Gunny sacks at home After we started the gunny sacks at school I took this idea home and we have started one now which has sukuma wiki and spinach. The plants are doing well and we eat the vegetables instead of buying from the market. This saves us some money for other food like milk and eggs we cannot often have. (Dandora Secondary School). Parents starting kitchen gardens and fireballs Two parents Madam Esther and Madam Antionina both have children in the ICC club. As a result of learning what their children are doing both have started growing vegetables in multi-story growers made from waste sacks. They grow kale, onions, spinach and managu (black nightshade) all of which are very nutritious. Growing their own vegetables is healthier and also saves them time travelling to the market and money. Both of them have also learnt how to make fireballs from charcoal dust and this has meant they have saved money on fuel. They have been able to buy milk, beans, flour and other items, which previously they would have only occasionally been able to afford. Their activities have improved the diet of their families and they have also inspired some of their neighbours to take up vegetable gardening and making fireballs. They also feel that the ICC project has made their children more responsible and given them new skills which will help them achieve more in the future. (Our Lady of Fatima Secondary School). Successfully introducing the community to our green technologies We have the skills and knowledge now to introduce our ideas to our communities. People have started using our tyre grardens, reducing the pollution by burning tyres and plastics and making a better way of growing seedlings and vegetables. They have also started using the raised chicken cages to keep the chickens safe and use the droppings for fertiliser. (Kyua Secondary School). Bottle top artwork being made and sold One of the ICC students, Katherine, has been making artistic pictures from bottle tops which are inspiring and high quality. These have been bought by teachers and others locally, with the ICC group keeping the receipts and using the artwork as an organised income generating activity. One of Katherines cousins has been so inspired that she has also begun making pictures and selling them herself. (Our Lady of Fatima Secondary School).

Key factors which promote improvements in livelihoods include: practical projects which address local environmental challenges and offer low cost opportunities for local people to generate income students sufficiently enthusiastic and knowledgeable about their projects that they can disseminate to their families and communities school ethos which values creativity and enterprise in the community

15

Background information on localities

Embu
Location: Provincial Headquarters of Eastern Province, situated on S.E. slopes of Mt. Kenya. Climate and conditions: generally hot and wet with temperatures ranging from 14-38c. The area is characterized by rich red volcanic soils, with adequate rainfall, treed and green with an abundance of natural vegetation. Economic activities: A productive area supporting agriculture and related activities. The predominant enterprise is mixed farming - both commercial and food crops (tea, coffee, legumes, cereals, etc.) and including dairy farming).The area is widely known for rice production which is grown on the Mwea irrigation Scheme, North of Embu (and East of Mt. Kenya) is a spectacular hilly terrain with terraced gardens and a wide variety of small scale agriculture. Population, infrastructure and services: the area has high population with comparatively low incidence of poverty (below 50%). There is a relatively good provision of basic services such as education and health.. Climate variations and vulnerabilities: land subdivision has led to deforestation of water catchment areas and a negative impact on water availability and land productivity, With continued unpredictability of climate, cash-crops such as coffee, tea and rice face a decline in production, and are being replaced by more reliable crops, such as maize.

Matuu
Location: situated on the Nyika Plateau in Eastern Province Kenya, 120 Km. East of Nairobi. Climate and conditions: seasonal but low rainfall throughout the year. A semi-arid area characterized by red volcanic and black cotton soils. The natural vegetative cover is of scattered trees and shrubs, sparsely dispersed across the terrain. Area vulnerable to chronic food and water shortages, especially during the dry season (Nov-April). Economic activities: include small-scale farming mainly of drought resistant crops such as Katumani maize, livestock keeping - small cattle herds and goats, fruit farming - pawpaws, mangoes and bananas and in few cases bee farming. People in this area rely on seasonal rivers, earthdams (harvesting flash floods) and boreholes to get water. Population, infrastructure and services: overall, the area is scarcely populated with poor provision of basic services. There is high level of food insecurity and the region receives significant amounts of development aid

Kakamega
Location: Kakamega town is the provincial headquarters for Western Province. The town is located at altitude 1500m, 50Km. North of Kisumu City and Lake Victoria. Climate and conditions: The average temperature in the district is 22.5 C. Most of the year while the average rainfall ranges from 1250 to 1750 mm p.a. There are two main cropping seasons i.e. long rains (March to June) and short rains (August to October). Economic activities: The main economic activity is mixed farming - both subsistence and cash cropping. Major food crops are maize, beans, sweet potatoes and bananas while cash crops are tea, sugar cane, and sun flower. There is a significant tourism industry centering on the Kakamega tropical forest. Population, infrastructure and services: The county has high population density i.e. 2 495 persons per km (2009 census) . Access to education, health facilities and basic amenities is fairly well distributed. Climate variations and related vulnerabilities: Poor weather conditions and rising costs of farm inputs along with intensive cultivation over long periods without adequate measures to conserve soil fertility have all contributed to declining crop yields and loss of livelihood. These challenges are a threat to the conservation of Kakamega forest as people encroach in search of alternative means to generate income.

KENYA

Kakamega Embu Naivasha Nairobi Matuu Kitui Garissa

Locations selected for this study

Background information on localities 16

Kitui
Location: between 400m and 1800m in Eastern Province of Kenya. Weather and climate: generally hot and dry with rainy seasons being highly erratic and unreliable. Has two rainy seasons i.e.: April-June (long rains) and OctoberDecember (Short rains). Has many seasonal rivers with no single perennial river in the region. Highly marginal and semi-arid. Economic activities : the economy is based on rain fed agriculture, with small portions of irrigation along rivers Athi and Tana. The region is prone to drought, related water shortages and food insecurity. As a result, the area receives significant amounts of Government and NGO aid. Population Structure: most of the region has a low population density with the exception of Central KituiMatinyani and Mutonguni. The majority of the population is below 20 yrs. Education access and service shows a low transition rate from primary to secondary school. Climate variations and related vulnerability: The region is generally food and water insecure. Unreliable rainfall is causing decreased livelihoods, inducing people to turn to charcoal burning, thus leading to deforestation and land degradation. Unavailability of water has also led to health hazards and climateinduced migration

Garissa
Location : North-Eastern Province of Kenya. Its low 1 lying with altitudes ranging between 70m and 400m . Weather & Climate: hot all year round, reaching temperatures of up to 45C. Occasional high rainfall can lead to flash floods UNICEF estimates that the 2006 floods affected 350 schools, disrupting the education of 150,000 children. Economic activities: Generally people in Garissa are nomadic and depend on livestock farming (cattle, camels, goats and sheep). Agriculture is practiced along the River Tana. Garissa is the main town in the area and thus the trading and commercial centre. Population structure: the region has a low population density with most people concentrated around water points and market locations. 20% of the people live in Garissa town and much of the population is concentrated where services e.g. health, education etc., are available. Climate variations and related vulnerabilities: High temperatures prevalent over long periods, leaving people exposed to chronic drought and food shortages. Increased variations in rainfall, with extremes of drought and flood, makes the region prone to disasters such as famine. An increase in climate- induced rural-urban migration has led to increased pressure on Garissa town infrastructure, such as the water and sanitation systems.

Eastlands, Nairobi
Location: North East sector of the Nairobi metropolitan area. Economic activities : people in this area of Nairobi are mainly self employed. Small and medium enterprise coupled with all manner of commerce including juakali (cash-based economies) thrive here. Population structure: the population is characterized by low income, high population density, poor urban housing, and poor sanitation and health services. There are inadequate education opportunities, high poverty incidence among others leading to subsistence urbanism. Climate variations and vulnerability: people in this area are vulnerable to negative economic and social pressures, due to socio-economic factors causing an inability to meet daily needs. Exposure to health hazards, natural and man-made disasters e.g. fire, flooding, and disease outbreak, cause susceptibility to climate related problems. Recent increases in prices of basic commodities, especially food and fuel, have make the lives of people in this area even harder, greatly affecting the outlook for children.

Naivasha
Location: Central Rift Valley, bordering the Aberdares Ranges, a major water tower, which is the source of many rivers that feed Lake Naivasha. Weather and climate: hot and dry. The region receives low amounts of rainfall between the month of March and end of May. High temperatures can lead to drought. Economic activities: Most people in the area practice farming through irrigation (drawing water from the lake and rivers that feed the lake. The horticultural industry (flowers and vegetables) is dominant and relies on water from Lake Naivasha. Employment in the industry is a major source of livelihood for local families. Population structure: Densely populated, particularly in areas close to Naivasha town and the lake. Climate variations and related vulnerability: Continued deforestation in upper catchment has changed the area to an extent that it receives less rainfall and temperatures have increased, thus reducing productivity. The local population also faces challenges such as water and wood fuel shortages,

17

Changes and challenges

The research process for this study was participatory and involved the programme officers from ICC Kenya in reviewing the evidence of change collected during the field work. After this process they reflected on the major changes which they have seen through the ICC project and the challenges they have faced.

The changes
Miriam Githongo (Project Leader, ICC East)

The challenges
The ICC programme does not fund projects in schools; what it provides is technical advice from its highly trained personnel and resources to help and guide students in understanding climate change concerns and interventions required. This proved a challenge because most of the projects being run by NGOs provides seed money to initiate projects in the target areas. Therefore to convince schools especially the administration to provide some money to the ICC club proved to be a huge task given that the schools in ICC programme were diverse in resources. Furthermore the teachers chosen as patrons of the clubs had very high expectations of ICC programme, this included motivation in terms of money (which we gave but according to them it was not enough). Once they realized that it required dedication, self motivation and drive most of them opted for a sit back and watch strategy leaving the students without mentors and guides.

The introduction of ICC programme in Garissa (Northern Eastern Kenya) classified as an ASAL (Arid and Semi Arid Lands) region has resulted in schools being centres of change especially in the aspect of tree planting. Trees as we all know have very many benefits like providing shade, attracting rain and acting as carbon sinks just to mention a few. Schools in Garissa have embarked on planting the neem tree which grows very fast and it is well adapted to dry conditions and it provides good shade especially during lunch breaks. Tree planting has created a cool and habitable microclimate in these schools. As a result of this people living within the vicinity of the schools now understand the importance of planting trees and that they can actually grow in these dry areas.

Anne Kirori

(Project Officer, ICC East)

The biggest change is the drive and initiative of the young people to take their projects to the community after school and training them on climate change issues. This involvement ensures that the young people are engaged in more productive activities therefore having less time to indulge in harmful ones. As a result, they have a higher self esteem and their role as change makers in the society is fulfilled. This is a big motivating factor to me as an ICC staff member. There are organized out of school groups that have come up as a result of the ICC program. They include: the ECOGEN group in Nairobi, one in Nanyuki and another in Thika. This is indeed a clear indication of positive impact to the community. .

The biggest challenge has been putting climate change issues a number one priority in schools. ICC schools cut across all sectors and standards. They range from private British curriculum schools, urban, National, Provincial, mixed/separate entities, rural and finally to small schools in the slums. Ensuring that climate change issues are taken seriously by the students especially those from very humble backgrounds is an enormous challenge. More often they would give a chain of problems they face on a day to day basis such as lack of basic necessities: food, water, clothing and school fees. On the other hand, schools from well up backgrounds may not see climate change as a concern. Normally these schools have all the facilities they need and the students come from families where everything is provided for. They do worry over water shortages, electricity, lack of food, diseases etc. Our challenge has been to get them all to see climate change as relevant. 18

The changes
Ann Komen (Project Officer, ICC West)

The challenges

There is Increased knowledge and confidence of students who have been thirsting for knowledge about climate change. As students develop projects to mitigate / adapt to climate change they are motivated to research by reading, through the mass media and by consultations. They have also observed that the forefathers were better managers of the environment and less environmental challenges were experienced compared to now and thus some have borrowed indigenous knowledge and inculcated into their projects. As a result students have developed communication skills and can relate with people of diverse back grounds and ages.

Transfer of knowledge and skills to the community. Most projects developed by ICC groups have the potential to make a positive impact when adopted by many. Sometimes the climate change language is too complex to translate to the vernacular language to help the illiterate community members to understand. Kenyan secondary school curriculum is packed with students spending up to 12 hours a day in class, thus very limited time is allocated to ICC activities . Students have little contact with the community making it very hard to work with them to adopt the projects though they are willing and committed.

Njeri Kuria

(Project Officer, ICC South) The most challenging aspect of working with young people in secondary schools has been nurturing their potential especially in areas of high poverty which makes them disenfranchised thus keeping them engaged, motivated and interested not only to see change in their locality but to take part in process becomes quite hard.

The biggest change has been seeing students develop and apply skills especially leadership and communication, where they are able to: conceptualize and communicate environment issues and related challenges; recognize and appreciate that finding sustainable solutions is their responsibility; develop and manage projects on their own; initiate awareness, outreach and peer mentorship.

Carol Njiru

(Project Leader, ICC West) The support of the Principal who is the overall head in the school is crucial. ICC needs to have the support of the Principal and the lead teachers in empowering and motivating the young people to take action on climate change. Their support has been a major factor affecting the kinds of actions that the youth undertake. The curriculum is crowded and leaves less room for creativity; the fact its also theoretical and exam oriented makes the in school youth give climate change issues a low priority.

The youth in Kenya are the excluded majority; many of them are never involved in climate change issues. ICC is unique since it is involving both in and out of school youth in Kenya to come up with practical solutions that can help communities adapt and mitigate climate change. It has been great to see the young people, in schools see the curriculum made come alive through putting theory into practice, internalize and own the message, then take it up even after in school in various ways; ways that are even helping them earn an income from green businesses. All this is affecting their lives and they have become real change agents.

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Discussion
This section explores the impacts of the ICC project in environmental, social, economic and political terms, drawing on the stories of significant change and other data from schools and communities. A summary of the ICC Model of Intervention and discussion of the effectiveness of the ICC approach (i.e. working with secondary schools to change attitudes and promote practical sustainable projects that adapt or mitigate for climate change) is provided on pages 4 and 5 of this study. Recommendations for the future development of the ICC approach are included on page 23. erosion, deforestation, adaptation and mitigation better because they are relating them to problems faced in their own communities. The projects are more effective because they are based on sound scientific knowledge and thirdly, the projects are more sustainable because they are addressing local environmental issues. The ICC projects have tended to focus on the themes of waste, food and water. Fewer projects were addressing the theme of energy, despite its obvious importance in tackling the effects of climate change. Apart from making fireballs, other means of tackling energy use, for example the making of energy saving jikos, building a biogas generator or using solar power, tend to require technical knowledge. They also require more resources and need a longer term commitment from the school in order to be sustainable. Consequently, ICC groups have tended to focus more on the other three themes. Access to external technical knowledge might encourage more schools to tackle energy use in the future. However, it would be important to avoid external advisers dictating solutions and maintain the current level involvement of the students in the design of the projects.

The impacts of ICC

1. Environmental
The most widespread impact of the ICC programme is improvements to the school environment. As a result of the tree planting, agriculture, recycling and waste management projects, school grounds are more comfortable with more cool, shady places in which to work and relax, fewer noxious smells from kitchen waste and less soil erosion. Projects have been highly practical and closely linked to the local environmental risks and vulnerabilities. At the schools visited, the students had a sound knowledge of climate change and were able to explain the rationale behind their projects, some using quite complex scientific language. Many of the projects are highly innovative, using waste materials to construct rabbit hutches, retain water when planting trees, providing fresh vegetables for the school kitchen and managing the waste water, neutralising soapy residues with ash. In many schools projects are dependent on each other, for example, kitchen waste water being used for vegetable growing, with the vegetable waste being fed to poultry and the manure being used for compost for the trees and vegetables. Quite a number of projects have failed due to poor planning. Trees, vegetables, animals and biogas generators have suffered from neglect during school holidays. Many schools also tend not to have contingency plans for how to deal with the rains starting late and other possible setbacks, or disasters. It is possible that inclusion of disaster risk management (DRM) into the support programme offered by ICC could encourage schools to consider the potential challenges they might face with their projects and avoid some of these difficulties. The way in which theoretical understanding around climate change and practical applications relevant to students own lives are brought together in the ICC project has three main benefits. Students understand concepts like soil

2. Social
Perhaps the greatest surprise of the ICC programme is the extent to which the students have gained social skills, including skills in leadership, team-working, self-reliance and organisation, which are summarised well by three of the programme officers (see section XX). The ethos of the school, in particular the support of the Principal and the link teachers are key factors in the development of these skills. In the few schools which failed to develop ICC projects (less than 5%), the schools placed a low priority on the ICC project, time was not allocated to meetings, link teachers were not identified and the ICC groups tended to lack direction. However, in the overwhelming majority of schools the ICC programme has captured students enthusiasm and provided an outlet for their creativity and drive. This appears to have a positive impact on students concentration, attention and problemsolving, which is being applied to other areas of their life with positive results.

The ICC groups provide opportunities for students of different ages to share in a common interest and to learn from each other whilst achieving a specific goal. These groups are involved in peer mentoring and also in many cases reaching out to other students. Strong relationships have developed between students from different backgrounds as a result of the ICC events involving multiple schools, including workshops, conferences to share inspiring projects and visits to organisations with expertise on environmental initiatives. The formation of leavers groups in Nairobi, Naivasha and Nanyuki involving previous ICC students from different schools is a testimony to the strength of the relationships and their commitment to continuing to work in the area of climate change as change agents. Many of the students have researched a great deal about climate change and by the end of the projects are able to speak authoritatively, drawing on their practical experiences. The increases in self-confidence and communication skills were particularly evident in the schools in urban and rural poor locations, where students are less likely to have opportunities to converse with others on an equal basis. The study showed that the development of leadership and teambuilding skills are linked more strongly with the extent to which the students have been able to take responsibility for their own projects, than the quality of the project. Where these skills were most fully developed the link teachers are supportive, but act more as a sounding board for ideas, than as a guide. They offer a direct route to senior staff and offer ICC groups opportunities to showcase and to be involved in decision-making in relation to their projects. It was noticeable that where a school directs the students in their choice of project and the students are primarily involved in implementing the project, rather than devising it, the students gain knowledge and skills in relation to climate change, but do not develop as much in leadership or self-reliance. This poses a particular challenge to schools which have a strong strategic commitment to combating climate change and have strong preferences as to which projects the students should implement and how this should be done. In order for the students to develop their potential as leaders and advocates for climate change, each year each ICC group should be allowed to devise and direct their own projects, to have ownership and to learn from their own mistakes.

3. Economic Historically, economic discussions in relation to climate change concentrate primarily on the longterm, global gains, recognising that there are difficult economic decisions to be made including the need for major investment in the development of new technologies. However, many of the communities most directly affected by the challenges of environmental mismanagement and climate change have very low incomes and high levels of poverty. They cannot afford even quite modest amounts of money for environmental change projects. If such communities are going to adopt initiatives from the ICC programme there needs to be a realistic income generating aspect. In 2010/11 ICC groups have been specifically encouraged to develop the income generating aspect of their projects, recognising the links between climate change and poverty, as well as improving sustainability. Students have engaged well with the economic aspect of their ICC projects, appointing a treasurer and taking the financial element seriously. Selling produce has made many of the students feel their efforts were being valued and respected. Many have been surprised that they have been able to generate income from growing vegetables or selling their artwork. Previously they had thought that caring for the environment meant paying more, not less. Decisions have needed to be taken about how to spend the income generated, which again has encouraged the group to collaborate, prioritise and take responsibility for their decisions. Some ICC groups, where the students are from moderately affluent backgrounds, have used the income from their projects to make donations of food to their local community. However, most ICC groups have used their income to enhance ICC projects, for example, income from selling rabbits has been used to buy nails for new hutches, or income from selling vegetables has been used to buy more tree seedlings. Economic factors were vitally important in virtually all examples where ICC initiatives have been adopted by parents and the community. In poor urban areas the attraction of growing vegetables in gunny sacks or used tyres was to supplement their diet and also save money which can then be spent on other items, like milk and eggs. Equally, learning to make fireballs is a way of reducing the amount they need to spend on buying wood for cooking. In rural areas, communities are more aware of issues like deforestation, however, unless using an energy saving jiko, or building a biogas generator also makes economic sense it will not be adopted by the community.

21

Most of the support provided by ICC to schools has been in the form of the expertise of the programme officers, materials on climate change, computers and opportunities to attend workshops or visit other organisations. ICC has provided relatively small amounts of funding to schools for participating in the ICC programme. Although this has put additional financial pressures on schools to support the projects, it has also focused everyones attention on ensuring that projects are financially viable. It has also ensured that the projects do not rely on external funding but fit within the economic context of the school and local community.

tend to use AGMs and open events to showcase ICC projects, whereas students have talked directly to family and community members, often assisting in building a growing container, or demonstrating how to make fireballs. Where schools have a commitment to supporting their local community, they are involved in community clean ups or tree planting in the local primary school. Useful though these activities are, they tend to concentrate on doing something for the community, rather than engaging with the community supporting them to make their own changes. Interestingly, when the school leavers groups were asked what had been the most useful ways of supporting them, they replied unanimously being allowed to decide for ourselves and develop our own solutions to the environmental problems we were facing in our communities. This approach could be a useful way for schools to interact with their local communities. Many students and the school leavers who have been involved with ICC, were keen to be change agents and to influence opinions as widely as possible, yet they lack the opportunities to engage with decision makers at present. One of the next stages of development of ICC could be to find ways of using these young people to engage more directly with decision making bodies and leaders at district, county and national levels.

2. Political
The political dimension is interpreted as influencing the opinions and actions of others. Not surprisingly, this is the least well developed area of the ICC programme. Young people need to gain experience and develop confidence in their new knowledge before they can successfully influence people outside their immediate sphere. Equally, the ICC approach to working with young people needs to demonstrate its effectiveness in stimulating meaningful change, before it can be promoted as a model to be developed and replicated. Despite these limitations, evidence was found of successfully influencing opinions and actions in different spheres. The ICC programme has at its centre groups of secondary school students, learning about and engaging in local climate change projects. The ICC programme could potentially influence the following spheres: the whole school community parents and local community members, local primary schools, churches, farmers community leaders / chiefs local authorities district authorities national bodies / government departments / policies

In most of the 120 schools in the ICC programme, efforts have been made to engage the wider school community. Sometimes this was because the ICC projects needed the involvement of the rest of the school to manage the projects, for example tree planting or watering. More often this was triggered by the enthusiasm of the ICC group, wanting to share their excitement and achievements with their peers. School assemblies, internal newsletters and appeals for specific support are the most commonly used methods. Dissemination to parents and local community members has been through a combination of structured events organised by the school and the individual initiative of individual students. Schools 22

Schools-communities and youth groups participating in the study

ICC East
Kangaru High School, Embu Kithimani Secondary School, Matuu Kithyoko Secondary School, Yatta Kitui SDA Secondary School, Kitui Kyua Secondary School, Kitui Tetu Boys High School, Garissa

Recommendations
As a result of this study, it is recommended that ICC:
extends the current approach to other secondary schools, developing strategies to gradually reduce the level of contact with existing schools possibly using them as mentors for the new cohort; maintains the four themes of food, energy, water and waste but enhances the type and range of support for ICC projects relating to energy and alternative sources of fuel; incorporates Disaster Risk Management (DRM) into the ICC framework in order to support schools in better planning for manageable disasters, like school holidays and late rains; considers offering training sessions for lead teachers on supporting ICC groups to promote the kind of support which maximizes the development of skills in leadership and to support schools in working effectively with communities; strengthens the political aspect of its work at local, regional and national levels through: o strengthening the way that schools work with local communities, so that schools are using their networks to work with local groups, empowering them to develop and own their own initiatives; working with local primary schools building their awareness and encouraging them to influence decision makers in the community; supporting the development of school leaver groups and provide opportunities for these groups to engage with decision makers at regional and national levels as change makers.

ICC West
Kimuri High School, Naivasha Naivasha Day Secondary, Naivasha Shieywe Secondary School, Kakamega St Ignatius Mukumu High , Kakamega Green Platinum Youth Grp, Naivasha

ICC South
Dandora Secondary School, Nairobi Our Lady of Fatima School, Nairobi Ecogen Youth Group, Nairobi
o o

Details of the production of this report and Acknowledgements

o This impact assessment report was conducted and compiled by Dr Katy Newell Jones, Chesham, UK, during March/April, 2011. The report is produced in this final form, with images from schools and related maps and diagrams, etc., and printed for wider dissemination, March 2011. Support to cover the costs of the impact assessment was provided by Save the Children, Sweden, and InterClimate Network (ICN), UK.

The cost of design, printing and publication of the final report is funded jointly by InterClimate Network Ltd (ICN), UK, and Save the Children, Sweden.

Administered in Kenya by

Comments and questions related to the report can be forwarded to: Greig Whitehead, Programme greig.whitehead@interclimate.org Manager, ICC, Kenya: