Hi my name is Christopher Joseph Ndallo.  I’m from Dar-es-salaam, Tanzania.  I have been working with Uvikiuta, a non-governmental organisation in Tanzania that has been empowering youth since 1983. (See more on Uvikiuta on our partners page). I have recently started my own NGO; it is called Tanzania youth cultural exchange network (Tycen), which is a youth development organization. Our website is: http://tycen.weebly.com/ . I started this organisation because after working with Uvikiuta I saw that I could focus on reaching youth in other parts of the country where Uvikiuta does not go. It is a lot of work to start an NGO, and my colleagues and I agree that furthering my education will be very beneficial for organization to become successful, and for me to help many in my country.

I also completed a six month international education program with Canada World Youth, which has helped me greatly in my pursuits of sustainable community development.

Program to be studied: B.A in development studies in Arusha, Tanzania

Course Description:   coming soon

Reasons to why I want to take this course:

• To encourage youth to participate in the development of the marginalized communities in Tanzania, so as to give more power, knowledge and skills to them to bring a positive change in human, social-political and economical development.

• To promote the active participation in the integration of gender equality and approaches to planning and development processes and practices

• To develop project management competence to youth and local community members through training and facilitating of sustainable development education activities.

• It will help me to critically enhance skills in relation to leadership and evaluation.

• It will help me to develop competencies required to become trainer/facilitator of development education activities

How my community will benefit from it:

The course will be useful to my community as for now it lacks knowledgeable and skilled people to manage the challenges of sustainable development.

There is a high demand on youth services programs including entrepreneurship and development education, which require more knowledgeable and skilled people to manage these programs

Through the increase of awareness of sustainable development, justice, and poverty issues at local and global levels, which I will animate as a development educator/worker and agent for change in my community. Hence my community will benefit a great deal.

Thank you,

Christopher Ndallo

Future Student: Edith Wangui Mwangi

Home Place: Kagwe, Kenya

Contact: jakanished@yahoo.com

Proposed School Program:

Wildlife Studies and Tourism at Wildlife Clubs of Kenya Research and Training Institue, Nairobi Kenya

left to right:  Edith Mwangi, Edith’s dad, Edith’s sister, Dave Cuddy (Director of Education is Power), Edith’s mom

Edith Writes:

My name is Edith Wangui Mwangi. I am from Kagwe, Kenya. I am a female and a volunteer for a community based organization called KENVO. Some of our activities include trees planting, bird watching and establishing tree nurseries. The college program I wish to take is offered by Wildlife Clubs of Kenya in Nairobi. I wish to take the program of wildlife management. The first semester costs 44,12O ($604 USD) and it is a four semester course. My reasons for choosing this program are to learn more about sustainable tourism and conservation, and to gain a lot of experience that I will share with my communities that surround me. Moreover, helping as much as I can in the environment and conservation matters are important for me. My goals in the future are to be a very good leader in environmental concerns of east Africa by training more people to help address these concerns, and to help them achieve the goals of environmental conservation and sustainability.

The money that I and my family have cannot support me in my education. I believe that by helping me gain an education you will be helping my whole community as I plan to plough this education back into my community to help them live better lives. Thank you for your commitment in helping me achieves my dreams. I will do my level best to achieve them.

More information for Edith’s proposed school and program can be found at: http://www.wildlifeclubsofkenya.org/cttr.htm

STUDENT: Nelly Wangari Mbugua

HOME PLACE: Kimende, Kenya

CONTACT: nellykenvo@yahoo.com

PROPOSED PROGRAM: Mass Communication and Journalism

The program I have been accepted to is at Saint Paul’s University, just outside Nairobi, Kenya. The course is four academic years in length. The course has four major topics including: publishing, mass communication, public relations, and development communication.

The school’s website is www. stpaulslimuru.ac.ke

BRIEF BIOGRAPHY

I am the first born in a family of four. We all achieved secondary level education, but due to lack of funds and very high prices, it has been very difficult to further our studies.

My parents are small scale farmers. They are not able to raise near enough money in farming for my siblings and I to pursue higher education. However my parents are still able to sustain our upkeep that is providing food clothing and shelter.

It is my wish to further my studies with a degree at St. Paul’s University, coming January 2010. After having been educated I will be self reliant since I will be in a position to get a good job. I will help my parents to educate my siblings to higher level, as well as other students who want to further their studies but do not have the money.

KENVO AND CANADA WORLD YOUTH EXPRIENCE

I have   been a member of the Kijabe Environmental Volunteers (KENVO) since 2005, this was after completing my secondary school. Because of KENVO, I had a chance to join the Canada World Youth program. The program has two phases: three months in Canada and three months in Tanzania. These six months involved, cultural education in peace, conservation activities: planting trees in Canada and in Uvikuita, Tanzania, and generally learning how to become more involved in my community. This was a turning point in my life as I became exposed to and more aware of many global issues that affect our standard of living and our natural environment. Since the program, I feel more prepared then ever to help my community and country sustainably develop. Currently, I have continued to volunteer with KENVO. I have been involved more in rehabilitation of degraded forest areas, monitoring of the forestland, facilitating community workshops, and working at the KENVO tree nurseries, where I pot and prepare tree seedlings. Through my journalism course I will work with KENVO to empower my local community on conservation issues.

REASON FOR CHOOSING THE JOURNALISM PROGRAM:

I have always been interested in journalism since I was in high school. After completing high school I joined the Kijabe Environment Volunteers (KENVO) as a volunteer. This was because I am an environmentalist, so I thought that this was the best place for me to get involved in conservation fully. After sometime I realized that I could combine my journalism interests for the betterment of the environment by studying environmental journalism. Journalism has such a broad sector so I will specialize in environmental issues.

Environmental Journalism involves writing articles on environmental issues, publishing articles, KENVO journals, websites, taking photographs, making movies and creating awareness of many environment issues. By the power of the pen a lot of information can be circulated world wide. Through distribution of movies in form of CDS, VCDS, DVDS, and tapes, the information will be able to reach a large number of people over a short period of time.

After completing my Africa Canada eco-leadership program with Canada World Youth (a six month culture exchange and international education program), I started a dairy farming project with the grant that I obtained. Here I conserve the environment by using organic fertilizer from the cow’s waste. This raises feed for the cow and food crops. This is a good way of conserving but it was not very influential to many people, since I could only reach out to those that visited my farm. Therefore I thought journalism would play a effective role in distributing information on conservation.

Through the media I can reach out to those people that sit on their couches and watch television. I will distribute tapes to the TV stations so they show them to their audiences, which is better than giving action movies a lot of airtime as they may not be of great outcome to the society. We need to save our world as we are against time. If we do not act fast we will live to blame ourselves, as the consequences of a polluted environment will be unbearable. Many people are polluting the environment out of ignorance mainly here in Africa as the rate of ignorance is very high since education has not been taken seriously in the past years.

By under taking this program I will be in a position to write different articles for different people even in my local dialect to reach to people from all walks of life. The articles can be made more practical by holding workshops and seminars.

The environment is at a risk and furthermore time is moving very fast and we have to do anything we can to salvage what is left.

BENEFITS I WILL GIVE TO MY COMMUNITY

I am  from  Kijabe  location in Kenya,  an area  which  has a population of  about 100, 000 persons it is adjacent to Aberdare  tropical highland  forests. Its cool temperature throughout the year and loam soil favors farming. It has one long rain season and short rain season in a year. Due to high population the sizes of land are becoming smaller and resources are under pressure. People have opted for the forest resources resulting to depletion and unpredictable weather patterns. I believe my education will be empower me to bring different approaches towards conservation and harmonize the relationship between man and our natural resources.

Media is a powerful tool, and when used for the right reasons it can bring tremendous changes towards conservation. One can relay lots of information to wider groups compared to other methods. So I will work hand in hand with KENVO to ensure that we reach more community members both locally, regionally and internationally.  This will go along way in ensuring the KENVO’s mission of environmental sustainability is realized. We will move a notch higher towards saving the world from environment degradation, hunger and drought as well as unnecessary deaths.

The level of unemployment in my area is raising daily, and I believe that my program will involve other people. Some of the community members will be absorbed   in it. This will reduce the level of poverty and the standard of living will be improved, hence the pressure on natural resources will be reduced.

I believe education is power and everyone has the right to education, through this program I will be able to advocate for right to education for all children especially girls. I will also fundraise towards other people’s education through media. The community would have contributed towards my education therefore I will ensure I plough back to the education kitty to sustain it and brighten the future of another person.

My region is very rich in terms of scenic sites, picnic sites, animals and mammals, flora and Fauna, with more than 150 bird species. Through responsible journalism, I will be able to market the area as well as educate the community on the value of sustainable tourism. This will be a source of income to many locals. This will empower the community both economically and socially.

BUDGET

FEES STRUCTURE FOR ONE ACADEMIC YEAR.

COURSE OUTLINE

I will be majoring in public relations. This will deal with being a representative of companies and speaking on their behalf. I will also pursue a publishing course this will help me learn of the matters in writing articles, where I will enlighten the community on matters of environmental sustainability. I will do this by writing articles about environmental conservation and giving them out freely.

WHY I NEED FINANCIAL ASSISTANCE.

In Kenya the students that have average academic performance are always in greater risk of not furthering their studies. There are five public universities in Kenya and the few who are lucky to be admitted have a chance to apply for loans and bursaries. The private universities (St Paul’s University being one) do not offer financial assistance therefore they are limited to those that can afford the fees. Furthermore education in Kenya is very expensive since the parents pay for the school fees for elementary, secondary and tertiary school for every child.   This has made me delay in furthering my studies as I am the first born and I have siblings who are in school.

Though there are funds given by the government to needy students, it’s not easy to access them since there are many who need it and the priority is given to orphans and those that have serious family problems.

My family is able to contribute some money if given a hand by another party. I have also been saving a small amount of money to contribute to my education. I will  fundraise by involving  my community  to contribute  towards my education because  I will  then give back to them by implementing  what  I have  learned  in my community. I have already fundraised about 100,000 KSH ($1370 USD), but this is not even enough to get me through the first year.

FUTURE GOALS

After completing my studies I would like to fulfill my goals by making my community aware of the fragile status of their natural environment. With the education I will have attained, I will be in a position to write and print education materials like magazines, newsletters, brochures which will involve matters pertaining to the environment. I will also work with the upcoming writers in order to nurture them and their talent for the betterment of society.

Since I can use three languages (English, Kiswahili, and Kikuyu), I will use the local dialect to reach those that are not privileged to other languages.

After securing a job I would like to contribute money to Education is Power to help other needy students to secure the future and realize their dreams in education. I will also encourage other fortunate people in the society to do the same as we will be making a better tomorrow. By advancing education, we will alleviate poverty, improve the standards of living and ease pressure on the natural resources.

Leah Wangui Ruiru:  (Updates at bottom of page)

Leah commenced a Diploma in Social Work and Welfare in June 2013 at the Kenya Institute of Social Work and Community Development. She needs your help to have enough funds to complete her program.  

Photo:  Leah Wangui Ruiru

Hello, I am Leah Wangui from Kagwe, Kenya.  I graduated with a certificate in Social Development Work at the Kenya Institute of Social Work and Community Development.  I am very happy to be now studying in a joint Diploma program and it is my dream to eventually complete a Degree in Social Work.  

I am inspired to work with the community and participate in giving solutions to issues affecting them. Education is the key to success and a brain sharpener.  To be most productive in community development, I need to study to a higher level to acquire more knowledge and develop skills that will foster positive attitudes that bring change.  It will also enable me to carry out proper research in areas that require transformation.

Through education, I will become empowered and well equipped with information to perform efficiently and effectively within the society, for example:  training members, educating, mobilizing, motivating, encouraging teamwork, and participating in various community development and social work sectors.  I will be able to manage the sustainability of community based projects that need competent and confident people who believe in and support self-reliant development.

I need to raise $778.75 for my Diploma program starting June 2013 as broken down below:

1st semester:     19,300 Ksh ($241.25 at exchange of 80 shillings per dollar)

2nd semester:     23,000 Ksh ($287.50 at exchange of 80 shillings per dollar)

3rd semester:     20,000 Ksh ($250 at exchange of 80 shillings per dollar)

These amounts are exclusive of my transport to and from the school, my accommodations and food which I will be able to raise even though it is challenging with the cost of living rising dramatically.  It is in this light that I seek support from well wishers to support the tuition fees which would be needed as soon as possible.

My future goal is to further the Diploma into a degree while initiating community projects in social work.  I am optimistic that I will get some support to enable me continue with my studies.  Any support will be highly appreciated. Thank you so much.

Family History

I am the second born in our family with an elder brother and younger sister. Both my parents are small scale farmers. They work at our family farm where they grow different kinds of vegetables and tea. My elder brother works as an administrator with the police while my younger sister is currently at home after completing the Canada World Youth program (in March 2013). She is hoping  to join college. My parents’ income is not enough to support both myself and my younger sister.

Canada World Youth background:

I completed a six month exchange and international education program with Canada World Youth.  For three months in Sudbury, Ontario I volunteered with Habitat for Humanity.  During the stay I completed ecomentor training and delivered classroom visits educating children on conservation of the environment.  The following three months took place in Kimende, Kenya with KENVO (The Kijabe Environment Volunteers).  Here, I volunteered in tree planting, irrigating nursery beds, making presentations to the community e.g. climate change and I also organized community cleanups.

All these experiences had a great impact in my life. I developed independence and learned how to be responsible, have good time management, be in control as well as cope with challenging situations.  I continue to be involved with Canada World Youth by engaging in their activities with their partner organizations in Kenya.

Photo: Left to right:  Leah’s sister, Leah Wangui Ruiru, Leah’s mom, Leah’s dad, Dave Cuddy (EIP founder) PROGRAM INFORMATION:

Certificate in Social Development and Diploma in Community Development (3 years)

NAME OF THE COLLEGE:

KENYA INSTITUTE OF SOCIAL WORK AND COMMUNITY DEVELOPMENT. PROGRAM DESCRIPTION: (This program is recognized by Kenyan Universities for a joint degree program) COURSES: SEMESTER ONE CSD 3001: English CSD 3002: Communication Skills and ICT CSD 3003: History and Government of Kenya. CSD 3004: Social Development Work, Theory and Methods. CSD 3005: Social Policy and Administration. CSD 3006: Social Research Methods. SEMESTER TWO CSD 3007: Project Development and Management. CSD 3008: Human Growth and Development. CSD 3009: Sociology. CSD 3010: Law in Social Development. CSD 3011: Kiswahili. CSD 3012: Management and Administration. SEMESTER THREE CSD 3013: Community Health. CSD 3014: Economics. CSD 3015: Project CSD 3016: Field practicum. The courses for the Diploma program are: SEMESTER ONE ENG 999:   English (Optional) DCD 1101:  Communication Skills and ICT DCD 1102:  Introduction to Community Development DCD 1103:  Social Work Theory and Practice DCD 1104:  Economics DCD 1105:  Community Based Organizations DCD 1106:  Entrepreneurship DCD 1107:  Community Capacity building and Partnerships DCD 1108:  Resource Mobilization and Fundraising SEMESTER TWO DCD 1109:   Project Management DCD 1110:   Advocacy and Lobbying DCD 1111:   HIV/AIDS and other Pandemics DCD 1112:   Statistics DCD 1113:   Legal Aspects in Social Development DCD 1114:   Resource Management SEMESTER THREE DCD 1115:   Transformation and Social Marketing DCD 1116:   Community Development Methodologies DCD 1117:   Management of Community Concerns DCD 1118:   Community Leadership DCD 1119:   Gender and Development DCD 1120:   Project paper DCD 1121:   Practicum (part 1 before module two and 2 before module 3

REASONS FOR CHOOSING TO PURSUE COMMUNITY DEVELOPMENT ( Leah Writes)

I am interested in continuing with my studies but it’s impossible due to financial difficulties, so when I heard that the program Education is Power is looking for a female student, I just felt that now my prayers have been answered and I am going to achieve my dream. In 2007-08, I participated in the six month Canada World Youth cultural exchange and international education program.  Here I worked as a volunteer in different communities, encountering many social problems and gaining incite and inspiration to help others in my country. My education will allow me to overcome the gender discriminatory attitudes that are based on stereotypes and gender roles, which affect girl child education.  Most cases end up in low level jobs which are lowly paid thus making them live in poverty or  they can only depend on a mans support to survive, and therefore he dominates her, abuses and forces her to be a submissive housewife.  It’s through the power of education that the gender gap will close in terms of levels of participation access to resources, rights, power and benefits\salaries. I will also learn ways to handle our fragile ecosystem including environmental evaluations, rules and regulations practiced by community governments or any other groups to protect the environment.  I will be in a position to monitor and evaluate programs as well as implement them.  As well, I will gain a knowledge base for addressing youth unemployment problems and other unfortunate circumstances that afflict youth. This program will help one achieve a sense of accomplishment that will give an individual the confidence towards his\her goals and abilities.  In addition, I will build effective leadership skills, critical thinking skills, and learn to be in control and have an enthusiastic attitude.

Ultimately, I will secure an opportunity to get a job with good salary that will support my parents and my younger brother and sisters.

I will be very grateful for your assistance.

HOW THE COMMUNITY WILL BENEFIT FROM ME TAKING THIS PROGRAM. ( Leah Writes)

I will bring about change by expressing quality leadership, seeking choices in ecology, economics and ethics that will provide a sustainable future through eliminating ignorance, eradicating poverty and saying no to violence.

Public awareness and education will be enhanced through organizing clubs and associations to learn about HIV\AIDS, environmental education and entrepreneurship as well as establishing sustainable livelihoods projects.

(Leah Writes) I will:

– Offer training, which is the most important component in disaster management that will incorporate prevention, preparedness, response and recovery.

-Encourage participation (volunteering) in rehabilitation areas e.g. the forest, home care to underprivileged and the suffering to promote their personal dignity, education, self-determination and self-sufficiency.

-Help to eliminate constraints that may hinder project developments and foster a sense of ownership and willingness of the community to take over projects and sustain them.

-Provide targeted business management and technical skills to enable youth to develop viable business plans. -Provide equal opportunities for youth to realize their full potential, particularly among marginalized groups in society by giving them chances to facilitate programs and activities. – Help establish youth recreational facilities in order to overcome idleness. -Educate family planning methods to control population, sensitizing parents on the dangers of child labor, mobilizing members for commercial work to ensure food sustainability among others. -Assist in writing proposals and borrowing soft loans towards income generating activities\projects. – Network and collaborate youth groups to share ideas, experiences with an aim of empowerment and exposure that will help in character development. To ensure gender equality between girls and boys that is based on the concept that all human beings are free to develop their personal abilities without limitations.

Background of College Kenya Institute of Social Work and Community Development (KISWCD) is a Community focused development and training Institution without any Governmental, Religious or political affiliation.  KISWCD was initiated in 1997 and incorporated on 22nd June 2000 as a private company limited by guarantee.  The Ministry of Education, Science and Technology registered it on 22nd August 2002 as a training Institution.

The institute is managed by Board of Governors who are experienced in the areas of social work, educational institutions management, business management, human resources management, finance and accounting, psychology, environmental health, counseling and law among others.

KISWCD is a member of a number of International organizations and Associations and an examination center for KNEC, ICM UK, AQA UK, ABMA among others. The Institution offers Certificate and Diploma courses in Community Development, Social Work and Welfare, Project Management, Community Health and Counseling among others. A number of short courses and consultancy services are also available. In the last 10 years, the institution has distinguished itself as a center for excellence; drawing students from virtually all major NGOs, government departments and the private sector.  Foreign students from Uganda, Tanzania, Mozambique, Sudan, Somalia and Ethiopia are among those who have enrolled at KISWCD. It is located at Nairobi, Kenya.

For more information you can visit their website: www.kiswcd.co.ke

Updates

Photo:  Leah with her new baby boy “Eyan” in February 2013.  Leah decided that she will be ready to recommence her studies in June 2013.  At this time her baby will be old enough to by babysat while she commutes to her studies in Nairobi, Kenya.

Photo:  Leah makes a explains how important Education is Power for her and others.  February 10, 2013

CBC Quebec City Radio Interview – April 2009

The Perth Courier articles: (click on title to view article)  January 21, 2009:

Perth native continues to press for education is east Africa

Perth’s Dave Cuddy, above-right with Alexandre Trudeau at the
Jacque Hébert Memorial and Canada World Youth Global Citizenship
Awards in Montreal….

May 7, 2008:

Education project gains momentum: Perth Man raises funds to send Africans to university

The phrase “education is power” is more than just a few words to Perth’s Dave Cuddy.….

Le Papier Bavard – Laval University, Quebec City

March 31, 2008

À ne pas manquer, le 7 avril à 19:30:  soirée de chansons frncophones au profit d’un organisation humanitaire

Dave Cuddy (élémentaire) vous invite à une soirée de financement pour “Education is Power”…

For Canadian charitable status – expected spring/summer 2009

Trust Declaration of Education is Power

Formally known as the East African Education Trust

By this document the undersigned have created the East Africa Education Trust, an organization created and to be operated exclusively for charitable purposes. The Trustees are David Cuddy, outdoor educator, Larry Paul, retired minister of the Presbyterian Church of Canada, and Ken Cuddy, Ontario lawyer.

1. Background

The Trustee, David Cuddy, participated in a program operated by Canada World Youth (CWY) in 2006-2007. CWY is a Canadian charitable organization founded in 1971 by Senator Jacques Hebert.  The organisation partners with the Canadian International Development Agency (CIDA) from which most of its funding is derived.  The CWY program in which David Cuddy was involved was the Africa-Canada Eco-Leadership Program. This Program is part of the Canada Fund for Africa which was launched by Canada at the G8 summit in Kananaskis in 2002. The Canada Fund for Africa is part of Canada’s response to NEPAD which is the Plan developed by Africans to deal with the many problems of Africa in partnership with the G8 countries.

In the program in which David Cuddy participated teams of 18 individuals were created. All individuals were aged 17 to 29. Six individuals were from Canada, six from Kenya, and six from Tanzania. David Cuddy was paired to a young man from Kenya. The two of them lived and worked together for 6 months in Canada, Kenya, and Tanzania. The time in Africa involved living in an African home, and working in the local community. 

As a result of the CWY experience, David Cuddy became aware in a very personal way of the lack of opportunity for students in East Africa to receive a post secondary education. There are few schools, few teachers, no student loans for the average student, and little or no financial support from families of

students. David Cuddy discovered that members of his team had financial difficulty in completing secondary school (grades 9 to 12 in Canada) because this education is not free as it is in Canada.

African team members who were able to overcome the financial difficulty of completing secondary school had no opportunity to obtain any further education because of cost. It became apparent that the lack of education deprived the African team members of obtaining jobs reflecting their abilities.

The stark reality of the situation motivated David Cuddy to establish the East Africa Education Trust so that some East African students could obtain the education that matched their inherent abilities.

One of the organizations in Africa that partners with CWY is KENVO, a charitable organization in Kenya involved in forest conservation for both the biodiversity of the forest and also responsible and sustainable use of the forest for the livelihoods of people in the local communities. Some members of David Cuddy’s CWY team performed volunteer work for KENVO and as a result KENVO became a contact for the operation of the East Africa Education Trust in Africa (see Operation of Trust section below).

The experience with KENVO and other similar conservation organizations from Kenya and Tanzania that partner with CWY, led to the realization that there is a great need for education in Kenya and Tanzania on the sustainable use of the environment. The equatorial regions of Earth have a high concentration of biological resources and diversity. In Kenya and Tanzania there is also a high concentration of population and poverty in these diverse equatorial regions. The result has been that people in poverty in these areas have little choice other than to unsustainably extract resources from the environment. An example is found in the Kikuyu Escarpment Forests neighboring Nairobi, Kenya. Due to high population density, high unemployment and poverty, residents of these areas view the forest as an infinite resource that can be exploited for short term benefits without realizing that such action will lead to depletion and eventual elimination of these valuable forest resources. Thus an important focus of the East Africa Education Trust will be to give preference to students enrolled in courses associated with the preservation and responsible use of the natural environment (see Operation of Trust section below).

2. Objects

To raise funds to be applied to educational costs of male and female residents of Kenya and Tanzania aged 18 to 29. Consideration will be given at a later date to expanding the countries in Africa in which the Trust will be acting.

3. Operation of Trust

(a) Qualification

In order for a student to qualify for financial assistance from the East Africa Education Trust the student must satisfy the following conditions:

1. The student is aged 18 to 29 years and a resident of Kenya or Tanzania.

2. The student participated in a Canada World Youth program and/or worked for an agency in Africa that is a partner of Canada World Youth. The student must have a favourable reference from either Canada World Youth or its partner agency. The purpose of this condition is to have a reputable and informed screening of applicants by a third party. The Trustees may adopt other means to satisfy this condition and any such other means shall only be applicable if expressed in writing as an amendment to this Trust Declaration.

3. The student must demonstrate a lack of financial resources to obtain a secondary or postsecondary education.

4. Students must contribute financially to their education costs e.g. by part time or seasonal work, fund raising activities (fundraising activities are encouraged).

5. Students must be engaged in the sustainable development of their communities and natural environment. 

6. Students must promote the ideas of The East African Education Trust, CWY, and any partners of CWY through presentations and talks to their communities e.g. local schools, clubs, and other organizations.    

7. Students must have a keen interest and willingness to help create educational and practical workshops that will teach specific techniques on sustainable living in balance with the natural environment. 

8. The student must be attending a recognized secondary or post-secondary school in Kenya or Tanzania. 

9. Preference will be given to students enrolled in courses associated with the preservation of the natural environment including but not limited to environmental education, ecological agriculture, and the responsible use of the environment.

10. Students must submit and adhere to a budget for all costs while attending school including tuition, books, accommodation, food, and transportation to school. Budgets must include the details associated with each cost and include a time frame for the costs including due dates for tuition.  Preference will be given to students who can minimize accommodation, food, and transportation costs.

11. Students must inform the Trustees of any unforeseen changes in costs while attending school.

(b) Distribution of Funds

1. The Trustees shall select applicants satisfying the conditions of section 3(a), and the Trustees shall approve the designated school and courses for each applicant.

2. The Trustees shall determine the total amount to be given to each student and the allocation of this amount to the individual types of expenses.

3. The Trustees shall determine the contribution, if any, to be made by the student to all costs of the student while attending school.

4. Payments for a student shall be made periodically or on due dates in the case of tuition. The Trustees shall determine a schedule of payments for each student.

5. Payments for a student shall be made through a third party in Africa or directly to the party charging the expense, e.g., the school for tuition costs, the school bookstore, if any, for books, the residence or individual providing accommodation or food to the student etc. In this regard KENVO (a partner of Canada World Youth) has agreed to act as a third party to receive and distribute student

payments.

6. Receipts must be delivered to the Trustees for all expenses.

7. Funds must be forwarded to Africa in a secure manner through either a bank, Western Union, or other suitable means. The Trust shall pay for all costs associated with the transfer of funds to Africa including exchange costs from Canadian dollars to the currency of Kenya or Tanzania.

8. The Trustees shall consider any requests by students to amend the amounts and schedule of payments to the student based on unforeseen circumstances.

9. If for any reason a student ceases to attend the designated school prior to the completion of the course, then any refund of expenses that can be obtained shall be returned to the general funds of the Trust.

(c) Fund Raising

The Trustees shall raise funds for the purposes of the Trust by:

1. Letter, telephone call, email, and interview with targeted individuals and organizations.

2. Musical concerts.

3. Speech/talk to churches or other religious organisations, schools, service clubs, or other organisations.

4. Barbeques, potluck dinners, or other social gatherings.

Funds shall also be raised by individual selected students who contribute to their education costs by part time or seasonal work and/or their own fund raising activities.  Fundraising activities are strongly encouraged since they will allow students to become more positively engaged in their communities. 

(d) Trustees

1. There shall be a minimum of three Trustees, one of whom shall be David Cuddy. Trustees shall be selected by David Cuddy and if he is unable or unwilling to select the required Trustees then the other Trustees shall select the required Trustees.

2.  One Trustee shall be selected by the Trustees to receive and deposit money of the Trust into an account of a chartered bank of Canada, and to write cheques or otherwise distribute money of the Trust. This Trustee shall keep proper records of such receipts and expenditures and file any information or other returns required by Canada Revenue Agency or any other relevant body.

Initially Ken Cuddy is the Trustee designated for purposes of this section and funds of the Trust are to be deposited into the lawyers trust account of Ken Cuddy at TD Canada Trust. The Trustees are to be sensitive to the requests of contributors in the handling of funds of the Trust. 

3. No compensation shall be paid to Trustees.

4. Trustees shall minimize expenses of the Trust either by doing the work associated with the expenses or by utilizing the most economical means for each expense. The objective of the Trust is to try to have zero administrative costs except for the cost of transferring funds to Africa. This zero administrative costs objective shall be clearly communicated to all potential contributors to the Trust.

5. Trustees shall seek the advice and guidance of Canada World Youth and its partner agencies, other charitable organizations involved in education in Africa, and individuals with experience in education in Africa.

6. Trustees shall advertise the Trust initially through Canada World Youth and its partner agencies, and subsequently through such means as they shall determine.

7. Trustees shall disburse funds of the Trust to or for the benefit of students selected in accordance with this Trust Declaration.

8. Trustees may invest any funds of the Trust in a term deposit or guaranteed investment certificate of a bank or trust company authorized to do business in Canada. The Trust shall not own any real estate, stocks, or mutual funds.

9. In signing the bottom of this Trust Declaration each Trustee acknowledges and agrees that all money received by the Trust will be used only for the purposes outlined in this Trust Declaration and in accordance with requirements of this Trust Declaration.  Any subsequent Trustee shall also give the same acknowledgement and agreement in writing prior to becoming a Trustee.

This Trust Declaration is effective as of March 1, 2008 and applies to all funds raised after that date.  Amendments to this Trust Declaration shall only be made in writing signed by all Trustees and filed with Canada Revenue Agency and such other agencies as may be required.

Student Application for Education is Power

Formally known as the East African Education Trust

EIP student application 2013

Thank you for taking the time to complete this application.  We commend you in your efforts and wish you the best of success in your future endeavors.  Below you will find the list of requirements needed in order to become accepted.     

Student Requirements: 

1. Please Read the Trust Declaration titled:  Trust Declaration of Education is Power

2. After reading the Trust Declaration and providing that you agree with it and you will meet the qualifications, please submit the following information: 

a) Your resume which must include the following information:  your full name, age, gender, where you are from, past work and volunteer experience

b) The name of your school and program you wish to take with a program description and list of courses.  

c) A budget for all costs while attending your first year of school including tuition, books, accommodation, food, and transportation to school. Budgets must include the details associated with each cost and include a time frame for the costs including due dates for tuition.

3. Explain why you want to take this program.  (500 words) 

4. How will your community benefit from you taking this program? (300 words)

5. Why would it not be possible for you to take this program without outside financial assistance?   

a) Is your immediate or extended family able to contribute? 

b) Are you able to obtain a student loan from any government or agency and if not why not? 

c) How have you been paying for your expenses up to the present time? 

d) Do you have any savings to contribute to education costs?

6.  Explain some of your future goals and what you would like to do with the education that you will gain from your program of studies. 

7. What activities will you plan to raise funds?  Will you be working part time or seasonally to raise money?  By what other means will you try to raise funds?

8. Please describe your past experience with Canada World Youth and/or a Canada World Youth partner agency (ie: KENVO).  Please include the amount of time of your experience.  As well, please be specific about what you did and whether or not working with this/these organizations had an impact on your life.  Will you continue to be involved with this/these organizations? How? 

9. Submit two letters of reference from people that work for Canada World Youth or a partner organisation of Canada World Youth. 

Please email your completed application package to davecuddy@gmail.com by February 15, 2009

Click here to view Trust Declaration

Prospective new student for 2009-10:

Education is Power is currently seeking a young East African women who has a passion to study for the natural environment.  We believe that this is a good step for us to promote gender equality. We strive to practise the same ideals that we promote.  Quebec City resident and current Canada World Youth participant Genevieve Doyon is now working with KENVO in the same community that the current students of EIP are from in South Central Kenya.   Genevieve helped a great deal with EIP’s first fundraiser in Quebec City last winter (2008).  She is now helping to recruit the new student we are looking for and she is also dedicated to help with the EIP fundraiser being planned for March 2009 in Quebec City.  Gen returns from Kenya at the end of February 2009.    Click here to see the new student application form.

Genevieve Doyon, Current CWY participant in Kenya writes to Dave Cuddy:  January 12, 2009: 

Hi dave! Thank you so much for helping Edith (my counterpart) and I/ For Some reason I couldn’t write to you before.  Be sure that we are working on the application and we gonna send you the papers as soon as we can Sorry internet is not easy to reach here, we our best. Hope it is gonna work. I am very willing to give a lot of my time back home to help you with Education in Power! Take care and waiting for your call
gen, 

EIP student, Samuel Wakang’u Kiare writes to Dave Cuddy:  Janaury 13, 2009

I also received your Email talking about the idea of recruiting a lady and I, Dave Kuria -KENVO and Steve, met and discussed on that issue and we decided to put a notice in KENVO notice board requesting all the Canada World Youth past participant ladies who are serious and are interested to continue with their education in college or university to apply, the notice entailed the qualifications which we got from education is power and briefly what is all about education is power program.

Later I received you second Email now with what Education is Power is about in more detail, with the trust declaration and what each applicant is supposed to submit to you before 1st February 2009.  So far I have received several applications as follows:

1. EDITH WANGUI(GEN DOYONS COUNTERPART) WHO IS INTENDING TO DO A DIPLOMA IN TOUR GUIDING AND WILDLIFE ADMINISTRATION.
2. MONICAH WANJIKU NGUGI(HEATHER COUNTERPART) WHO IS INTENDING TO DO BACHELOR OF ENVIRONMENTAL STUDIES(COMMUNITY DEVELOPMENT)
3. NELLY WANGARI MBUGUA(I HOPE YOU REMEMBER HER DURING OUR CWY PROGRAM) WHO IS INTENDING TO DO BACHELOR OF ENVIRONMENTAL JOURNELISM.
4. LEAH WANGUI RUIRU (2007-2008 CWY PAST PARTICIPANT) WHO IS INTENDING TO DO DIPLOMA IN COMMUNITY DEVELOPMENT.

I have personally talked with them and explained to them all what is required from them and I gave them a printed copy of all what you sent me through the email and told them to submit their application to you before 1/2/2009.

Otherwise I also had some past participant men who were interested to be part of Education is Power and I had to tell them that they have to wait because first we have to fundraise for the current ongoing students(Steve and Sam) and now we are also recruiting  ladies.  They were satisfied  with that and they congratulated  you , I and Steve for coming up with such a noble Idea.  They also requested to be considered in future.  To me, this shows that the education is power program is starting to get momentum where in the future we are going to have a lot of applicants and its my hope that we are gong to get more donors and supports who are ready to support education in East Africa.

Prospective EIP student, Edith Wangui writes to Dave Cuddy – January 15, 2008

Hi, thanks Dave, this is edith, gens counterpart.  I am so happy for you.  I wish you can know the joy that you brought in my life.  Im so glad, thanks so much, may god bless you. I will keep in touch.  Im still preparing my documents.

EIP student, Stephen Kamau writes to Dave Cuddy:  Janaury 16, 2009

I am very grateful for the progress of the education is power with the idea of recruiting more and more needful youth into the program. I believe Samuel has informed you about our meeting and we announced for the applicants to apply. I also believe it would be a good idea to put on board a lady who has actually stayed for a while and continued to be engaged after participating in Canada World Youth. This is an issue I shared with Samuel and we believe it is going help see that they are not sidelined.  But with Geneveive’s counterpart being put on board could also be good as you had mentioned since this will likely make Geneveive  play a big role in fundraising.

Director of Kijabe Environmental Volunteers David Kuria (EIP’s advisor and distributor of funds in East Africa) writes: Janaury 21, 2009

Thank guys for the efforts,

Leah from Kagwe has also shown interest. She has gone an extra mile and enrolled for a community development course.  The more the applicants the better and then we can look for the strong and committed one.

David Kuria

Future Job Possibilities

Samuel Replies:

One of the main reasons why I decided to do this course is because in Kenya, tourism is the backbone of the economy and from where I come from its well known for touristic features, its also has some of the most famous Kenyan national parks, eg Maasai Mara National Park, Lake Nakuru National Park, Hells Gate National Park, Aberdare National Park among others. Thus most of the tour firms, companies and national parks among others are always looking for qualified people to help to manage these. Further more KENVO is starting an eco tourism project this year and they will need people to manage this.

It is my dream and plan to begin the Outdoor Education Centre for local kids and as well international clients. This would be in my home area of the Great Rift Valley. This will become much more attainable once I have completed this schooling.

Stephen replies:

I believe there are many job opportunities, but with a lack of accreditation or papers it is a problem, having nothing to present to employers except for my secondary school certificate which does not have much value these days.

After undertaking this course I plan to extend my knowledge on wildlife management and conservation approaches to be applied to teach other people, clients, school kids among others, the importance of our natural resources. Still the tour guiding part will build my skills in handling visitors and clients during environment educational sessions. The knowledge will also be passed on and applied in guiding clients/organized groups, school kids among others during forest walks and hiking.

I have already developed a marketing paper for the proposed school outdoor centre for KENVO and it is being edited so as it can be sent to various schools in Nairobi. The outdoor school has great potential we already receive local school kids regularly.

Empowering and Promoting Environmental Education in Schools.

Contact Persons: Samuel Wakang’u Kiarie, Stephen Kamau

P.O Box 49, 00221.Matathia.

Kenya.Tel: +254723519144.

E- Mail: wakangukenvo@yahoo.com kamaukenvo@yahoo.com

Dave Cuddy davecuddy@gmail.com

Canada tel:  (001) 613 267 5676

Amount of Funds Requested: Kshs. 1,410,532 (Ca$ 25,646)

Executive summary.

The goal of the project is to ensure in perpetuity the conservation of the Kikuyu Escarpment forest rich biological resources through strengthening of environmental outreach education programs in schools. The project will be implemented in Lari Division, Kiambu District in Central Kenya. The site is 50km from Nairobi the capital city of Kenya. The project will assist in creation of environmental awareness through school outreach programs. It will involve both local and international primary and secondary schools.

The Kikuyu escarpment forests is listed as an important biodiversity area (IBA) because of its rich biodiversity. The biodiversity includes birds that are threatened species and an especially high population of the globally threatened Abbotts Starling. Among the Kenyans 60 IBAs, the Kikuyu Escarpment forest is listed in the highest priority category that is critical for conservation action (Bennun and Njoroge, 1990)

The exploitive behavior of the biodiversity and unsustainable practices pose a threat to the continued existence of the forest. Past environmental conservation measures have failed to prioritize sensitization and education of the school children of the consequences of environmental degradation. Environmental and biodiversity awareness in schools should be raised if sustainable development is to be attained. Many of the threats that are facing the forest reserve are due to inadequate or lack of knowledge and understanding among the populace about the important of the forest and the need to conserve them.

By reaching out to the school children, the project will supplement KENVO’s efforts geared towards environmental education, campaigns and awareness activities about the forest. There is a recognized need to develop an education school outreach program in the area.

The project will be implemented by a team drawn from KENVO members. The project activities will involve organizing trainings on how to establish and manage tree nurseries, waste management and recycling, energy conservation, pollution control, leadership and team building trainings, initiating bird watching activities by putting up bird feeding tables and birdfeeders in schools, organizing field studies that correspond with school syllabus, forest walks and hikes for the students, Organizing nature fair that will involve exhibition, dramas, artwork, dances among others with environmental theme, Organizing educative exchange visits among the schools and introducing the student into new technology.

The project is expected to foster among the students a better understanding of environment and all what it entails. It will also instil them with a sense of mutual responsibility and commitment to the resolution of the environmental problems. It will also help in promoting among students the acquisition of skills necessary for effective involvement in environmental conservation and management.

This project is designed to take a period of one year and is estimated to cost Kshs. 1,410,532 (Ca$ 25,646).

Background Information

Project Area

The Kikuyu Escarpment forests are located in central Kenya and mainly in the Kiambu district. The forests lie 00 56 ‘ S and 036 40 ‘ E, 50 km north west of Nairobi. The forests cover an area of 37,000 ha comprised of distinct forest blocks, namely: Uplands (3499.8 ha), Kinale (10504.87 ha), Kereita (4722.15 ha), Kamae (3024.49 ha), Raggia (3591.1 ha) and Kieni (13,000 ha). The altitude range is between 1800-2700 feet above sea level.

Climatically, the area is wet (estimated annual mean temperature of 15°C), with rainfall reaching a maximum of 2400 mm annually. The climate is generally characterized by two rainy seasons from April to May and from November to December.

The forest area presents a deeply dissected topography that drops along impressive fault escarpments towards the Rift Valley. The steep sided valleys contain fast flowing permanent rivers.

Kikuyu Escarpment forests are high altitude forests (montane) and appear to have recovered from massive logging in the middle of the last century. Closed canopy forests currently covers approximately half of the gazetted reserves, most of which is a simple block in the east central part of the reserve. There are extensive areas of plantation and cleared land on the western perimeter of the main block, and the western strip and southern sections are a patchy mosaic of degraded forest remnants, scrub, cultivation and plantation. Various vegetation zones can be distinguished, including the closed canopy, bamboo zone and sub alpine vegetation.

Importance

Fauna

Kikuyu Escarpment forest is internationally recognized as an Important Bird Area (IBA) in Kenya (Birdlife International, 2000; Bennun and Njoroge, 1999). The area is ranked critical for the conservation of birds now forming an important biodiversity area (IBA). Over 200 species of birds have been recorded.

The forest holds globally threatened birds, such as the Abbott’s Starling (Cinnyrincinclus femoralis). The forest also holds 40 out of 70 species of the Afro- tropical highland biome species, and three of eight species of the Kenyan mountain endemic bird area. Regionally threatened species found in the forest include the African Crowned Eagle, African Green Ibis, Jackson’s Francolin, Red Chested Owlet and the Ayres Hawk Eagle, among others. Hartlaub Turaco and Bar Tailed Trogon are other characteristic and spectacular birds of the Kikuyu Escarpment forest.

The forest hosts large mammals of international conservation concern, among them the elephant (Loxodonta africana). Some predators include the leopard (Panther pardus) serval cat (Felis serval) and civet Cat (KIFCON, 1994). The forests are rich in primates; the most common ones being the black and white Columbus monkey (Cercopithecus mitis) and baboons (Papio anubis neumanni) and the Sykes monkey.

Three near-endemic butterfly species occur, namely Charaxes nandina, Neptis kikuyuensis and Neptis katana (Larson, 1994).

Several amphibians endemic to central Kenyan highlands are thought to occur in the forest as well. The other biodiversity values of the site are little known.

Flora

The forests host a wide variety of plant species. Species of economic importance include hardwood species such as camphor (Ocotea usambarensis), cedar (Juniperous procera), podo (Podocarpus latifolius). Other notable plants include magnificent giant tree ferns (Cyathea manniana) along the river line.

Water Catchments

Kikuyu Escarpment forest, together with the Aberdares, play a critical role in water catchments for the country and form one of the five “water towers” of Kenya. The large Escarpment water catchments reservoir combined with that of the Aberdares is probably seconds only the Mt. Kenya in terms of importance (PPCSA, 1999). The densely populated area adjacent to the forest relies primarily on the water flowing from the forests. A survey carried out by the forest department puts the value of forests as water catchments to the tune of Kshs. 2,050($32.00CAD) per ha per year in 1994 (MENR, 1994).

The forest provides other services to adjacent communities. These services include: trapping and storing rainwater, regulating river flow and prevention of flooding, helping recharge ground water tables, improving soil fertility, reducing soil erosion and sediment load in river water, helping regulate local climate conditions, and acting as carbon reservoirs and sinks. The forests have important cultural, ceremonial and recreational sites, as well as providing a variety of wood and wood products.

Project Statement

The Kikuyu Escarpment forests are arguably one of the richest areas for plant species in Kenya. Nature Kenya ranks the area in the highest priority category for conservation actions because of its unique fauna and flora and in critical need for conservation actions.

This project has resulted from the work we have done with KENVO in and around Kikuyu Escarpment forest through involvement of Schools and community in forest conservation. In one of the baseline surveys on the forest and environment related activities, it was revealed that though the pupils and students in schools and the youths form the majority of the population, they are poorly involved in environmental activities. As the youths and school kids struggles to escape from threatening poverty and due to demands for certain forest products, they engage in a number of unsustainable forest activities including illegal logging and charcoal burning.

The research findings were confirmed by deliberations at various meeting and concluded that the school community needs to be enlightened on the importance of forest conservation and related benefits.

Objectives.

The project has a broad, long-term objective of facilitating sound conservation and management of the Kikuyu Escarpment forests. It has the following specific objectives:

Ø To create awareness on biodiversity conservation and management within the entire community, this will involve training on birds’ study as tool of conservation among others.

Ø To foster among the students the better understanding of environment and all what it entails.

Ø To instil in student a sense of mutual responsibility and commitment to the resolution of the environmental problems.

Activities

To achieve the above objectives the following activities will be undertaken and will include Organizing training on;

• Tree nursery establishment and management.
• Garbage management and recycling.
• Energy conservation.
• Pollution control.
• Leadership and team building.
• Initiating bird watching activities by putting up bird feeding tables and birdfeeders.
• Organizing field studies that correspond with school syllabus, forest walks and hikes for the students.
• Organizing nature fair for school that will involve exhibition, dramas, artwork, and dances among others with environmental theme.
• Organizing educative exchange visits and field studies.
• Networking between local and international school. This will involve linking local and international schools through Internet where they will be expected to share ideas and experience in environmental issues.

All the above named activities will be carried out in various areas depending with the topic and the schools’ interest e.g. KENVO resource centre which has an auditorium where we will be offering training and then take them to the local forests for field study, which is very rich with different species of plants, animals, birds, rivers, water falls, caves among other beautiful and great features. We will also be visiting schools to train and assist them on how to start these activities on the ground.

Project Implementation

This project will be implemented by a team of KENVO members:

Project Team background

We are Kenyans who have participated in 2006-2007 Africa-Canada Eco-Leadership program that is managed by Canada World Youth. We voluntarily worked for three months at Canadian Ecology Centre, which deals with outdoor education in schools. We also volunteered for another three months with Vijana Education Centre in Tanzania-Africa which deals with youths and student programs. During these periods we gained a lot of skills, knowledge and experience on how to start and manage a school outdoor centre. Back here in Kenya we work voluntarily with Kijabe Environment Volunteers (KENVO).

KENVO is a Community based organization in Lari Division, Kiambu District in Central Kenya. It’s 50 kilometers from Nairobi (capital city) and was formed in 1994 and was registered with The Kenyan Government in 1996. KENVO strives to conserve the natural habitat and their biological diversity by working with local community and partners through provisions of conservation information and education. This is with the vision of ensuring that Kikuyu escarpment forest and other natural resources will be conserved for their biodiversity importance and support to the livelihood of the local community.

In KENVO we have initiated a small outreach program with just a few schools with a few activities e.g. tree nurseries/planting, Bird watching, forest hikes and clean ups in the local town. The schools fully like and support this program and now they are requesting for more activities, which are also environmentally focused. Other schools in the Division are also pushing us hard to incorporate them as well. We are sure we can meet their request and we are capable of providing the services they require because we have the skills and experience but we are limited by the funds.

Project Team members

Stephen Kamau Wairimu: Aged 28 years, has a certificate in tour guiding and certificate in Global positioning system, very experienced in Geography and ecology, Bird watching and have participated in a number of forest researches. He has a good knowledge and experience on garbage management and recycle.

Samuel Wakang’u Kiarie: Aged 24 Years. Has a Diploma in Information Technology, Certificate in Ornithology and biodiversity assessment, and certificate in Global positioning system. Has good leadership and management skills, well experienced in school outdoor activities with team building and teaching, and has project implementation and management skills.

James Kamau Manyara: Aged 26 Years. Has Diploma in wildlife and forest conservation, Diploma in community development and certificate in Ornithology and tour guide, Certificate in fresh water lake fish monitoring. She is very experienced in plant identification, bird watching and tree nursery management.

Leah W. Mwangi: Aged 32 years, has a Bachelors of Arts in Anthropology, She is an experienced high school teacher and currently coordinating the school outreach program. She is skilled in capacity building, project management and financial management. She will play an instrumental role in programming of school networks and exchange visits.

Dave Cuddy: From British Columbia, Canada is 24 years old, and has a Diploma in Outdoor Adventure and Small Business. He has a good deal of experience working with children in outdoor education, incorporating leadership, team work, personal development, and environmental education. He will play an important role in fundraising for the project and facilitating international clientele.

School Patrons support committee

This committee is made of the school club patrons both secondary and primary and they work hand in hand with KENVO to coordinate the running of the environmental education in the schools. They meet once per term, which is three times per year to program and develop work plans for the schools in Lari Division. Their main role is to advise KENVO on education policies and how to integrate the environmental education with the school curriculum. They will continue playing the same role in this project as they will be the actual implementers of the project activities in the respective schools.

The project will also involve most of the KENVO members in implementation of this project since they have good and diversified knowledge and skills on environmental and community development issues.

Project Sustainability.

The key to the project sustainability is that the project activities are going to benefit schools and generate incomes. The local schools will be in charge of the project and implement the project and hence ensure ownership of the project. The project is going to empower the schools by assuring their participation in every phase of the project. Already the schools patron committee has been involved in the project identification and design.

The committee will further take a key role in project implementation, project monitoring and evaluation. The project will also encourage patrons and schools members’ participation in both project activities and a project implementation committee to be formed specifically for this project. The project has a component on strengthening the capacities of schools patrons and student members in project management.

This will be possible because we will put in place an affordable fee for all the schools which will be participating in various project activities. This money will be used to facilitate the project activities by buying more training materials and equipments, paying the trainers among other things.

As it is not possible for every Kenyan student to afford such a program, it is our plan to make this possible by attracting international clientele for the areas of eco-tourism and exchange with international schools. This business will generate profits to sustain continued environmental education with large amounts of Kenyan children.

It is our future plan that we shall start an exchange program between the local and international schools. This will involve student’s overseas flying to Kenya and vice verse where they will be volunteering at the environmental centre, participating in organized debates/forums, team building activities, trainings on environmental issues, among other activities. This will help the student to gain more skills, knowledge and experience on matters affecting the environment both locally and globally.

It will also promote culture exchange and international peace among the students worldwide. We will also be expecting the university students from all over the world to come and be assisted to do their thesis, researches and surveys under minimal charges, this is because we have the skills and experience on these particular activities.

Implementation Plan

Budget.