climate

Kenya youth inspire action
on climate change

The Young Change-Maker’s Take Action booklet is produced as part of the International
Climate Challenge (ICC) project (2008-2011). ICC is an education and action project for
young people, developed and co-ordinated by InterClimate Network Ltd (UK) and
funded by Barclays PLC. In Kenya, ICC is administered by ERMIS Africa.
The booklet is based on key sessions from the ‘Young Change-Maker’s Action Workshop,
held at Elsamere Field Study Centre, September 2010. The Naivasha workshop was
delivered in partnership and with joint funding from the African Fund for Endangered
Wildlife (AFEW).
The main text is taken from the workshop sessions, along with contributions from ICC
schools. Photographs from ICC staff and ICC school groups.
Edited by Greig Whitehead and Milka Wanjiru (ICC).
Design & layout by Grace King’ori (Jacaranda Designs Limited)
October 15th 2011

Young Change-Makers
Take Action
Based on key sessions from the
Young Change-Maker’s Action Workshop
Naivasha, Kenya Sept 2010
1

Foreword
Youth in Kenya are more often than
not, unemployed. The percentage of
young people transiting from primary
to secondary schooling and then
progressing to university can be
shown as a rapidly declining curve. For
those that graduate at both secondary
and tertiary levels, employment and
business opportunities are difficult to
find. Many youth in their late teens and
early twenties find themselves idle and
disenfranchised: excluded from the
mainstream.
And yet from another angle the youth
of Kenya can be seen as the nation’s
most valuable resource; an asset
that is hardly tapped – whether it
be by Government, civil society or
the corporate world. This enormous
resource has much to offer. Kenya has
many challenges and its youth could
be specifically trained and gainfully
employed to help tackle the many
obstacles that Kenya, like most other
African countries, needs to solve.
This booklet and enclosed video lays
down an agenda for positive youth
participation in reversing environmental
degradation and tackling the onslaught
and vagaries of climate change. Both
booklet and video reflect the obvious
commitment from young people,
once they are equipped with a clear
understanding of the issues and the skills
to mobilize change – for themselves and
for others.
Youth need to be included as an active
and positive force to help bring about
change, at all levels of society. There is
much to do and as climate change begins
to bite, only limited time to do it in. So
let’s get started now!
Greig Whitehead
Programme Manager
International Climate Challenge
Kenya
2

Contents
Foreword...............................................................................
Acknowledgements..............................................................
Introduction..........................................................................
Youth Leadership..................................................................
Ecosystems and Biodiversity................................................
Climate Change....................................................................
Youth & Schools for a sustainable world................................
Sustainable Development :Case Study..................................
4 Sustainable Development Themes.....................................
Action Action Action.............................................................
Green Business And Sustainable Solutions...........................
Action Action Action.............................................................
Youth, School and Community Action...................................
Action! Action! Action!..........................................................
Stories of Change & Sustainability........................................
ICC gives birth of CATs........................................................
Fuel 4 Schools.......................................................................
Kenya Climate Challenge Project
(KCCP) - 2011/2012..............................................................
A day at Sigona.....................................................................
Photo Gallery.......................................................................
Thoughts from the ‘Democracy Wall’.....................................
List of participants Naivasha Workshop.................................
Workshop DVD.....................................................................
3

Introduction
This booklet comes as the result of
a 5-day intensive training workshop,
run by the International Climate
Challenge (ICC) in conjunction with
the African Fund for Endangered
Wildlife (AFEW) in September
2010. The Young Changemaker’s
Action Workshop, brought together
a total of 46 student leaders, from
ICC clubs in 23 Kenyan secondary
schools, 4 Out-of-School youth
(formerly ICC club members) and
6 teachers, along with ICC staff
members and facilitators from
associated organisations.
What was planned as a new
and experimental venture for
ICC/AFEW, turned out to be an
inspirational event. The youth
were not only articulate, they also
showed very strong commitment
to the issues and a high level of
motivation to be involved and to
make a difference. They showed in
fact that youth had the capacity to
stand up and be counted as a force
for positive change in Kenya. They
showed that they could indeed
become ‘Changemakers’ for their
communities.
The ‘Naivasha Workshop’ (as
it came to be known) took
place at the beautiful Elsamere
Conservation Centre, on the
shores of Lake Naivasha. It was
observation, It was learning, it was
action AND it was fun! The days
centred on topic sessions, which
took students through a logical
progression towards developing
ideas for future action (see fig.
1). This booklet features the
information that was presented
and derived from those sessions,
including comments and ideas
from participants, on colourcoded
cards which became a selfmade
’Democracy Wall’, reflecting
the progressive process of the
Fig. 1 - Workshop ‘Topic Sessions’
(1) Youth Leadership
(2) Ecosystems and Biodiversity
(3) Climate Change
(4) Sustainable development (CASE
STUDY)
(5) Green Business & Sustainable
Solutions
(6) Youth, Schools and Community
Action
(7) ACTION! ACTION! ACTION!
4

workshop. It also demonstrates examples
of practical solutions to local concerns
that have been developed by students
and highlights examples of different ways
in which innovative school activities have
brought significant changes to peoples’
lives
Some very memorable moments have come
from those five days on the edge of the lake,
including a spontaneous language session,
where students talked about climate change
in 11 different tongues; an observation
and learning tour of Elsamere; a hands-on
demonstration of renewable fuel briquettemaking;
wonderful song, dance and drama
talent shows and the final night around
the roaring camp fire, with an unexpected
visitor looming out of the lake. All this and
much more is captured in this booklet and
on the accompanying DVD.
For young people, please read and inwardly
digest this booklet, as a template for action
on local environmental and social issues.
For older readers, please view this booklet
as a pointer towards youth involvement
and action in helping steer a new and more
sustainable direction for Kenya and its
people.
Memories of Naivasha
• Seeing the Hippo at night.
• The wonderful meals.
• Learning how to map oneself.
• Interactions in the group
• Spontaneous sessions.
• Dreams can be real!
Dig a hole, plant a tree, give it water, and make it survive. That’s what makes the difference – Wangari Maathai
5

1. Youth leadership
Facilitators: Bancy Kibutha and Leah Muigai,
Centre For Transformational Leadership, Nakuru.
Mapping your identity
As a way of introduction, the facilitators
used social identity maps of themselves as
an example for participants to follow(See
Fig, 3)
The students were then encouraged to come
up with their own identity maps to help
know each other better. The uses of social
identity map were stated as for identifying,
comparing and categorizing
What is leadership?
Students selected a photo out of many
provided that, in their mind, best described
a leader. They then had to give reasons why
they chose them. In essence what qualities
does a leader need (see Fig. 1)
Definition of Leadership
The art of mobilising others to want to struggle for
shared aspirations. J. Kouzes * B. Posner
“If I had not been in prison I would not have
been able to achieve the most difficult
task in life, and that is to change myself.
You cannot change society if you have not
changed yourself.” Nelson Mandela
Youth action to tackle climate change
Participants were posed the question: how can we
motivate our fellow youth to want to tackle climate
change? (Fig. 2)
Fig. 1 What is Leadership (from the cards)
• Leadership is all about strength and
power
No, its about about responsibility;
• Leadership is all about trustworthyness;
• Being a leader requires enlightenment,
consultation, conquering and thinking
ahead;
• a leader solves conflicts, brings people
together and maintains transparency;
• A good leader is mindful of others and
treats everyone equally;
inclusiveness using consultation and
visioning;
• A good leader leads from the front and is
a servant to the team but adventurous.
Direction, Alignment and Commitement
D
I
E
R
E
C
T
I
O
N
Leadership
Fig. 2 Motivating young people (from the cards)
• Approach them from a youth perspective using ways that appeal
to them.
• Being real with them.
• Sharing the knowledge on the (ICC school) projects.
• Be adventurous – take people out there to see the impacts.
• Helping the youth own up the projects e.g by appreciating them.
• Leaders to be servants by working together and leading by example.
• By making the youth accountable for their actions.
• Set objectives to be achieved and celebrate little victories.
• Help them to start small and achieve big.
C
OMMITMENT
Things that were chosen i.e.: reading,
friends, career, etc.
Things given that cannot be changed i.e.
daughter, Kenyan, parents, tribe, dark, short, etc.
Things that describe one’s character i.e.:
responsibility, trust , love, wisdom, etc
A
LIGNMENT
A leader is the one who knows the way, goes the way 6 and shows the way

In small groups, the students discussed and then drew out their vision in the form of a tree
(see Fig. 3)
Fig.3
Branches
Fruits we
want to bear
root
The input we
need to achieve
our vision
Branches - The fruits we want to bear (the vision)
Environmental sustainability, social enhancement, economic
enhancement i.e. foreign exchange from ecotourism. clean
environment by 2030, conducive environment for development,
environment friendly generation, reduce carbon emissions,
reduce desertification, beautification and eco-tourism,
increased vegetation cover, clean air and water resources,
reduction of climatic related diseases, economic
stability (growth), green environment, reduction of
poverty, carbon sinks.
stem
the support
we need
Stem - The support we need to achieve the vision
Teamwork, together we can achieve more,
involve young people, leaders coming up with
youth initiatives like kazi kwa vijana, support
from farmers by using organic fertilizers, proper
disposal by industries, nurture trees, dissemination of
information by youths.
Roots - The resources we need to achieve the vision
NGOs and Government, awareness, community
projects, capital (money), funding from the older
generation, support from school management,
enlightment and commitment, tree planting, sensitization
(using poems and songs).
7

But beware of vision killers!
Mental models = Deeply rooted
assumptions, stereotypes, or beliefs.
•
•
•
The way we think or act – the
framework that we use to make sense
of our experiences.
Our mental models determine how
we treat others. Consciously or
unconsciously.
Mental models can be positive or
negative. They could lead to isolation
and the ‘blame game.
All wazungus are rich; Americans
are loud; Luos are proud and bossy;
Kikuyus only think of money!
BE POSITIVE!
From observations made it was
concluded that negative mental
models limit us and that positive
mental models with an attitude of: ‘I
can do’, ‘I am able to’, ‘Yes we can’
will help to achieve a vision.
Mental models about climate
change given by students.
Fig. 5
• Climate change is beyond our control
• It’s a punishment from God
• The end moments are here
• Action should be taken by the ICC groups
only
• Climate ambassadors are anti-development
• The new constitution will automatically
mean a better environment
• Finish school first and then think of climate
change.
• History repeats itself e.g. drought in 1960,
etc.
• Assumptions by the older generation that
young people know nothing
• Planting trees and collecting litter (dirty
work) is the work of the poor.
Fig. 6 It helps to be a good communicator
Some barriers to effective communication
(given by participants)
Language, Distance, Disruption, Hostility.
Physical disability (i.e. deafness, blindness),
Timing, Age, Prejudgments (mental models},
Negative attitude toward people, Tone of
the voice, Emotions (consider the emotional
state of the people), Poor listening, Culture,
Discrimination (i.e. status in society), Mode of
communication, Stereotypes.
Treat the Earth well. It is not inherited from your parents,
8
it is borrowed from your children - old Kenyan proverb

2. Ecosytems and Biodiversity
Facilitator: Judy Sembe, African Fund for Endangered Wildlife (AFEW)
The Ecosystem is a dynamic interaction
between plants, animals and microorganisms
working together as a
functional community; it is a self
supporting system including all living
organisms. It is a vibrant system made
up of soil, water, heat, light and all living
organisms. Disruption of the ecosystem
causes imbalance.
Biodiversity encompasses the variety
and variability of living organisms, and
the ecological complexes in which they
occur. Biodiversity includes genetic
diversity and species diversity, thus
leading to the variety and abundance of
different types of organisms.
Classification of ecosystems
The largest ecosystem is the biosphere,
which is divided into grasslands, forests,
deserts and aquatic areas.
Deserts
• Barren or scarce vegetation
• Hot days and cold nights.
• Low and unreliable rainfall
• Very few large mammals
• High winds and sand storms
• Flora - euphorbia, dates, ephemerals
(short lived plants)
• Fauna - ants, locusts, snakes, rabbits,
and ncturnal animals
Examples – Sahara, Kalahari
Aquatic ecosystems
Types:
a. Marine (seas & oceans)
b. Fresh water (rivers)
Temperatures, salinity, oxygen and flow of
water are important factors.
Forests
Types
a. Tropical, dry, upland, montane,
mangrove
b. Indigenous and plantation
Characteristics of a forest
• High temperature and humidity
• Rich bio-diversity
• Soil rich in micro organisms
• Abundant termites, birds, monkeys,
ant eaters, bats and leopards.
Examples – Kakamega Forest, Mau Forest
Grasslands
• Few scattered trees
• Many species of grasses
• One or two canopies
• Simple structure - rapid plant growth
• Low rainfall (less than a forest but more
than a desert)
• High temperature
• Kenya has tropical grasslands (savanna)
Home for the largest herbivores such as
giraffes, zebras and elephants
Examples - Maasai Mara and Amboseli
9

Students brainstormed on various aspects
related to ecosystems:
Importance of ecosystems
• Creates a balance for our environments
• Movement of energy
• Ensures continuity of a species
• Provides food and water
• Raw materials e.g. minerals and venom
• Beautification and aesthetic value
• Brings foreign exchange from tourism
• Purification of the environment
• Provide habitats for species
• Supports soil formation
• Prevents soil erosion
• Regulates climate
• Facilitates cultural and spiritual recreation.
Some threats to ecosystems
• Forest fires
• Human encroachment
• Overstocking and overgrazing
• Over-exploitation
• Lack of awareness
• Sand harvesting.
• Land degradation.
Intervention
• Initiating school micro projects for:
o Environmental conservation
o Water conservation
o Energy conservation
o Food security
o Waste management-
• Awareness raising
• Observe important environmental days
• Carry out activities like clean-ups & tree
plantings
• Field trips and locality studies
• Networking through clubs and joint forums
• Use of ICTs for fast communication
• Active participation in community projects
Areas of curriculum links to
ecosystems
• Biology
• Geography
• History
• Mathematics
• Languages-poems and essays
• Artwork and painting.
Elsamere field study
In the afternoon we went on a field
study of the Elsamere conservation
area. They were taken first to the shore
of Lake Naivasha. Anthony, our guide
pointed out that some time back the
lake was invaded by the Hyacinth plant,
but that this has now been checked by
biological control , through introduction
of beetles which feed on the unwanted
weed.
A question was raised on what caused
the death of fish in Lake Naivasha early
this year (2010). Anthony explained
that prior to the heavy rains their was a
prolonged drought and when it rained
some decaying matter was washed
into the lake, leading to rapid growth
of algae, which caused fish to suffocate
because of a lack of oxygen. The cause
of the deaths was not the result of
poisoning from flower farms, as many
people believed.
References.
Cunningham and Saigo (1990). Environmental
Science – A global concern, Wm. C. Brown
publishers USA.
AFEW(K) LTD, 2008, ESD Thematic Park for
Secondary schools, Nairobi.
Humans merely share the Earth. We can only protect
10
the land, not own it - Chief Seattle

3. Climate Change
Facilitators: Njeri Kuria, Miriam Githongo, Greig Whitehead,
International Climate Challenge (ICC).
The session was visual, using videos to
promote group discussion
VIDEO No.1 - ’40 Voices’ – a video of
people of different ages in the iCC London
conference (2009) giving their views on
climate change. Students and teachers were
asked to watch carefully and then select the
most meaningful comments that they could
best identify with. Each participant then
wrote their comments on the coloured cards
provided.
VIDEO No.2 - ‘The Beginning of the End’.
A video about climate change and its effect
on Lake Naivasha and the Naivasha region.
Students and teachers were asked to
comment on the main points they learned
from the video, related to climate change
and environmental issues in the Lake
Naivasha region.
Feedback from students on Video No.2
• Rapid population growth has put pressure on
the Lake Naivasha ecosystem.
• With increase in population there is pressure
to use more land for cultivation and
people are even cultivating on river banks,
threatening biodiversity and the well-being of
Lake Naivasha
• There is a difference between what we see in
the video and what was saw on the ground.
Hyacinth and low water levels were seen on
the video because there was a drought when
it was shot.
• Human activities have had a negative effect on
the lake for instance river bank cultivation and
diversion of the water from the River Malewa,
for irrigation purposes.
• Cutting down of trees in the catchment areas
is having a negative effect on Lake Naivasha,
as it leads to siltation and reduced water
levels as well as pollution of the lake.
Feedback from students and teachers on
Video No.1
• We should all stop eating meat? (It
takes more energy to produce meat
compared to plant foods)
• To start fighting climate change at their
own level, irrespective of economic
status, age etc.
• The little things we do, like picking up
litter or planting a tree, can make a
difference
• People should be educated because
they are ignorant about climate
change.
• We should not rely on big companies
for positive change – we can all make a
difference
• Too many lights in cities means that we
cannot see the stars well
• Individuals should have the
commitment to do something about
climate change
• Change should start from within; it
should start from the ground (local)
level
• Changing attitudes is important,
because small actions make a
difference
• Youth should get more involved in the
action to tackle climate change
• We need to come up with positive
ideas to mitigate climate change.
• The change required is massive but
working together will make a big
difference.
• Most people who talked stressed the
vital role of youth in the fight against
climate change.
11

CLIMATE CHANGE IN AFRICA:
is the threat real?
The following is a report from the
Daily Nation, Kenya, 2009.
A recent report warned that Kenya’s
food security is under threat from
climate change. In recent findings,
the United Nations Environment
Programme (UNEP) says the
agricultural sector is losing up to
200 billion Kenya Shillings revenue,
because of soil erosion.
“Changing environmental factors
related in part to climate change
have already had an impact on food
security for Kenyans.”
The report says productivity in high to
medium potential lands is declining
in the face of growing demand for
food and other agricultural products.
Some 400,000 Kenyans who grow
60 per cent of the tea in the country
risk losing their livelihood if a
temperature rise of only two degrees
Celsius occurs due to global warming,
as large areas would become
unsuitable for the crop.
The experts have also sounded the
alarm on the destruction of water
catchment areas. The five ‘towers’
– Mau Forest Complex, Aberdare
Ranges, Mt Elgon, Cherangani Hills
and Kakamega Forest – are all under
threat.
“Large-scale, uncontrolled human
activities like charcoal production,
logging, settlement and crop cultivation
pose a huge threat.”
(Extract from ‘Daily Nation’ by
Benjamin Muindi, 2009)
LAND AND WATER: Guiding Principles for
Adaptation to Climate Change
Preamble
Land and water resources, essential to
development and livelihoods, are particularly
vulnerable to impacts of climate change.
Actions to adapt to climate change through
an integrated approach to land and water
management are urgently needed.
Guiding Principle No. 1 (Sustainable
Development)
Adaptation must be addressed in a broader
development context, recognizing climate
change as an added challenge to reducing
poverty, hunger, diseases and environmental
degradation.
Guiding Principle No. 2 (Resilience)
Building resilience to ongoing and future
climate change calls for adaptation to start
now by addressing existing problems in land
and water management.
Guiding Principle No. 3 (Governance)
Strengthening institutions for land and water
management is crucial for effective adaptation
and should build on the principles of
participation of civil society, gender equality,
subsidiarity and decentralisation.
Guiding Principle No. 4 (Information)
Information and knowledge for local
adaptation must be improved, and must be
considered a public good to be shared at all
levels.
Guiding Principle No. 5 (Economics and
Financing)
The cost of inaction, and the economic and
social benefits of adaptation actions, calls
for increased and innovative investment and
financing.
Adopted in Nairobi, April 2009
(UNESCO REPORT)
Climate is an angry beast and we are poking
12
at it with sticks - Wallace Broecker

4. Youth & Schools for a sustainable world
Sustainable schools exemplify a
sustainable way of living. Young people
have the capacity and can be at the
forefront of supporting sustainability.
Most environmental challenges which
undermine sustainability are a result
of lifestyle choices. Sustainability for
young people implies:
• Being careful with resources that
need to be shared amongst the
world’s population;
• Consuming based on needs, not
wants, and considering the needs of
generations to come;
• Taking the trouble to learn how overconsumption
drives sustainability far
out of reach;
• Taking the initiative to design
and adopt ways that promote
sustainability.
ICC aims to inspire action on climate
variability and change and related
environmental concerns. Its main goal
is to facilitate action and to involve
every young person to take part in
finding practical solutions based on
three sustainability aspects, i.e.: social,
environment and economic, ie.:
(1) Social - school club members
working together as a team, become
responsible for each other and their
communities, engage actively to
explore environmental and economic
concerns, finding practical solutions
and influencing decisions of the larger
school and local community;
(2) Environmental - students promote
environmental stewardship by creating
awareness and motivating action
amongst school and community re.
balanced ecosystems and biodiversity.
Tree planting, use of renewable
resources, re-using and recycling are all
a part of this;
(3) Economic - young people develop
and manage ‘green business’ microprojects
through using locally available
materials, utilising available resources
(recycling waste water, vertical
gardening etc.) and promoting uptake of
their products by the community (biogas
for the school kitchen, etc.)
13

To Help Build Sustainable Actions,
Icc Focuses On 4 Development Themes
(1) Water
Water supply in Kenya is at only 45%
of needs, compared to the Millennium
Development Goal of 70%, and at
current trends will be only at 56% by
2015. Kenya is a water scarce country
with only 57% of the rural population
having access to safe water. With high
population and ever-increasing water
demands, coupled with environmental
concerns, such as climate variability and
change, critical practical actions at the
community level need to be adopted.
Various aspects of water sustainability
need to be considered mainly:
• Efficiency in usage of available water
• Availability and accessibility for all
The absence of integrated water
management approaches, plus
fragmented and ad hoc water
projects make the attainment of water
sustainability difficult. The 2009 drought
saw water shortages all over the country,
with low water levels in dried rivers,
lakes and dams. Immediate responses
need to be made to deal with such
frequent challenges.
SUSTAINABLE WATER SOLUTIONS
(Olkejuado High School, Kajiado)
Kajiado is a semi-arid area, with many
people being nomadic pastoralists.
With the current influx of sedentary
farming sytems, small enterprises are
taking root. However water is a major
issue with women and youth having to
walk long distances to access it.
Olkejuado being a boarding school,
buys 10,000ltrs of water per day,
thus the school environmental club
decided to maximise the usage of
this water. The club recycles kitchen
water (approx. 3000ltrs per day)
through a biological filtration system,
after which they use the water to
grow trees and other ground cover
plants. This is just one example of the
many opportunities that schools can
provide.
Young people in ICC contribute to
sustainability through:
• Getting to know what is happening and
why, in their localities and amongst their
communities;
• Getting motivated and inspired to see
change, to become the change and to
lead the change process;
• Becoming informed decision-makers and
understanding how decisions influence
outcomes;
• Taking practical action to realise the right
to a sustainable future as well as taking
responsibility to build resilient adaptation
systems.
Sustainable development is the peace policy of the future - Klaus Topfer
14

(2) Energy
Energy is the power to do work.
Sustainable energy development is a
process of ensuring that the energy
options available have minimal
negative impacts on the environment.
Research indicates direct correlation
between energy provision and
poverty reduction. This is because
energy provides opportunity to
enable business, develop employment
opportunities and turn local resources
to economic assets .
Schools are large consumers of
energy. There are 7,000 secondary
schools in Kenya of which 98% use
wood fuel for cooking. The only
conservation measure taken in most
schools is installation of ‘energy
saving jikos’. As student numbers
increase, the demand for fuel energy
also increases, exacerbating pressure
on trees (forests and farmland). This
has consequential effect on food
security, water catchment and soil
retention (and of course, increases our
contribution to climate change).
Sustainable energy development in
schools implies considering energy
services in terms of both quality and
quantity. It is crucial to include young
people to start learning early that
there are other options that can be
explored and they have a role to play
in that.
(3) Waste
With a high urban population and
increasing rural to urban migration,
waste management in urban areas is a
development challenge. Wastes in-themain
come from tindustrial, household,
transport and commercial sectors.
High-volume generators of solid wastes
include the chemical, petroleum, metal,
plastic, wood, paper, leather, and textile
industries.
ENERGY INCOME FOR THE SCHOOL
(Shieywe Secondary, Kakamega)
“Our projects have made money for the
school. When the biogas generator was
working it was saving more than 2,000
KSH every single day because the school
did not need to buy as much gas. The
vegetables also generated money. We can
see now that the school can gain money
through the ICC projects.”
GOOD WASTE MANAGEMENT
(Precious Blood Secondary School, Nairobi)
Precious Blood students attacked the local
Kawangware dump with vigour, collecting,
cleaning and shredding the plastic bags into
a useable commodity. The plastics became
cushions, duvets, even armchairs!!
15

Poor waste management reflects strained
or weak administrative systems and
poor provision of basic services. Waste
can also pose serious health hazards to
community members. Finding techniques
to support proper waste management
is an evolving concept that can improve
sustainability. Sustainable waste
management promotes conservation
of natural resources and protects
community health.
(4) Food
Food security in Kenya has been
threatened by many factors including:
unpredictable weather patterns, drought
& flood extremes, decreasing amount
of rainfall, restrictive trade policies and
increasing cost of food processing (due
to fuel and raw material costs, etc.) .
Kenya’s food needs often remain
unmet and research notes that “out of
a population of more than 38 million
people (about ten percent of which is
classified as food insecure and requiring
emergency food supply) growing at an
annual rate of about three percent, Kenya
is the largest import market for food and
agricultural products in East Africa” .
Women and youth are usually hardest
hit. Most development agencies working
in food production have identified that
young people need to be included
actively in the search for solutions to the
inadequate food situation. This is because
they are the farmers, food scientists and
technologists of the future.
SCHOOL PROMOTES FOOD SECURITY
(Itabua Secondary School, Embu)
Schools are a valuable platform for
promoting food security, because students
take the lead role in advocating responsive
mechanism to the challenges, trialing
new techniques and incorporating local
knowledge related to food production.
Itabua school focused on drought resistant
crops to aid food security in their area.
16

5. Sustainable Development: CASE STUDY
A plan for the Lake Naivasha water catchment area
Facilitator: Ed Morrison, University of Leicester, UK.
The water catchment area for Lake
Naivasha is extensive, including the
Aberdares and Kinangop plateau as well
as the Mau Forest and Eburru hills, which
all supply the waters of the Rivers Malewa
and Gilgil, that keep Lake Naivasha fresh.
Over recent years, due to poor
agricultural practices in the catchment,
weak management around the lake
itself and the effects of climate change,
the level of the lake has decreased and
become increasingly polluted.
Kenya Wildlife Service (KWS) is the
official custodian of Lake Naivasha
and have been for many years since
its designation as a Ramsar site of
international importance, but effective
systems to deal with local contests over
access to natural resources are only
now beginning to be established. The
Lake Naivasha Riparian Organization is
trying to regulate use of the lake and has
been campaigning tirelessly for several
decades for its conservation; the flower
and fishing industries of the lake are
also keen to develop protection systems,
because the lake is the source of their
income, creating jobs for many thousands
of Naivasha’s residents.
Solutions to the concerns over water
quantity and quality include:
• Encouraging all users of the
water system to work together for
positive results, recognizing that
how an upstream community treats
water affects the quality of water
for those downstream.
• Empowering the Water Resource
Users’ Associations (WRUAs), who
have the capacity to manage local
water resources for their own
communities under the Water Act
(2005).
• Discouraging farming on steep
slopes and other practices that
lead to soil erosion, tackled
through the use of terracing and
the planting of grass strips to hold
back soil.
• Planting of more trees, appropriate
to the particular environment,
across the catchment but
especially where deforestation has
been rampant such as in the Mau
forest.
• Developing alternative energy
sources to replace dependency
on charcoal and firewood, both of
which destroy our valuable forests
and lead to negative impacts on the
lake ecosystem.
The whole world is our dining room, but be careful: it is also our garbage can - Ashleigh Brilliant
17

The environmental potential of the
Naivasha flower farms
• Several flower farms have
developed natural purification
systems (using wetland plants) that
purify contaminated water, before
returning the used, cleaner water to
the lake.
• A new scheme - Payment for
Environmental Services (PES) - was
introduced in 2009 whereby the
downstream users (flower farms)
compensate upper catchment
farmers for maintaining good
agricultural practices, thus
reducing the level of siltation in the
lake
• There is potential to use the organic
waste from the flower farms to
make fuel briquettes for cooking,
thus helping to reduce demand for
charcoal and so slowing rates of
deforestation.
• The flower farms can also develop
biogas, using human waste from
their employees on the estates,
which can then be used as fuel for
cooking and lighting purposes.
Facilitator:, Life Beads, Naivasha
The ingredients
• Sawdust and dried leaves
• Soaked cardboard (as a binder)
The recipe
• Mix the ingredients to form a dough or paste
• Place mixture in the cylindrical briquette mold
• Use briquette machine to squeeze out the
water
• Open cylinder and extract the briquettes
• Leave briquettes to dry in the sun before
using
Map showing WRUAs, 2 marked are those involved
with PES - Wanjohi (WA) and Upper Turasha (UT)
18

4 Sustainable Development Themes
Pundits say that future wars will be fought over
water!
In Kenya, rainfall is decreasing, glaciers are melting
and rivers are drying, thus it is imperative that
we do more to harvest, store and use water more
effectively.
In many districts, ICC school groups have developed
projects that tackle the issue of water in innovative
and imaginative ways.
Most of Kenya’s electrical energy comes from water,
and due to climate change the availability of water is
decreasing.
Thus, renewable sources of energy are urgently
required – sources such as solar, wind, biogas and
geothermal – all clean and in the long run cheap
alternatives.
ICC schools tackle the challenge of energy by
developing new ways to make and use renewable
energies.
In recent years, Kenya’s lands have been parched by
drought, crops have dried and animals have starved.
People too have suffered greatly due to hunger and
malnutrition.
Kenya needs to develop new drought resistant crops
and make more use of food production techniques
such as agroforestry.
ICC projects from Kisumu to Embu look at this
important issue of food and come up with viable
solutions.
In urban and rural areas across Kenya, waste is a
major problem: whether the Nairobi River or the
streets of Garissa waste management needs more
attention.
Compared to many other countries a very small
proportion of Kenya’s solid waste is reused or
recycled. This is a major problem that needs to be
tackled by both Government and private industry.
ICC school groups tackle the issues of waste with
enthusiasm, developing new ways to use waste
effectively.
Water
Energy
Food
Waste
Sustainability is here to stay or 19 we may not be - Niall Fitzgerald

Action! Action! Action!
Emining students work with community to plant aloe vera
Washing away soil accumulates
on river banks
Siltation
Aloe vera roots hold soil firmly
Aloe vera controls erosion
Rehabilitates eroded areas aloe vera
Soil erosion Overgrazing
Deforestation
Emining Secondary School is situated in Koibatek, a semi-arid area in The Great Rift
Valley. For three years the ICC cliub has worked on planting, nurturing aloe vera to tackle
the results of deforestation and massive soil erosion. It has been an extremely successful
project which also generates income from the aloe product that is sold.
The ‘Boys in Blue’from Emining School have also done some great community awareness
raising work to educate and motivate community members to take action.This is a
fantastic example of: inspiring action on climate chapter.
Charcoal burning
Climate change: It’s here. If we don’t react, war, pestilence 20 and famine will follow close behind - R K Pachauri

6. Green Business and Sustainable Solutions
Facilitator: Peter Thuo, Youth and Community Empowerment Programme (RYCEP)
Building green business solutions to
enhance sustainable development
is all about mobilizing and putting
available and renewable resources into
productive use.
Our available resources include: land;
people; animals; vegetation; time; sun;
wind; water; waste; etc.
What do we need to make more
sustainable use of these resources in
our productive systems?
An idea and a vision; initial research; the
resources required; an implementation
work plan with expected outcomes
Four renewable energies for community
use - to reduce dependency on fossil
and wood fuels and help develop more
sustainability for our household and
community systems.
• Biogas – from animal or human waste
• Solar – battery storage from direct
sunlight
• Wind turbine – for macro and micro
use
• Recycled fuels – replacing wood fuels
Examples of green business projects
• Solar drier – to dry vegetables and avoid losses
when there is high production.
• Greenhouse built with recycled materials
– to increase crop yields for community
consumption.
• ‘Sausage’ biogas plant – produces renewable
cooking fuel for household use.
• Briquette-making machine – to convert
vegetable wastes into cooking fuels.
• Gunny-sack gardening – to grow nutritious
vegetables in a restricted space.
NB: Examples of all of these projects can be found
in ICC school micro-p rojects.
Q & A Session – with Peter Thuo (PT)
(1) Student - Can energy saving jikos use
charcoal balls?
PT – Yes, but the most effective have
a coarse texture. A briquette-making
machine can be used effectively for
this.
(2) Student – How can biogas be used for
lighting?
PT - The biogas produced has to drive
a generator, which converts the gas
to electrical energy
(3) Student - What is the average cost of
the construction of a bio gas plant?
PT - 100,000/- Kshs. for households,
200,000/- for schools
(4) Student - What is the best animal
waste for bio -gas production?
PT - Usually cow dung, though pig
and human waste can also work well
Technology for Sustainability
The Energy-saving ‘Jiko’
Benefits
• Achieves total combustion
• Uses less fuel energy
Steps for community use and
integration
• Identify the target community
• Mobilise and sensitise women leaders
• Training of contractors for installation
• installation and consumer education
• Follow up to check successful uptake
21

7. Action! Action! Action!
Change-Makers ……… Where next?
The final discussion session focused on
action! Much had been learnt during the
workshop and now participants were asked
to put their new understanding into positive
action, and so spread the word and motivate
others to do more to tackle environmental
and social concerns. Students worked in
groups, which reflected their school clusters,
and came up with ideas relating to their
specific locations. Once again, ideas were
recorded on the coloured cards, with an
immediate feedback plenary to summarise
the main points.
Examples of various types of actions
proposed, included:
• Clean –up in Dandora market, working as a
cluster of ICC schools (Nairobi)
• Make a briquette machine to generate
income and conserve the forests of Mt. Kenya
(Nanyuki)
• Set up rubbish collection bins to ensure more
efficient management of waste (Thika)
• Form a regional group to have a website,
email and face book group for interaction
(Embu)
• Partner with Safaricom to display
environmental message on mobile phones
(Nakuru)
• Set up projects for the community i.e.:
composing traditional songs on climate
change (Koibatek)
• Develop a common magazine, in partnership
with Naivasha News magazine (Naivasha)
• Create a network for schools in the cluster,
organize exchange visits and assess projects
(Nakuru Nth)
• Educate the Maasai community on the
importance of conserving the environment
(Narok)
Many of these planned actions did
happen after the Naivasha workshop
students returned to home base. Here is
just one of them:
Town Clean-up and tree planting
(NANYUKI)
The idea came from the Naivasha ‘Young
Change-Makers Workshop’ and by April
2011 ICC students had motivated local
schools and councils to start cleaning
up their towns and planting more trees.
Community events were held in three
locations –Nanyuki, Embu and Dandora
(Nairobi). In each town it was inspiring
to see the way in which the ICC student
plans were supported by the local
council and community members.
That’s Leadership!
A bad attitude is like a flat tyre, you either change it and move 22 on, or you remain stagnant.

Action! Action! Action!
As Ofafa Jericho ICC Club, we have come
up with a simple but effective way of
combating Global warming: PLANTING and
NURTURING TREES!
Tree planting is essentially reforestation.
We all realize the importance of trees, but
the common stereotype is that one needs
to plant many trees to make a difference!
Imagine if all the individuals in the world
planted just 1 or 2 trees … the possibilities
of a better tomorrow would beam brightly!
Deforestation presents multiple societal
and environmental problems. The
immediate and long-term consequences
of global deforestation are almost certain
to jeopardize life on Earth, as we know it.
Some of these consequences include: loss
of biodiversity; the destruction of forestbased-societies;
and climatic disruption.
Africa has lost the highest percentage
of tropical forests of any continent, but
Africa also experiences the highest rates
from Ofafa Jericho Secondary
of deforestation due to 90% of its
population being dependent on wood
for fuel-energy as the main source
of heating and cooking. Massive
deforestation threatens food security.
Kenya, in particular has suffered severe
temperature variations and some of the
greatest weather changes. Our water
catchment areas have been depleted of
trees. Farmers no longer know when to
plant and wait with baited breath for the
rain that never seems to come.
What can be done to stop this? It’s
simple: if every individual in the world
planted just one tree then the -effects of
global warming could be reduced. So
go look for a tree and plant it. Believe
me, it will stamp a big mark on the
future of tomorrow. So go ahead and
make a big difference today! …. We did,
at Ofafa Jericho!
Start small .... think BIG!
It’s a golden rule in business, but it
can also be a motto to live by when
tackling environmental concerns:
plant a tree; pick up and recycle a
plastic bottle; turn your newspaper
into a briquette; share a car.
But then think outside the local
square to motivate wider actions:
vote for the politician who is
taking positive action; join a
lobby group to curb bad practice;
support programmes that can
make a difference; refuse bribes or
intimidation.
Ofafa Jericho ICC Club member
tends some of the club’s 50,000 tree
seedlings
23

8. Youth, Schools and Community Action
Facilitator: Susan Jepkemoi, Elsamere Field Study Centre
Steps to take as a youth (Our society
is changing due to many factors,
including climate change, and there is
a need to reflect and adjust.)
Find your inspiration, reflect and
act
• Identify and get informed on
climate change impacts
• Reflect on what climate change
means for you and your community
• Decide how you can become a part
of the solution.
• Discover what inspires you to take
action on climate change.
• Discuss, develop and act to help
develop practical solutions
Lead and get others involved
• Realize your leadership potential
• Turn your passion and focus
towards action, by building a team
• Build a team appropriate to the
issues,
• Get connected and attract support
for your ideas
• Discover power of networks
and coalitions with groups and
individuals
• Facilitate sharing of resources
and goals to maximize project
effectiveness
• Track contacts effectively, use
resources, link with broader
coalitions.
Know your resources
• People, friends, volunteers, mentors
• Organizations – Government and
Non-Govt.
• Schools, libraries, community
centres
• Media
PLAN AND GET MOVING!
Where do you want your greatest
impact?
Choose project idea and draw up an
action plan to chart your way forward
Have a lasting impact (sustain your
action)
• Reflect on achievements and how to
improve
• How can you make progress
sustainable (evaluate progress)?
• How can you take your climate
change actions to the next level?
24

VISIT TO HAMERKOP FARM, HOMEGROWN, NAIVASHA
Facilitator: Jacob. Farm manager
A field visit to Hamerkop Farm, Homegrown, gave an
insight for the workshop participants on the commercial
aspects of flower production and the need to consider
environmental issue, to preserve the local environment,
but also to ensure sustainability for the commercial
industry.
Participants visited a green house where to see and
learn about the production of rose flowers for sale and
export to European markets. They learnt that roses have
a lifespan of 7 years and that the necessary requirements
for optimum growth: are water, nutrients and pest control
(using biological control methods). The roses take 50 days
to mature. One hectare (under plastic greenhouse cover)
can grow two million rose stalks.
Homegrown has also developed an elaborate filtration
and re-cycling system to clean the dirty waste water.
Pathogens are filtered out and the water is purified by
natural means, through a series of lagoons, before re-use
on the farm. Good growth of plants at the end of the recycling
process indicates that the water has been purified
and it is then piped to a storage reservoir. Regular audits
are carried out to ensure compliance with environmental
standards.
Language can say it all
OFTEN THE LANGUAGE OF CLIMATE
CHANGE AND SUSTAINABLE
DEVELOPMENT IS TOO
COMPLICATED AND TOO REMOTE,
PARTICULARLY FOR MANY PEOPLE
AT THE LOCAL LEVEL.
Participants viewed a video
produced by Nakuru Boys High
School, which talked about
climate change and sustainable
development in many different
languages. In a spontaneous
response to this, the students then
demonstrated the use of local
language as a communication tool
for community use. In total 11
languages from all parts of Kenya
were used. The session showed
how much fun it can be to translate
complex issues into the local
language, so they can be understood
more fully, meaning then that
community members are more
likely to become involved to tackle
some of the important community
concerns (the Nakuru Boys video is
available from ICC on request).
25

Waste Management
Problem- Plastics
SOLUTION
3Rs
REDUCE
REUSE
RECYCLE
Precious Blood Girls Secondary
Riruta, Nairobi
A bad attitude is like a flat tyre, you either change it and move 26 on, or you remain stagnant.

Stories of Change & Sustainability
GUNNY SACKS GO HOME
(Our lady Secondary School, Nairobi)
“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.
MILK CARTONS AS TREE SEEDLING
CONTAINERS
(Dandora Secondary School, Nairobi)
“When we tried making a nursery last year we
planted into the ground and we were not successful.
We found out that the companies use these small
plastic containers for growing the seedlings until
they are strong enough to survive in the ground. But
we couldn’t afford these. So we looked at the dump
and saw that milk packets are just the same. So we
have been picking them from the dump and we now
have enough for all our seedlings.”
DENNIS AND JEFF - RABBIT KEEPING
IN THE COMMUNITY (Kariobangi 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, that’s all.”
IMPROVING THE STANDARD OF LIVING
(Kimuri Secondary School, Naivasha)
“Our vegetable growing is improving the diet
and standard of living of the local communities.
By growing and selling spinach this helps people
improve their vitamin and iron intake, which is
especially good for pregnant women. Then when
people in the community begin to copy, this
means they are also making some small income
as well.”
27

ICC gives birth to CATs!
The CATs Project
The new Climate Action Teams
(CATs) project is an initiative from
InterClimate Network (ICN) UK,
working in partnership with ERMIS
Africa in Kenya. CATs is funded
jointly by DFID (UK) and ICN.
The CATs project aims to tackle two of
the world’s most pressing challenges:
youth unemployment and helping
communities to limit and adapt to
climate change. The project’s ultimate
goal is to establish a ‘learning network’
amongst African youth and thereby
develop leadership skills in sustainable
development.
The Background
The Cats project builds on the
Barclays funded International Climate
Challenge (ICC), a highly successful
ICN pilot project, carried out in Kenya
by students and teachers in 120
secondary schools, located in 20 very
different urban and rural settings.
Within ICC, students worked in extra
curricula time to analyse the impacts
that climate change is having and
came up with imaginative and practical
responses – micro-projects which have
already made a difference in many
schools. Examples include new ways to
collect and store water, inventing more
efficient cooking stoves and managing
land to prevent soil erosion.
The CATs project will build on this
work and will enable graduates from
the schools programme (who could
otherwise be unemployed while
seeking work) to take their knowledge,
skills and experience into the
community to help others.
Every one of us can make changes in the way we live our 28 lives and become part of the solution - Al Gore

The Approach
Across the country of Kenya, 1,000 young
people (school leavers aged 18-24) in
20 localities will be engaged to focus
on climate change. Climate Action
Teams (CATs) of 25 to 35 members
will be mobilised and given initial
training in areas such as: green business
development and entrepreneurship,
financial management, marketing and
communications, and governance for
climate change action.
The youth-led CATs will develop practical
solutions to environmental issues of
critical concern in their areas. CAT
leaders will be supported to develop
innovative ‘green; business ideas that
focus on income generation. Cats will
share their knowledge and skills with
others. In doing so they will engage with
many community members/leaders to
motivate action, help improve livelihoods,
promote sustainable development and
ultimately reduce poverty. Additionally,
the CATs will engage in local decision
making, so that localised adaptation
strategies can inform and influence newly
forming policy.
Throughout the project young people are
equal partners in all aspects of project
planning, implementation and evaluation.
29

Kenya Climate Challenge Project
(KCCP) – 2011/2012
KCCP has grown out of the International
Climate Challenge (ICC) – a project.
Like ICC, KCCP will work at the
local level, but it will connect lower
secondary to upper primary school
and will add the important element
of Disaster Risk Reduction (DDR) to
Climate Change Adaptation (CCA). In
addition KCCP will be child-centred
and rights-based, meaning that
although adults are involved and at
some times can lead and advise, the
essential ideas and direction come from
participating children.
The ICC project operated in a network
of schools across 20 locations in Kenya,
from Kakamega in the West to Kwale in
the East – these 20 localities presented
a wide range of environmental and
social concerns, which could often be
closely related to t impacts of climate
change. In each location there were, on
average, six secondary schools. The
new KCCP project will be implemented
across the same 20 localities, but will
focus on one secondary school that is
close to the community: in the majority
of cases (but not always) this will be a
mixed day school.
At the local level, the secondary school
is asked to join hands with a nearby
(‘feeder’) primary school and to select
25 students and 2 teachers from each
school, who will then take part in an
intensive learning action programme.
The critical focus of this programme
will be to explore the risk of hazards or
disasters occurring in the locality and
then guiding the children involved to
work out ways in which they can act to
build their own capacity and assist in
offsetting those risks.
KCCP will borrow and incorporate
some of the methodologies developed
within ICC; thus children will be asked
to build on their initial learning (about
CCA and DRR) and then then develop
micro-projects which showcase
practical solutions that address
community concerns. Thus KCCP can
be viewed as a natural continuation of
ICC, which takes the action research
element to a higher level.
The wider programme for
secondary schools
KCCP will also continue to work with
all the other secondary schools that
have been members of ICC. This will
be done on a more extensive basis,
with support for teachers, guidance
for school clubs and showcasing of
their micro-projects at less frequent
intervals (approx. Once per term). The
goal is to move the clubs and their
schools towards self-sustainability,
so that they carry on the work
started within ICC, continuing to
develop practical actions for school
and community, but with less direct
support from the KCCP team.
You cannot have everything. I mean, where 30 would you put it? - Steven Wright

Fuels 4 Schools
Alternative, recycled fuels for cooking
The idea for the Fuel 4 Schools project
came from ‘The Young Change-Makers
Action Workshop where a hands-on
workshop, showed students how they could
use a simple machine to make quality
briquettes for school and home use.
Later in 2010, Martin Greaves, a
representative from Rotary UK, visited a
number of schools, to see at first hand,
the micro-projects being developed by
ICC clubs. The school projects included
hand-made fire balls: simple cooking fuel
balls, made from recycled materials, which
replace the use of charcoal and wood fuels.
Back in the UK, the idea was put to
Rotary to support the upgrading of fire
ball production, by providing briquettemaking
machines, so that the ICC clubs
could generate more income and create
greater community awareness on climate
change. Rotary agreed to support a pilot
project for ICC schools, beginning in April
2011. A new prototype machine was then
developed by Peter Thuo of ‘Green Tech’,
a small community-based organisation in
Ruiru for use in schools.
In June 2011, a film crew from Arid Lands
Information Network (ALIN) visited Our
Lady of Fatima Secondary School – one
of the five pilot schools – in Kariobangi,
Nairobi, to see the progress being made
by ICC club members. What follows is
a pictorial account of the film shoot. The
ALIN film is now available on the internet
and in hard copy (from ALIN and ERMIS
Africa).
The Fuel 4 Schools project will be
made available to all KCCP schools
and CATs.
31

A day at Sigona: to expand the mind and
motivate the soul!
Dairy cows, breeding rabbits and an
expansive area of vegetables: just a few of
the exciting things for secondary students
to learn about and take the knowledge
and experience back to their school base,
after a visit to the ERMIS Africa Project
Development Centre.
This was the experience for ICC club
members from two Nairobi schools: Dandora
Secondary and Our Lady of Fatima. Their
school micro-projects already included
aspects such a vegetable growing and rabbit
keeping, so the visit to Sigona was a golden
opportunity to learn from the experts, to
understand the challenges (e.g. pests and
diseases) and to vision the potential for
income generation and creating greater
community awareness.
The visit combined a shared learning
session in the training centre and hands-on
experience of the different farm projects.
ERMIS and ICC trainers, along with teachers
from the two schools were on hand to give
advice and answer questions. At the end
of it all participants feasted on succulent
home-grown produce from the farm. The
students agreed that this was an unforgettable
experience and one which should be
repeated for many other ICC school groups,
from all over Kenya.
Set on 10 acres of lush green land, next to
the Nairobi-Nakuru highway, the ERMIS
Africa Project Development Centre began
operations in 2010, with plans to build an
integrated range of projects for research
and community education.
The administration building includes
offices and a training centre that
accommodates up to 100 people. All
modern facilities such as video projection
and internet access are available. The
centre will cater for ICC clubs and out-of
School youth groups, as well as the general
community.
Development of the adjacent farm is
ongoing, with new enterprises being
added as the months progress. Immediate
plans are to develop a zero-grazing block
for cattle and a biogas plant to utilize the
cattle waste.
The centre also plans to showcase some
of the best ICC school projects, such as
the Chicken and Fish Production Unit (St
Anthonys, Engashura) and the Sausage
Biogas Micro-project (Shieywe Secondary,
Kakamega).
Students from ‘Our lady’ explore the tomato patch.
32

Photo Gallery
33

Thoughts from the
‘Democracy Wall’
Brilliant and realistic ideas put into action
promises a better for Kenya.
I discovered that that youth have potential for
new and aspiring ideas.
I discovered that men can change the
world - positively or negatively!
BE THE ROLE MODEL!
Before you a take action to the people you
have to start with yourself.
I wanna make money .... GREEN MONEY !
Embrace the spread of climate change
information in the vernacular.
I will start to reach out the programme
into the community.
To climate change non-believers - have
fun! … But remember the first three letters
of FUNERAL!
Thank so much ICC for the workshop and
for making me realise my potential.”
Change makers can take this generation to
the next level.
I learnt that everyone should be more
open and speak their mind.
I suggest that we step out from our cocoon
and take action.
I am the one responsible for the
environment. If not who?
Young people are the ones to take action,
coz we are the future.
Not meditation just adaptation. Now am at
inner peace with nature. How cool!
I have discovered that a positive attitude
towards everything can change things - a lot!
Be inspired ... before you expire!
This cool workshop has added value to my
life.!
Potential is great, but unfortunately it is
nothing unless it is unlocked.
I’ve learnt that red meat consumption
contributes to climate change.
34

35

List of participants Naivasha Workshop
STUDENTS
1. Julius Karanja - Moi High Mbiruri School
2. Michael Njoroge - Juja Farm Secondary
3. Barbara Anangwe - Ngara Girls
4. Hellen Nduta Gachomo - Ngara Girls
5. Diana Kisiero - Christ The King
6. Ann M Onyaru - Menengai High
7. Beth Mwaniki - Ngara Girls High
8. Faith N Karanja - Bahati Girls
9. Esther Wanjiku - Christ The King
10. Fridah Nekesa - Precious Blood
11. Rama Catherine - Eor-Ekule Sec
12. Priscillah Wairimu - Mirera Sec School
13. Kimberly Rimber - Bahati Girls
14. Margaret Wairimu - St.Anthony Engashura
15. Grace Kuria - Kimuri High School
16. Lawrenzia Wanjira - Itabua Sec School
17. Ann Gathoni-Inooro Sec School
18. Khadija A Mwang I -Dandora Sec School
19. Monicah Mbugua - Lake Naivasha Girls
20. Winfred Nyambura - Inooro Secondary
21. Caroline Wanjiku - Broadway Secondary
22. Winnie Wanjiru - Inooro Secondary
23. Naomi Njoroge - Kiamaina Secondary
24. Celestine Chelangat - Eldama Ravine
25. Paul Wanyoike - Kiamaina Secondary
26. Martin Mureithi - Nanyuki High School
27. Anita Orlando - Precious Blood
28. Yenko Kelvin - St.Anthony’s
29. Moffat Munene - Itabua Secondary
30. George Maina - Mirera Secondary
31. Royd Kipchumba - Emining High School
32. Martin Ngure - Moi High School
33. Collins Mweu - Jamhuri High School
34. Kipsang Kertich - Emining High School
35. Julius Ngigi - Broadway High School
36. Obrien Telly - Nakuru High School
37. Hoseah Palah - Menengai High School
38. Ibrahim Wachira - Nanyuki High School
39. Sammy Mwaura - St.Anthony Sec
40. Paul Kihara - St Anthony Sec
41. Anthony Gitau - Dandora Secondary
42. Johnson Chuma - Ofafa Jericho
43. Geofrey Nganga - Kimuri Secondary
44. Mathew Wandera - Jamhuri
45. Silas Miami - Ofafa Jericho
ECOGEN YOUTH MEMBERS
1. Michael Muli - Ecogen
2. Martin Waweru - Ecogen
TEACHERS
1. Fredrick Okwacho - Kangaru School
2. Gladys Chege - Kimuri Secondary
3. Wachira Beatrice - Inooro Secondary
4. David Mwangi - St.Anthony Engashura
5. Josephine Onyancha – Ofafa Sec
6. Catherine Micheni - Ngara Girls
ICC MEMBERS
1. Hellen Njeri
2. Miriam Githongo
3. Caroline Njiru
4. Ann Komen
5. Alphonce Mollo
6. Ann Kirori
7. Beth Njoki
8. Greig Whitehead
OTHERS
1. Elijah Chege – Community Based Conservation Films
(Cbcf)
2. Caroline Njoki - Community Based Conservation
Films (Cbcf)
3. Peter Thuo – Ruiru Youth And Community
Empowerment Programme (Rycep)
4. George Njaga - African Fund For Endangered Wildlife
(Afew)
5. Judith Sembe – African Fund For Endangered Wildlife
(Afew)
6. Bancy Kubutha - Centre For Transfoemational
Leadership (Ctl)
7. Lucy Muigai - Centre For Transfoemational
Leadership (Ctl)
8. Susan Jepkemoi – Elsamere Field Study Centre
9. Anthony Mwaura - Elsamere Field Study Centre
3636

The ‘Young Change-Maker’s Action Workshop’, took place at the Elsamere
Conservation Centre, in September 2011 and was the inspiration for this
booklet. The DVD below gives a glimpse of the four days of activities and
interchange that took place, to motivate many more ongoing actions for
schools, youth and community.
“All across the world, in every kind of environment and region known to man, increasingly
dangerousweather patterns and devastating storms are abruptly putting an end to the long-running
debateover whether or not climate change is real. Not only is it real, it’s here, and its effects are
giving rise to a frighteningly new global phenomenon: the man-made natural disaster.”
Barack Obama, US President
39

It’s the simple thing that citizens do that will make
the difference; My little thing is planting trees. -
Wangari Maathai
Treat the earth well. It is not inherited
from your parents, it is borrowed from
your children- old Kenyan proverb
This ACTION booklet has been produced as a part of the International Climate Challenge (ICC)
Programme (2008-2011), managed by InterClimate Network (UK) and administered in Kenya by
ERMIS Africa.
The Naivasha ‘Young Change-Maker’s Action Workshop’ was conducted in partnership with The
African Fund for Endangered Wildlife (AFEW), with sponsorship from AFEW and Barclays.
InterClimate
Network