Unesco chair on higher education development for a green economy and sustainability, Kenyatta University UNESCO chair on higher education development for a green economy and sustainability, kenyatta university
Otieno, Dorcas B.
Ogutu, Emma Atieno
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The quest to transition to a greener world is a priority across all sectors. Under this paradigm, we must vocalize this knowledge through curriculum to embed knowledge. This baseline presents an introduction to the green economy and sustainability learning. It describes some of the international discussions that have given rise to green economy studies. In addition, this baseline describes and presents a rationale for moving toward a green economy by describing current prevailing conditions that can help meet the environmental, economic, and social goals of sustainable development. It identifies the drivers and opportunities for change that have led to the adoption of a green economy approach. Multidisciplinary learning links between the environment and important economic sectors to help comprehend some of the essential improvements. The baseline was conducted at Kenyatta University between 2018 and 2021 to demonstrate the gaps that the university has been experiencing and how the difficulties might be amended or addressed. It was guided by the following objectives: to examine the extent and format in which green economy and sustainability concepts, issues, and tools are incorporated into the university curriculum and learning programmes; to assess whether green economy and sustainability principles have been mainstreamed into university governance, operations, and outreach; to review existing institutional capacities required for greening curriculum and competencies for green economy and sustainability learning; and to identify opportunities for strengthening and up-scaling the delivery of green economy learning through higher educational institutions. The baseline focused on green economy curricula development for institutions of higher learning: a case study of Kenyatta University. An interdisciplinary approach was used that guided the sampling of ten schools at Kenyatta University. These schools included: the School of Environmental Studies, School of Business, School of Economics, School of Agriculture and Enterprise Development, School of Education, School of Engineering, School of Pure and Applied Sciences, School of Public Health, School of Creative Arts, Film and Media Studies, and the School of Humanities and Social Sciences. A total of 100 lecturers and 227 masters’ students filled out the staff and student questionnaires, respectively. Focus Group Discussions were conducted virtually, with 50 doctoral students from ten schools participating. To link academia and industry on green economy assessment, different intersectoral interviews were conducted from eight sectors, including the Transport Sector, Agriculture Sector, Trade Sector, Education Sector, Energy Sector, Manufacturing Sector, Environment Sector, and Tourism Sectors. This gave a good platform to learn about the needs of the industry and what academia should address in order to churn out standard graduates who meet and suit the needs of the industry. As a result of the findings of this baseline study, Kenyatta University is now in a position to develop a strategy for promoting green economy and sustainability across the institution.
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