Green Schools and Resilient Communities in DRC

Objectives/Background

South Kivu, and more specifically the territories of Uvira and Fizi, are experiencing accelerated ecosystem degradation: deforestation, soil erosion, habitat loss, and biodiversity loss, exacerbated by insecurity and economic pressures (illegal logging, extensive agriculture). Local communities, heavily dependent on natural resources for their livelihoods, are increasingly vulnerable to climate hazards (droughts, irregular rainfall, floods), which threatens food security and livelihoods. Faced with these challenges, Education for Sustainable Development (ESD) emerges as a strategic lever: rooted in the local community, it can unite schools, families, and authorities to transform traditional knowledge and scientific understanding into sustainable practices. An ESD programme focused on biodiversity and climate adaptation will strengthen local capacities, promote agroecology, restore critical habitats and establish participatory monitoring and governance m

Overall objective

To strengthen local capacities for education for sustainable development (ESD) to reduce climate vulnerability, restore local biodiversity, and promote sustainable livelihoods (SDG 13, SDG 15).

Specific objectives

To train 200 teachers and 1,000 young people in ESD pedagogical approaches and agroecological practices.

To create 20 agroecological school gardens and 5 community micro-reserves for habitat restoration.

To establish a participatory environmental monitoring system (community mapping, basic GIS).

Context/Target Group

The project primarily targets students and young people (1,500 direct beneficiaries), teachers and trainers (200), and rural households in the targeted areas (approximately 4,000 indirectly affected households) in 20 pilot villages in the territories of Uvira and Fizi (South Kivu). The communities include lowland and mid-altitude farming villages, fishing-dependent communities along the shores of Lake Tanganyika, hamlets near forest fragments, and areas subject to erosion and deforestation. The target group specifically includes women, young leaders, fishers, small-scale producers, village committees, and local authorities, as well as partner primary and secondary schools. The project prioritizes the inclusion of vulnerable populations (low-income households, internally displaced persons) and values ​​traditional knowledge by combining it with scientific approaches. The intervention aims to strengthen educational capacities, agroecological practices and local environmental governance mechanisms, based on a participatory and intergenerational approach adapted to the linguistic and security realities of the territory.

Implementation Approach

The project adopts a participatory, multi-sectoral, and project-based learning approach to embed Education for Sustainable Development (ESD) in local realities. It combines training of trainers (ToT), demonstration activities, and strengthening of community governance to ensure ownership and sustainability. Key activities include: participatory assessment and mapping of priority areas; co-design of local educational modules (biodiversity, agroecology, water management, climate adaptation); training of 200 teachers and facilitators and creation of school ESD clubs; establishment of 20 agroecological school gardens, 5 community nurseries, and 5 micro-reserves for habitat restoration; implementation of a participatory monitoring system (citizen science: biodiversity and rainfall data collection) and a simple local dashboard; radio and theater awareness campaigns and production of offline multimedia materials; incubation of local eco-businesses and a revolving fund for nurseries; Participatory monitoring and evaluation with mid-term and final assessments. The approach promotes intergenerational integration, the inclusion of women and youth, and advocacy for the integration of the ESD module into provincial curricula.

Partnerships & Areas for Strengthening

Areas to be strengthened through partnerships:

Educational capacity building: support for universities/training centers to co-develop and certify ESD modules and train trainers.

Technical expertise in agroecology and restoration: specialized NGOs and agricultural institutes to support nurseries, micro-reserves, and resilient practices.

Monitoring, evaluation, and citizen science: partnerships with research organizations and GIS platforms to design protocols, data collection tools, and analyses.

Financing and micro-entrepreneurship: local financial actors, impact funds, and economic NGOs for revolving funds, incubation of eco-businesses, and access to markets.

Communication and awareness-raising: local radio stations, community media, and content producers for broadcasting, educational videos, and educational theater.

Governance and advocacy: alliances with provincial authorities, NGO networks, and CSOs to integrate ESD into local curricula and policies.

Security and logistics: Local NGOs and humanitarian actors for risk management, secure access, and continuity in unstable environments.

Gender and social inclusion: Specialized organizations to ensure the participation of women, youth, and displaced persons.

Technology and digital access: Providers of offline solutions, lightweight applications, and digital training for multimedia resources.