The Role of Environmental Auditing and Monitoring in Greening TVET: A Case Study of Ol’lessos Technical Training Institute
Keywords:
Environmental auditing, monitoring, policy, green attitudes
Abstract
Developing a mindset and a culture that is sensitive to issues of climate change, environmental pollution and scarcity of resources in Technical and Vocational Education and Training (TVET) institutions is paramount towards transforming the society and encouraging sustainable development. To do this, TVET institutions must demonstrate good practices to the trainees and be in the fore front in reducing their carbon footprint. Comprehensive Environmental Auditing and Monitoring (EA&M) promotes prudent resource generation and utilization with positive social impacts as well as safe and healthy environment at all stages of a project operation and decommissioning. It also enhances the implementation of institutional environmental policy by providing up-to-date implementation mechanisms and indicators. In this connection, this study examined the role of EA&M in greening TVET. The study also endeavoured to find out the capacity of Ol’lessos Technical Training Institute (OTTI) staff to carry out credible EA&M. The study utilised exploratory studies using both qualitative and quantitive methods. Data collection tools included questionnaires, interview and observation schedules, and content analysis. The findings revealed that 76% of the respondents had an idea of what EA&M was. In addition 88%, of the respondents were of the view that EA&M would help them in changing their attitudes and towards environmental degradation and sustainability. The study showed that majority of OTTI staff was not adequately trained to carry out self and compliance EA&M. The level of awareness of issues of climate change generated by EA&M in OTTI community had encouraged adoption of green attitudes. The study recommends the integration of EA&M in environmental policies of institutions in order to effectively inculcate green attitudes and lifestyles in TVET graduates. In addition, capacity building of staff should be carried out to enable them perform credible self and compliance EA&M.Article Views and Downloands Counter
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References
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Waswa, F., Kambona, O. & Mireri, C. (2007). Principles and practices of environmental auditing in Kenya, Chapter 5. In Environment and Sustainable Development, A guide for Tertiary Education in Kenya. Vol II. Retrieved from http://www.academia.edu/
Burer, S. (2014). Influence of environmental education on conserving environment in Kenya: Case study Moiben Constituency, Uasin Gishu County. (Unbpublished Master’s Thesis, University of Nairobi).Retrieved from: http://erepository.uonbi.ac.ke/handle/11295/ 55904
EMCA. (1999). Environmental Management and Co-ordination Act. Nairobi. Kenya Gazette, No. 8, 1999. Government Press.
Erol, G., & Gezer, K. (2006). Prospective of elementary school teachers’ attitudes toward environment and environmental problems. International Journal of Environmental and Science Education, 1(1), 65–77.
Kiprotich, V. B. (2014). Environmental awareness, attitude and participation among secondary school students: A comparative study of Kasarani and Kibera divisions, Nairobi County. (Unpublished Master’s Thesis, Kenyatta University). Retrived from: http://irlibrary.ku.ac.ke/bitstream/ handle/123456789/11132
Majumdar, S. (2011). Developing a greening TVET framework. Retrieved from http://www.unevoc.unesco.org/fileadmin/user_upload/docs/Greening_ TVET_Framework
Mugenda, O. & Mugenda, A. (2003). Research methods. Nairobi. Acts press. Obara, B. & Mbaka, E. (2015). Environmental and sustainability audit report for Ol’lessos TTI, Prestine Development Consultancy. Nakuru.
The Environmental (Impact Assessment and Audit) Regulations, (2003). Legal Notice No. 101. Kenya Gazette. NEMA (KE). Retrieved from: https://www. nema.go.ke
Thad, M. (2010). Climate change education for sustainable development. Retrieved from http://www.unesdoc.unessco.org
UNESCO. (1992). United Nations conference on the environment and development: Agenda 21. Tech. rep., UNESCO. Retrieved from: http://www.un.org/esa/ sustdev/agenda21.htm
UNEVOC. (2017). Greening TVET. Retrieved from http://www.unevoc-unesco.org/go.php?
Waswa, F., Kambona, O. & Mireri, C. (2007). Principles and practices of environmental auditing in Kenya, Chapter 5. In Environment and Sustainable Development, A guide for Tertiary Education in Kenya. Vol II. Retrieved from http://www.academia.edu/
Published
2018-06-12
How to Cite
Wairiuko, S. (2018). The Role of Environmental Auditing and Monitoring in Greening TVET: A Case Study of Ol’lessos Technical Training Institute. Africa Journal of Technical and Vocational Education and Training, 3(1), 13-22. Retrieved from https://afritvet.org/index.php/Afritvet/article/view/56
Section
GREENING TVET: BEST PRACTICES AND CASE STUDIES
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