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The purpose of this study was to understand children’s engagement in environmental conservation in Saku constituency, Marsabit county Kenya. The specific objectives this study was to investigate the effectiveness reforestation efforts, awareness creation, environmental clean-up and the role played by children in resource mobilization for environmental conservation in Saku Constituency. The study used the ladder of participation model developed by Hart which identifies eight levels of children’s participation in projects. It is designed to encourage those working with the children to think more closely about the nature and purpose of children’s participation in community activities. The research used mixed methods approach. The target population was school-going children and the teachers in Saku Constituency. The researcher used questionnaires as a tool for data collection with a sample size of 72 participants. The study finding revealed that schools have made very great strides in ensuring and promoting reforestation efforts by the students and the schools have done well. Most of the students are taught environmental conservation in their schools as it is part of the syllabus and also participation in environmental clean-up exercise by both teachers and students in the school and in the local community clearly shows that environmental conservation is on the rise in the schools, lastly the study found out that most schools have not set aside resources for environmental conservation and they rarely receive funds for such activities and for those few schools who receive such funding are from the NGOs. The study also observed that lack of water and drought has been a major challenge when it comes to environmental conservation activities such as planting trees and clean-up exercises. The study recommends that the county government of Marsabit county set aside funds to help schools set up tanks to harvest rainwater rainy seasons and also for other environmental activities where financial assistance is needed. The study further suggests the school environmental club with the help of other stakeholders can expand environmental activities outside the school for example in market centers and in the villages so that environmental conservation is not only practiced in schools, and further sensitize the community members on the importance of environmental conservation. |
