Educational experiences

MTC educational camps are dedicated to national and international primary and secondary schools based in East Africa.

MTC School Programs

MTC school programs are designed to inspire young generations in tackling the challenges of the global changes that are affecting both the environment and the human population.

The educational camps aim at involving students with a participatory and problem solving oriented approach, combining classes and field activities.

Programs duration and contents can be tailored to fit in different school curricula.

Environmental education camps for local school children are regularly organized by Oikos in the framework of the ongoing development project in the area. These courses are free of charge for participants and are funded by international donors.
Sample program to be tailored according to specific schools needs.
Target students

The program is designed for students from 11 to 16 years old.


Goals and objectives
Environmental education aims at increasing students’ knowledge and awareness about the environment they live in, at developing skills and expertise to address environment related challenges and at encouraging them to take responsible actions and change their behaviours in the direction of a more sustainable living.

The MTC area is characterized by environmental challenges that have been addressed as cause impacts to the society’s sustainable development, food security and human health.

In this programme environmental education is conducted to increase local skills on actual environmental challenges in the society.
Topics covered during the module
  • Plant and Animals species extinction
  • Poaching
  • Endangered species
  • Pollinator decline (This is associated with pesticides and insects/pollinators)
  • Habitat destruction
  • Over grazing
Main theme: conservation

Day 1:
Nature protection and environment conservation: the meaning of “Environment”

Group discussion - the students sit in groups of 2 or 3 and discuss on:
  • How to prioritise/which areas need protection? Why?
  • What kind of plants and animals should be protected?
  • What are the problems created to the environment?
A general discussion will follow, based on the answers of each group.

  • Walk to observe the environment around the camp: dry rivers, channels, hills.
  • Describe and understand how the local environment works.
  • Describe the factors that contributed to shape the areas visited.
  • List some plants and animal species that existed in the past, their importance and problems linked with their absence.
  • List which services you receive from the natural environment. Do you pay for them? Is the environment providing any free environmental services to you and your family?
  • Question old people around on how the environment looked like in the past.

Day 2:
Setting ways forward to the protection of the environment
  • How can you ‘manage’ the environment and the services provided? Are there forests in your area? Which rules is your village applying to manage the forests?
  • Habitats protection: why is it important to protect every part of the environment (e.g. water courses, forests, open grasslands)?
  • Do you know the difference between indigenous and exotic trees? Can you give some examples?
  • Group drawing: protected environment and non protected environment (followed by discussion on the differences between the two).
  • Indigenous tree planting campaigns.
Extra activities:
Visits to the National Park (to know more about species extinction, endangered species and reasons for protection and restpring).
Sample program to be tailored according to specific schools needs.
Target students

The program is designed for students from 11 to 16 years old.


Goals and objectives
The program is designed for students from 11 to 16 years old.
  • To make the students being able to link the concepts of ecosystem, biodiversity and sustainability to real world examples.
  • To raise awareness about the major threats for the environment related to human activities, both at local and global level, and stimulate the students to design feasible management solutions.
  • To make the students develop guidelines on how to protect the quality of local environment in daily life.
  • To improve the students’ knowledge and understanding of the local different cultures.
Day one:
11 am - Arrival at Mkuru, accommodation in dorms, camp orientation, explanations of camp life (showers, bush toilet), overview of the camp program (wildlife & environment boards, sustainability path)
1 pm – Lunch. Introduce yourself, choose a “bush” name & symbol
2.30 pm - Class 1 - Where we are - Meru – Kilimanjaro ecosystem: the water, the vegetation, the wildlife corridor; the savannah habitat, plants & animals adaptations, human activities impact
7 pm – Dinner and free time
Day two:
7.00 - 7.30am - Breakfast
Activity 1 - Field trip: Animal survey, seeking for sign of presence in the bush
Class 2 - Ecology concepts: ecosystems, trophic chain
1 pm – Lunch
Activity 2 - Field trip: Vegetation survey and sample collection in the bush.
Class 3 - Wrap up of result and findings; distribution and occurrence of species analysis
7 pm – Dinner and free time
Day three (Climate change):
Optional: sunrise from the hill above Mkuru to see Meru and Kilimanjaro
7.00 - 7.30am - Breakfast
Class 4 - Climate change
1 pm – Lunch
Activity 3 - Visit to the meteorological station in Olkung'wado
Activity 4 - Simulating the greenhouse effect
7 pm – Dinner, watching stars or moon
Day four (Maasai):
7.00 - 7.30am - Breakfast
Class 5 - Tribes and local communities: Maasai, Wameru and Warusha; walk to cultural Boma
Activity 5 - Making traditional hunting tools; learning about traditional beading for jewels
1 pm - Lunch with typical Maasai recipes
Activity 6 - Transfer to the Mkuru Camel Camp
Activity 7 - Short Camel trip
7 pm – Dinner, barbecue & story telling (Maasai tales or personal stories)
Optional: Overnight in the bush
Day five:
7.00 - 7.30am - Breakfast
Transfer to Mkuru
Activity 8 - Sustainability and development
1 pm - Lunch
Class 6 - Sustainability, reusing, recycling
Activity 9 - Recycling lab: use cans or plastic for building objects (ashtray, candle holder, jewels, car models)
7 pm – Dinner and movie projection
Day six (Sustainability):
Activity 10 - Early visit to the bee hives
8.00 - 9.30am - Breakfast
Class 6 -Bee hive keeping: management, production, processing
1 pm - Lunch
Conclusive activity - Results from the experience, writing of a statement for a sustainable  future