Erosion of various types,
including sheet, rill and gully, is affecting nearly all parts of Nigeria. Coastal erosion is becoming very intensified as a result of human activities such as damming of rivers, construction of harbour protecting structures and jetties like in the Lagos Bar beach, sand mining, dredging activities, and deforestation of coastal vegetation. Sea level rise as well as localized subsidence also exacerbates the rates of coastal erosion.
In general, erosion results in the depletion of farmlands, loss of forest resources and reduction in agricultural outputs. It also results in loss of land resources for other developmental purposes, destruction of properties and social amenities, as well as loss of lives.
Environmental Pollution
Environmental pollution in Nigeria is much greater in magnitude today than in previous decades as a result of the high rate of population growth and urbanisation, modernisation of agriculture, especially in the growing use of agrochemicals, the introduction of obsolete and polluting technologies and consumer products, and the ineffectiveness of some of the institutional,logistical and policy arrangements that have been put in place over the years to tackle the menace.
The dominant types of pollution in Nigeria are air, water, soil and noise pollution. Industries were the major sources of pollutants in Nigeria in 1980s and 1990s when well over 5,000 industrial facilities and 10,000 small scale industries were in operation on the Nigerian landscape. Constantly, smoke from factory chimneys and dust are spewed into the air, untreated industrial effluent discharged directly into open drainage channels and some industries bury expired chemicals and hazardous waste in their backyards or dump them haphazardly, thereby threatening water quality in rivers and wells.
These contraptions have become the new and widespread sources of pollution in Nigeria. The major pollutants from automobiles, motorcycles and electric generators are carbon emissions into the atmosphere, with excessive noise from all three. Additionally, expended oil and battery acid are dumped haphazardly within and on the outskirts of towns.
Pollution from oil exploration activities in the Niger Delta remains unabated oil spills from leaking underground pipelines and storage tanks are a regular occurrence, rendering vast tracts ofland and water bodies unproductive in the region.
In addition, pollution from gas flaring goes on daily. The resultant heat stress and acid rain continue to degrade the ecosystem.
Pollution of air, water and soil in Nigeria also comes from extensive use of fertilisers on farms, dumping of expired and contraband chemicals and pesticides in the country, improper storage and handling of chemicals as well as improper disposal of hospital and municipal wastes.
An emerging and rapidly growing source of pollution is electronic or e-waste from developed countries being dumped in Nigeria. This form of waste consists of old computers and other electronic gadgets which are laced with deadly chemicals and toxins. The poor regularly sort through waste dumps to scavenge for anything they could sell and so unwittingly expose themselves to toxic hazards and health risks.
Solid Waste
The problem of solid waste disposal has become one of the most intractable environmental problems facing many cities in Nigeria. On the whole, solid waste disposal creates environmental problems in two main ways. First, much of it is not collected in major cities, and the rate of waste collection is generally between 30 – 50%. The remainder is usually burned or dumped haphazardly in illegal landfills or streets, where it creates health hazards and blocks drains, contributing to urban flooding.
The situation is compounded by a number of factors including: indiscriminate dumping of waste without adherence to existing laws; unplanned siting of waste dumps; preponderance of non-biodegradable materials such as plastic bags and containers in waste materials; rampant sewage leakages; and increasing dumping of e-waste and medical waste in the country.
Sustainable Development
The term “Sustainable Development” rose to significance after it was first used by the Brundtland Commission in its 1987 Report, ‘Our Common Future’, in response to its mandate by the United Nations General Assembly to take stock of the earth and make recommendations for a sustained future. The Report defines Sustainable Development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Sustainable development calls for improving the quality of life for humanity without increasing the use of natural resources beyond the earth’s carrying capacity. Efforts to achieve sustainable development require the integration of action in three key areas: economic growth and equity; conserving natural resources and the environment; and social development.
Some Key United Nations Conferences Deepening
The Understanding Of Sustainable Development
Over the years, some major global initiatives have been carried out, including United Nations Environmental Conferences, to further deepen the meaning and understanding of sustainable development. The outcome of these conferences included Action Plans and Political Declarations whose implementation at national, regional and global levels have further clarified the concept of sustainable development.
The United Nations Conference on the Human Environment
The United Nations Conference on the Human Environment in Stockholm in 1972, was the first most important event in the growth of environmental consciousness. It came about because of public pressure, backed by scientific findings about the impacts of industrial emissions, persistent pesticides and other pollutants in the late 1960s, stimulated the necessary political will. “The Action Plan for the Human Environment” adopted by the Stockholm Conference, and the establishment of the United Nations Environment Programme (UNEP) in the same year; gave global environmentalism further impetus and effective expression in the international community, as well as prepared the ground for the evolution of the concept of sustainable development.
The United Nations Conference on Environment and Development (UNCED)
“The Agenda 21” adopted at the United Nations Conference on Environment and Development (UNCED) otherwise called the Earth Summit, held in Rio de Janeiro, Brazil in 1992, heralded a new approach to environment and development, and further deepened the meaning and understanding of sustainable development. The Earth Summit Action Plan (The Agenda 21) provides guidelines and strategies for achieving sustainable development in various sectors of national, regional and global development in the 21st  Century. The Earth Summit also produced the Rio Declaration on Environment and Development containing 27 Principles to guide the transition to sustainable development in the 21st Century. The Rio Declaration has continued to be relevant at global, regional and national levels and has guided several negotiations and facilitated consensus building on critical environmental and developmental issues to date.
The United Nations World Summit on Sustainable Development (WSSD)
The World Summit on Sustainable Development (WSSD) held in Johannesburg, South Africa in 2002, reaffirmed the global community’s commitment to ‘full implementation’ of Agenda 21, alongside achievement of the Millennium Development Goals and other international agreements. The Johannesburg Plan of Implementation (JPOI), adopted at WSSD, sets out new commitments and priorities for action on sustainable development. While expressing continued support for the goals of Agenda 21, the document specifies concrete means of overcoming problems that have hampered the implementation of Agenda 21, with a renewed focus on those activities that can be realized in each priority area. In addition, the WSSD served as a platform for the launch of new partnership initiatives to promote sustainable development.
The United Nations Conference on Sustainable Development (Rio+20 Summit)
The United Nations Conference on Sustainable Development (Rio+20 Summit) held in 2012, upheld the Rio Principles and the resolutions of the Earth Summit while adopting an Outcome Document, ‘The Future We Want’ in furtherance to

Dr. Benebo is the Director General of NESREA

earlier commitments towards sustainable development and a green economy. “The Future We Want” provides a global framework to protect ecosystem integrity through holistic and integrated approaches ensuring effective balancing of the social, economic and environmental pillars of development, including poverty eradication, social inclusiveness and equity. In all the above global actions to operationalize sustainable development, a lot of emphasis has been placed on education for sustainable development.
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
Education is essential to achieving sustainable development. It is crucial to the ability of the citizens to create solutions and find new paths to a better future. The citizens need to understand the environmental implications of all the actions they take, and learn their way to sustainability. Our current knowledge base does not contain the solutions to contemporary global environmental, societal and economic problems.
Education for Sustainable Development (ESD) promotes efforts to rethink educational programmes and systems within the context of sustainable development. It affects all components of education, such as, legislation, policy, finance, curriculum, instruction, learning, assessment, etc. It calls for lifelong learning and recognizes the fact that the educational needs of people change overtheir lifetime.
The strategy of ESD concept is to equip people with knowledge and skills in sustainable development, making them more competent and confident while at the same time increasing their opportunities for leading healthy and productive lifestyles in harmony with nature and with concern for social values, gender equity and cultural diversity. It also empowers the citizenry to effectively play a key role in environmental governance and contribute to sustainable development.
THE KEY ELEMENT SOFESD:
are based on the principles and values that underlie sustainable development; deal with the well-being of all four dimensions of sustainability – environment, society, culture and economy; use a variety of pedagogical techniques that promote participatory learning and higher-order thinking skills; promote lifelong learning; are locally relevant and culturally appropriate; are based on local needs, perceptions and conditions, but acknowledge that fulfilling local needs often has international effects and consequences; engage formal, non-formal and informal education; accommodate the evolving nature of the concept of sustainability; address content, taking into account context, global issues and local priorities; build civil capacity for community-based decision-making, social tolerance, environmental stewardship, an adaptable workforce, and a good quality of life; are interdisciplinary. No single discipline can claim ESD for itself; all disciplines can contribute to ESD.
The Belgrade Charter And The Tblisi Resolutions On Environmental Education
The Belgrade Charter and the Tblisi Resolutions on Environmental Education laid the foundation for the current thinking on education for sustainable development. Following the recommendations of the United Nations Conference on Human Environment in Stockholm in 1972, the United Nations Environment Programme (UNEP) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) launched an ‘International Environmental Education Programme’ (lEEP) aimed at fostering the exchange of information and experience in the field of nvironmental education. Under the auspices of the lEEP, an International Workshop on Environmental Education was held in Belgrade in 1975, which led to the adoption of ‘The Belgrade Charter-A Global Framework for Environmental Education’.
As enunciated in the Belgrade Charter, environmental education should include among its primary objectives, measures for assisting individuals and groups to: Acquire awareness of, and sensitivity to the total environment and its associated problems; Acquire basic understanding of the total environment, its associated problems, and humanity’s critically responsible presence and role in it; Acquire social values, strong feelings of concern for the environment, and motivation for actively participating in its protection and improvement; Acquire skills necessary for solving environmental problems; Evaluate environmental measures’ and education programmes in terms of ecological, political, economic, social, aesthetic and cultural criteria; Develop a sense of responsibility and urgency regarding environmental problems, and ensure that appropriate actions are taken to solve these problems.
The Principles of the Belgrade Charter state that environmental education should: Consider the environment in its totality – natural and man-made, ecological, political, economic, technological, social, legislative, cultural and aesthetic; Be a continuous lifelong process, both in school and out of school;
Be interdisciplinary in its approach; Emphasize active participation in preventing and solving environmental problems; Examine major environmental issues from a world-wide viewpoint, while paying due regard to regional differences; Focus on current and future environmental situations; Examine all development and growth from an environmental perspective; Promote the value and necessity of local, national and international co-operation in the solution of environmental problems. Two years after the Belgrade Charter, the UNESCOUNEP Intergovernmental Conference on Environmental Education was held in Tblisi in 1977. One of the Resolutions of the Tblisi Conference stresses that environmental education should strive to enable individuals and communities understand the complexities of the natural and man-made environments arising from the interaction of their biological, physical, chemical, social, economic, cultural, ethical and political aspects, besides acquiring the knowledge, values, attitudes and practical skills needed to participating in a responsible and effective manner in the anticipation and solving of environmental problems and in the management of environmental quality.
United Nations Decade Of Education For Sustainable Development (DESD}
In recognition of the importance of ESD, the United Nations General Assembly declared 2005-2014, the UN Decade of Education for Sustainable Development (DESD). UNESCO leads the Decade and has developed an International Implementation Scheme for the Decade. The goals of the Decade are to provide an opportunity for refining and promoting the vision of, and transition to, sustainable development – through all forms of education, public awareness and training; and to give an enhanced profile to the important role of education and learning in sustainable development.
The specific objectives of the Decade are to: facilitate networking linkages, exchange and interaction among stakeholders in ESD; foster increased quality of teaching and learning in ESD; help countries make progress towards and attain the Millennium Development Goals through ESD efforts; and provide countries with new opportunities to incorporate ESD into education reform efforts.
The Role And Opportunities Of Tertiary Institutions In Nigeria
Environmental sustainability has become an increasingly important issue all over the world, the role of tertiary institutions in environmental sustainability initiatives is becoming more and more prevalent. Sustainable development through higher education provides a pivotal role in nation building. Tertiary institutions have the capacity to give quick responses to different societal problems, including those relating to the environment. Beyond teaching and learning on environmental issues, there is an emerging consensus that tertiary institutions can also model sustainable practices. Such education contributes strongly to sustainable development by training and expanding young minds in researching solutions to the environmental challenges.
Tertiary institutions are unique and have their own traditions and culture. They are familiar with their surroundings. They can use their repository of knowledge and expertise to address various societal problems. The tertiary institutions can help protect the environment and achieve sustainable development through the implementation of various programmes under the umbrella of education for sustainable development.
Curriculum Design And Programme Development
The framework of the curricula should cover the necessary information regarding environmental issues. In developing the programme, the university should make extensive enquiries regarding what is the need of the regulators and the regulated community so that the students on graduation will fit in perfectly in any sector. Curriculum design should be problem-solving oriented. The students should get acquainted with all the skills and information related to environment. The curriculum should motivate the students to participate and solve environmental problems. Research And Development
Research is one of the integral parts of higher education. It is an investigative parameter of getting new information or looking for new ideas for the development of man and the society.
Research in various aspects of environmental protection and sustainable development at tertiary institutions can go a long way in the protection of the environment and human health. The research may focus on specific topical issue or issues that affect the local community, the state or the entire country. It must also be in the fields where the university has competence, expertise and manpower. Well thought-out and properly supervised students’ projects can result in new solutions for addressing environmental problems.
Outreach
Tertiary institutions should embark on outreach programmes. The purpose of such outreach programmes is to create enduring partnerships between the institutions and communities in order to share knowledge and information, as well as to build capacity to identify, analyse, assess and solve specific problems. In addition, participation in outreach programmes can enhance the research and teaching capacity of the institutions and at the same time contribute to the development of the local communities.
Development Of Centres Of Excellence
The tertiary institution should identify its areas of strength and comparative advantage, in terms of geographical location, localized environmental problems, faculty expertise and experience, target audience, materials and equipment, as well as possible sources of funding. It is better that an institution is well known and recognized in one particular area of special expertise and competence than trying to do all and not being recognized in any area. Like the popular adage, “Jack of all trade and master of none” Because the issues in environmental protection and sustainable development are so broad, an institution can easily find a niche in a particular subject or issue and be well recognized in that area at local, national, and even at international levels. Such institution will always be sought after when the need arises.
Organisation And Participation In Conferences, Workshops And Seminars
Tertiary institutions have a responsibility to articulate and disseminate new scientific knowledge and information bearing on environment and sustainable development, to society at large through various fora, such as roundtable discussions, conferences, seminars and dialogue between scientists and other stakeholders, including citizens and policy makers. Such events can lead to further ideas and knowledge that will help society progress along the path of sustainable development. There is need for continuous organisation and participation in relevant conferences, workshops and seminars. The faculty should be familiar with the rudiments of organizing successful seminars and workshops, including the preparation of concept notes for such conferences and seminars. Students should be properly tutored on how to prepare and present technical papers, including the use of ICT and multimedia. Such presentations create an impressive impact and also make it easier for the audience to understand and appreciate the issues.
Publications And Communications
If a tertiary institution does not tell the world what it is doing, the tendency is that the information on any research breakthroughs and other excellent programmes and activities of the institution will not be known. The public and private sectors who may need that information do not know what is happening within the four walls of the institutions unless they are told. There is need for tertiary institutions to encourage their faculties to publish and communicate the outcome of their research and other academic activities and programmes.
Such communications should be properly channeled to the appropriate target audience.
Consultancy And Expert Advisory Services
The tertiary institutions are repository of knowledge and expertise. They should reinvigorate and expand their consultancy services and expert advisory programmes in the area of environment and sustainable development. Such outfit should be visible and proactive. To-date, only about four tertiary institutions have applied to NESREA for accreditation as Environmental Consultants. The tertiary institutions should take advantage of their fundamental role as fulcrum of knowledge and conurbation of experts in diversified fields to promote multisectoral and multidisciplinary collaboration within and among the different faculties and colleges.
The institutions are in a better and informed position to provide expert advice to governments and private sector on topical environmental matters. They should make public statements, prepare and present memoranda at public hearings, on issues bearing on the environment.
Sabbaticals And Short-term Attachment Programmes
Tertiary institutions should have a programme whereby members of faculty can spend sabbaticals or some brieftime in a relevant government agency or industry to work on issues bearing on the environment and sustainable development.
Such a programme provides a win-win situation both for the faculty and for the government agency or industry.
Serving As Role Models For Sustainable Development
Tertiary institutions can use their campuses as models for a sustainable society, based on interactions with various stakeholders in the society through academic research and educational processes. The university can provide avenues in which to test new sustainability-relevant knowledge in a social context such as the development of “sustainable” or “green” campuses, use of renewal energy and implementation of sustainable waste management. By serving as test models for society at large, the tertiary institution can help foster in its students, the attitude and skills necessary to achieve a sustainable society in the future. Thus, the sustainable campus can serve as both an experiment in progress and an ideal tool for educating future generations.
Establishment Of Partnerships And Networks
Tertiary institutions can establish partnerships and networks among themselves at country level and with other tertiary institutions at international level. Such partnerships can provide a common platform to enhance interdisciplinary cooperation among tertiary institutions and research centers within and outside the country through such initiatives as student exchange, faculty exchange and joint research projects.
Models developed by these universities in different areas to address common issues, reflect each region’s economic, social and cultural conditions. Together, the work from each participating institution can provide the composite of a global model that incorporates regional diversity.
Conclusion
The concept of sustainable development has been explained or described in so many ways in scientific literature. A concept made popular by the Brundtland Commission in 1987 has grown to occupy a large body ofliterature both in content and context.
Nigeria is a large country endowed with rich natural resources and biodiversity, and at the same time facing various environmental challenges. Achieving sustainable development at country level would require proper management and control of our environment. It will also require sustainable exploration and exploitation of our vast natural resources.
There is therefore, need to evolve a formal environmental education system that can build the capacity of those who will be entrusted with the protection of the environment and management of our natural resources.
Our tertiary institutions have critical role to play in this regard. There is need for design and development of problem-solving and result oriented environmental programmes in our institutions.
Our tertiary institutions should embrace the innovations in sustainable environmental education and come up with specific programmes that suit their individual peculiarities and circumstances.
The National Environmental Standards and Regulations Enforcement Agency (NESREA) will be very willing to partner with the College of Graduate Studies of the University of Port Harcourt in the implementation of environmental sustainability programmes in the University.
I thank you.

Ngeri Benebo

Vice Chancellor Rivers State University of Science and Technology (RSUST), Prof Barineme Fakae, with the Registrar of the institution, Mrs D.C. Odimabo, at the 25th convocation ceremony of the institution in Port Harcourt recently.