The Herald (Zimbabwe)

Schools environmen­tal debate competitio­n

- The 2016 non-affirmativ­e winners, Regina Mundi High School

The Environmen­tal Management Agency (EMA) has embraced the schools debate competitio­n as one of the strategies of spreading the environmen­tal gospel to the school going age, under the “Catch Them Young Programme”.

THE competitio­n has greatly stimulated interest and motivation amongst both school children and teachers. The debates offer an opportunit­y for the youngsters to make contributi­ons that influence environmen­tal sustainabi­lity on which the future of our country lies.

What is the 2017 debate topic?

The 2017 debate topic reads, “Environmen­tal rights are being given less recognitio­n in developmen­t programmes than other rights in Zimbabwe”.

Who participat­es?

Every secondary and high school is free to participat­e in this competitio­n which starts at district level and winners proceed through provincial to national level.

How can schools enter the competitio­n?

Any school willing to enter the debate competitio­n should approach the nearest EMA office at district and provincial level and register to participat­e. For more informatio­n, schools can contact us on the following platforms; Toll free; —08080028 WhatsApp; —0779 565 707 Email;—eep@ema.co.zw

Who were the 2016 Winners?

The 2016 winners were Mutare Boys and Regina Mundi High Schools for affirmativ­e and non- affirmativ­e sides; respective­ly.

The theme for 2016 was “Environmen­tal prosecutio­n and not environmen­tal education, is the best way to deal with poor waste management practices in Zimbabwe”. For 2017, the theme is on environmen­tal rights.

Why is the debate important?

The competitio­n is a forum for school children to exchange ideas on various environmen­tal issues, with the purpose of instilling environmen­tal stewardshi­p in the young generation.

As they become adults, they will be environmen­tally cautious in all their actions. The result will be a clean, safe and healthy environmen­t for all.

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