Agro Biodiversity for nutrition security a case of Joy town school

SCOPE
Published: 15 October 2020
Last edited: 15 October 2020
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Summary

SCOPE Kenya, promotes permaculture practices to support  school communities to redesign their school ground and establish sustainable productive land scape, with food forest and cool micro climate, for enhanced learning, abundance and resilience.

To enhance sustainable solutions to hunger and restoration of degraded land, SCOPE uses a participatory holistic school development approach, which involves working with all schools stakeholders (pupils, teachers, parents/surrounding communities and local leaders) and use local resources for production of healthy safe food,  protect nature and equip learners will life skills for self reliance.

Through this, children from poor, food insecure background are assured of one meal  while in school, resulting to improved health and academic performance.

This also enhnaces soil and water management, waste management and increase in number of tree seedling planted, hence attracting birds, monkeys and insects.

Classifications

Region
East and South Africa
Scale of implementation
Local
Ecosystem
Agro-ecosystem
Agroforestry
Cropland
Green roofs / Green walls
Green spaces (parks, gardens, urban forests)
Orchard
Rangeland / Pasture
Urban ecosystem and build environment
Theme
Adaptation
Agriculture
Biodiversity mainstreaming
Erosion prevention
Sustainable livelihoods
Sustainable development goals
SDG 1 – No poverty
SDG 2 – Zero hunger
SDG 3 – Good health and well-being
SDG 4 – Quality education
SDG 5 – Gender equality
SDG 6 – Clean water and sanitation
SDG 10 – Reduced inequalities
SDG 11 – Sustainable cities and communities
SDG 12 – Responsible consumption and production
SDG 13 – Climate action
Aichi targets
Target 1: Awareness of biodiversity increased
Target 2: Biodiversity values integrated
Target 3: Incentives reformed
Target 4: Sustainable production and consumption
Target 7: Sustainable agriculture, aquaculture and forestry
Target 8: Pollution reduced
Target 14: Ecosystem services
Target 15: Ecosystem restoration and resilience
Target 18: Traditional knowledge
Target 19: Sharing information and knowledge
Target 20: Mobilizing resources from all sources

Location

Thika, Central Province, Kenya

Challenges

Social Challenges

 

  1. Hunger/ food insecurity.
  2. Unemployment among youths
  3. school drop out due to lack of food/ feeding program

 

Environmental Challenges

  1. Loss of biodiversity
  2. Low agro biodiversity

Economic

Poverty due to poor production

Beneficiaries

1. school going children

2. Teachers

2. youth out of school

3. parents/surrrounding community members through peer to peer.

 

How do the building blocks interact?

needs assessment for facilitators

needs assessment for beneficiaries

capacity building on use of Integerated Land Use Design( ILUD) tool

Implemetation, participatory monitoring and evaluation

Impacts

Through this Integrated Land Use Design Approach, we have seen great improvement in,

  1. Land restoration and utilization for food production of healthy safe and nutritious food
  2. Adoption of land use methods that help in climate change adaptation and mitigation
  3. Increased access to food by school children and teachers
  4. Increased retention of children in school, resulting to improved academic performance

Improved school environment with diversity of food crops in the food forest, which is also home for birds and insects

Story

Sarah Boro, a teacher in Ikuma primary school, which works with SCOPE Kenya, is a happy woman today. In 2015, she attended one week training in permaculture practices in her school.Though initially she had no interest in agricultural activities becasuse, she found it very expensive, involving hard labour and low returns. This time on noting that, permaculture is about designing and establishing sustainable production systems, using local available resources, she found it worthy trying, as it could enable her produce own food.

In her school, she learnt how to produce food and especially vegetables and arrow roots using rain runoff. Back at home, she established her own vegetable gardens arrow root gardens .

Since then, she  has moved from buying to sellings, as she produces enough vegetables and arrow roots for her own consuption and sells to neighbouring communities.

on the other hand, she has become a community trainer, as majority of people from her community, comes for consultion over the weekend.

 

Contributed by

John Macharia

Other contributors