School vegetable garden in the desert. Bonding, innovation, and training experiences in preschool

School vegetable garden is the practice of cultivation of vegetables in and around the school premises by the students. School vegetable garden programme is a promising tool that can teach cultivation of vegetable within the formal educational framework. It provides opportunities for young minds to understand the basic lessons of agriculture and develop an affinity towards it. A study was conducted among 180 student respondents among six schools by adopting the procedure of two stage random sampling, in Nenmara and Kollengode blocks of Palakkad district in Kerala. All the selected schools had functional school vegetable gardens and were practicing activities either through agriculture or nature clubs. The perceived effectiveness of school vegetable garden by students revealed that development of life skills was found to be the most important outcome. The constraints faced by students were more time spent for garden activities and difficulty in maintaining the garden during vacation.

Essa pesquisa tem como principal objetivo analisar a contribuição da experiência do reaproveitamento da areia de formigueiro em fertilizante na horta da escola pública, como contribuição ao ensino de geografia dos alunos do Ensino Fundamental. Trata-se de uma pesquisa qualitativa do tipo estudo de caso etnográfico. O trabalho está estruturado em duas partes. Na primeira – Conhecimento da ecologia para o exercício da cidadania - apresenta uma retrospectiva da educação ambiental na política global e escolar. Na segunda parte - A experiência do reaproveitamento da areia de formigueiro em fertilizante natural na horta da Escola Nilson Holanda – registra a experiência pedagógica desenvolvida em uma escola pública do município de Fortaleza. Por último, apresenta as considerações finais, discutindo a necessidade de uma tomada de consciência em relação à geografia em conjunto com a educação ambiental para fortalecer as ações humanas.

The study was conducted in Thiruvananthapuram district of Kerala to identify the constraints experienced by students in the course of engaging in school vegetable gardening programme. Ten schools were selected for data enumeration. A total of 130 respondents with 100 students comprising ten students each and 30 teachers comprising three each, from each school were selected for meeting the objectives of the study. The reaction to each constraint was obtained on a four-point continuum namely most important, important, less important and least important with the score 4, 3, 2 and 1 respectively. Mean rank cumulative index for each constraint was worked out and the constraints were ranked and catalogued. The major constraints as perceived by students in school vegetable garden projects were, high input cost followed by lack of student’s participation, lack of teacher’s involvement, non-availability of implements, high labour cost, poor storage facilities and lack of knowledge about gardening.

Feeding schemes based on school garden produce have been proposed as an effective solution to food insecurity and hunger among learners in South Africa. However, few studies have looked at the potential contamination of school food gardens when situated near mine tailing dams. The aim of the study was to evaluate the potential heavy metal contamination in a school vegetable garden in Johannesburg. Twenty soil samples were collected from the study school and a comparison school. Surface and deep (±10 cm beneath the surface) soil samples were analysed using X-ray fluorescence for levels of arsenic, chromium, copper, lead and zinc. Thirteen vegetables samples were collected from the school garden, and compared with six samples from a national retailer and four obtained from a private organic garden. The heavy metal concentrations of the vegetable samples were analysed in the laboratories of the South African Agricultural Research Council. High levels of arsenic were found in the school soil samples, and elevated concentrations of lead and mercury in the school vegetables. Calculation of the estimated daily intake for a child of 30 kg however, indicated that levels of lead, mercury and arsenic in vegetables were within acceptable limits. However, the levels of lead in the vegetable samples were high across all three sites. Further investigation and research should be undertaken to assess the source/s and extent of public exposure to heavy metals in vegetables in South Africa.

School Vegetable Gardens As a Site for Reciprocity in Food Systems Research: An Example from Cape Town, South Africa

Over one-third of global food production is estimated to contribute to the waste stream, leading to greenhouse gas emissions. Composting food waste emerges as a sustainable solution, effectively mitigating emissions by sequestering carbon in the soil, while also offering various environmental, economic and social benefits. However, food waste management pathways are mainly landfilling and controlled combustion, only a little fraction ends up being composted.Our secondary school is actively engaged in promoting recycling and sustainability within the scholar and local communities. With the active collaboration of students, we initially focused on separating light packing and paper, but we recognized that a substantial portion, approximately 40%, of our waste was organic waste from the school canteen. In response, we launched a composting initiative to convert this organic waste into valuable fertile soil.  Presently, four composters are consistently fed twice a week, yielding compost that enriches the soil in our school vegetable garden.This poster shows the comprehensive procedure, detailing the collection of food waste and the employed composting methods, including vermicomposting. The final product is a nutrient-rich organic material that enhances soil structure, fertility, ad moisture retention.This experience has not only significantly reduced our school’s waste output but has also played a pivotal role in raising awareness and educating students about climate change, waste-related issues, and the importance of local actions. Through active collaboration, we aim to install a sense of responsibility and environmental consciousness among students, fostering a sustainable mindset for the future.

Education is a key political process that may be developed grounded on multiple epistemologies and respect for difference, aimed at learning to be a being-with-the-other in local contexts. This chapter summarizes several efforts to promote action-research, holistic/agroecological and non-formal educational practices that were part of school vegetable garden programs, in marginalized areas of Brazil (henceforth identified by the acronym PEHE). The initiative originated in academic experiences that were carried out in the Amazon region (1977–1984), and further structured in Petrópolis, Rio de Janeiro, Brazil (1997–2020). Those experiences were conceived and developed under the title of ‘the Cacaio Project’ (1997–2020). It may reinforce dynamic critical thinking, the decolonization of research methods, and encourage social participation, and a few values conducive to education for social justice, environmental ethics, and local sustainability.

BackgroundGlobally, iron deficiency anaemia is a widespread public health problem affecting vulnerable populations including adolescents. However, over the years, the Uganda Demographic Health Surveys mostly report the status of anaemia for women of reproductive age (15–49 years) and children up to 5 years, leaving out the focus on adolescents. Moreover, high prevalence of anaemia among children below five years could suggest that anaemia still persists at adolescence. Therefore, the study aimed at determining dietary quality, prevalence of anaemia and their associated factors among school-going adolescents.MethodsA cross-sectional study involving 341 adolescent boys and girls aged 10–19 years was carried out in two rural schools in Gulu district. Prevalence of anaemia was determined by obtaining blood specimens from a finger prick into a microcuvette and analysed for haemoglobin (Hb) level using Haemoglobin analyser, whereas dietary quality was assessed using the Individual Dietary Diversity Score (IDDS). Socio-economic and demographic data were collected using a semi-structured questionnaire.ResultsThe overall prevalence of anaemia was 16.0% (Girls:18.1%; Boys:13.0%), while the mean Hb level was 13.2 ± 1.4 g/dl (Girls 13.0 ± 1.3 g/dl; Boys 13.5 ± 1.6 g/dl). The mean number of food groups consumed among the adolescents was 3.5 ± 2.1 for girls and 3.0 ± 1.8 for boys (p˃0.05). Animal source foods, fruits and vitamin A-rich vegetables, other fruits and vegetables were consumed by adolescent girls more than the boys. Similarly, a higher proportion of adolescent girls than boys consumed iron-rich foods: fish and meat, organ meat and dark green leafy vegetables. Further, all the socio-demographic factors in the study did not predict dietary diversity (p ˃ 0.05). On the other hand, education attainment by parent/guardian and nature of menstruation predicted the prevalence of anaemia amongst adolescents (p < 0.05).ConclusionsThe prevalence of anaemia was high among adolescents. Coupled with this, there, was low dietary diversity among the adolescents. The level of education of the parent/guardian and nature of the menstrual discharge were significant predictors of anaemia amongst girls. From this study, we recommend interventions by both health and agricultural-related practitioners to strengthen activities in rural schools such as health and nutrition education to create awareness about dietary diversity and promotion of agricultural practices such as school vegetable gardens, orchards poultry production and rearing of small ruminants to support consumption of diverse foods in schools with the view of reducing the burden from iron deficiency anaemia.

Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills, and social and emotional development, which include (a) a school vegetable garden, (b) a raised worm bed, (c) a sewing group, and (d) community collaboration. The authors also discuss implications for school counselors and recommendations for future research.Keywords: school counseling, life skills, transition, disabilities, adolescentsHigh school counselors, teachers and other school personnel are in the unique position of providing resources to help students transition from high school to early adulthood. This transition may involve preparation for college or development of employment skills for students who plan to enter the workforce rather than attend college. Life skill development (e.g., communication, problem-solving skills, financial management) is also crucial for young people as they transition out of high school.The transition from high school to adulthood can be especially difficult for students with emotional and behavioral disabilities (EBD). The Individuals with Disabilities Education Act (IDEA, 2004) defines the term emotional disturbance as follows:a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (a) an inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) inappropriate types of behavior or feelings under normal circumstances; (d) a general pervasive mood of unhappiness or depression; (e) a tendency to develop physical symptoms or fears associated with personal or school problems.Specifically in Florida, where the innovative program discussed in this article was developed, a student with an emotional or behavioral disability is defined as having persistent (is not sufficiently responsive to implemented evidence-based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity (Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities, 2009, para.l). In 2000, researchers reported that approximately 230,081 children and adolescents in the United States were receiving services within the serious emotional disturbances category, with an estimated 1.15% within the age range of 13-16 years old (Cameto, Wagner, Newman, Blackorby, & Javitz, 2000). These students often have multiple obstacles to overcome including (a) social, (b) emotional, (c) academic, and (d) environmental challenges (Lehman, Clark, Bullis, Rinkin, & Castellanos, 2002). Therefore, it is crucial to create programs to assist these students in developing the knowledge and skills needed to make a successful transition to adulthood.Transitioning to adulthood may involve continued education or full-time employment. However, young people in general are often ill-prepared to enter the workforce (Burgstahler, 2001); therefore, it is imperative that schools provide job training to help prepare students who plan to enter the workforce following high school. In regard to students with disabilities, the IDEA Amendments of 1997 and the IDEA of 2004 outline the responsibility of schools to help high school students transition to adulthood. Specifically, IDEA requires schools to begin transition planning for students with disabilities by age 14 and to have transition services specified within a student's Individual Education Program (IEP) by age 16 (Sabbatino & Macrine, 2007). …

&lt;p&gt;En este artículo se presentan los aspectos teóricos y metodológicos en la creación de ambientes de aprendizaje a través del diseño e implementación de un sitio web como apoyo a los procesos de investigación realizados en el huerto escolar. El diseño metodológico se enmarcó dentro de la investigación acción participativa con estrategias pedagógicas y didácticas apoyadas en el uso de las tecnologías de la información y la comunicación (TIC), generando junto con los niños, niñas y padres de familia, ambientes de aprendizaje que se constituyen como instrumentos en la enseñanza de la educación para la sostenibilidad.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers‟ perceptions of the immediate impact of NE on learners‟ eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South Africa, who taught nutrition topics to grades four to seven learners, participated in three focus group discussions. Transcript data obtained was analysed using the thematic approach of the framework method. Findings indicated that school support for NE was limited, which undermined the capacity of school NE to influence healthy eating behaviours of learners. The need to strengthen teachers‟ capacity to model positive eating behaviours was identified. Learners were perceived as being not completely ignorant of healthy eating, with limited capacity to effect changes within the resource-constrained environment. Negative influences like unhealthy choices of food from food vendors and peer influences were identified as needing to be discouraged. Positive influences like the National School Nutrition Programme (NSNP) and the school vegetable garden were to be encouraged. Understanding the prevailing school situation and environment and teachers‟ perceptions and roles in school NE is important in addressing issues that weaken the influence of NE on learners‟ eating behaviours.

In this snapshot, I discuss the potential value of gardening as a reciprocal research method. I draw on my experience of partnering with a school in establishing and supporting an ongoing primary school vegetable garden, as part of a long-term research project. I suggest that the garden creates a space in which to “talk around” the problem of diet-related non-communicable disease,1 rather than trying to define or address it directly, and therefore allows for the co-construction of our understanding of “food choice,” both in exploring the limitations of choice, and in discovering participatory opportunities to leverage for change in the food system. In this light, I discuss the value of slow research around a shared physical space, where reciprocity is derived from a negotiated give-and-take of learning to grow vegetables. Over time, locally relevant, relational and cumulative framing emerges. I argue that slow, reciprocal research involves embracing the full complexity of context, and adopting a posture of flexibility means that, rather than trying to control outcomes, we remain curious about the process itself.

Abstract Annual Review of Phytopathology. Volume 2, 1964. Edited by James G. Horsfall and Kenneth F. Baker VII + 423 pp. Annual Reviews, Inc. Pato Alto, California. Price $9.00 post paid. The Harvest That Kills J. Coleman-Cooke, pp. 207, 9 × 5 3/4, Odhams, London, 1965, price 25/-. Silent Spring Rachael Carson, pp. 317, paper back, 4 1/4 × 7, Penguin Books, Harmondsworth, price 5/-. Pest Control in Agriculture, By Dr. W. Rodenwald and H. Sitte. Paper Bound; 144 pp. 54 figures; 4 colour Plates, edition Leipzig, 1964. English Edition issued by Selpress Ltd., London. Handbook for Rural Science Teachers in Tropical Areas. T. M. Greensill, 144 pp. Evans Bros., London 1961. Rural Science for Tropical Schools. T. M. Greensill. Books 1 to 4: Healthy Soil; How Plants Live; The Food Crops; The School Vegetable Garden (about 45 pp. each). Aid to the West Indies. By D. J. Morgan. Overseas Development Institute, 1964. 7 tables, 56 pp. Price 8/6d.

Tanzania has a double burden of malnutrition, including a high prevalence of undernutrition and an increasing prevalence of overweight and obesity among adolescents. Schools present a valuable opportunity to reach a large section of the country's adolescent population with nutrition-oriented interventions. The objective of this study was to assess the current state of adolescent school nutrition interventions in Dodoma, Tanzania, with emphasis on 3 potential school-based nutrition interventions, school vegetable gardens, school meals, and education (on nutrition, agriculture, and water, sanitation, and hygiene). Focus group discussions were conducted with several regional and district-level governmental stakeholders, including health, education, and agricultural officers. Ten public secondary schools were visited, and interviews with school administrators, teachers, students, and parents were conducted. All stakeholders interviewed supported interventions to improve school-based nutrition, including school gardens, school feeding, and nutrition education. All 10 schools visited had some experience providing school meals, but parents' contributions were essential for the program's sustainability. Most schools visited had land available for a school garden program, but water availability could be challenging during certain times of the year. The teachers interviewed expressed that the curriculum on nutrition education was highly theoretical and did not allow students to practice the knowledge and skills they learned in the classroom. The current school-based approach to tackling the double burden of adolescent malnutrition in Dodoma is localized and ad hoc. To leverage the potential of schools as a platform for nutrition interventions, integrated and policy-mandated interventions are needed.

Resumo Este estudo descreve como se constitui a educação alimentar e nutricional (EAN) presente no livro didático (LD) da Educação Básica, visualizando espaços e caminhos que possibilitam a otimização desta. Seguiu-se uma metodologia guiada pela Hermenêutica de Profundidade. Inicialmente, se situa a EAN posicionada no tempo e espaço dentro do contexto do Programa Nacional do Livro Didático (PNLD). Exploram-se os campos de interação que agem na configuração da EAN no LD. Os resultados apontam fatores no âmbito governamental, campo editorial e contexto escolar que formatam a EAN e são relevantes neste processo. Em conclusão, sugere-se: que os alimentos apresentados no LD devam refletir a diversidade contextual brasileira, que autores e professores estejam envolvidos nos círculos de discussão sobre a temática, e que o LD fomente o diálogo centrado na EAN, abordando os objetivos e as práticas de programas governamentais afins, como merendas e hortas, presentes na escola.