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I consider this a Radical Gumbo, with many varied ingredients making more than the sum of its parts. We are no-holds barred, passionate and not overly PC here. Yes, Liberals can have Fangs. Jump in and be part of the cutting edge!
At the Department of Agricultural Economics and Extension at Cape Coast University in Southern Ghana, learning takes place not only in classrooms, but also literally in fields and farms all over the country. As part of a program to improve agricultural extension services, extension officers are working with professors to find ways to improve food production in their communities. The extensionists, who are already working with farmers, are selected by the Ministry of Agriculture and the University from all over the country to train at the University to help them better share their skills and knowledge with farmers.
The program was started in the early 1990s after the Ministry of Agriculture found that its' extension workers were not communicating well with farmers, says Dr. Okorley, a Cape Coast professor. The goal of the program, according to Okorley, is "to improve the knowledge of front line extension staff." Because the educational background of many extension workers is "limited" (many don't have the means to attend college) says Okorley, they "couldn't look at agriculture holistically."
But the university is helping change that problem. Students learn how to engage with farmers and communities by learning better communication skills. And they are trained to properly diagnose problems, as well as come up with solutions.
After attending a year of classes on campus, the students go back to their communities to implement what they've learned in Supervised Enterprise Projects (SEPs). The SEPs give the student-professionals the opportunity to learn that particular technologies, no matter how innovative they might seem in the classroom, don't always "fit" the needs of communities, says Dr. Okorley. The SEPs also help them implement some of the communication skills they've learned in their classes, allowing them to engage more effectively in the communities where they work. Instead of simply telling farmers to use a particular type of seed or a certain brand of pesticide or fertilizer, the extension workers are now learning how to listen to farmers and help them find innovations that best serve their particular needs. "One beauty of the program," according to Dr. Okorley, "is the on-the-ground research and experimentation." He says "it allows the environment to teach what should be done."
They have plans to scale up and improve the program by developing a "technology village" that will allow students to try out different technologies or practices before taking them back to their villages. And they hope to engage women in the program-currently, there are no female professors or students in the program. In addition, they're hoping to incorporate a value chain approach in the curriculum, helping extension workers and farmers alike find innovative ways to add value to and improve the quality of crops.
Listen below to Professor Festus Annor-Frempong discuss how the University is helping improve agriculture in Ghana and to Peter Omega, a former student, talk about his work with farmers in his community.
At the Rural Development Foundation's (RDF) primary school in Kalleda, a small village in the Warangal district of Andhra Pradesh, India, students carry gardening tools, along with their notebooks and pencils.
All of the students work in the school's garden, cultivating and harvesting rice, lentils, corn, and cotton that is used to make the daily meals or sold to the village and to other schools. Students also take turns tending a field of marigolds and selling them in Kalleda. All of the profit goes back to the school.
And the students carry another important tool-a camera.
Cameras were provided by Bridges to Understanding (Bridges), a Seattle-based non-profit that uses digital technology to empower and connect children around the world. Students participating in the Bridges curriculum are taught to use cameras and editing software to develop stories about their community and culture. These videos, comprised of a photo slide show with a running narration, are then shared with the Bridges online community which is made up of schools in seven countries: Azerbaijan, Cambodia, Guatemala, India, Peru, South Africa, and the U.S.
For many students, it's the first time they have ever even held a camera. "When I first asked my students if they thought they could ever design, shoot and edit their own film they just shook their heads and said, 'there's no way," said Elizabeth Sewell, Bridges program coordinator at the RDF school in Kalleda.
But not only did her students successfully develop a concept for, shoot and edit a video about local water pollution, they are also participating in an online discussion about their school garden with another group of students at the Aki Kurose school in Seattle. Students at Aki Kurose are learning to grow corn, squash, and beans using traditional Native American practices. And they volunteer at a local food bank, a completely new concept to the students at Kalleda. "Thank you for your post about your school garden and information about your food bank," wrote Sewell's students. "We had never heard of a food bank before your post. We like the idea of a place where people can get free food."
Sewell explains that having a conversation about farming with students in Seattle helps students at Kelleda "realize what makes their community unique but also that there are other kids out there dealing with similar issues, providing a model or inspiration for alternatives and creating a global sense of solidarity in facing these problems."
And, according to Sewell, the Bridges video project gives students a concrete and achievable goal to strive towards as they grapple with larger questions about their role as "agents of change" in their community and the world.
"At first, the prospect of designing, shooting and editing a movie seems insurmountable but then they produce these beautiful films," says Sewell. "And then you knock down that barrier, you show them what they are capable of doing. And then they can start to approach other, larger and more institutional, problems the same way. Suddenly, in their own eyes, there are no limits to what they can achieve."
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This is the final blog in a three-part series about FANRPAN's work. It was co-written by Sithembile Ndema, FANRPAN's Natural Resources and Environment Programme Manager and Danielle Nierenberg. Crossposted from Nourishing the Planet.
The Food and Natural Resource Policy Analysis Network's (FANRPAN) Women Accessing Realigned Markets (WARM) project aims at strengthening the capacity of women farmers influence in agriculture policy development and programmes in Southern Africa. It doesn't sound especially entertaining-but it has some innovative strategies for bridging the divide between women farmers, researchers, and policy makers.
FANRPAN is using Theatre for Policy Advocacy to engage leaders, service providers, and policymakers; encourage community participation; and research the needs of women farmers. Essentially, theatre is being used to explain agricultural policy to people in rural areas, and to carry voices from the countryside back to government. Popular theatre personalities travel to communities in Mozambique and Malawi and stage performances using scripts based on FANRPAN's research, to engage members of the community. After each performance, community members, women, men, youth, local leaders are engaged in facilitated dialogues. The dialogues give all community member-especially women-a chance to openly talk about the challenges they are facing without upsetting the status quo. More importantly, it allows women to tell development organizations what they really need, not the other way around.
Ultimately, FANRPAN hopes to train women community leaders to use the theatre advocacy platform to discuss other issues and problems in their villages, including HIV/AIDS. And because this project involves all members of the community, it doesn't alienate men, but includes them in developing solutions.
For more information on FANRPAN and its work in Africa see the following www.fanrpan.org
Thank you for reading! If you enjoy our diary every day we invite you to get involved: 1. Comment on our daily posts-we check comments everyday and look forward to a regular ongoing discussion with you. 2. Receive weekly updates-Sign up for our "Nourishing the Planet" weekly newsletter at the blog by clicking here and receive regular blog and travel updates.ac
We had a interesting debate Friday night over Arizona's right to enact laws as a matter of a State's Right to autonomy on WWL Radio. My esteemed partner and I saw it very differently.
First of definition of terms, as I plan to employ them:
As a matter of distrusting my own choice of words, when the semantic point came up that the idea of "Federalism" meaning FOR State's rights, I chose to wander over and pick up my copy of "The Federalist Papers" off our library shelf. I also googled and skimmed "The Anti-Federalist Papers" which were published at the time to make the case against a strong centralized government and arguing against ratifying the Constitution. It was the Anti-Federalists who made the Bill of Rights being the first act of Congress an absolute guarantee. Jefferson was a strong Federalist in believing that the Separation of Powers would ensure a Central Government that would create safeguards against the Federal Government becoming an entity with enough power to become abusive to individual State's or Citizen's welfare.
The Federalist Party; thereafter was a product of pro-banking, pro-business who wanted a fiscally stable strong central government. Hamilton's centralized banking economic policies were opposed by Jefferson - the arguments were essentially elitism versus populism; but culminated moreso in the only Federalist President, John Adam's creation of a tax subsidized standing military (Navy) and the creation of the "Alien and Sedition Act" ...the very first shot in the effort to create a Unitary Executive. However Jefferson also penned the Ky & VA resolution, which supported State's Rights should the Federal Government overstep its bounds. A sticky wicket this term.
So, consider my usage of the term "Federalist" in description of my views for this debate only, as the Jeffersonian argument for a Central Government, and as the opposing view of the "Anti-Federalist" State's Autonomy arguers of that era. I am comfortable in my use of this term under this intended usage. I am not employing all of the nuances of Federalist's platforms or views in this debate, rather using the most simplistic of usages.
Ok, that said, let us move on to the legalities and ethical questions surrounding these points of views in this present era.
In today's Washington Post, Kathleen Parker contends that, due to her education and New York City origins, "Elena Kagan is miles away from mainstream America." While her argument, which is based on some pretty impressively weak logic, is artfully refuted by Ed Kilgore at fivethirtyeight, I'd like to discuss why it is acceptable for Ms. Parker to so casually assert the claim that some of us are somehow more American than others. Imagine, for a moment, if she based this claim not on geography, but on race, gender, age, or religion; would the Washington Post still put its name above that? I am so tired of the conservative contention that there is a "real" America and a "liberal" America, and that living in or coming from a certain type of place makes a person more or less representative of quintessential America.
In Washington DC last week at the House Hunger Caucus briefing, panelist, Cheryl Morden, Director of the North American Liaison Office of the International Fund for Agricultural Development (IFAD), concluded that, in the global agriculture funding community's struggle to alleviate hunger and poverty, there is a "big pay-off in focusing on women," but " neglect them and you'll end up doing harm."
Although women farmers produce more than half of the food grown in the world-and roughly 1.6 billion women depend on agriculture for their livelihoods-they are often not able to benefit from general agriculture funding because of the institutional and cultural barriers they face-including lack of access to land, lack of access to credit, and lack of access to education. Worldwide, women receive only about 5 percent of agriculture extension services and own about 2 percent of land worldwide.
But research has shown that when women's incomes are improved,and when they have better access to resources like education, infrastructure, credit, and health care, they tend to invest more in the nutrition, education, and health of their family, causing a ripple effect of benefits that can extend to the entire community.
In Kibera-sub-Saharan Africa's largest slum in Nairobi, Kenya, where anywhere from 700,000 to a million people live-women farmers, with training and seeds provided by the French NGO Soladarites, are growing vegetable farms in sacks filled with dirt. More than 1,000 women are growing food in this way and during the food crisis in Kenya during 2007 and 2008, when conflict in Nairobi prevented food from coming into the area, most residents did not go hungry because there were so many of these 'vertical farms.'
In Zambia, Veronica Sianchenga, a farmer living in Kabuyu Village, saw improvements in her family's quality of life when she began irrigating her farm with the "Mosi-o-Tunya" (Pump that Thunders), a pressure pump that she purchased from International Development Enterprises (IDE). In many parts of sub-Saharan Africa, the task of gathering water-in the driest parts of the continent this can require up to eight hours of labor per day - usually falls to women. Explaining that her children are eating healthier, with more vegetables in their diet, Mrs. Sianchenga adds that she is also enjoying increased independence. "Now we are not relying only on our husbands, because we are now able to do our own projects and to assist our husbands, to make our families look better, eat better, clothe better-even to have a house."
In Rwanda, the Farmers of the Future Initiative (FOFI) helps to empower young girls and other students by integrating school gardens and agriculture training into primary school curriculums. Over 60 percent of students in Rwanda will return to rural areas to farm for a living after graduating instead of going on to secondary school or university. While both young boys and girls benefit from the training, it is especially important for young girls to learn these skills, says Josephine Tuyishimire, so that they can avoid dependence on men for food and financial security. And so they can share what they learn.
By "passing these skills to future generations" - or the children that are often under their care- said Tuyishimire, women help to create future farmers who are prepared to feed themselves and similarly self-sufficient and empowered.
Thank you for reading! If you enjoy our diary every day we invite you to get involved: 1. Comment on our daily posts-we check comments everyday and look forward to a regular ongoing discussion with you. 2. Receive weekly updates-Sign up for our "Nourishing the Planet" weekly newsletter at the blog by clicking here and receive regular blog and travel updates.
In Rwanda, more than 85 percent of the population's livelihood depends on small-scale agriculture. And the majority of primary school students-roughly 60 percent- will return to rural areas to make their living in ways, instead of going on to secondary or vocational schooling or university.
With that in mind, in 2007, the organization CARE designed the Farmers of the Future Initiative (FOFI) , a three year project that integrates modern and environmentally sustainable agriculture training into primary school curriculum in Rwanda-making traditional schooling more relevant to the average Rwandan student.
The project started with 27 pilot schools in nine districts: Nyamagabe and Nyaruguru Districts in the Southern Province, Gatsibo and Nyagatare Districts in the Eastern Province, and Karongi, Rutsiro, Rubavu, Nyabihu and Ngororero Districts in the Western Province. Each pilot school received funding from CARE to invest in a school garden or farm. After one year, profits from the garden went back into the school's agriculture program while the other half was used to help another school, called a satellite school, start its own garden. By the end of the project there were 28 satellite schools, each with its own garden started with the help of another school.
While maintaining the school gardens, students experimented and were trained in farming techniques that emphasize the preservation of natural resources as much as they do crop production, such as agroforestry, intercropping, mulching and compost, and non-chemical methods of pest and disease control.
According to Josephine Tuyishimire, a FOFI project coordinator, the school gardens also benefit students' parents and their local community. As parents learn new farming techniques from their children, their neighbors also learned from them. "The population surrounding FOFI schools copied [the farming techniques] and replicated them at home."
One boy, an orphan from Cyanika primary school in Nyamagabe District, who is living on his own, used irrigation and intercropping techniques he learned at school to start his own small garden. With the help of a teacher at the school he gained access to a local market to sell his vegetables and eventually earned enough money to purchase his own land. With the additional security that comes with land ownership, he continues to generate more income by selling his produce.
Helping students to be self-sufficient is especially beneficial for young women who are often kept out of school, but who can be "empowered in this project," said Tuyishimire. "In the future they become self-reliant and less dependent on their male counterparts as breadwinners." And women share their knowledge with their children, "passing these skills to future generations" to create future farmers who are educated in a way that allows them to self-sufficient and well-fed.
Thank you for reading! If you enjoy our diary every day we invite you to get involved: 1. Comment on our daily posts-we check comments everyday and look forward to a regular ongoing discussion with you. 2. Receive weekly updates-Sign up for our "Nourishing the Planet" weekly newsletter at the blog by clicking here and receive regular blog and travel updates.
A Rhode Island school board fired all the teachers in a school, in a dispute over working more hours without any more pay, and Obama says, that's just great, while the right wing applauds.
To get a share of the $3.5 billion in what are known as School Improvement Grants, school officials can choose to transform the learning environments in failing schools by extending instructional hours and making other changes, converting them to charter schools, closing them entirely or replacing the principal and at least half the staff.
The Central Falls superintendent, Frances Gallo, initially chose the first option this year, but after a dispute arose with the union over extra pay for adding 25 minutes to the school day, she broke off negotiations. Backed by the local school board, she announced the firings on Feb. 23. Last Monday, Mr. Obama supported the board's action in a speech to a dropout prevention group.
Of course, it's just fine to militarize the schools:
Disturbing as well is the prominence of Duncan's belief in offering a key role in public education to the military. Chicago's school system is currently the most militarized in the country, boasting five military academies, nearly three dozen smaller Junior Reserve Officer Training Corps programs within existing high schools, and numerous middle school Junior ROTC programs. More troubling yet, the military academies he's started are nearly all located in low-income, minority neighborhoods. This merging of military training and education naturally raises concerns about whether such academies will be not just education centers, but recruitment centers as well....
The battle for America's future is being played out in the schools, charter schools, and Texas-approved textbooks, and the left just doesn't seem to care. For 30 years, the right is pushing the schools ever further right, although they don't plan to send their own kids their-- many have pulled their own kids out- for those that can afford it to expensive private schools, and those that can't, to homeschooling (82% of home-schoolers are Christian right) .
War Criminal Torture Champions roam free, teach Law, and show up as guest/experts on the Sunday Talk Shows, but failing to teach all those brown kids to pass those tests is just ... wrong!
PROVIDENCE, R.I. - President Barack Obama says a Rhode Island school that recently fired all its educators is an example of how there needs to be accountability.
He made the comments Monday in Washington at the U.S. Chamber of Commerce. He called for "accountability" if a school continually fails its students without improvement.
He said that is what happened at Central Falls High School, where the school district's board of trustees voted last week to fire 93 teachers, administrators and other staff. No more than half could be hired back under federal law.
Obama pointed out that just 7 percent of students at the high school have tested proficient in math.
Right. That'll fix it. Fire them. Just fire them all.
I will be working (at home) today providing an assist to my Teacher (Musician) husband as he prepares to start what he refers to as his "War Room"... i.e. job hunting. He is still employed, but, word is getting around and all the staff at his school are brushing up their resumes.
When I read this headline (& story) at Common Dreams, I just guffawed. I admit I don't really quite know how to guffaw but I think I just did.
Obama's Idea of Education Reform? Fire All the Teachers Central Falls {Rhode Island} Thrust into School Reform Forefront
snip snip snip to the end:
As of Wednesday morning, 88 teachers, along with the high school's administrative team, faced their own uncertainty. All 93 were sent letters of termination.
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In Rwanda, more than 85 percent of the population's livelihood depends on small-scale agriculture. And the majority of primary school students-roughly 60 percent- will return to rural areas to make their living in ways, instead of going on to secondary or vocational schooling or university.
