Empowering girls and boys of Gasabo primary schools for undertaking actions on sustainable development
Ended in July 2014.
In 2014, the Vi_Agroforestry’s Farmers of the Future program (FOF) changed into Youth and Children program under Farmers Organization and Agroforestry Project (FOA), focused on environmental issues (agroforestry and tree planting) and RECOR remains working with 15 school instead of early 21 schools in Gasabo District. RECOR implemented the Youth and Children component of FOA in 15 schools of 6 sectors of Gasabo District.
The aims of this program were to empower young girls and boys, assisted by teachers and parents, to deal with local environmental challenges and bring possible solutions. The activities undertaken during this half year were focused on strengthening school environmental clubs and school committees, recruitment and organization of club members, empower schools to develop environmental action plans, organize tree planting campaigns and project monitoring and evaluation including Farmers of the Future Project end survey, data collection and follow up of activities at the field.
From the start of this project in July 2013, the project achieved good results in changing attitudes of pupils toward environment and agriculture (gardening).
Output 1: Strengthening school environmental clubs and educational/school committees
• 21 environmental clubs in schools were restructured
• 21 clubs were trained in different issues
• 21 clubs participated in activities such as visits, debates and other events
Output 2: Increased nutritional and health awareness among pupils, teachers and parents
• 1244 pupils were trained on nutrition, health and how gender is related to health and nutritional status of boys and girls
• BMI assessment for 655 pupils
Output 3: Specific training for school committees
• 21 school committees were trained on how to face their role as promoters of change
• Self-assessments on levels of increased understanding were carried out in 21 schools
Output 4: Reporting, Monitoring and evaluation
• Plans documents were developed and reports were produced
• These feedback documents were provided to the schools
• 792 pupils, teachers and parents were surveyed in 12 schools
Output 5: Establishment of agroforestry farms and nutritional gardens within schools
• Regular trainings and practice opportunities were held by field officers
• 45 of initiatives coming from trainings related to gardens and 2 related to nursery establishment were recorded
• 21 agroforestry farms and nutritional gardens were established
Output 6: Increased environmental awareness among teachers, pupils and parents and outreach of the knowledge to the community:
• Activities like cleaning the school yard, rainwater harvesting and separation of waste increased
• 739 pupils, teachers and parents were trained in 15 sessions on environmental management
• One Joint Key stakeholders Workshop on the importance of environmental friendly practices and climate change mitigation and adaptation was conducted.
738 pupils (327 boys and 411 girls) were trained on water harvesting.
Output 7: Increased tree cover at schools
• 13.000 trees were planted and maintained in schools
• 3079 avocadoes grafted
• 21 nursery beds were established in 21 schools, generating thousands of seedlings
• 1053 pupils joined training and demonstration sessions on Sustainable agricultural land use management, agroforestry techniques and compost making
Output 8: Partner organizations have increased knowledge on democratic governance; transparent, accountable and inclusive leadership and have developed their skills in PME and financial management.
• RECOR staff trained on Public Expenditure Tracking system, evaluation of development projects using PIMA Cards and the organization purchased accounting software.
• RECOR Members trained in proposal writing and management
Output 9: RECOR staff trained on human rights based approach and its integration in various programs of the organization.
The main challenges encountered during this period of January 2014 to March 2014 were the lack of water for watering nurseries due to shortage of rain, domestic animals raiding avocadoes and destroying trees planted in the compound of some schools during holidays and the delay in funds transferring. Afterwards, some of the challenges have been sorted out. On the one hand, the issue regarding the lack of water for watering were temporally resolved by Head teachers who asked pupils to bring water from their homes, a replacement of died trees and the call of local authorities to avoid grazing domestic animals in school compounds on the another hand. To compensate the delay of transfer of funds, many activities were done simultaneously.