56 17 Co-engaged Lear ning Pra ctices for Equi ty, Livelih oods and Devel opme nt local community. Planning and Implementation Elementary Schools As education is the key for developing human resources and skills, the Cambodian government and many international and non-governmental organisations try to provide better education in the country. However, more time and support is needed to achieve the same level of education as other Asian countries. In Greater Phnom Penh, schools outside the city lack buildings, desks, chairs, books and materials for studying. Many families in rural areas are poor and their children are spending less time in the classroom than their higher income counterparts, as they have to work in the fields or seek additional jobs elsewhere. In some schools, the teachers – who are grossly underpaid - charge their students unofficial fees. In collaboration with government, universities, local NGOs and the local community, the project partners began promoting food, agriculture and environment education in 16 primary schools in Phnom Penh and Kampong Cham as a pilot. The types of education implemented included: establishing school gardens; composting; holding seminars on sustainable development in agriculture through composting and organic farming; and conducting surveys to evaluate perceptions around organic agriculture and environmental conservation for sustainable development at elementary schools. In addition to its focus on students, it was suggested that education or training for teachers in this regard should also be strengthened. Local Farmers These days, traditional agricultural systems have been replaced by mono-culture systems that are heavily dependent on agricultural chemicals. To promote and enhance the understanding of sustainable development in agriculture among local people, including farmers, the project partners focused specifically on local farmers’ acceptance of sustainable farming practices. Activities included: promoting sustainable farming practices by demonstrating how to make compost, pellet compost, liquid fertilizer and bio-pesticides; leadership training; and workshops to enhance understanding of sustainable development in agriculture. Regular surveys were also conducted to help evaluate the acceptance levels of sustainable farming practices by local farmers throughout the project. Outcomes and Evaluation Elementary Schools Education on food, agriculture and environment was enhanced through the collaborative efforts of the government, universities, local NGOs, the local community and elementary schools in Phnom Penh and Kampong Cham. In elementary schools specifically, the following activities were conducted: leadership training; establishment of school gardens as well as compost boxes; and holding seminars to deepen the perception of sustainable development in agriculture through composting and organic farming. Questionnaire surveys were conducted to evaluate the perception of organic agriculture and environment conservation for sustainable development at elementary schools. The project successfully increased teachers’ motivation and understanding more than 75 percent from the beginning of the project. Student understanding also increased. To sustain or increase teachers’ and students’ motivation and understanding, offering knowledge, practices, materials and equipment are very important. The results of an evaluation done by external evaluators of the project are summarized in Table 1. As teachers, in particular, and students in elementary schools integrate sustainable agriculture in school curriculum, high sustainability of the activity can be expected. Table 1 Results of evaluation done by external evaluators Viewpoint Outcome Relevant Activities on the food, agriculture and environment education at elementary schools are appropriate as many students become farmers Effectiveness Teachers and students have learned about education for sustainable development through sustainable agriculture Impact Teachers and school administrators see the benefit of the activities Sustainability Teachers, in particular, and students integrate sustainable agriculture in school curriculum Local Farmers 6
Traditional Knowledge and Biodiversity
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