Scampis learning notes

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Learning Notes World Water Week Seminar: "Micro-irrigation for food security: the untold stories of forgotten stakeholders", Cecilia Ruebrto ceciliaruberto@gmail.com

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Scampis learning notes

  1. 1. Page 1 SCAMPIS Learning Notes
  2. 2. ©Cecilia Ruberto Page 2 SCAMPIS Learning Notes
  3. 3. ContentWhy the Learning Notes? ................................................................................................................ 5Introduction to the articles ................................................................................................................ 61. Strengthening women and youth through improved nutrition, health and hygiene inGuatemala ........................................................................................................................................... 81. Strategy adaptation of the project: introducing micro-irrigation systems in school gardensin Guatemala ..................................................................................................................................... 182. Scaling up integrated strategies for micro-irrigation through coffee producers ...................... 303. “The first experience lasts forever”: Bijaya Kumar experience as Scampis promoter.............. 384. Role of promotion strategy for introducing the MIS innovation .............................................. 435. Scaling up of micro-irrigation systems – Integrating MIS in Indian National Programme forLivelihood improvement: complexity and opportunities.................................................................. 546. Micro-enterprise for MIS – the born and the consolidation of Innovagri................................ 627. Breaking the small farmers vicious cycle of debts through micro-irrigation systems .............. 678. Scaling up micro-irrigation systems in Madagascar: opportunities and constraints ................ 729. Measuring the Scampis project change dimension .................................................................. 78 3 SCAMPIS Learning NotesGuatemala Story ............................................................................................................................... 85India Story ......................................................................................................................................... 90 Page
  4. 4. About the Seminar “Micro-irrigation for food security: the untold stories of forgottenstakeholders”Untold stories of forgotten stakeholders and project implementers from India, Guatemala andMadagascar will highlight the importance of dimension change in pro poor developmentthrough the introduction of micro-irrigation systems (MIS).MIS are effective tools for addressing rural poverty and improving the lives of smallholderfarmers. The Scampis project (2009-2012) has changed the lives of 30.000 vulnerable farmerswhich have adopted low-cost, user-friendly MIS technologies.This innovative technology has seen farmers embrace other strategies such as organicfertilization, natural pesticides, appropriate agricultural practices (longer growing seasons,lower application of agro-chemicals and (re)introducing native species and different crops)andchanged knowledge and behaviour on nutrition and health.Women and youth have formed strong livelihood groups to explore the manifold impacts.Scampis put in motion an holistic development chain from the manufacturer through theretailer shop to the farmer and sales of exceeds in local markets.Sustainability is a matter of affordability of choice–hence use of subsidies, accessibility ofextension and rural finance services, as well as availability of marketing linkages.Together with policy dialogue they lead to scaling-up in the 3 countries. 4 SCAMPIS Learning NotesScampis Website: http://www.ifad.org/english/water/scampis PageSpecial thankSCooperninc; IFAD; All Scampis staff; IFAD Countries offices; friends and families that haveconstantly supported us.
  5. 5. Why the Learning Notes? August, 2012The Scampis project has been a very special project. What made the experience so “special”has been the incredible dynamic attitude of all the people involved, the staff and the samebeneficiaries. The project piloted innovative strategies to introduce micro-irrigation systems(MIS) in India, Guatemala and Madagascar. In this 3 countries, organizations that for variousreasons get in contact with the project showed interest for it and developed their ownstrategies to integrate MIS in their activities.Among the various project achievements, the learning has been very important. The learninghappened constantly at the field level, at the organizational and at the cross-countries/international level.This publication wants to collect some informal contribution of actors that have been key inthe project development. Clearly there are many more people that play a central role in thisstory, we hope that photos and future learning notes will give them voice & justice.Dear reader, go through this publication with the spirit of a story reader, with morecuriosity than scientific expectations, be aware that our objective is to share experiences andlet raise questions to reinforce a continuous “learning” process and to facilitate directinteractions with our authors.The “Scampis Learning Notes” is an informal collection of home-made-working-papers & 5 SCAMPIS Learning Notesstories about real life experiences. This experiences and much more will be shared during theWorld Water Week seminar: “Micro-irrigation for food security: the untold stories of forgottenstakeholders”. PageEnjoy your reading!
  6. 6. Introduction to the articlesNow, more than before, we can say that the micro-irrigation technology is an extremelypowerful tool for improving livelihood condition in rural areas, especially if appropriatelylinked to integrated strategies for rural development. The micro-irrigation can offer satisfyingresults in relative short time (Measuring the Scampis project change dimension, CeciliaRuberto).During the last 3 years of the Scampis project implementation different strategies have beendeveloped and many challenges faced, this Learning Notes wants to give insights on someaspects that should be kept in consideration when we think using micro-irrigation in ourstrategies. The learning and the social dimension are important aspects ( Strengtheningwomen and youth through the correct nutrition, health and hygiene in Guatemala, MagalíÁvila; Strategy adaptation of the Scampis Project through School Gardens in Guatemala,Santiago Girón) as well as the technical and market dimension (Development of localmanufacturing chain for micro-irrigation technologies: born and the consolidation of the micro-enterprise Innovagri, Randriambelo Lova; Role Of Promotion Strategy For Introducing The MISInnovation, Tapan Kumar Pattanayak ). When an innovation is introduced, sufficient timeshould be allocated to consolidate the cultural, habits and to perceive economical andenvironmental improvements, for this reason the scaling up of MIS into larger programmesfor livelihood enhancement is very important (Scaling up of micro-irrigation systems in 6 SCAMPIS Learning NotesMadagascar : opportunities and challenges, Christin Ramaroson; Integrating micro-irrigationinto the National Programme for Livelihood improvement in India : opportunities andchallenges, Susanta Nanda; Overall scaling up of integrated strategies for micro-irrigation andscaling up with coffee producers, Mynor Maldonado). Finally, to develop effective and efficientstrategy, nothing is more important than listen at real experience of field staff andbeneficiaries (My experience as Scampis promoter, Bijaya Kumar Rout; Breaking the smallfarmers vicious cycle of debts through micro-irrigation systems, Fenomanantsoa PageAndriamanalina, Most Significant change stories from Guatemala and India).All the articles are “home-made – working papers” pulled together in this informal publicationto “immortalize” important experiences, feelings and to create opportunities for furtherdiscussions.
  7. 7. The Scampis Project Scaling up micro irrigation in India, Guatemala and Madagascar Country India Guatemala Madagascar Impleme IDE-I (International Development Funcafé (Fundación de la Caficultura para el AVSF (Agronomes et Vétérinaires Sans nting Enterprises – India) Desarrollo Rural) Frontières) NGO  10.000 beneficiaries expected by  10.000 beneficiaries expected by the end of  10.000 beneficiaries expected by the the end of the project the project end of the project Benefici  15.107 households achieved  13715 households achieved and 128  4670 beneficiaries directly achieved; aries among them 9.108 use natural school gardens established 4618 with partners fertilization  Developed equipment markets  Developed new school gardens using MIS  Developed equipment markets: from where none previously existed in and natural fertilizers Worked through manufacturing to distribution and Koraput and Gajapati groups of farmers and coffee producer promotion at village level districts,Orissa region cooperatives  Proposed client-specific subsidies policy  Worked with self-help, village  Complemented micro-irrigation practice  Strategic innovations Created new job opportunities in based micro-finance group of 10- with capacity building in nutrition manufacturing, promotion and 30 women (nutritious recipes and more diet diversity), profitable farming 7 SCAMPIS Learning Notes  Implemented promotional health and hygiene  Worked with groups of farmers, strategy from district to village  Connected local retailers to national independent farmers and agro- level providers of low-cost micro-irrigation cooperatives  Collaborated with regional rural technologies  Brought together a wide range of development programmes: Orissa stakeholders and clients to ensure Tribal Empowerment and sustainability Livelihood Programme and  Linked to a number of projects to scale Integrated Tribal Development up micro-irrigation (Capfida; PPRR; EU; Agency AROPA; FAFAFI; PROSPERER; AD2M)  Locally produced 100 m2 and 20  Downsized the commercially available 600  Adapted design and local m2 MIS: farmers find it extremely m2 MIS to 100 m2 and 50 m2 MIS for manufacturing of 100 m2 and 50 m2Technical innovations easy to use and to maintain vulnerable smallholders MIS    Page Surface treadle pump to lift water Introduced natural fertilizers (vermiwash Designed and locally manufactured Introduced from a stream or well: farmers and vermicompost) to maintain soil fertility pedal pumps using recycled plastic are less dependent on rainfed and increase production material (registered innovation) farming  Introduced natural pesticides to reduce  Built capacity for sustainable extension  Natural fertilizers (vermiwash and crop losses at little cost • Provided filters services in intensive cultivation, crop vermicompost) maintain soil for drinking water to ensure water quality diversification and synergies between fertility and increase production  Introduced practices for intensive crops  Introduced natural pesticides to cultivation, crop diversification and reduce crop losses at little cost synergies between crops
  8. 8. 1. Strengthening women and youth through improved nutrition, health and hygiene in GuatemalaMagalí Ávila, Nutrition & Health Technician, Funcafé, Guatemala. Mail: choscomagali@gmail.comSummaryThe working experience with SCAMPIS Guatemala from 2010 to 2012 has been a learning process,carried out with families, women and youth.The methodology that was used was learning by doing; the micro-irrigation system (MIS) hasbeen a tool to show how to produce and prepare their own food, in a more nutritious way and lowcosts compared to what they were used to do before the arrival of Scampis in that rural area: theeast side of Guatemala, covering 6 regions and 12 municipalities.Funcafé has within its strategic plan to continue working on three main areas: Education, Healthand Feeding and Nutritional Security; this work shares the United Nations millenniumdevelopment goals.In the Education area identified the objective to contribute with the raising of competitions inorder to have a productive and competitive life, the actions were considered from pre-school,elementary school, middle school, and high school, applying innovating methodologies, withefficacy and efficiency, relevance and pertinence.In the Health area it was worked with prevention and protection levels; recovery to improvehealth conditions in order to have a pleasant and extended life. 8 SCAMPIS Learning NotesIn Feeding andNutritional Security In 1981 the Government created instances of the Inter-the goal was the American Women Commission-National Women Officeimprovement of nutritional (ONAM) in August 1982 it was ratified by the Convention ofconditions of people in the rural area, the United Nations the elimination of all discrimination ways against women. All the plans, programs and projects werethere were set out actions to improve: developed in order to contribute to the strengthening of Pageavailability, access, consumption and women and youth and as consequence improve the future ofuse of biological food. the families of the rural area of the east side of Guatemala.
  9. 9. Women and Youth in Guatemala th According to the 5 National Enquiry on Maternal-Enfant Health women with higher fertility are the ones who are part of the groups of ages from 15 and 19 years old and 45 to 49 years old, although fertility is higher in women from the rural area. In the same enquiry it is noticed that fertility increases when women have less education. The difference in the fertility observed in the enquiry and the one wished by women is always higher in women from the rural area, in those who belong to an indigenous group and also in those who belong to a lower level of education. Women in fertility age who do not wish to procreate are still exposed to the ‘risk’ of being pregnant because they do not have a family 1 planning method, reproductive guidance and also due to cultural aspects and low education. Historically women in our Guatemala have been unlucky, mainly, women from the rural area and especially indigenous women. Male chauvinism, lack of education and the few participation spaces set them in a disadvantage place. In 1981 the Government created instances of the Inter- American Women Commission-National Office of Women (ONAM) and in August 1982 was ratified by the United Nations Convention on the elimination of all of discrimination ways against women. Through presidential programs and different departments, the Guatemalan Government also began with a series of programs designated to women. International Organisms have appeared to alleviate the poor and marginal condition in both areas for women and their families. The process which ended with the signature of the Peace Agreement allowed the creation of spaces for social and political participation by the Guatemalan Government in the compliance of the agreements, pacts and conventions have been signed and/or ratified in order to respect women human rights.How did SCAMPIS execution began? 9 SCAMPIS Learning NotesThe hired working team for the execution of tasks in the field get in contact and met the differentinstitutions and authorities present in the areas where they would have worked to introducethemselves and the project.It began by making a diagnosis of the communities based on health, education and feeding andnutritional security. With this information FUNCAFE diagnosed the different needs that womenand youth had in the area covered by SCAMPIS. PageThe project was presented at the town level in the meetings with the City Hall DevelopmentCouncil (COMUDE), Municipal Commission of Feeding and Nutritional Security (COMUSAN) and
  10. 10. Communitarian Development Council (COCODE). This allowed having the support from thecommunity leaders in the identification process of the priority groups and communityorganization.Considering the participation statistics of women in Guatemala we decided to be part of the dailyliving of the families for the strengthening of women and youngsters in the working process withSCAMPIS.The organization was a fundamental part of the objective achievements; women were part ofthese strengths for being housewives, mothers of children and also for being the ones who spendmore time with them, for this reason it was considered to include women in the user groups ofSCAMPIS Project. Most women were the ones who at the moment of learning about SCAMPISProject showed more interest in participating to learn and improve their living conditions.When FUNCAFE arrived at the communities did not find community organization, there was a lowcredibility on governmental projects. This situation represented an initial challenge for theintroduction of SCAMPIS and it took a while to introduce the practices and approaching strategiesthat were going to be implemented in a community level, this made also more difficult that thetechnical team earned the confidence of community members.By looking at the interest that women showed, it was considered that it was going to be possibleto have better achievements working with this age group, it was then organized five women orfive men but each of them represented a family and they were organized by similarity. 10 SCAMPIS Learning NotesAnother point of view that was considered was that the land in which they were going to work hadto be close to the homes so the vegetables were close to the homes too and they could control ina better way the team in which they were assigned.Another requirement was that the families had a 100 square meters land. Each group wasorganized and each group representative was the owner of the land. The groups signed a Pagecommitment letter with their 4 family participants. This was done in order to take thecommitment of working and also to use in proper way the micro irrigation system equipment that
  11. 11. was given to them as initial capital. Additionally to this the families were committed to give theproper maintenance and correct use to the micro irrigation system and also to participate in theeducational and technical sessions.This action allowed consolidating the organization in family, neighbor and community level whichis so needed in rural areas, because the Communitarian Development Council (COCODE) does nothave a wide knowledge of its functions due to the same level of education and lack of training inits functions. Having the support of COCODE allowed to have bigger capacity of announcementand inclusion of the project within the communitarian activities.The micro irrigation system –SMR- came as a tool that was introduced in working experiences. Itwas proceed to the implementation of family horticulture with the support of irrigationtechnology, identifying that team work made easier the practices and cultural tasks in thehorticulture land and also made easier the initial tasks of preparation of the land. While the cropswere growing, women actively participated in the trainings that the educators in health andnutrition gave to them in subjects such as feeding and nutritional security, hygiene and sexual andreproductive health.These subjects were given in order according to the sequence of the work that the communitiescarried out such as: hygiene, cleaning and self-esteem.Why did it begin with these subjects?Many of the participating women were historically abused and the opportunity to participate in 11 SCAMPIS Learning Notesthe training process was limited. Being aware of this reality the educators of the project began touse participating methodologies and even to improve self-esteem, and also increased theirleadership and strengthening. These educational talks achieved increase in the participation andacceptance of the project.Why is it important to train about Self-Esteem?In Guatemala there exists a war history, 36 years of intern armed conflict caused deep structural Pagepoverty, discrimination and violence which mostly affected women, children and indigenoustowns.
  12. 12. This is the reason why we find some cases where women have never even experienced how tocolor a drawing, look at themselves in the mirror, jump to catch a balloon, such small things butbefore the project they did not have the opportunity to do so. These practices of improving theirself-esteem widely contributed with the disposition of women toward more sensible socialsubjects to be discussed and which also approached real life situations within the homes, also incommunities where talking about sexual and reproductive health is still a taboo, self-esteemsubjects and leadership were also essential.Culturally speaking families have grown in a vicious circle of poverty and for them life is still thesame with or without opportunities, because for their way of thinking, there is no difference inhaving or not opportunities to have a better life. There exists a high level of conformism towardpoverty derived from low self-esteem that years of limitation have marked. These families livewith a lot of conformism, because probably to the majority of them maybe during their childhoodhad to face malnutrition problems and now being adults it is difficult for them to learn andunderstand what they need to change in this poverty circle.When it was the time to train on subjects like cleaning and hygiene; it was done with due care inorder not to hurt them, mainly with women in the Chortí area who belong to families with limitedresources, because they live in poverty situation and extreme poverty. The workshops were givenwith the correct context tools, lifestyle and available resources in the communities. 12 SCAMPIS Learning NotesWhen we were teaching them how to wash their hands properly and also how to maintain dailypersonal hygiene conditions, at their homes and with their food they felt it was a little hard toachieve in the beginning. During the process there were observed meaningful changes that theybegan to achieve for example: cleaning their homes everyday, recognizing that they need betterareas to prepare their food, introducing bags, cardboard boxes or any other thing to put the trash,not only in their homes but also in their community stores; it was also showed to them that it isimportant to recognize that hygiene is part of the health of all the members in the family and inthe community, among others. Page
  13. 13. To educate women through trainings while they were harvesting their food became veryimportant to them, because while they were waiting for the harvest to be ready to learn how toprepare new recipes with the food, it was also taught to them subjects like the importance ofhorticulture production and fruit in order to improve family feeding.These were the subjects given during the training process:  Feeding and Nutritional Security  Sexual and Reproductive Health  Hygiene and Cleaning  Gender and Self-Esteem  Nutritional Food Content  Leadership  Family Diet Diversification  Reproductive Risk  Nutritious Meals  Responsible Fatherhood and  Feeding for 2 year-old children Motherhood  Food Conservation Methods  Family Planning Methods  Safe Water  Brest-Feeding Importance  Other subjects that they required Now we are able to tell you the experience with the Feeding and Nutritional Security and Sexual and Reproduction Health Subjects!In the Feeding and Nutritional Security Subject families are now aware of the lack of hygiene thatthey personally had before the project, they know of better methods to prepare their food.Knowing that each vegetable, fruit and herb has a very important nutritional content, which isessential for the good health of the family. During the approach of the subjects on Feeding and 13 SCAMPIS Learning NotesNutritional Security it was noticed that women did not know the nutritional content of vegetables.After SCAMPIS, female beneficiaries of the project now talk about the importance of theconsumption of their own herbs, fruit and vegetables and it is even more important that now theyhave all of them near home and together with the micro irrigation system which allows them toproduce during the scarcity water season.The preparation of diverse recipes was easy because we used everything that they had in theircommunity, later it was quantified the production costs for each recipe and they realized how Pagelittle money they invested and how healthier they were eating.
  14. 14. Now women tell how their children ask them to cook vegetables, herbs and fruit that they did noteat before, because they used to cook them only with water and salt; they now have color andflavor and that is very interesting for all the family at the moment of food consumption. During theprocess we realized of the importance of the consumption of safe water. There were donebacteriological studies of water and we realized that they did not have safe water for humanconsumption.FUNCAFE by considering the need of complementing the subject of Feeding and NutritionalSecurity –SAN-, introduced the project of water purification filters for the same families that wereworking with horticulture production through micro irrigation system. The families were trainedon the installation of the filters and their use and hygiene, in order to reduce stomach problemsmainly diarrhea in children and adults. It was identified that when a woman was sick she did notparticipate and did not feel the desire to work. For the process of the project it was important theactive participation of everybody involved, for this reason it was taught to the women to visit thehealth assistance centers closest to them to have their reproductive control.The filter was a novelty especially for women because they did not need to buy chlorine to purifythe water, they were also environmentally improving because they stopped using wood to boil thewater and it is easier for them to fill the filters at night and the next day they have safe water todrink for all the family without the need of using more time being able to use it for other chores inthe house. 14 SCAMPIS Learning NotesNow we can listen to many women stating: “my children no longer drink water from the faucet,they are used to go to school and drink water from the filter” now they do not like any other typeof water, there are families who have taken the filter as one more member for them because theyeven dress it up (they use a cover and it looks like a dress, they protect it from the animals and thekitchen smoke with a blanket).Sexual and Reproductive Health Subjects PageCulturally talking it is not really well seen that women talk about this subject within the family andit is even worse to have a conversation like this with the husband. For men in the community the
  15. 15. woman must have as many children as God allows her to, women say that men state that awoman who does not have many children is not a good wife. When they were educated theybegan to know this reality more and more, it was implemented the education on sexual andreproductive health. Besides it is recognized that sexual and reproductive health has a highimportance level because it contributes to the reduction of maternal and neonatal death.Family Planning (PF) Family planning in Guatemala During the years from 1950 to 2000 Guatemala presented a demographical growth in a 385% above all the regions in the world during the same period. Yearly, there are added about 354,000 new children to the Guatemalan population. In the rural area women are having an average of 1.5 more children that the ones they really want. ENSMI 2008. Several studies reveal that exists a relationship between the fertility rate and poverty, and for Guatemala this relationship is very well marked, where 60% of a wealthier population plan their family with a fertility rate of 1.9 compared to the rural poor population, where the fertility rate is 7.6. As consequence, family planning must be considered a priority in the creation of development plans. These actions were integrated as fundamental part by FUNCAFE.In order to introduce the subject on family planning, mainly about the methods, it was needed tomake a clarification that there were only to be shown the ones that there exist and how they areused as well as the importance of using them, because it was very important to talk about thesubject and the connection that they have with feeding and nutritional security. 15 SCAMPIS Learning NotesThe capacity-building began with concrete examples: the differences between five-member-family compared to a ten-member-family: how they are fed, dressed, how they buy their shoesand how their health is, comparing the costs and consequences. The community members weresensitive on the importance of the use of methods and they agreed that they contribute and helpthe families. Another subject which is considered a taboo is fatherhood and motherhoodresponsibility because for the parents it is very difficult to approach this subject with theirchildren, derived from the lack of training and education that they have about it. At the moment Pageof approaching the subject on fatherhood and motherhood responsibility with the parents it wasinteresting to them because it allows them to educate their children in an easier way.
  16. 16. This subject gave women a lot of ideas and new knowledge, mainly because mothers are the mainadvisors for their daughters; although these pieces of advice are limited to the experiences thatthe mothers have lived and that unfortunately have not found the best solutions. Now mothershave a wider knowledge in order to advise their daughters and by this way they would be the oneswho have the opportunity to make positive changes in this ignorance circle on the sexual andreproductive health subject which exists due to the same lack of education on thesetranscendental life subjects as well as the development of the families and communities.Women with better knowledge on the feeding and nutritional subject and sexual and reproductivehealth subject are now able to discuss and to take certain decisions and they also have morecriterion on deciding on some issues and doubts that were inside their minds but that was difficultfor them to express and practice them.How is the youth involved and strengthen in this experience?Development of competition for LifeWhen we talk about competitions it is referred to the group of knowledge, abilities, attitudes, andvalues that allow people to know how to be, how to do something and how to live within a societywhich is more and more complex, demanding and competitive every single day. It is important,needed and strategic to invest in the development of competitions through formal and informaleducation. This is the reason why FUNCAFE works on kindergarten, elementary and middleeducation levels teaching them about the basic competitions for life, which respond to thedemands of the labor market. 16 SCAMPIS Learning NotesYouth has a great potential on attitude and behavior which can be reached in a short and middleterm and for that reason it was decided to work at schools. In our level, schools have been veryinterested in working on several training subjects, mainly the ones related to agriculture activitieswhich are a fundamental part of the family roots in the rural area. FUNCAFE through SCAMPIS notonly introduced agriculture subjects but also included improvement by showing new technologicalpractices which made better the rural production system. Page
  17. 17. It is difficult for schools to work by themselves on agricultural subjects. In spite of being in the middle of the rural area, education is mainly focused on the improvement of pedagogical attitude, and teachers do not have the needed knowledge on agricultural subjects. These difficulties become a problem because knowledge on the best agricultural practices and technologies in order to improve the production on rural area are on hold; as consequence it is increased the feeding and nutritional insecurity within the communities. By knowing these types of weaknesses and that young people who are attending school are the future of the communities, besides that they represent the opportunity of change in the development process, it was decided to work with them through school gardening. FUNCAFE leaves a legacy in the families of the intervened communities with SCAMPIS, because the new generations are going to create their own families with better responsibility and knowledge. All of the actions performed by FUNCAFE in the communities were backed up by the local and national authorities and for this reason it is considered that the actions were performed together with the vision of an integral development. FUNCAFE through SCAMPIS Project left a high strengthening level in women and youngsters on fundamental life subjects for the rural area, because it was provoked inside the communities a positive change on the behavior of the participant families. CHARD ROLLSINGREDIENTS30 leaves of chard; 4 eggs; 1 cup boiling water; 1 pinch salt ; 1 cup oilPREPARATION: Wash leaves one by one and put 20 minutes in salted 17 SCAMPIS Learning Noteswater, drain the leaves. In a cup of boiling water blanch the chardleaves. Beat eggs until stiff. Heat a pan with oil. Make bunches ofSwiss chard leaves and dip the 4-with beaten egg. Put the pan fried inheated oil. Serve with tomato sauce.Preparation time 40 minutes. CARROT DRINK INGREDIENTS 2 large carrots; ½ cup sugar; 2 liters of water ; 3 oranges Page (juice) PREPARATION: Wash and grate the carrots, then melt it with 1 liter of water. Mix carrot juice with the remaining water and orange juice. Add sugar. Serve. Preparation time 20 minutes
  18. 18. 1. Strategy adaptation of the project: introducing micro-irrigation systems in school gardens in GuatemalaSantiago Girón, Project Coordinator, Funcafé, Guatemala. Mail: santiago.ggdl@funcafe.org ABSTRACT In Guatemala 1 of each 2 children suffer from chronicle malnutrition, which locates the country as the 1 fourth in a global level with presence of chronicle malnutrition in children under 5 years. The Fundación de 1 la Caficultura para el Desarrollo Rural (Coffee Foundation for Rural Development) –FUNCAFÉ- , social branch of the national coffee producers, aware of the need of making actions in the fight against chronicle malnutrition in Guatemala, reorients the intervention strategies to integral actions in order to beat the negative effects of chronicle malnutrition in the country. The project Using the Micro Irrigation Systems – SCAMPIS- in Guatemala initially proposed the possibility to introduce the micro irrigation technology of low cost to the small producers living in poor and extremely poor situation. Using the help of this technology; increasing the production levels of food for self-consumption, as well as the selling of surplus. FUNCAFÉ decided to integrate SCAMPIS Project within the Food and Nutritional Security Area in order to improve the production systems of micro producers of the rural area and for this reason used the help of three intervention models; working together with the private sector, with a governmental program, a city hall, and an association of exporting horticultural producers. Over 10,000 families know and use the micro irrigation technology to produce food for self consumption 18 SCAMPIS Learning Notes and the sale of surplus, improving with this method their productivity levels. From these families at least the 70% were trained in sexual and reproductive health subjects, food and nutritional security and safe water for human consumption. As continuous elements it was introduced the micro irrigation technology in 124 schools allowing that over 11,000 students were able to know the technology, get related with it and use it as a learning process at school. Funcafé has the certainty that leaves a wider opening and acceptance to the micro irrigation technology in Guatemala, water purification systems, for the sexual and reproductive health subjects and food and nutritional security, in the intervened places through SCAMPIS Project, at individual and family level and at organizational and community level. Page
  19. 19. FUNCAFE- social branch of the Guatemalan coffee producers The Project SCAMPIS introduce low Funcafé as social support for the coffee producers sector is based cost micro irrigation technology to in three fundamental and strategically axis; health, education small farmers living in poor and and food and nutritional security. In the food and nutritional extremely poor situation. Using this security issue (SAN) FUNCAFE’ intervention logic is based on technology the levels of food four pillars agreed in the Food Global Summit Conference 1996: production for self-consumption Availability, Access, Consumption and Biological Use, pillars that were adopted in the National Policy on Food and Nutritional increase, the families can also sell Security in Guatemala as a commitment of the Guatemalan the surplus at the market. The Government toward the feeding right that every human has. project started also developing a According to the National Policy on Food and Nutritional local market chain for the irrigation 1 Security , Funcafé begins efforts to improve the conditions of technology and to make it more availability, access, consumption of biological use of the food for accessible to the community the less favor families of the rural area of Guatemala. members. In 2010 UNICEF released alarming information in Guatemala indicating that 4 of 10 children in Guatemala suffered chronicle Funcafé aware of the need of malnutrition and the levels were higher for indigenous children making actions to fight against living in rural areas with 8 of 10 affected. In 2011 Guatemala was chronicle malnutrition in declared as the fourth country in a global level and first in Latin Guatemala, changed the America with chronicle malnutrition presence. UNICEF in its global enfant report for 2012 indicated that the situation is intervention strategies to integral getting worse by having 1 of each 2 children suffering chronicle actions in order to beat the malnutrition in Guatemala. negative effects of chronicle malnutrition in the country.The East side of Guatemala has been identified as Scampis main intervention area, this area is 19 SCAMPIS Learning Noteshevily affected areas by chronicle malnutrition, also affected for long periods with high and veryhigh risk of drought and vulnerability to climate change, decrease of the quantity and quality ofthe water and the deregulation of the cycle of water resources, lack of protection and vanishing ofwater sources as well as the high vulnerability of the territorial division.The main idea was to educate on the creation of family gardens for the horticultural productionin their backyards, using the micro irrigation system in order to reduce the amount of water usedduring the production process. This horticultural production is intended to be used for self Pageconsumption and the sale of surplus. The designated area for each family was 20 m2.
  20. 20. There were defined 12 towns from the east side of Guatemala located at Chiquimula, Jalapa,Jutiapa, and Zacapa, 1 town in Alta Verapaz and 1 town from El Quiché.For the towns located in the east side were stated alliances in order to intervene 7.000 familieswith the national program FIDA-East and Asociación Nacional del Café (Guatemalan NationalCoffee Association) –ANACAFE- 1 these partners would support with technicians and componentsfor the family gardens and SCAMPIS Project with the introduction of the micro irrigationtechnology. In Cobán, Alta Verapaz alliances were made with the City Hall of Cobán to support1.500 families and in San Miguel Uspantán, El Quiché with Asociación de Agricultores “ElSembrador” 1.500 families.Faced Challenges in the Beginning of the InterventionOne of the biggest faced challenges in Guatemala in the beginning of the intervention was the lackof availability of units for the micro irrigation dimensions of 20 m2. In Guatemala there areirrigation systems for industrial methods, established for surplus producers with productive unitsof 7.000 m2 or larger. In 2010 there were no small irrigation units. The smallest unit was 600 m2and the model was from Israel, although this one had a high cost for the target population of theProject.There was performed an offer study for micro irrigation in Guatemala and was also launched aproposal to the national suppliers for the production of units of 20 m2, although it wasunsuccessful due to the fact that any company was interested in the production of those models.The small producers in Guatemala before 2010 did not have access to this technology, for thatreason was totally unknown its use in a small scale. 20 SCAMPIS Learning NotesIt was finally reached a supplier company that was interested in the creation of an irrigation modelof 1000 m2, there were made adaptations of the irrigation models available in Guatemala and wasalso implemented an assembly of national products and some imported materials, mainly hoseand the filtration system.Another great challenge especially in dry corridor zone was the lack of culture for vegetableproduction; there was a high level of ignorance about the production of horticultural types. Thefamily diet and production systems were mainly based on corn and beans. There were Page1 ANACAFÉ, for further information www.anacafe.org
  21. 21. inappropriate practices that affected the efficiency of the vegetable production, due to the lack ofknowledge on the agricultural management of these types.The designated families for the project were grouped in teams of 5 and that was how theimplementation began for the production of family gardens in 100 square meters worked by 5families.Cultural aspects as well as behavior patterns directed to individualism marked a large gap betweenthe expected objectives of the project and the actual execution in the field, in other words easternfamilies were not initially willing to join the groups of 5. Strategy ImplementationThere were performed a few field tours to the communities to be intervene, establishing thepossibility of the project and also socializing with the targets that were initially pursued. It wasachieved the goal to make some community leaders become interested, although it was littlecompare to the goals that were expected to reach in the first year.It was strategically decided to implement demonstrative plots in 100 communities, one plot of 100m2 worked by 5 families for the implementation of family gardens, using the micro irrigationtechnology of low pressure. The community leaders were trained by agriculture technicians andgroup representatives about vegetable production, also on the installation, use and correctmaintenance of the micro irrigation system, and there was also given orientation to these groupsfor a productive cycle (6 months) since the preparation of the land until the use of the harvest.During this demonstrative period, there were invited other producers to visit the demonstrativeplots as interchange through the methodology farmer to farmer. 21 SCAMPIS Learning NotesThe demonstrative phase allowed to be known the functioning of the irrigation technology, itsadvantages and more efficient use. Also the demonstrative phase allowed to be known theagricultural practices of horticultural growing as well as the using methods of the same. Thehorticultural using practices were given with the support of a team of health and nutritioneducators.There was made a diagnosed of the intervene community needs through domicile visits made by Pagethe educators and it was determined the imminent necessity to educate in sexual health and
  22. 22. reproductive subjects, hygiene practices, healthy feeding, methods for food preparation, amongother subjects directed to home improvement.It was also determined that the main source of water for human consumption en thosecommunities was through non purified water through pipes, about 20% did not have distributionsystems; for that reason they used superficial sources of water as well as underground and theconsumption was done without purification.Funcafé as an alternative to supply the basic needs of SCAMPIS users, it invites to its partners tointervene on health and education issues and projects focused on safe water supplying for humanconsumption. A partner of Funcafé becomes interested and he joins to the effort of SCAMPISProject in order to improve the living conditions of the families of the intervened communitiesmainly in the east side of Guatemala.With this support it is possible to invest in practices in order to improve education in 56 schoolsbeing able to train students and teachers improving by this mean the education quality throughthe active rural school methodology, applied for multi-grade schools and also through educationcampaigns were given school materials and school libraries.There were introduced education subjects focused in the improvement of the knowledge onsexual health and reproductive of the community members and also subjects related to food andnutritional security with strong emphasis in the hygiene subject and safe water. The families weresupported with health campaigns and water purification filters.With this integral support SCAMPIS Project in Guatemala was able to go beyond the introductionof micro irrigation technology, there were also implemented good self consumption practices and 22 SCAMPIS Learning Notesbiological food use, good sexual health and reproductive practices and there were also achievedthe improvement on water consumption methods.Over 10,000 families were introduced and used the technology to produce food for selfconsumption as well as surplus sale, improving in this way their productivity levels. From thesefamilies at least 70% were trained in sexual health and reproductive subjects, food and nutritionalsafety and safe water for human consumption. Page
  23. 23. Introduction of Technology through School GardensFuncafé, implements actions in order to improve the education quality with the active rural schoolmethodology, adapted to the context of rural school of Guatemala. It is based in the principle oflearning by doing. There was developed a practical guide on food and nutritional security toimplement actions within the school. A concrete action was the implementation of school gardenswith a productive and business approach.In the east side of Guatemala, through SCAMPIS Project Funcafé is able to identify 124 schools inthe intervention communities. In these 124 schools is designated the intervention of SCAMPISProject for the implementation of school gardens with a food and nutritional security approach.Different to the actions that Funcafé developed before 2010 in schools, for the implementation ofgardens, there were introduced the principles of bio-intensive agriculture “to produce more in lessspace” and the micro irrigation technology for the horticultural production during the time ofwater shortage. It was performed a training process and the education of students and teacherson the design and implementation of school gardens, preparation of natural fertilizers andpesticides, cultivation methods and cultural practices for the horticultural production. It was giveneducation on the identification and production of native plants and it was able to introduce themto the school gardens.Students and teachers were also trained on sexual and reproductive health subjects, hygiene andcleaning, safe water for human consumption and diet improvement through the horticulturalconsumption and native plants. The 124 schools received the needed tools in order to implementthe school gardens as well as filters to purify water; these components were also accompanied by 23 SCAMPIS Learning Notesa training process and education on the proper use and maintenance for the same.It was also considered the implementation of the strategy of SCAMPIS Project in a school levelmainly because it is constituted in one continuing element of the good practices developedthrough the project. In a family level it was used the participation of people over 40 years whohave never seen a micro irrigation system and who had never had the chance to use it. For thisreason it was decided to implement the school level technology. Page
  24. 24. Students and teachers were the main actors in their own learning. All of the practices wereparticipative. Students and teachers were involved in the design and implementation of thegarden, the installation of the micro irrigation system and the filters for the purification of water.The arrival to the school allowed advancing with the introduction of the technologies and alsoallowed to give a huge step in the introduction process for better practices in the food production.The younger students began exploring and experimenting new learning techniques as well asadvanced technologies to improve their productivity levels. For these reasons it is considered tohave taken a right step in the introduction of the technology and good practices in food andnutritional security in the communities. Initial Challenges in School GardensThere was performed a disclosure process of the objectives that Funcafé has set out for theintroduction of school gardens in the east side of Guatemala. The technical team introduced theproject to the directors and teachers of the schools. The teachers submitted the project forconsideration to the parents and general alumni and it was reached the first approval.In the implementation of the practices, especially for those that required a bigger effort, like thepreparation of the land, the parents demonstrated some sort of resistance due to the fact thatthey considered that the tasks were too hard for the students. This first obstacle was resolved byinvolving the parents in the process of the preparation of the land, which had a greater acceptanceand allowed better advances.Some schools did not have a land of their own to develop the practices for the school garden. Thisproblem was resolved because some of the parents gave as loan some areas to create the practice 24 SCAMPIS Learning Notesgardens.Generally the schools have different study schedules from Monday to Friday, although theyremain closed during the weekends. The schedule is usually from 4 to 5 hours and it is regularlyduring the mornings. The students organized their own school meetings, there were createdsupport commissions and there were also assigned roles and specific tasks in order to maintain thetasks and cultural labor of school gardens including during the weekends. Page
  25. 25. School Gardens as Demonstrative PlotsSchool gardens became demonstrative plots and they brought the interest of the communitymembers. Generally in the schools from the rural area they have open fields for recreation and insome cases some areas without any specific use. These areas were identified for theimplementation of the school garden. In some schools the areas without use had been polluted bysolid remains.Through the introduction of school gardens was able the recovering of these areas and turned intoproductive sites. The students were trained in the handling of solid remains and the separation oforganic remains, inorganic, papers and toxics. Through environmental workshops students weretaught about the reduction, recycling and reused of remains generated at school.The parents were able to participate in the different implementation practices of the gardens. Theparticipation of the parents had multiplying and retorting effects, because they also becameinterested in the implementation of gardens in family and community level.Schools were used to give some workshops on food and nutritional security and sexual andreproductive health. The mothers of students were incorporated to SCAMPIS Project, whichallowed that the students were part of a learning process and improvement not only at school butalso at home.Methodological Development of the Implementation of Gardens and Introduction of the MicroIrrigation Technology at SchoolsIn order to begin with the implementation of school gardens it was given an education process 25 SCAMPIS Learning Notes and training to the teachers and students. It was assigned an agricultural technician for the development of workshops to train about the design and implementation of school gardens. The workshops were theoretical and practical, and the students were educated on distance and cultivation methods, according to the condition of the land that each school had. PageTraining for teachers and students about design andimplementation of a school garden.
  26. 26. The schools were granted with 7 horticultural types adapted to the soil conditions and weather ofthe place. The students and teachers were guided about the preparation of the land as well asthe horticultural cultivation explaining step by step on the distance besides direct and indirectcultivation method.There were performed practices in order to educate students on the preparation of substratumfor seedbed, elaboration of seedbeds and preparation of natural products to fertilize, plaguecontrol and disease control.Students and teachers were technically helpedsince the beginning of the preparation of the landuntil the harvest season. There was given a guide tothe school about the preparation of the vegetablegarden so that at the moment that they need tothey could make any practice without the technicalhelp, and just by using the reference material toconsult. This guide has the best practices for theelaboration of horticultural gardens and makes easier Boys and Girls learning how to sow in a seedbed.the implementation of these practices through theuse of images.In the production process of the school garden, teachers and students were trained on food andnutritional security subjects emphasizing the good practices of hygiene and cleaning, dietimprovement, method of best horticultural use, the consumption of safe water and purificationmethods for water, among other subjects that were focused on the four pillars of food and 26 SCAMPIS Learning Notesnutritional security: availability, access, consumption and biological use.Horticultural harvests from school garden were used to make practices on preparation ofnutritional food. Students and teachers learned how to take advantage in a more efficient way ofthe harvests of the school garden. It was prepared a recipe book of food produced on horticulturalgardens and this was taken as support material so the recipes could be included in the student’slunch boxes. Page
  27. 27. In the schools there were also introduced sexual and reproductive health subjects. These subjects were mainly approached for teenagers from 12 and older, during this age they are studying the six level of elementary school. There was a little resistance level for the approaching of these subjects; in the Guatemalan communities there is a high level of ignorance and also an infinitive list of taboos related to sexual and reproductive subjects. It was able to reduce the resistance to the subject informing to the teachers and parents in general on the importance of the approaching of these educational subjects in teenagers. Thanks to the level or power of the educators of health and nutrition with their communities it was possible to Students participating a the Food and Nutritional Safety reach the 124 schools of the project and there were Workshop given by Funcafé Technicians given these subjects not only for students but also for teachers. The main subjects related to sexual and reproductive health were: family planning, planning methods, productive risks in women, responsible parenthood and motherhood and sexual transfer diseases. It was interesting to know the level of interest that the students demonstrated on the subject. Final Comments Teenagers between 12 years and older, have several 27 SCAMPIS Learning Notes doubts related to sexuality and reproduction. Sadly in the Guatemalan communities it continuous to be a hidden subject that the parents hardly talk about in a responsible way with their children. For that reason at the momentSome students using a micro irrigation system in a of the approach at school, students took the time to ask horticultural garden questions and expressed their multiple doubts on the subject. As Funcafé it is expected that in a middle and long term this generation be more responsible with its sexuality and that the acquired knowledge be transferred to new generations. Page
  28. 28. The introduction of micro irrigation technology was strategically, students and teachersdemonstrated a greater interest in the use of technology. Each school was given with an irrigationsystem of 100 square meters. With this technology they were able to produce three cycles ofhorticultural harvest and in some schools where the teacher lived in the community and thestudents actively participated, they were able to produce a fourth harvest cycle.There exists a high interest at Ministerio de Educación and other programs for food and nutritionalsecurity in Guatemala for the development of school gardens in the country and they look forFuncafé as leader process.Parents came to the school with the desire to know a little more of technology, there they wereable to observe its functioning and use. Through the introduction of technology in schools, therewas an increase on the demand of the families for more micro irrigation systems and they werealso more interested in the use of this kind of technology for the production of horticulturalgardens, and also to be able to improve their production system. Students are more curious andthey discover the benefits of the use of technology easily, they execute an influential level in theirparents and achieve that they improve their habitualpractices in the field.It is expected that over 11.000 students that met themicro irrigation system technology may be able in thefuture to improve their productive systems and also beable to reduce the resistance to the use of this technologyas well as the future technologies, in order to improve their Students showing the harvest of the horticultural gardenfood production systems. That these students be aware that 28 SCAMPIS Learning Notesthere exist new methods that help them produce more units and that they must be accompaniedwith the updating process in order to face the challenges of the future, in the endless search offood.Funcafé continuing with its constitutional mandate and focusing its efforts to achieve its vision-topromote human development in the rural area- expects to have contributed in the improvementof life quality of the families participating in SCAMPIS Project and also expects that thisimprovement process, for the new generations that were able to participate in the integral Page
  29. 29. implementation of the actions of SCAMPIS, use the learned actions and continue the learningcurve in order to improve their own living conditions.Funcafé has the certainty that is leaving a wider opening and acceptability of the micro irrigationtechnology, water purification system, subjects like food and nutritional security and sexual andreproductive health, in the intervene places through SCAMPIS, in an individual level, family level,organizational level and community level. 29 SCAMPIS Learning Notes Page
  30. 30. 2. Scaling up integrated strategies for micro-irrigation through coffee producersMynor Maldonado, Executive Director, Funcafé, Guatemala. Mail: mynor.dmm@funcafe.org Abstract Scampis Guatemala Project began as a part of a Feeding and Nutritional Security Area and was developed in three intervention modalities: Alliance with a City Hall; Alliance with an Association of exporting horticultural producers; direct attention to the user families in the community. Scampis project in Guatemala focused on the feeding and nutritional security where irrigation technology represented an innovative strategy that can contribute the food security improvement. The intervention of the project was designed in an integrated way with actions that allowed adding and complementing technical, human and financial resources; looking for an individual and collective behavior change in the intervention communities through these resources. As consequence Funcafé arranged additional resources in order to integrate the actions and strategies from which were considered five approaching strategies: integration of technical components; methodological approach; working with women; differentiated attention and formal education on feeding and nutritional security. The integration of actions as well as the implementation of irrigation system technology was institutionally adopted within the Feeding and Nutritional Security of Funcafé in a way that the new projects for the next five years consider the good practices and lessons learned through Scampis FIDA Project. 30 SCAMPIS Learning Notes For the sustainability of future actions it is hoped to be able to work with Small Producing Organizations, Cooperatives and Coffee Associations and it is also defined a goal of 5000 individual systems of 50m² a total of 25Ha under micro-irrigation production intended for the self-consumption and 1.000Has with greenhouse system through irrigation with a commercial production focus. These families belong to organizations of producers who are linked to an agricultural chain (coffee and horticultural production). The learned lessons through Scampis Project were systematized and the experiences are being incorporated in the new actions as a continuous improvement process in the rural developing management. Page
  31. 31. The Fundación para la Caficultura para el Desarrollo Rural (Coffee Foundation for RuralDevelopment)-FUNCAFE-2 as social branch of Guatemalan coffee producers, works in threestrategically areas: Education, Health and Feeding and Nutritional Security.Scampis Guatemalan Project was designed under the Feeding and Nutritional Security Area; it wasalso developed in the intervention modalities: 1. Alliance with a City Hall: Cobán, Alta Verapaz3 City Hall made the selection of communities and families, and gave technical advising as well as seeds for the production of vegetables which were sold in the local market. 2. Alliance with an Association of exporting horticultural producers-AGRISEM-4: in this case AGRISEM, made the selection of families, the technical assistance and granting of seeds, which most of the producers used to cultivate small vegetables for exportation. 3. Direct attention to the user families: in this third modality the technical personnel from Funcafé did all the execution process with an integrated attention; this integrated attention considered organization actions as well as community participation, preventive health, with emphasis in sexual and reproductive health; maternal-enfant health; nutritional education for mothers, children and teachers; vegetable garden production training under bio-intensive agriculture and also the implementation of micro irrigation system as the technical innovation of the project. During the execution was present the personnel who gave technical assistance on each of the approached subjects. It was integrated an educators team with higher education in 31 SCAMPIS Learning Notes order to have additional help and monitoring within the communities that received the advising from the expertise on vegetable gardens, nutrition, adult education and preventive health.2 FUNCAFE, was established by coffee producers in 1994.3 Cobán, Alta Verapaz is a place North Guatemala City, with an Indigenous-Mayan population from Queqchí Pageethnic group.4 AGRISEM is an Agricultural Association located at Uspantán, El Quiché, and Indigenous-Mayan populationfrom Quiché ethnic group.
  32. 32. It was also monitored the advance of the project each trimester and the coverage was extendedwith the participation of local agents like city halls, non-governmental organizations and producercooperatives.The integration of actions as well as the implementation of irrigation technology, wasinstitutionally adopted within Feeding and Nutritional Safety from Funcafé, in a way that thoseprojects for the next five years consider the good practices and learned lessons from Scampis FIDAproject. Integrated StrategiesScampis Project in Guatemala focused onfeeding and nutritional security, whereirrigation technology represented an innovativemethod to contribute in one of the feedingsecurity pillars, as for food production,especially for self consumption.In order to have a greater impact in theintervention of the project it was designed anintegrated way with actions that allowed addingand complementing technical, human and Demonstrative workshop in school V-gardensfinancial resources; looking for an individual andcollective behavior change in the intervention communities through these resources. Asconsequence Funcafé arranged additional resources to integrate the actions and strategies from 32 SCAMPIS Learning Noteswhich were considered five approaching strategies: differentiated attention and formal educationon feeding and nutritional safety. 1. Technical Components: preventive health; feeding and nutritional security; education. Each technical component was designed and assisted by the professional responsible within the Foundation. It is important to clear up that the main financial support from Scampis was designated to the implementation of irrigation technology by irrigation. Page 2. Methodological Approach: learning by making. The implementation process in the field was under the philosophy of learning by making, this was applied by children, teachers
  33. 33. and community members. Schools were constituted in demonstrative centers and the bonding of children learning at school through the practical classes with everything that their parents were doing at home, for the production of food.3. Working with women: organization and training in situ. Most of the community groups were integrated by women (60%). The participation of women turned out to be strategically due that the irrigation systems were for small areas (from 50 to 100 square meters) and also because of the feeding care of the children and mostly, for the rest of the family is in the hands of the mothers.4. Differentiated Attention: individual, family, community and organizational. Users received differentiated attention and advising, according to age, region conditions, idiosyncrasy, especially for the sexual health and reproductive subject. As family level it was emphasized in home hygiene, harmlessness in food, consumption of safe water and it was given to several member of the family. In the community it was given according to their needs and interests and it was also respected their community values. As organizational level it was heard and known their interests, it was negotiated the support for the greater use of the financing and it was concreted the support by responding to the objectives of the project and benefits of the organization.5. Formal Education in Nutritional Security: training to school teachers, organization and children training, educational material at classrooms as part of the 33 SCAMPIS Learning Notes education program from rural elementary level. It was incorporated technology at schools, considering that schools are an excellent demonstrative and learning mean. Technology was also accompanied with training to teachers as well as technical advising in the production of school horticultural gardens, which allowed in a practical way to teach children the feeding and nutritional security principals. There were designed reference and advising books for the application of the principals at school, by the families and in the community. Page
  34. 34. 6. Generation of Knowledge: Scampis Project strengthened the capacity to systematize the good practice actions and their learned lessons, as a way to generate knowledge as well as organizational learning. Derived from this strengthening it was defined the management unit structure of projects that consider the design, monitoring and evaluation of the projects within Funcafé.Scaling up with coffee producers in GuatemalaAsociación Nacional del Café (Guatemalan National Coffee Association) –ANACAFE-, within a visionof rural development defined a new strategically plan 2013-2017 of the Productivity andDevelopment agenda. This agenda considers production elements and competitiveness of coffeechain and social development subject which by orders of farmers must be performed by Funcafé.So the new interventions during this period of work will be closely coordinated between thetechnical-economic and social matter.As consequence of the above, the first project to replicate the learned lessons and practices ofScampis Guatemala, will be supported by the United States Government (USG) aimed to reducepoverty, hunger and malnutrition.The project will be performed through a consortium between ANACAFE, ConfederaciónGuatemalteca de Federaciones de Cooperativas (CONFECOOP),5 FUNDASISTEMAS6 and FUNCAFE,where Funcafé is the responsible for implementing the food security component. That is why thisproject called Rural Value Chain –RVC- is centered around a design that addresses several aspectsconcerning to the development, incorporating the elements listed below. 34 SCAMPIS Learning Notes Make a juxtaposition of economic growth with improvements in nutrition, not as coincidence but looking at them as independent goals; Requires implementing a participatory and strong approach, from bottom-up, to achieve behavior changes that affect nutrition and economic status; Give attribution to the private sector to generate equitable economic growth in the agricultural area. Page5 High organization of small producers organized in cooperatives.6 Foundation with experience in business development.
  35. 35. The expected results include increase incomes of producers through innovations in productiontechniques and market access, along with improvements in nutrition levels through changes inbehavior based on educational approaches. Here are some highlight elements of the proposal. The Consortium: ANACAFE will be the organization that leads a Consortium of producers and entities working in favor of development. This provides greatest ownership of the project and builds capacities in local organizations. Together with its partner CONFECOOP, ANACAFE becomes the leader of a value chain that includes more than 15,000 producers in the objective Departments. They have been major players in the process by which Guatemala managed to enter, and even stood out prominently, in the specialized international markets of coffee crops and vegetables. The Consortium will play several roles within RVCP, including where they become beneficiaries, as designers and executors of the project, contributors in the role of a counterparty organization and also they become the vehicle to achieve a sustainable development that extends beyond the life of the project (LOP). The fact to have incorporated small producing organizations of the rural area since the beginning is a way to strengthen their participation in defining the objectives of the program, as well as strengthening its commitment to share the costs and responsibilities of the project. Technical Support and Business Development: The Consortium partners are the main organizations to provide technical services to our target groups of producers and entrepreneurs. The models we are going to use to provide the technical support and business development incorporate a number of processes that will bring as result that the 35 SCAMPIS Learning Notes beneficiaries will “graduate” from the program, leaving behind the benefit of a subsidized service. By graduating a number of beneficiaries, the provided assistance will have the chance to incorporate new producers and entrepreneurs to strengthen programs and, thus, will expand the process made on issues of productivity, quality, profitability, and so on. Communications: The design we use for RCVP manages to incorporate a combination of Page strategies previously tested, with innovative practices of Guatemalan institutions.
  36. 36. Technology Expansion (SMR)Working with organizations of small producers, Cooperatives and Associations of coffee under thisnew project will allow the implementation of the irrigation technology on a level of individualsystems of 50m2, with a total of 25Ha under micro-irrigation; this production will be destined forconsumption and 1.000Has with irrigation under greenhouse systems, for commercial productionpurposes. It aims to cover at least 5.000 new families in the western rural area. These familiesbelong to organizations of producers that are linked to an agricultural-food chain (coffee andvegetables). Working with women Chronic malnutrition in children under five years of age has a direct correlation, - although this is not due to – the educational level of the mother. Recent information in Guatemala indicate that chronic malnutrition rates of children with mothers who have an education equivalent to high school education is 15.8%; the rate of those mothers with elementaryschool level is 43.3%; and the rate of those mothers who did not attend school is 62.9%.The poverty and chronic malnutrition issue will be addressed as a complement to thegovernmental activities that promote habit changes and nutritional practices of this group. It isgoing to be emphasized in the work with mothers because they constitute a key factor in the fieldof production to self consumption, selection and preparation of food for the family.Main future actions 36 SCAMPIS Learning NotesThe main actions under the new proposal include:  School and family gardens with micro dripping irrigation.  Training on health and nutrition issues for elementary school teachers.  Training in health and nutrition.  De-worming Page  Alternative methods for the handling and processing of safe water.  Firewood saving stoves for smoke-free family spaces.
  37. 37. Monitoring & EvaluationA lesson learned in Scampis project is the correct definition of indicators, outputs, outcomes andimpact. This involves the removal of a baseline that allows defining the starting point and theconditions of people, families and communities before the project intervention and objectivelymeasuring the contribution of the project to improve the lives of families. As well as theevaluation of the effectiveness cost of implemented practices. ConclusionsThe execution of Scampis Project Guatemala, allowed:  Spaces for users “rural community club” theses spaces made easier the sharing of knowledge, experiences and collective learning.  Opening of rural population to unknown technology.  Implementation of 27 hectares of agricultural production under the micro irrigation system, low pressure systems to accessible prices for the rural population.  To learn and optimize the water resource for the production of food.  To generate a positive change in behavior before the production of agricultural food in areas where did not exist horticultural production culture.  To diversify the diet and increase the availability of food in the user families.  To learn how to treat the water human consumption in a safe way. 37 SCAMPIS Learning Notes  Irrigation technology represented a good practice, which was instituted by Funcafé in its Feeding Security Projects for the coffee growing area in different regions of the country.  The learned Lessons through Scampis Project were systematized and the experiences are being incorporated in the new actions as a continuous improvement process. Page
  38. 38. 3. “The first experience lasts forever”: Bijaya Kumar experience as Scampis promoterBijaya Kumar Rout, Scampis Business Associate, IDEI , Orissa, India. Mail: bijaya1970@yahoo.com Who am I? I (Bijaya Kumar Rout) belong to a small tribal village called Chandragiri in Gajapati district of Odisha State. Born in a poor family of seven members I somehow managed to complete my graduation in 1990. After two years I got an opportunity to work as program staff at Chandragiri under Suara Development Agency (SDA), Government of Odisha. There I was involved in various Socio-economic development programs and served 15 years for the development of Primitive Tribes. I went to the field withother staff to meet the tribal people. They were facing many hardships including the almostabsence of health facilities and huge language barrier. They live on hilltops and engage only in rainfed agriculture. They are very simple and hard working people. Lacking suitable irrigation facilitiesand lack of knowledge about modern agriculture practices are the key factors for their underdevelopment. In my interaction with them I can say that agriculture is their main livelihood. As faras agriculture is concerned, irrigation is their key constraint and they cannot afford electric, diesel 38 SCAMPIS Learning Notesor petrol pump sets.It is said that first experience lasts forever. I would like to briefly talk about my first fieldday experience. I was travelling with my Motor Bike to village Gumiguda which is 34 Kms from mylocation. I reached there around 9 am. I was a bit anxious about meeting people and sharing withthem about the project & products. But to my surprise, there was not even one male member inthe village. They were engaging in terrace cultivation and therefore not present in the village. I Pagethought to myself- “now what to do”? I just walked around in the small village and saw somefields. I found barren land everywhere. Then suddenly it struck me- let’s start from the scratch and
  39. 39. here in this village itself. Then I selected one of the many barren fields and decided to install MicroIrrigation System. At the same time a small boy came and started to make enquiries about me &what I was doing. I came to know that the boy is the son of the land owner.I asked to bring his father. Then the farmer came and I got an opportunity we both discussed indetail about the use and benefit of MIS sitting in the field. A smile appeared on his face. But heexpressed his inability to purchase the MIS. Then both of us went to dealer shop to get the systemon credit with a condition that he must return his contribution amount in a week time as thefarmer contribution because of the subsidy is very less. Finally the dealer agreed and the rest asthey say is history.The day after, I installed a Drum Kit in his field and Chilly, Brinjal & Tomatoes seedlings wereplanted. I supported him by providing proper guidance to take care of his plants. Then LOFprepared and installed in his field and in due time it applied to the plants. When the plantsappeared in full of green and crop the farmer was very happy and expressed his gratitude. But Ireminded him that actually it was because of his own positive attitude and a great deal of trust onme. After few days the farmer started harvesting the crops for his family members andinclusion of vegetables in their diets was thrilling! He started to share his joys with others andstarted selling surplus crops to the village people & in local markets. He earned more moneygradually. He earned approximately INR 5, 000 from that single crop in a season. He spent moneyon purchasing good clothes for family members and repaid old debt. Since then he has beencultivating vegetable crops in every season by using MIS and receiving more financial benefits.With continued use he has been able to converting his thatched house to a new tin roofed house,purchased land and ornaments etc. and living with his family happily. Bijaya Kumar Rout IDEI; July 39 SCAMPIS Learning Notes2012Moreover, the SHG members were not aware about vegetable cultivation. After my joining inSCAMPIS I have mobilized more than 40 SHGs about 500 women members. They are now involvedand are using our technologies have enhanced their knowledge on vegetable cultivation,preparation of LOF i.e. Pot manure, Magic Tonic & Vermi Wash. All SHGs have cultivated andharvested different crops like Tomato, Brinjal, Okra successfully and developed their economiccondition. They are following our recommendation on cultivation. Page

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