The Professional Secondary School of Agriculture was established in 2004 in Darussalam Village, Lower Shabelle Region of Somalia. It provides agricultural education to intermediate school students from Darussalam and neighboring villages. The school aims to train skilled agricultural technicians and provide teachers for the school. However, recurrent droughts and crop failures have depleted resources of the local community, which previously supported the salaries of 8 teachers, 4 assistants, a guard and cleaner. The community now seeks assistance with renovating facilities, equipping laboratories, establishing a farm and workshop, training teachers, and providing computers and office equipment. Financial support is also needed to continue running the school.
The letter requests that the principal of General Emilio Aguinaldo National High School continue partnering with Cavite State University to provide field experiences for education students. Last semester, students gained valuable experience observing and assisting in the principal's school. The university requests the school again host students from December 2012 to February 2013 for courses requiring practical experience to become effective teachers. The letter expresses gratitude for the partnership and includes a list of students participating this semester.
The document is a letter from the Teacher Education Department of Cavite State University requesting permission from the principal of Corinthian Institute to conduct pre-service trainings at the school. It details that the Educational Field Study 4 course aims to expose students to real classroom experiences to help develop them into future educators. It provides an overview of the course objectives, topics, and matrix as well as a list of 6 student teachers who will undertake the field study. The principal's approval is requested to allow the training to take place at Corinthian Institute.
The document contains letters from Cavite State University students inviting a guest speaker, requesting to borrow equipment, and seeking approval to hold a seminar on integrating technology and instruction. Specifically, the letters ask a Ms. Noble to be a guest speaker, the property custodian to lend equipment like microphones and chairs, and the campus dean to allow use of the lobby for the September 20 seminar focusing on innovative teaching with technology.
The document is a request from Rowena S. Gindap, a representative of the 3rd Year Bachelor of Secondary Education students at Cavite State University, Imus City Campus. She is inviting Ms. Jelena Marie C. Noble to be a resource speaker at their upcoming seminar on September 20, 2013 on the topic of integrating technology and instruction. The request is seeking approval from the campus dean to hold the seminar in the campus lobby and borrow necessary equipment for the event.
1) A group of 3rd year Bachelor of Secondary Education students majoring in Mathematics from Cavite State University are requesting permission from the principal of Queen of Angels Learning Center to conduct their demonstration teaching at the school as part of the requirements for their EDTC22: Instructional Media Resources subject.
2) The letter provides the names and details of the 4 students who will be undertaking the demonstration teaching.
3) Permission from the principal is required to allow the students to participate in the field experience, which is intended to help transform and develop the pre-service teachers.
The document is a request from Cavite State University's Teacher Education Department to General Licerio Topacio National High School for permission to conduct pre-service teacher trainings at the high school. The department chairperson explains that the Educational Field Study 4 course aims to expose education students to actual classroom experiences. It would help students observe student behavior and verify curriculum development principles. An outline of the course objectives and topics is provided, along with a list of third year Bachelor of Secondary Education - Mathematics students who will undertake the field study. Permission from the high school is requested to allow the trainings to proceed.
The document is a letter from Cavite State University requesting permission from St. John Fisher School to conduct pre-service teacher trainings at their institution. It explains that the Educational Field Study 3 course aims to expose education students to real classroom experiences. It provides details about the course objectives, focus areas, and a list of 6 students who will undertake the training. The school principal is asked to approve the request so that the university can better prepare future educators.
The document is a letter from Cavite State University requesting permission from the Thomas Aquinas Institute of Learning to conduct pre-service teacher trainings at their school. It explains that Educational Field Study 4 aims to expose education students to actual classroom experiences related to curriculum development and educational technology. It provides an overview of the course objectives and content, as well as a list of 3rd year Bachelor of Secondary Education students majoring in English who will undertake the field study.
The letter requests that the principal of General Emilio Aguinaldo National High School continue partnering with Cavite State University to provide field experiences for education students. Last semester, students gained valuable experience observing and assisting in the principal's school. The university requests the school again host students from December 2012 to February 2013 for courses requiring practical experience to become effective teachers. The letter expresses gratitude for the partnership and includes a list of students participating this semester.
The document is a letter from the Teacher Education Department of Cavite State University requesting permission from the principal of Corinthian Institute to conduct pre-service trainings at the school. It details that the Educational Field Study 4 course aims to expose students to real classroom experiences to help develop them into future educators. It provides an overview of the course objectives, topics, and matrix as well as a list of 6 student teachers who will undertake the field study. The principal's approval is requested to allow the training to take place at Corinthian Institute.
The document contains letters from Cavite State University students inviting a guest speaker, requesting to borrow equipment, and seeking approval to hold a seminar on integrating technology and instruction. Specifically, the letters ask a Ms. Noble to be a guest speaker, the property custodian to lend equipment like microphones and chairs, and the campus dean to allow use of the lobby for the September 20 seminar focusing on innovative teaching with technology.
The document is a request from Rowena S. Gindap, a representative of the 3rd Year Bachelor of Secondary Education students at Cavite State University, Imus City Campus. She is inviting Ms. Jelena Marie C. Noble to be a resource speaker at their upcoming seminar on September 20, 2013 on the topic of integrating technology and instruction. The request is seeking approval from the campus dean to hold the seminar in the campus lobby and borrow necessary equipment for the event.
1) A group of 3rd year Bachelor of Secondary Education students majoring in Mathematics from Cavite State University are requesting permission from the principal of Queen of Angels Learning Center to conduct their demonstration teaching at the school as part of the requirements for their EDTC22: Instructional Media Resources subject.
2) The letter provides the names and details of the 4 students who will be undertaking the demonstration teaching.
3) Permission from the principal is required to allow the students to participate in the field experience, which is intended to help transform and develop the pre-service teachers.
The document is a request from Cavite State University's Teacher Education Department to General Licerio Topacio National High School for permission to conduct pre-service teacher trainings at the high school. The department chairperson explains that the Educational Field Study 4 course aims to expose education students to actual classroom experiences. It would help students observe student behavior and verify curriculum development principles. An outline of the course objectives and topics is provided, along with a list of third year Bachelor of Secondary Education - Mathematics students who will undertake the field study. Permission from the high school is requested to allow the trainings to proceed.
The document is a letter from Cavite State University requesting permission from St. John Fisher School to conduct pre-service teacher trainings at their institution. It explains that the Educational Field Study 3 course aims to expose education students to real classroom experiences. It provides details about the course objectives, focus areas, and a list of 6 students who will undertake the training. The school principal is asked to approve the request so that the university can better prepare future educators.
The document is a letter from Cavite State University requesting permission from the Thomas Aquinas Institute of Learning to conduct pre-service teacher trainings at their school. It explains that Educational Field Study 4 aims to expose education students to actual classroom experiences related to curriculum development and educational technology. It provides an overview of the course objectives and content, as well as a list of 3rd year Bachelor of Secondary Education students majoring in English who will undertake the field study.
The agriculture education programs in Mecklenburg County work closely together across middle and high schools to provide a smooth transition for students and ensure their success. The programs begin recruiting students as early as 4th grade and teach skills through hands-on learning and FFA participation. Students can take a variety of agriculture classes and pursue certifications in areas such as animal systems, horticulture, and welding. The programs aim to develop students' leadership, growth, and career skills through agricultural education and FFA involvement.
The document discusses Dolphin College of Science and Agriculture and provides information about master's degree programs in agricultural science. It notes that a master's degree in agricultural science is usually a one- or two-year program that provides both classroom and hands-on learning through fieldwork and research projects. It also lists some top agricultural colleges in India, including Dolphin College of Science and Agriculture, which offers various degree and diploma programs in agriculture and is recognized for its educational facilities, experienced faculty, and career opportunities.
1) The Lake Chad Research Institute has established Agricultural Research Outreach Centers in two model villages and two secondary schools since 2009 to promote improved agricultural technologies.
2) In the villages, demonstrations of improved millet varieties led to higher yields compared to local varieties, and many farmers adopted the new varieties. Radio and TV programs created further awareness. Training empowered women economically through value-added food products.
3) In the secondary schools, demonstrations of improved maize, millet and groundnut stimulated student interest in agriculture. Membership in farming clubs grew. Books were distributed to school libraries.
4) Security issues prevented activities in 2013, and lack of WAAPP funding also created challenges. Continued support is
RCE Minna Green School Initiative by Abdul HusainiHanna Stahlberg
The Regional Centre of Expertise in Minna, Nigeria launched a Green School Initiative to engage high school students in maintaining seedlings and raising environmental awareness. Ten schools were selected to each receive 10 seedlings to plant on their grounds. A follow up inspection found that 62.2% of seedlings survived, though schools faced challenges with watering and maintenance. The best performing school will receive an incentive to encourage sustainable practices. The initiative aims to promote sustainable development goals of combating climate change and protecting ecosystems through learning opportunities for youth.
The document proposes a vegetable garden project for Namatanai Secondary School to address the issue of limited fruit and vegetable consumption. The project aims to introduce holistic learning, equip students with farming skills, and provide the school with a sustainable food source over five years. A 400 square meter garden area would be divided into 20 plots for grades 9 through 12 to grow crops like aibika, aupa, and pak choi. The project seeks to improve nutrition, time management skills, and reduce unhealthy activities.
The document provides a monitoring and evaluation report from AFEW Kenya Ltd on several schools that received funding for environmental sustainability projects. The report summarizes the objectives, activities, findings and recommendations from site visits to 7 funded schools and assessments of 5 potential schools. Key findings include varying levels of project implementation success, with some schools excelling in areas like tree planting but struggling with challenges such as water access, pest control and record keeping. Recommendations focus on improving sustainability, stakeholder involvement, and setting realistic targets.
The document outlines the Agri-Pinoy Gulayan sa Paaralan Program (GPP), a joint initiative between the Department of Agriculture (DA) and Department of Education (DepEd) to establish school gardens in public schools. The goals are to promote food security, nutrition, and an appreciation for agriculture among students. Key elements include establishing vegetable gardens; providing seeds, tools and training; using harvests for school feeding; and monitoring implementation through record keeping and reporting. Responsibilities are delineated for national, regional, and local stakeholders to coordinate the program.
This document outlines the vision, mission, and activities of the In-service Training Center and State Agricultural Institute Division in Myanmar. The vision is for an inclusive and sustainable agricultural system that improves farmers' livelihoods and contributes to the national economy. The mission is to enable rural populations and businesses to profit from diverse and safe food production using innovative technologies. The division aims to train mid-level agricultural technicians through a 3-year diploma program. Students participate in fieldwork, practical exams, and upon completion receive a Diploma in Agriculture. The conclusion recommends updates to the curriculum, training, and increased collaboration and opportunities.
School Garden in Rwanda
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document summarizes extension activities carried out to promote poultry and fish farming in adopted villages and schools in Gombe State, Nigeria. Activities included training over 300 farmers on poultry housing, brooding, and management. Four individual poultry farms were established. Students from two secondary schools received training on poultry and fish pond management. Achievements included farmers and students successfully rearing birds and gaining interest in poultry/fish farming. Challenges included difficulties in transport and materials, attitudes, and theft. Recommendations included approving more adopted sites and providing transport. The extension activities improved economic outcomes for farmers and students.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
This document discusses issues and solutions related to agriculture in Cambodia. Some key issues discussed include low literacy levels among farmers, lack of expertise to monitor farmers, difficulty reaching widely spread farms, and farmers' reluctance to change. Suggested solutions include providing education and training to farmers on practices like integrated pest management; increasing farm mechanization; conducting agricultural research; developing the rice export market; improving irrigation, credit access, and transportation infrastructure; and prioritizing farm credit systems and land titling programs. The conclusion emphasizes sustainably expanding irrigation and learning from past mistakes in managing irrigation systems.
Edible School Gardens in Montgomery County
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School - Community Garden Resources
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School - Community Garden Resources ~ cultivatingcommuntiy.org.au
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
National cereals research institute (ncri)badeggi’s success storywaapp-nigeria
The document summarizes the success story of the National Cereals Research Institute's (NCRI) adoption of villages and schools in Badeggi. Through introducing improved agricultural practices, providing training, demonstrations and resources, yields increased for farmers. A women's rice processing group was trained and ordered processing equipment. Students' interest in agriculture grew through demonstrations of poultry and maize production. Overall the program strengthened farmers and students, increased income, and represented rural transformation and development.
School plant and facilities development involves the management of school sites, buildings, and equipment. This includes acquiring land through purchase, donation, expropriation, or barter. Donations can be simple, conditional, or take effect during or after the donor's lifetime. Standards for school facilities include minimum space requirements per student for classrooms, laboratories, and other instructional and non-instructional spaces. School maintenance and repair are also important aspects of facilities management, requiring funding sources and guidelines for minor repairs, major repairs, renovations, and property replacement in the event of damage or loss.
The Federal College of Animal Health and Production Technology in Ibadan, Nigeria presented a report on its WAAPP (West Africa Agricultural Productivity Program) activities. Five units were established focused on fish farming, poultry, cassava/maize, post-harvest, and communication. Activities included training workshops, constructing fish ponds, poultry and crop production, and engaging youth and farmer groups. Results saw adoption of technologies, increased agricultural interest, and sales of fish and poultry. Gaps around water, power, and transportation were identified. Recommendations included expanding to junior high schools, timely funding, and improved monitoring and evaluation.
The agriculture education programs in Mecklenburg County work closely together across middle and high schools to provide a smooth transition for students and ensure their success. The programs begin recruiting students as early as 4th grade and teach skills through hands-on learning and FFA participation. Students can take a variety of agriculture classes and pursue certifications in areas such as animal systems, horticulture, and welding. The programs aim to develop students' leadership, growth, and career skills through agricultural education and FFA involvement.
The document discusses Dolphin College of Science and Agriculture and provides information about master's degree programs in agricultural science. It notes that a master's degree in agricultural science is usually a one- or two-year program that provides both classroom and hands-on learning through fieldwork and research projects. It also lists some top agricultural colleges in India, including Dolphin College of Science and Agriculture, which offers various degree and diploma programs in agriculture and is recognized for its educational facilities, experienced faculty, and career opportunities.
1) The Lake Chad Research Institute has established Agricultural Research Outreach Centers in two model villages and two secondary schools since 2009 to promote improved agricultural technologies.
2) In the villages, demonstrations of improved millet varieties led to higher yields compared to local varieties, and many farmers adopted the new varieties. Radio and TV programs created further awareness. Training empowered women economically through value-added food products.
3) In the secondary schools, demonstrations of improved maize, millet and groundnut stimulated student interest in agriculture. Membership in farming clubs grew. Books were distributed to school libraries.
4) Security issues prevented activities in 2013, and lack of WAAPP funding also created challenges. Continued support is
RCE Minna Green School Initiative by Abdul HusainiHanna Stahlberg
The Regional Centre of Expertise in Minna, Nigeria launched a Green School Initiative to engage high school students in maintaining seedlings and raising environmental awareness. Ten schools were selected to each receive 10 seedlings to plant on their grounds. A follow up inspection found that 62.2% of seedlings survived, though schools faced challenges with watering and maintenance. The best performing school will receive an incentive to encourage sustainable practices. The initiative aims to promote sustainable development goals of combating climate change and protecting ecosystems through learning opportunities for youth.
The document proposes a vegetable garden project for Namatanai Secondary School to address the issue of limited fruit and vegetable consumption. The project aims to introduce holistic learning, equip students with farming skills, and provide the school with a sustainable food source over five years. A 400 square meter garden area would be divided into 20 plots for grades 9 through 12 to grow crops like aibika, aupa, and pak choi. The project seeks to improve nutrition, time management skills, and reduce unhealthy activities.
The document provides a monitoring and evaluation report from AFEW Kenya Ltd on several schools that received funding for environmental sustainability projects. The report summarizes the objectives, activities, findings and recommendations from site visits to 7 funded schools and assessments of 5 potential schools. Key findings include varying levels of project implementation success, with some schools excelling in areas like tree planting but struggling with challenges such as water access, pest control and record keeping. Recommendations focus on improving sustainability, stakeholder involvement, and setting realistic targets.
The document outlines the Agri-Pinoy Gulayan sa Paaralan Program (GPP), a joint initiative between the Department of Agriculture (DA) and Department of Education (DepEd) to establish school gardens in public schools. The goals are to promote food security, nutrition, and an appreciation for agriculture among students. Key elements include establishing vegetable gardens; providing seeds, tools and training; using harvests for school feeding; and monitoring implementation through record keeping and reporting. Responsibilities are delineated for national, regional, and local stakeholders to coordinate the program.
This document outlines the vision, mission, and activities of the In-service Training Center and State Agricultural Institute Division in Myanmar. The vision is for an inclusive and sustainable agricultural system that improves farmers' livelihoods and contributes to the national economy. The mission is to enable rural populations and businesses to profit from diverse and safe food production using innovative technologies. The division aims to train mid-level agricultural technicians through a 3-year diploma program. Students participate in fieldwork, practical exams, and upon completion receive a Diploma in Agriculture. The conclusion recommends updates to the curriculum, training, and increased collaboration and opportunities.
School Garden in Rwanda
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document summarizes extension activities carried out to promote poultry and fish farming in adopted villages and schools in Gombe State, Nigeria. Activities included training over 300 farmers on poultry housing, brooding, and management. Four individual poultry farms were established. Students from two secondary schools received training on poultry and fish pond management. Achievements included farmers and students successfully rearing birds and gaining interest in poultry/fish farming. Challenges included difficulties in transport and materials, attitudes, and theft. Recommendations included approving more adopted sites and providing transport. The extension activities improved economic outcomes for farmers and students.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
This document discusses issues and solutions related to agriculture in Cambodia. Some key issues discussed include low literacy levels among farmers, lack of expertise to monitor farmers, difficulty reaching widely spread farms, and farmers' reluctance to change. Suggested solutions include providing education and training to farmers on practices like integrated pest management; increasing farm mechanization; conducting agricultural research; developing the rice export market; improving irrigation, credit access, and transportation infrastructure; and prioritizing farm credit systems and land titling programs. The conclusion emphasizes sustainably expanding irrigation and learning from past mistakes in managing irrigation systems.
Edible School Gardens in Montgomery County
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School - Community Garden Resources
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Increase Food Production with Companion Planting in your School Garden
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School - Community Garden Resources ~ cultivatingcommuntiy.org.au
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
National cereals research institute (ncri)badeggi’s success storywaapp-nigeria
The document summarizes the success story of the National Cereals Research Institute's (NCRI) adoption of villages and schools in Badeggi. Through introducing improved agricultural practices, providing training, demonstrations and resources, yields increased for farmers. A women's rice processing group was trained and ordered processing equipment. Students' interest in agriculture grew through demonstrations of poultry and maize production. Overall the program strengthened farmers and students, increased income, and represented rural transformation and development.
School plant and facilities development involves the management of school sites, buildings, and equipment. This includes acquiring land through purchase, donation, expropriation, or barter. Donations can be simple, conditional, or take effect during or after the donor's lifetime. Standards for school facilities include minimum space requirements per student for classrooms, laboratories, and other instructional and non-instructional spaces. School maintenance and repair are also important aspects of facilities management, requiring funding sources and guidelines for minor repairs, major repairs, renovations, and property replacement in the event of damage or loss.
The Federal College of Animal Health and Production Technology in Ibadan, Nigeria presented a report on its WAAPP (West Africa Agricultural Productivity Program) activities. Five units were established focused on fish farming, poultry, cassava/maize, post-harvest, and communication. Activities included training workshops, constructing fish ponds, poultry and crop production, and engaging youth and farmer groups. Results saw adoption of technologies, increased agricultural interest, and sales of fish and poultry. Gaps around water, power, and transportation were identified. Recommendations included expanding to junior high schools, timely funding, and improved monitoring and evaluation.
Similar to Darusalam Agriculture Secondary School (20)
1. Professional Secondary School of Agriculture
Darussalam Village
Awdegle Zone
Lower Shabelle Region
Background
Basically, the livelihood of Darussalam Community is sustained on Subsistence Farming Agriculture.
Main staple crops of the Zone are maize and sesame followed by other cash crops like
pulses(groundnuts, cowpeas, mungbeans) and horticultural crops like banana, plantain, lemon,
grapefruits, coconuts, mangoes, water melon papaya, and moreover, vegetable crops: tomatoes,
onions, carrots, and various leafy vegetables and tuber crops(sweet potatoes).
The community of Darussalam attracted the potentiality and accessibility of their resources(Land and
Water) available in Awdegle Zone, have come a plan to improve their own livelihoods; furthermore,
improve production/unit area of their crops: quality of the product and marketability of the product.
Thus, the idea came towards establishing a Professional Secondary School of Agriculture which
temporarily accommodates students from Intermediate school of Darussalam and other neighbouring
villages of Lower Shabelle region.
The Professional School of Darussalam was established in the year 2004 with the objectives to:
· Create Highly Skilled Agricultural Technicians equipped with modern agricultural techniques in
all disciplines of crop production and animal husbandry,
· Provide Agric Technicians capable working Agricultural Development Projects of Lower
Shabelle/Neighbouring regions,
· Provide trained teachers for the Professional Secondary School of Darussalam,
· Allow certain graduated students from this Professional Secondary School to go higher studies in
Universities for BSc and MSc in different disciplines of Agricultural Science.
· Provide Agricultural Researchers and Extension Agents for the Agricultural Projects of Lower
Shabelle /neighbouring regions.
Initially, the School building was built with materials of the bush products(poles and sticks) and coconut-
palm leaves on the roof –this was the efforts of the Darussalam Community; later on, the school was
rebuilt in bricks/stones with iron sheet roof- this was accomplished financially by the CIDA(CANADA Aid
Agency). In the other hand, the monthly salaries of the school teachers/guard/cleaner and other
expense to run the school were sponsored by the Community of Darussalam. The Secondary School of
Darussalam is a twin Secondary school of Agriculture supported earlier by the WFL in Marka district,
actually denoted as Ayuub Secondary School of Agriculture.
As a matter of fact, recurrent droughts /poor harvest, crop failures caused by adverse effects of the
seasonal weathers, and unreliable gravity irrigation of the River Shabelle have depleted the resources of
the Community of Darussalam. The Community is actually unable to sustain all expenses for the smooth
run of the School. The inevitable calamities affected badly the resources of the Community of
Darussalam; for that reason, the Community is seeking assistance in material and financial support for
the Professional Secondary School of Agriculture.
2. 2. Actual Situation of the School
2.1 Building
Actually the school building comprises four classrooms to accommodate students from form-1 to form-
4; one room office for the school manager and two toilets.
2.2 Students
The numbers of students attending the school from Form-1 to Form-4 are 67 students -of which 49 male
student s and 18 female students. About 55 of the students are from Darussalam and Mubaarak
villages; the remaining are students of neighbouring villages which get boarding and lodging from the
Community of Darussalam.
2.3 Academic Courses of the School
The academic courses of the School are clearly designed to give the attending students in four years a
concise concepts in all disciplines of agricultural sciences, moreover, besides the agricultural sciences of
the courses; students of the school would be able compete other Ordinary Secondary Schools of Lower
Shabelle region. Below Table-A is furnished the academic courses of the Professional Secondary
School of Agriculture:
Table-
A
Form-I Form-2 Form-3 Form-4
Term-1 Courses Courses Courses Courses
Introduction to
Agriculture
Crops Animal
husbandry
Animal
husbandry
Animal husbandry Animal
husbandry
Agric
Engineering
Farm
Implements
Agric Engineering Agric
Engineering
Economics Farm Accounts
Economics Economics English Biology
English English Maths Chemistry
Maths Maths Biology Physics
Biology Biology Chemistry Entomology
Chemistry Chemistry Physics Pathology
Physics Physics Crops Maths
Soil Science
English
Term-2 Crops Crops Animal
husbandry
Animal
husbandry
Animal husbandry Animal
husbandry
Agric
Engineering
Farm
Implements
Agric Engineering Agric
Engineering
Economics Farm Accounts
Economics Economics English Biology
English English Maths Chemistry
Maths Maths Biology Physics
3. Biology Biology Chemistry Entomology
Chemistry Chemistry Physics Pathology
Physics Physics Maths
Soil Science
English
2.4 School Staff
The teaching staff of the School are 8(eight) in number and 4 (four) teacher assistants; of which one
teacher besides being a teaching staff, it will routinely be headmaster of the school; a guard to look after
the school safety and a cleaner of the school.
2.5 Sponsorship
The community of Darussalam was committed to sponsor financially the Scholl from 2004 to present
date; but lack of marketability of the agricultural produce, recurrent floods, crop failures, poor harvest;
adverse seasonal events have exasperated the blight of the community of Darussalam.
The community of Darussalam used to pay the monthly salaries of the teachers, the school guard and
the cleaner of the school. The total monthly expense to run the school is $ 2,500.
3. Innovations
3.1 Assistance
Additional assistance is needed to reorganize following sectors of the school:
· Construction of Library hall and provision of books for the secondary school of
agriculture -that matches best the above academic courses of the school(2.3).
· Construction of Agronomy and Soil lab rooms and essential equipments for Agronomy
and soil labs of Secondary level of Agriculture.
· Provision of school farm and farm machinery equipments/farm machinery workshop
tools.
3.2 Training
The actual Teachers of the school thoroughly need Training on Teaching Methods, update the
Teachers on the Evolving Modern Agricultural Science on crop production, Research and
Extension in all Disciplines of Agricultural Science.
3.3 Computers
Construction of a hall to accommodate number of computers is badly needed. Provision of
Computers to enable students to visit World Wide Scientific Webs and Personal Contacts of e-
mails are required.
3.4 Office Equipment
Office equipments to serve the school students are necessary.
4. 3.5 Sponsorship
The Community is seeking Financial Support for the Teachers/Guard/ Cleaner and other expenses to
run the Professional school.