The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.

Assessing adaptation – Climate change and indigenous livelihood in the Andes of Bolivia

Based on a case study of Charazani – Bolivia, this article outlines the understanding of adaptive strategies to cope with climate change and its impact on environmental and socioeconomic conditions that are affecting rural livelihoods. Mainly qualitative methods were used to collect and analyze data following the framework for vulnerability assessments of a socio-ecological system. Climate data reveals an increase of precipitation and temperature during the last decades. Furthermore the occurrence of extreme weather events, particularly drought, frost, hailstorms and consequently landslides and fire are increasing. Local testimonies highlight these events as the principle reasons for agricultural losses. This climatic variability and simultaneous social changes were identified as the drivers of vulnerability. Yet, several adaptive measures were identified at household, community and external levels in order to cope with such vulnerability; e.g. traditional techniques in agriculture and risk management. Gradually, farmers complement these activities with contemporary practices in agriculture, like intensification of land use, diversification of irrigation system and use of artificial fertilizers. As part of a recent trend community members are forced to search for new off-farm alternatives beyond agriculture for subsistence. Despite there is a correspondingly large array of possible adaptation measures that families are implementing, local testimonies point out, that farmers often do not have the capacity and neither the economical resources to mitigate the risk in agricultural production. Although several actions are already considered to promote further adaptive capacity, the current target is to improve existing livelihood strategies by reducing vulnerability to hazards induced by climate change.