[Altivos Ambateños] Enhancing local consumption: Connecting rural producers with local households and small groceries shops in
Project description: The project aims to promote local consumption by connecting rural producers to households and small groceries shops owners in the city of Ambato. For this purpose, an online e-commerce platform is being constructed for rural producers to commercialize their products. In addition, rural producers are being trained through workshops to develop digital skills to manage the e-commerce platform, as well as, to develop other commercialization and management skills. Finally, through our partner CorpoAmbato, we are offering technical assistance to improve the quality of the products. 2. Project progress up to now: During the months of Jun and July, the meetings to plan the workshops and its schedule were held. In addition, we had meetings to see the initial content and structure that the e-commerce platform will have in the future. In the last week of July and the first two weeks of August three workshops were held: Controlling Costs and Expenses; Smart Investments; Consumers profile. The workshops were planned to be offline, however, due to coronavirus prevention regulations, we decided to offer them through the online meeting platform Zoom. The challenging aspect in this regard was the identification of the participants of the project because we could not visit them one by one. Instead, with our partner CorpoAmbato, we decided to open the registration and CorpoAmbato, with their expertise in the field, is filtering the potential participants to become future members of the platform. The workshops are a collective effort between Altivos Ambatenos and CorpoAmbato. So far, we have carried out three workshops with more than 40 participants and 1 meeting of technical assistance. The trainers were provided by our partner CorpoAmbato. The e-commerce platform is being constructed based on basic functionalities for commercialization, additional features will be added once the final participants of the platform are selected to adjust it to their needs. 3. Project plan forward Within the next months, four workshops will be held and continuous technical assistance will be provided to the rural producers in order to improve their products and develop their managerial and digital skills so that they can effectively commercialize their products through the platform. By the end of August, the final participants of the platform will be selected (those who show improvement and development of the skills required). From September onwards, the online e-commerce platform will be constructed with the information of the selected producers and their products. It is planned to have meetings to provide constant feedback on the use of the platform, in order to make it friendly both for the rural producers and the customers. In September the Shopify subscription will be purchased to maintain the platform operating for a year. In addition in September and October, it is planned to promote the platform through social networks. Finally, one of the most challenging issues is the creation of a formal organization formed by rural producers. This requires not only the development of skills but also the development of relations of cooperation, which usually results from constant interaction. However, due to the online meeting and workshops, there is not much space for the rural producers to get to know each other and reach the levels of interaction that direct conversation allows. This might delay the creation of a proper formal organization. Nevertheless, CorpoAmbato will take the lead to facilitate the interaction among the rural producers until a formal organization can be created.
[Daluhay Daloy ng Buhay] Pathway to Food Security through a Maternal Ecohealth Lens
Group photo of Maternal Ecohealth Technical Working Group with Daluhay Team members 1. Project Description: Global challenges in food security leave one person in three suffering from some form of malnutrition living side-by-side, either in one country, community or in the same household (IFPRI, 2016). This challenge is particularly prevalent in the province of Aurora, northeast of Luzon, Philippines. Initial data showed that across the Aurora province, a range of about 27 to 37 households tend to skip meals 3 to 10 times in a week (Hoddinott, 1999), a factor leading to the high number of stunting and wasting cases in the province, particularly in coastal communities (Aurora Provincial Health Office, 2019). Stunting i.e. (low height for age) and wasting (low weight for age) can be attributed to the lack of protein in their diet which we documented through collaboration with the World Health Organization (PMNCH 2018). In the province of Aurora, 7 out of 8 of its municipalities are coastal and majority of the population rely on marine fisheries as one a staple food and primary protein sources. Our previous work suggests that more than 90 percent of the coastal communities are dependent on marine fisheries either as source of income or as source of food. Unfortunately, there is a continuous decline of coastal and marine resources in the province due to a proliferation of destructive fishing practices, over exploitation, poor solid waste and tourism management and a lack of institutional collaboration. This is further accelerated by challenges in isolation because of limited access to communication and transportation, leaving coastal communities with no other choice to obtain food and protein. The project focuses on promoting food security through a Maternal Ecohealth lens in Barangay San Ildefonso, Casiguran, Aurora-a community with observed environmental threat but with existing natural resources that can be potentially harnessed for food security. The first step to achieving our vision of food security in the community is to elevate awareness on the linkage between environmental health and the health of the community with a focus on mothers of the family who play central roles in family values, decision making and nutrition. An initial step to raising health and environmental awareness is to gather data on the Food security status, Knowledge, Attitudes and Practices of the community. To ensure ownership and sustainability of the project’s outputs, a technical working group (TWG) from the community was formed to serve as core implementers of the project. Courtesy calls and meetings with barangay officials and tribal council leaders were conducted. The TWG were trained on July 28-29, 2020 in Sitio Dalugan, Barangay San Ildefonso, Casiguran. The TWG of mothers will be the core group what will be taking the lead in the project implementation by working closely with Daluhay. IFPRI (2016) Global Nutrition Report 2016: From Promise to Impact –Ending Malnutrition by 2030 Choosing Outcome Indicators of Household Food Security. International Food Policy Research Institute,2033 K Street, N.W. Washington, D.C. 20006 USA. pp.27 Philippine Statistics Authority (2019) First Semester 2018 Official Poverty Statistics of the Philippines PMNCH 2018 https://custom.cvent.com/844E6E8B32B64D1AA32DC45C8802523C/files/23d337209a6e46e6bf66336ce8332e99.pdf Objectives of the Technical Working Group Formation To conduct necessary groundwork like courtesy calls / meetings with the barangay local government unit , tribal council and community members regarding the project for the formation of a technical working group To conduct a project orientation with the selected TWG and train them in data gathering To plan the next steps of the project with the TWG 2. Project progress up to now In 2016, a partnership between Daluhay and the Provincial Health Office was formed to conduct a study on the protein intake of pregnant and lactating mothers in Aurora. It was found in this study that they only consume only 20-25% of the required protein intake. To build on this partnership, a quick project orientation was conducted with the Provincial Health Officer of Aurora to share insights about the current project. After which Dr. Teh, Aurora’s Health Officer, wrote a letter to the Municipal Health Officer of Casiguran to endorse the project. Initial meetings with the Barangay and Tribal councils in Barangay San Ildefonso were conducted in order to present the project overview, its objectives and to present the endorsement from the Provincial Health Office. The Barangay local government unit approved of the project and endorsed 10 community members whom they think would be good leaders that will form the Technical Working Group. A total of seven mothers from the barangay were able to attend the training, where one-being a Barangay Health Worker- is experienced in conducting surveys in the community. Meanwhile, a tribe elder- the chieftain’s wife- also attended however, it was decided by the group that it would be best for her to sit in and participate in the project but not to conduct the surveys due to limitations in her reading and writing skills. She actively participated in the discussions, nonetheless. Also, one of the mothers felt ill and had to rest on the second day, leaving us with 5 who were able to finish the whole program and conduct the surveys. The participants were asked to answer the pre-test found on the attached KAP questionnaire. Though they were generally not yet familiar with the topics covered, the participants showed focus and willingness to learn during the training. It was found to be challenging to connect with them at first. The generator we were counting on was broken so we had to show the presentation from our laptop. The Agtas are known to have a shy personality but as we read between the lines of how to better communicate with them, we adjusted our approach and noticed that it got them out of their shells. Instead of relying on the presentations we prepared on our laptops, we used colourful sheets of papers as metacards and manila papers as our blackboards. As we started to explain about the importance of health and the environment in detail, they were very attentive, took notes and asked questions. By the end of the workshop, they could explain the concept in their own words. The participants were also walked through the questionnaire prepared to gather data on the Knowledge, Attitude and Practices of pregnant and lactating mothers in their community. Each enumerator (TWG member) was also tasked to leave instructions for a respondent to fill out a 7-day protein diary. Tips and guidelines on conducting surveys were discussed during the training followed by a practice survey with the facilitators and a partner. Project leader Shan Alejos discussing the overview of the project Advocacy coordinator Erica Zafra showing photos of a food web to the participants Participant taking notes during discussions on Maternal Ecohealth The activity was closed with a short planning session on data gathering. Since there were 5 of them left to conduct the surveys, the participants suggested that they will split into two groups to be able to interview respondents from different zones in their barangay. Three will ride a boat to the farther parts of the San Ildefonso Peninsula while 2 will go around with a kolong kolong to locations relatively near the center of the Barangay. As of August 16, 2020, our field coordinator, Ria, communicated with us that the survey data will be sent to us in Baler next week. 3. Project Plan Forward Data from the surveys will be encoded and analyzed as soon as it is sent from Casiguran to Baler. Our target is to be able to analyze the data one week upon its arrival. Another activity will be planned to formulate the CEPA tool for the community with the TWG. As of August 13, 2020, Aurora Province has confirmed its first case of COVID-19 infection in Baler followed by another one in an adjacent municipality a day after. We will keep ourselves updated with the changes in mobility regulations in the province and keep the safety of the participants and the team of paramount importance.
[UBNPH] Seeds of Hope
SEEDS OF HOPE Globally, the Philippines is the third-largest source of ocean-bound, discarded plastic waste. It is estimated that twenty percent of the country’s 2.7 million tons of annual plastic waste ends up in the oceans, fueled largely by high consumer consumption and dependence on single use plastics. Reducing the outflow of plastic has become a top priority of national and local governments, as well as many community and non-governmental organizations, who have already begun individual efforts to turn the tide. The goal of the project is to use positive action to influence a change in people’s social behavior in regards to waste management and environment conservation, hopefully establishing collaborations with the LGUs, NGOs, and communities with similar goals for determined effect and sustainability. The Seeds of Hope is a project that aims to empower young generation to become volunteer leaders and advocates in conservation. The pilot project will be held in Mabini Batangas, where a series of activities that aims to raise awareness about proper waste management in coastal communities through interactive programs and storytelling will be undertaken. PROJECT PROGRESS: In light of present and extenuating circumstances in our local community, and after many meetings and consultations, our group has unanimously arrived at the decision to make some key changes in our project implementations. Staying true to our advocacies, our project goals and objectives will remain the same; however, adapting to the current situation in our country due to the COVID-19 pandemic, our group’s activities will have to change and adapt to the “new normal” situation we now face. For the past month of June, we have coordinated with different organizations – both LGU and NGOs – and gathered more volunteers to make the run of our projects more effective and efficient. With our main target audience being elementary students from various elementary schools in coastal cities and communities in Batangas, we have consulted and coordinated with the Schools Division Superintendent of the Department of Education (SDS-DepEd) in Batangas. As our group, Urbano Niño PH, explained to SDS-DepEd about our project and objectives, we have come to the conclusion that our methods shift from the traditional physical learning to asynchronous learning. Despite the physical limitation of our group’s movement as imposed by the community quarantine. This month of August we are focusing on one of our key activities, ImaginOcean – UBNPH Online Contests, as well as strengthening our online media presence. Our contests will give out a handful of prizes to the winners: the shark plushie toy, growth kit, art materials, as well as cash prizes for their other needs. We have started sharing articles and info graphics on our page on how to become more responsible in taking care of our environment. Iho - Plushie made from upcycled jeans handmade by empowered women in coastal communities. In partnership with Tagpi-Tagpi. Grow kit. Seeds from the Agricultural Office and a pot made from recycled plastics. We are also in the process of completing the storybook that is scheduled to be printed by our chosen publishing house and will be given to our partner community. As of writing, we are close to finishing it, thanks to our 20 wonderful volunteer artists – this really would have been impossible without them. PROJECT PLAN FORWARD: For the remaining months we will implement the 3 activities mentioned. As our project is founded on long-term execution, we looked up on the grants before sending in our application, and saw that the grants are willing to support the organizations of its choosing for three years. With this in mind, we brainstormed and came up with phases by which our project will take shape in the next three years. Aptly, we named the phases with the concept of “growth”, which are as follows: Phase 1 is “Plant”, wherein the Seeds of Hope Project is our means of “planting” knowledge and awareness in the communities as a means to educate them on environmental concerns. Phase 2 is “Bloom”, wherein we nurture their learning by keeping and maintaining relationships by establishing physical projects like permaculture gardens and waste collection systems, and other community-based projects. And lastly Phase 3 is “Harvest”, wherein the community harvests their fruits of labor by establishing a social enterprise within the community to help in employment, community involvement, and sustainability. Be like a seed: start small, and grow big.
[ZWM] ZWM Lesson
1. Project description ZWM Lesson is Zero Waste Malaysia’s first publication of a series of free educational modules consisting of 60-minutes lesson plans and audio and visual aids catered to students aged 11 to 17 years. ZWM Lesson consists of 5 modules: “Module 1: What is Waste?”, “Module 2: Where Does Waste Go?”, “Module 3: Types of Waste”, “Module 4: How Much Waste Do We Produce?” and “Module 5: What Can We Do?”. For each of the modules, audio and visual aids in the form of videos and presentation slides are provided to facilitators of the lesson. This Basic Package (5 lesson plans, videos and presentation slides) will be accessible by the public for free on our website at www.zerowastemalaysia.org. All materials are available in English, Malay, Chinese and Tamil and have been designed in alignment with the Malaysian Secondary School Curriculum Standard (KSSM) either as classroom learning or extra-curricular workshop. To kick start the utilization of the Basic Package, Zero Waste Malaysia will conduct virtual classrooms for free for a minimum of 300 students. Telegram Messenger and Google Classroom will be the main platforms used to conduct these virtual classes. (Note: A virtual classroom is currently the most feasible learning platform due to the COVID-19 restrictions in Malaysia) Aside from that, Zero Waste Malaysia will also engage with existing educational learning channels such as SOLS 24/7 and public schools under the Ministry of Education Malaysia to adopt ZWM Lesson into their existing syllabus. ZWM Lesson supports Zero Waste Malaysia’s overall mission to spread awareness and encourage Malaysians to lead a mindful and sustainable zero-waste lifestyle. 2. Project progress up to now 1 - 30 June: Finalized content for ZWM Lesson Plan's 5 modules including presentation slides and video publication (one example has been attached below) Created introductory video for Korea SHE Foundation Recruited the rest of the team members, including designer, videographer, project coordinator, etc. Weekly progress check-in on marketing development, content creation, recruitment, etc. Promoted ZWM Lesson Plan during our online sharing at BluHope conference, a British High Commissioner's campaign for World's Ocean Week. Through this engagement, we were able to receive support from the British High Commissioner to obtain endorsement from the Ministry of Education (MOE) Malaysia. 1 - 30 July: Official launching of ZWM Lesson Plan on https://zerowastemalaysia.org/zwm-lesson/ Opened registration for students to sign up for the Wira Zero Waste Virtual Classroom program, and job applications for facilitators. Featured on the media including by The Edge, Tzu Chi Foundation Malaysia, The Rakyat Post, and BFM. Received 130 facilitator applications, selected 31 for interviews and offered 18 individuals the position. Created an Instagram and Facebook filter Converted and created extra content based on the ZWM Lesson Plan for the Wira Zero Waste virtual classroom. All materials are supported by audio files. Weekly progress check-in and discussions regarding promotions and marketing, recruitment, content creation, endorsement from MOE, financial budget, project goals and target, etc. 1 - 16 August: Commencement of the Wira Zero Waste virtual class for Cohort 1 (August). Classes run for 5 weeks, with 1 module taught each week. Students are provided Google slides daily which contain narratives in writing and audio, videos and missions for students to complete. The materials will require 30 minutes or less worth of commitment from students to read and answer questions on a daily basis. All participating students are divided into 4 classes, based on their age range, and added into groups on Telegram Messenger. In the chat groups, students were able to engage with each other and the facilitators. During the weekend, the facilitators conduct an optional virtual call with the students from each class to reflect and discuss on what they have learned during the week. Overall Project Team: 54 members consisting of Project Manager, Project Coordinator, Content Developers (Phase 1: ZWM Lesson Plan and Phase 2: Wira Zero Waste), Content Editors, Translators, Designer, Videographer, Voice over Talent, PR and Marketing contributors, Finance Lead, Webpage Developer, UX/UI contributor, Educator Advisors, and Class Facilitators. 3. Project plan forward Currently, Zero Waste Malaysia is still recruiting for students to participate in Cohort 2 (September) and Cohort 3 (October). Due to the unpredictable pandemic situation, students have recently been asked to return to school after approximately 4 months of studying and learning from home. Schools are rushing syllabuses and giving out a high amount of assignments and home works for students to complete. Thus, we are having trouble in getting more students to voluntarily participate. We are mitigating this problem by putting out more contents and information to be able to increase our reach and helping students to understand that the missions are not difficult and stressful to complete. We are also encouraging the existing participants in Cohort 1 to share with their groups of friends regarding the program. Engagement to obtain endorsement from MOE is still ongoing as well.
[GEM] Green Tale
Share the progress status of your project following the questions. Project description Green Tale is a joint project between a youth-led club named “Gender, Environment, Mental” (GEM) and a non-governmental organization named “Sunflower Film Organization” (SFO). Green Tale is a folktale program to bring environmental understanding to audiences. The project aims to connect with youth-led clubs, non-government organizations, local green communities, and stakeholders together to take action on environmental issues. The program consists of a folktale story production and a storytelling event at the coastal community. The main concept of the story describes “a talking seahorse travelling from its habitat to the mangrove area and meeting a local kid. After several meets, the seahorse tells her/him why she/he travels to the mangrove area. The kid learns some basic understanding to save the environment and her/his village. The kid tells the story to her/his family. Then, they start to do what the seahorse told them. The purpose of the story is to inform the audience about basic understanding of archipelago biodiversity and climate change effects, mangrove advantages to coastal biodiversity and climate change effects, climate adaptation through farming, and a basic understanding of waste management. Project progress up to now On 15th June, The project coordinator conducted a meeting with project members at SFO office, the partner organization, to discuss the folktale story and theme, project task, and project timeline. After the first meeting, the project coordinator started to draft the story script. The community coordinator has reached to Marine Conservation Cambodia, an organization working on coral reef and seahorse conservation in Kep province to facilitate a visit to understand more on the impact toward the coral reef and the seahorse. Just because of Covid19 situation, they usually stay at the island (the conservation work site) which is far away from internet connection sometimes. It took some time to facilitate the travel to visit them. Now we are preparing to visit them in the third week of August from 18th - 22th. In July, the project coordinator looked for an illustrator to start working on story character and storyboard. On 10th August, the project coordinator conducted a small meeting at a coffee shop with the illustrator and animator to discuss the storyboard, the story theme, and the short animation process. The illustrator and animator work individually at their place and keep updating each other through messenger group chat. Project plan forward Describe your plan for the time remaining. Any improvements, cautions, and expectations for future activities. We plan to announce the project on social media on 17th August before traveling to the seahorse conservation site. The project members consist of 4 people will travel to visit the seahorse conservation site from 18th - 22th august. During the visit, the project members will also have a mini meeting with the team to discuss on the mini storytelling event proposed activities. We were worried about the travel because it was quite far from the mainland to the island, the seahorse conservation site Koh Ach Seh, as during this August it was raining almost everyday at the cities and some local provinces. After the visit from seahorse conservation site, at the first week of September, the community coordinator and screening coordinator will travel to ecotourism community, Trapaeng Sangkae in Kampot province to coordinate with the community for the proposed storytelling event. We plan to reach out to kids in the village and some young teachers to invite them for the storytelling event. After the visit from the ecotourism community, there will be a meeting with the whole team’s members to prepare for the mini storytelling event. The screening coordinator will start to work with the screening technical team to prepare for the mini screening at the storytelling event. The project coordinator will start to prepare logistics for the storytelling event. The short animation is planned to finalize in the fourth week of September. There will be a meeting in the fourth week of September or the first week of October with the whole team’s members and stakeholder to check the short animation and as an orientation for the storytelling events. The mini storytelling event expected to be held at the third week of October.
[H] Learning Landscapes Project
¡ Somos Paisajes Educativos ! Learning Landscapes Project PROJECT DESCRIPTION Learning Landscapes project begun in “Ricardo Palma” school in San Martin de Porres district, Lima - Peru, this public school lacks of an adequate outdoor leisure space for its 249 students. It is located next to “Huaca La Milla”, an almost abandoned archeological site, in front of a big wilderness area where we decided to locate the landscape project: A multiple textured garden with various types of trees and vegetation, including an integrated small pathway. This new school garden aims to create a good-quality space for children to play, take their meals and have ecological learning experiences with their teachers and community. The project increases the green area in the school, in consequence, it gives it an outdoor space where children can have practical classes, especially for the environment related courses. Ricardo Palma School Location, next to Huaca "La Milla" Workshop with school children in 2019 for designing the garden. Our project re-invented itself during the covid 19 pandemic, so the "Learning Landscape" experience goes further than the physical intervention and includes a virtual phase: graphic aid content for environmental education topics. We use information produced by the Ministry of Education in Peru, some universities, and museums of history and Peruvian culture, considering the opinion of different experts such as archeologists and architects. Our team' job is to convert all this information in a friendly format to children: Packs of images easy to understand. In order to reach them even though they are not going to school, we share the images through a WhatsApp group with the teachers, who send them to the parents and they talk with their children about it. To keep all of our content permanently available, we created a Facebook page for the project. Here is the guideline of our content per month: J U L Y We talked about ‘ESVI’ Espacio de Vida: "Our green space for life", where plants and animals can grow with the kids and community care. A U G U S T We shared the "Landscape and Peruvian Heritage" content, talking about ‘Huacas’, archeological sites and landscapes interventions of our Peruvian ancestors. S E P T E M B E R We plan to share content about the vision of Nature in our prehispanic culture. O C T O B E R We’ll be talking about "Learning Landscapes" itself, to get closer to the constructed project. Some of our online graphic content : Working for Environmental Education for children!. PROJECT PROGRESS UNTIL NOW The virtual project started the first week of July and it has 4 contents per month, until now we have published 6 out of 16. The virtual phase also includes a small workshop at the end of each month where the children can participate with us. On July we had the workshop called ‘The nature near me’, where 67 children of elementary school (from kindergarten to 5th grade) sent us pictures and drawings that answer the question “Considering our current quarantine, which is the closest element that represent ‘Nature’ to you?”. Our team, begun with 10 members, now is bigger considering the principal and 16 teachers of Ricardo Palma school; we’ve already had 3 meetings with them to explain the virtual content and workshops, to be shared with parents and children. From top to bottom: Coordination video calls with architect Juan Gutierrez, Team members and video call with the school' community. Result of our first workshop "Nature near to me" "Hacer un Paisaje Educativo no implica sólo construir el jardín, necesitamos que los niños también aprendan de la vida que habrá en él" The physical project is also going well, at the end of July –besides the pandemic restrictions- we obtained the permission to start the construction of the garden, gave by UGEL, the local unit of education. We already purchased the equipment and tools, eliminated the clearing, we cleaned and enabled the land, by compacting the soil and doing the terrain chalking of the pathway. Recently, we got in touch with the company in charge of installing the land textures, that should be finished in September. PROJECT PLAN FORWARD The project plan forward includes finishing the floor textures, building the pathway with pallets -previously selected, cleaned, repaired and protected with fungicide- and doing the gardening laying. We have thought about some maintenance decisions for the project, for example, considering that children are not going to be able to return to classes until next year, we consider appropriate to cover the textures with plastic to keep them in a good condition. During these months, we have learned a lot about teaching digital materials, and our work has found to be helpful for the teachers. Children are really willing to keep on learning and that is what motives us the most! For the virtual project we will keep on posting and sharing the contents every week, and we still have 3 more workshops with the teachers and children. The next one is ‘Recreating Landscapes’, there we will bring back to life 6 archeological sites of our country through the children imagination! We will ask them to drawn and collage pictures, imagining the activities that could have happened in our historical sites. Please look forward to it and to our construction process in our Facebook Page! https://www.facebook.com/PaisajesEducativos/ Making a landscape intervention is a clear way to let children see the results of this collaborative work, since the garden will grow and change according to the care they give to it. We will keep on working hard to make this happen for the school' children! Thank you for your kind support! H Team Mayumi Romero . Daniel Romero . Melany Vargas . Claudia Narvasta . Andrea Becerra . Yobana Tufino . Maria Esther Arrunategui . Katia Vilcahuamán . Pamela Castro . Karen Tapia . Fatima Garcia.
[TOA] Young Organic Farmers: Organic Seeds Production Training
1. Project description The project aims to train young organic farmers on organic seeds production (Open Pollination Seeds) and strengthen a young organic farmers network. Originally, we planned to for a 7-day training at Mae-tha Community in Chiang Mai where a group of young people are working continuously on organic seeds production and organic farming in their community. Due to the COVID-19 pandemic the project has to adapt the training to virtual training- Young Organic Farmers Online Training from 1 August to 14 August 2020. In June, the team had discussed with young people and young farmers in Mekong Country and Bhutan about the training and the possibility organizing it. We had a very good respond from young people to participate in the training, unfortunately the international travel is not allowed and country procedure regarding the coronavirus is not suitable for the international exchange programme. Therefore, we decided the online training is our option for regional learning and sharing. In July, there were 2 major activities, the curriculum development and participant selection process. The curriculum of Young Organic Farmers Online Training can be divided in 3 parts. The first part is about the overview of the online training and organic agriculture, we will discuss about the training process, climate change issue, and seeds law & regulation. The second part, the participant will learn about organic seeds production, there are 11 steps of seed production, including techniques and lessons learned from the experiences. And the third part is about the key factors of the success such as the holistic approach, value chain, market, and consumer. For the selection process, the team had produced the brochure and distrusted the posters and the course information through social medias- website, Facebook, and Instagram. The applicants have to submit an online application form, after that the team will select the participant and ask for their confirmation and the online consent approval. 2. Project progress up to now By the end of July, there were 170 people applied, and the team had selected 90 participants to participate in the 2-week online training. The participants are from 12 countries- Cambodia, Laos, Myanmar, Thailand, Vietnam, Bhutan, India, Fiji, Malaysia, Nepal, Philippine, and Singapore. They are young people study and work on agriculture as a project staff, government officer, and individual/family farm. We understand that people might have an urgent duty and responsibility coming during the 2-week course, so we accepted 90 participants in case some of them might not be able to participate. The team had extended the collaboration with Maejo University and invited various resource persons including professor from the university, who have experience on organic agriculture and organic movement, to share and discuss with the participants such as, Vandana Shiva, Right Livelihood Award Laureate 1993. Vandana Shiva is an environmental activist working closely with local communities. She founded Navdanya, a national movement in India, to protect the diversity and integrity of living resources. Hans van Willenswaard, Advisor of the School For Wellbeing Studies and Research. Hans co-founded Suan Nguen Mee Ma Social Enterprise with his wife Wallapa. He also founded the School For Wellbeing Studies and Research which includes Towards Organic Asia (TOA) as a major project. Shui-Meng Ng, Wife of Sombath Somphone. Shui-Meng is a Singaporean who has worked with UNICEF in Laos, China and Timor-Leste. She has also founded ‘Chaoban Crafts’ which is currently known as ‘TaiBaan Crafts’, a social enterprise in Lao working closely with local artisans. Supa Yai-muang, Director of Sustainable Agriculture Foundation (Thailand). Supa Yai-muang has been working on promoting and supporting research and studies to develop public policy related to sustainable agriculture. Kingkorn Narintarakul na Ayudhaya, the co-founder of the Food for Change, vice-president of the BioThai Foundation. Kingkorn is working on “food literacy”- the key for change is realizing “the most political act we do on a daily basis is choosing what to eat”. Vitoon Panyakul, founder of Green Net Cooperative and Earth Net Foundation. Vitoon is a pioneer of organic movement in Thailand, promoting organic and fair trade. He has worked as consultant for many projects of the United Nations. Dr. Chuanchom Boonrahong is the Deputy Dean of Student Affairs of Business Administration at Mae Jo university. Dr. Chuanchom is an expert at sustainable agriculture including organic agriculture, market systems for organic produce, and the certification of organic products. Moreover, he is also experienced in developing and assisting organic community and driving policy related to community development and agriculture. Assoc. Prof. Dr. Rapeephun Dangtungee,the dean of Maejo University International College. Dr. Rapeephun holds a Ph.D. in Polymer Science from Chulalongkorn University, Masters and B.Sc. from King Mongkut’s University, Thonburi and Patumwan Institute of Technology, Thailand. He has a great passion for research and has proven himself as a prolific researcher within the academic sector. During the preparation and training the team had produced different type of material, for online promotion we produced poster in English and Thai, and speaker’s information, and for online training we produced handbook, PowerPoint Presentations, Key Learning, and Certificate for all participants. The online training was organized from 1-14 August. Every day the team operated the zoom meeting from 13.30 to 16.00 (Bangkok Time), please the attached handbook for more information, from Mae-tha Community in Chiang Mai. Mae-tha is a successful model for organic farming and young people are practicing organic farming. Also, one of the young people is working on organic seeds production more than 7 years. Therefore, working from Mae-tha community will help us access to the practitioners and the work in the community directly. The team will be able to support the young people for a deeper sharing, and strengthen our connect for future collaboration. At the beginning and the end of the online training we invited many speakers, as mentioned above, to share and discussion with the group, and the main resource person was Mathana Aphaimool, Organic Seeds Grower, The online training got fully support from young organic farmers in Mae-tha community, and facilitated by TOA team with a technician for zoom and internet access. There were 42- 75 participants participated in the 2-week online training. The component of daily schedule was check-in, overview of the daily topic, prestation, questions and answers, short break, and the group sharing. There was a translation available, and the participants from Laos, Myanmar, and Thailand who need support can access to the interpretation system. After learning together for 12 days on organic agriculture and seeds production, the last 2 days were planning and evaluation. The group discussed about the main idea for personal planning and support. There were 6 areas of interest that the group shared- Expanding organic farming in the community and country, Markets, Seeds saving & exchange, Educational programme & study tour for capacity building and technical exchange, Homestay & Eco-tour, and Networking. Then the group discussed about communication system that would help for future exchange; the conclusion about this is setting up Facebook messenger group and zoom meeting every 1 or 2 months. 3. Project plan forward On the last day (14 August), participants filled up the online evaluation form, the team will analyze the feedbacks and suggestions from participants to evaluate the online training on the overall and general evaluation, individual session, learning process, and working team. During the training, the team recorded the main session and plan to make short video clip in August -September. The tentative topics for short video are Climate Change, Seeds Laws and Regulation, and Organic Seeds Production. The output or outcome from the training such as VDO, Participants reflection articles, Key Learning, Lesson Learned will be gathered and distributed on social media if it’s appropriated. We will set up the Facebook messenger group for sharing and connecting the group, also there is plan to visit Chiang Mai in late September to reflect on the online training and plan for the future collaboration with young organic farmers in the community and Maejo University.
[Sustainera] Zero Waste School: A Scalable, Educative, and Sustainable Waste Management Model
Zero Waste School project is an initiative by Sustainera to create a sustainable waste management model: to be tested in schools in Kathmandu, Nepal. The project takes a hands-on educational approach to engage students in creating their own zero-waste campus. Unsustainable waste production is a pressing global issue. In 2016, the World Bank stated that the worlds’ cities generated approximately 2.01 billion tonnes of solid waste globally, and the number is expected to increase by further 70% to estimated 3.40 billion tonnes by 2050. The assimilation capacity required to neutralise all of the pollutants per year would be equivalent to that of 5 earths. Furthermore, effective waste management is expensive, accounting for half the total share of the municipal budget. This process is also tedious as failure to meet the growing numbers will lead to unregulated dumps and open incineration. This becomes a major health hazard as according to The Guardian, it may kill up to a million people globally each year. However, when changing from the global scale to the per-capita footprint, it is interesting to note that each individual produces only 0.74 kg per day. The Nepal Times in 2017 estimated that of the waste produced in Kathmandu Valley 60% of it is organic and about a quarter of it is recyclable materials. This ground-up perspective shows that the global waste problem is a result of an accumulation of the choices we decide to make regarding our individual waste and can be solved by effective waste management education. Hence, Zero waste’s philosophy encourages an overhaul of our habits and thinking pattern so that our waste products are eventually reused. Raised in a different time, it might be harder to see a drastic shift in the lifestyle for adults. However, through installing the sense of ownership of the environment in children we believe we can reach out to adults. Thus, education and training programs on zero waste management for school children would encourage them to take more responsibility for their environment. Project Progress: Due to the COVID-19 pandemic, strict lockdowns were implemented in Nepal at the start of the project duration. Sustainera used this time to develop a curriculum for schools to teach students effective waste management through a KBA approach. The Knowledge, Behaviour, and Attitude approach aims to instill theoretical information as well as behavior and attitude change in participating schools and students. Since the schools are still closed and will remain so for an unforeseeable amount of time, Sustainera has pivoted the training to be aimed at Teachers as trainers instead. Currently, Sustainera has built partnerships with five schools. The training will be provided to volunteer teachers on an online platform to be conducted in person for students once the lockdown is lifted. One of the schools identified by Sustainera is Bhanodaya Basic School, a public school located in far suburbs of the Kathmandu Valley. The school has around 200 students up to grade 7 and a severe waste management problem. Without the facility of waste collection in the part of the town, the school currently burns its waste in an open field. Sustainera is currently working with the schools to identify their needs (eg: dustbins) and help them create a student-owned waste management system. The same process is being applied in four more schools: Jana Uddhar Secondary School Bhanodaya School Madan Ashrit School Bhadrakali School CYF- Life Vision Academy Project Plan Forward: Currently, Sustainera is changing its budget plan to accommodate 5 schools in place of the original plan of one. Sustainera will conduct four weekly sessions in September with volunteers and teachers from the five schools on Zoom on Waste Segregation The 3Rs Composting Including impacts that poor waste management has on the environment and the school premises. Sustainera will also purchase dustbins, compost bins, protective equipment, and other goods for schools to carry out the course and activities. A toolkit will be provided to the teachers to refer to.