[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.
[Nawa Paila] Improving sanitation and hygiene behavior at School, Nepal
Project description The poor Water and Sanitation Hygiene (WASH) facilities in Schools that influences hygiene behavior is one of the main public health problems in Nepal. About 20% of government schools lack improved water and sanitation facilities. Moreover, about 3500 children die each year from water-borne diseases primarily due to inadequate WASH facilities.Therefore, Nawa Paila intends to improve the hand hygiene behavior and practice of children at the public schools located in Kathmandu, Nepal. The proposed activities included the installation of a portable handwashing station at the school and conducting an awareness campaign and a school event.Amid COVID-19 pandemic situation, the implementation of the project has been a challenge. As per the Government of Nepal’s notice, the schools are completely closed and there’s a limitation in mobility. To overcome the challenge, we had to change our project activities accordingly. That’s why the starting of the project was slow but we are determined to reach our project goal. Therefore, our revised project are as follows: a.Fabrication and installation of a portable handwashing station at Shree Balsudhar Secondary School, Gokarneswhor Municipality, Kathmandu, Nepal b. Conduction of online digital round table with WASH professionals to discuss the improvement in water, sanitation, and hygiene needed post-COVID-19 c. Publishing education materials in the form of print (pamphlets, charts, posters) and videos to motivate better hygiene practice for children Project Progress Visit to the School to finalize the site for installation of handwashing station On July 14, 2020, Nawa Paila team leader Ms. Sheila Dangol along with the external supervisor Dr. Anish Ghimire visited the school for the initial inspection. Our target school “Shree Balsudhar Secondary School” is a public school situated at around 15 km northeast of Kathmandu. The site for installation of handwashing station was selected based on the source of water available and access for the school children and staff. One site was selected near the main entrance of the school so that it will prompt them to wash hands frequently and another near the toilet. Preliminary Meeting with the School Principal On July 17, 2020, we conducted a preliminary meeting with the School Principal Mr. Binod Chandra Acharya at Nawa Paila office in New Baneshwor, Kathmandu. Before the in-person meeting, we had already informed Mr. Acharya our project plan. We discussed the further planning of the project and how we could implement it successfully. During the meeting, a formal letter for the initiation of the project was presented to Mr. Acharya by the president of Nawa Paila Mr. Bijay Thapa. Mr. Acharya was pleased and also expressed his willingness to support us for the successful implementation. Fabrication and installation of handwashing station On August 13, 2020, we accomplished our first objective i.e. fabrication and installation of a handwashing station at the proposed school. The handwashing station can be operated by foot and is based on the guideline published by WaterAid. It consists of two sinks suitable for small school children as well as adults. Team Nawa Paila went to the school and successfully installed the handwashing station along with the provision of liquid soap. However, we are yet to fit the piping materials for the discharge of wastewater from the handwashing station. For now, we have put the bucket for the collection of wastewater from the sink. Content creation for pamphlets and poster Based on the desk review and discussion, team Nawa Paila made contents for the pamphlets and poster focusing on hand hygiene behavior and drinking water quality. We also designed a poster with pictures on the same topic that would help the children to understand the importance of good hygiene practice and potable water. This project activity is related to our 3rd objective i.e. creation of educational materials for school children. 3. Project Plan Next, we plan to achieve our 3rd and 4th objective. We plan to conduct a digital round table on the topic “Strengthening sanitation and hygiene behavior in school post-COVID-19”. The main purpose of this online event is to discuss the possible strategies that the schools can adopt for its preparation to reopen the school post-COVID-19 especially in the area of sanitation and hygiene. This would be an opportunity for teachers and education professionals to learn from the experts/professionals in the WASH sector, realize the gap, and be motivated to implement it in their school. Based on the output of the discussion, we plan to produce an informative video. We have prepared a draft sketch for the video content. The cases of COVID-19 are increasing in our area, Kathmandu, and some of the areas are sealed for the moment. If there are any changes in the activities and budget we will consult with KSHE and are hopeful to overcome the challenge.
[Teka Samuha Nepal] Local capacity building for climate change adaptation and community-based approaches in the Kamala River Ba
1. Project Description: Poverty-stricken & marginalized communities of Kamala River Basin have been regularly bumping by climate change disasters. This hardship provides rationale to this project how vulnerable people are coping the impacts of climate change. So, the proposed project is specially designed to improve the resilience to climate change of all vulnerable communities through: a) Community-based campaign b) School's sensitization c) Theory & Field-based disaster preparedness training d) Action plan approaches at local & provincial level. The project will strengthened the local adaptive capacity and minimized the exposure of communities to climate change hazards where there will be co-existence of communities & natural ecosystems. 2. Project progress up to now During June of 2020, we have successfully accomplish relevant literature review where we had reviewed pertinent articles and disasters hotspot map from ICIMOD, reports from Department Of Hydrology and Meteorology, climate change adaptation & Disaster Risk policies from the Government of Nepal to visualize the current situation of the project site as well as for the preparation of booklets, posters and education banners. After all in July 2nd week, we had printed all the outreach materials like Booklets, Wall Posters, Stationery cover and Education Banner for 10 community campaigns, 8 school campaigns and 5 disaster preparedness trainings. Then we visited two project sites at inception phase to assemble the information on current scenario of climate change induced disasters and socio-cultural aspects of the community. Local issues on climate change and the adaptation strategies were grasped through key informant survey. We had communicated with community leaders, ward office, Community forest user's group presidents and school's headmaster to approach our program and dispatched our request letter to two concerned sites for campaigns. Those two sites were prone to landslides and agriculture & forest dependent livelihoods have been facing hardships because of rising climate change induced issues. We had organized and successfully accomplished 7 community campaigns and 2 schools campaigns with full precautions and safety measures (distributed masks for every participants and sprayed hand sanitizer) in different focal areas like community halls, School and chautari in two different sites during 2 Aug and 7 Aug. All the community's participants were handed with booklets containing the information on Present climate change scenario of Nepal, its impact and solutions. We affixed wall posters in almost every central place in the community and also distributed to some participants. All the campaigns were fully participation-based and we discussed them about the current scenario of climate change, its impact and their adaptation strategies to combat. We also discussed and instruct them about the possible solutions and adaptation strategies to prevent from climate change impacts by realizing the community's trends and people's stories. Similarly, all the students and teachers who participated in campaigns were handed with stationery items (Notebook & Pen) and booklets. We had engaged with school children and asked them to share some climate change related trends, knowledge and stories of their community. We enlightened them about general knowledge of climate change, its impacts and what they can do individually to prevent from those impacts. We had also interviewed to teachers to know: a) The suitable methods to impart the climate change knowledge to school students and b) The best adaptation strategies for climate change impacts as perceived by the students. We believe and now experienced that implementing the project in rural areas and engaging with local communities and schools children is so impactful. We are very happy to see the beautiful smile on communities and schools children face. Many of them even said that, "This very climate change campaign was the first experience in his/her life till now and they are very thankful for us ". We, the team Teka Samuha Nepal would like to thank again and again to Korea SHE Foundation for happening this beautiful project and putting the smile to poor people and innocent students!! 3. Project Plan Forward Till now, we have successfully accomplished 7 community-based campaigns out of 10 and 2 schools campaigns out of 8. All these accomplished campaigns were organized in Mahabharat range in Sindhuli District, prone to landslides and climate change hazards on agriculture sector. Rest of the campaigns will be organized in the lower belt of Sindhuli district, prone to floods and other climate change induced hazards. Currently, the project site is in strict lockdown and the pandemic cases are taking peak and we are compelled to postpone the remaining project events till to the opening time. But in meanwhile, we are preparing some training contents for disaster preparedness training and mapping the disasters hotspot area through scanning past disasters incidents in the project site and reports. We are very excited to step on next project phase after the lockdown ends!
[Hive Women] STANDING UP FOR GIRL' S HEALTH
1.Project description In her article on February 10th, 2020, Amanda Gibson said "These six facts about women’s health in Madagascar show that with one of the world’s worst poverty rates (over 75 percent), women in Madagascar are struggling to maintain their health". Young girls life realities in our commune Ambovombe Centre, in Manandriana District would confirm her report and are supportive evidence to the existence of needs regarding women's health in our community. Thereby, through training sessions based on CSE or Comprehensive Sexual Education approach, the purpose of "Standing up for girls' health" project is to equip young girls in Ambovombe Centre with knowledge, skills, attitudes and values to make informed decisions about their health, sexuality and lifestyle in order to improve their health. The project targets 90 schoolgirls age 12 to 25 old from the Commune of Ambovombe Centre. They will be gathered every Saturday for a 6hours CSE training session with facilitators, and will have a regular circle of friend (CF) meeting within the week between sessions. CF is a meeting between a CSE trainee and a friend of her choice in her village. It aims to share whatever the trainee received during the CSE training session as knowledge as skills. Both CSE training session and CF meeting will occur on July, August and September 2020. Participants will be divided in 3 cohorts. Trainee will be 90 schoolgirls within the 3 months. 2.Project progress up to now The month of June was a preparing session for our team. The training started in July. We train 30 girls each month, split in Friday and Saturday class. Each class has 15 participants and study in two separate rooms of 7 and 8 girls. Up today, August 16th, we finish the training session for the July cohort with 30 girls (Yellow shirt) from 10 villages. The Circles of Friends of July cohort are now meeting regularly in their own village. The August cohort training is now on going with the second group of 30 girls (Bleu shirt) from 10 different villages. Basically the training has: • 4 themes: Women's identity, Humiliated women, Valued women, Me as a women. • 4 lessons: Girls' right, Girls’ health, STIs/HIV, Gender Equality. • and skills: cloth pad, crochet, computer. 3.Project plan forward For the remaining time, we will finish the training session for August and September cohort and will continue to boost the CF meeting. The month of October is for monitoring and evaluation of the team and the project. Up today there is no official case of COVID 19 in our area. The caution for us is to get ready to adjust our activities if the situation comes to change.
[Article 43] Protecting Community Rights Through Awareness Raising Project
1. Project description Our proposed project will help document human rights violations by oil and gas companies in our community through photography and videography. This will culminate in the production of a video documentary which will be screened in the Turkana community and shared with the media in Kenya. As a community that has an illiteracy level of over 97%, the local community do not understand the co-relation between the hazardous waste and the health complications they are experiencing. We strongly believe that this documentary highlighting the untold suffering the Turkana indigenous community has gone through in the face of the dumping of highly-toxic waste in their midst by oil and gas companies will challenge the government to act and help bring justice for our at-risk community members. 2. Project progress up to now On the 18th, 19th, 20th and 21st of June 2020, our team of social changemakers, visited Lomokamar village in Turkana South. This is the village where the oil and gas companies dumped the hazardous and toxic waste. We hired a local filming company to accompany our team to the site and to interview residents and medical experts on the negative impacts that the toxic waste had on the community members. We signed a legally binding "Video Production Agreement" with the filming company. The distance of the affected village from the major town is about 250 kilometres. We filmed and conducted interviews with the community women, with youth leaders, local professionals, community elders in Lomokamar village for three days. In particular, we interviewed a medical expert who accompanied us to the field and who gave an expert medical opinion on the hazardous waste and its effect to community health. The filming company has produced a trailer of the main documentary and we are still reviewing it to ensure the privacy of interviewees is guaranteed. The filming company team is finalizing on the main documentary and we will be screening it to the members of the public and the media in our community as earlier scheduled. 3. Project plan forward Going forward, we plan to have the trailer finalized then we can publicize it to ensure attendance of the community members to the documentary screening. We also plan to work together with the filming company to ensure that the documentary is well done as agreed in the contract signed. Once the documentary is ready for screening, we plan to organize for the civil society and media forum to show the documentary to the public. It is also at this point that we will share the posters and placards/booklets to the persons attending the forum. Once we screen the documentary to the public, we will then compile the necessary documents and submit the necessary final report to Korea SHE Foundation. Some political leaders who heard about our interviewees with the community members have indicated that we want to destroy the name of the oil company. However, we will proceed as planned and implement the project because we must protect the interest of the local community. We endeavor to implement these projects within the shortest time possible and within the set timelines as agreed in the agreement with Korea SHE Foundation.
[Team Name] Project Title
○ Submission due date is August 16, 2020. ○ There is no limit on the amount of content, but complements may be requested if the post content or submitted documents are deemed insufficient. ○ Please pay attention to the participants’ portrait rights, copyrights, etc. of photos and content when posting. ○ Press ‘SHIFT+Enter’ for a single line down, and press ‘Enter’ for a paragraph down. Share the progress status of your project following the questions. 1. Project description Problems to be solved, Project purpose, and Activities you plan to do. *Brief summary within a Paragraph 2. Project progress up to now Describe the details you did related your project including the preparation process so far. *Details about Who, What, When, Where, Why and How 3. Project plan forward Describe your plan for the time remaining. Any improvements, cautions, and expectations for future activities. 4. Photos At least ten photos of project activity. ※ Photos: 2~10MB each / jpg, jpeg, png files