Radical schools' agricultural project eases technology transfer to learners, families

Chicken feeding at St Anne Sega girls school in Siaya County. They do poultry rearing.[Rodgers Otiso-Standard]

School compounds that were once dominated by ornamental flowers and unused spaces are evolving as a new form of learning taking root in a move set to change how learners view agriculture and its role in society.

Students who used to learn from pictures and illustrations in books are now planting vegetables, rearing livestock and acquiring practical farming skills that are transforming not only their schools but also homes and communities.

Across Nyanza and Western Kenya,  school compounds are now becoming centres of food production, environmental conservation and climate education, as institutions embrace Agroecology to improve nutrition, strengthen school feeding programmes and prepare learners for changing climatic conditions.

During this year’s World Environment Day celebrations held at St. Anne Sega Girls Primary and Junior School in Siaya County, teachers, parents, learners and community members showcased how sustainable agriculture is helping schools produce their own food while promoting environmental protection.

This transformation comes with thriving vegetable gardens that now occupy spaces that were previously used as flower beds within the school compound. The gardens have become an important source of fresh produce for learners while reducing the school’s expenditure on buying vegetables.

Beyond providing food, the gardens have also become practical learning spaces where students gain hands-on experience in farming, environmental conservation and sustainable food production.

 St. Anne Sega Girls Primary School head teacher Sister Mildred Akinyi revealed that the school’s Agroecology journey began through a partnership with the Schools and Colleges Permaculture Programme (SCOPE) Kenya, an organisation that promotes sustainable agriculture and environmental conservation in schools and communities.

"We started by planting fruit trees because we wanted learners to benefit from them in the future. Further, we converted our flower beds into vegetable gardens where we now grow onions, vegetables and other food crops," Akinyi said.

She explained that what started as a small environmental initiative has grown into a wider food production system that supports the school’s feeding programme while equipping learners with important agricultural skills.

“The school has embraced SCOPE’s philosophy of promoting indigenous African foods under the slogan ‘My Food is African’. This encourages learners to appreciate nutritious traditional crops while protecting biodiversity,” she added.

The head teacher noted that through organic farming methods, learners are taught how to grow food while reducing overdependence on synthetic fertilisers and pesticides that can negatively affect the environment.

“Learners are taught practical skills in compost making, seed preservation, water conservation and integrated farming systems that improve productivity while protecting the environment,” she said.

Despite operating on limited land, Akinyi said the school has managed to establish productive vegetable gardens, poultry units, duck projects and rabbit-rearing enterprises that directly contribute to the school’s food supply.

"We are now able to produce most of our vegetables, which has significantly reduced our food budget. I can confidently say we meet about 85 per cent of our vegetable needs from our own gardens," she said.

 She added that the initiative has gone beyond food production by changing how learners view agriculture and its role in society.

"Many of our students come from urban backgrounds and had never participated in farming activities before. Today, they are excited about gardening and animal husbandry. They are learning that agriculture can be both productive and enjoyable," she said.

The programme has also influenced parents, with some embracing sustainable farming methods that were previously unfamiliar to many households.

Through the school’s agricultural projects, learners are actively involved in different activities, gaining skills that they can transfer to their families and communities.

Jane Zawadi, a learner at the school, explained that students are responsible for feeding, monitoring and caring for different rabbit breeds while gaining valuable knowledge in livestock management.

She said the rabbit project has also been integrated with vermiculture, a process where worms help break down rabbit waste to produce nutrient-rich organic fertiliser that is later used in crop production.

"After the rabbits feed, the waste is collected and mixed with worms to produce liquid fertiliser. We dilute it with water and use it on crops as fertiliser and pest control," she said.

Zawadi revealed that the school’s Agriculture Club is divided into several sections, including rabbit farming, duck rearing, crop production and livestock management, allowing learners to gain practical experience across different agricultural enterprises.

Through these activities, learners are not only learning how to produce food but are also gaining knowledge on environmental protection and the importance of sustainable farming practices.

Agroecology expert John Macharia said the organisation works closely with learners, teachers and parents to promote farming methods that protect nature while improving food security.

"Our goal is to empower communities to grow healthy and nutritious food while taking care of the environment. We believe schools are the best entry point because they bring together learners, teachers and parents," Macharia said.

He explained that schools provide a good platform for introducing sustainable farming because learners can share the knowledge gained with their families and communities.

The organisation currently works with eight schools in the Nyanza region and six schools in Western Kenya, creating networks of learning institutions that serve as centres of agricultural innovation and community development.

 According to Macharia, the programme was introduced to respond to unique food security challenges facing communities in the two regions.

He noted that in Western Kenya, many households depend heavily on sugarcane farming, while in Nyanza, communities often rely on fish and maize production as major sources of livelihoods.

Macharia said dependence on a limited number of economic activities exposes families to climate change effects and market challenges, making it important for communities to diversify their sources of food and income.

"We encourage families to diversify by growing climate-resilient crops such as cassava, sweet potatoes, beans, millet and indigenous vegetables. This helps improve nutrition, strengthen food security and enhance resilience to climate change," he said.

He added that the programme continues to promote sustainability through seed saving, composting, organic farming, water conservation and biodiversity protection.