Archive for the "General" Category

Nourish the planet through ecological smallholder farming

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“By selling my vegetables on the market, I used to earn 160 Birr (around 10 US dollars) in two months on an average”, says Haraba Abdulamahid, a smallholder in Assosa, Ethiopia. In this region, farming is a challenge as the soils are threatened by erosion and many farmers lack the means and knowledge to adopt sustainable farming practices such as organic agriculture. Faced with this challenge, Ms Abdulamahid signed up for a training course at a so-called biofarm: a model farm, where farmers are shown feasible, low-cost, but highly effective farming methods. The approach is very much “hands-on”, as the farmers are able to see the methods in practice at the farm run by the Ethiopian NGO BioEconomy Africa and supported by Biovision. After the course, Ms Abdulamahid went back to the farm and started to apply what she had learned. She explains that she is now able to get a better price for her organic products as her products are now of better quality. “I am very successful in the market – in only two months, I have earned 700 Birr (40 US dollars)”, emphasized Ms Abdulamahid.

As a smallholder, Ms Abdulamahid in Assosa states, everyone should be able to have enough and healthy food and enjoy a decent livelihood. It is simply not acceptable that every fifth child born today will inevitably grow up hungry. It is particularly daunting that progress is so very slow: since the mid-1990s, the number of malnourished people has increased by more than 100 million.

Global consensus is increasing that change is needed if we want to nourish a growing and more demanding population, whilst maintaining and protecting natural resources. As UN Secretary-General Ban Ki-moon stated: “we need to transform the way we approach food security, in particular by unleashing the potential of millions of small farmers and food producers.” This calls for a global transformation towards an agriculture based on ecological principles, which strengthens small and family-held farms.

To reach a breakthrough, we need to strengthen an agricultural and food-producing system that manages natural resources in a sustainable way, advances resilience to climate change, improves food and nutrition security, and benefits the livelihood of millions of small-scale farmers around the world. Seventy per cent of the global food production is produced by 525 million small farms. The potential to increase their yields and revenues is quite high when solely using ecological methods. Numerous projects in the tropics and subtropics have shown that organic agriculture can generate an extra income of between 50 and 150 per cent. Small-scale farmers are actually able to nourish people in the developing countries – and this without expensive inputs, clearing forests, or destroying valuable ecosystems. However, they need to be supported and sustained by the appropriate agriculture and trade policies and research plus development and education and the respective institutions.

From the life of Lucy Wanjiru

“Before, we had enough rain and good harvests here”, remembers Lucy Wanjiru, a sixty year old farmer from Kigio in central Kenya. “I could sell the surplus at our local market or even in Thika, the city nearby. It was enough to live on and to send our three children to school.”

Then her husband died of liver cancer. That was in 1982. From then on her life became steadily harder. She had to take her children out of school because she could no longer afford the fees. She also had repeatedly bad harvests as the rains became increasingly unpredictable. “In extreme years the yields were so bad that the state gave out food aid to the elderly and orphans.” Mrs Wanjiru was not considered for aid and so instead of three meals a day, her family ate only in the evening. “The children cried. They were hunger and had stomach ache and they lost weight”, she says bitterly.

Today her daughter and two sons are grown up and married. But in 2004 one of her daughters in law contracted meningitis and left six children behind. Lucy brought the children to her, since her son seeks his income as a casual labourer and is away most of the time. Since then she has done everything for her grandchildren. But she is worried about the future. “I am getting older and my strength is failing” she confesses. “I don’t know how I am going to manage.” But Mrs Wanjiru has no choice and seizes her fate. Since 2010 she has attended courses in sustainable farming. In these practice-oriented trainings, financed by Biovision and supervised by the Kenyan Agricultural Research Institute (KARI), she learns how to make compost and how to combat maize pests organically. Lucy Wanjiru is very interested in organic farming – not least because artificial fertiliser and agrochemicals are unaffordable for her now. In addition, she has experienced that sufficient harvests are possible even with a lack of rain, if the soil has been ploughed deeply enough and enriched with compost. Mrs Wanjiru is satisfied with the project: “It is very helpful”, she says. “I was able to increase the maize yield and milk production considerably. With this, my six grandchildren and I will get by”.

Interview of the Week 36: Ugo Vallauri, PhD student who works with Infonet-Biovision in Kenya

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Ugo Vallauri currently undertakes training in participatory video production with Infonet-Biovision’s information officers in Machakos (Kenya). In this interview he outlines the project which is part of the field research for his PhD.


How would you define the concept of participatory video production?

Participatory video revolves around communities progressively taking ownership and control of filming equipment and of the process of creating a film, thus creating much different movies about themselves compared to what a filmmaker external to the community would be able to come up with. In the context of the project I’m working on with Infonet-Biovision’s information officers at Kari Katumani (Machakos), it might be more appropriate to talk of “semi-participatory” video making. First of all, the participation happens at the level of the information officers, who work together in creating films about the farmers’ groups they work with. At times, these are groups the information officers are part of, but in most cases they have long-lasting relationships. As a result, the movies attempt to portray the perspective of the groups filmed using Kikamba, the local language, even when they are produced by the information officers alone.


How do you teach the information officers in Machakos?

The project was inspired by the results of the evaluation of the Infonet-Biovision programme I conducted in autumn 2010. At the time, information officers – and particularly those from Katumani – had expressed an interest in using visual communication, and therefore video, in their work. As a result, the focus is on learning, more than on me teaching. I share what I know about video shooting with small camcorders and editing with free and open source software (OpenShot on Ubuntu Linux). Officers are enthusiastic about learning, and literally couldn’t wait to make films about agriculture and about their communities. Therefore, I came up with a flexible learning-by-doing approach. Information officers bring back to their information hub the clips they recorded, then proceed to edit them on a timeline. Every time they work on a new project, they learn new features: adding an additional audio track, improving on storytelling, applying a transition between two clips, etc.


How can you benefit for your PhD research?

This project is at the heart of the field research for my PhD. It is structured as a participatory research, where I am involved in two ways. As a practitioner, I share my skills in media production. As a researcher, by observing the ways in which information officers use video and the reactions to video for the farmers’ groups they work with, I can analyse the role of video in rural agricultural settings, as well as contextualize ICT divides within other rural divides, such as access to water, land or capital. The participatory element of the work is key in all phases: for example, my understanding of the realities of farming communities in rural Kenya is greatly enhanced by my close collaboration with the information officers at Katumani. Additionally, the screening of videos during interviews and focus group discussions facilitates more participatory discussions and exchanges afterwards, whether on the topics covered by the videos screened, or on the overall challenges and opportunities for the groups involved.

Interview of the Week 38: Dr. Jeremiah Akumu, Camel Expert in Kenya

DSC01388Dr. Akumu works for Vétérinaires Sans Frontières Suisse (VSF), one of Biovision’s partner organisations. They implement a camel project in the drought-prone areas of Northern Kenya which is supported by the Swiss Development Cooperation SDC (DEZA) and Biovision. SDC supported the distribution of goats and camels targeting 275 households. 105 households have already benefitted while another 170 households in the area will benefit in the course of the year. Biovision has joined in the project to support the provision of more trainings and development of training materials for camel husbandry and health.


What are the goals of the camel project?

The project aims at a longer term improvement of the livestock-based livelihoods of resource poor families affected by the recurrent droughts over the past years. A short-term strategy is to provide them with 5 female goats.


Which actors are involved in the project?

First of all there are the beneficiaries who directly gain from the project by receiving camels and training, they are mostly from the Borana community. They have formed a community restocking management committee to monitor the camels that have been distributed so far. Other actors involved are the department of livestock production, camel traders, agro-vets stores, animal health service providers and the veterinary department.


What are the daily challenges you face?

Due to the severe drought in the area there is a scarcity of browse and water for the camels. The herders have to go into inaccessible and unusual areas to feed their animals so the herds become difficult to monitor. Another challenge is that the beneficiaries and the general community are so eager and are demanding more trainings to learn more about camels than we can provide at the moment.


What is special about working with camels?

A camel requires more attention than cattle. You have to know about camel husbandry to care well for the animal. Also, the camel is a new animal in the areas that we are currently working in. People have developed an interest in camels, but there is little ethno-veterinary knowledge for camels as there is for cattle. For example for cattle, people know which plants or treatments to use for diseases, but they don’t know that for the camels. Thus most diseases are not easily identified by local knowledge. This is why we have to train people and build their capacity in camel husbandry and camel health.

Interview of the Week 40: Dr. Yahaya Sekagya, Director of PROMETRA Uganda and traditional healer

Dr. Yahaya SekagyaIn rural Uganda, the coverage with practitioners of Western medicine is very low. One doctor serves about 250’000 people in Mpigi District. On the other hand there is about one traditional healer per 187 people. Traditional healers are thus important providers of basic health services and treatments for the communities. PROMETRA Uganda is a local NGO working together with traditional healers to increase acceptance of traditional medicine. PROMETRA operates a forest school in Mpigi where traditional healers are trained on sustainable cultivation, improved formulations and hygienic processing of herbal medicines. One of Biovision’s partner organizations, icipe (International Centre for Insect Physiology and Ecology) in Nairobi, is working together with PROMETRA to test the efficacy of herbal medicine and to develop products for income generation.


What does your curriculum look like?

The forest school curriculum is divided into 3 years: The first year of the curriculum is dedicated to the study, identification, cultivation and preparation of 320 medicinal plants, as well as environmental conservation topics. In the second year the trainees study human anatomy and learn how to identify 40 common diseases such as diarrhea, different tropical fevers, infections and how to treat them with herbal medicine. They also learn to identify severe cases and how to refer patients to hospitals for further testing, for example in the case of cancer or HIV/Aids testing. In the third year the healers specialize into different areas such as herbal medicine, traditional birth attendance or bone setting.


Who attends the courses?

Traditional healers from different fields, health care volunteers from the local communities and university students from Kampala, international interns and some visitors from overseas who are interested in our activities. Apart from the forest school we operate a community clinic where we provide free treatment. Sick people first come to the clinic and then become interested in our training activities and join the forest school. We have a lot of mothers with sick children who get interested in learning about traditional health care in order to treat their own children when they are sick. Now we are also getting children of the traditional healers because they become interested in what their parents are doing.


Which impact does the knowledge you teach have in the daily life of the people who attend the courses?

The people who have been attending the courses report that the knowledge they gained has improved their life in different way. Mothers say that they are now able to treat themselves as well as their children with herbal medicine they have produced in their gardens, for example with cough medicine or herbal fever treatment. Their families are healthier and they say that they are now not going to the hospital at all anymore, only for severe cases. This has improved their health situation and also has economic benefits as they save money by spending less money on hospital visits.


How does the knowledge reduce the threats to biodiversity?

Much of the material that we use in healing is derived from the diversity of the forest. In the forest school we teach good methods of harvesting, e.g. not to destroy the trees when you take some of their sap for a medicine. This is why we now focus on the domestication of plants used in herbal medicine to reduce the pressure on the forest. We teach people how to plant their own herbal garden so that they can produce more herbal medicine without destroying the forest. Now we know the value of the biodiversity in our forests and we value and respect the forest for what it provides us and we have to help to conserve this.

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