By Caroline Mwendwa
FOR THE PASt six months, Anthony Musili, an officer from Biovision Africa Trust, has been more than just a visiting trainer at Kyanguli Primary School; he has become a familiar presence in the dusty pathways and makeshift gardens that now dot the school compound. Musili works shoulder-to-shoulder with the pupils in Ngalani, Machakos County, guiding their small hands through practical agroecological techniques. Under his mentorship, the children have transformed patches of bare ground into living classrooms. They can now comfortably dig Zai pits, build cone gardens, and prepare double-dug beds, techniques that enhance resilience in food production. These are key lessons for survival in a region where every drop of water counts and the effects of climate change are affecting livelihoods significantly.
The impact is already visible in the classroom. According to the school’s headteacher, the training has strengthened academic performance as well. “When this year’s Grade 6 national exam Kenya Primary School Education Assessment (KJSEA) included questions on these technologies, our students were well-prepared because they had learned the reasoning behind them and practically participated in making them.”
The project’s success is also attracting attention from other partners. “When an organization that is looking to support schools sees a school with already established projects, they are able to perceive the felt needs, and can see clearly where to put resources,” says Musili.
“When an organization that is looking to support schools sees one with established projects, they are able to perceive felt needs, and can see clearly where to put resources “
For example, a new partner has already expressed interest to support the school with a water tank to harvest rainwater for use, during the dry season.
Additionally, with the understanding that there are different ways of planting to conserve moisture, and maximize space, learners are now keen to see how their parents are doing farming at home, with eagerness to share what they have learned.
“Parents are learning from their children and can come and witness how these technologies are working from the school demos,” he says. According to Musili, involving an external extension officer in training pupils on agroecological practices creates an opportunity for learners to expand their knowledge beyond what is outlined within the syllabus.
“Learners whose classwork requires them to undertake a project in poultry, will be trained on other aspects such as vegetable gardens, rabbit keeping, water harvesting and so on,” he says.
Beyond academic success, constructing these technologies gives learners the opportunity to work together to innovate new solutions hence boosting their critical thinking and problem-solving skills. In Kyanguli Primary school, the agricultural sessions offered by Musili have triggered a change of mindset. Teachers have reported a change of perception among learners, especially on farming.
“Learners are now enjoying agricultural activities, as they are eager to see the outcome of creating these techniques in the farm,” says the headteacher. As agroecology takes root across Kenya, empowering young learners with these skills is fast becoming one of the strongest foundations for resilient, climate-smart communities.
Caroline Mwendwa is the TOF MAgazine project officer: cmwendwa@biovisionafrica.org