Train Primary Teachers in Conservation Agriculture

School Feeding Programmes (Crops and Eggs)

Kanyaga School

There is strong integration between the nutrition garden outputs and school feeding activities. Vegetables produced in the school gardens are being incorporated into meals, reinforcing the link between Climate Smart Agricultural practices and improved dietary diversity. Eggs are also contributing to the feeding programme where available, supporting protein intake for pupils. This shows a functioning school-level value chain between production and consumption.

Chihwiti School

There is limited evidence of meaningful integration of crops or eggs into the school feeding programme. This aligns with the broader challenges at the site, particularly water scarcity and underdeveloped garden production. As a result, reliance on external food inputs for school feeding is likely to remain high.Bottom of Form

Kemukaka School

Kemukaka shows the most developed linkage between agricultural production and school feeding. Produce from the gardens is being used to supplement meals, and there are indications of broader dietary diversification within the school feeding programme. Egg production (where present) is also contributing to meal provision, although scale is limited. The strong organisational capacity of the women’s group appears to be a key enabler of consistent food supply into the feeding programme.

Kanyaga School

Successes

• At Kanyaga school we saw srong pupil participation during February and March visits, including weeding, watering and mulching activities in the plots and vegetable beds
• The women’s group showed increasing resilience and productivity. By April, the group had established 52 vegetable beds of covo and 15 women had active plots at home. The women also demonstrated initiative by raising money to repair broken taps in the garden
• Evidence of Climate Smart Agricultural uptake beyond the school was noted through the Deputy Headmistress, Mrs Masike, who reportedly achieved a 1,200kg maize harvest using CSA methods in her personal field.

Chihwiti School

Successes

Sadly, few significant successes have occured during the reporting period. The main positive indication is that plans remained in place to establish plots within the women’s garden. Severe water shortages dominate issue affecting implementation and

Kemukaka School

Successes

• Volunteers and women from the garden group are consistently highly active in school project activities.
• The women’s group has demonstrated strong ownership of the project, including purchasing their own vegetable seeds and organising themselves into maintenance teams.
• Women were actively applying Climate Smart Agricultural techniques from the project into their personal plots.
• The group achieved a maize harvest and continued supplementary planting, including green mealies and butternuts.

Thanks to all for every bit of support in this challenging and valuable project.

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