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Setting up and running a school garden

A manual for teachers, parents and communities











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    Document
    A New Deal for School Gardens 2010
    Governments and international development partners are increasingly interested in school gardens. These have traditionally been used for science education, agricultural training or generating school income. Today, given the urgent need for increased food security, environmental protection, more secure livelihoods and better nutrition, perceptions of the potential of school gardens are changing. Some roles which are gaining prominence are the promotion of good diet, the development of l ivelihood skills, and environmental awareness. The belief is that school gardens can become a seed ground for a nation’s health and security; this idea is increasingly backed up by experience and research. The questions are: how much can be achieved, and how best to go about the task?
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    Book (stand-alone)
    School gardens and planting trees for brighter minds and better diets 2016
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    Schools can develop multiple-win situations and positive outcomes in learning performance, food security, nutrition, rural development, local economy and lifestyle practices and habits. This short document provides comprehensive models of action currently being promoted and key factors of success.
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    Project
    Integrated Home and School Gardens for Food Security in Myanmar - TCP/MYA/3505 2019
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    Myanmar is undergoing a trend of urbanization, bringing new opportunities and challenges, and changing the underlying causes of malnutrition in urban and peri-urban areas. The current project was designed to explore innovative opportunities to reduce food insecurity and malnutrition in Dala and Hlegu Townships, two rapidly changing peri-urban areas in Yangon. The project aimed at improving the diversity and use of nutrient-rich safe foods through a combination of agriculture and nutrition training and the establishment of hydroponic home and school gardens. Target groups included third and fourth grade schoolchildren in five identified schools, teachers/principals, and women from households with school children as well as from households receiving hydroponic gardens.

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