School and Community Farmland Biodiversity Conservation; Through Pesticides Free Campaign

Davao del Norte, Region XI Philippines

Status Report

December 2008

Prepared by

Julito C. Aligaen, NOCHEM Board of Director/Researcher/Training Facilitator

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Reports Circulated to the Following: Food and Agriculture Organization, Bangkok, Thailand Local Government Units-Provincial Office for Agriculture and Community Development Department of Education-Division of Davao del Norte (All the Participating Schools) Integrated Pest Management-Department of Agriculture (National) NGO, NOCHEM Files. Acronyms: BD -Biodiversity PFC -Pesticides Free Campaign SFS -School Field School FFS -Farmer Field School IPM -Integrated Pest Management LGU -Local Government Unit NGO -Non Government Organization GO -Government Organization NOCHEM -Non Government Organization Cares for Health and Environment Movement PTCA -Parents Teachers and Community Association FAO -Food and Agriculture Organization DA -Department of Agriculture DepEd -Department of Education

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Background and Rationale Here in the Philippines, crop production losses from pest infestations and diseases are significant, and the use of pesticides on crops is not the answer to improving food supplies. Concern has growing because pesticides compromise human health contaminates soils and water, damage ecosystems and contributes to pest resurgence. In rural areas where many of the children attending schools come from families of farmers, thus the introduction of integrated production and pest management through “School and Community Farmland Biodiversity Conservation through Pesticides Free Campaign” this iniative was in schools and in community farmalnd with a consideration of the socio-cultural of the community believed to promote good environmental management principles. The program aims to provide rural youth in the locality through School Field School (SFS) with both environment knowledge and lifeskills that will contribute to a safer environment, develop sustainable agriculture and increase rural livelihood as responsible citizens who will be meeting their needs while protecting and nurturing the environment withour comprising its ability to provide for the next generation. It is envisage further that within the framework of the project, teachers, students and the community in general will work together toward the objective of greater local ownership of education for children and adult. Likewise the project aims to reform education delivery including pedagogy and school governance through flexibility. It is because students need to construct their own understanding of each concept, so that the primary role of teaching is not to lecture, explain, or otherwise attempt to transfer knowledge, but to create situations for students that will foster their making the necessary mental constructions. A critical aspect of the approach is a decomposition of each concept into developmental steps following a discovery based and experential learning process of knowledge based on observation of, hands on and collaboration and interviews with, students as they attempt to learn a concept. Capacity building for teachers and local trainers using participatory learning approaches are the cornerstones of iniated project implementation. The project also aims to develop learning materials to ensure the integration of Farmland Biodiversity Conservation and Pesticides Free Campaign concepts in core subjects in the elementary and secondary schools curricula. This report provides a summary of the experiences and outputs, lessons learned, and next steps to sustain, expand and persuade the education department to adopt the curriculum for sustainable local community development. Objectives of the Project General Build the capacity of teachers, parent farmers and school children in conservation of

farmland Biodiversity through pesticides free campaign through school field school and farmer field school.

Specific

1. Develop awareness on the importance of farmland species diversity and its habitat in the farm ecosystem;

2. reconnect the students and farmers to their immediate environment; 3. cultivate local resources for sustainable productiy local food sufficiency; 4. Enhance the knowledge and skills on farmland Biodiversity and its conservation

strategies; 5. Conduct impact assessment on hazardous effects of pesticides on the school and

the community; 6. Integrate farmland Biodiversity conservation and pesticides hazard assessment

concepts in the school curriculum; and 7. Develop learning materials (matrix, lesson plans, and portfolio assessment

methods) to support the integration of farmland Biodiversity conservation and pesticides hazards.

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3. Participating Schools and Farmer’s Field School Groups A total 328 and 100 students/pupils and farmers respectively from twelve sites in Davao del Norte province (see Figure 1) participated in the pilot Farmland Biodiversity Conservation through Pesticides Free Campaign activities. Below is the list of participating schools and farmer groups. Table 1. The List of all Participating Schools and Farmer’s Field School Groups

Sites Grade Level No. of Participants Students/Pupils Farmers

Secondary Schools (SchoolField School)

1. Asuncion NHS* 3rd Year 43 2. Dujali NHS* 1st Year 42

3. Carmen NHS* 1st Year 35 4. Sto. Tomas NHS* 3rd Year 55

Elementary Schools (School Field School)

1. Concepcion ES* Grade 5 44 2. Marcos P. Estoque ES* Grade 5 37 3. Camiling ES* Grade 5 39 4. Jesus Lumain ES* Grade 5 33

FFS Group (Farmer Field School) 1. *Brgy. Pagsabangan, Tagum City 28

2. *Brgy. Masaoy, Municipality of New Corella

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3. *Brgy. Kiotoy, Municipality of Panabo 24 4. Island Garden City of Samal 25

Total 328 100 *- Brgy (Barangay) The smallest community unit in the Philippines. ES-Elementary School NHS-National High School (Secondary School) Capacity-Building Activities Series of capacity-building activities by way of trainings and workshops were conducted as part of the project implementing strategy. These activities are briefly described below.

6. “Facilitators Training Course on Farmland Biodiversity Conservation and Pesticides Free Campaign” The training was conducted to introduce basic concepts on Farmland Biodiversity Conservation through PFC to teachers, NGO and farmer facilitators, to explore mechanisms for the implementation of Biodiversity activities in schools and communities in Davao del Norte.

Major outputs:

• Basic concepts of Biodiversity and PFC were introduced;

• Topics/sessions on Biodiversity and PFC activities were conducted;

• Initial plans on Biodiversity and PFC implementation in schools and farmer groups were identified.

2. “Planning Workshop and Portfolio Assessment.” The three-day workshop was organized to revisit and critique Biodiversity plans and to introduce basic concepts on Portfolio Assessment for Biodiversity and Pesticides Free Campaign in schools. A resource person has been requested to provide inputs to the workshop. Major outputs:

• Streamlined Biodiversity plans;

• Basic concepts of portfolio assessment and rating scale for biodiversity and pesticides hazards were discussed;

• A draft lesson plan and session guide on biodiversity and pesticides free campaign.

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Figure 1. Map of Davao del Norte.

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3. “Training Materials Development Seminar/Workshop”, Main workshop activities included reporting of the progress of the BD activities in schools and farmers groups and preparation of learning materials on BD conservation and PFC. The resource person was requested to assist the project to conduct a two-day session on thematic/integrative teaching.

Major outputs:

• Recommendations for the improvement of BD through PFC activities in schools;

• Learning matrices developed; (Learning matrix includes important information such as subject area content, learning objectives, BD through PFC content, technique for integration, and expected evidence of learning for portfolio assessment. The matrix serves as reference when making lesson plans using the integrative or thematic approach)

• Matching of BD through PFC with that of the learning competencies of core subjects in elementary and secondary school curriculum;

• Draft lesson plans highlighting integrative/thematic teaching on key BD through PFC concepts/activities were prepared; (Integrative teaching/thematic follows a teaching/learning process where two or more subject areas/topics are integrated into one area/lesson with one theme. For example, Concept and activity on Biodiversity could be used as a theme in teaching a particular lesson in Science and English subjects. Integrative teaching is a teaching process that adds problem-solving, real-world application and social consciousness to the learning process, making it a more comprehensive way of educating and of learning)

• A session and hands-on use of computer and internet to facilitate timely exchange of information among teachers, trainers, and facilitators.

4. “Instructional Materials Development Meeting” A meeting was organized with teachers and IPM and BD trainers at the Agriculture Department Office in Tagum City. The purpose of the meeting was to discuss with teachers strategies to expedite the completion of Biodiversity Conservation and Pesticides Free Campaign lesson plans, rubrics, and portfolios. The IPM and BD trainers were encouraged to write additional biodiversity session guides. Reporting of the status of BD through PFC activities and discussion of implementation issues/concerns were topics included in the meeting agenda. 5. “Feed backing Meetings” Follow-up meetings were also organized with teachers and IPM and BD trainers at the Agriculture Department Office in Tagum City. The meetings enabled the officers from FAO and Provincial Agriculturist Office to get updates of project implementation status in the field and provide timely support where needed. 6. “Evaluation Workshop” An evaluation workshop was conducted to consolidate experiences from the pilot implementation and determine follow- up actions required for subsequent Farmland Ciodiversity Conservation through PFC activities. Farmland Biodiversity Conservation Projects BD through PFC activities in schools and FFS groups in Davao del Norte are given in the table below. The school activities served as entry points for introducing innovative learning processes and a robust curriculum through discovery-based learning, environmental education, thematic teaching, and portfolio assessment. Activities with farmer groups on the other hand serve as FFS follow-up activities and/or to enrich its farmers’ education curriculum. Implementation Approaches The project implementation was always conducted through participatory approach such as in facilitating topics always start with activity or hands-on outside the classroom and will be conducted in the laboratory field we called it “Open Book Field”. If in case a problem might occur such as “fish kills” or “or other poisoning incident” it would be an opportunity for the students to learn, and it is

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conducted through participatory action research (PAR) process between and among the participants (the students, the teachers or the farmers). To improve the livelihood opportunities of the local community, the possibility of developing new approach or technique in controlling pest or disease in crops, or improving the nutritional component of the crops and or water management as long as technology is involved we adopt the process of participatory technology development (PTD) process wherein the students and local community are empowered to development their technology that will precisely improve the agricultural production which does not compromised the immediate farmland environment (Organic Farming Technologies). Table 2. Farmland Biodiversity Conservation Projects

Site Biodiversity Conservation Project

Secondary Schools Title of Project Per School (SFS) and Per Farm (FFS) 1. Asuncion NHS Revival of Native Species of Philippine Hito or walking catfish

(Clarias macrocephalus) in rice fish culture 2. Dujali NHS Agro-Forestry: Conservation of Local Tree species such as Narra

(Pterocarpus inducus), Lauan (Shorea negrosensis), Apitong (Dipterocarpus gradiflorus), Mayapis (Shorea palosapis), Camagon (Diospyros discolor), and Mahogany (Swietenia macrophylla). So far only mahogany has been planted in the school campus.

3. Carmen NHS Habitat Conservation of Indigenous Wetland Frogs (Discoglossidae Family)

4. Sto. Tomas NHS Conservation of Indigenous Hito walking catfish (Clarias macrocephalus) population as a component of “Gulayan sa Paaralan” (School Vegetable Production Program) Program

Elementary School

1. Concepcion ES AgroForestry and Conservation of Habitat for Spiders. Only mahogany has been planted in the school campus

2. Marcos P. Estoque ES

AgroForestry but only mahogany has been planted so far and Conservation of Ground beetles

3. Camiling ES AgroForestry and Conservation as Habitat for Birds (as in other schools on mahogany has been planted so far)

4. Jesus Lumain ES Conservation of snail species locally know as “Iggi”** in rice paddies

FFS (Farmer Field School)

1. Brgy. Pagsabangan, Tagum

Conservation of Indigenous Hito walking catfish (Clarias macrocephalus) population in paddy

2. Brgy. Masaoy, Municipality of New Corella

Conservation of Common Philippine Frogs (Discoglossidae Family)

3. Brgy. Kiotoy, Municipality of Panabo*

Conservation of local earwig species

4. Island Garden City of Samal*

(Ground working completed and a curriculum for marine conservation and inland fish culture will be developed during a workshop that will organized on last week of April 2008 by the Provincial Agriculturist Office, Davao del Norte)

Pesticides Free Campaign Pesticides are the biggest threat to Biodiversity conservation. Pesticides are not only harmful to farmers but also toxic to many non-target organisms in the farmland ecosystem. Hence, exercises to determine types of pesticides used farmers, amount of pesticides applied in a given area/season/crop, storage disposal, and spraying behavior were also included in the training

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activities in schools and farmer groups. Below is a summary of observations on pesticides use and risk behavior from the reports by facilitators during the evaluation workshop organized by the project last 2007.

1. Most farmers use class II to IV 2. Farmers are aware on bad effects of pesticides but they need for their crops 3. Major threat to ecosystem conservation comes from banana plantation (names of

pesticides and amount of pesticides use in a banana plantation is given in (Annex 1 data gathered as the expanded project began).

4. Minimal use protective clothing 5. Recommended disposal of empty pesticides containers are not strictly observed by farmers

and some re used it food stuff containers Training Materials Development Development of training materials that will be used to support future implementation of Farmland Biodiversity Conservation activities in schools is an important component of project implementation. The project usually solicit resource person to provide technical inputs on the preparation of these materials as teachers and FFS trainers implement Farmland Biodiversity Conservation projects. A draft manual was produced with the following inclusion:

• List of agro-Biodiversity and Pesticides Free Campaign competencies and Biodiversity topics, learning competencies, learning objectives, suggested learning activities, suggested entries for portfolio assessment;

• Sample lesson plans on agro-Biodiversity and Pesticides Free Campaign;

• Assessment methods for agro-Biodiversity and Pesticides Free Campaign (ballot box test, performance-based tests, portfolio and rubrics);

• Lesson plans for integrating Biodiversity and Pesticides Free Campaign in core subjects in the elementary and secondary schools.

Stakeholders’ Counterpart Collaboration is one of the important components of Farmland Biodiversity conservation project implementation. This was primarily encouraged to generate continuing support and assistance from existing local stakeholders to ensure the successful implementation of the Farmland Biodiversity Conservation project’s activities. These organizations or groups at the local level come from those who are either mandated or committed to the advocacy of educational reforms, Biodiversity conservation, and environmental health. Stakeholders’ contributions to the training and conservation projects are the following: Table 3. List of Stakeholders’ Counterpart

Stakeholder Contribution

1.ProvincialGovernment/Provincial Agriculturist Office

- Counterpart Funding - Technical Assistance - Monitoring - Staff availability to support documentation and logistics during workshops and meetings

2. Department of Education

- Monitoring - Office supplies, transportation - Training time for teachers participation in workshops and meetings

3. NGO (NOCHEM) - Technical Assistance and Led the Implementation in the field. Perform the documentation and submit updates and status report to the LGU-Provincial Agriculture Office, FAO Coordinator, Higher Office of Department of Education and the local Schools.

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4.Municipal LGU/Agriculture Office

- Technical Assistance - Traveling expenses for Agriculture Technicians - Cost for transportation of materials - Materials and supplies (office supplies, PVC pipes, seeds) - snacks for participants

5. Parents Teachers Community Association

- Labor (construction of ponds and nurseries, fencing) - Materials (wire nails, lumber) - snacks

6. Dept of Environment and Natural Resources

- Mahogany seedlings (Swietenia mahogani) - Billboards

7. Community/Farmer Cooperator

- Provide security against intruders - Transportation of tree seedlings - Snacks for participants - Resolutions to support the project, i.e., the prohibition of collection of spiders, regulate pesticides use among farmers in a given village

8. PAGRO, Fisheries Division

Nylon net for pond enclosure

Lessons Learned and Recommendations The pilot implementation of the Farmland Biodiversity Conservation through Pesticides Free Campaign Project provided the following important insights. 1. Indispensability of strong local government support to the successful implementation of project. The Provincial Government through its Provincial Agriculture Office has over the years developed and nurtured strong partnerships with DepED, LGUs, DA, PTCAs, farmers, and NGOs (NOCHEM) in the sustained implementation of its IPM and Biodiversity Conservation programs and projects. The presence of such a structure ensures successful implementation of any program like the Farmland Biodiversity Conservation project. 2. Farmland Biodiversity Conservation and Pesticides Free Campaign Strengthens Environmental Education Curriculum. The main objective of the pilot implementation of the Farmland Biodiversity Conservation Project is to strengthen the environment education that would be eventually integrated in the core subjects of the school’s curriculum. With its experiential and discovery-based learning methodology, the project introduces teachers and facilitators to effective teaching and learning strategies based on the actual experience. 3. Scope and Duration of Farmland Biodiversity Conservation Project. The impact of the project could only be seen if the pilot activities are sustained. The role therefore of the local stakeholders will be critical to bring the desired goal of the project into reality that new localized science curriculum will be adopted by the education system to ensure social transformation into a sustainable development. The project further envisage to;

• Strengthen the capacity of teachers and BD/IPM facilitators implementation and management of Farmland Biodiversity Conservation through Pesticides Free Campaign

• Establish and strengthen strong school-community linkage on the implementation of community lead Biodiversity conservation efforts in a wider or even national level;

• Update and design lesson plans and session guides on Farmland Biodiversity and concept of ecosystem in a localized science curriculum.

• Compile database on seasonal species Biodiversity in the farmland and effect of hazardous pesticides being used in the farm and plantation crops on the health of farmers, farm workers, and community;

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• Prepare case studies highlighting the process of implementing Farmland Biodiversity Conservation and Pesticide Free Campaign activities in schools and/or communities to support the lobbying in the education system that this learning system should be adopted and implemented to address the gap of learning and developing lifeskills to be a well informed individual and responsible citizins;

• Develop advocacy campaign for generating support from local, national and even international stakeholders.

Annex 1 1. Type of Chemicals Used by Farmers (rice production)

Trade Name Common Name

Hazard Level Chemical Family Type

1. Porsnail 2. Grass Edge 3. Magnum 4. Parapest

Methaldehyde Thiobencarb+2,4D IBE Cypermethrin

IV III IV II

Pyrethroid Hiobencarb+Phenoxy Pyrethroid Organo phosphate

Molluscicide Herbicide Insecticide Insecticide

1. Byluscide 2. Rogue 3. Cymbush

Niclosamide Butachlor+2,4D IBE Cypermethrin

IV III IV

Salicylanilide: Nitrocompound Chloroacetanilide+phenoxy

Molluscicide Herbicide Insecticide

1. Parakuhol 2. Butanil 3. Gemtrak 4. Sherpa 5. Boxer

Niclosamide Butachlor Cartaphydrochlorid Cypermethrin Cypermethrin

IV III III IV IV

Pyrethroid Chloroacetanilide Carbamate Pyrethroid Pyrethroid

Molluscicide Herbicide Insecticide Insecticide Insecticide

2. Amount of Chemicals Used by Farmers

Crops Pesticides Tank Size

No. of Tanks

Spray / Cropping Season

Cropping Season / yr.

Total Liter/ Kilogram

Used per year

1. Rice Molluscicide Herbicide Insecticide Insecticide

16 liters 16 liters 16 liters 16 liters

10 10 10 10

1 1 3 2

2 2 2 2

750 kg. 2 liters

1.5 liters 2 liters

2. Rice Molluscicide Herbicide Insecticide

16 liters 16 liters 16 liters

15 15 15

1 1 1

2 2 2

2 liters 2 liters 2 liters

3. Rice Molluscicide Herbicide Insecticide

16 liters 16 liters 16 liters

12 12 12

1 1 1

2 2 2

2 liters 2 liters 2 liters

“I learned that pesticides could not increase yield it could only reduce losses due to pests infestation. It can increase your farm inputs and decrease your profit. If I will have a farm of my own I will prefer to use or adopt organic farming it is safe and environment friendly and will conserve the many useful organisms like local frog species”

Rolly Taylaran First Year High School Student Carmen National High School

School Year 2007-2008

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3. Amount of Chemicals Used in banana plantations (Aerial Spray)

Common Name

Type Active Ingredient

Hazard Level

Spray Cycle Amount

Used/Cycle/ Hectare (L)

Opal 7.5 EC Fungicide Epoxiconazole II

Depends on Diease monitoring and research recommedation on usually 10-15 days interval

1.46 Calixin 86 OL Fungicide Tridemorph II 615 Manzate WP80 Fungicide Mancozeb IV 1.18

Daconil 720 SC Fungicide Chlorothalonil IV .68 Twist 125 EC Fungicide Trifloxystrobin IV 1.0

Sico 250 EC Fungicide Difenoconazole IV .17 Folicur 430 SC Fungicide Tebuconazole IV .47 Tilt 250 EC Fungicide Propiconazole III 1.18 Vondozeb 42 Fungicide Mancozeb IV .59 SC Fungicide Bitertanol IV 5.9

Baycor 300 EC Fungicide Mancozeb IV .06 Dithane 600 Fungicide Benomyl .06

OS Fungicide IV Benlaki 50 WP Fungicide Pyrimethanil IV Impulse Fungicide Paraffin Oil IV Siganex 60 SC Fungicide Alkyl Polytheylene Sunspray Oil Sticker Glysol Ether

Lutensol Emulsifier Triton X Emulsifier

Annex 4. Fruit Care (Bud injection & Bunch Spray)

Common Name Type Active Ingredient Hazard Level

Spray Cycle

Amount Used (bud/applct)

Confidor 100 Insecticide Imidacloprid IV Year round or as need arises

1.1 SL Insecticide Deltamethrin IV .05

Decis 2.5 EC Insecticide Avermectin II .15 Romectin 1.8 Insecticide Chlorphenapyr III .15 EC Insecticide Imidacloprid IV .15

Kotetsu Insecticide Avermectin II .15 Climax Insecticide Methamidaphos I .15

Agrimek 1.8 EC Fungicide .15 Tamaron Fungicide Thiophanatemethy IV .3

Micposhield Fungicide .3 Fungitox 70 Fungicide Thiophanatemethy IV .3 WP Fungicide .3

Topsin Fungicide IV .3 Annex 5. Weed Control

Round-up

Herbicide

Glyphosate as Potasium

IV IV

Year round or as need arises

2 – 3 L

Basta Herbicide Glyfosinate Ammonium

IV 2 – 3 L

Images:

Students in Asuncion National High School

measure the lenth and weight of the Philippines’

endemic specie of Hito (cat fish) every 15 days

to monitor the performance in captivity before it

will be released to the open rice farmland.

School Principal of Asuncion National High

School feeds the Philippines’ endemic specie of

Hito (cat fish) in the “School Field School” for

Biodiversity Conservation through Pesticides

Free Campagn

Biodiversity and IPM Technician from

Agriculture office monitor the Farmer Field

School (FFS) endemic specie of frogs in a

Farmland Biodiversity Conservation Project.

Biodiversity and IPM Technician from

Agriculture office monitor the School Field

School (SFS) endemic specie of Snail in a

Farmland Biodiversity Conservation Project.

Parent Farmer Participant identified and

discussed different ecosystems found in the

farmland during the Biodiversity Conservation

Capacity Building workshop.

Student identified and discussed different

ecosystems found in the school farmland during

the Biodiversity Conservation Session at “School

Field School”.