school farming at cebu, the republic of philippines · iatss forum 56th batch page 6 of 23 2.0...

IATSS Forum Japan

School Farming

At

Cebu, the Republic of Philippines

Prepare by

Annisa Fitri Wulandari

Pakaiphet Chansavang

Demillo Angelica Labra

Doan Duc Thuan

Putangoon Hoonsadee

Rasina Binti Abdul Rasid

November 2016

IATSS Forum 56th Batch

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1.0 Executive Summary

Communities today are facing a number of challenges and uncertainties, which

threaten their existence, and that of their members. Therefore, designing

sustainable communities that could stand to these threats and uncertainties

have become an increasing goal of communities. Sustainable Community

Design (SCD) takes root from three important pillars and balancing them is the

key to materialization of SCD: Society, Economic and Environment.

The ASEAN region itself faces challenges in designing a sustainable community.

As many countries in the region are still developing, many countryside areas

remain poor (urban-poor condition). Many people are coerced to move into the

cities to find better opportunities. This kind of trend contributes to the problem of

sustainability because it could lead to dying rural communities, decreased

agricultural productivity and threats to food security.

Agriculture is still the key engine of ASEAN countries’ economic growth because

it is their natural asset. Agriculture is also a means to sustain ASEAN community

because it promotes community self-sufficiency. Sadly, agriculture is not a

popular means of livelihood for many. The government incorporated such

agricultural subject to schools to jumpstart enticement to the industry but the

curriculum does not meet the objective.

Additionally, agricultural support and expertise are not properly linked to the

supposed beneficiaries. Many subsidies and help from different stakeholders are

not well coordinated and at times do not reach the proper recipients.

ASEAN has relatively a young population as compared to many parts of the

world. An estimated 197 million children under the age of 18 are living in ASEAN.

Education remains at the forefront as one of the most important ways to

contribute to a child’s development, as well as being a critical investment for a

country’s future. It is also necessary to point out that ASEAN countries share a


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similar emphasis on human resource development as a key in developing the

whole nation to enter the knowledge-based economy and global environment.

Considering the background of ASEAN countries, coupled with standards of

sustainable community design, lessons and IATSS participants’ experience from

Japan, key important aspects for developing sustainable community in ASEAN

are identified: children, education and agriculture. The School Farming project

is borne by a blend of those three factors.

The project proposes an actionable framework which consolidates resources

(local natural energy, land, vegetable growing technology, networking

capabilities, marketing capabilities, local support, international exchange,

capital/funds) and synergize stakeholders (School children, Local government,

local schools, Central Government, Ministry of Education, NGO, NPO, Private

sectors, Community leaders, Universities/experts, Parent Teacher Associations

(PTA) in a smooth flow. Target activities focus on growing vegetable, mushroom

and Tilapia by primary/secondary school children for self-consumption and

additional sales in local markets.

The project is expected to be an effective tool to spur social consciousness and

responsible citizenship to individuals and participation of various stakeholders.

While the project is proposed to be launched first in Cebu (Philippines), it has

potential to replicate across ASEAN given the commonalities of the region in

terms of an agriculture-based economic background.


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Table of Content

Content page

1. Executive Summary……………………………………………... 2

Table of Content………………………………………………….. 4

List of Tables……………………………………………………… 5

List of Figures…………………………………………………….. 5

2. Introduction……………………………………………………….. 6

3. Macro – level Discussion……………………………………….. 11

3.1 Counter – Measures………………………………….. 12

4. Micro – level Discussion…………………………………………. 12

4.1 Identifying the framework……………………………. 12

4.2 Stakeholder……………………………………………. 13

4.3 Choosing the framework location…………………… 13

5. Proposed Model/Framework…………………………………… 15

5.1 SWOT Analysis………………………………………. 15

5.2 Framework Model Goal……………………………… 15

5.3 Developing the Framework/Model…………………. 16

5.4 Introduction to School Farm………………………… 16

5.5 Methodology………………………………………….. 16

5.5.1 Syllabus…………………………………… 17

5.6 Framework Detail Activities…………………………. 17

5.6.1 Tilapia Activity……………………………. 17

5.6.2 Mushroom Activity……………………….. 18

5.6.3 Vegetables………………………………… 19

5.7 Schedule……………………………………………… 19

5.8 Economy…………………………………………….. 19

5.9 Postscript……………………………………………. 21

5.9.1 Lesson Learned………………………… 21

5.9.2 Group Study Challenges………………. 21

5.10 Evaluation…………………………………………. 22

6. Conclusion……………………………………………………… 22

7. Reference……………………………………………………… 23


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List of Tables

Content page

Table 1 Comparison of the current agriculture subject in……..

ASEAN countries………………………………………… 14

Table 2 The framework schedule for the year of 2017- 2018... 19

Table 3 Below shows the details of the budget and cash flow

statement of the proposed framework……………….. 20

List of Figures

Content page

Figure 1 Sustainable Community Design House………………. 7

Figure 2 Sustainable Community Design Elements…………… 7


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2.0 Introduction

“Sustainable Community Design (SCD) is a framework which promotes and supports self-sufficient and happy society by synergizing various

stakeholders to manage and contribute to the social, economic, and the environmental elements of the community in a continuous manner.”

Communities today are facing a number of challenges and uncertainties,

which threaten their existence, and that of their members. In the group`s various lectures and field studies, we realized that these threats root from various factors ranging from:

Environmental pressures and degradation in pursuit of economic gains Irrelevance of educational curriculum in addressing community concerns Losing the community`s culture and tradition in pursuit of modernity and

global trends Growing urbanization leaving rural areas less

developed/ignored/abandoned Economic slowdown and fluctuations Political instability and inadequate systems that leads to poor

governance Natural calamities that can impede social and economic

status/achievements Decreasing number of working-age population Ageing society with low birth-rate

The threats are many and growing, that is why societies and the people are striving to develop a more resilient community to stand these potential detriments.

From the group’s learning and community exposures, we are able to deduce that designing a sustainable community is a process which involves various stakeholders and elements, linked together to create a safe, secure, and happy community atmosphere in a sustained manner. Sustainable Community Design (SCD) can be likened to designing a strong house (Figure 1). We do not just design any house. We design one that is strong and beautiful, able to stand the tests of nature, because a house is where people live. In the same manner, we do not create just any ordinary community. Communities are where people build their lives, their relationships, and their livelihood; therefore, we would want to build communities, which will prevail through time and generations. Also, we want to design communities, which will prevail against threats of natural disasters and man-made crisis. Following the house’s metaphor, strong houses will require strong pillars/columns made up of finest construction materials and technologies to support it. In the case of SCD, the pillars are: Society and Culture, Economic Development, Environment and Infrastructure (Figure 2). Firstly, these pillars must be all linked and balanced together to make sustainable community design


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possible. SCD can be characterized as a status where a community has:

High level of food sufficiency High level of energy sufficiency Good economy and effective investment Relevant education Sound urban/rural planning Good transportation Good architecture Happy people

Figure 1. Sustainable Community Design House.

Figure 2. Sustainable Community Design Elements.

Sustainability

En

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on

me

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Ec

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om

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So

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ty

Environment & Infrastructure

Economic Development

Society and Culture


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Secondly, in order for the SCD to materialize and to take physical form, the two critical elements must also be present: synergy of stakeholders (government, NPO, NGO, local community, academia, expertise) and structures, platforms, capabilities to synergize these stakeholders to work well with one another. These two elements are like the materials, equipment, engineering techniques, human labor and intelligence employed for the actual construction. Just like any other house/infrastructure, regular care and maintenance as well as periodic repairs and renovation must be done.

The project was chosen considering three aspects: Standards of Sustainable Community Design, lessons and our experience from Japan and background context of ASEAN countries. Through these three aspects, we identified key important aspects for developing sustainable community in ASEAN: children, education and agriculture.

Firstly, we applied important standards of sustainable community design learned during IATSS course, which includes:

Nine factors of sustainable community design success (land, labor, capital, technology, marketing, networking, local government support, mass media, natural environment, international exchange and local diplomacy).

Using unutilized regional resources to solve regional problem by three standards: Economic cycle should stay within the local area, regional citizens must be in charge of managing regional resources and resource management technique that should be passed on to the next generation.

Creation of sustainable communities through interaction and cooperation between urban and rural areas.

Children are important as the next generation of community citizen. Secondly, we maximized the usage of lessons and experiences learned

through seminars and field trips in Japan, which includes:

The lecture of Ms. Junko Owada about creation of sustainable communities through interaction and cooperation between urban and rural areas. The revitalization of rural areas to shift to a sustainable community through transformation of one-way from rural to city to


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develop community within rural and so that builds up two-way between cities and rural.

The experience learned from the trip to Toba: Local residents must be motivated when developing community and private sector can always work well with public sectors in an orchestrated mode (between them and all stakeholders) for community development. Sustainability means long-term livelihood. Focusing on building up children capabilities is very important because they are the next generation of community. We saw children serving as volunteer tour guides at Suga Shima Island. In this manner the children are able to see in a new light the beauty and value of their community, thereby encouraging them to stay and build their future life in the area. Lesson from Suga Shima demonstrated the effective use of education as a tool to inculcate community participation in young minds.

During the Moku Moku farm trip, we learned main methods of local revitalization by tapping on agricultural assets and mechanization of agricultural procedures. All these lead to the improvement of farmer’s income, increase in community’s economy, and encouragement for the young to stay in their community. Likewise, we witnessed children’s exposure to the agricultural industry through their study tour in the farm. Moku-Moku farm was a good place for field study because it shows young people that there is money in the agricultural industry. Hopefully, this will encourage young people to build careers in the agricultural sector in their communities.

The good experience about education from seminar by Associate Professor Yuto Kitamura was that it highlighted the role of education in age of globalization. Today, globalization requires new academic abilities that education is a fundamental solution to solve and reach a sustainable economy. It also addresses education in a linear development instead of curve model or cynical model in the past.

Taking into account from the ASEAN context, three critical factors for

growth are agriculture, education and children.


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First, agriculture is still the key engine of ASEAN countries’ economy growth, seeing that most of the countries strongly depend on this sector. Due to the fact that Southeast Asia has a dynamic geography, ASEAN has a variety range of food and agriculture with a number of ASEAN countries ranking as worldwide top exporters in products such as rice, fruits, vegetables, and coffee.

Second, ASEAN has young population with a lot of children. Compared to many other parts of the world, Southeast Asia has a relatively young population. Among that it is estimated 197 million children under the age of 18 are living in the member states of ASEAN. Today, these children are generally has a better quality of life: healthier, more educated and live in a safer environment than in the past. However, in common with global trends and combined with the region’s enormous economic, social and political diversity, progress is not even in ASEAN countries. Early childhood education has proven to be an important investment in laying the foundation to improve performances throughout the school cycle. Education remains at the forefront as one of the most important ways to contribute to a child’s development, as well as being a critical investment for a country’s future. The challenges to strengthen early childhood education, improve the quality of primary and secondary school education remain for most of ASEAN countries.

Third, education is seen as a solution for a long-term sustainable development. Regardless, several differences in ASEAN countries share a similar emphasis on human resource development as a key in developing the whole nation to enter the knowledge-based economy and global environment. It is realized that ASEAN countries are moving fast forward where the situation in which all nations operate in a global market environment. Every ASEAN country considers human resource development as a key element in developing the whole nation and education plays a pivotal role in developing their human resources. It is not surprising that all governments commit themselves to provide equal access to high quality education and learning to all their children and people. However, opening access to quality education and learning opportunity to all children and people is not always easy as there are a number of constraints.

Since “sustainability” is perceived as a long-term and continuing matter,

SCD must be viewed in a holistic approach. Constant update and upgrade of human capacities must be done. For our group, we see that these upgrades must be hugely invested to children. Children are very important to build up a sustainable community because they are the next generation of leaders and members of the community.


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By school farming project, we weave children, education and agriculture

together, integrating SCD standards, and good lessons from Japan (seminars/field trips) and contribute to solve an ASEAN’s background-based issue for sustainable development in the future.

3.0 Macro-level Discussion

The ASEAN region itself, although endowed by large human capital and natural resources capable of supporting quality communities, is faced with challenges in designing a sustainable community. As many countries in the region are still developing, many countryside areas remain poor (urban-poor condition). Many people are coerced to move into the cities to find better opportunities. This kind of trend contributes to the problem of sustainability as follows:

1. Threats to food security and dying rural communities. More people are transferring in urban cities, thereby, decreasing population in rural areas, and leaving the agricultural (food-supplying) sector of the society.

2. Educational system and curriculum does not emphasize values of agriculture. Agriculture subject is not a compulsory subject at schools and even though it is in some countries, the weight of the subject does not necessarily have a major impact to the learning process.

3. Increasing urbanization. Urbanization is often linked to pollution and environmental degradation as more and more energies and resources are used to supply industries and households in the city.

4. Agricultural sector does not have a lucrative image in the ASEAN region. The image of work in agricultural sector is a low-level work that does not provide security and high income.

5. The agricultural support is not properly linked to the supposed beneficiaries. Many subsidies and help from different stakeholders are not well coordinated and at times do not reach the proper recipients.

6. Loneliness and unhappiness. In the social impact view, people separated from their family and their community become lonely and more prone to depression. The same is also likely to happen for the people they leave.

The continuance of this trend will definitely threaten the existence of the

rural and urban community, as both are dependence to each other. Urban cities depend on food and agricultural materials from the rural sides, while the rural areas are dependent on commercial goods.

3.1 Counter-measures

After taking consideration of all the situations, the objectives of the framework model are as below:


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1. Take care of the children (the future members – citizens and leaders) of the community

2. Education as a tool to equip children as future stewards of the community

3. Build meaningful projects that involves students to promote/protect the community

4. Banking on the agricultural assets of the ASEAN community

4.0 Micro-level Discussion

4.1 Identifying the framework

In order to propose a framework model for this project, we compare the current curriculum in the various countries in ASEAN (Malaysia, Indonesia, Thailand, Philippines and Vietnam). The summary of the comparison is shown at Table 1.

4.2 Stakeholder

In order for the project to materialized, we have identified and will tap on several stakeholders as below:

1. School Children in Cebu City (elementary school students) 2. Local Farmers 3. Community Leader 4. Parent-Teacher Association (PTA) 5. Department of Education of the Republic of Philippines 6. Local government – Cebu Province 7. NPO/ NGO – Ramon Aboitiz Foundation Incorporation (RAFI), Metro

Bank Foundation (MBF) and United Nations of International Children’s Emergency Fund (UNICEF)

8. University – University of St. Carlos, University of Visayas 9. Private Sector – FDR Con Company (business involved in organic

farming and waste management)

4.3 Choosing the framework location

A public school in Cebu Province, Philippines is the chosen pilot case for the school farm project. An estimated 1,000 students population for a typical primary school is considered. Reasons for choosing the location are based on the following:

Cebu Province is a modestly developed region in the Philippines due to its strategic location supporting tourism, logistics, manufacturing, and


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service industries. Government institutions, LGUs, various business companies, media, private schools, NGO/NPOs have established offices in the province and these identified stakeholders are therefore easier to access and mobilize for the project’s implementation.

Although Cebu Province belongs to the second identified richest region (Central Visayas) in the Philippines, poverty is still prevalent in the area. According to the report by the Department of Social Welfare and Development in 2015, nearly one million or 66.25 percent of the total households in Central Visayas are low-income families or are living below the poverty line. This poverty condition consequently affects the schooling of the children, many of them, performing low in school, or are unable to finish because of the money impediments brought by education. There are many cases of children going to the schools with empty stomachs.

Agricultural class is compulsory at grade school. The government integrated agricultural class as part of the Technical-Vocational- Livelihood track in order to equip students of the basic concepts and techniques for agricultural production and management. The subject also introduces agricultural industry as a choice for future livelihood.


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Table 1. Comparison of the current agriculture subject in ASEAN countries.

Malaysia Indonesia Thailand Philippines Vietnam

Subject Aquaculture and animal recreation

Agriculture Agriculture Agriculture (part of the Technology and Livelihood Education

Agriculture Technique is a subset of Science subject for students

Year Started in 2003 Since 1990’s Started in 2008 Started since 1980s

2015

Type of Syllabus Elective Subject Main curriculum (local content)

Local Curriculum (mentioned in core curriculum that each local must have their local curriculum)

Compulsory

Elective

Age of learning Upper high school (age 16 and 17 year-old only)

Junior high school (age 13-15 year-old)

Primary – high school (age 7 – 18 years old)

Gradeschool (grade 7 to 8; Ages 12 to 14)

Secondary School (age 11- 14)

Species Fish species guppy, molly, swordtail (ornamental fish), chicken

Vegetables, tomato, chili, oranges

Depend to the local area, but have the same goal is sustainable

Varies, mostly pechay. tomatoes, and eggplant

Depending on area, but general school program do not highlight agriculture subject


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5.0 Proposed Model/Framework

5.1 SWOT Analysis

Strengths

Fun, interesting element

Sense of belongings

Involving the stakeholders

Beneficial for the students themselves

Weaknesses

Lack of experience (need collaboration with experts)

Project rely on the teacher/ project owner, no continuity when the PIC retired or moved out

Award-oriented

Opportunity

Added value (organic chicken eggs, fish/mushroom paste, Fertilizer, Biogas)

Opportunity to grow the business model

Existing policy support from the government

Development of entrepreneur skills

Threat

Natural Disaster (e.g. typhoon, El Nino)

Disease

5.2 Framework Model Goal

The goal of the framework model is defined as below:

To provide for basic food need requirement of the student in order to encourage them their continuous school attendance

To harvest from what the students sow and be able to provide for their basic food requirements in sustainable manner

To motivate students to attend school by involving them in projects/hands-on experience/practical skills that equip them with basic and useful survival skills

To promote countryside food sufficiency by capitalizing on rural schools and learning institutions as the secondary food-producer

To promote sense of belonging from the students and the community through exertion of their efforts for a common goal

To mobilize and elicit participation from various stakeholders in making the school farm work

To promote environmental awareness, care, and improvement by employing good agricultural practices in the school farm

To promote general happiness for the students and the community by way of collaborative work.


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5.3 Developing the Framework/Model

Our project is inspired by the education seminar of Associate Professor Yuto Kitamura from Tokyo University. He mentioned about the 4th goal of Sustainable Development Goals (SDGs) of United Nations. The essence of this 4th goal is that everyone should be inclusive in the education system. Secondly, everyone should have access to an education system, regardless of his or her physical or mental conditions. Lastly, the education must have a quality that will guarantee learning process really exist, not just by quantity.

With this consideration in mind, our project will support all these education core values. It will get rid of the obstacle for student attending the school –the hunger and also encourage the students to go to school by motivating them to take care of their own farm. In addition to improving the teaching & learning method, as well as promoting critical thinking, we will introduce an experimental-based learning or problem-based learning as part of the education quality improvement. We hope that this project will consequently build up the equity in the society by decreasing the gap between the rich and the poor family students.

5.4 Introduction to School Farm

“School Farming is a practical educational curriculum aimed at teaching students basic living and self-support skills by way of farming/ planting.”

(sCool)

Toba City field trip is an ideal example of an inclusive and practical-based/ hands-on learning method where students develop interpersonal and presentation skills, as well as awareness and involvement to their community’s affairs. Therefore taking inspiration from this field study, we came to this idea of school farm. We will use the agricultural assets in the ASEAN region to equip students the same practical skills.

5.5 Methodology

Based on our field study in Toba and Moku Moku Farm, we observed that the students get the best learning experience from doing practical hands-on and site visit, so the learning method for the students at the farming school are as follows:

1. Class/ Seminar 2. Site Visit 3. Practical hands-on 4. Publication of reports in magazine/ newspaper


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5.5.1 Syllabus

1. Site Management (Class/seminar and Site Visit) a. Preparation of the site, equipment b. Site visit to farm business

2. Introduction to type/species (class/seminar) a. Fish b. Chicken c. Vegetables d. Mushroom

3. Feed (class/seminar) a. Preparation b. Feeding rate (chicken and fish) c. Feeding/fertilization schedule

4. Livestock management (class, site visit and practical hands-on) 5. Harvesting, packaging, labeling (site visit)

a. Visit farmer’s market and supermarket to compare prices, packaging and labeling

6. Marketing/ distribution a. Visit farmer’s market and supermarket

5.6 Framework Detail Activities

We will use a problem-based learning approach to teach the students. By using this method, the students will learn about a subject through the experience of solving an open-ended problem. They will learn different recipes to grow the vegetables, mushroom and Tilapia and decide which recipe gives the best production result.

5.6.1 Tilapia Activity

Tilapia are easy to farm in warm climates. They are a good source of protein, inexpensive, easy to grow and maintain. As part of the learning process, the students will be able to learn and observe the growth of Tilapia using three different feeds, such as commercial Tilapia pellet, local fish pellet and green water (organic food/food waste). Prototype of composition and feed formulation of Tilapia.

1. Materials a. First pond feed with commercial pallet b. Second pond feed with local pallet c. Third pond feed with Green feed (i.e. food and vegetable waste)

2. Methodology a. Prepare ponds and cover (1.2mx3mx1m)


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b. Prepare green water into the tanks (Green water contain added nutrients)

c. Prepare water hyacinth to increase the oxygen in the tanks d. Basic check of water quality such as pH, temperature, and

oxygen level e. Release the Tilapia fingerling to each tanks

f. The Tilapia are fed 3 different feed materials for each tanks g. The growth of Tilapia are measured monthly h. The Tilapia could be harvest in the fourth month.

5.6.2 Mushroom Activity

Mushroom is a nutritious source of food. It has potentials because it requires low cost to grow, it could be grown in a limited place in a short time of period. As part of the syllabus, the students will learn how to compare the growth of mushroom using three different local waste products, such as crushed rice bran, soybean waste, and palm seed waste. Prototype of composition and formulation for mushroom growth plant:

1. Materials

a. Main Ingredients i. Rubber tree saw dust 6 kg ii. Pumice sulfate 125 kg iii. Epsom salts 12 kg iv. Flour 60 kg v. Sugar 60 kg vi. Humidity 65%

b. Other ingredients using local waste products (for comparison)

i. Crush rice bran 3 kg ii. Soybeans waste 3 kg iii. Palm seed waste 3 kg

2. Methodology

a. Mix all ingredients together b. Be sure that 60% humidity all of the material c. Insert the mixed ingredients in the bag size of 6.5x10 inch,

each contain 600 gram d. Cover the bag with plastic bottle (top) e. Put the mushroom spores in the bottle, and plug with cotton f. Steam it for 3 hours then spread the spores again g. Keep it in the dark room for 20 days h. Slit the bag and hang in the mushroom house


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i. Water the mushroom house twice a day, and harvest within 7 days

5.6.3 Vegetables

The local vegetables that could be considered to grow are bean sprout, spring onion, chili, long cabbage and lemongrass. The types of vegetables would be chosen based on its nutrient values, growth rate, and time period. As part of the syllabus, the students will be able to compare the growth of vegetables using different fertilizers, such as organics, commercial and without using any fertilizer.

5.7 Schedule/ Time Table

Table 2 The framework schedule for the year of 2017 and 2018

5.8 Economy

The model is estimated to cost $7,400 with the cost of equipment for the startup approximately $5,600, the animal $330 and the vegetables $1,470. The funding will to be received from several sources, such as the Department of Education of the Philippines, local government, NGO, and IATSS Forum. More detailed breakdown of the budget as well as the cash flow statement shown in Table 3.


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Table 3 Below Shows the details of the budget and cash flow statement of the proposed framework.


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5.9 Postscript

5.9.1 Lessons Learned

1. There is power in teams. A quote from Phil Jackson says “The strength of the team is each individual member. The strength of each member is the team.” The same held true for the group’s case as each member’s different strengths and expertise contributed to completion of the project. The team’s diverse expertise complemented and offset other’s weak points. The team’s expertise included finance, marketing, aquaculture, and governmental background. The team was also equally composed of male and female. The combination of these factors created a strong team base promoting an atmosphere of confidence for every member.

2. Your 50% done when you have a workable plan/blueprint. Plans and blueprints are like map that guides a person on where to go. With the group’s case, SCOOL firstly agreed on the structure of the group’s report and the same guided each meeting’s agenda. The structure likewise helped the group to see visually on which part they were in in their goal.

3. Flexibility is a must. As the group progressed through the study, several points found necessary were added, while those that were found redundant were eliminated. Also, prior ideas remained working drafts and were finalized in the latter part, as more and more ideas cropped on during numerous discussions.

4. Work smart, not hard. If you have to work hard, make sure to play harder. Scientifically, it is found that laughter and play release the body’s endorphins, known as “feel-good” chemicals. This chemical promotes relaxation and overall sense of being. During the various group discussions, the group regularly made modest breaks, played outside and laughed over some silly, non-serious, non-GS related stuff. Doing so relaxed the members’ minds, created stronger connection amongst them, and promoted awakened minds, thereby generating better ideas for the group study.

5. Small, continuous, and regular steps will take you further and faster. The group regularly made small but consistent accomplishments with each session. In this piece-by-piece manner of accomplishing the task, the group did not get overwhelmed by the work at hand, and was not dragged by the longer hours to be put in doing the same thing.

5.9.2 Group Study Challenges

1. Conflicts/Finding a common theme for group study due to the members various backgrounds and expertise, and due to the various ideas cropping up from the many Japan field studies. Coming from different backgrounds, the group initially thought of different ideas and different purposes for the theme study. There were many takeaways from the field studies as well such that it was hard to organize the sea of ideas at first. As the group progressed however, the


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integration of each member’s interest and background naturally came on its own, finally, leading to the concept of school farm. Conflicts likewise arose from the differences in the members’ personalities and communication style.

2. Data gathering. Gathering of the specific data required was relatively hard since members could not go out for field inspection. Data from the internet and initial correspondences from concerned agencies were the initial source of data used.

3. Intellectual costs refer to characteristics of group behavior that can reduce creativity and productivity, which mean that we do not need to think a lot among our discussion, we share a little idea and we can combine together.

5.10 Evaluation

1. Measure the children’s health criteria status vs. the standard before and after the one year project implementation

2. Compare the historical attendance record before and after the project 3. Measure the children’s understanding of sustainability by their extension

of agricultural practice outside of school. 4. At least 10% of the children will consider agriculture/entrepreneurship as

a means of livelihood in their community (without need for city migration)

6.0 Conclusion

Ultimately, the challenges concerning sustainability is not only an isolated problem in the ASEAN region, or to the developing communities for that matter. Each community, whether rich or poor, faces the dilemma of simultaneously keeping a happy and quality life existence for its members while preserving its environmental (natural resources) and societal (morals, culture, tradition) assets. Additionally, global external threats like natural disasters, potentiality for world war, and terrorism have collectively made each community increasingly vulnerable, thereby, threatening their sustainability. Lastly, communities have already built a certain level of dependencies (rural-to-urban, nation-to-nation, associated nations-to-global community) from each other, such that, one community’s vulnerability, becomes another’s.

Indeed, problems have grown in number as well as in complexity and how

to solve the same appears to be overwhelming. Our group believes that collective involvement and efforts down to the smallest unit of community- the individual– is imperative to help solve the problem. We are talking about new breed of individuals who are aware of their community and the challenges it faces. These individuals must have a sense of connection to nature, to their community, and to the world so that they are able to exercise prudence in their actions.


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Our group further believes that education is an effective tool to spur this kind of social consciousness and responsible citizenship to individuals, hence, the school farm project which utilizes school to achieve the above purpose. Further, the project will mobilize stakeholders to participate for this cause. We hope that by creating this kind of integration, the young blood of society grows with the appreciation for nature, the environment, agriculture, and community. Alongside, we hope that by this project, other social issues of poverty and hunger can be addressed. We also hope for the successful implementation of this project, so that this could contribute to self-sufficiency, happiness, and sustainability at individual or small-group levels. Lastly, we hope this would encourage others to duplicate and do the same of activities at their communities.

We can only do so much in our sphere of influence, thereby we will start with one small school community, one small project, and finally, with the world’s future – the children.

7.0 References

http://www.philstar.com:8080/cebu-news/2015/09/14/1499635/almost-1m-families-central-visayas-low-income

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