The Democratic Republic of Congo remains one of the richest in terms of natural resources yet is still one of the poorest countries in the world. Its colonial history was savage. There was a failure to hand over any semblance of administrative and executive governance during the country’s pathway to Independence in 1960. The result is a tragic trail of dictators who, through corruption, have prospered while their people have struggled.
It’s in this environment that Permafund’s grant program has entered its 17th country by partnering with an NGO known as the Union of Women for Rural and Community Development which goes under the acronym UFEDERCO.
They’ve been operating in the region of South Kivu in the east of the DR Congo since 2015. They have a broad range of areas where they assist the most vulnerable women and children with food security and sustainable agriculture, legal and judicial assistance for victims of gender based sexual violence, the promotion of the environment, education and access to water.
The AU 2000 Grant Permafund provided went directly into starting food gardens in 2 primary schools. The project aims to fight against malnutrition in schools, improve the economic and social livelihoods of women in poor families and increase food and organic seed production to make the region more resilient toward food sovereignty.
Most of the budget was for the purchase of the initial seeds and equipment for making the garden beds. The materials were distributed to 700 students from the 2 schools as well as to 60 women farmers selected on need who then formed Permaculture committees to oversee the project. The main crops grown include cabbage, potatoes, eggplant, amaranth, onions, peppers, carrots, and dongodongo.
700 school children benefitrd from the permaculture training supported by Permafund
Also part of the project was a series of educational training related to Permaculture topics such as developing soil fertility and making organic pesticides. Over 70 marginal farmers were involved in this training.
Utilising garden tools was part of the students’ training
This was an early report from the project which seems to be going well. The main outcomes will occur at harvest time, and then how well they can save the seeds so that the school gardens continue to go on year after year.
This is the type of project where Permaculture can make a big difference…..where the need is great. $2000 is allowing 700 children and over 100 women farmers to have a chance at a better quality of life by improving their nutrition. We’ll keep in contact with this group in the Congo and look forward to both further reports and maybe assisting them again in the future.
Fundraisers such as open gardens and community events to support Permafund’s micro-grant program are a wonderful help and are very much appreciated.
All gifts, tithes and donations made by individuals and businesses to the Permafund that are over $2 are tax deductible in Australia and are warmly welcomed.
Contributions to the Permafund can be made here. Many thanks.
by Greta Carroll – Permaculture Australia Board Member and Chairperson
The Permaculture design ethics and principles have always been used in physical landscape design. Growing in popularity and importance is their application in social landscapes and businesses. For example, Meg McMgowan used the ethics and principles to teach new officers in the NSW Fraud Squad, Permaculture for Refugees uses them for an approach to working with people who have experienced displacement, a museum curator uses them to set up new exhibitions, and PermaQueer use them to demonstrate the difference between extractive, reductionist cultures and more syntropic, regenerative ways of being in the world.
For the last five years most of my work has been in permaculture education. I spend a lot of time thinking about the way culture, methods, and tools create effective learning environments, and designing and delivering educational experiences in Australia as well as overseas.
Below is a non-exhaustive and constantly evolving list of some of the ways I use permaculture ethics and principles as a teacher. I’ve drawn on content from Rowe Morrow’s Permaculture Teacher Training Book where I think it’s useful.
Ethics
Earth Care – What options do we have for catering in our courses? Can you passively heat or cool the venue to rely less on fossil fuels? Sitting under the shade of a tree is often much nicer than a hot, stuffy classroom.
Can I find teaching tools that are reusable, recycled, multi-functional, biodegradable and/or locally produced?
What does the language I use say about the relationship I have with the Earth? Do I speak from a power-over- or anthropocentric paradigm?
People Care – What are the roles and responsibilities of learners outside of the classroom, and how can we ensure we’re accommodating them in our course designs? A needs analysis might tell us we need to offer childcare, provide something for breakfast for students who haven’t eaten, not teach on a Friday or start and finish earlier to miss peak hour traffic.
In our facilitation, are we catering for a variety of learning styles, cultures and mobility needs?
Teachers must be expected to model best People Care practices, including avoiding using sarcasm, ridicule or violence towards their students. There is never ever any excuse or reason to exploit the power a teacher is given by virtue of their role as a teacher. No sexual approaches by teachers to learners are ever OK. When they happen, a serious breach of trust and permaculture ethics has been committed (Morrow).
Fair Share– This can be expressed in many forms; from sharing questions among all participants rather than allowing one or two people always to answer, offering scalable fees or scholarships to allow people of all resource levels to learn, and sharing the boring work of cleaning and washing up.
PRINCIPLES
Acknowledge the local knowledge, custodians and history of the land (Principle 0) –
What is my relationship to the land we’re teaching/learning on? Do I have permission to be on that land? Have I acknowledged the history and the custodians of the land we’re gathering on?
Sometimes I teach in places where rightful custodianship has changed many times throughout history, and I acknowledge all the people, plants and animals who have passed through that landscape, carrying and sowing seeds, cleaning water and building soils over time.
I think about the blindspots I have due to my social/cultural background. Is there someone better placed than I to share knowledge of certain things? Who can speak to the local languages of regeneration? Can others share their own story?
And especially when I am in cross-cultural teaching spaces; What cultural ways of knowing, being and doing are in the room? How can I maintain and support existing ecological knowledge rather than imposing my own learning, opinion or culture? What are your seasons? How do you build soils? What foods do you like to grow? How do you store water and seeds? Can you draw your grandparents’ house?
Finally, whose voices, knowledge and perspectives am I referencing and sharing through my teaching? Are they all of the same straight-male-settler demographic?
Observe and Interact –
Who are your learners? What do they already know? Can you observe what is happening in class and adapt to better suit their needs? This might mean returning to a topic to explain it more clearly, changing the class plan to better suit students’ learning edges and interests. Change lunch hours, or opening and closing times, speak louder, slow down, use graphics not words. You can think of more.
Catch and Store Energy –
Education itself is a practice of catching or gathering energy (information, skills and even physical resources) from people, projects, and landscapes around us and storing it in our communities and relationships for future use.
As Tyson Yunkaporta says “relationships are the only way to store data safely in the long term”.
Integrate rather than Segregate –
Learning in groups is an effective teaching method that functions to accelerate learning and produce creative solutions and ideas. When the right conditions are created, cross-cultural exchange enriches learning environments and can build confidence in students. Are there opportunities for peer-to-peer learning?
Did you know that group discussions are a highly effective tool for creating attitudinal change? When peers share stories in small groups, attitudinal change is more likely to occur through than through lectures (Morrow).
Design from patterns to details –
Can you design learning experiences using this principle? Start with a needs, functions and products analysis of the learning ecosystem or community you are in. This will help identify your overall course objectives as well as the structure (length, days, times etc). Next consider the flow of the learning journey; the order and layering of topics or information. Write the session learning objectives, and finally choose teaching methods and activities to match.
Obtain a Yield –
I teach to learning objectives and ensure I can measure them. We know learning has happened when participants can explain it, make it, draw it or do it. Our yields in education are the competencies we see demonstrated by the end of a session and at the end of a course. This is critical.
Produce No Waste –
Linked to the two principles above. How can you minimise wasted time? When we have structure and teach to learning objectives, we reduce the likelihood of going off on tangents and wasting students’ time.
Also linked to Earth Care, can I choose learning/teaching materials that aren’t polluting? Such as refillable markers, pencils over pens, crayons or pastels over textas, masking tape and bulldog clips over blu tack or sticky tape (Morrow).
Use and Value Diversity –
We need the student who always answers first to help us break the ice, we need the person who just gets on with the task just as much as we need the contemplative who asks us why we’re doing it. We need the enthusiast, the analyst, the artist, the expert and the critic. A healthy learning ecosystem recognises and values everyone; what they bring and where they are on the path.
Value the edges and the margins –
The ecological edge is often the most productive. Our social edges are also just as abundant when they’re properly resourced. Can we build learning environments that welcome and support people of all genders, abilities, religions, worldviews, languages, and incomes? I consider whose life experiences aren’t included in the mainstream content or when I say ‘we’.
Look outside the walls of the classroom to use often overlooked teaching environments. For example, erosion by the side of the road, the effect of boundary fences on vegetation, the moss growing between pavers.
In the middle of Kuala Lumpur – a densely populated and disturbed urban landscape – Rowe taught part of an environmental water class standing around an open concrete drain. Sure enough water snaked along the drain creating tiny riffles and pools, just like a river or delta.
Practice self-regulation and accept feedback –
Self-regulation is different for everyone. As educators we might ask ourselves some of the following questions: Was I telling people something, or asking for their knowledge? How long did I talk for in that session? Am I taking on too much in the coordination? How accurate is my content for this subject? Is ego getting in the way of being able to say “I don’t know” when I don’t know? Can I stay open to receiving feedback from participants and other co-teachers? If participants are not understanding a concept or task, can I be attentive, humble, and responsive enough to ask a different question or change the teaching method.
Creatively use and respond to change –
When things don’t go according to plan – which happens at least once every course – how can I best respond? If it’s raining and the workshop can’t be in the garden what are the other options? What if the projector doesn’t work or the power goes out, how else can I move through this content? Adaptability is the greatest asset as an educator.
Each element is supported by more than one function –
According to David Kolb, there are four modes of perception/processing (audible, tactile, kinesthetic, visual) and four ‘learning styles’ (reflective/analytic, creative, commonsense, active). Every person has their preferred or dominant combination. Knowing this, how can we design learning opportunities to suit all learning styles? Include a combination of facts, theories and evidence, discussion and reflection, active learning (such as group tasks, observation, videos, experiences) and practical skills (such as doing, designing, making). Using multiple teaching methods within each session will increase the number of students able to connect with new information and improve the quality of all learning in the class.
Memory is scattered throughout the brain. To assist memory, learning in two or more modalities is very important, e.g. listen and take notes, see and try, do and discuss. (Morrow).
Cooperate don’t compete –
We need as many teachers as possible. When someone emerges in your geographic area and wants to teach, can you welcome them? Consider how you can work together to create more effective education experiences for potential learners. Think of resource sharing guilds and distribute your work in different spaces and times. For example, someone offering design courses spread over weekends whilst someone else offers full-time residential courses, or working in different social demographics. Also remember no one can teach forever – can you embrace social succession?
Further exploration and discussion on these ideas is welcome.
Discussions were deep, laughter aplenty, the fire burnt hot, warming so many
For the first time since the lock down period, permies from around the country were able to gather again, this time on Peramangk country in South Australia.
With the inspiration to recognise the movement’s roots and early beginnings a plan was hatched to create an informal community space at the Australian Permaculture Convergence 2023 in South Australia modeled on the original Chai tent at Woodford Folk festival in 1984, co-created by Robin Clayfield, Skye, Karin and Hans Erkin.
The aim was to create a comfortable space to lounge and debrief from each day’s activities. The chai tent was well received by the Mount Barker community on the Friday night Twilight market event, attended by over 600 people.
The following days during the APC saw lots of crushing of spices, turmeric and ginger. The scent of chai drifted through the beautiful site of the Waldorf School, drawing in people to enjoy a nice cuppa and have a chat.
A small team of volunteers from the East Coast, supported by a local crew, set out to raise funds for Permaculture Australia’s Permafund that supports permaculture projects around the world.
The crew created the space and cooked up lots of hot and spicy cups of chai served with local honey and lovely dark chocolate covered Medjool dates filled with macadamia butter. A special handmade pottery mug was created and crafted by a local potter in Berry NSW to raise funds for Permafund.
The feedback the organisers received from the attendees was overwhelmingly positive, and that it was a testament to the incredible energy and enthusiasm that the chai crew brought to the event.
The Cosmic Chai Tent project was able to donate $2200 to Permafund.
Crew member John Champagne of Brogo Permaculture said, “We’ve started a conversation about privilege in and around permaculture circles lately and communities coming together to raise funds for Permafund offer us all an opportunity to assist those in greatest need and manifest our Third Ethic of Fair Share.”
Fundraisers such as open gardens and community events to support Permafund’s micro grant program are a wonderful help and are very much appreciated.
All gifts, tithes and donations made by individuals and businesses to the Permafund that are over $2 are tax deductible in Australia and are warmly welcomed.
Contributions to the Permafund can be made here. Many thanks.
The Rafiki Community-Based Organisation in Nairobi Kenya successfully applied for a $2,000 Permafund grant in early 2023 to support their Rafiki Urban Farming program.
PROGRESS REPORT:
Their community initiative is being implemented in Viwandani informal settlements in the city to promote sustainable and resilient food production systems by applying permaculture ethics and principles.
The program was initiated to address food insecurity, improve nutrition, poverty and environmental degradation in the community. By implementing permaculture practices, the program seeks to empower the local community to grow their food, reduce their dependence on external food sources and improve their overall well-being.
Since its inception, the Rafiki Urban Farming program has made significant progress in various aspects. Firstly, the program has successfully mobilised and engaged the community in the establishment and maintenance of urban farms. Through awareness campaigns and capacity-building workshops, community members have been trained on permaculture and organic farming techniques and sustainable resource management.
As a result of these efforts, a considerable number of urban farms have been established across Viwandani informal settlements. These farms have not only provided a source of nutritious food but have also served as spaces for community cohesion and skill-sharing.
Vertical gardening with recycled contaners
The program has facilitated the formation of farmers’ groups where members collaborate, exchange knowledge, and support each other in implementing permaculture practices. Moreover, the program has successfully reached its initial target of establishing 50 individual and communal permaculture gardens within the community. These gardens are owned by residents to ensure widespread access to fresh produce. As a result, more than 50 individuals now have direct access to nutritious food from their gardens, reducing their reliance on expensive market purchases.
The current status of the Rafiki Urban Farming program is highly encouraging, achieving several notable accomplishments. Firstly, the program has significantly increased access to fresh and nutritious produce for the community members, with a diverse range of crops and herbs being cultivated. This has positively impacted food security and improved the overall health and well-being of the residents, particularly vulnerable groups such as children and the elderly.
Permaculture training leading to food production solutions
Plus the program has empowered community members by providing valuable knowledge and skills in permaculture and sustainable farming practices. This has led to increased self-reliance, as farmers can now grow their food, make their compost and reduce reliance on external sources. Additionally, the program has created income-generating opportunities through surplus produce sales, contributing to poverty alleviation and economic empowerment within the community.
Furthermore, the program has raised awareness about the importance of sustainable agriculture and environmental conservation. Through community events, workshops, and educational materials, the program has disseminated information on permaculture ethics and principles, leading to a broader understanding and appreciation for sustainable practices. The program has also forged partnerships with local schools, enabling the integration of permaculture into the curriculum and fostering a culture of sustainability among the younger generation.
Challenges encountered
● Lack of access to quality organic inputs, such as compost and organic fertilisers. Participants are encouraged to compost their organic waste and share it with others, creating a decentralized composting network.
Utilising available resources with practical results
● Limited space so innovative solutions adopted such as vertical gardening, rooftop farming and re-purposing small, unused spaces.
Saving space recycled containers & hanging gardens
● The knowledge and skills gap has been addressed by conducting regular training sessions covering permaculture principles, organic farming techniques, soil management, pest control, and crop rotation
● Climate change and water scarcity: Limited amount of water available for irrigation. Viwandani, like many other urban areas, is vulnerable to the impacts of climate change, including erratic rainfall patterns and water scarcity. These climatic conditions pose challenges for urban farming, particularly in maintaining adequate water supply for irrigation. To address this, the program focused on water conservation and management strategies such as rainwater harvesting and water recycling (kitchen water and bathing water). By implementing these measures, the program has reduced water wastage and ensured efficient water use in urban farms.
● Community Engagement and Ownership: Initially, there was resistance and scepticism among some community members regarding the effectiveness and long-term sustainability of the program. To overcome this challenge, the program emphasised community engagement and participation. Regular community meetings, dialogue sessions, and participatory decision-making processes were conducted to involve the community in program planning and implementation. By fostering a sense of ownership and active participation, the program gained community support and commitment, leading to the success and sustainability of the urban farms.
Report recommendations
Scaling Up and Replication: Given the success and impact of the program in Viwandani, it is recommended to consider scaling up the initiative to other sub-villages of Viwandani informal settlements within the region. This could be achieved through collaboration and continuity of partnership and supporting other local organisations with similar objectives and goals to replicate the program’s model and share best practices. By expanding the program’s reach, more communities can benefit from permaculture education and information, sustainable urban farming practices, improving food security and promoting resilience.
Using all available space to produce a harvest
Strengthening Partnerships: Continual collaboration with local organisations, government agencies and donors is essential to ensure the availability of necessary resources and support. Strengthening existing partnerships and establishing new ones will enhance the program’s capacity to overcome challenges related to resource constraints, access to inputs, and funding. This could be achieved through regular coordination meetings, joint fundraising efforts and knowledge-sharing platforms.
Training and Capacity Building: Continuous training and capacity-building programs for farmers and community members should be prioritised. These programs should focus on advanced permaculture techniques, composting, organic pest management, and soil conservation. Providing access to training resources, workshops, and mentoring will ensure that farmers have the necessary skills and knowledge to maintain productive and sustainable urban farms.
Restoring fertility in under utilised spaces
Education and Awareness: Continued efforts to raise awareness about the importance of sustainable agriculture and environmental conservation should be carried out. This could involve conducting educational campaigns in schools, organizing community events, and disseminating information through various media channels. By educating the broader community about the benefits and practices of permaculture, the program can encourage more individuals to adopt sustainable farming methods and contribute to a healthier and greener environment.
Monitoring and Evaluation: Implementing a robust monitoring and evaluation system is crucial for tracking the program’s progress, identifying areas for improvement, and measuring its impact. Regular assessments of the urban farms’ productivity, environmental sustainability, and community well-being will provide valuable feedback to inform program adjustments and ensure its long-term success.
The way forward
The way forward for the Rafiki Urban Farming program in Viwandani Informal Settlement involves a strategic approach to sustain and expand the program’s impact.
Consolidate and Strengthen Existing Farms: It is crucial to ensure the continued success and productivity of established urban farms. This involves providing ongoing support to farmers, including access to resources, technical guidance and mentorship. Regular monitoring and evaluation should be conducted to identify areas for improvement and provide targeted assistance where needed. By consolidating the existing farms, the program can maintain its sustainability and maximise its impact.
Expand the Program’s Reach: Building on the success achieved in Viwandani, the program should aim to expand its reach to other informal settlements within the region. This can be done by conducting community needs assessments and identifying potential partner organizations or community leaders who can champion the program in new locations. Engaging with local stakeholders and tailoring the program to meet the specific needs and challenges of each community will be crucial for successful replication and expansion.
Foster Knowledge Exchange and Networking: Creating platforms for knowledge exchange and networking among farmers, experts, and stakeholders is essential for continuous learning and innovation. This can be achieved through regular community meetings, workshops, and farmer-to-farmer exchanges. Encouraging the formation of networks or associations among urban farmers will facilitate the sharing of best practices, challenges, and solutions, fostering a supportive and collaborative environment.
Urban farming between buildings and on rooftops
Enhance Value Addition and Market Access: Exploring opportunities for value addition and market access can contribute to the economic sustainability of the program and the farmers involved. This can involve training farmers in post-harvest handling techniques, food processing, and marketing strategies. Collaborating with local markets, restaurants, or food cooperatives to establish direct links between farmers and consumers will ensure fair and sustainable trade relationships.
Secure Long-term Funding: Securing adequate and sustainable funding is crucial to sustain the program’s activities and ensure its long-term impact. The program should explore diverse funding sources, including government grants, corporate social responsibility initiatives, philanthropic organisations, and crowdfunding platforms. Developing a comprehensive fundraising strategy and cultivating partnerships with donors and investors who share the program’s vision will provide the financial stability needed to continue and expand the program
All contributions to the Permafund are warmly welcomed to support permaculture environmental and education projects in Australia and around the world. Gifts, regular tithes and donations to the Permafund over $2.00 are tax deductible in Australia and can be made here. Many thanks.
These reflections are my own of events that occurred in the lead up to the formation of the trading name ‘Permaculture Australia’. It’s intended as background information as we gather in Adelaide at Convergence that includes a really important AGM. Members of PA can elect 7 people to the Board…..people with passion, skills, commitment and the time available to project this organisation into the huge potential it has to represent the movement.”
“The survey conducted by the Amigo Troika ( Bruce Zell, Ian Lillington & myself) is now 13 years old and represents a moment in time. If conducted today….what would it look like? As we elect 7 Board members soon, maybe its time to ask the membership, ask the movement what they vision a Peak Body to do into the future ?”
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