GRENADA

Climate Smart Agriculture Training Workshop: Dual Challenge—Drought and Flooding

Gillian Primus (Grenada), Hanna Bartel (Canada), and Meredith Waters (US) have been working for the past year on a project on the island of Grenada. The team developed a project to increase crop production with highly specific activities to target specific in-field challenges. Last month they led a CSA workshop.   “The workshop introduced six different types of agricultural techniques that would be useful for the community, based on our research of results in similar contexts. As such, the materials we have gathered so far should be enough for this introductory workshop, and we are relying on the extension agent to know all the details! We have developed a lesson plan to guide the workshop.” See workshop activities and photos.

KENYA

Climate Smart Agriculture Practices for Extreme Weather Events and Changing Seasons

Joyce Onyango (Kenya), Aramide Adebola (Nigeria), and Natalie Macawaris (Philippines) have been working for the past year on a project in Kenya. Recently they conducted a participatory vulnerability and capacity assessment with the community. Extreme weather events began 30 years ago in 1980 with a major drought. The team  developed a project to increase crop production, and then identified activities to target specific agricultural challenges. They held an agricultural workshop on these activities: • Making compost for increased soil organic matter • Planting of Napier grass for conserving topsoil and water in farm fields • Seed bed establishment • Mulching for retaining soil moisture

JANUARY FIELD GUIDE

Community Based Disaster Risk Reduction

It is estimated that over 70% of all disasters are now related to extreme weather events. Developing a DRR plan can include all  the activities in the field guide—and a method for maintaining them in perpetuity. This will involve a plan for consciousness-raising among community members about DRR challenges, connecting with an early warning system, organizing teams and training them in evacuation and search and rescue, and prioritizing mitigation strategies. Frequently community members don’t have a clear picture of how and why disasters happen. They also may not know how to react when a disaster is building. Workshops and simple posters need to be developed to help them understand these concepts and to learn that there are things that they can do to reduce the risk caused by disasters, and to mitigate the severity of the disasters. Download the field guide.

BOOK LAUNCH

Routledge/Earthscan Release ‘A Field Guide To Community Based Adaptation’

‘Tim Magee, and his colleagues at CSDi, are to be commended for producing a book which should change the way development is practiced, and so directly contribute to the improvement of millions of lives around the world.’ – Howard White, Executive Director, 3ie, USA   ‘A fascinating and informative guide to a subject of growing international importance. Tim Magee skillfully explains ways to combine external expertise and local perspectives on adaptation to climate change. This useful book should be read by development practitioners as well as students of climate change policy and international development.’ – Tim Forsyth, London School of Economics and Political Science, UK   ‘This is a most-awaited book for development practitioners who are increasingly confronted with the challenge of addressing climate risks in designing and implementing programmes and projects. This book will help them to do just that in a way that places the interest of communities at the heart of the process.’ – Kareff Rafisura, Climate Risk Management Practitioner, Ghana

PROJECT RESOURCE

Best of January Project Resources for Community Based DRR

1. Community Based Disaster Risk Reduction – Good Practice. Mercy Corps Nepal. This handbook looks at 10 easy for communities to understand DRR field practices such as early warning systems, and evacuation and search and rescue teams. 2. Flash Flood Risk Management. A Training of Trainers Manual. Very well developed professional manual. Shresth, A. B., Chapagain, P. S., Thapa, R. International Center for Integrated Mountain Development. 2011

Winter Quarter	Are you interested in:
	A Diploma in Community Based Adaptation to Climate Change? A Diploma in Integrated Community Based Adaptation, DRR & Rural Development? Designing and Funding Sustainable Development Projects? Water Conservation and Management? Climate Smart Agriculture? Community Based DRR?

Would you like to learn how to develop Community Based Adaptation Projects?

Kenya: Climate Smart Agriculture

Joyce Onyango (Kenya), Aramide Adebola (Nigeria), and Natalie Macawaris (Philippines) have been working for the past year on a project in Kenya. Extreme weather events began 30 years ago in 1980 with a drought and famine called ‘Gorogoro’. These droughts and famine increased in frequency and intensity. These droughts and famine cycles have reduced from 20 years (1964-1984), to 12 years (1984-1996) to two years (2004-2006 and to yearly (2007/2008/2009).

Recently they conducted a participatory vulnerability and capacity assessment with the community:
What is a prioritization of the community’s greatest hazards they face?
-Change in the timing of the growing (rainy) season; it seems to be starting later and ending earlier
-Drought; August had always had a two or three week dry spell in the middle of the rainy season — that dry spell is becoming much longer
-Unpredictable rainfall during the rainy season
-Occasional (every third year) extreme tropical storms

Vulnerability Matrix: What parts of their lives (livelihood resources) are the most vulnerable?
-Food Security
-Well-Nourished Children
-Income Generation

The team originally developed this project outline to increase crop production, and then identified highly specific sub activities to target highly specific in-field challenges.

Their simple project outline:
Climate Smart Agricultural Practices Programme [solution to underlying cause: Lack of knowledge of climate smart/improved agricultural practices; Climate variability]:
[Activity 1]: Surveys and interviews to collect traditional knowledge on agriculture, changes in agricultural cycles, vulnerabilities and coping strategies
[Activity 2]: Identify expert specialist/extension agent in soil, water and agriculture to design and facilitate participatory workshops
[Activity 3]. Community workshop on participatory mapping of water and land resources and uses, agricultural challenges and vulnerabilities—and degraded hotspots
[Activity 4]. Extension agent visits most affected farmers to identify exact CC impacts to crop production and needs of farmers to adapt to the impacts (diseases, droughts and floods)
[Activity 5]: Develop plan that combines resilient and improved agricultural techniques with traditional knowledge for an overall improvement in productivity
[Activity 6]: Establish pilot plots demonstrating better cultivation practices
[Activity 7]. Workshops on crop diversification and drought resistant crops.
[Activity 8]: Farmer workshops on soil restoration and conservation techniques
[Activity 9]: Farmer workshops on water conservation and management techniques

Farmer Extension Program [Solution to underlying causes: Inadequate information.]:
[Activity 1]. Information mapping and identification of local crop and buffering challenges
[Actvity 2]: Packing and disseminating climate change related information to communities through government and communities collaboration
[Activity3]. Farmer workshop and follow-up on early warning systems
[Activity 4]. Establishment of local based vernacular radio programme on issues of climate change, credit facilities and coping mechanisms.

Workshop using specific Sub-Activities
In October they held a capacity building Community workshop on development of Water and Soil Restoration and Conservation Techniques” at Ojola in Kisumu North District that targeted 12 Committee members who have been consistently in participatory project mapping and development. This resulted from what farmers had already done a few months ago: Participatory Mapping and Identification of Local Soil and Water Challenges. So this is when now the community presents basic Soil Restoration and Conservation techniques which will enable farmers to get sound foundation before moving on to more exciting aspects of the project.

Activities carried out during the workshop included:
-Development of compost manure
-Planting of Napier grass
-Seed bed establishment
-Mulching for retaining soil moisture

Activity 1: Development of compost
	The materials used to make the compost included maize stalks, lantana camara, dry grass, kitchen waste, manure, among other materials. They were put in layers that were finally covered with black polythene paper and stick put vertically which will be used to test when the fertilizer is ready for use.

Activity 2: Napier Grass Planting
	Participants again went through Napier grass planting along the farm stretch to avoid erosion. This was considered very important for water conservation and management as a technique among other furrow constructions and building barriers to retard the movement of water off the fields. Napier stalks were collected and cut in the same sizes ready for planting. The stretch was prepared by digging around the demonstration farm and finally planting took place as demonstrated below

Activity 3: Seed Bed Preparation
	Development of a seed bed was done by the committee members, an agricultural initiative meant for planting horticultural crops while the garden is still being prepared to retain the lost nutrients. The seedbed contains variety of seedlings of different vegetables separated per variety. The seedbed is prepared through digging and thorough harrowing is done to make the soil fine. The soil is mixed with compost for nutrient addition before planting seedlings. The seedlings are watered on a daily basis in the morning and evening until they are transplanted into the main farm. The seedbed contained tomatoes, onions, carrots, dania (parsley), and kale among other vegetables.

Activity 4:  Mulching
	Mulching was considered a very essential activity to retain soil moisture. The farmers mulched the field for improved soil moisture conservation.  This was again meant to contribute a solution to the challenges of poor farming practices like no cover cropping  nor conservation agriculture practices to retain the lost moisture

How to Card Mapping of Farmers Agricultural Risks Vulnerabilities and Hazards.

You can download their full project outline here:
OL 343 assignment five

You can download their vulnerability assessment here:
OL 333 assignment two vulnerability assessment.

You can download the workshop photos here:
OL 333 assignment eight farmer workshop.

Would you like to learn how to develop Community Based Adaptation Projects?

Gillian Primus (Grenada), Hanna Bartel (Canada), and Meredith Waters (US) have been working for the past year on a project on the island of Grenada; Granada has been hit by a series of tropical hurricanes and tropical storms that are exhibiting increased ferocity over the past seven years. This has led to reduced crop harvests, a reduction in food security, increased malnutrition, and increased poverty.

The team originally developed this project outline to increase crop production, and then identified highly specific sub activities to target highly specific in-field challenges.

Their simple project outline:
Farmer Soil Conservation and Water Conservation and Management Program [Solution to underlying causes: Climate variability, extreme weather, and unpredictable rainy season have reduced crop harvests]:
[Activity 1]. Farmer workshop on soil restoration and conservation techniques
[Activity 2]. Farmer workshop on water conservation and management techniques
[Activity 3]. Participatory mapping and identification of local soil and water challenges in preparation for future implementation phase

Dual challenge– drought and flooding: This team working on a project in Grenada is currently developing sub activities for their project that on the one hand will help farmers during drought conditions—and on the other hand can protect the fields from flooding.

The workshop introduced six different types of agricultural techniques that would be useful for the community, based on our research of results in similar contexts. As such, the materials we have gathered so far should be enough for this introductory workshop, and we are relying on the extension agent to know all the details! We have developed a lesson plan to guide the workshop.

Identification of specific project sub activities: Raised Beds

The workshop was about soil restoration and conservation for smallholder farmers. Our team was joined by the agricultural extension officer that we usually work with and had worked with us on the participatory mapping workshop—Michael Mahon. The workshop began with a conversation about why they, the farmers need to restore and conserve their farms soil—and then we discussed low-cost/no-cost activities that they could do beginning today.

Plot division experiment with soil temperature and moisture content
	We asked Mr.  Mahon to speak in “layman’s language” on what soil is made of, its composition, types and characteristics with emphasis on clay soil, organic matter, nutrients, and beneficial flora and fauna. Mr. Mahon then demonstrated some very simple hands-on soils tests that we all did together that allowed us to see what the makeup of their soil was (we asked each farmer to bring a little can of typical soil from their farm field). This let them see what the condition of their soil was in, how much loam was left after erosion, and how much organic material as well.
We then looked at examples of different kinds of organic materials that are available in and around the village. These range from crop residues (in this case the stalks of the pigeon peas and corn plants), to leaves, animal manure, and grasses.

Mulching experiment:
	Mr. Mahon then did the demonstration where he divided a part of the plot of soil into 4 squares. The participants also with Mr. Mahon lined the edges of one with bricks and placed a piece of glass on top, sprinkled a thin layer of mulch on the second one, sprinkled a thick layer of mulch on the third square—and left the fourth square bare. We returned an hour later to look at how hot the surface of the soil was in each of the four squares—and what the level of soil moisture was and then had a very lively discussion about the results..
After lunch we then began the session on composting by building a compost heap with materials that we had put on site before the workshop—all the while discussing what compost was, how to make it, and what its benefits were. The day before we had a couple of farmers prepare half of the demonstration plot the way they usually do for planting. We then demonstrated a conservation agriculture approach in the second half of the plot and created deep bedding with gullies between them. In this final exercise the farmers planted their half and we planted the other. The farmers plot was left bare (as they would normally do) and we covered our plot with mulch. The demonstration plot will be monitored over the next few months to see how the two planting techniques compare with each other.

Raised bed with sweet potatoes prior to mulching

depleted soils can be restored with the addition of organic material and compost restored soils have increased nutrients and flora and fauna—and a greater ability to retain moisture restored soils can be conserved by applying mulches mulches reduce evaporation and contribute organic material and nutrients to the soil clay soils could be made more arable with the addition of organic material, sand and fine rocky particles

You can download the participatory mapping for their project here:
OL 333 assignment one how-to card.

You can download their full project outline here:
OL 343 assignment five

You can download the workshop photos here:
OL 333 assignment eight farmer workshop.

Here are some of the techniques that they’re using:

Drought and rain related to erosion:
-get more organic material into the soil by incorporating crop residues back into the soil prior to planting
-use crop residues to mulch on the surface of the soil so that it is not so exposed
-collecting organic material and making compost piles
-building barriers in the field to retard the movement of water off of the field
-contour ridges
-making raised planting beds

Agricultural techniques for high rainfall and flooded areas
Wet Watershed Management Guide: Water Harvesting and Soil Conservation in High Rainfall Areas

-agroforestry/alley cropping
-contour farming
-mixed cropping
-deep bedding system
-gully plugging – earthen gully plugs
-graded bunds
-field bunds
-protection bunds
-farm ponds
-drainage channels and culverts
-diversion channels
-land reclamation and vegetative measures

Deep Bedding Systems for Improved Drainage Description:
Digging deep drains and piling the excavated soil between the drains give rise to deep beds 2-2.5 ft high which may necessitate the construction of side walls. Breaking up the soil manually to a fine tilt is next followed by the incorporation of organic matter to improve soil fertility and structure. Can be labor intensive. Good DRM practices for Belizean small farmers
Would you like to learn how to develop Community Based Adaptation Projects?