Educational Collaboration in Japan

Today was a busy day with our colleagues and friends at the University of Yamanashi. We kicked off the day with a visit from the Dean of the College of Life and Environmental Sciences. Following this meeting we made our way to a large lab area where we met students from the University of Yamanashi. We learned a lot about agriculture in Yamanashi and research projects at the university. Yamanashi is a strong agriculture prefecture including ranking number one in production within Japan for grapes, peaches, and plums. This, also, allowed our students time to share Iowa agriculture and natural resources with students from Japan. 

For lunch we made our way to the campus cafeteria and enjoyed a peaceful lunch outdoors. Next, we ventured to the university farm where the group had the opportunity to operate drones and explore vineyards. We had the opportunity to learn about drone applications and uses within the university setting. This left a little time to explore the most famous shrine in the Yamanashi prefecture before dinner at a Japanese BBQ where we were able to grill our own meat via the grills in the middle of the tables. 

School Gardens in Jamaica

All around the world making sure that children have an adequate and nutritious food source is important. Today we look at a partnership in Jamaica that is addressing these needs through school gardens. We invite you to watch the linked video (4:44) and utilize the discussion points below to guide your conversations with others around the globe. 

School Gardens for Food Security in Jamaica

Discussion Points

• In watching the video, what did you notice about the scenes and video captured? How are conditions, buildings, crops, etc. similar and different to your home region? 
• In watching the video and reflecting, what challenges might the country of Jamaica face in feeding its people? How might one overcome these challenges?
• Do schools in your home region have a similar program with school gardens? If yes, what can you learn from each other (Jamaica school gardens and yours)? If no, could your school benefit from a similar program and why or why not?
• Discuss your final thoughts and take-a-ways from this video with others.

El Salvador’s Dry Corridor

Travel with us to El Salvador via the video linked below and learn about innovative practices that are empowering farmers in the region. We encourage you to utilize the discussion points below to reflect and engage in conversations with others around the globe. 

El Salvador - Dry Corridor Success

Discussion Points 

• As you watch the video what do you notice about agriculture in the Dry Corridor of El Salvador? What are the similarities and differences regarding agriculture in your home region and in El Salvador?
•  The FAO helped create a cooperative for a small group of farmers in the region. How might this cooperative benefit these farmers? Do farmers in your home region engage with cooperatives? Compare and contrast how cooperatives may be similar or different in your home region and El Salvador. 
• The video mentions the implementation of education and training as a part of the success. Why are trainings and educational opportunities key to development for countries in the Global South?

Djibouti School Gardens

With projects we implement around the globe we often include youth. The video below highlights a project implementing school gardens and hydroponics in rural Djibouti in East Africa to empower youth. You are invited to watch and reflect on the discussion points below with others from around the globe. 

School gardens and hydroponics 

Discussion Points

• Of the innovative practices shared in this video which do you feel has the greatest potential positive impact and why?
• Do you believe it is important to focus on agricultural education for youth? Explain your reasoning.
• What could you learn from this project in Djibouti that could be implemented in your home region?

Farming Kenya Style

Julia Dieckman from Muscatine Community College and myself are exploring opportunities in Kenya. Check out the video below to see what we are up to in Kenya and for the challenge we have for you to discuss in coffee shops, classrooms, and communities around the globe.

Recap of challenge questions from video:

• If you were starting a demonstration farm in Kenya what is the first thing you would do and why?
• Do some research! What are innovative practices and techniques you could share at a demonstration farm in Kenya or a tropical agriculture setting?
• How might a demonstration farm look in your home area? What are the similarities and differences you might find when comparing to a demonstration farm in Kenya?

Precision Farming in Haiti

Today was a great day filled with agriculture and education! We started off the day with 5th and 6th graders at the elementary school. We shared a lesson revolving around agriculture awareness. We had the students create a list of agriculture related concepts in Haiti. They compiled a great list that we discussed. We will return tomorrow morning to address questions that arose from this activity and look at things more in depth.

Following our time with the 5th and 6th graders we met up with the university students to head to the irrigation gardens. Once we reached the gardens we had a brief discussion on the importance of soil sampling and recorded where we took samples with GPS receivers in order to return to take samples in the future. We then took a close look at row spacing, plant placement, and germination which led to spectacular discussions. While at the garden we had the opportunity to jump in and assist with transplanting of some leeks. 

Precision farming is alive and well in Haiti! They precisely place bagas (waste from sugar cane) beside each plant for perfect placement of the fertilizer. They, also, use measuring techniques to assure proper placement of each plant in the row. 

After lunch we had the opportunity to work with second graders learning English before we made our way to the university to test the soil samples that we took. We did basic tests for nitrogen, phosphorus, potassium, and pH. We will review these results later in the week with the students. 

Before dinner this evening we took some time to enjoy the company of our hosts with another competitive round of volleyball matches. Following dinner many students from the university came over for an evening of games and social time with our group. We look forward to the great things to come on Wednesday! Be sure to be checking our Facebook and Twitter pages for photos of our experience in Haiti. 

Teach Ag!

This week I came across many potential topics to hit on relating to global agriculture, but I kept returning to the theme of the week around campus which was centered around an event today...National Teach Ag Day in the United States. On our campus today we hosted many to explore career options in agricultural education. We are facing a serious shortage of agricultural educators in the United States. National Teach Ag Day is all about promoting and bringing awareness to the great profession of agricultural education. Here is a link to a video that was created to get you thinking about what agricultural education is all about!

I have noticed as I travel to other countries agricultural education is something that you often do not see in education until the collegiate level. This always gets we thinking...Where would the United States be without agricultural education? Or the better question yet...Where would the world be if everyone had agricultural education around the world? So here's my challenge to you...What does agricultural education look like around the globe and how does this impact certain countries and/or regions?

Global Agricultural Education Challenge

• Research different countries agricultural education systems. This can be done individually or by pairing up with others.
• Is there formal agricultural education?
• How is agricultural knowledge delivered (book, email, field days, text message, etc.)?
• Who delivers agriculture knowledge (teachers, universities, researchers, extension, government, etc.)?
• After you have researched specific countries/regions evaluate their agricultural education systems.
• Are there things you would change? Why?
• How does their agricultural education programs impact the country or region as it relates to economics, health and nutrition, stability, etc.?
• Assume that you were just elected to a government office for a newly created country. You have been asked to shape and create the agricultural education system for this country. What would your recommendations be? Be sure to justify your responses.
• Once your research and analysis is complete share your findings with others and let the conversations begin!