Roots of Change: Teaching Kids about Urban Regenerative Agroforestry in the School Kitchen Garden
Students learn about agroforestry & regenerative agriculture through a kitchen garden project. Planting edible plants using permaculture principles, creating a sensory garden, & addressing climate change through the student-run Eco Patrol. The school garden teaches cooperation, inclusion, and promotes sustainable development, essentially reconnecting children to nature.
Local
Serbia
EU Info point Nis was the organiser and financier of the first "Planting the future school - Roots of Change: Teaching Kids about Urban Regenerative Agroforestry in the School Garden" together with myself, an expert on afforestation and gardening. We developed this program together, and implemented it together in coordination with the local schools and municipality.
It addresses urban-rural linkages
It refers to a physical transformation of the built environment (hard investment)
Yes
EU INFO POINT NIS 2022
No
Yes
As individual(s) in partnership with organisation(s)
First name: Vesela Last name: Tanaskovic Gassner Gender: Female Please describe the type of organization(s) you work in partnership with: I am a CEO of Afforest for Future, an Austrian based NGO working on afforestation R&D wordlwide, and this specific program I developed privatly as a climate sceintist in collaboration with EU Info Point Nis. Nationality: Serbia Function: CEO Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Dusanova 15/84 Town: Nis Postal code: 18000 Country: Serbia Direct Tel:+381 63 1182570 E-mail:veselatanaskovic@gmail.com Website:https://europa.rs/sadimo-zajedno-nove-ideje-za-zelenu-buducnost-grada-nisa/
The school's Kitchen Garden Initiative introduced students to the wonders of agroforestry, seedballs planting and urban gardening. The focus was on creating a sustainable and regenerative garden, highlighting the crucial role of healthy soils in plant growth. Students were amazed to discover the cooperation and interdependence of plants in the ecosystem and felt a sense of accomplishment as they revived almost forgotten fruits. The garden was designed as a sensory garden, providing students with a unique and engaging learning experience where they not only observed, but experienced plants and nature through all their senses, making it truly immersive and unforgettable.
The Initiative goes beyond just teaching students about gardening. It aims to educate them about the importance of cooperation and interdependence in the ecosystem and how small actions can have a big impact on the environment. Students were fascinated to learn about the different plants and their uses, and were eager to see the fruits of their labor come to life. This Initiative not only taught them valuable lessons about agriculture, but also instilled in them a sense of responsibility and pride in their impact on the environment. The students left each workshop with a newfound appreciation for nature and a desire to continue learning and growing.
kitchen garden
urban agroforestry
sensory garden
interdependence in the ecosystems
nature education
The main objectives of our Kitchen Garden Initiative are to educate students about the environment, the importance of sustainable agriculture practices, and the impact that they can have on the environment through small actions. Our Initiative aims to meet these objectives through hands-on experiences in the sensory garden, where students learn about regenerative agriculture, healthy soils, and plant interdependence in the ecosystem.
To be exemplary in promoting sustainability, our Initiative emphasizes the use of sustainable and regenerative practices in the garden, and teaches students about the importance of these practices. By allowing students to see the impact of their actions on the environment, our Initiative hopes to instill in them a sense of responsibility and pride in their impact. Additionally, the sensory garden design provides a unique and engaging learning experience, making it easier for students to understand and retain the information they learn.
Our initiative aims to instill in children the belief that they are capable of growing their own food, even in small city terrace pots. By doing so, we hope to reduce their reliance on the market and foster self-sufficiency.
In conclusion, our Kitchen Garden Initiative aims to promote sustainability and conservation through education and hands-on experiences, and serves as a model for other initiatives that aim to do the same.
Our initiative, aims to provide a high-quality and aesthetically pleasing experience for all of those involved. We believe that the design of the garden, as well as the positive emotions and cultural benefits it provides, play a crucial role in this.
The garden is designed as a sensory garden, where students can engage with nature through all their senses. This not only enhances the learning experience but also creates a connection between the students and the environment. The students are also introduced to the beauty and benefits of agroforestry and urban gardening, and the focus is on creating a kitchen garden style, where they learn about regenerative agricultural practices and the importance of healthy soils.
The initiative aims to teach students about the beauty of agriculture and the interdependence of plants in the ecosystem. By creating a sensory garden, students are able to experience the plants and nature through all their senses and learn about the various plants and their uses. The garden is designed to include companion plants such as fresh flowers and herbs, emphasizing the cooperation and interdependence of the ecosystem. This creates a positive and immersive learning experience for the students and instills in them a sense of responsibility and pride in their impact on the environment. The initiative is exemplary in its focus on both aesthetics and the quality of the educational experience, making it an impactful and memorable experience for the students.
In this way, our initiative not only provides a quality experience for the students but also educates them about the interdependence of plants in the ecosystem, the importance of cooperation and sustainable practices, and the role they can play in shaping their environment. We believe that our initiative serves as an exemplary model in this context and can inspire others to follow a similar path towards a better future.
Our initiative has several key objectives with regards to inclusion, ranging from accessibility and affordability for all to inclusive governing systems and the application of design for all principles and new societal models. Our aim is to ensure that everyone has the opportunity to engage with and benefit from the initiative, regardless of their background or circumstances.
To achieve this, we have implemented several measures to ensure that the initiative is accessible and affordable for everyone. For example, we have made sure that the garden is easily accessible and situated in a convenient location. We have also made sure that the cost of participating in the initiative is free, so that it is accessible to all children, regardless of financial circumstances.
In terms of inclusive governing systems, we have established a governance structure Eco Patro that is transparent, inclusive, and democratic. This ensures that everyone has a voice in the decision-making process and that the initiative is managed in a way that is responsive to the needs and interests of all participants.
Furthermore, the initiative is designed with the principles of "design for all" in mind, ensuring that it is accessible and usable for everyone, regardless of their abilities or disabilities. This is achieved through the use of clear, intuitive design elements and the provision of adequate support and assistance for those who need it.
Finally, our initiative is innovative in its approach to societal models, as it promotes a new model of community-led development and collective decision-making. This not only benefits those involved in the initiative, but also serves as an example for others to follow and provides a framework for future initiatives to build upon.
In conclusion, our initiative is exemplary in its focus on inclusion, from accessibility and affordability to inclusive governing systems and the application of new societal models. It provides a model for others to follow.
Our initiative has been designed to involve teachers, parents, and grandparents in its implementation and operations. We believe that their involvement not only benefits the initiative but also has a positive impact on their personal lives. The involvement of these groups has been crucial in ensuring that the initiative is accessible, inclusive, and affordable for all.
It is interesting to see the awe and amazement in the eyes of older participants, especially grandparents, who belong to a generation that traditionally left for the cities in ex-Yugoslavia. Their participation has been especially valuable in passing on traditional knowledge and practices to the younger generations. The initiative provides an opportunity for them to rekindle their connection with nature and their agricultural roots, and to share their experiences with the younger generations.
The involvement of these groups has been instrumental in promoting the initiative and has helped to create a sense of community and ownership. Teachers, parents, and grandparents have been involved in the implementation of the initiative through workshops, hands-on learning experiences, and regular meetings. Their input has been invaluable in shaping the design and goals of the initiative and ensuring that it meets the needs and expectations of the community.
In conclusion, the involvement of teachers, parents, and grandparents in the initiative has had a profound impact on its success and has helped to create a more inclusive, accessible, and sustainable future for all. Their participation has served as an example of the positive impact that community involvement can have on initiatives aimed at promoting sustainability and environmental awareness.
Our initiative, which is focused on creating a kitchen garden sensory area in schools, is currently at its early stages, where it has been implemented on a local level. However, our ultimate goal is to reach a European level, where having a kitchen garden sensory area dedicated to reconnecting with nature and our roots will become a norm in every school yard.
In order to achieve this goal, we have engaged various stakeholders at different levels, starting with the local level. Teachers, parents, and grandparents have been involved in the design and implementation of the initiative, and their participation has been crucial in ensuring its success. Their engagement has allowed us to take into consideration the needs and perspectives of all stakeholders and create an inclusive and accessible initiative.
As we move towards the regional and national levels, we plan to engage more stakeholders and involve them in the design and implementation process. This will help us to ensure that the initiative is well-received and effectively implemented in different regions and at different levels.
Ultimately, our goal is to reach the European level and create a model that can be replicated in other countries. We believe that our initiative can have a significant impact on society and can serve as an example of how to connect people with nature and foster a deeper appreciation for the environment.
Our initiative reflects a multi-disciplinary approach in its design and implementation. It draws on knowledge from fields such as agriculture, education, sustainability, and urban planning. The interdisciplinary nature of the initiative allowed for the integration of diverse perspectives and expertise to create a well-rounded and impactful initiative.
Representatives from these different fields interacted closely with each other during the design and implementation process. This collaboration ensured that the initiative not only addressed educational and agricultural goals but also considered factors such as accessibility, sustainability, and urban planning. The input from these diverse perspectives allowed for a more comprehensive and inclusive initiative.
The added value of this interdisciplinary process was the creation of a unique and impactful initiative that addresses various issues and provides a multitude of benefits. It allowed for the integration of best practices and cutting-edge knowledge from different fields, leading to a more effective and efficient initiative. The interdisciplinary approach also fostered a culture of collaboration and teamwork, which has been instrumental in the success of the initiative thus far.
In this way, the interdisciplinary nature of our initiative has allowed for a holistic and inclusive approach, leading to a unique and impactful initiative that serves as an exemplary model in its field.
Our initiative, the School Kitchen Garden, stands out as innovative in several ways. Firstly, the focus on both aesthetics and quality of the educational experience is unique and sets it apart from traditional educational programs. The sensory garden design, which allows students to engage with nature through all their senses, creates a more immersive and impactful learning experience.
Additionally, our initiative integrates agroforestry and urban gardening into the curriculum, promoting regenerative agricultural practices and emphasizing the interdependence of plants in the ecosystem. This approach is not commonly seen in mainstream educational programs and provides a valuable, hands-on learning experience for students.
Furthermore, our initiative involves the active engagement of teachers, parents, and grandparents in the design and implementation process, creating a sense of community and shared responsibility. This approach has a significant impact on the students and instills in them a sense of pride and responsibility towards the environment.
Overall, our School Kitchen Garden Initiative is a novel approach to education that focuses on creating a positive, inclusive, and immersive experience for all participants while promoting a sustainable and regenerative approach to agriculture.
The entire initiative has replicable elements, from its focus on hands-on learning through a sensory garden, to its emphasis on regenerative agricultural practices and the interdependence of plants in the ecosystem. The methodology used in the design and implementation of the initiative, which integrates various knowledge fields and encourages collaboration among different stakeholders, can be adapted for other contexts and communities. Additionally, the initiative's focus on providing a high-quality, aesthetically pleasing experience and instilling a sense of responsibility and pride in the impact on the environment is transferable to other initiatives with similar goals. The positive impact of the initiative and its focus on hands-on learning can also be replicated in other educational settings, such as schools or community gardens. The products and learnings from the initiative can be shared and applied to other contexts to help promote sustainable agriculture and environmentally conscious behavior.
The methodology used in our initiative involves a participatory and interdisciplinary approach. We believe in the power of collaboration and involving different stakeholders in the design and implementation process. This involves engaging with teachers, students, parents, and members of the local community to understand their needs and perspectives.
We use a hands-on, experiential learning approach in our kitchen garden initiative. The students are actively involved in all stages of the garden's creation and maintenance, from planning and design to planting, growing, and harvesting the crops. This hands-on approach allows the students to gain practical skills and knowledge about agroforestry, urban gardening, and sustainable practices.
We also incorporate elements of sensory gardening into our approach, where the students are able to engage with the plants and nature through all their senses. This enhances the learning experience and creates a deeper connection between the students and the environment.
Our approach also involves working closely with experts in various fields such as agriculture, education, and design to ensure the initiative is informed by the latest knowledge and best practices. We believe that this interdisciplinary approach brings added value to the initiative, allowing us to create a more holistic and impactful experience for the students.
The initiative addresses global challenges such as environmental degradation and loss of connection with nature by providing local solutions through urban regenerative agroforestry and kitchen gardening. The initiative aims to educate students on sustainable agricultural practices and the interdependence of plants in the ecosystem. By creating a sensory garden, students are able to experience nature and learn about the benefits of agroforestry and the importance of healthy soils. This approach not only addresses environmental challenges but also promotes a deeper connection with nature and instills in students a sense of responsibility and pride in their impact on the environment. The initiative serves as a model for others to follow, promoting sustainable practices at a local level and contributing to a larger effort to address global environmental challenges.
The initiative, although it has only been in operation for one year, has already made significant progress and demonstrated several important results and outputs. The focus of the project was on creating a sensory garden in a school setting, with the goal of providing students with a high-quality and aesthetically pleasing learning experience. This was achieved by designing the garden as a sensory garden, where students could engage with nature through all their senses, and learn about the beauty and benefits of agroforestry and urban gardening.
In terms of direct beneficiaries, the students were able to experience the garden through all their senses, creating a connection between the students and the environment and enhancing their learning experience. The students learned about the beauty of agriculture and the interdependence of plants in the ecosystem, and were introduced to regenerative agricultural practices and the importance of healthy soils.
In terms of indirect beneficiaries, the initiative has had a positive impact on the broader community as well. Teachers, parents, and grandparents have also participated in the initiative and have shown awe and amazement at the sensory garden and the knowledge the students have gained. The initiative has also addressed global challenges such as environmental degradation and disconnection from nature, by providing a local solution in the form of the sensory garden.
In the year following the application, the development plan for the initiative includes expanding the sensory garden to include more plants and species, and incorporating more educational materials and activities to further enhance the learning experience for the students. The initiative also aims to expand its reach to other schools and communities, sharing the benefits of the sensory garden and promoting sustainable practices.
Overall, the initiative has already demonstrated a scope of progress and has achieved multile benefits.
The European competence framework on sustainability defines the competences, knowledge, skills, and attitudes needed for a sustainable future. If the initiative contributes to developing these competences, it can be considered to be aligned with the European competence framework on sustainability. For example, the initiative may provide opportunities for students to learn about sustainable agricultural practices, the interdependence of plants in the ecosystem, and the importance of cooperation and sustainable practices. By doing so, it helps to develop competences in sustainability, including an understanding of the interconnectedness of environmental, social, and economic systems and the need for responsible and sustainable behavior. The sensory garden design of the initiative provides a hands-on learning experience that helps to foster these competences and instill them in the students. By doing so, the initiative makes a valuable contribution to developing the competences necessary for a sustainable future.
