are in the MOST Phase I website (1994-2003).
The MOST Phase II website is available at: www.unesco.org/shs/most.
|Best Practices on Indigenous Knowledge||MOST/CIRAN|
Integrated Land-Use Design (ILUD)DESCRIPTION
ILUD is part of the Scope Programme, a unit of the Zimbabwe Institute of Permaculture, which works closely with the Ministry of Education in the area of environmental education. The Scope Programme seeks to provide educational institutions with a design tool or process to develop integrated land-use management systems for their own grounds.
In 1989 St. Vincent Secondary School approached Fambidanaj Permaculture Centre for assistance in managing their school grounds. Work done on the grounds over a two-year period impressed the Minister of Education, who ordered that a pilot project be started so that other schools could benefit from the experience of St. Vincent School.
The ILUD practice is based on the principles of involvement and integration. Involvement is achieved as stakeholders take part in the implementation process. The stakeholders include parents as well as teachers and pupils in the participating schools. The participants use the principle of integration to establish connections between the elements in their environments. They do this by following four steps:
The participation of representatives of the entire school community establishes the community’s ownership of the process, which empowers its members to make use of local knowledge. Decisions are made at the community level; this differs from the top-down approaches used in many programmes.
Economic sustainability is served by the production of seedlings, fruit and vegetables, which are sold.
Environmental sustainability is served in that natural soil fertility is built up, the stability of the ecosystem is improved, and biodiversity is protected.
Other: the project also encourages the development and application of local knowledge systems.
STAKEHOLDERS AND BENEFICIARIES
Farmers, students, and teachers are both stakeholders and beneficiaries. At each school they are involved in designing, planning and implementing the process, which gives them a sense of ownership.
Thus far between 1000 and 5000 individuals have been involved.
STRENGTHS & WEAKNESSES
The practice empowers the local community, giving its members confidence in their ability to make decisions based on local knowledge. It cultivates local ownership of the project, which is essential for sustainability. Through its successes the programme sells itself.
The project depends on the commitment of the local community, and its willingness to get involved in the process. It requires a good facilitator who can motivate the participants and guide them rather than lead them.
IT IS CONSIDERED SUCCESSFUL BECAUSE:
The project has led to the "regreening" of many areas. Once initiated, the practice tends to be self-propelling. It has given participants the confidence to make use of their own experience and knowledge.
SUCCESS EXPRESSED IN QUALITATIVE OR QUANTITATIVE TERMS:
Of the 18 pilot schools, 14 managed to transform their land-use management systems considerably and to "re-green" the land. Four years after the project was launched, many school communities are still managing to run the project quite independently.
POTENTIAL FOR REPLICATION
With a few adaptations, the practice is easy to replicate, especially in agrarian communities.
The process has been replicated in Zambia and Lesotho. In Lusaka, Zambia, the PELUM Association (Participatory Ecological Land Use Management Association) has initiated it at three schools. Isolated projects are being tried in Lesotho and affiliated to the PELUM Association.
Readers who replicate the project are asked to acknowledge the Zimbabwe Institute of Permaculture and the SCOPE Programme in any resulting publications, and also to share their experiences with the Institute.
SOURCES OF FUNDING:
Mugoue Walter Nyika
Organization that provided this information:
Zimbabwe Institute of Permaculture
Ministry of Education, Sport and Culture
To MOST Clearing House Best Practices on Poverty and Social Exclusion
To MOST/CIRAN Database of Best Practices on Indigenous Knowledge
To MOST Clearing House Homepage