Global perspectives can really encourage teachers and learners to reflect on their own as well as others' contexts, particularly when schools collaborate. Kenyan Connections is a partnership between two existing school sustainability projects: Crofting Connections, Scotland and the NECOFA Kenya school gardens initiative in the Eastern Rift Valley. The projects, which echo a wider global movement to raise the profile of small-scale food production, have come together to develop a programme of mutual learning for sustainability.
The crofting communities of Scotland and the small-scale farming communities of the Eastern Rift Valley may be geographically disparate. Yet both areas are characterised by an ageing farming population and lack of local employment opportunities for young people, set against a backdrop of global issues such as climate change and a broken food system. Both projects recognise the need to retain populations in remote rural areas, by helping pupils acquire the knowledge and skills required to work in their own communities. By using school gardens, they aim to stimulate young learners to have a positive perspective on local agriculture, food traditions and the environment, whilst providing real life contexts for learning across the curriculum.
The commonalities between the projects provided an exciting focus for the development of a programme of mutual learning where teachers and pupils can explore sustainability from a local and global context and work together to develop a shared vision for a more sustainable future. In May, crofting schools and communities in Orkney, Shetland, Argyll and Highland welcomed a delegation of Kenyan teachers, project officers and community leaders to begin this process.
“It is our hope that things will work out positively to enable our schools to exchange information and experiences that will increase the knowledge of our youth in world affairs and cultures, making them better global citizens, with a livelihood that treasures life, human rights, culture and environment” Samuel Muhunyu, NECOFA Kenya
During the visit, Kenyan teachers had the opportunity to experience daily life in a rural school and learn how school gardens were used as a focus for learning across the curriculum, from science to maths to home economics. In preparation, each school learned about Kenya, exploring ways in which food, farming and music traditions compared with Scotland, so that when the partners arrived, they were able to share learning and find out about Kenya first-hand. Inveraray Primary pupils had been involved in a Storyline project on Droving, so a visit from Maasai project partners enabled exploration of droving from a global perspective. At Dounby, Dunrossness and Durness primary schools, everyone braved the unseasonably cold weather to work together in the school garden, where pupils learned how growing food compared to NECOFA schools.
Gardening tips were shared, as well as the challenge of growing food in difficult weather.
The visit left pupils eager to find out more about their partner country.
“When we do activities now, pupils are stopping and saying. I wonder if they do the same in Kenya.” Primary teacher, Scotland
As part of the programme of mutual learning, project teachers shared experiences, from daily classroom life and rural isolation, to the approaches used to embed learning for sustainability across the curriculum. Teachers also attended a CLPL session at Kinlochbervie High School led by Highland One World Global Learning Centre, where they developed a shared understanding of global citizenship, trying out active methodologies to support pupils in Kenya and Scotland to explore sustainability issues.
“One thing I’ll take away from this is how confident the children are here. I can really see that participatory learning in the classroom helps build this. I’ll try to use this more in my classroom.” Primary teacher, Kenya
The week culminated with a conference in Highland Council Chambers, opened with traditional songs from Kenya and Scotland. Delegates heard about the issues affecting the global food system, and how Learning for Sustainability and Food Education are acquiring a higher profile in Kenya and Scotland. The day also provided a space for schools and community members to share experiences and look at next steps.
The visit left everyone motivated for the reciprocal visit to Kenya in September, and buzzing with ideas for the next stage - the development of a teaching resource for schools in both countries. It is hoped that this will inspire more schools to take Learning for Sustainability beyond the classroom walls, into school grounds and the global community, providing practical, relevant and stimulating real-life contexts for learning.
The Kenyan Connections project is funded by the Arkleton Trust and the British Council. Local partners include Highland One World and the Sheiling Project.
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