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  School Gardens/Conceptual background

School Gardens/Conceptual background Home First steps School Garden library Web resources Show cases Conceptual background FAO's conceptual understanding of School Gardens What does a national School Garden programme need? (...) Initial budgetary support for developing a School Garden (e.g. vegetable seeds, seedlings, fencing, garden tools, irrigation, etc.) The upkeep of a School Garden may also require financial support. Support home gardens to apply the newly acquired gardening skills and nutritional knowledge at the children's homes.

Score: 936409.1 - https://www.fao.org/schoolgarden/concept3_en.htm

  School Gardens/First steps

School Gardens/First steps Home First steps School Garden library Web resources Show cases Conceptual background Why should we have a School Garden? (...) Put plan to practise   9. Gardening methods What can children learn in the garden?   What are the steps to plan and set-up the garden? A well-planned School Garden will be the most successful.

Score: 936400.3 - https://www.fao.org/schoolgarden/fs2_en.htm

  School Gardens/Library

School Gardens/Library Home First steps School Garden library Web resources Show cases Conceptual background Setting up and running a school garden Growing tips Material for teachers   MATERIAL FOR TEACHERS   School Gardening  Nutrition Education  Biodiversity  Life Skills  Money management and Book Keeping  Junior Farmer Field Schools  Concept Papers on School Gardening SCHOOL GARDENING Setting up and running a School Garden - a manual for teachers, parents and communities (FAO, 2005) This manual was prepared to assist school teachers, parents and communities. (...) It covers the ethics of organic gardening, growing food crops and investigating the garden environment. (...) Topics include working together in the garden, garden ecology, climate, nutrition, gardening tips, and food choices.

Score: 936001.7 - https://www.fao.org/schoolgarden/sglib1_en.htm

  Education for Agriculture, Rural Development & Food Security

Gardening need not be taught either for the sake of preparing future gardeners, or as an agreeable way of passing time. (...) Dunnigan points out that in 1869 Austrian law mandated a garden in every rural school. By 1898 there were 18,000 school gardens in Austria and Hungary, and by 1905 over 100,000 school gardens in Europe. (...) School gardens were thus not intended to create gardeners and farmers.

Score: 935620.1 - https://www.fao.org/fileadmin/...rtual_pub/GBL_paper_for_SD.pdf

  Plant Production and Protection Division: Photo gallery

Diversity of landraces/farmer varieties has been declining, however many local varieties can still be found in family gardens (AR) Gardens of Biodiversity © FAO/Marzio Marzot Traditional sun-drying technique of sigfish caught in Lake Sevan (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AR) Gardens of Biodiversity © FAO/Marzio Marzot (AZ) Gardens of Biodiversity © FAO/Marzio Marzot (AZ) Gardens of Biodiversity © FAO/Marzio Marzot The walnut is well adapted to the climatic conditions of the Southern Caucasus and represents a precious source of food and energy (AZ) Gardens of Biodiversity © FAO/Marzio Marzot The rich diversity of legume species and varieties of the Southern Caucasus contributes to increasing soil fertility, regulating the variability of the climate and maintaining ecosystem functions (AZ) Gardens of Biodiversity © FAO/Marzio Marzot The pomegranate is a symbol of fertility and is often used in paintings and decorations because of its beauty and delicate shape (AZ) Gardens of Biodiversity © FAO/Marzio Marzot The creation and proper management of natural reserves are fundamental for the preservation of endangered species, such as the Persian gazelle (Gazella subgutturosa) protected in the Sirvan Milli Park (AZ) Gardens of Biodiversity © FAO/Marzio Marzot (AZ) Gardens of Biodiversity © FAO/Marzio Marzot (AZ) Gardens of Biodiversity © FAO/Marzio Marzot In order to survive in harsh environments, people must have an individual and collective commitment to use natural resources, including lakes and rivers, without jeopardizing biodiversity and ecosystem balance, avoiding wastes and pollution (AZ) Gardens of Biodiversity © FAO/Marzio Marzot Within a few hundred kilometres, many different climatic patterns can be found, contributing to the rich biodiversity of the territory (AZ) Gardens of Biodiversity © FAO/Marzio Marzot The Caspian Sea is the largest landlocked waterbody in the world and is bordered by Azerbaijan, the Russian Federation, Kazakhstan, Turkmenistan and the Islamic Republic of Iran (AZ) Gardens of Biodiversity © FAO/Marzio Marzot Local animals are well suited to grazing on natural grasslands. (...) In addition, animal stocking rates will have to be adjusted to the productive potential of grasslands (AZ) Gardens of Biodiversity © FAO/Marzio Marzot (AZ) Gardens of Biodiversity © FAO/Marzio Marzot Pistachio fruit (Pistacia vera L.). (...) Many of the scientific educational tools have been preserved thanks to the university staff who protected them from vandalism during the civil war (GE) Gardens of Biodiversity © FAO/Marzio Marzot Microscopic examination of beetles by Giorgi Chaladze, an entomology student at the Institute of Zoology in Tbilisi (GE) Gardens of Biodiversity © FAO/Marzio Marzot (GE) Gardens of Biodiversity © FAO/Marzio Marzot (GE) Gardens of Biodiversity © FAO/Marzio Marzot Thousand of years of farming have shaped the landscapes in order to increase agricultural production and maintain biodiversity of cultivated and wild species (GE) Gardens of Biodiversity © FAO/Marzio Marzot (GE) Gardens of Biodiversity © FAO/Marzio Marzot (GE) Gardens of Biodiversity © FAO/Marzio Marzot (GE)   About the photpgrapher Marzio Marzot is a photographer and specialist in audio-visual communications.

Score: 935022.2 - https://www.fao.org/agricultur...eme/spi/gbsc/photo-gallery/en/

  School Gardens/Conceptual background

School Gardens/Conceptual background Home First steps School Garden library Web resources Show cases Conceptual background FAO's conceptual understanding of School Gardens What does a national School Garden programme need? (...) Partnerships   FAO's conceptual understanding of School Gardens School Gardens are powerful tools for improving child nutrition and education. (...) This is so that teachers and parents can easily manage the garden and students can apply gardening techniques in their home.

Score: 932409 - https://www.fao.org/schoolgarden/concept_en.htm

  School Gardens/First steps

School Gardens/First steps Home First steps School Garden library Web resources Show cases Conceptual background Why should we have a School Garden? (...) Put plan to practise   9. Gardening methods What can children learn in the garden? (...) Gardening projects can last several months and involve repetitive work.

Score: 932218.4 - https://www.fao.org/schoolgarden/fs2_4_en.htm

  School Gardens/First steps

School Gardens/First steps Home First steps School Garden library Web resources Show cases Conceptual background Why should we have a School Garden? (...) Put plan to practise   9. Gardening methods What can children learn in the garden?   (...) Who is interested in supporting a School Garden? Parents and families are generally interested in School Gardens if they can see value for their children.

Score: 931588.5 - https://www.fao.org/schoolgarden/fs2_1_en.htm

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Teachers learnt the latest developments on nutrition gardening techniques and the appropriate use of garden produce in daily meals. (...) These included the lack of a permanent garden border/fence and the lack of protection for the garden from pests and animals. (...) School Gardening: A Horticulture And Nutrition Education Tool 6 SNG Programme Activities Integration of School Gardens into the Schools’ Curricula Garden Layout Figure 1: School nutrition garden layout Garden Produce Nutrition Education Results: Consumption of Fruit and Vegetables Results: Preparation of Fruit and Vegetable Parent and Community Involvement Challenges and Solutions

Score: 931018 - https://www.fao.org/schoolgard...c/060719SGBangladeshreport.pdf

  Factsheet 6 Key poin

Factsheet 6 Key points By growing vegetables in micro-gardens, the urban poor can improve their own food and nutrition security Modern micro-gardening integrates horticulture production techniques with rainwater harvesting and household waste management Micro-gardens are highly productive, easily managed and can yield surplus produce for sale To be successful, micro- gardening programmes need to establish at the outset a training and demonstration site and engage with public and private sector support services To boost the overall supply of horticultural produce to the world’s developing cities, FAO promotes the sustainable intensification of commercial market gardening on urban peripheries. (...) Senegal micro-gardens won international prize With assistance from FAO, more than 4 000 urban residents, mostly women, have started micro-gardens in backyards and on patios and terraces in Dakar. (...) FA O Ripe vegetables grown in micro-gardens in inner-city Dakar Emergency food supply During emergencies, micro- gardens can help displaced people and refugees meet their food needs.

Score: 931018 - https://www.fao.org/fileadmin/...ts/microgardens_fact_sheet.pdf