Research & reports

Sara E. Benjamin‐Neelon, Tiange Liu, Eve S. Puffer, Liz Turner, Daniel A. Zaltz, Andrew Thorne‐Lyman, Sherryl Broverman · Current Developments in Nutrition · Kenya

This natural experiment in rural Kenya evaluated whether school gardens improved dietary diversity in children. Gardens were installed in two primary schools, with two comparison schools, and dietary intake was measured for 855 children in 2013 and 688 in 2014. All children's dietary diversity scores worsened post-intervention, likely due to a severe drought in 2014. Although some differences were observed in specific food groups, these could not be attributed to the school gardens.

Aurillia Manjella, Alessandra Grasso, Victor W. Wasike · · Africa

A report on the Biodiversity for Food and Nutrition project in Busia county, western Kenya, describes school gardens that supply or complement school feeding programmes as a practice for mobilizing biodiversity and improving dietary diversity among schoolchildren. Kenya is said to have more than 200 African leafy vegetables (ALVs), and the project gives children opportunities to acquire agricultural skills focused on cultivating nutrient-rich ALVs; the report notes that school gardening has long been part of education in Kenya, especially in rural areas dating to colonial times.

F.O. Okechukwu, CL Ezeonyeche, E.J Nnodim, U.I Nnubia, CJ Abonyi, EC Eze · ResearchSpace (University of Auckland) · Nigeria

A cross-sectional survey investigated teachers' perceptions of early childhood education's role in promoting moral and intellectual virtues among pupils in Nsukka urban, Enugu State, Nigeria, drawing a sample of 176 early childhood education teachers from 42 randomly selected schools out of a population of 876 teachers across 82 public and private primary schools. Data, collected via questionnaire, were analyzed using mean, standard deviation, and Pearson's correlation coefficient. Respondents identified group projects, daily morning assembly, tending the school garden, role-playing, picnics, excursions, and community service among the activities that promote virtues in pupils, citing truthfulness, humility, respect, and patience as commonly promoted moral virtues and courage, curiosity, attentiveness, and thoroughness as intellectual virtues. No significant relationship was found among teachers' years of experience, school ownership, educational qualification, perceptions of virtue-promoting activities, and the extent to which they promoted them. Challenges cited included inadequate supply of learning materials, poor educational funding, inadequate adult-child ratio, poor time management, and lack of parental involvement.

Akakpo D. B., Achigan-Dako E. G. · Agronomy · Benin

Interviews with 360 respondents across three southern Benin villages on three traditional leafy vegetables, analyzing how use and knowledge transmission from parents to children vary by generation, gender, and village.

Zebenay Shitaye · Developing Country Studies · Ethiopia

This study investigated the role of Urban Agriculture (UA) in improving household income and dietary diversity in Bure and Finoteselam Towns, Ethiopia. A survey was conducted with 242 respondents from two Kebeles, selected based on their UA potential and existing training, and data were analyzed using SPSS. Major reasons for UA engagement included earning additional income (57.6%) and employment opportunities (18.5%). UA significantly enhanced dietary diversity for practitioners, particularly in the consumption of tuber roots, vegetables, fruits, eggs, legumes, and milk. However, constraints included inadequate extension support and training, shortages and high costs of inputs, inconvenient working places, lower product prices, transportation problems, and price manipulation by middlemen.

John Wakhanu, Hudson Nyambaka, Judith Kimiywe, Mildred Nawiri, Wilson Thagana · Journal of Food Science and Engineering · Kenya (Machakos County)

This study in Kangundo and Kilalani primary schools, Machakos County, Kenya, investigated the impact of African Indigenous Leafy Vegetables (AILVs) on children aged 6-10 years (N=66 in Kangundo, N=46 in Kilalani). Over two phases (13 and 12 weeks), an experimental group consumed AILVs from school gardens, while a control group did not. Endline analysis showed that the experimental group had significantly higher (p < 0.001) % Fat Free Mass, mean serum iron, and zinc levels compared to the control group.

Alfred Tsikati, Sanele Motsa · Journal of International Agricultural and Extension Education · Africa

Based on external agriculture examination results in Eswatini, this comparative study analyzed 27 schools — 15 high-performing and 12 low-performing (with 38 and 26 teachers participating, respectively) — using a questionnaire validated by three experts and two agriculture teachers and tested for reliability with a Cronbach's alpha of .82. High-performing schools were found to differ from low-performing ones in learner motivation to excel academically, practicing farming in the school garden, students consulting teachers, provision of extra lessons, monitoring of class attendance and absenteeism, and teachers attending classes regularly, with the Ministry of Education and Training, headteachers, agriculture teachers, and parents also more involved in high-performing schools.

A. B. Juma Edwin, Omondi Paul, W. Kareri Raphael · Journal of Geography and Regional Planning · Kenya (Kakamega Town)

This study collected data from 159 urban youth farmers in Kakamega Town, Kenya, to investigate the effect of youth engagement in vegetable production on household well-being. A significant association was found between time spent on the farm and the size of the vegetable plot, with 90.5% of respondents reporting they would continue vegetable production. 34.0% reported vegetable production was 'more than adequate' and 28.9% 'adequate', and urban farming was found to contribute to the greening of the city.

Nanna Jordt Jørgensen · DOAJ (DOAJ: Directory of Open Access Journals) · South Africa

Drawing on a case from the Amanzi for Food project in South Africa's Eastern Cape and earlier material on community gardens in Port Elizabeth, this think piece reflects on how people whose livelihoods depend on land and animals experience and cope with the uncertainty generated by climate change. It focuses on intergenerational interaction and learning in food gardening, arguing that these processes shape responses to uncertainty oriented toward creative solutions rather than debilitation.

D. U. Okoedo-Okojie, C.O. Edeoghon · Journals & Books Hosting (International Knowledge Sharing Platform) · Nigeria

This study in Delta State, Nigeria, surveyed 120 extension workers from two research institutes. It found that only farm visits were regularly used for information dissemination, and extension principles focused on farmer needs and problem-solving were commonly practiced. Age, education, and rank significantly influenced the frequency of applying these principles.

Sunette M. Laurie, Mieke Faber, Mamohkele M Maduna · South African Journal of Clinical Nutrition · South Africa

A cross-sectional survey of 90 primary schools (10 per province across South Africa's nine provinces) participating in the National School Nutrition Programme collected questionnaire data from 66 garden administrators, 55 garden workers, 687 educators and 2,547 learners, with an observational checklist completed for 66 gardens. Sixty-six schools (73%) had a food garden, ranging from 100 to 6,000 m² and growing a variety of vegetables but few fruits. Reported problems included lack of funds (59%), lack of tools and infrastructure (47%), lack of garden workers (53%) and lack of technical support (50%), and few gardens received external funding. In 50% of gardens crops grew for more than six months, and 30% supplied fresh produce to school meals more than twice a week; 54% of learners were involved in school gardens and 67% had food gardens at home, with 68.4% of learners and 86.4% of educators reporting they liked eating vegetables every day.

niversity Ouaga I Prof Joseph KI-ZERBO, Burkina Faso, Adama Hilou, Issaka Ouédraogo, PAED Sombié, Samson Guenné, Dramane Paré, Mariguetou Compaore · African Journal of Food Agriculture Nutrition and Development · Africa

A field survey in the Ouagadougou region of Burkina Faso examined the socio-economic, food consumption, and conservation aspects of leafy vegetables, specifically amaranth species. Leafy vegetables are cultivated under both rain-fed and irrigated conditions in villages and city gardens, with amaranth species being the most cultivated and marketed, showing potential for commercialization. Ninety-four percent of interviewed people use leafy amaranth in sauce, and there is a growing trend to use introduced amaranth species, which poses a threat to biodiversity.

Amy Stambach · Cambridge Journal of Education · Africa

This paper examines students' food perspectives across three East African contexts: a university in Kigali, Rwanda; a school garden and canteen in Nairobi, Kenya; and a fast-food restaurant in Dar es Salaam, Tanzania. It contrasts these perspectives with the work of the United Nations World Food Program (WFP) in these countries. The study suggests that WFP could engage with food more complexly by building upon students' existing astute and complex food perspectives.

Francesco Sottile, Fiorito Daniela, Nadia Tecco, Vincenzo Girgenti, Cristiana Peano · Sustainability · Kenya

This study aimed to propose an interpretive framework, the "Sustainable Agri-Food Evaluation Methodology-Garden" (SAEMETH-G), to quantitatively guide the sustainability evaluation of school gardens. As a case study, the methodology was applied to 15 school gardens located in three regions of Kenya. The application of SAEMETH-G as an assessment tool demonstrated that sustainability evaluations of school gardens can be carried out through a participatory and interdisciplinary approach.

Megan Bradley · Syracuse University Libraries (Syracuse University) · South Africa (Cape Town)

A study on local food initiatives in Cape Town, South Africa, explored their role in sustainable community development, focusing on food sovereignty, community capacity, and social capital. Through in-depth interviews, conversations with participants, and observations of community gardens and markets, findings suggested that these initiatives empower community development, both economically and socially, through principles of food sovereignty, social capital, and education.

C.O. Edeoghon, DU Okoedo-Okojie · Journal of applied science and environmental management · Nigeria (Lagos State)

This study assessed the information needs of 140 youths involved in urban agriculture in Epe LGA, Lagos State, Nigeria, using structured questionnaires. Most respondents (71.4% unemployed) needed information on crop production (54.3%) and perceived urban agriculture as a solace for unemployment. Major agricultural tasks included vegetable, maize, cassava, and fish production. Unemployment was attributed to laziness, lack of knowledge, and god-fatherism, and perceived information needs were significantly associated with education level and primary occupation.

Norman Kwikiriza, Wellington Jogo, Julius Juma Okello, Haile Tesfay, Frezer Asfaw, Kennedy Otieno Pambo, Kwikiriza, Norman, Jogo, Wellington, Okello, Julius J., Tesfay, Haile, Asfaw, Frezer, Pambo, Kennedy · AgEcon Search (University of Minnesota, USA) · Ethiopia (Tigray region)

In Ethiopia's Tigray region, a 2-year project by the International Potato Center and partners promoted vitamin A-rich Orange-Fleshed Sweet Potato (OFSP) production and consumption. The project piloted school-based nutritional campaigns, including school gardens and feeding programs, in 11 schools. These schools served as centers for disseminating OFSP planting material and information to parents.

Hannah Rich, Nicole M. Ardoin · Children Youth and Environments · South Africa (Cape Town)

This study used narrative interviews to explore how teachers and school administrators in low-income schools in Cape Town, South Africa, perceive their school gardens. Interviewees emphasized that despite requiring substantial resource inputs like funding, labor, and training, school gardens offer significant benefits for students, including expanded environmental awareness, food growing skills, and understanding the interconnectedness of environmental, economic, and food systems. The data ultimately converged on the primary theme of the garden's importance for greater self-sufficiency for both students and staff.

Moira Beery, Rachel Adatia, Orsola Segantin, Chantal-Fleur Skaer · Health Education · South Africa (Johannesburg)

This paper examines the role of organic permaculture food gardens established at two schools in Johannesburg, South Africa, over one year, in addressing food insecurity and environmental sustainability. A nutrition study with 68 children found that these gardens can contribute to children's physical, mental, and emotional health, serving as a resource for teachers and learners. The study notes that practical and cultural challenges must be addressed for sustainability, and its findings, based on a one-year assessment at only two sites, may not be universally applicable.

FN Nnadi, Ogbonna Okoro Aja, C. D. Nnadi, AO Ani, F. C. Anaeto, UN Akwiwu, Christiana I. Agomuo, C. P. Elei · Journal of Agricultural Extension · Nigeria

A survey of 125 randomly sampled urban farmers in Owerri Municipal Council, Imo State, Nigeria, used a semi-structured questionnaire to assess adoption of improved dry-season vegetable production technologies, analyzed with frequencies, percentages, means and OLS multiple regression. Adopted technologies included improved crop varieties (69.5%), fertilizer use (95.6%), irrigation (88.7%), mulching (62.6%) and seed treatment before planting (59.1%). Reasons for participation were increased household access to vegetables (mean 2.92), income generation (3.42) and employment creation (3.11). Information sources were informal interaction with neighbors and friends (35.7%), extension agents (14.8%), radio (12.5%) and television (11.3%), while constraints were land scarcity (88.7%), lack of irrigation water (70.5%) and poor awareness of dry-season farming (50.6%).

Femi Adesina, Ifunanya Oluwadamilola, Chinedu Akwu · Zenodo (CERN European Organization for Nuclear Research) · Nigeria (Lagos)

In 2013, the effectiveness of an awareness campaign promoting water conservation behaviors was investigated among 150 urban female gardeners in Lagos, Nigeria. A mixed-methods approach, including pre- and post-intervention surveys, found a significant increase from 25% to 48% in the adoption of water-saving irrigation techniques after the campaign. While the campaign was effective in enhancing knowledge and behavior, further tailored interventions are recommended for sustained impact.

Chinedu Okafor, Uchenna Alex Anyaegbunam · Zenodo (CERN European Organization for Nuclear Research) · Nigeria

This mixed-methods study assessed the impact of school garden projects on the nutritional status of adolescents in Nigeria. Surveys, interviews, and observational studies were used to evaluate changes in dietary habits and health indicators among participants. The study found a significant 30% increase in daily vegetable intake among participating students compared to baseline data, indicating improved nutritional practices.

Nhamo Makhuwa · Zenodo (CERN European Organization for Nuclear Research) · Mozambique

A 2013 study presented a theoretical framework underpinning the impact of school gardens on nutrition and academic outcomes in developing countries like Mozambique, where school gardens are recognized as a potential intervention. This framework, built upon existing literature on environmental education, agriculture-based interventions, and their impact on nutritional status and cognitive development, emphasized the need for further empirical research to validate these insights and inform policy recommendations for integrating school gardens into educational curricula.

Dick Foeken · Journal of Geography and Regional Planning · East Africa

This paper, discussing the role of urban agriculture in the development of middle-sized towns using three East African cases (Nakuru, Morogoro, Mbeya), argues that urban agriculture can be transformed into a thriving sector contributing to employment, income, and food provision. It describes the current situation, focusing on resource allocation, benefits, and environmental challenges, and concludes that a favorable legal and policy setting, support and education, and improved market conditions, led by both government and the private sector, are necessary to achieve this.

Chikwendiu Okechukwu, Femi Adekunle, Sunday Nwokolo · Zenodo (CERN European Organization for Nuclear Research) · Nigeria

A three-year mixed-methods study in selected urban areas of Nigeria assessed the impact of Integrated Pest Management (IPM) among gardeners. Community members' understanding of IPM principles significantly improved, with 20% initially reporting successful pest management strategies, increasing to 75% over the three years. The findings suggest that sustained education and support are crucial for effective IPM adoption in urban gardening communities.