Stakeholders push for National School Garden Policy

In an ambitious move to blend educational advancement with agricultural know-how, stakeholders in Ghana’s education sector are rallying for the formulation and implementation of a National School Garden Policy.

This call was amplified during a pivotal stakeholder dialogue in Tamale, organized by the Regional Advisory Information and Network System (RAINS) as part of its School Pedagogy project.

The project underscores a participatory approach to teaching, leveraging the school garden concept to enrich the educational experience in the Savelugu Municipality of the Northern Region.

Karim Abdul Rahaman, a prominent Lecturer and Researcher on School Gardens, Agriculture, and Consumer Science Education at the Faculty of Education, University of Development Studies (UDS), is at the forefront of this advocacy. Rahaman’s plea to political entities to embed the school garden concept within their manifestoes underscores the initiative’s perceived value in nurturing holistic education that merges theoretical knowledge with practical agricultural skills.

The School Pedagogy project, initiated by RAINS in collaboration with the Danish NGO AXIS, seeks to rejuvenate participatory teaching methodologies, with the school garden concept playing a central role.

This approach not only aims to improve the quality of education but also to instill in students a sense of responsibility, environmental awareness, and nutritional knowledge.

The initiative draws inspiration from the once vibrant inclusion of gardening in Ghana’s education curriculum, proposing its reintroduction as a tool for interactive and experiential learning.

RAINS’ commitment to this cause is evident in its successful pilot of the concept across 12 schools in the Savelugu Municipality.

The tangible improvements in educational outcomes and student engagement where the concept has been implemented offer a compelling case for national adoption.

According to Ragadaw Abdul-Wahab, the Inclusion, Education, and Advocacy Manager at RAINS, the project has demonstrated significant progress in participating schools.

Teachers have been empowered to utilize school gardens for a broad spectrum of subjects, including Religious and Moral education, highlighting the versatility and impact of this approach.

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The advocacy for a National School Garden Policy also finds resonance with academic institutions like UDS, which is poised to spotlight the concept in its educational debates.

The university’s involvement signifies the academic community’s endorsement of the initiative as a sustainable and innovative strategy for enhancing Ghana’s educational framework.

As the dialogue themed “Cultivating Knowledge, Nurturing Minds: Towards a National School Garden” unfolds, stakeholders including educators, civil society organizations, and policymakers are urged to unite in developing a comprehensive framework and guidelines for implementing school gardens across the nation.

Such a policy would not only enrich Ghana’s educational landscape but also contribute to the country’s goals in sustainability, food security, and youth development.

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