VEGETABLE GARDEN PROJECT

This project suits First year teachers who are looking for Potential Project to help the School.

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Subject: Education Leadership

Subject Code: EE323.2

Lecturer: Mr JONES TAOS

Assignment/Title: Task 3: NSS VEGETABLE GARDEN PROJECT

Student: Augustine Toarasai









Signature: @Toarasai


Due Date: 22-11-2020



We hereby certify that this assignment is our own work, based on our
personal study and/or research and we have acknowledged all material and
sources used in the preparation of this assignment. We also certify that the
assignment has not previously been submitted for assessment and that we
have not copied in part or whole, or otherwise plagiarized the work of other
students or other persons.

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Table of Content
Planned CTP: NSS VEGETABLES FARM or GARDEN...............................................................................3
Background of Namatanai Secondary School .........................................................................................3
Current Issue: .....................................................................................................................................4
AIMS & GOALS TO REACH FOR NEXT FIVE YEARS FOR THE PROGRAM ..................................................4
VISION FOR THE PROGRAM .................................................................................................................6
MISSION STATEMENT ..........................................................................................................................6
VISION STATEMENT ............................................................................................................................6
PROPOSED MANAGEMENT: .................................................................................................................6
The Scope of the Project ......................................................................................................................8
Reference ......................................................................................................................................... 15

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PREFERRED SCHOOL: NAMATANAI SECONDARY SCHOOL, New Ireland PROVINCE.
Planned CTP: NSS VEGETABLES FARM or GARDEN
This selection is an inspiration from the two years’ experience at PAU DOSS Special Project (2017-
2018), the program is unique in such a way in which students learn skills and values through physical
engagement. And as EG White says, “Such is where values are caught, and not just learnt.” Such
PROJECT becomes a space that helps promote relationships among the students (Ferguson, G., Keck,
C & Saldivar (2019).
There are many hidden curriculum behind the CTP of Pacific Adventist University in which students
never realize but will surely do once they leave the campus and serving in the fields. The DSP part has
been incorporated into the curriculum so that students are also connected to humans Physical
Development.
Background of Namatanai Secondary School
This was my former Secondary School in the Province, it was the premier secondary school than any
other secondary schools in the Province. Today, the school is no longer known for high academic
achievements, this beauty has lost in the last decade. It is known of cult practices, shortage of water
and rations, low academic performances, discipline problem such as students consumption of alcohol is
continues every Friday till the weekend ends. There is not library to centered the students learning,
general observations can show that many students are not actively taking part, going for class for the
sake of good attendance, and someone from a different learning environment can tell how NSS is if he
enters the boundary and spend more than 5 hours observing teachers and students. The low-quality
food of Namatanai Secondary School is due to limited fruit and vegetable consumption. And it sad that,
every year one-two student suffers Appendix Problem because of dried rice without soup and greens,
and there is a great need for the school to look into this problem before it leads to several diseases as
Lim et al (2012) says, “Inadequate fruit and vegetable consumption accounts for 6.7 million deaths

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globally”, and “increasing the incidence of non-communicable diseases like diabetes, hypertension and
osteoporosis, in adults with history of unhealthy eating early in life” (Neumark-Sztainer et al. 2011).
Current Issue:
The issue that I would like to address to minimization in the school is the shortage of vegetables or
greens that the school usually buys from locals along the Sentral New Ireland Highway. Therefore, in
suggesting Pak choi, aibika, and pumpkin to be farmed in the school. This has been the problem for
years a few teachers have tried to cultivate land but was failed.
The only plant that will be new to many students is Pak choi as many students who come from rural
areas only know of the local vegetables and greens such as aibika, aupa, pumpkin vines and leaves
and etc. This does not mean that the farm will only focus on the locally grown greens. It is mask that the
school will plant Pak choi to since it is has the best nutrients for body and health of the students.

AIMS & GOALS TO REACH FOR NEXT FIVE YEARS FOR THE PROGRAM
 The development of this project is aimed to introduce a holistic-learning environment where
students can find satisfaction in life. This NSS Special Project will be developed specifically for
all students to be involved in and it will be the first of such to eventuate in the school because
the school is states-owned.
 The students will be able to discover the skills and values of working, non-rural students will
learn simple gardening skills, their interactions with peers in the field gives them an opportunity
to learn communication skills. Classroom introduction and interactions of students to get to their
peers are not effective, in the fields of gardening where the environment is not confined by
walls gets the students to socialize confidently and mostly with little fun gets the students to
remember their friends well.

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 It allows those students who reign from mountainous and remote villages to practice and it also
increases their skills of gardening, discovering new methods of gardening (planting, mounting,
plotting and etc.) It is all about unlearning the learnt, and learning the unlearnt.
 Students will be able to master Time Management and Organization skills are skills that should
be developed by students at this stage so that one would be a huge asset as he or she breaks
through the industry, otherwise skills shape a student life to endeavor more in the learning
process.
 Students to be equipped with knowledge, necessary skills and values of working at this phase
of learning and when they venture into Tertiary Institutions, being an active worker in the field
has strengthened their lives, they can work confidently and simply understand the values and
art behind the JOB they are responsible for.
 It is true that farming can be laborious but hard work doesn’t necessarily equate to boring work.
Farming can actually be fun especially when you share work with people who also share the
joy of cultivating good plants as much as they enjoy eating good food.
 The first goal of the farm is an autonomy of garden food, the school does not need to place
order for greens from the mountainous (Lelet plateau) villages of New Ireland, the school would
spend less if it buys from the NSS farm. The little charge from the school will allows for more
production in the farm. Currently, the school spends on transport plus the weight of greens.
 The nutrition of food should meet the needs of the students, students will be dining with a plate
of rice that is covered with enough greens, and there will be no more “dry rice” as it used to be.
The farm will produce more to support the students and staffs too if possible under certain
conditions.
 The engagement of students with farm distracts their attention from illegal activities such as
consumption of alcohol and marijuana during leisure times. This project would be a matter of

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time for those students who often want to spend time with illegally to see the meaningless state
of those activities.
VISION FOR THE PROGRAM
 The farm is intended to develop young children into hard working young people in the near
future.
 The School to experience an autonomy of food supply
 Less expense on Garden food, because the school will then be buying greens and other
vegetables from the school.
 Students to experience a holistic learning development, it not just about sports and attending
church activities, the students should master the art of farming.
 This program should have an impact in a student’s life, where the students will be seen as
interested in Physical work.
MISSION STATEMENT

The fundamental mission of the school vegetable garden to teach, learn and grow. The School
Garden Project Network grows healthy students and schools through garden-based education.
VISION STATEMENT

Our vision is to develop and equip young people with necessary skills and knowledge and prepares
students for a balanced education that combines Theory and Practice
PROPOSED MANAGEMENT:
The Agricultural area of Namatanai Secondary is about 200-400 metres in length. However, the initial
establishment of this project should begin with 4000 square metres. The 100 metres will be divided into

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five metres which will result in 20 plots and each plot has the length of 40 metres. The 20 plots will be
shared to 4 grades in the school (Grade 9, 10, 11, and 12). Therefore, I am looking at 5 plots, 4 of the
five will be shared to each grade and the remaining plot is for necessary.

Each plot will cater for a specific vegetable plant such as aibika, aupa, pumpkin and pak choi. Refer to
the diagram on the next page:

100 metres

GRADE NINE

GRADE TEN

GRADE ELEVEN

GRADE TWELVE

NURSERY PLOT


40m

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MANAGEMENT STRUCTURE

The diagram of the management structure of the vegetable garden or farm for the school, the manager
should be myself who initiates this project, the management should be based on interest rather than
appointment because sometimes teachers can show lack of interest in establishing such without
interests.
The Scope of the Project

The scope of the project covers the entirely school, all grades will be involved and teachers too if only
the project is approved as part of the school-based curriculum because I may not be responsible for the
project operation for the rest of my stay in Namatanai Secondary School. When it comes to agriculture
period, duty teachers for the week are rightful people to supervise work in the vegetable farm. The
harvest will be sold back to the school, and faculty and staffs, it will be restricted from outsiders due to
Supervisor
Teacher
Nursery
Student
Logistics
Student
Area and Plot Leaders
Student
Student workers
All Students
Assistant
Student

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limited supply. But the other important thing to consider is first fruit to all the churches in the school
since that is a Government School and the rest will be used to increase the productivity and I am
always concerned on the safety of students, it is best that a portion will be allocated.
In the school, there are is one agriculture classroom with offices and a vacant storeroom, logistics will
be managed at the storeroom and student’s tool will be stored in the same room as well. As the
manager of the project, I do not want to demand the school to help pay for student’s knife, Namatanai
Secondary School is a boarding school and it is compulsory that student comes with knifes (bush/grass
knife) before registration. This a great opportunity for the vegetable garden or farm to begin and
progress.
Sample structure of how the revenue will be use:

Total Revenue Tithes (1/10) – This 1/10
th
of the total revenue from the each sale will be
given shared to total number Christian denominations in schools: from the list I know of as stated
below:
 Catholic
 Seventh-day Adventist
 United Church
 SSEC, Four Square, ALC, CFN and etc.
•Tithes (1/10)
•5% Risk
•50% for Production
REVENUE

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The sharing will be based on a ratio of populace denominations existing in the campus for fairness and
equal distribution.
The appointed people who are perceived to assist in managing and supervising in certain areas: I as
the overall manager or supervisor looks after the entire operation of the project, I am looking after
student workers as well as those I have appointed them to lead in certain areas such as logistics, there
will 4 representatives from four grades (9-12) who will be monitor the movement of tools going out and
in of the storeroom. It must that students and teachers seek God’s protection and blessings before
commencing working in the garden, prayers to open and close but this will be as usual.
The Estimate Budget for the PROJECT
Items Cost X 4 classes Total Estimated Cost
Bush knife K20 16 K320.00
Spades K23 16 K368.00
Iron rack K37 16 K592.00
Pak Choi K7.20 20 K140.00
Total K1400.00

Where to Source Fund for Support:
This project can be assisted with funds from the existing local companies operating in the communities
because of their goals is supporting Human Resources and Rations for Schools, therefore the project
will capitalize on the annual help from these Companies.


Attendance

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All class attendance for each grade will be kept to ensure that every student is taking part, fairness and
honesty will be developed through the use of Checklists. Students who skip work for more than 2
periods without genuine reasons will be punished accordingly. Referral to administration will be done if
the student continues to boycott this program in school.
Sample of Checklist that will be used monitor the students:
CHECKLIST
TEACHER’S SUPERVISOR:
__________________________________
DATE TIME
GRADE NINE GRADE TEN GRADE ELEVEN GRDE TWELVE
9A 9B 9C 9D 10A 10B 10C 10D 11A 11B 11C 11D 12A 12B 12C 12D




All class lists will be taken from the academic office and used in this checklist table for ease. This
makes the students to understanding their attendance in the garden is similar to class attendance. It is
part of learning.
Why NSS VEGETABLE GARDEN
“Gardening is essentially practical. There is nothing better fitted to the healthful development of
children. It affords opportunity for spontaneous activities in the open air and possibilities for acquiring a
fund of interesting and related information; it engenders habits of thrift and economy; develops
individual responsibility, and respect for the rights of others; requires regularity, punctuality, and
constancy of purpose.”

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- Louise Klein Miller, 1904.
2. Outdoor Learning
Gardening is best referred as “Outdoor learning” is a holistic method aiming at the all-embracing
development of children. It involves outdoor activities and can be illustrated in the form of a Venn
diagram (Szczepanski, 2011).
1st circle: Outdoor Activities
2nd circle: Environmental Education
3rd circle: Personal and Social Development
Outdoor learning involves several activities including outdoor play, gardening,
and environmental education. Those activities bring children into contact with the

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Outdoor learning involves several activities including outdoor play, gardening, and environmental
education. Those activities bring children into contact with the natural environment and advance their
personal and social development (Rickinson et al., 2004).
Firstly, Lautenschlager and Smith (2008) found a moderate increase in knowledge gained from a
garden program using experiential learning methods. Students participated in the garden curriculum
and had the opportunity to reflect upon the knowledge and experiences they had learnt in the
classroom. It can been seen that garden is an example of Physical Development of life where education
and agriculture are basic platforms of a child’s cognitive development.
Secondly, learning is effective in the garden outdoor because students socialize and get to know each
other well than in the classroom. However, the idea is to present links that shows a correlation between
school garden and learning, student’s involvement will be resulted in motivation and will increase test
scores and decrease disciplinary problems – all of which were cited as benefits of school gardening.
And in making sure that gardening is not seen as a chore (routine) but as a fun activity. If children see
garden work as a chore, they will resent the time they spend working in the garden (Childs, 2011). It is
important that teachers (supervisors) understand the value of this project, this is not a routine, it is an
opportunity created for struggling students improve their learning and good learners to enlighten their
learning capability.
The school garden can be a space that will offer multiple benefits. It can provide an effective and easy
approach to a matter that our societies are in desperate need to deal with, which is how to reconnect
modern humans with nature. For instance, Aikaterini et al. (as cited Stefanosi, Skelly & Zajicek, 1998)
maintained that intensive use of the school garden, integral to the normal school curriculum, produces
positive effects on the students’ attitudes. The students will be able to develop the attitude of caring for
environmental, science students are more privileged involve as this project allows reflection on ecology
and other areas in science, social science through the units of resource management. This also gives

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an opportunity for students to correlate their knowledge to global issues such as Climate Change,
Population, Poverty and etc.
Another additional positive effect of school gardening, among several others, is that the students learn
elements of nutrition and improve their nutritional habits and thereby their physical health. The research
has confirms that school garden enable students to know about vegetables and their nutritional value,
to taste previously unfamiliar vegetables, to classify them, and ultimately to improve their own nutritional
habits. Furthermore, their involvement in the school garden allowed the students to participate in
activities such as weeding and digging, running and otherwise playing, which in combination with the
change of their nutritional habits, improves their overall health. Moreover, traditionally, this project gives
autonomy to individual to make personal gardens back at home after school, parents will be surprised
to see the change that the children are decide to make personal garden apart from the family’s garden,
this one of the biggest impact that this project will leave at the student’s life.
All in all, it is all about values, the garden is just another temporary classroom where students get
practical knowledge and the art of working. This project will be another milestone achievement for the
school as a whole, the teachers and students including ancillary staffs. As EG White says, such is
where values are caught and not learnt. The students will be exposed to new learning environment, it
gives an opportunity for students to unlearn and learn also. The holistic learning development of the
young people is the significance of this project, it enables students to grow physically with working.

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Reference

The School Garden-Network: Sonoma County. Retrieved November 4, 2020 from
https://www.schoolgardens.org/mission--impacts.html.
Kafeero, H. (2020) (Relationship between School Gardening and Self-Efficiency on Weekly Fruit &
Vegetable Intake. Retrieved November 4, 2020 from
https://www.researchgate.net/publication/342372309_Relationship_between_School_Gardenin
g_and_Self-Efficacy_on_Weekly_Fruit_Vegetable_Intake.
Childs, E., A. (2011). Impact of school gardens on student attitudes and beliefs. Iwa State University:
Thesis and Dissertation. Retrieved November 10, 2020, from
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1412&context=etd.
Ferguson, G., Keck, C & Saldivar (2019). School Garden as Spaces for the Cultivation of Relationships.
Retrieved November 5, 2020, from https://www.researchgate.net/publication/337887922.
Treadwell. Brown, P., Brew, K., & Prizzia, A. (n.d). Grow to Learn: Florida Department of Agriculture
and Consumer Services, University of Florida. Retrieved November 12, 202o, from
https://www.researchgate.net/publication/338047525.
Aikaterini, P., Athina & Stefanosi, A. (2020). Education for Sustainability Development via School
Garden: European Journal of Education Studies: University of Patra, Greece. Retrieved
November 12, 2020, from www.oapub.org/edu.

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