Income generation: A conservative estimated total of BD$26,000 has been generated from project activities over the life of the project. While teachers have reported collecting the money and giving to the Principal, they have also reported income of an average of $300 at each event where produce is sold. They have also confirmed hosting events at least twice a year over the two years of the project report. Each year and estimated 20 of the 30 schools targeted have successfully sold produce. Events included Agrofest, BMEX, African Awareness Day and Market Days arranged by the schools.
Teachers have also reported that the children at their schools have distributed produce to family members and people less fortunate in the community. Anecdotal information from teachers brings the estimated value of donated produce to BDS$8,000.

Training in soil sampling was completed during workshops with Youth Commissioners. Informa-tion was also shared with teachers and a simple instructional flyer was provided. The flyer was also uploaded to the resource center on the project website and the login information was disseminated to adult resource persons (teachers and volunteers). Additionally, information on Managing Soil was shared by the agricultural consultant during his workshop under the heading ?Climate Smart Innovative Agriculture (CSIA)?. The information was uploaded to the resource center for review and sharing by teachers and volunteers. The simple instructional flyer is shown on the next page.

Awareness of Soil Properties and Soil Analysis and the Impact on Agriculture
The results of the soil tests were shared with Youth Commissioners for each school and also provided directly to the teachers and volunteers. Recommendations for soil improvements based on the soil analyses were also shared with each school.
The Agricultural consultant completed a comparative analysis of the soil tests and reported the improvements in the soil after introducing tools, materials and techniques. The consultant also provided detailed information on how soil, insects and various factors contribute to crop yields. The consultant?s full PowerPoint presentations were also disseminated via the website resource center. The slide on managing soil is shared below as an example.

The status of the gardens with regards to soil management and yield was completed by the agricultural consultant and is included in his reports.

Teachers have reported using the ?before? and ?after? reports in addition to observation to educate youth on how various elements, techniques, creatures, and so on, affect soil property.
For example, at Bay Primary children were showed how the rain from the roof leached soil and the school placed the rain water capture tank strategically as an intervention; while at Roland Edwards Lead Teacher Dominique Jordan showed how the incorrect potting mix to soil ratio resulted in flattened gardens after a rain.

The Impact on Agriculture
The impact of soil management and environmental protection on agriculture has been articulated and demonstrated by teachers and students as well as community members.
Below are examples from Bay Primary School, Gordon Walters Primary and Mt. Tabor Primary, of how the adult training has been translated into training youth and having a long-term impact.

Bay Primary - Composting and Sustainable Gardening
REAP Lead Teacher Dave Brathwaite engaged students in creating an educational poster board that has been dedicated to the retiring Principal and a retiring teacher. The Principal has confirmed her commitment to sustainable agriculture and has continued to support REAP. Bay Primary also built a composter and children have been saving fruit and vegetable peels and bringing to school to create compost for the garden. At Bay Primary, the lead teacher has also engaged the children in developing a model of a sustainable garden that was displayed at BMEX. A descriptive video is accessible via the website on the ?spotlight? page.

Gordon Walters Primary ? School and Community Sustainability
At Gordon Walters the entire school of 326 children was involved in REAP. The school was divided into sections and 9 classes competed in planting and growing produce except for one class which decided to implement beautification. Family members including parents, (grandparents and in some cases, great-grandparents,) as well as community members became involved and extended the project into the community.
Subsequently, inspired by the success at the school, government has allowed the use of 2 acres of adjoining land for the school?s use. The pictures below show some of the results and progress of the project including innovative planting containers like tyres and old umbrellas.

Identifying & Scheduling Guest Speakers
Guest Speakers with Agri-Careers Visiting Schools
Throughout the project, schools took the initiative to schedule various guest speakers with agri-careers to visit their schools. These were as diverse as community parents, grand-parents and other family members to staff of Arc Irrigation, BADMC, Ministry of Agriculture, Agri-consultant Stevenson Skeete, Barney Gibbs from the ?Trees that Feed? program, employees on neighbouring plantations like Redlands in St. John, tractor/machine operators, Youth Commissioners, Teachers and Principals, who are engaged meaningfully in farming outside of their formal roles. Students have come to recognise agriculture as not only a viable, full-time option, but also a source of supplemental and/or seasonal income.

A resource map was also provided which identifies farmers in proximity to the various schools so that technical assistance, guest speakers and site visits can continue after project close, to ensure sustainability.


Identifying Location for Group Selling & Selling/Distribution of Produce
Schools agreed that it was more productive, effective and efficient to coordinate school-based market days at their respective schools and have successfully implemented multiple events with great success.
On average schools have reported at least 2 market days / open days per term with income of approximately $300 at each event. Some schools merged market day with African Awareness activities in February, others with Literacy Month in May and others with BMEX, while some had random days for sale as produce became ready for harvesting and sale. Schools reported giving away produce to community members, staff and children and/or ensuring that prices were affordable and way below market price to ensure that everyone benefitted.

Capacity building activities were dovetailed with the Secondary School project for most efficient use of limited resources.

Agricultural expert Stevenson Skeete, youth entrepreneurship expert Marsha-Ann Clarke and leadership and partnership expert Kay McConney were identified as the capacity-building consultants for the project. Their expertise and proven track record within their fields, as well as institutional knowledge of the project and its dynamics made them the best choices. Each consultant also contributed services, which was a huge asset to the project.

The workshops were implemented in an engaging and research-based manner that yielded very positive results. The attendance and active participation of 21 principals (13 from the primary schools) was remarkable. The partnership and leadership training was developed, in part, based on feedback from teachers which indicated that principals were integral to the success and sustainability of the project. What was remarkable and innovative about the capacity-building workshop for teachers was the immediate application of tools and skills. Teachers completed a hands-on exercise in how to complete a one-page proposal and at least one teach submitted a one-page proposal for funding the same night after the workshop.

The agricultural workshops utilised technology to inspire learning among teachers. A particular impact was made by the use of a virtual tour of an agricultural experience that participants appreciated very much. The material was also placed online for download instead of the traditional handing out of copies.

The experiential learning methodology was used by the youth entrepreneurship consultant to place the participants in the role of their students. This allowed a different perspective and an appreciation for the techniques needed to facilitate entrepreneurial development in agriculture and in life.

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The linkage with the CIBC FirstCaribbean Comtrust Foundation was critical to attracting more private sector funding and for regional expansion.
The linkage with the Ministry of Education, Science, Technology and Innovation was critical to success as their partnership included:
Approving installation of organic gardening equipment at schools (water tanks).
Identifying where equipment should be placed
Communicating with Principals regarding workshops
Communicating the benefits of the program to teachers outside of stated project goals

The linkage to the Division of Youth was critical to secure training facilities for the project
The linkage to the Division of Youth was critical to capturing photos and videos of various events.
The linkage to the BADMC was critical to secure the expertise and labour needed to install the drip irrigation and water tanks at schools as recommended by the agricultural consultant
The linkage to Ministry of Labour?s HRDS was critical to approve use of funds to support the GEF SGP initiative across schools