RCE Kano - 2023

Rural Home Gardens for Improved Nutrition, Livelihoods and Environmental Conservation in Nigeria
Basic Information
Title of project : 
Rural Home Gardens for Improved Nutrition, Livelihoods and Environmental Conservation in Nigeria
Submitting RCE: 
RCE Kano
Contributing organization(s) : 
1. Centre for Renewable Energy and Action on Climate Change
3. Association of Northern Women Entrepreneurs
Focal point(s) and affiliation(s)
Usman Muhammad
Organizational Affiliation: 
Centre for Renewable Energy and Action on Climate Change
Format of project: 
Language of project: 
Date of submission:
Geographical & Education Information
Africa and Middle East
Wammako, Sokoto
Address of focal point institution for project: 
Suite 44, Padama Plaza, Sokoto Road, Opposite Taj Bank, Gusau, Zamfara State, Nigeria
Target Audience:
Socioeconomic and environmental characteristics of the area : 
The main economic activities of the villages are herders and they also engage in subsistent farming, cultivating crops such as corn, cassava and millet during rainy season while they cultivate onions and pepper during dry season. The nearest market is in Sokoto town where they carry their produce to town, they transport their produced on motorcycles and sometimes the produced are transported in cars. However, due to lack of financial literacy, the farmers are being shortchanged or cheated which this project addressed.
Description of sustainable development challenge(s) in the area the project addresses: 
Created awareness and introduced ESD, Home Gardens and Climate Actions among rural women.
Trigger discussions among rural farmers on ESD and SDGs.
Attracted the attention of the media on ESD, climate action, and SDGs in the region.
Trigger curiosity towards ESD and SDGs in both formal and non-formal institutions in the region.
May, 2022
People of Dundaye have no alternative to cooking fuel which led to habitat destruction; people resort to felling down of native trees that those birds such as vultures and pied crow hang on to lay their eggs and raise their younger ones. Many of these birds went extinct in northern Nigeria due to disappearance of these native trees such as Vitellaria-paradoxa, Balanites-aegyptiaca, Diospyros-mespiliformis, and Acacia nilotica. These trees serve as source of food security and income to many people in villages.
1. To reduce poverty and increase socio-economic activities of the rural populace
2. To increase access to agroforestry, organic farming and financial literacy
3. Reduction of air pollution due to fossil fuel consumption and improvement of air quality.
4. Reduction of greenhouse gas emissions.
5. Socio-economic and gender-sensitive development impacts.
6. Increased socio-economic activities for women and improved nutrition.
7. Improvement of the health and hygiene conditions of local populations.
8. Improvement of the living conditions and comfort of local populations.
9. Better conservation of ecosystem and food products.
10. Promote use of terrestrial ecosystems, manage forests sustainably, restore native trees, drought, and halt land degradation and also halt biodiversity loss.
11. Improvement of household income levels and creation of income-generating activities;
12. Opportunity for local people to benefit from capacity building actions.
13. Inclusion of all gender and youth will improve livelihoods and other development benefits.
Activities and/or practices employed: 
The project works in four villages in Dundaye area Sokoto supporting 1,500 rural women in organic farming, financial literacy and tree plantation through the establishment of solar irrigation water system and established a tree nursery bed to help improve food security, biodiversity, and forestry practices.
Size of academic audience: 
So far we have trained 1,500 rural women
In each village, women’s group participate in a six months training program and were provided with farming and tree planting equipment. Executive members from each village participated in 12 hours of training on organic farming over six days period and were provided with agricultural tools to support the group members.

The Executives that received training stepped it down to their group members, to share what they have learnt so that all farmers in the four villages can apply organic farming skills. The executive members also attended fortnightly training sessions on agroforestry and financial management over the six months period; they share what they have learnt to their group members during meetings and organized training sessions.
Lessons learned: 
Participants established group vegetable gardens through the tree nursery bed, establish group farms and tree propagators in each village. On the group farms and vegetable gardens, farming responsibilities were shared amongst farming group members. As a result, increased crop production and crop diversity led to improved access to nutritious food for each village.
Key messages: 
Groups are offered with materials to construct tree propagators to improve the current low local supply. The groups sell propagators to their community to increase revenue. They also supply propagators to group members, as the trees grown will generate a sustainable income since produce of fruit trees are in high demands locally.
Relationship to other RCE activities: 
There is no relationship with other RCEs
We recieved funding from French Embassy in Nigeria to carryout this project


File Name Caption for picture Photo Credit
Image icon Women Receiving Training at the Agroforestry Center.jpeg (149.08 KB) Women Receiving Training CREACCNG
Image icon Agro3.jpg (112.35 KB) Women Showcasing their Plants after Training CREACCNG
Image icon Agro1.jpg (448.95 KB) Home Gardener Inspecting her Farm CREACCNG
References and reference materials: 
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 10 - Reduce inequality within and among countries 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Traditional Knowledge  
Plants & Animals 
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Developing capacities of educators and trainers 
Priority Action Area 4 - Mobilizing youth 
Priority Action Area 5 - Accelerating sustainable solutions at local level 
I acknowledge the above: