Broadfield Permaculture Group I Education Department. 
(Bloom Kampala)

Introduction to the TOT – Trainers of Trainees

This curriculum is by Broadfield Permaculture, a local Bloom based in Kampala, Uganda. We teach trainers to teach permaculture in schools across Uganda, which creates microclimate stabilization, women led cooperatives, and increased food security with indigenous plants and export crops.

We are learning in teams in the process of applying permaculture at different levels of education, primary, secondary, High school, Tertiary and community. 

Approaches on application and implementation differ depending on needs assessment with ability to creatively use the curriculum. 

Dates Tropics Activities Outcomes
Day 1  14th  Resilience in permaculture ecological design
Introduction Participant Expectations
Review of PDC  Curriculum Impact and Expectations 
Primary Model Canvas 
Strategic Permaculture Designing for Early Learners in Tropical Regions  -Tools 
Design Processes and application processes 
Day 2  15th Resilience supported by vivid replication at student’s home in cycle of three terms.Secondary Modal Canvas Strategic Learning and Resilience for secondary school and stake holders – Tools 
Day 3  16th Fair share of resilience strategies through involvement of others e.g. creation of  employment /jobs High School Modal Canvas Strategic designing for Upper secondary learning based in practical demonstration. 
School to home or community action.
Taking permaculture not as a subject but choice.
Day 4  17thInnovation and Practical advancement transformation with case study, demonstration in form of project, research, pilot project.Tertiary Modal Canvas on Resilience on Holistic Learning, innovation.Resilience and Resource growth.Skill Set Peer to Peer TrainingResearch Innovation Competence in Main Stream employment in Agriculture economics and Production. 
Day5  18thDiversification and ResilienceCommunity Modal Canvas PermEzone – Inclusive Decision making learning and Cooperative development.
Day 6 19th Design Project for students Group work on Design of Modal Canvas Project for each main stream.
Submission of Proposal of TOT projects 
Day 7 20th Presentations PresentationsKey focus on resilience ,Applicability, demonstration, economic, social and ecological empowerment.
Day 8 21st Presentation Presentation Ecological 
Day 9 22nd Presentation Awarding Ceremony and Guest of Honor. Certificate Confirmation.

Why TOT in Permaculture Design for Schools?

The Journey of Permaculture has been very long until we have managed to official succeed to see permaculture in the National Curriculum of Lower Secondary as it ascends to upper Secondary with still loose attachments in primary schools, the fact that the ministry of education and the direct beneficiaries have embraced permaculture they still face a big challenge of lack human resource (permaculture trained teachers or permaculture extension support to execute a result and practical oriented themes with the adaptable skill of learning the program). 

The program is offering an advanced training focusing on graduated PDC holders to uptake Implementation formation strategies on schools , both Primary , Secondary , Advanced learning and  Community. In addition to lead teams from designing, evaluation to resilience. 

Summary Matrix of themes of Advance Learning.

LevelThemes Indicator Outcomes Key Strategies 
Primary Practical Holistic Learning for Pupils and Teachers.Resilience in permaculture ecological designTeacher’s efficiency to support the pupils and the school.
Frame work on integration of permaculture skills in early learning. /school 
Introducing the concept and integrating it in science subjects.
Design for ecological resilience with absorbable practice and simplified permaculture language.
Lower Secondary( senior 1 to senior  4  )Practical Holistic learning for students to adapt the lessons at home grounds.Resilience supported by vivid replication at student’s home in cycle of three terms.Students are in position to demonstrate beyond school for self or home use to realise resilience. 
Framework to demonstrate the skills acquired.
Build on Permaculture concept and equip students with more knowledge on permaculture in order to interest them in taking permaculture as a choice but not a mare subject.
How many students end up taking permaculture as a choice but not as a subject.
They carry out permaculture projects and acquire a minimum credit of demonstration practice.
Design for learning both for academics and beyond school.
Curriculum Matching of activities in Lesson Planning. 
Upper Secondary High School- S.5 and S.6) Practical Holistic Learning adapts lessons beyond school and creates possibilities of a green job or project or Innovation.Fair share of resilience strategies through involvement of others e.g. creation of  employment /jobs Student self-sufficiency to self-employment and employing at a center of radical social impact social entrepreneurship.
Determination of taking on permaculture as a way of life. 
Mimicking of the Curriculum and creating possibilities of problem solving, using permaculture principles.
Tertiary 
Vocational and University Undergraduates or Graduates)
Translating disciplines of learning to practical with permaculture principles direct and indirect Plug in support for resilience, innovation and outstanding troubleshooting.
Innovation and Practical advancement transformation with case study, demonstration in form of project, research, pilot project.
Scalable scope of implementation model/process with vivid replicability data /facts that offers financial visibility – self-reliance (that qualifies for seed fund). 
Social, ecological Impact based on permaculture principles on diverse resources available.
They should be Permaculture coaches , Innovators and proprietors of projects.

Innovation in creating opportunities with already existing disciplines of learning with plug in direct or indirect permaculture principles for resilience that satisfies economic, ecological and social needs without continuous dependence.
Community Peer to peer Learning – farmer to Farmer Permaculture education.Diversification and ResilienceParticipatory Learning – Inclusive solution development based on the needs of the bio region of the beneficiaries.
Establishing and Running community modal Farms. e.g. seedlings.
Adaptation of PermEzone Curriculum.
Design and Formation of Community owned Cooperative modal. 

Who should participate in this course and Possibilities of Employment?

This course will be specifically targeted to people who are holders of a permaculture Design Certificate that  are working with schools or communities, as well as individuals with main priority to rural farmers, interested to integrate Permaculture thinking into their own projects and work. Participants will include sponsored school teachers, community workers, farmers, NGO staff members, as well as individuals looking to gain a personal transformation. The participants will deepen their knowledge about the history, ethics, philosophy and goals of Permaculture.

Permaculture for Uganda School’s curriculum;

Permaculture is a powerful educational tool, how can we use it in schools to change campus culture, reduce waste, water run-off and covert nutrients in to healthy soil. This group will be considering how to bring permaculture much more into schools, the curriculum and the school campus culture. We have links to the Ministry for Education in Uganda as well as several key regional schools, our aim is to capitalize on these. Understanding methodologies of scalability at the centre of participatory approach.

REFERENCE;

Level 1 PDC SESSIONS .

PROGRAMME FOR TEACHING PERMACULTURE DESIGN COURSE

DAYSESSION ISESSION IISESSION IIISESSION IV
1IntroductionsWorld problemsWhat is PermacultureEthics-Principles Characteristics
2Ecology Basic principlesDesign Methods Zones & SectorsMap Reading PracticalClimate and its Elements
3MicroclimatesSoils Practical exercise………………………………Water
4WaterEarthworksPlantsForests
5Windbreak DesignPatterns in NatureWorld Regions & CultureZone O Our Houses
6Zone I Vegetables/herbsZone II Fruit tree ForestZone II Animals in the OrchardZone III Field crops and Large Animals
REST DAY
7Zone IV Harvest ForestsZone V Natural ForestsSite Analysis PracticalWeed Ecology
8Wildlife ManageentIntegrated Pest ManagementIncomes from AcresAquaculture
9Design or DisasterBiotechnologyPractical Work on Large Design
10Bioregional – Local WealthEthical InvestmentPractical Work on Large Design
11Land Ethics & AccessVillage and Commune P/CSuburban P/CUrban PC
12Design WorkDesign Presentations …………………..…………..Evaluation

1 Students must attend 70% of the 72 hour course to receive their Certificate

2 Students must design: a. a home garden – by individual work and b. a village or commune – by group work

3 All the class groups work on the same village or commune village

4 This timetable is for a six hour day of theory and practical work

5 Teachers can present this timetable in any logical order which suits them

COURSE OUTLINE

INTRODUCTION TO PERMACULTURE

Unit One: Introduction

The teacher and students introduce themselves. The students explain why they have come and what they hope to get from their studies. The course outline, timetable, materials and references are discussed.

Unit Two: Characteristics, Principles, Ethics

This unit explains how permaculture is built on ideas and the creative ways to use these ideas. It shows how permaculture is concerned with clean air, water and soil, and the conservation of landscapes and species. The aim of building sustainable human societies, and the role of the principles and ethics in attaining these goals are discussed.

THE CULTIVATED ECOLOGY

Unit Three: Principles of Ecology

Permaculture is based on ecology rather than the pure sciences. Its methods involve observation and deduction rather than prescription. This unit examines the key concepts of ecology including the flow of energy, cycles of matter, succession, limiting factors and perpetuations of ecosystems.

Unit Four: Methods of Design

There are several ways to design a landscape. Some of these are observation, deduction, analysis, maps, zones and sectors.

Unit Five: Map Reading

This unit shows how map reading helps us to understand ecosystems, soil types, water movement and microclimates. It assists with water harvesting and placing human structures such as roads, houses and dams.

Unit Six: Climate

Climate variation is increasing, and we need to be able to design landscapes to minimise the harmful effects of climate and/or take advantages of the different types of climate. This unit shows how we can reduce risk and energy use through design and selection of appropriate plants.

Unit Seven: Microclimates

This is where we work more closely on site. A large block is made up of many different microclimates. We learn to identify and design different microclimates.

Unit Eight: Soils

Soils tell you many things about plants and animals. Most soils are very damaged. There are different types of damage and different repair techniques. Most soils can be improved quickly. Traditional soil classifications integrate history, use and potential.

Unit Nine: Water and Landscape

Water is the basis of life. It is a precious resource and is fundamental to the rehabilitation of soils. This unit shows how water can be harvested and saved in many ways until needed by plants, animals and people.

Unit Ten: Earthworks

Moving Earth to build dams, houses and roads and change microclimates. Many expensive mistakes can be made in Earthworks. This unit looks at some guidelines to minimise or prevent these mistakes and maximize productivity.

Unit Eleven: Plants

Plants are used for many functions in a permaculture design and are basic to every design. Propagation methods are outlined, and the role of conserving local and heirloom species discussed.

Unit Twelve: Forests

Understanding forests and how they work is the basis of permaculture designs. A forest is an air-conditioner, soil binder, mulcher and windbreak. This unit shows that an understanding of how forests work enables us to design productive landscapes.

Unit Thirteen: Windbreaks

This unit discusses how windbreaks are needed in almost every landscape. They filter dust and disease, they slow down hot and cold winds, and they protect plants, animals and buildings. Each windbreak design is site specific.

Unit Fourteen: Patterns in Nature

Understanding the patterns of nature helps us to design highly productive, integrated landscapes. Patterns are linear or non-linear and include circles, spirals, streamlines, songs and sayings. They help us to interpret landscapes and improve designs.

DESIGNING PRODUCTIVE LANDSCAPES

Unit Fifteen: Broad Climatic Biozones

This unit shows how there are many climate zones in the world and how each one has special sustainable landscapes. Soils, water use, nutrients and traditional cultivation practices have evolved over a long time and are usually sustainable.

Unit Sixteen: Zone 0 – Sitting and Building Homes

This unit discusses the principles of designing a comfortable, low energy, non-polluting house.

Unit Seventeen: Zone I – The Family Food Garden

Everyone, from people in the city with tiny gardens to people with large blocks of land, can grow much of their own food. This unit shows how to grow vegetables, herbs and fruits in the zone 1 garden and explains the role of companion planting, crop rotation and sheet mulching.

Unit Eighteen: Zone II – The Food Forest

Good quality, chemically clean fruit is a security. This unit examines how an orchard is designed as a food forest with many mixed species supplying fruit all year. Some non-food species are planted to provide protection and fertilizer, and later, firewood.

Unit Nineteen: Zone IIA – Food Forests and Small Animals

Poultry is best kept in an orchard to prune plants, eat pests and provide fertilizer. This unit shows how small livestock such as chickens, ducks, geese, pigeons and bees are good orchard friends.

Unit Twenty: Zone III – Cropping & Large Animals

This unit describes how crops are grown and larger animals are included in the design of larger blocks of land. The practice of alley cropping is explained.

Unit Twenty One: Zone IV – Harvest Forests

We all use a lot of wood and other tree products in our lifetime. This unit shows how the structural or ‘harvest’ forest is where we try to grow all our own forestry needs for bark, firewood, furniture, dyes, mulches, oils and so on. The forest will eventually give a very good income and improve the ecosystem.

Unit Twenty Two: Zone V – Natural Forests

Natural or conservative forests are the natural, indigenous forests of a region. They keep soil, water and animal species stable. This unit discusses the importance of remnant forests and describes the techniques used to regenerate degraded bushland.

INCREASING SUSTAINABILITY & PRODUCTIVITY

Unit Twenty Three: Weed Ecology

Many useful plants are classified as weeds. This unit shows how weed management entails understanding the whole ecosystem.

Unit Twenty Four: Wildlife Management

People and wildlife are often in conflict. Wildlife is in great danger from people. This unit shows how people and wildlife can live together in a well designed landscape.

Unit Twenty Five: Integrated Pest Management

Pests should be appreciated and managed, not eliminated. This unit explains how by understanding pest lifecycles and how predators work, damage can be minimized.

Unit Twenty Six: Site Analysis

Designers look carefully at a site to understand its good and bad points – both of which can be used in a design. This unit explains how to make an inventory of the land from which the design is developed.

Unit Twenty Seven: Design Graphics

A well-drawn plan helps to show clients what they can do to make their land more sustainable and more productive. The techniques used to draw plans are described in this unit.

Unit Twenty Eight: Creative Problem Solving

When designing land, there are always constraints which can be hard to solve creatively. This unit explains the steps in the design process which are used to solve problems and arrive at good solutions.

Unit Twenty Nine: Incomes From Acres

Every piece of land should pay for itself and make a profit. This unit suggests ways in which money can be made from the land, without destroying its resources.

Unit Thirty: Aquaculture

Water systems can be highly productive. The whole water system is an integrated ecosystem which includes fish, prawns, crabs, tortoises, insects and water plants. This unit describes how to design damns, select species and manage the system to maximise productivity.

Unit Thirty One: Designing Against Disaster

From war to drought, there are many destructive threats to humans and agricultural systems. This unit shows how good design strategies make landscapes more resistant to damage and more likely recover quickly.

Unit Thirty Two: Biotechnology

Biotechnology is changing the world through biological manipulations of plant and animal species. This unit opens up class discussion on the advantages and disadvantages of biotechnology.

SOCIAL PERMACULTURE & SELF-SUFFICIENCY

Unit Thirty Three: Bioregions

This unit discusses how we can make good, strong societies through the enrichment and empowerment of our bioregions. The role of the ethical directory is explained.

Unit Thirty Four: Economics & Ethical Investment

We can use money well or badly. This unit explains how we can set up our financial systems to meet our own needs and reduce our dependence on mainstream banking. The LETS case study is examined.

Unit Thirty Five: Land Access and Economics

Land is a resource and not a commodity. It is there to be cared for and to meet our needs. This unit explains how poor, indigenous and other dispossessed people can obtain access to land.

Unit Thirty Six: Land Ownership

Every person has the right to use land for shelter and to meet their food needs. This unit explains ways of owning land which protect it from future misuse.

Unit Thirty Seven: Legal Structures

This unit explains how we can protect ourselves through ethical legal organisations.

Unit Thirty Eight: Communities

Many people prefer to live in communities. This unit looks at the reasons why they succeed or fail.

Unit Thirty Nine: Suburban Permaculture

Suburban areas produce almost nothing despite having good resources in people, land and time. This unit shows how suburbs can become productive parklands and good places to live.

Unit Forty: Urban Permaculture

Cities are major consumers of resources and are major polluters. This unit suggests ways in which cities can be made more attractive and productive.