In Zimbabwe, a significant amount of arable land in schools remains underutilized, despite its potential to provide food security and generate additional income for operational costs. To address this, a transformative initiative is underway, aimed at promoting farming-as-a-business through mechanized conservation agriculture (CA) in schools. This initiative is part of the broader effort to drive sustainable agricultural practices and climate resilience in Zimbabwe, with the goal of creating self-sufficiency in schools and fostering local economic development.
The program, which is being implemented through a collaboration between the International Maize and Wheat Improvement Center (CIMMYT), Kurima Machinery and Technology, Emergination Africa, and the Ministry of Education, is centered around the establishment of Agri Learning Hubs in schools. These hubs are designed to revolutionize the way schools approach agriculture, shifting from subsistence farming to business-oriented, sustainable practices. By utilizing mechanized conservation agriculture, schools are empowered to optimize productivity while maintaining soil health and water resources.
Mechanized conservation agriculture combines modern agricultural machinery with sustainable farming practices to reduce labor intensity, increase efficiency, and boost yields. Schools are provided with tools such as two-wheel tractors, multi-crop threshers, and irrigation systems, which enable them to improve agricultural output. This not only meets the schools’ internal food needs but also creates a surplus that can be sold, generating income to support school operations. This model also reduces the need for external food purchases, contributing to the overall financial sustainability of the schools.
The impact of this initiative extends beyond self-sufficiency. By offering mechanized services such as land preparation, irrigation, and feed processing, schools can become service providers within their local communities. This creates opportunities for additional income generation and strengthens the relationship between schools and surrounding smallholder farmers, who often lack access to such technologies. The initiative also promotes community engagement through annual seed fairs and market linkage initiatives, which connect schools with agri-processors and enhance the value chain for surplus produce. This not only provides a stable market for the schools’ agricultural output but also supports local economic development by improving access to markets for smallholder farmers.
Capacity building is a key component of the initiative, as it aims to equip school staff, students, and community members with the skills and knowledge needed to succeed in agribusiness. School principals, teachers, and students receive training in areas such as financial management, agribusiness, conservation agriculture, and mechanization. The curriculum, developed in collaboration with CIMMYT, emphasizes sustainable agricultural practices, entrepreneurship, and the integration of agriculture into the educational framework. This training ensures that participants gain practical skills and accreditation, which can open doors to future opportunities in the agricultural sector.
The initiative aligns with broader goals of improving nutrition, promoting gender equality and youth inclusion, and enhancing climate resilience. By fostering a culture of farming-as-a-business, the program aims to create self-sufficient schools that can feed their students and contribute to local food security and economic development. It also positions schools as key players in the agricultural sector, driving innovation and sustainability within their communities.
One of the main goals of the initiative is to scale the model across Zimbabwe and other countries in East and Southern Africa. By replicating the Agri Learning Hub model, schools can become hubs of agricultural innovation and community development, driving sustainable growth in the region. Mechanized conservation agriculture has the potential to transform the agricultural landscape in Zimbabwean schools, turning them into self-sufficient, resilient, and economically viable institutions. This approach not only addresses immediate food security needs but also lays the foundation for a new generation of agri-entrepreneurs who are equipped to drive sustainable development in Zimbabwe and beyond.
The long-term vision of the initiative is to create a sustainable agricultural ecosystem where schools are not only self-sufficient but also contribute to the broader goals of food security, economic development, and climate resilience. By integrating modern agricultural technology, sustainable practices, and a business mindset, schools can become powerful drivers of change, improving the livelihoods of students, their families, and their communities. This initiative represents a significant step forward in creating a more resilient and sustainable agricultural future for Zimbabwe and the wider region.
