Eston Mgala, one of the founders of Kusamala Institute of Agriculture & Ecology, an education and demonstration organization located in Malawi talks about the unique circumstances in Africa, and new ways of thinking of sustainable development.

Julious Piti is a Permaculture designer and teacher, organic farmer, and conflict facilitator based in Zimbabwe.  Julious has been using Permaculture in Africa to restore the health of both land and community. A founding member of the Chikukwa Ecological Land Trust (CELUCT) and now the Director of PORET (Participatory Organic Research Extension and Training), Julious' work shows that degraded land can be transformed.  PORET supports farmers in dry-land areas and works to address hunger, malnutrition, and poverty.  In 2007, PORET won the Zimbabwe National Environmental Award.

Deanne part 2 Abéné.Deanne shows how quickly crops grow.
The ecological advantages are abundant and proven. One of the best systems to have a fine return on investment. An ecological way to grow food doesn't have to be costly. Permaculture offers you to be independent and self-relying.
Deanne didn't start with permaculture out of ideology but out of necessity to provide food for herself and for the people around her. Permaculture offered her the means for sustainable living as well as an economic way of saving money.

Interview Tanjo of Satang Jabang on permaculture
The benefits of permaculture in the Casamance. Tanju, a member of the managing board of the school Satang Jabang relates how the Jardin Botanique in Kafountine was founded. Permaculture being one of the solutions to counter drought in Africa as it preserves and maintains the water balance.

For more information on the permaculture formation:
Centre Satang Jabang:
+221 33 994 85 42
+221 77 564 54 98 (Ousmane)

As an introduction, this film shows how NGOs use the Living Classroom series as integral to their training, using pause-points and practical lessons outside to encourage thinking about different ideas and techniques. When the films were piloted with farmers in Swaziland, data was captured on changes in participant knowledge and comprehension.

Without prior knowledge on the topic/film, the knowledge baseline was 24%; after watching the film once without pausing for discussion, this increased to 57%; and when facilitated with pause-points for discussion, this increased to 78%.

Using Living Classroom films as part of facilitated co-learning therefore represented an increase of over 325%.

This film shows how Swazi NGO, Guba has used the Living Classroom, as part of its interactive facilitation.