Improving productivity in Kenyan smallholder dairy systems through selective, intensive education and supported adoption

Improving productivity in Kenyan smallholder dairy systems is perceived as having the potential to greatly improve the supply of milk to processors and make substantial improvements in rural incomes by doing so. Surveys recently commissioned by GIZ in Western Kenya indicated that milk yield was between 1.8-3L/cow/d (depending on county). Poor milk yield is often attributed to poor genetics, but we discovered that frequently production is constrained by a lack of knowledge, particularly with regard to husbandry, feeds and feeding practice. Much has already been done in these areas by NGOs, but training is frequently short-term, focused on a narrow area and participant selection is untargeted. In the framework of a BMZ funded project we are working with NGOs, dairy co-operatives and GIZ to assess the potential of farmers to implement new technologies that will further improve their operations. We are specifically aiming at early adopters as those are likely to continue and thus, might serve as role models. We are currently identifying innovators in a number of communities in Western Kenya and will provide them with an 18d intensive course covering husbandry, animal nutrition, forage/crop agronomy and business analysis skills. On completion we will support each farmer to implement knowledge and technology in his/her community. These farmers should be able to adapt the skill set and learned technologies to their own situation, but also act as a focal point and exemplar to their own community. The presentation will outline the training concept, selection procedure of farmers, and summarise first results on knowledge implementation in the communities following the return of the trainees

Digestibility and metabolizable energy of selected tropical feedstuffs estimated by in vitro and prediction equations

In vivo determination of digestible organic matter (dOM) and metabolisable energy (ME) concentrations of feeds is laborious and expensive, whereas analysis of their nutrient contents is routinely performed. Prediction equations based on the chemical composition of feeds can be a compromise. This study compared dOM and ME estimates of tropical feeds derived from selected equations (Yan and Agnew, 2004; Stergiadis et al., 2015a; Stergiadis et al., 2015b; AFRC, 1993) with those determined by the in vitro gas production method (Menke and Steingass, 1988). Samples of supplement feedstuffs (n = 12) and the herbaceous and ligneous vegetation on native pastures (n = 12) were collected in Lower Nyando, Kenya, over two seasons of one year. Samples were analysed for dry matter (DM; in % of fresh matter), crude ash, crude protein, ether extract, neutral and acid detergent fiber (NDF, ADF) (all in % of DM). Gross energy was determined by calorimetry. Nutrient concentrations varied across all samples with 8.5 – 87.9% DM, 5.2 – 16.8% crude ash, 36.7 – 74.1% NDF, 25.5 – 39.4% ADF, 3.2 – 14.2% crude protein, and 0.6 – 4.5% ether extract. The gross energy, in vitro dOM, and ME concentrations were 14.5 – 18.8 MJ/kg DM, 26.3 – 54.5%, and 3.8 – 8.4 MJ/kg DM, respectively. Compared with the in vitro method, all nutrient-based equations overestimated dOM (P 0.5). Nutrient-based equations do not sufficiently account for differences in nutrient availability, an aspect better simulated in vitro. Further development and/or validation of nutrient-based equations might be needed to more accurately predict dOM and ME of tropical feeds. AFRC. 1993. Wallingford: CAB International. Stergiadis et al. 2015a. J Dairy Sci, 98(5), 3257–3273 Stergiadis et al 2015b. Brit J Nutr, 113(10), 1571–1584. Yan and Agnew. 2004. J Anim Sci., 82, 1367–1379

What will Sustainable Livestock Systems Look Like in the 21st Century and Beyond?

A sustainable system may be thought of as one which can be maintained at a certain rate or level, without degrading itself, its functionality or its environment. In the context of livestock and in particular ruminant livestock systems, we are immediately faced with two challenges – firstly in some (but not all) of the world, livestock systems are currently degrading the environment. Secondly, in parts of the world, particularly those we refer to as developing economies, demand for Animal Source Protein (ASP) is rising rapidly and hence capacity to produce ASP and do so sustainably needs to be increased, not just maintained. Demand for ASP in western countries has peaked and in some places is starting to decline. By comparison demand for ASP in much of Asia and Africa, while still low on a per capita basis, is growing strongly, driven by increasing population and an increased desire to consume dairy, beef and other red meats. Ruminant productivity is low, but has the potential for great and rapid improvement – but there is no one, simple fix. Short, medium and long term goals need to be established and pursued independently but collaboratively. Improving animal husbandry by reducing age at first parturition, decreasing birthing intervals and decreasing infant mortality, along with improving the available feed base, have the capacity to produce almost immediate, sustainable increment in livestock productivity. Beyond that, developing locally adapted and productive animal phenotypes is an important step in achieving improved, sustainable animal productivity. Ultimately however we need to fundamentally change our approach to feeding ourselves. It is now estimated that over half of the world’s population live in cities. Quite apart from any social implications, this results in a massive translocation and concentration of resources. Likewise, huge quantities of energy, protein and minerals daily leave cities in the forms that we refer to as “waste”. Much of this is potentially suitable for capture and transformation to animal feed. This is a new and challenging area of applied research, but one that can’t be ignored. It will potentially define our ability to create truly sustainable livestock systems

Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values

Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how to support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding future music study and career intentions in secondary school. This article reports on the intersections and conflicts between adolescent boys’ musical possible selves, university study intentions, and parent values. Research was conducted at an Australian independent K-12 boys’ school using one-on-one semi-structured interviews incorporating a “draw and tell” artifact elicitation technique with Year 12 students and their parents. Two resonating narratives of adolescent boys studying class music are presented as a means of examining their developing musical identities. Findings reveal the vulnerability of students’ musical possible selves at the end of secondary school as they re-evaluate the role of music in their lives. The mothers of these two students did not highly value music university study and careers and actively intervened to disrupt their sons’ developing musical possible selves. This article proposes the development of specialized school music pathway education, enabling adolescents and parents to make more informed decisions on prospective university music study, careers, and the role of music in their futures

Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school

Music can be a powerful activity and resource in a child’s ongoing identity construction. Rather than something that people have, musical identities are understood to be something people enact and continually work on. The correlation between musical identities and developing music skills raises serious questions regarding the possibilities and responsibilities for school music education and music teachers to positively contribute to children’s emerging identities. This study investigates how daily singing-based music classes at an Australian boys’ school shape and support children’s identity work. Research was conducted using one-on-one semistructured interviews incorporating a “draw and tell” artifact elicitation technique with seven students in Year 3. All students were engaged in their fourth year of Kodály-inspired music education as part of the school curriculum. Findings indicate that singing, singing games, playing the recorder, writing activities, musician models, and thinking musically positively contributed to boys’ identity work. These daily school music practices provided a resource for their identity work; fostered a high value for learning in, about, and through music; developed musical proficiency; ignited interest in learning musical instruments; and facilitated the entanglement of children’s musical worlds. Boys’ future identity work was supported by assisting the construction of musical possible selves and encouraging the continuation of music learning. This case study exemplifies music as a process and resource for children’s ongoing identity construction, the contributions of school music education to identity development, and the potential of singing-based music education to positively shape and support children’s musical identity work

Early-career music teachers’ perspectives of their initial teacher education program in China

Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects of their beginning careers. Phase 1 of the data collection consisted of an online survey with 32 music education graduates of Yu Cai Normal University from 2015–2019. Phase 2 involved one-on-one semi-structured online interviews with three participants offering a range of views. Phase 3 was a combined analysis and discussion of the findings from Phases 1 and 2. Findings indicate that early-career music teachers highly valued their initial teacher education and their studies adequately prepared them for work, though the quality of their university subjects could still be improved. Early-career music teachers embrace the challenges of the profession and choir, competitions, and the act of teaching are their greatest rewards. Practical subjects remain the most critical components of music teacher education, and theory must be situated in contextualized practice

Music learning and school-aged children’s and adolescents’ wellbeing: A scoping review

There is compelling evidence that music can support young people’s wellbeing, particularly through music listening to and making. In this article we report a systematic review of music learning and wellbeing literature to offer a new perspective on learning music as a wellbeing strategy. In this review, we investigated (a) what definitions and theories of wellbeing have been used; (b) what methodologies have been employed, particularly measurement tools; (c) what learning contexts and participant demographics have been examined; and (d) what is known about music learning and the wellbeing of school-aged children and adolescents. This review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews (PRISMA-ScR) and a protocol was registered. Four hundred and twenty-three sources were retrieved from nine databases, and 30 sources were analyzed after screening. Findings identified that most sources did not adopt a clear definition or theory of wellbeing. Qualitative methods overwhelmingly inform existing knowledge and studies were predominantly situated in Australia and the United Kingdom. All but one source reported that music learning supported wellbeing. Wellbeing outcomes were summarized into three themes (individual, social, and educational) and characteristics of these music programs and approaches were also identified. The review concludes with clear recommendations to direct future research. These include a need for music education scholars to adopt an interdisciplinary approach informed by existing wellbeing knowledge. The field would benefit from developing a quantitative instrument to measure music learning and wellbeing outcomes for use in large-scale studies, including in schools. Future research must closely interrogate the wellbeing outcomes and characteristics of specific music learning activities, how learning music can be a form of wellbeing literacy, and how wellbeing strategies can be integrated into music education