Infomediaries as complementary knowledge channels of climate-smart agriculture in the Philippines

Four key findings can be drawn from this scoping study: (1) all sites are situated in agricultural communities where rice is widely grown along with other crops; (2) almost all (99%) of the students surveyed are aware of climate change and its possible impacts on rice; (3) schools are rated as primary sources of information on CSA (Sig 2-tailed t=0.05) with the teachers as champions; and (4) instances of adoption of CSA practices have been documented. As regards the first finding, this means that this project, being focused on CSA, is rightly located. This is an important point as location specificity and relevance are among the key considerations for climate change adaptation initiatives to be successful. The second point takes this initiative to the next level as it informs that the direction must shift to how to translate awareness to tangible actions as stand-alone climate change awareness campaigns are inadequate to move people to action. The key, therefore, is to reflect on how platforms for youth engagement to serve as infomediaries on CSA can be optimized to yield the best results. The third finding establishes that efforts to engage the schools, with the teachers as champions, are leading to the right direction. Hence, the discourse should move to how the teachers can best be capacitated so they can address the “adaptation deficit” on CSA. The fourth finding is among the raison d ‘etre of this initiative. Albeit on a small scale, instances of adoption of some CSA practices have taken place. Hence, this initiative must now focus on investigating, which prompted the adoption so this can be massively replicated in other sites where these technologies seem fit

Mobilizing young people as climate-smart agriculture infomediaries: What do we know?

While efforts to adapt to the impacts of climate change have generally increased, the impression is that there is a negligible effort to include the vulnerable areas on the agenda. This paper seeks to fill in the gap by presenting an agricultural extension mechanism to tap high school students as information providers of climate-smart rice agriculture information in their rice-farming communities. This paper looks at the characteristics of the high school students who served as infomediaries as well as their information sources and perceptions on climate change; the best teaching media that can be used; and the infomediation pathways that can be drawn from this initiative. Two survey rounds, 2014 (n=) and 2015(n=), were used as data sources. Focus group discussions and interviews were also conducted. Chi-square tests were also employed. Data show that females are more likely to be infomediaries than males. Schools serve as the primary sources of information on climate change, and students generally equate climate change to extreme weather events such as drought. Various teaching media explored seem to be useful in various development contexts. Teachers are seen as the champions of this initiative. Hence, this initiative rests heavily on the extent of capacity enhancement that can be extended to the teachers so they are in a better position to train their students in the future

The Synergistic Effect of Concomitant Schistosomiasis, Hookworm, and Trichuris Infections on Children's Anemia Burden

Polyparasitic infections have been recognized as the norm in many tropical developing countries, but the significance of this phenomenon for helminth-associated morbidities is largely unexplored. Earlier studies have suggested that multi-species, low-intensity parasitic infections were associated with higher odds of anemia among school-age children relative to their uninfected counterparts or those with one low-intensity infection. However, specific studies of the nature of interactions between helminth species in the mediation of helminth-associated morbidities are lacking. This study quantifies the extent to which polyparasitic infections have more than the sum of adverse effects associated with individual infections in the context of childhood anemia. This study found that the risk of anemia is amplified beyond the sum of risks for individual infections in children simultaneously exposed to 1) hookworm and schistosomiasis, and 2) hookworm and trichuris, and suggests that combined treatment for some geohelminth species and schistosomiasis could yield greater than additive benefits for the reduction of childhood anemia in helminth-endemic areas. However, more studies to understand the full range of interactions between parasitic species in their joint effects on helminth-associated morbidities will be necessary to better predict the impact of any future public health intervention

Integrating climate-smart rice agriculture into secondary-level curriculum: lessons from three high schools in the Philippines

Climate change (CC) is an urgent and highly relevant topic that must be integrated into the school curriculum. Literature on CC integration, however, is scarce, let alone literature on integrating climate-smart rice agriculture (CSRA). Bringing CSRA lessons into the classroom means the chance is higher that climate-smart technologies on rice will reach even the most far-flung areas of the Philippines, which stand to be among the most vulnerable as regards the negative impacts of CC. This paper shares experiences drawn from three high schools in the Philippines on integrating CSRA into their curriculum. The research centers on appropriate teaching tools/strategies, push and exogenous factors in CSRA integration, and the types of information that are likely to be shared by the students with their farmer-parents or other farmers in their communities. Surveys among participating students (n = 155) and three focus group discussions among key school officials were conducted. Different teaching methods and/or tools were found to be generally useful in various contexts. Photos and videos, however, emerged as the most effective tools across sites. The livelihood source of the students does have a bearing on the complexity of messages that they can convey. Students from rice-farming households can competently discuss even highly complex adaptation and mitigation information with their farmer-parents or other farmers. Thorough message-framing is necessary to maximize student involvement as well as to increase production of education–entertainment (edutainment) materials to be utilized in teaching. This study, in general, contributes to CC education by bringing in best-fit practices in teaching tools and strategies to mobilize students to act on urgent matters relating to the impacts of CC. It also advises on considering exogenous factors that might affect CC education by taking into account those that are equally capable of shaping students’ perception and knowledge

Climate-Smart Agriculture: Do Young People Care?

This paper is about the information-seeking and information-sharing behavior on climate-smart agriculture (CSA) of high school students who participated in the Infomediary Campaign in 2014. This seeks to answer five research questions: (1) What are the indicators that searching and sharing of information by the infomediaries transpired? (2) What are the characteristics of infomediaries who are most likely to share information on CSA? (3) What sort of information can be competently shared by high school students? (4) How is information transferred from the information source (PhilRice) to the farmers? (5) What evidence suggests that information transferred was put to good use by the intended recipients? A survey (N=388) was conducted among eight randomly selected schools, from the pool of 108 schools, nationwide. Focus group discussions, individual interviews, and participant observation were likewise conducted. The Stakeholder Theory and Livelihoods Approach were combined to unpack the findings in this research. Results show that females are more likely to share information than males (p=.071). Land tenurial status (p=.430) and familial background (p=.052) do not seem to influence the information-seeking behavior of young people. Information that is easy to understand and reinforced elsewhere was shared often by students as compared with more complex ones. Several pathways were generated in documenting the infomediation process on CSA with the schools as the nucleus of agricultural information. These are: (1) PhilRice to farmers, (2) PhilRice to teachers to farmers, and (3) PhilRice to teachers to students to farmers