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soil-conservation-people-religion-and-land.pdf - South West NRM

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on a permanent basis.<br />

8. Role - - of 0rqani.c <strong>and</strong> Alternative Farmers<br />

-<br />

- -<br />

-. -- < -<br />

_<br />

._-_---<br />

The -&-~is on surface management <strong>and</strong> crop residues by <strong>soil</strong><br />

conse8k~ion authorities in recent years should extend to<br />

formalising links with organic farmer groups <strong>and</strong> others in the<br />

30,000 strong sector of smallholders. The ideas <strong>and</strong> production<br />

systems used by alternative farmers should be evaluated <strong>and</strong><br />

tested for incorporation in formal advice in broadacre<br />

situations.<br />

IV. EDUCATION, EXTENSION AND ATTITUDES TO LAND<br />

1. Man/L<strong>and</strong> Relations in School Curricula<br />

The highest priority should be given to planning <strong>and</strong><br />

implementing the concepts of sustainable l<strong>and</strong> use, l<strong>and</strong> ethics<br />

<strong>and</strong> agricultural ecology within primary <strong>and</strong> secondary school<br />

curricula. The processes <strong>and</strong> technicalities taught in the past<br />

must be exp<strong>and</strong>ed to include an appreciation of humanities<br />

dependence on the l<strong>and</strong> <strong>and</strong> the ecological, moral <strong>and</strong> economic<br />

values which form the foundation of a sustainable society.<br />

Studies in geography, social studies, earth science <strong>and</strong> bi-ology<br />

must be planned in a complimentary manner so that plain<br />

knowledge is enriched to form positive attitudes <strong>and</strong> values<br />

beyond those of the present materialistic consumer society.<br />

2. National Education Materials Unit<br />

The federal government should create a permanent education<br />

resources group within the National Soil Conservation Programme,<br />

to plan, produce <strong>and</strong> disseminate source materials for teaching<br />

all aspects of Man/L<strong>and</strong> relationships from primary to adult<br />

education levels. This group would liaise with state education<br />

<strong>and</strong> agriculture departments at all stages of material<br />

production.<br />

3. Aaricultural College Curricula<br />

The formal training of all rural producers should integrate the<br />

prin~ws of sustainable systems, l<strong>and</strong> ethics <strong>and</strong> the<br />

--- role, with the technical aspects of crops <strong>and</strong><br />

anim-Broduced in balanced farming systems.<br />

-L-+-<br />

- -<br />

-----=---<br />

4. Extension Prosrammes Based on Sustainable Asriculture<br />

Specialists in production techniques <strong>and</strong> farm planning should<br />

emphasise the necessity of evaluating all recommendations to<br />

l<strong>and</strong>holders against the criteria of l<strong>and</strong> stability, permanent<br />

systems <strong>and</strong> productivity maintenance. This would eliminate the<br />

tendency for advisors to consider recommendations only in short<br />

term financial returns. Advisors also have a fundamental role<br />

in encouraging the general acceptance of the ethos of<br />

stewardship <strong>and</strong> l<strong>and</strong> ethics as a basic value among l<strong>and</strong> users.

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