sustainable systems in practical farm activities - agriseta · please mark the learning program the...

FFaacciilliittaattoorr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

NQF Level: 3 US No: 116222

Facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

SSuussttaaiinnaabbllee ssyysstteemmss iinn pprraaccttiiccaall

ffaarrmm aaccttiivviittiieess

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Incorporate basic concepts of sustainable farming systems into practical farm activities

Primary Agriculture NQF Level 3 Unit Standard No: 116222 22

Version: 01 Version Date: July 2006

BBeeffoorree yyoouu ggeett ssttaarrtteedd…… Dear Facilitator,

This Facilitator Guide (together with the relevant Learner Guide) is aimed at facilitators who will be assisting learners wishing to complete the following unit standard:

This guide contains all necessary facilitation instructions to ensure that learners will attain the expected competencies required by the above-mentioned unit standard. This guide is designed to be used during the presentation of a learning session based on this unit standard. The full unit standard is attached at the end of the relevant Learner Guide. Learners are advised to read the unit standard at their time. Please discuss the unit standard with the learners to ensure that they understand what is expected from them to achieve the outcomes of the unit standard.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently facilitating, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 49048 3 120

National Certificate in Plant Production 49052 3 120

Please mark the learning program the learners are enrolled in:

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

Please explain the above concepts to the learner.

There are three guides, namely the Learner Guide (with activities), Assessor Guide and the Facilitator Guide. These guides have been developed to address specific aspects of the learning experience. You therefore need to use these guides complementally to one another.

MMaakkee tthhiiss aann eennjjooyyaabbllee lleeaarrnniinngg eexxppeerriieennccee!!

Title: Incorporate basic concepts of sustainable farming systems into practical farm activities

US No: 116222 NQF Level: 3 Credits: 7

Note to Facilitator: If you are presenting this module as part of a full qualification or learnership, please ensure that you have familiarised yourself with the content of the qualification.




CCoonntteexxtt ooff AApppplliiccaattiioonn …… Primary Agriculture is a diverse sector and a wide range of commodities is being produced for both national and international market. Each commodity has its own production requirements and practices. You will be facilitating the learning process within a specific context where a specific agricultural commodity is being produced. The learning material has been written in a generic manner, as it is aimed to be available on national level and should be relevant to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crop in this field. Therefore, the examples that are being used in the materials may not always be applicable to your specific community, commodity, environment or region.

This presents you, the facilitator, with the challenge to contextualise the learning material. It is imperative that you, the Facilitator and Assessor interpret and present activities, case studies and projects related to the material in such a way that learners can easily identify and apply their knowledge within their own context. This will require from you to add examples of crop, which are applicable to the community or farm. Learners must be guided with examples from their own communities, commodities, environment or regions. This should be done by complementing the learning material with:

Examples relevant to the commodity, Including commodity specific requirements, Including operating procedures of the farm, Including agricultural practice specific requirements, Agricultural markets, Guiding learners to write these specifics down in the learning guide, etc.

The contextualisation of the learning material is a very important step in preparing for and facilitating the learning experience and enough time and effort should be put into this exercise.

According to the qualifications mentioned on page 2, this module could be contextualised to fit the following groups of commodities:

Plant Production Animal Production

• Organic production, • Hydroponic production, • Perma-culture production, • Agronomy, • Horticulture, • Natural resources harvesting.

• Small stock production, • Large stock production, • Dairy production, • Pig production, • Poultry production, • Game, • Aqua / mari culture, • Commercial insects • Animal fibres harvesting, • Bee keeping,

• Natural resources harvesting, • Organic production, • Perma-culture production, • Eco/Agri Tourism, • Agro Chemicals, • Horse Breeding, • Etc.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout the guide information is given specifically aimed at you, the facilitator, to assist in the actual presentation of the learning material and/or facilitation of the learning process. Although this guide contains all the information required for attaining competency in this unit standard, references to additional resources, both printed and electronic, are provided for additional reference by the facilitator and further study by the learner.

Please note that the purpose of this information is merely to guide you, the facilitator, and is provided as a suggestion of possibilities. It remains the responsibility of every facilitator to re-assess the learner/s in each learning situation throughout the learning process in order to stay in touch with their specific learning needs. This should be the determining factor in the choice of the learning approach to follow.

Use the different boxes listed below for identification purposes:

Instructions regarding activities, whether group or individual activities will be described in this box.

Facilitators’ Tip …

MMyy NNootteess …… You can use this box for your own notes/comments.

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WWhhaatt && HHooww wwiillll yyoouu bbee FFaacciilliittaattiinngg??

The Learning Experience ................................................................................ 6

Learning Program Time Frames...................................................................... 7

Tips for level of learning ..............................................................................… 8

Facilitator’s Checklist & Training Aids .........................................................… 8

Contextualizing of Content! ....................................................…................… 10

Session 1: Components of our environment.......…………….....……..

Learner Guide page 7

11

Session 2: The nature of a system..........………………………….........


14

Session 3: Creating the right balance on a farm........………….........


16

Session 4: Sustainability on a farm........…………………………..........


18

Session 5: Monitoring and evaluating sustainability on a farm.......


19

What will I do differently next time? 21




TThhee LLeeaarrnniinngg EExxppeerriieennccee…… On completion of this module, the learners will be able to:

Demonstrate an understanding of the importance of sustainability of farming activities, and Incorporate this understanding into existing farming activities.

Learners will also gain basic knowledge of:

Communication with farmers, service providers, researchers, non-government organizations, clients and/or market agents. Compiling simple reports and writing basic business letters. Identifying and recognizing the ecological, social and economic environment - locally and regionally. Recognizing the income sources and cost factors within local markets, with some view to the international market. A systems approach to agriculture, specifically how agriculture is an ‘open system’ and the dynamics of role players within these systems – including the ecosystem. The concept of sustainability and its applicability to agriculture and conservation.

The importance of the relatedness between social, ecological and economic environment as well as the identification of risk factors at all levels.

The legal, economic and biological environment within the context of present and potential risks.

The role of sustainability in the development of business plans How to measure the productivity of farming systems by monitoring social, economic and ecological indicators to produce timely managerial information

Learning Assumed to be in Place:

It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:

Recognize and identify the basic functions of the ecological environment or equivalent (NQF Level 2) or equivalent.

In addition to this, please not that this unit standard includes a number of skills that are not covered in the unit standard identified in prior learning. It is important that a diagnostic assessment is used to find out whether or not a learner is ready for this unit standard, or that s/he should rather complete other unit standards first (such as data gathering, elementary business documents, etc.)




Learning Program Time Frames

Total time allocated (hours)

Theoretical learning time allocated (hours)

Practical learning time allocated (hours)

Activities to be

completed

Complete Program

(including summative

assessment)

40 hours 11 31

Learner Orientation and “Ice Breaker”

1 hour 1 hour 1 hour N/A

Purpose, Introduction and

Learner Directions

2 hours 1 hour 1 hour N/A

Session 1 14 hours 3 hours 12 hours 1 – 2

Session 2 5 hours 1 hour 4 hours 3

Session 3 7 hours 2 hours 5 hours 4 – 5



Preparation for Assessment &

revision 3 hours 1 hour 2 hours




TTiippss ffoorr lleevveell ooff lleeaarrnniinngg

FFaacciilliittaattoorr’’ss CChheecckklliisstt && TTrraaiinniinngg AAiiddss Learner support strategies:

Learners are supplied with all resources and aids as required by the programme – including:

Objects & devices such as equipment, protective clothing, and safety gear, etc.

Learner Guides and Learner Workbook

Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease

Remember the following before you get started:

Typically, a learning programme leading to the award of a qualification or unit standards at level 3 should develop learners who demonstrate an ability to:-

Operate within clearly defined contexts. Work and learn within a managed environment. Actively contribute to team effectiveness. Take position on available information, discuss the issues and reach a resolution; produce a

coherent presentation and report, providing explanations for positions taken. Summarize and interpret information relevant to the context from a range of sources. Use their knowledge to select appropriate procedures to solve problems within given parameters. Apply skills in measuring the environment using key instruments and equipment operational

literacy and numeracy skills; use basic procedures and operations to complete complex tasks. Understand the organizational and operating environment as a system. Understand one or more fields or discipline’s key concepts and knowledge, in addition to the

fundamental areas of study. A typical level 3 learner is likely to have been exposed to the world of work for some time and

has acquired considerable experience. Explain concepts and define words in a simple, clear and concise method throughout the learning

program to help the learner where possible. Take special care to facilitate for ALL learners. Allow them opportunities to share experiences,

prior knowledge, translate into their mother tongue for each other and enjoy the learning process. The examples given in this resource guide might be for a different geographical area or commodity to what the learner is exposed to – please adapt your examples accordingly.




Application knowledge – I understand the programme matrix & have prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to the commodity and practices related to the commodity

Ability to respond to learners background & experience – I have studied the learner demographics, age group, experience & circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme delivery to create a motivating environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proxima projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence




CCoonntteexxttuuaalliizzaattiioonn ooff CCoonntteenntt!! Go through this module and indicate what specific information / activities / examples should be included in this module?

Contextualisation

Commodity specific?

Operating procedures of the farm?

Agricultural practices?

Agricultural markets?




SSeessssiioonn 11

CCoommppoonneennttss ooff oouurr eennvviirroonnmmeenntt

Concept (SO 1, AC 1,2,3,4

SO 2, AC 1,3 SO3 AC 1,3)

Time frame Activities related to the concept

The components of the environment (bio-physical, political, social and economic).

Sustainability within the agricultural context.

The interaction between hard (biophysical) and soft (human) systems within an agricultural context.

The relationship between the biophysical, political, social and economic components of a system.

The dynamic nature of a system.

Resource limitations in the real world.

The four perspectives in sustainable development (social, economic, political and biophysical).

14 hours Activity 1 - 2

TTiippss ffoorr tthhee ffaacciilliittaattoorr

Learner Guide:

Page 7

After completing this session, the learner should be able to: SO 1: Identify the basic components of sustainable farming systems SO 2: Demonstrate an understanding of a system and the nature of a system SO 3: Demonstrate an understanding of the balance of sustainability, productivity and conservation of resources.

Activity 1 The first activity is an all-day excursion. The day will be split into three sections:

• Nature reserve- time spent 2 hours. • Farm- time spend 2 hours at the farm. • City/town. Time spent 2 hours.

Use Day 1 to complete administrative preparation, icebreakers, course over-view and the theoretical introduction to the excursion. Remember to allow for feedback from the groups after the excursion.




Please allow learners to complete Activity 1 in their Learner Guides

Type of activity Resources Environmental Outing Identify four appropriate destinations for your

learners; a farm, a nature reserve, a city centre and an urban living area. You must make sure that you are able to show the learners good, clear examples of the social, economic, biophysical and political environment.

Instructions to give to the learners In this activity the learners will encounter important foundations for the rest of the

qualification. This activity is broken into steps. These steps will form a part of the formative assessment and allow for self-assessment and peer assessment. This is a full day excursion to a farm, nature reserve, city centre and urban living area. The learners need not take any stationery with them but can rather just enjoy the outing and absorb the experience.


Activity 2 • It is important that the learners know in advance that they will be going on an

excursion; tell them to carry drinking water, wear comfortable shoes and to take other appropriate steps to ensure that they are comfortable, such as sunscreen, hats and insect repellent.

• First, get the group to read through the introductory passage on sustainability. Thegroup would also have covered in detail the interrelationships involved in an environment, would understand the dynamics of a system.

• It would be a good thing at this point to recap with the group what some of the dynamics of the relationships are and to explain that in this activity we need to look beyond the farm system to understand the pressures brought to bear on agriculture in South Africa. The point needs to be made quite clearly that it does not matter how well balanced your farm operation is it can not survive the future unless it is in line with the changes that are occurring in our country.

• Explain to the group that to understand the sustainability of a farm you need to understand the environmental, political, economical and social pressures of a developing country

• The facilitator must encourage the learners to link and think of what will happen to the island if things carry on the way they are or to work out what will be the results of the interventions that they carry out.

• At the end the facilitator will call the groups back together and allow them to report back on their plans for the island. Group participation must be allowed as it will result in stimulated ideas on how to deal with the imbalances in our own country.

• The learners must be told that the information recorded will be part of their formative assessment. It is advisable for learners to go back to their place of work and to investigate on their own what the balance is between the components in their greater area. This might be the magisterial area or even the province that they live in. a lot of info can be gathered from the newspapers and TV.

• This research work will assist them in their summative assessment.




Please allow learners to complete Activity 2 in their workbooks

Type of activity Resources Environmental Role Play The Learner Guide

Marker pens Flip chart paper

Instructions to give to the learners In South Africa it is essential to balance the four elements of sustainability.

That is why this activity now places the small groups into a situation where they are responsible for developing a sustainability plan for a small country. • The group needs to read through the information on the small island country on page

9 in their learner guides and describe how government would come up with a holistic plan to develop the infrastructure so that it can cater for people and the ecological environment, taking into consideration that the agricultural sector needs to be developed to the point where it can supply the needs of the island and export to the mainland. This must be a sustainable plan.

• They then need to categorize the information into available abiotic and biotic resources, identify the political situation, and identify the social situation and lastly the economic situation.

• This information must be clearly set out on separate pieces of newsprint so the learners can easily access it.

If groups are stuck use these as starting points: • Have an environmental impact study conducted to look into the impact of further mining and

timber harvesting activities. • Allow timber companies to start felling indigenous timber according to strict environmental laws. • Make sure that the processing plant is located on the island and that the value adding processes

are conducted locally. • This would create more work and develop much needed skills in the local community • The timber company would have to plant a limited amount of commercial timbers in the place of

the indigenous timber and develop some of the exposed land for agriculture. • The people that would be placed on the new agricultural land would need to be trained in

sustainable development of a farm and given the correct financial and skills necessary to produce crops for the local markets plus export crops.

• Taxes from the logging industry would need to be spent on education, skills development, developing the infrastructure for tourism and marketing the island as a destination for holidays and investment.

• Once they have identified what is the situation in each of the four factors they must then write down what would be the desirable end plan. Encourage the learners to list for each of the four elements what would be desirable and then to plan hoe to achieve that goal.

• For example it would be desirable to have a high level of literacy and welfare combined with an acceptable per capita income. Therefore there needs to be social- uplifting in the country. This can only be achieved if there is political stability, economic growth and sustainability by the wise use of natural resources.




SSeessssiioonn 22 TThhee nnaattuurree ooff aa ssyysstteemm

Concept (SO 2, AC1, 2, 3

SO 4 AC 3) Time frame Activities related to the

concept

The component elements of a system and its inter-relationships.

The difference between hard and soft systems.

The dynamic nature of a system.

Interactions between system components.

5 hours Activity 3


Learner Guide:

Page 12

After completing this session, the learner should be able to: SO 2: Demonstrate an understanding of a system and the nature of a system. SO 4: Define and describe a sustainable farming system.

Activity 3 • Draw the learners’ attention to the triangle in the Learner Guide. This triangle

depicts the hard, soft and profit elements as being the three main corner stones of a farm operation. Make it clear to the group is that these three are always changing and that there are constantly outside pressures that cause these three factors and the way that they interact with each other and with in themselves to be dynamic. On a flip chart, draw huge triangle and write at each corner the three elements that the groups will be discussing. Use the examples listed on page 17 of the learner guide to stimulate the start of the activity. Ask the group what sort of interrelationships could occur between the people that own, work and manage this farm. There would be many different types of relationships; some would be good and some bad.

• Spend time on the issues that the students are passionate about. Remember that you are only the facilitator and do not get emotionally involved in the discussions. Remember that issues like HIV/AIDS will come up and there is a lot of time for the students to discuss the issues that surround the topic.




TTiippss ffoorr tthhee ffaacciilliittaattoorr Please allow learners to complete Activity 3 in their workbooks

Type of activity Resources Group work: Resource assessment Learner guide

Writing materials Instructions to give to the learners Divide the learners into small groups and ask each group to answer and discuss the list of

questions in their learner guide. One person in the group must be ready to provide feedback to the main group. This will be followed by a plenary discussion. The answers are part of the learners’ formative assessment and the summative will be conducted at a later stage.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Activity 3 / continue • Moving on to natural resources, look at the relationships involved, e.g. lack of

water would cause all sorts of pressures on the plants, land and animals • Go through all of the natural resources that are essential to a farm and allow the

students to start linking the changes to the human and profit elements. • The facilitator now looks at the profits and the effect that no profit would have on

the above two. • At this point you can link the 3 elements, having shown how they are interrelated.• For example lack of profit means that the resources are pushed to further limits

and the people on the farm come under all sorts of new pressures to perform. There is pressure to let the indigenous side of the farm slip into disrepair




SSeessssiioonn 33 CCrreeaattiinngg tthhee rriigghhtt bbaallaannccee

oonn aa ffaarrmm

Concept (SO 3, AC1, 2, 3, 4

SO 4, AC 1, 3) Time frame Activities related to the

concept

Resource limitations in the real world.

The advantages and costs of long-term holistic planning and practice.

The four perspectives in sustainable development (social, economic, political and biophysical).

The legal implications regarding agricultural activities.

7 hours Activity 4-5


Learner Guide:

Page 15

After completing this session, you should be able to: SO 3: Demonstrate an understanding of the balance of sustainability, productivity and conservation of resources. SO 4: Define and describe a sustainable farming system

Activity 4 • Introduce this step by going back to the other two steps and drawing on the

learning’s that came out of these steps, • Once you have recapped on the past two steps the groups need to do activity 4

that helps them to look at the situation on their own farm. • Once they have finished the activity the facilitator will go through the

understanding for the need to have legislation for the agricultural sector. This is a basic session that only requires the student to be aware that there is legislation to cover every aspect of farming. If the students require more information the address for the acts and legislation are available on the web.

Activity 5 • The groups need to be aware that it is common practice to see profit as the single

outstanding factor that drives a farm. Natural resource sustainability is now seen as important, but social and political stability is not yet a priority on most farms.





Type of activity Resources Individual work: Resource Assessment Learner Guide Instructions to give to the learners The individual filling out his/her own form will carry out this activity. It may be given as work

to be done at home. Please allow learners to complete Activity 5 in their workbooks

Type of activity Resources Group work: Creating an holistic plan Learner Guide Instructions to give to the learners 1. In their groups the learners must select a farm from one of its members, or as

appropriate in the learning environment, to use for this activity. 2. The group must make a list of what would be desirable, with each of the four points

being equally important: • Socially for the farm- living conditions, pay and welfare. • Economic. Expansion, greater profits, new markets, new infrastructure. • Environmental. no pollution, limited use of herbicides and pesticides, restoring eroded

areas • Political. Embracing the trends of the government and getting involved in partnerships,

sharing, skills uplifting and creating work opportunities in the area. 3. Once they have completed the desirability list they need to look at it realistically and say

how, given the existing resources of the farm, they would go about achieving these goals and what goals would need to be long and short term goals and which ones are unrealistic. Encourage the groups to discuss and record what needs to be brought into line on each of the four points to satisfy the students that the farm would be sustainable into the future and to identify the advantages of doing so.

4. In the report back session ask the question around the legislation that governs farms.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SSeessssiioonn 44 SSuussttaaiinnaabbiilliittyy ooff aa ffaarrmm

Concept (SO 4) Time frame Activities related to

the concept

Identify and describe sustainable farming systems.

Sustainable farming indicators.

Interactions between system components.

The need for indicators and strategies to ensure the sustainable use of natural resources.

34 hours Activity 6


Type of activity Resources Group work: Discuss and explore tools to

ensure sustainability Learner Guide Flip chart Marker pens Examples of documents for each group

Instructions to give to the learners Use the templates in the Learner Guide to discuss the role of various documents that can

indicate the sustainability of the farm. Discuss the role and function of the documents. Once the group has discussed each of the documents, create a summary on a flip chart and select one group member to provide feedback to the larger group.

Learner Guide:

After completing this session, the learner should be able to: SO 4: Define and describe a sustainable farming system.




SSeessssiioonn 55 MMoonniittoorr aanndd eevvaalluuaattee

ssuussttaaiinnaabbiilliittyy oonn aa ffaarrmm

Concept (SO 5; AC 1-6) Time frame Activities related to the

concept

Elementary monitoring systems for crop and animal production and natural resources.

System failure.

Components under stress.

Corrective measures to alleviate stress and combat system failure.

The progression of seasonal processes and the importance of timely interventions to support productivity.

Recording basic managerial information.

4 hours Activity 7


Learner Guide:

Page 22

After completing this session, the learner should be able to: SO5: Monitor and re-evaluate sustainability of a whole farming system.

Activity 7 • This session brings the concepts of the unit standard to a conclusion. It will enrich

the learning experience if the activity below can take place in a realistic context. If possible, ask an experienced farmer who has worked with the relevant documentation to come and share his/her experiences with the learners.

• If the learning context does not allow for the activity to be done as a practical exercise the facilitator would have to collect illustrations, photographs, and any other media that can be used as a simulation.





Type of activity Resources Group work: Basic monitoring systems for

plant and animal production and the harvesting of natural resources

Learner Guide Flip chart Marker pens Examples of documents for each group

Instructions to give to the learners Use the information in the Learner Guide as well as the document examples to collect and

analyse information on the farm. Use the copies of real, working documents that are used on a farm to gather the information. Once the information has been collected discuss the role of various documents that can indicate the sustainability of the farm. Discuss the role and function of the documents. Once the group has discussed each of the documents, create a summary on a flip chart and select one group member to provide feedback to the larger group.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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WWhhaatt wwiillll II ddoo ddiiffffeerreennttllyy nneexxtt ttiimmee?? Take some time to reflect on your own activities as facilitator of this Unit Standard.116222

Then write down five of the most important lessons you have learnt and include a motivation:

What will I do differently next time? Motivate how or why (Give examples, reasons, etc.)

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As facilitator, you have hands on experience in the application of the unit standard 116222

And you might experience difficulties with the unit standard that the developers did not anticipate. Also, the unit standard will be revised at the end of the registration period. Your comments below can be an important contribution in the revision process and should be brought to the attention of either the AgriSETA ETQA manager or the SGB chairperson.

Please take some time to reflect on your experience and list a few of the difficulties you had to address.

Difficulties I had with the Unit Standard Recommended Changes to Address the Difficulty

6.

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9.

10.

sustainable systems in practical farm activities - agriseta · please mark the learning program the...

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