The seed, plant, fruit: journey among the world's roots

Nom du partenaire
  • Ithitwe Primary School di Meru - Kenya
  • Meru Herbs Kenya Association
  • Associazione Accompagnatori Naturalistici
  • NGO Lvia
  • Antenna Missiomondo Onlus
  • Associazione Arboreto Prandi, expert in food herbs
  • Municipalities of Villanova, Mondovi and Franosa Sottana, Volunteer Public Assistance Valli Monregalesi
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • School involved in twinning
  • Participation in the planning and support to the twinning with Kenya
  • Participation in planning, lessons, workshops and educational trips
  • Specific intervention
  • Specific intervention: lesson and workshop
  • Specific intervention
  • Logistics and/or economic support
Name of establishment / organisation
Istituto Comprensivo Villanova Mondovi
Contact person
Maria Grazia Chiriotti
Contact details
0174 345303
Address Marconi 37
12089 Villanova Mondovì
Start date and duration of project
01/09/2014 to 30/04/2015
  • Middle school
  • Nursery school
  • Primary school
Environment and natural resources, Food, Global citizenship, Intercultural understanding, The economy
Subject areas
Geography, History, Languages, Other, The arts
Please specify how the project was carried out

Interdisciplinary project with activities conducted:

  • in the classroom, by teachers, with the participation of NGO/companies/cooperatives/testimonies of the territory and, in peer education form among students of different school orders
  • outside the school, in the area, through educational trips and moments of communication, sharing, awareness and fundraising for families and the community
  • at home, on the part of individual students and in collaboration with families.
Teaching and learning objectives
  • Rediscovering and enhancing the rhythms of nature and the natural resources of the territory (wild fruits or antici, spontaneous and cultivated herbs), learning the peculiarities
  • Learning how to choose supply models that respect the environment and humans from the knowledge of trade channels of food and production sectors
  • Promoting empathetic and ethical behaviours, developing an awareness of the connections between the North and South of the world and learning to transfer experience and knowledge to other contexts
How did the project originate? What needs does it address?

The project stems from the intention to compare sustainable production realities in physically distant places, with a view to intercultural exchange and integration of knowledge, to educate to preserve biodiversity by promoting lifestyles that respect territories, the environment and traditional knowledge. Through the facilitation of the Meru Herbs Association, it was possible to relate with the school Ithiwe, in Kenya, with which a path of exchange and parallel thematic insight was realized.


Thanks to the involvement of Meru Herbs, the project was developed in parallel in Piedmont and in Kenya. Both schools started from their local level and, albeit with different methods and levels of study, learned good practices and knowledge related to their natural resources, acquired awareness of the interconnections between North and South of the world and the existence of more effective and sustainable production and trade methods.


PHASE 1 - Learning about local biodiversity

Local products (herbs, fruits, vegetables):

  • activities in the classroom: insights, interventions by experts, graph productions, creating a herbarium
  • in the territory: outings to pick herbs, for research and interviews on local traditions


PHASE 2 - From local to global

  • production sectors and trade: comparative insights, visits to markets, shops and local supermarkets, fair-trade shops
  • knowledge of the south of the World: meetings with the associations involved in the project
  • twinning with the Ithitwe school: mutual knowledge, correspondence, drafting of food diaries


PHASE 3 - Active citizenship and international solidarity

  • participation in Mother Earth Day with enhancement of experiences underway
  • internal contest between schools: design a logo for t-shirts
  • realization of a video, recipe book, final book
  • final event with set-up of an ethical fundraising market for the Ithitwe school, flash mobs and singing
Did your project have a final outcome ?
  • realization of a summary book of the experiences conducted and documentation video of the path
  • final event with the realization of: flash mob with percussion workshop, T-shirts with designed logo
  • participation in Mother Earth Day
What communications and dissemination strategy was used for the project ?

The project transversely communicated the activities and results achieved to families and local communities. In particular, the project involved:

  • publication of materials produced in local newspapers, on the website of the school and the Meru Herbs Association
  • participation in Mother Earth Day
  • enhancement of the project within the events promoted by the Local Entities of the territory.
What outcomes and changes did the project generate ?

Specificity of the project was the growth path that characterized both students in Piedmont and students in Kenya.  They:

  • learned, valued and understood the importance of preserving local biodiversity
  • developed attitudes of empathy, solidarity and more open-minded mentality towards children of other origins
  • developed an attitude of reciprocity, highlighting the existence of good practices and resources specific to each context, enhancing North/South interconnections

Families and teachers in Italy grasped the importance of being adequately trained on the issues in question, to act as informed citizens.

What difficulties did you encounter when implementing your project ?

Difficulty in:

  • planning interdisciplinary work between teachers and in changing the class hour structure to allow alternative and extracurricular education sessions
  • involving school staff
What factors made it easier to carry out your project ?
  • The transversal collaboration of different school orders, according to a peer tutoring approach
  • The possibility of developing a path of direct knowledge with the Global South, and the presence of an NGO that facilitated and guaranteed relations between North and South
  • The possibility of combining classroom work with field trips
  • Family involvement 
Which factors are most related to global education ?
  • The promotion of students' leadership and the enhancement of diversity
  • The ability to highlight the planetary interdependencies between local and global phenomena
  • The definition of relations of cooperation and exchange with other areas in the North and South of the World with a view to mutual enhancement
  • The active and aware promotion of a fundraising initiative
How did you assess the project ?

Evaluated peer tutoring activities between students of different school orders, the realization of texts and materials, the participation and commitment of students. Tools used: classroom reports and documents, completion grids, summaries, closed-answer questionnaires, observation by teachers.  

Any comments

The strength of the twinning was the development of an education path for global citizenship both in Piedmont and in Kenya, from the exploitation of local resources and highlighting best practices to protect biodiversity that can be implemented in both contexts. The real "reciprocity of relationships" was guaranteed by the mediation of Meru Herbs. The schools involved hope for the continuation and strengthening of relations also in the future.

The arts
The economy
Intercultural understanding
Global citizenship
Environment and natural resources