Table of Contents
Section 1; Sustainable Farmer Training Project Concept.............................................................................. 1
Introduction .............................................................................................................................................. 1
Project Target............................................................................................................................................ 1
Project scope............................................................................................................................................. 1
Section 2; Farmer training Curriculum .......................................................................................................... 2
Farmer Training Scope .............................................................................................................................. 2
Sustainable Farming Training Project for consistent supply of food to NCPs. ..................................... 2
Facilitation Format .................................................................................................................................... 8
Trainer conduct ..................................................................................................................................... 8
How to organize the logistics of teaching/facilitating in together in one classroom and others
working in the NCP fields? .................................................................................................................... 9
Reporting ................................................................................................................................................ 10
Anticipated Risks ..................................................................................................................................... 10
Section 3; Project Timeline ......................................................................................................................... 11
Section 4; Selection Criteria of NCP participating....................................................................................... 13
Section 5; Conditions for the allocation of farmland .................................................................................. 13
Section 6; Explanation of the benefits and risks of planting maize, despite the cost/price disadvantage 14
Section 7; Explanation of the benefits and risks of growing beans, given the excellent cost/price ratio .. 14
Section 8; Implementation Strategy Equipment and costs ........................................................................ 15
Facilitation Materials .............................................................................................................................. 15
Uniform ............................................................................................................................................... 15
Trainer Kit............................................................................................................................................ 15
Communication and management Tool ............................................................................................. 15
Transport............................................................................................................................................. 15
Facilitation Incentives ......................................................................................................................... 15
Section 9; Estimate Costs Year 1 ................................................................................................................. 16
Section 10; Five positions are needed to run this project .......................................................................... 17
Section 11; The team .................................................................................................................................. 17
Sustainability Training Team.................................................................................................................. 18
Section 12; Conclusion: ............................................................................................................................... 23
Section 13; Recordkeeping Tables .............................................................................................................. 24
Section 1; Sustainable Farmer Training Project
Concept
Introduction
This farmer training program aims to promote sustainable farming practices and
help farmers improve their crop yields, and profits, and provide NCPs with food
for community orphaned and vulnerable children for the next 5 years. The
program will provide practical training to farmers on sustainable farming practices
such as; a) Soil science, Cultivation methods, Plant science, Harvesting,
Purchasing, Value chain and Market access, Costing (finances), Maintenance
and Machinery. The training will equip farmers with the knowledge and skills
needed to adopt sustainable farming practices and improve the quality of their
crops. The program will target small-scale farmers in rural communities.
Project Target
The project targeted 27 NCPs, with a total of 1080 orphaned and vulnerable
children and a total of 135 caregivers as the primary target. The secondary target
will be the people who will be working in the fields, and who will also benefit
from the project. Each NCP field will have 6 farmers, to make a total of 162
farmers benefiting from the project. Since the project will help the community
children, whose members are unable to provide them with enough food, they will
also benefit by using their resources for other things to provide for their families.
The project aims to enable the NCP to become self-sufficient by growing crops.
Project scope
The project will provide 27 NCPs with agricultural inputs, and monitor all farming
processes, food storage, and usage of the produce. The lessons learned will then
be replicated to more other NCPs gradually until all the 104 NCPs are food secure
and beyond. The idea of NCP food production which has been piloted will be
shared with all NCPs to demonstrate the greatest potential in executing this
farming activity.
1
Section 2; Farmer training Curriculum
Farmer Training Scope
Sustainable Farming Training Project for consistent supply of food to
NCPs.
Objectives:
● To train farmers in sustainable farming practices to increase crop yields and
profits.
●
To reduce the environmental impact of farming practices. (Good Agronomy
Practices (Gap), Risk management(insurance), harvesting, and storage)
●
To encourage the use of locally-sourced inputs and alternative farming
methods.
Program Components:
1. Farmer training sessions: Conduct training sessions for the selected
farmers. The sessions will cover topics such as soil conservation, crop
rotation, pest control, and water conservation. The training will be practical
in nature, and farmers will be encouraged to apply the learned techniques
on their farms. Establish demonstration plots that use the sustainable
farming practices taught during the training sessions. The plots will serve as
a practical example for farmers to follow and will demonstrate the
effectiveness of the techniques taught during the training sessions.
2. Follow-up visits: Conduct follow-up visits to the trained farmers to
monitor their progress and help them troubleshoot any challenges they
encounter. The visits will also provide an opportunity to reinforce the
learned techniques and provide additional support to the farmers.
3. Knowledge sharing: Organize knowledge-sharing sessions where farmers
can share their experiences and learn from each other (Exposure Visits).
2
The sessions will provide an opportunity for farmers to network and
exchange ideas on sustainable farming practices.
4. Training of trainers (ToT): Train a team of local trainers who will facilitate
the farmer training sessions. The trainers will be selected based on their
knowledge of sustainable farming practices and their ability to
communicate effectively with farmers.
Principal Components
Module 1: Introduction to Sustainable Agriculture
 Define sustainable agriculture and its principles
 Discuss the benefits of sustainable agriculture for farmers, the
environment, and society
 Teach basic farming techniques for soil conservation, water management,
and pest control
 Provide practical examples of sustainable farming practices
 Conduct a needs assessment to identify farmers' needs and expectations
Learning outcomes
 Farmers should have a development plan for the sustainability of the
project.
 Farmers should have full understanding of their environment, and should
understand team dynamics and conflict management.
 Farmers should know the steps for collecting soil samples for testing; have
a clear understanding of the type of fertilizer and other farming inputs best
suitable for their environment.
 Farmers need to have identified their actual skills and the skills they need
to make the project a success. They will have clear vision boards, and their
expectations stated clearly.
3
Module 2: Advanced Sustainable Agriculture Techniques
 Build on the basic techniques learned in module 1
 Teach advanced farming techniques for sustainable crop management, and
agroforestry
 Discuss the importance of biodiversity in sustainable agriculture
 Provide practical examples of advanced sustainable farming practices
 Conduct regular evaluations to assess the effectiveness of the training and
make improvements as needed
Learning outcome
 Farmers should understand and be in a position to apply correct agronomy
practices for the specific commodities.
 Understand how to manage their crops for quality produce and the benefits
of agroforestry in crop production.
 Apply biodiversity in the farming.
Module 3: Value Chain and Market Access
 Discuss the importance of value chains and market access in sustainable
agriculture
 Teach farmers how to identify market opportunities and develop valueadded products
 Provide training on marketing, branding, and packaging
 Conduct stakeholder analysis to understand the interests and influence of
different actors in the value chain
 Encourage farmers to form cooperatives and other forms of collective
action to improve their bargaining power
Learning Outcomes
 Understand the different value chains in agriculture and the opportunities
available for them.
 Identify good markets and meet them to understand their needs and
negotiate prices.
4
 Understand contract management.
 Farmers should be able to select best packaging materials for the products
and label them for traceability, and brand marketing.
 Farmers should have a clear understanding of what cooperatives are, how
they work and the advantages of being in one.
Module 4: Climate-Smart Agriculture
 Discuss the impacts of climate change on agriculture and the importance of
climate-smart agriculture
 Teach farmers how to adapt to climate change through improved water
management, crop diversification, and soil conservation
 Provide training on climate-resilient farming practices such as agroforestry,
conservation agriculture, and rainwater harvesting
 Conduct regular evaluations to assess the effectiveness of the training and
make improvements as needed
Learning outcomes
 Farmers should be in a position identify the impact of climate change in
their environmental sphere.
 Farmers should understand and apply the different types of climate smart
farming and select the best option for them.
Module 5: Entrepreneurship and Business Development
 Teach farmers how to develop business plans and access financing for their
farming enterprises
 Provide training on entrepreneurship, financial management, and risk
management
 Encourage farmers to develop innovative solutions to challenges they face
in their farming enterprises
 Conduct regular evaluations to assess the effectiveness of the training and
make improvements as needed
5
Learning outcomes
 Farmers should compose their own business plans and be ready to access
finance in the future.
 Farmers should have their farmer’s diary where they will record all business
expenses (cash flow), petty cash, sales report.
 Farmers should also be able to record all activities taking place in their farm
for traceability.
Overall, this 5-year sustainability farmer training format will be reviewed annually
as it aims to enhance farmers' knowledge, skills, and productivity, while
contributing to the sustainable development of the agricultural sector.
Core Components
Soil science
i.
ii.
iii.
iv.
Soil testing – with soil sampling practical’s
Environment analysis – to decide on suitable crop for the area
Conservation Agriculture (CA) e.g. no ploughing/tiling the land
Methods of ploughing the land; advantages and disadvantages
Cultivation methods
i. Cultivation agriculture (CA)
ii. How to find suitable crops or vegetables in the area.
iii. Types of irrigation systems to use, advantages and disadvantages
Plant science
i. Seed selection/seedling selection
ii. Nursery establishment, seed multiplication and variation (to produce
their own seeds to cut costs and promote sustainability)
iii. Pest and diseases control
6
iv.
v.
Herbicides use
Chemical storage, handling, type of chemicals to use and chemical
disposal
Harvesting
i.
ii.
iii.
iv.
Type of harvesting methods
Produce handling
Proper Storage Practices
Storage facility standards
Purchasing
i.
ii.
iii.
iv.
v.
Power of bulk purchasing
Quality against price
Transportation of goods
Understanding the dynamics of pricing and off season buying
Understanding the value of money against quality products
Value chain and Market access
i. Negotiation skills
ii. Business to business meetings and introduction
iii. Requirements from market e.g. quality standards
iv. Contract management
v. Digital marketing
vi. Packaging and labelling
vii. Branding
Costing (finances)
i. Managing finances
ii. How to price your produce/products
iii. How to break even
iv. Banking and banking options
7
v.
vi.
vii.
Cash flow management, petty cash, balance sheet, profit and loss
Salary towards farmer and employees
Savings towards maintenance
Maintenance
i. Importance of annual/constant systems check and servicing
Machinery
i. Subcontracting with local field services business (local tractor
owners)
ii. Irrigation systems
Facilitation Format
Trainer conduct
1) Clearly define the purpose and objectives of the training program.
Which are knowledge, skills, and productivity?
2) Use appropriate and reliable measures to assess the quality and impact
of the program or intervention being evaluated. By using Pre and post
surveys to asses if objectives are mate, and also writing a report after
every facilitation.
3) Evaluate the training program's intended outcomes, efficiency, and
sustainability. Conducting a knowledge check assessments every month.
8
4) Discuss the strengths and weaknesses of the program with the farmers
and stakeholders.
5) Ensure that the training program aligns with the farmers' needs and the
organization's strategic direction.
6) Conduct a stakeholder analysis to identify and engage all relevant
individuals or groups.
7) Encourage active participation and engagement of the farmers in the
learning process.
8) Provide relevant and practical information and skills that can be easily
applied in the farmers' daily work.
9) Use a variety of teaching methods (auditory and materials to
accommodate different learning styles and preferences.
Share the results of the training program with the farmers and stakeholders to
promote transparency and accountability.
Overall, a well-designed and implemented training program can enhance the
farmers' knowledge, skills, and productivity, and contribute to the sustainable
development of the agricultural sector.
How to organize the logistics of teaching/facilitating in together in one
classroom and others working in the NCP fields?
 Divide into two personnel per training
9
 Should the need arise we will consider hiring suitable candidates, using a
specific criteria.
Reporting
After every lesson/facilitation there will be a report, after a module they will be a
report that will be compiled with the Quarterly report and an annual report.
Anticipated Risks
1.
2.
3.
4.
5.
6.
Being unable to access farmers due to harsh weather conditions
Upraise of land disputes
Unrest
Pandemic wave hit
Stereotype mind-set from community members
Lack of commitment from older generation
10
Section 3; Project Timeline
PERIOD
MONTH
Year 1
May to July 2023
June to August 2023
July to August 2023
August
2023
October
2023
/ FARMER
TRAINERS
ACTIVITIES
Training focus Soil Science
-Personal
development,
fears,
and
expectations
-Leadership
Qualities
-Farming as a
business
introduction
-how to look for
markets
-Negotiation skills
-Team dynamics
-Land preparation,
soil testing
-Questionnaires
on commodities
-Crop Planting
-Crop
management
UNDERLYING ACTIVITIES
Responsible
Performers
-Engaging Caregivers, community
leaders, and community people on the
NCP food production through farming.
-Identification of farming land by the
community leaders
Project
officer and
Farmer
Trainers
-Conduct training of community
leaders with its members
Project
officer
Farmer
Trainer
Project
officer
Farmer
Trainer
Project
officer
Farmer
Trainers
Project
officer
Farmer
Trainers
Farmers
Farmer
Trainer
-Purchasing of fencing materials
September -Record keeping
-Complete fencing
-financial literacy
-Crop
management
to November -Pest control
-Purchase seeds, fertilizers,
-Market, how to distribution to NCPs
keep your market.
to
November to December -Harvest loses
2023
-Transportation
-Storage
-Grading, Quality
REVISIT TOPICS
/
-Plant first batch of maize seeds
11
and
and
and
and
and
and
-Land preparation,
soil testing
-Questionnaires
on commodities
February -Importance
of
Crop rotation
-Crop Planting
-Crop
management
February 2024
-Record keeping
-financial literacy
-Crop
management
February to March 2024 -Pest control
-Market, how to
keep your market.
March 2024
-Harvest loses
-Transportation
January
2024
to
February to End of April
-Storage
-Grading, Quality
April to
End of May 2024
-Monitoring
Evaluating
Progress
-Visitations
Fields
-Monitoring
evaluating
-Plant second batch of maize seeds
-Monitor crop growth
-Weeding maize crop in the first batch
-Seeding maize crop in the first batch
-Weeding maize crop in the second
batch
-Sowing beans
-Weeding beans first batch
-Sowing beans second batch
Farmers
/
Project
officer and
Farmer
Trainer
Farmers and
Farmer
Trainers
Farmers and
Farmer
Trainers
Farmers and
Farmer
Trainers
-Weeding bean crop
-Construct a granary for drying maize
-Start maize harvest
and -Maize harvesting
-Start harvesting beans
Project
officer/
Farmers and
Farmer
Trainers
Farmers and
Farmer
Trainers
to
and -Finish harvesting, shelling,
storing beans
-Shelling and storing maize
12
and
Farmers and
Farmer
Trainer
Section 4; Selection Criteria of NCP participating
As part of the selection criteria, the NCPs are selected considering the availability of land
measuring between 1 to 2 hectares for each NCP, the willingness of the community to provide
labour, and acceptance of the proposal by the community leadership. This is influenced by the
working relationship during the implementations of the other activities Litsemba Project is doing in
the communities. The location of each NCP has been considered linked to NCPs that do best in the
other activities. The climate condition has been considered to influence the proper outcome of the
project. Each NCP will grow both maize and beans to ensure that its food requirements for a whole
year are met.
Section 5; Conditions for the allocation of farmland
Land for ploughing will be identified by the community through the help of caregivers and the
Young Heroes officers, authorized by the local leadership. The land shall be two hectares minimum
and have a potential for expansion in the near future. Once the area is identified; the community
leaders should provide written authorization for the project to take place, indicating the
commitment of the community towards the project. The community members shall then select
people who will work in the field (farmers), who are willing, and they will have a documented
agreement with conditions stated regarding the organization's expectations and their
compensation obligation. In each NCP, there shall be a community committee that will not be
compensated and will be providing security of the field, and warehouse and seeing if the work is
done on time. As this project aimed to produce food for the NCP children, the communities will
also benefit by seeing their children have enough food, so it is important for the community to
participate fully to own the work. Community participation will also help the community member
to gain experience in running the project for a proper sustainability plan.
13
Section 6; Explanation of the benefits and risks of planting
maize, despite the cost/price disadvantage
Planting maize is the primary objective of the project, which will help the NCP children to have
food at least once a day. The advantage of planting maize is that we will be producing more at a
lower cost and have fresh maize each year. Maize is a stable food that gives carbohydrates to the
body to be strong, which is very important for children to grow. To produce the maize gives
knowledge and experience to the community members to see that they can be able to feed their
own. As the community will be working together, they gain unity as community people are able to
do other community activities which will develop themselves. The disadvantages of planting maize
are that there is a lot of work and the need for security of the field and warehouse. Other
disadvantages are natural disasters which are not predictable. This proposal is aware of the
disadvantages and is cautioned to monitor such a situation when it calls for it.
Section 7; Explanation of the benefits and risks of growing
beans, given the excellent cost/price ratio
Growing beans is riskier especially during heavy rains and in dry areas, but the cost of buying beans
is too high compared to producing. During heavy rains, they are affected by moisture and there are
a lot of diseases. During the dry season, they are stunted and have fewer yields. Growing beans
provide more yields during its season and can give more money when selling them because beans
are in demand while most families are not growing beans. It is an advantage to grow beans
because they are expensive. In growing beans, we can produce more at a very low cost and be able
to feed more people.
14
Section 8; Implementation Strategy Equipment and costs
Facilitation Materials
Uniform
-Field boots
-T-shirts
Trainer Kit
-Flipchart stand
-makers
-flipchart
-pens
-sticky notes
Communication and management Tool
-5 cell phones with sim-cards
-Two Laptops for reports
Transport
-Vehicle for ease of transport and preferably a 4by4 suspension because of our gravel roads
Facilitation Incentives
-Meals for Farmers and trainers
15
Section 9; Estimate Costs Year 1
Facilitation
Supplies
Exposure visits
Stationary
-farmer diary
-Flip Chart pads
-sticky notes
- Pen boxes (60
pens inside)
-Maker boxes
Communication
-Airtime
Fixed Assets
-Cellular phone
-Flip chart stand
-Field boots
-T-shirts
- laptop computer
Miscellaneous
Refreshments
-Meals
-drinks
Sub Total
Salary Rate
Total
Unit
Price/unit(E)
No. Of days
3trip
20 000
3 days divided 60 000
throughout the
project.
297
10
10
6
150
90
100
410
Entire project
Entire project
Entire project
Entire project
44 550
900
1 000
2 460
4
402
Entire project
1 608
5
200
365
12 000
5
2
5
5
2
1
5 000
1 800
700
250
7 000
7 500
Entire Project
25 000
3 600
3 500
1 250
24 000
7 500
305
305
45
10
12
12
365
Total (E)
164 700
43 920
E395 988.00
$40/600 per Salary
29
days E435 000.00
day
Exchange rate multiplied by 8
15%
months 2023
from May to
December
(multiplied by
5)
E848 388.00
16
Section 10; Five positions are needed to run this project
1.
2.
3.
4.
Project Manager
Theme leader
Field coordinator *2
Field agent
Section 11; The team
1.
2.
3.
4.
5.
Mfundo Khumalo
Nkhosinphile Dlamini
Nokwanda Ndlovu
Phumzile Thwala
Kayise Bhembe
17
Sustainability
Training Team
First and Last Name’s
Brief bio
Professional
Experience
1.Mfundo Khumalo
Mr. Mfundo Khumalo is a 29
year
old
youth
mentor/leader
in
his
community and also in the
CDC
(community
development committee) as
he advocates and motivates
the youth to make positive
behaviour changes and
encourages active decision
making with the help from
community leadership. He is
also a livestock farmer
focusing mostly on pigs,
cattle and supplies local
restaurants and butcheries
as well as growing crops
which includes sugar beans
and white maize
 He
is the
founder and
President of
Nkiliji Youth
Association
which
also
runs a 3.5
hectors
of
land for crop
production in
the area and
looking into
growing
Cayenne
pepper,
vegetables,
yellow maize
and dragon
fruit.



18
Vice-secretary
for
National
Youth
Agriculture
committee and
Manzini region
Committee
He also worked
for the United
States
of
America Peace
Corps, as a
Language and
cross-cultural
Facilitator,
Peace
Corps
Site Consultant
and
later
language
Proficiency
Tester.
He is also the
Education







Enrolled at AMADI
University College in
the
Faculty
of
Education, paused
due to funds
Certificate in Public
Management and
governance from
the Young African
Leader Initiative
(YALI) which was
accredited and
facilitated by the
University of South
Africa (UNISA)
Certificate
of
Facilitation from US
Peace Corps
Certificate
of
Leadership
from
Young Leadership
Incubation
Programme (YLIP)
from SACAU in
collaboration with
Andreas
Hermes
Akademie
Certificate in Project
management and
design from US
Peace Corp
Certificate
in
Intercultural
competence,
diversity
and
Inclusion (ICD&I) US
Peace Corp
Certificate
in
Language
Proficiency Testing
from US Peace
Corps
CEO and Major
shareholder of
Pasafa
investment
(Pty) Ltd, which
is into waste
management
and recycling.
2.Nkhosinphile Dlamini
Mr. Nkhosinphile Dlamini is
a dedicated professionally
and committed to his work
He
has
excellent
interpersonal and teambuilding
skills. He
demonstrates
effective
communication
with
individuals on all levels and
builds rapport quickly. He is
someone who exhibits a
high aptitude for learning
new skills and is well-versed
in
leadership
and community. He has
development skills and
evaluation of progress in
the field.




3.Nokwanda Ndlovu
She is the founder of
Kwanda Produce Company a
company that grows and
sells quality vegetables such
as pepper and cabbages.
Kwanda Produce Pty Ltd is a
fully registered company.
She also got the opportunity
to visit three European
countries;
Germany,
Belgium and Slovenia in the
agriculture
space/sector.
She is CURRENTLY THE
19

Worked
as
Regional Field
Monitor with
National
Disaster
Management.
Worked
for
some agencies
with farmers in
climate change
mitigation and
drought
monitoring in
the Lobamba
Region.

Certificate
in
mentorship
and
counselling from US
Peace Corps

Eswatini Collage of
Theology

Psychosocial
Counselling.

Certificate in
Business
Management and
Entrepreneurship.

Certificate in
Agricultural
Leadership Skills.

LUSOTI
HIGH
SCHOOL IN GENERAL
STUDIES
Youth leader at
the community
and Regional
level
Youth Wing or
commit
member
of
Youth
in
Farming
National Level
TAUGHT
AT
MAFUTSENI
COMMUNITY
PRIMARY
SCHOOL
DURING
MY
TEACHING
PRACTICE.



PRIMARY TEACHER'S
DIPLOMA
IN
APPLIED SCIENCES
CERTIFICATE
IN
YOUNG LEADERSHIP
INCUBATION
PROGRAMME FROM
SACAU WITH AHA
CERTIFICATE
NEGOTIATION
IN
DIRECTOR
OF
YOUTH
AFFAIRS
AT
THE
ESWATINI
NATIONAL
AGRICULTURAL
UNION
(ESNAU). SHE IS ASLO
A YOUNG LEADERSHIP
INCUBATION
PROGRAM
AND GRADUATED WHERE
SHE ACQUIRED VARIOUS
KEY
COMPETENCIES
(
PERSONALITY
ANALYSIS,COMMUNICATIO
N,TECHNIQUES
OF
PROBLE AND CONFLICT
MANAGEMENT, LEARNING
METHODS, PRESENTATION
TECHNIQUES, MODERATION
AND MEETING
SKILLS
MANAGEMENT,
TEAMWORK AND PUBLIC
RELATIONS METHODS). SHE
IS ALSO PART OF THE
NATIONAL
CHAMPIONS.
HAVE A CERTIFICATE IN
TRAINING
FOR
NEGOTIATING SKILLS AND
SHE IS PART OF THE
WOMEN
FARMERS
LEADERSHIP
PROGRAM
LAUNCHED
BY
PANAFRICAN
FARMER'S
ORGANISATION, ANDREAS
HERMES AKADEMIE AND
THE
ASSOCIATION
OF
GERMAN RURAL WOMEN.
4.Phumzile Thwala
Phumzile Happy Thwala is a
32 year old female farmer
from Siphocosini and
Founder
of
Phumlani
Innovation
Farm
from
Siphocosini, who’s been
growing
vegetables)
spinach,
butternut,
cabbage, lettuce, beetroot,
onion) and crops (dry beans
20
She has been working
with a cluster of
farmers who came with
a few challenges
including poor quality
products, so she
decided to share our
quality manual with
these farmers then
started trainings on




Holder of a diploma
in computer science,
Diploma in Quality
management system
(ISO 9001)
Certificate in Food
safety management
system (ISO 22000)
from SWASSA
Certificate
in
and green maize) since
2019. My market includes
Supermarkets,
vendors,
restaurants, schools, and
hospitals.
To
ensure
consistency I work with a
cluster of 15 farmers from
Siphocosini.
5.Kayise Bhembe
Kayise Bhembe is a 24 years
old female. Founder of KSG
country director of Marydee
Isibuko Serenity Foundation
and brand ambassador for
Woman farmer foundation.
21
quality, food handling,
correct agronomy
practices, farming as a
business with the help
of extension officers
from Ministry of
Agriculture. She also
works with Beyond the
game to help over 100
teens, and teen moms
in Nsoko (KaMkhweni)
where we donate
sanitary napkins
monthly. We also train
these young women
entrepreneurial skills
for self-sustainability
such as dish washer
soap, tile cleaner, thick
bleach and floor polish
manufacturing.
Her skills include
negotiating, good
communication skills,
leadership skills, time
management, farming,
craft work, cleaning
supplies
manufacturing,
computer networking,
systems analysis and
database management,
quality
implementation,
driving, to mention a
few. She is currently
part of the ESNAU
national youth
committee in
Agriculture.
Kayise was also among
5 Awardees of the Cija
Ngebhizinizi
Competition facilitated
by
SEDCO
in
collaboration with MTN






Training
fundamentals
for
business leaders
Certificate in organic
farming
for
sustainability.
Certificate
in
Entrepreneurship
from SEDCO
Certificate in Young
Leadership
Incubation
Programme
from
SACAU and AHA.
Currently studying
project
management.
holds a bachelor's
degree in Agronomy
from the University
of Eswatini
certificate
in
Entrepreneurship
Foundation. Kayise is
currently part of the
National Youth Wing
from ESNAU, serving
the board as the
treasurer.



22
from SEDCO
certificate in Young
Leadership
Incubation
Programme
from
SACAU
in
collaboration with
Andreas
Hermes
Akademie
certificate on tunnel
farming and climate
smart
agriculture
from woman farmer
foundation
certificate on Food
safety
standards,
haccip and global
gap from Woman in
Trade
and
Development
(WITAD)
Section 12; Conclusion:
This farmer training program will help farmers adopt sustainable farming practices, which will lead to
increased crop yields and profits. The program will also reduce the environmental impact of farming
practices and encourage the use of locally-sourced inputs and alternative farming methods. With a
budget of $59 398.2, this program is an effective way to promote sustainable farming practices and
improve the livelihoods of farmers, and orphaned and vulnerable children.
23
Section 13; Recordkeeping Tables
24
25
26
27
28
29
30
31
32