The ILUD Process

The Schools and Colleges Permaculture (SCOPE) Programme developed a tool that schools can use for planning and implementing a very productive, healthy and ecologically sustainable environmental management system on school land. The system is developed with the active involvement of the whole school community and will then be a good model for replication in the community. The tool is called Integrated Land Use Design (ILUD);

  • The main features of the ILUD Process
  • Benefits of the ILUD process

The main features of the ILUD Process

  • Tool for planning , implementing and monitoring sustainable land-use in schools
  • Step by step process undertaken by representatives of all key stakeholders in any given school community
  • Stakeholder participation and ecological integration are the key principles
  • Implementation begins with sensitization of leadership, followed with the training of implementers, participatory and holistic design of the school environment and finally monitoring
  • The whole school is involved and all the resources at the school are incorporated in the new design

ILUD process step by step processes involved

  • Situational analysis – the stakeholders observe the existing situation to develop a common understanding of the current problems and potential resources that they have to start off with
  • Holistic goal formation – The stakeholders define their vision for the school environment
  • Integrated design – The stakeholders re-design their land by creating connections between the various elements in their environment
  • Plan of action – The stakeholders draw up an implementation and monitoring plan for their project
The integrated land-use design process is a tool for a holistic approach to the management of the school environment. Schools can benefit from a wide range of physical and socio-economic outputs of the ILUD process if they implement it successfully. Below is a list of some of the benefits that accrue to schools that use this tool to implement Permaculture well;

1. Social outputs

  • The participation of children, parents, staff and other stakeholders in the planning, implementation and monitoring of their new landscape design for their grounds
  • Positive attitudes towards indigenous knowledge and endogenous development
  • Increased sense of ownership of the project, and of the school
  • Relationship building skills
  • Stronger school and community linkages
  • ILUD as a tool for social analysis
  • Increased access to fruits, vegetables, herbs and other foods
  • Culinary, aromatic and medicinal use of herbs

2. ECONOMIC OUTPUTS

  • Organic fruits, vegetables and herbs
  • Increased income from the school land
  • Increased value of the school land
  • Agro-ecological production skills
  • Affordable source of seeds and seedlings for the home economy

3. EDUCATIONAL OUTPUTS

  • Enhanced teaching and learning using locally available resources (TALULAR)
  • Opportunities for comparative studies of conventional and organic agriculture
  • A real mixed forest at school – a source for real life examples across the curriculum
  • ILUD tool for problem solving
  • ILUD tool for environmental analysis, planning and monitoring
  • Increased motivation

4. PHYSICAL OUTPUTS

  • Soil and water conservation
  • Organically improved soil
  • Greener landscapes
  • Improved ground cover
  • Integrated cropping systems
  • Increased biodiversity
  • Predator- prey systems develop
  • Improved air quality
  • Wind break
  • Cool micro climate in classrooms
  • Shady school grounds and outside classrooms