You will hear part of a lecture about an agricultural development program in Mozambique.
First, you have some time to look at questions 31 to 40.
Now listen carefully and answer questions 31 to 40.
Today I'll discuss a case study of a program designed to support rural communities in Mozambique, a country in the Southeast Africa where agriculture is central to many people's lives.
The work involved three communities in Chiklakwala district close to the Limpopo River.
Rainfall in this dry region is unreliable, so farming alone could not provide a living.
Instead, residents earned money from the forest, mainly by producing and selling charcoal, because the forest was being depleted quickly however, this could not continue indefinitely.
The first priority was to use water already available in the Limpopo River.
Irrigation systems were established to give crops and livestock a dependable supply.
The program and the district government worked together on implementation.
One farmers association already existed and two more were formed.
They organized water management, animal breeding, and crop production with women carrying out most of the work.
To stop wild and domestic animals damaging crops, the communities enclosed special cultivation areas.
Local people built the fences while the program supplied the wire needed for them.
After the land had been protected, it was prepared for vegetables and cereals suited to the climate.
The program provided the seeds together with pumps and pipes to move river water to the fields.
Residents contributed all the labor and also supplied and installed the posts supporting the fences on their own land.
Once the scheme was operating, its progress was monitored.
Farmers produced more than their households required and could sell the surplus.
Reaching markets was sometimes difficult however, because transport was unavailable.
Considerable quantities, particularly vegetables, spoiled before they could be sold.
The associations therefore agreed that farmers should be trained in food preservation techniques.
A further activity developed even though it had not appeared in the original plan.
Farmers dug tanks inside the fenced areas, filled them with water and used them to raise fish, providing an important source of protein.
Later, local residents proposed keeping bees.
This idea was also adopted with honey produced both for household use and for sale.
What can we learn from the program?
In dry regions with reliable access to water, agriculture can have substantial potential.
Production in Chikawala-Kawala rose markedly, improving both household income and food security.
Yet schedules must be realistic for every stage, especially the design phase, because errors made then may be difficult to correct later.
Overall, the case shows that sustainable development can be achieved in places where that is the end of part four.
You now have one minute to check your answers to part four.