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Table 2 Key elements for successfully engaging young people on CSRA

From: Integrating climate-smart rice agriculture into secondary-level curriculum: lessons from three high schools in the Philippines

School Physical environment School environment Characteristics of the teacher (education, outstanding traits) Innovations implemented Areas for improvement
Malalag National High School Agricultural community where rice and vegetables are grown; generally rainfed Supportive key school officials; teacher trained was given agri-related teaching load; has an estimated 3500 square meter (m2) rice garden beside the school Has an agriculture-related degree; industrious; good networking skills; facilitative; shows high interest in the subject matter; reputable Infomediary corner; engaged five other schools on his own by giving them seeds and all learning materials collected during the training; rice garden managed by the students; school bought pocket wi-fi so students can surf PinoyRice; active student-texters to the PhilRice Text Center (PTC) ICT infrastructure in the area is poor, which limits the students from accessing online materials; frequent reshuffling of key school officials (and sometimes teachers)
Cateel National Agricultural High School Agricultural community with mostly hilly areas; rice is generally planted in the lowland areas; timber production is practiced Support from key school officials is variable; internet connectivity is a challenge; teacher trained was given agri-related teaching load; has a 3-hectare ricefield and 1000 m2 is being used for rice garden; receptive parent-teacher association members; school is 10 km from the the commercial center Very intelligent (topped post-test twice during the training of teachers); highly innovative; has an agriculture-related degree; facilitative; industrious Infomediary corner; loaning scheme for publications; rice garden maintained by the students Frequent reshuffling of key school officials (and sometimes teachers)
Libon Agro-Industrial High School Agricultural community where rice and other crops are grown; generally irrigated Supportive key school officials and colleagues; teacher trained was given agri-related teaching load Very intelligent (one of the topnotchers in the post-test during the training of teachers); coordination skills are high; facilitative; good working relationship with colleagues; has an agriculture-related degree; industrious Field day participated in by private companies, farmers, and local government officials; rice garden outside the school managed by the students; recognized active infomediary students during the school’s recognition day; time alloted for students to register for the PTC Rice garden is quite far from the school, which might discourage students from frequently visiting it; frequent reshuffling of key school officials (and sometimes teachers)