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By Ben TC Brooks
River Gee County, July 21, 2025 – The agricultural students at the River Gee County Vocational and Technical Training Institute (RGVTTI) are reaping more than just crops from their campus garden—they are demonstrating a model of adaptive learning, resource efficiency, and community-driven innovation in the face of persistent systemic challenges.
From its inception, the student-led garden was intended as a supplementary practical training activity aligned with the Technical and Vocational Education and Training (TVET) curriculum. However, the initiative has evolved into a vital learning laboratory and a case study in low-resource resilience. Confronted with a lack of essential inputs—including basic hand tools, fertilizers, and seeds—the Agriculture Department was compelled to adopt innovative, context-appropriate solutions to maintain both the educational and productive value of the project.
Budgetary constraints are a persistent issue for many rural training institutions in Liberia, and RGVTTI is no exception. The unavailability of mechanized equipment like tillers and drip irrigation systems has forced faculty and students to rely heavily on manual labor and locally available resources. In response, the department—under the guidance of Director Maxen Worjolo—pivoted toward methods that are labor-intensive but cost-effective, emphasizing sustainable and replicable practices for smallholder farmers.
Intercropping strategies, such as pairing short-cycle crops like okra and cucumbers with longer-cycle staples like cassava and yam, have allowed the students to optimize limited space while simultaneously mitigating pest pressure. The use of heat-resistant crop varieties and companion planting techniques also indicates a growing awareness of climate-smart agriculture among students—an important shift in educational focus given Liberia’s vulnerability to climate variability.
The garden is currently cultivated by over 45 students who manage a diverse crop portfolio, including eggplant, cabbage, bitter ball, and sweet potatoes. Beyond classroom theory, students are acquiring firsthand knowledge in seed propagation, pest management, and soil conservation.
“Companion planting has helped us reduce our use of chemical pesticides,” noted Abigail Wesseh, one of the agriculture students. This statement reflects not just improved agricultural literacy but a shift toward environmentally responsible farming practices, a critical competency for the country’s next generation of food producers.
Moreover, student leader Sunday Hinneh emphasized that adaptive planting schedules and intercropping have increased the garden’s productivity—skills that could translate directly to improved livelihoods for rural communities.
Perhaps most notably, the project has extended its reach beyond campus boundaries. Surplus harvests are sold in local markets, particularly in Fish Town, generating modest but impactful income. These proceeds are reportedly reinvested into transportation, minor faculty support, and health initiatives on campus, thus transforming the garden into a self-sustaining micro-enterprise.
This model of practical education supporting community engagement and internal revenue generation suggests that TVET institutions can serve dual roles: as learning centers and as economic actors within their localities.
Recognizing the potential of the program, Assistant Director for Technical Services, Philip Jah, revealed plans to scale up the garden by a quarter hectare, introduce shade nets to protect seedlings, and incorporate small livestock such as poultry—both for integrated pest management and organic fertilizer production.
The institution is actively seeking partnerships with agricultural development organizations to secure improved inputs and technical support. While such collaborations are still in the pipeline, the proactive stance indicates a strategic intent to strengthen institutional capacity in agricultural training.
RGVTTI’s campus garden stands as a compelling example of how TVET programs, even under significant material constraints, can cultivate real-world skills, entrepreneurial thinking, and community impact. The initiative underscores the importance of flexible, context-sensitive education models that equip students with both technical skills and the resilience necessary to address real-life agricultural challenges.
As Liberia continues to prioritize food security, youth employment, and rural development, the experiences of the RGVTTI agriculture students provide valuable insights into how practical education can serve as a lever for change—not just for students, but for the communities they will one day serve.
