Since 2007, this research team has been involved in a longitudinal qualitative study working to develop and promote sustainable farming practices and educational opportunities for Sub-Saharan farmers and citizens in several African nations (Hynes, Edgington, & Edmonson, 2014; Hynes & Edgington, 2013; Edgington, Hynes & Akwar,  2013; Hynes, Murphrey, & Edwards, 2011; Hynes, Murphrey, & Edwards, 2010; Hynes, Edwards & Murphrey, 2009).The purpose of this paper is to provide a report of preliminary findings and to describe future directions of our work in building capacity for sustainable food production in Sub-Saharan Africa.

The questions we seek to answer are “What steps should be taken to begin developing sustainable food production in sub-Saharan African countries where the resources and educational opportunities are limited? What are the benefits that accrue to the students and faculty at Sam Houston State University (SHSU) by engaging in this endeavor?

Animal Powered Technology (APT) is farm equipment designed primarily by Amish farmers in the U.S. that is used on small scale farms throughout the United States. Our ongoing research project predicts that these implements also can be manufactured and utilized in a scale-appropriate way by farmers throughout Africa, where draft animals abound. Furthermore, food for the draft animals is often much more readily available and much less expensive than fuel for combustion-powered equipment is. Thus, animal-powered farming equipment is more practical to own and operate in this region than combustion-powered equipment.

Using animal-powered equipment instead of combustion-driven implements allows Sub-Saharan farmers to increase their farming operations at a moderate pace. Using existing draft animals in small scale farming operations has not been disruptive to the social order (Rogers, 2003); yet it generates meaningful increases in productivity. Low capital options such as modernized APT allows farmers to customize solutions to their production problems without significant investments in costly equipment. Moreover, using the existing draft animal power but doing so more efficiently is a sustainable and climate friendly cultural practice that provides for energy recovery (Kruger, 2004).

It may be surprising that Amish communities throughout the U.S. are very financially sound, given that their culture has strict rules for living that forbid the use of modern conveniences such as electricity, telephones, computers and automobiles. Transportation is by horse drawn vehicles. Despite these limitations, Amish companies compete successfully in the global business environment. The researchers have drawn parallels between the Amish culture and certain aspects of African cultures, which cause them to apply the Amish model for food production in the U.S. that centers on APT to the African food production needs. The researchers’ theorize that Amish practices can be successfully applied to improve African food production has proven to have merit.

Secondly, we expect the project to improve the ability of SHSU faculty and graduate students to internationalize their curricula as it relates to the educational systems of Sub-Saharan Africa. Traveling to Mali and Uganda, seeing the countries firsthand, interacting with farmers, technical experts, and educators, will better enable SHSU faculty and graduate students to internationalize their curricula with a sense of authenticity and relevance, especially as it relates to education issues affecting Africa with special emphasis on their relationship to the U.S.

Hynes, J. W., Edgington, W.D., & Edmonson, S. (2014). Global dimensions of vocational education: the role of animal powered technology as a means to breakdown structural global inequalities in food production. Paper presented at the annual Midwest regional CIES conference October 2014, Bloomington IN. [Published proceedings] Hynes, J.W., & Edgington, W.D., (2013). Education and sustainable development: A case study of the role Amish play in training and supporting east African food production. Russian-American Education Forum, 5, (3). Retrieved from http://www.rus-ameeduforum.com/content/en/ Edgington, W.D., Hynes, J.W., & Akwar, D. (2013). Global collaboration as a means to enhance teaching and teacher education. Russian-American Education Forum, 5, (1-2). Retrieved from http://www.rusameeduforum.com/content/en/?task=art&article=1000966&iid=15 Hynes, J.W., Murphrey, Y.P., & Edwards. (2011). Introduction of modernized relic technology for sustainable agricultural practices in Mali: Strategies, challenges, and opportunities – A case study [Abstract]. Journal of International Agricultural and Extension Education, 18(2), 54-55. doi:10.5191/jiaee.2011.18204 Hynes, J. W., Murphrey, T. P., & Edwards, C. M. (2010). International experiences and the power of reciprocity: Bringing Mali to the U.S. academia and an Amish farming community – who was impacted more? [Abstract]. Journal of International Agricultural and Extension Education, 17(2). 68-69. doi: 10.5191/jiaee.2010.17204 Hynes, J. W., Edwards, M. C., & Murphrey, T. P. (2009). Using modernized relic technology to better enable sustainable agricultural practices in developing countries: A philosophical and practical reorientation for Mali’s farmers. [Proceedings] Journal of International Agricultural and Extension Education, 16(2), 266-272. Retrieved from https://www.aiaee.org/journal.html Kruger, C. (2004). Climate friendly farming moves into energy recovery. BioCycle, 45(11), 56. Rogers, E. M. (2003). Diffusion of innovations (5th ed.,) New York: The Free Press.