Founded by Tshepang Mokoena, the Nourish & Grow Project focuses on building permaculture-based food systems in early childhood development centres and primary schools.

• The Nourish & Grow Project transforms unused school land into permaculture-based food gardens, combining food production with hands-on nutrition and sustainability education.
• The initiative empowers pupils by fostering responsibility, environmental awareness, and practical nutrition knowledge with positive impacts extending to their homes and communities.
• Despite challenges like funding and infrastructure, the project aims to scale its model, creating sustainable permaculture hubs and integrating food education into school systems.

A grassroots initiative aimed at tackling food insecurity in South African schools is transforming unused land into productive food gardens while equipping pupils with practical skills in nutrition and sustainability.

Founded by Tshepang Mokoena in Pretoria, the Nourish & Grow Project focuses on building permaculture-based food systems in early childhood development centres and primary schools.

The initiative moves beyond short-term food relief by helping schools grow their own produce and integrate food education into daily learning.

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Mokoena said the idea was shaped by both his professional work and firsthand observations in communities facing food insecurity.

He said:

Before launching the project, Mokoena worked on community nutrition programmes in rural Pretoria and township areas, where he identified a recurring challenge.

While access to food remained a major issue, there was also a lack of nutritional knowledge.

Through his involvement in school nutrition programmes in Alexandra and Kagiso, he saw the positive impact of feeding schemes but also recognised their limitations when not paired with education and long-term sustainability.

This led to the development of a model that combines food production with learning.

Schools are supported in establishing gardens using permaculture principles, with crops such as spinach, beans and butternut grown in raised beds.

The gardens serve both as a source of fresh food and as a hands-on educational tool.

At one township school, the project turned an overgrown and neglected space into a productive garden. What followed was a noticeable shift in how pupils engaged with their surroundings.

"It became more than just a garden. It became a living classroom, a nutrition source, and a symbol of what's possible when knowledge and access come together," Mokoena said.

Teachers at the school reported improved focus and participation in class, while pupils began taking ownership of the space. Some even applied what they learned at school in their own homes, extending the impact beyond the classroom.

Despite its success, the project has faced challenges, particularly around funding and infrastructure.

Many schools lack basic resources such as fencing, tools and irrigation systems, which are essential for maintaining gardens.

Mokoena also pointed to the need to shift perceptions around school gardens, which are often seen as optional rather than essential systems for nutrition, education, and community development.

To address these barriers, the project uses low-cost, scalable permaculture systems and works closely with schools, government stakeholders and partners to support long-term sustainability.

Beyond improving access to fresh food, the initiative has had a broader impact on pupils' development.

Mokoena said working in the gardens helped build confidence, responsibility and environmental awareness.

Pupils also gained a practical understanding of nutrition, an area often overlooked in many communities. By growing their own food, they developed a stronger connection to what they eat and how it affects their health.

"We've seen that when learners grow food themselves, they engage with it differently, and that knowledge often extends into their homes," he said.

There were also signs of improved well-being among pupils, with time spent working in the gardens contributing positively to their mental and emotional health.

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Looking ahead, Mokoena hopes to expand the project into a scalable model that can be implemented across more schools.

His vision includes creating permaculture hubs, offering accredited training opportunities and integrating food production with formal nutrition education.

"The goal is to complement existing programmes by adding a layer of sustainability and empowerment," he said.

Ultimately, the initiative aims to shift communities from dependence on external support to self-sufficiency by providing both the tools and knowledge needed to grow food.

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