Module Code and Title: ENM203 Soil Conservation for Sustainable Agriculture

Programme: BSc in Environmental Management

Credit: 12

Module Tutor: Tshewang Dorji (Coordinator), GP Sharma

General objective: This module provides students an overview of the basics of soil and the importance of soil conservation and management. Students will be oriented to the environmental challenges to agriculture, and sustainable agricultural approaches to enhancing crop production, protecting agricultural land, improving environmental quality, and maintaining the natural resource base upon which the agricultural economy depends.

Learning outcomes – On completion of the module, students will be able to:

1. Explain key concepts, principles and dimensions of sustainable agriculture.
2. Conduct different types of soil conservation techniques for sustainable agriculture.
3. Contrast sustainable agriculture with conventional agriculture in terms of economic and environmental impacts.
4. Identify the key challenges and potential of sustainable agriculture in Bhutan.
5. Evaluate the suitability of Sloping Agricultural Land Technology (SALT) techniques for sustainable land management in Bhutan.
6. Discuss the significance of agroforestry in organic farming in Bhutan.
7. Conduct field experiments to study the cropping techniques.
8. Describe the various problems related to soil degradation and remedial measures exist thereof.

Learning and teaching approach :

Assessment Approach:

1. Individual Written Report: 15%

Students will produce a written report (750-1000 words) on a topic from among a range including soil profile, soil pollution, crop rotation, genetic engineering, land degradation, conservation agriculture, agroforestry, food security, farm cooperatives and agribusiness. Students will review the related secondary literature and consult relevant local stakeholders (farmers, Ministry of Agriculture, policy makers, vegetable vendors) that may be involved.

4% Accuracy and completeness of the report

4% Synthesis of the information (includes critical review and the explanation of a key concept and principles from the module, and produce evidence-based arguments)

4% Analytical thinking (critical analysis on the issue, generates valuable alternatives or corrective measures to improve the existing practices)

3% Language and references

2. Field Practical Work: 15%

The students in groups of 3 will work in the RTC garden and produce a group report at the end of the semester. The students will undertake two specific tasks: soil analysis and field experiments. Students will prepare soil samples and conduct laboratory soil analysis with the help of National Soil Service Centre in Simtokha (NSSC). Students will interpret the result and discuss the significance of it. The students will also conduct field experiments to study some cropping techniques and compile a report which will capture the details of field experiments (including the field observation, results and discussion). The report is expected to be 750-1000 words in length.

4% Accuracy and precision of the field experiments conducted in the field (appropriate methods/process/techniques used for the experiment)

4% Accuracy and completeness of the report

4% Quality of analysis (includes an explanation of a key concept or process from the module, and generate proper results using graphs and charts)

3% Language and references

3. Block-week field-visit report:15%

In the block-week field visit, students in groups of 4 will conduct field observations, household interviews, and focus group discussions on 4 different subtopics as they see fit (responsibility with the individual group members), such as land management, animal husbandry, farm irrigation, and agroforestry, organic farming, land use change and human wildlife conflict. The group will produce a block-week field-visit report (1000-1250 words), clearly identifying their individual contributions, to be marked in common and individually as follows:

Group assessment on common portions of the report (5%)

1% Organisation and structure (Introduction, methodology, discussion, and conclusion)

3% Quality of content across the Introduction (Clarity and focus, significance and proposition), Methodology (Accuracy/reliability - measurement instrument, collection, analyses, and context), Overall discussion (Interpretation and description, argument, and proposed perspectives)

1% Mechanics (language, correct use of figure and tables, citation and referencing)

Individual assessment on subtopics each individual was responsible for (10%)

3% Accuracy and completeness of the report

3% Validity and reliability of information

3% Quality of analysis (critics and insightful discussion on issues, relates key concepts, examples, theories, principles and process from the module, and generate evidence-based arguments)

1% Language and references

4. Midterm Examination: 15%

Students will take a written exam of 1.5-hr duration covering topics up to the mid-point of the semester. The exam will comprise structured questions like MCQ, fill-in-the-blanks, matching, definition, as well as open-ended essay questions.

5. Semester-End Examination: 40%

Students will take a written exam of 2.5-hr duration encompassing all the subject matter covered in the semester. This assessment is comprehensive and summative in nature, and will comprise structured questions like MCQ, fill-in-the-blanks, matching, definition, as well as open-ended essay questions.

Overview of assessment approaches and weighting

Pre-requisites: ENV101 Introduction to the Environment

Subject matter:

1. Unit l: Soil

1.1. Different soil components

1.2. Soil profiles and significance of each layer of soil

1.3. Soil texture triangle

1.4. Horizons: physical, chemical and biological characteristics

1.5. Functions, factors affecting efficacy

1.6. Phases in the formation of soil

1.7. Condition of soil pollution across the globe

1.8. Categories, causes and mechanisms of soil degradation

1.9. Soil conservation methods including bioengineering benefits

1.10. Soil treatment, e.g., steaming

1.11. Major sources of land pollution: industrial waste, deforestation and mining

1.12. Abatement of land/soil pollution by regulatory and physical measures

2. Unit ll: Challenges in agriculture

2.1. Loss of agricultural land: poor agricultural practices, overgrazing, deforestation, commercialization and overexploitation of vegetation

2.2. Land degradation - pollution, salinization, man-made hazards

2.3. Climate change challenges to agriculture: windstorms, erratic rainfall, pest and diseases

2.4. Global decline in domesticated plants and domestic animals

2.5. Increasing crop and livestock yields impediment

2.6. Impetus and development of conservation agriculture

2.7. Water scarcity and inadequate irrigation

2.8. Labour shortage - negative impacts of rural to urban migration

2.9. Human-wildlife conflicts (main contributors to human-wildlife conflicts)

2.10. Lack of techniques and knowledge on sustainable agriculture

2.11. Challenges to sustainable agriculture from societal and cultural practices/habits

3. Unit III: Agroforestry for organic production

3.1. Definition and types of Agroforestry practices (Alley cropping, silvopasture, riparian buffers, wind breaks and forest farming)

3.2. Direct-use and indirect use values of Agroforestry

3.3. Sloping Agricultural Land Technology (SALT) in sustainable land management practices in Bhutan

3.4. Importance of SALT in organic farming in Bhutan

3.5. Case of SALT in farmland management in hilly areas of Philippines

3.6. Agroforestry development in Bhutan

3.7. Agroforestry case studies (successes and failures) from Bhutan, region, and the world

3.8. Key challenges of agroforestry systems

4. Unit IV: Soil improvement and amendments, biofertilizers

4.1. Organic manure / farmyard manure: biogas slurry, sewage and sludge

4.2. Cover crop (mulching)

4.3. Green manuring

4.4. Recycling of organic residues

4.5. Composting and its processes (three phases): heating phase, cooling phase, and maturing phase

4.6. Vermicomposting

4.7. Biofertilizers: Rhizobium, Azotbector, Azospirllum and Cyanobacteria

4.8. Mineral fertilizers: mineralization and immobilization processes

4.9. Biological intensive nutrient management

5. Unit V: Techniques of Sustainable Agriculture

5.1. Agronomy for resource conservation

5.1.1. Social forestry and soil conservation

5.1.2. Grassland management and soil conservation

5.1.3. Horticulture development for soil conservation

5.2. Permaculture

5.2.1. Definition, principles

5.2.2. Importance and ecological benefits

5.2.3. Trend

5.3. Integrated Pest Management, importance and intervention

5.4. Sustainable crop production and soil conservation

5.4.1. Precision agriculture: concept and practice

5.4.2. Soilless farming: vertical farming-hydroponics, aquaponics and aeroponics

5.4.3. Crops substitutions while maintaining equivalent nutritional value

5.5. Climate-smart farming

5.5.1. Role of institutions for CSA management

5.5.2. Resource conserving technologies

5.5.3. Crops Genetic Modification - promise, problems and policies

5.5.4. Food security - green banking, food distribution and trade

6. Unit VI: Social and economic sustainability of agriculture

6.1. Livelihood

6.2. Enhancing economic viability

6.3. Sustaining productivity

6.4. Maximizing benefits

List of practical work:

a. A block-week field visit to Punakha and Wangdue Phodrang shared with other modules in this semester: Students will make field observations, interact with farmers and conduct field surveys.

b. Ongoing weekly practical work in the RTC garden for soil analysis and field experiments: (1) Prepare soil samples and conduct laboratory soil analysis with the help of National Soil Service Centre in Simtokha (NSSC); (2) Conduct field experiments to study cropping techniques; (3) Demonstrate composting and vermicomposting techniques

Reading List:

Essential Reading

Weil, R. R., & Brady, C. N. (2017). The nature and properties of soils (17th ed). New Delhi, India: Pearson Education.

Miller, G.T., & Spoolman, S.E. (2018). Environmental science (16th ed). New Delhi, India: Cengage Learning.

Rose, C. W. (2004). An introduction to the environmental physics of soil, water and watersheds . Cambridge, UK: Cambridge University Press.

Wild, A. (2003). Soils, land and food: Managing soils during the 21st century. Cambridge, UK: Cambridge University Press.

Additional Reading

Acquaah, G. (2005). Principles of crop production: Theory, techniques and technology. Hoboken, NJ: Prentice Hall.

Begon, M., Townsend, C.R., & Harper, J. L. (2005). Ecology: From individuals to ecosystems (4th ed.). Hoboken, NJ: Willey Blackwell

Buck, L.E., Lassoie J.P., & Fernandes, E.C.M. (1999) Agroforestry in sustainable agricultural systems. New York, NY: CRC Press LLC.

Hanumantha Rao, C. H. (2006). Agriculture, food security, poverty, and environment essays on post-reform India . Oxford, UK: Oxford University Press.

International Institute of Rural Reconstruction (IIRR). (1990). Agroforestry technology information kit (ATIK). Los Banos, Philippines: Cavite Publisher.

National Environment Commission. (2016). Bhutan State of the Environment Report 2016. Thimphu, Bhutan: NEC.

Neuhoff, D., Tashi, S., Rahmann, G., & Denich, M. (2014). Organic agriculture in Bhutan: potential and challenges. Organic Agriculture. 4, 209-221.DOI: 10.1007/s13165-014-0075-1

Norris, R. F., Caswell-Chen E. P., & Kogan, M. (2002). Concepts in integrated pest management. Hoboken, NJ: Prentice Hall.

Wild, A. (1993). Soils and the environment. London, UK: Cambridge University Press.

June 2021