well as significant quantities of seed in the form of donations, which as a whole have been used to satisfy the demand from producers. The seeds are being distributed throughout Nicaragua by the network set up by PROAGRO in the various regions.E/1986/3/Add.l5 page 24 */ Translator's note: In Central America a manzana (Mzs) is approximately 1.75 acres. E/1986/3/Add.l5 page 25 School kitchen gardens 40. Towards the middle of March 1989 activities were initiated in connection with the plan for school kitchen gardens. 41. The first measure involved a series of visits to the gardens kept by various schools and the immediate requirements which PAN was capable of satisfying were identified. The inquiries pointed to the manifest need in all schools for seeds, tools and, above all, technical assistance and training. 42. In view of the need to train pupils and teachers in horticultural management, it was decided to run workshops in six State and private schools, where, with the exception of the "Zulema Baltodano" college, whose needs will be met directly at the request of the schooI, training was provided on growing vegetables. MED will co-ordinate the remaining State schools, in which it has not been possible to carry out any activities during the first half of the year, and supply 14 kg of mixed seeds to the various schools. 43. In addition, a number of visits were made to private educational establishments to offer PAN’s co-operation with each school 's kitchen garden progranune, as in the case of State schools. The common requirements of all schools were seeds, tools and training. 44. The follow'ing educational establishments received assistance from PAN; (a) State: Zulema Baltodano; (b) Private: Hispano Nicaraguense, Teresiano, Asuncion, La Salle, Calazans. 45. The Directorate of Agriculture and Nutrition of MED is responsible for co-ordination among the remaining educational establislnments.
**Analysis**
The text primarily discusses the activities and initiatives taken by PAN (an organization) to support school kitchen gardens and agricultural development in Nicaragua. It highlights the distribution of seeds, tools, and training to schools, as well as the coordination with educational institutions. This suggests that the text is focused on agricultural development and education, with potential connections to humanitarian aid and relief.

**Category**
Agriculture, forestry and fishing, Education