Farmer Field Schools: Beyond Agriculture and Rural Development

Transcription

1 Farmer Field Schools: Beyond Agriculture and Rural Development Alma Linda C. Morales-Abubakar, Programme Development Officer, FAO Asia Regional IPM/Pesticide Risk Reduction Programme Workshop on FFS and Post-harvest 29 November 2012, Myanmar

2 World population 55% of worlds total and 70% of world s agricultural population are in Asia Pacific region millions developed NothAfrica and the Middle East South Asia percentage annual growth rate (right scale) Sub-Saharan Africa Latin America and Caribb Eastern Asia Source: UN,

3 Small Farmers: Producers, Consumers, Managers and Citizens

4 Farmers need to understand issues affecting their livelihood Crackdown in Siem Reap WRITTEN BY VINCENT MACISAAC Asia Sentinel, Monday, 27 April 2009 THE RULE OF LAW GOES BY THE BOARD FOR CAMBODIA'S LAND SHARKS... The Siem Reap farmers are the victims of both land grabbing and statesanctioned violence, human rights groups say. At the root of the incident is a fiveyear dispute that escalated last December when two community leaders and one journalist were arrested following a court complaint from two businessmen who the farmers allege illegally obtained and then resold titles to 92 hectares of land they had been farming since, in some cases,

5 Farmers need to be able to select technologies

6 The Green Revolution: de-skilling farmers Akshay Mahajan BBC

7 Farmers as Experts Ooi Ooi Ooi

8 Where did FFS come from? 1989: first FFS established in central Java as a response to a crisis situation of BPH outbreaks Since then, FFS have been carried out in other crops and various settings in many other countries in Asia, Africa, Near East and Latin America (currently 90 countries)

9 Innovation in Farmer Field Schools These skills can be extended to: Sustainable crop intensification Agro-biodiversity: genetic resource management Managing water, soils and fertility, crop nutrition, SRI Conservation agriculture Fisheries and animal husbandry Health, nutrition, child care Climate Smart Agriculture Post harvest Farmer Life Schools Farmer Water Schools

10 Farmer Field Schools FFS are particularly suited for learning complex management skills, like natural resource management, diversifying production and accessing markets to increase rural incomes (Swanson and Rajalahti, 2010).

11 Broad objective of FFS The FFS is a process; it is not a goal Brings farmers together For collective and collaborative inquiry To initiate community action in solving community problems

12 Specific objectives of FFS Empower farmers with knowledge and skills to make them experts in their own fields Sharpen farmers ability to make critical and informed decisions that render their farming profitable and sustainable Sensitize farmers into new ways of thinking and problem solving Help farmers learn how to organize themselves and their communities

13 Invests in tools/materials to be paid back by farmers Issuance of contracts to farmers Purchase of produce THAI ORGANIC FOOD CO. Technical backstopping to farmers inc. ICS Pays staff who collects produce and management fees Maintains production records Self-monitoring Harvesting timely Ensures security in the fields and processing area FARMERS Enters into contracts with the Company Signs commitment to follow standards of organic production Participates in training courses Enhancing Agricultural Competitiveness of Smallholder Farmers: Organic Chilli Production in Cambodia NIPM Conducts training courses for farmers (inc. data collection for production planning, organic production, marketing, group and financial management, etc.) Prepares materials and documents required organic production Technical backstopping to farmers inc. ICS ACT THAILAND Carries out inspection to assure compliance with organic production standards Issues organic certification PDA Organizes farmers into Farmers Groups Conducts training courses for farmers (inc. data collection for production planning, organic production, marketing, etc.) Works with farmers in mapping each field as reference for management and technical support Provides guidance on complying with production standards Keeps/distributes inputs

14 Training activities for local leaders, pesticide sellers, health workers and farmers Developing core groups IPM FFS alumni who can coach other farmers in the community particularly on improved production practices and alternative pest management strategies Example: Pilot activity on producing potato seed tubers on rice straw using minimum tillage and reduce pesticides in potato seed production Community Education Programmes on Pesticide Risk Reduction Community action: Closure of pesticide shops that do not conform to local pesticide policies (e.g. selling banned pesticides) Community action: Cement tanks have been established by the local government for disposal of pesticide containers Baseline surveys (inventory and flow of pesticides in the communities as well as health and environment related information) Community action: Development of local policies on pesticide management Community action: Posters on pesticide risk reduction have been developed and displayed in public places

15 Factors for Success of FFS Programmes a strong scientific/technical entry point a learner-centered approach to educating stakeholders a common vision a Champion (or Champions) a supportive environment a coordination system and clear roles among a wide and expanding composition of stakeholders/ institutions

16 Farmer Development Steps Dependent Farmer follows instruction adopts technologies Group Farmer exchanges views and experience participates in group activities FFS Farmer learns to observe, analyze and decide experiments with new ideas learns from own experience Interdependent Farmer solves his problems wherever possible actively generates, adapts and extends innovations links well with other farmers Research Innovations g.walter-echols

17 Facilitator Development Steps Extension Worker teaches farmers Non-formal Extensionist encourages group learning activities uses non-formal training techniques FFS Facilitator uses experiential learning methods facilitates farmer field experimentation and ecological analysis gives holistic education in production management Farmers Group Facilitator follows-up field school graduates coordinates intergroup activities encourages farming community activities Training g.walter-echols

18 Programme Development Steps Project-led FFS tools testing quality system Alumni/Post FFS regular, continuing group meetings cropping approach water management exchanges among members Autonomous FFS Networks (scaling-up phase ) self-financed, autonomous groups continuous, planned knowledge generation farming systems approach Farmer-led Development community development activities inter-group activities and networking self-promoting movement Government Policies g.walter-echols

19 FAO-IPM Asian Member Countries Pakistan Bhutan India FFS Programmes in 90 countries

20 For more information about the FAO Asia Regional IPM/PRR Programme Website:

21 Farmer Field School: Empowering farmers and communities through knowledge Concrete Experience Active Experimentation Observation and Reflection Generalisation & Abstract Conceptualisation

22 Before IPM field schools we planted our rice and prayed that we might have a good harvest. Now we know that we can actually control many of the factors which influence our harvests. IPM farmer from Thai Binh province, Viet Nam

23 Testimony of an IPM Farmer KASAKALIKASAN The Philippine National IPM Programme

24 For more information about the FAO Asia Regional IPM/PRR Programme Website:

25

26

27