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Farmer Field Schools

DefinitionsIn general Farmer Field Schools (FFS) consist of groups of people with a common interest, who get together on a regular basis to study the

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Farmer Field Schools

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    1. Farmer Field Schools The participatory approach to improve food security

    2. Definitions In general Farmer Field Schools (FFS) consist of groups of people with a common interest, who get together on a regular basis to study the “how and why” of a particular topic. The topics covered can vary considerably. The FFS however are particularly adapted to field study, where specific hands-on management skills and conceptual understanding is required. (Kevin Gallagher : Fundamental Elements of a FFS, Leisa Magazine March 2003) FFS can be also defined as: “[...] a platform for learning and experience sharing among farmers. Farmers groups meet regularly during a season or enterprise cycle under the guidance of a skilled facilitator. The learning tool and methods build on experiential learning and action research principles and all learning in hands-on, practical and takes place in farmers own fields.” (From : FFS Promotion Service)

    3. FFS model is historically connected with the Integrated Pest Management (IPM). It developed in the eighties as a model to introduce more appropriate and environmentally sustainable techniques coming out of a reduction in the use of pesticides among rice farmers in Southeast Asia. The approach ‘was in the making’ from the beginning, because the problems of plant diseases were constantly evolving. Background

    4. In Africa FFS were thought as a mean of spreading agricultural practices including different issues such as soil fertility, cassava cultivation, human and animal health. FFS were initially introduced in western Africa in 1995. First example of FFS in Uganda dates back to 1996 introduced by a FAO-IPPM project in the eastern part of the country. Since then, FFS have developed dealing with different issues and cultivations (diseases, pests, harvest preservation techniques, management of pesticides, soil fertility etc.). In the last three years more than 1.000 FFS have been supported by FAO and other partners to foster the return of communities in their origin area, in nothern Uganda. Since 2008 various organizations have been implementing agro-pastoralist FFS in Karamoja region. FFS In Africa

    5. Fundamental elements of FFS Group 25-30 people, M&F, meeting at least for an entire production cycle. Field It is the true master. Field provides most of study materials and put students in front of real problems and solutions. Facilitator S/He is not the master but it is better if s/he is a skilled farmer who lives with FFS’s farmers. Study Study subjects can focus on agronomy, animal husbandry, forestry and social issues etc. Programme coordinator S/He is a fundamental actor for the success of intervention. S/He supports facilitators' training and coordinates them; organizes all the materials per field. Funding Costs vary depending on donors and typology of intervention. Sinergy with authorities It is decisive for sustainability and effectiveness of the programme.

    6. Why FFS? PARTICIPATORY PLATFORM FFS’s approach is participatory that is why beneficiaries, in collaboration with trainers, decide the typology of intervention to realise. FFS structure can be considered as a participatory platform easily adaptable to different socio-cultural context and to various needs of communities. FFS involve more active elements of the community to spread some “best practices”.

    7. NETWORK FFS structure allows a quick creation of networks among different FFS and among FFS and civil society. Diffusion of associationism can give sustainable and concrete answers to the needs of communities. LEARNING BY DOING A facilitator follows groups to accompany them in the entire project cycle through a field training where beneficiaries learn by doing. This dynamics favours a continuous learning putting together theory and practice.

    8. Integrated approach FFS can be considered as a “container” where it is possible to include different cross cutting issues. This feature allows to implement an integrated approach in this type of interventions.

    10. Cesvi and FFS Since 2006 Cesvi has implemented seven FFS and PFFS(Pastoralist farmer field school) projects, working in collaboration with FAO and becoming one of the main partners in the realisation and development of FFS concept. FFS projects have been implemented in the following districts (Uganda): Apach (2), Pader (3), Abim(1), Kaabong(1).

    11. Location: Apach district Duration: 8 months Budget: 100.000 euros, agricultural inputs in kind from FAO Beneficiaries: 750 direct 30.000 indirect Description: support to the return of IDPs in the origin areas with distribution of agricultural tools, seeds, livestock; training in agricultural techniques through the constitution of FFS. The project involved local community in road rehabilitation and fair organization through voucher system. CESVI FFS APACH 2008

    12. OUTCOMES 5000 agricultural kits distributed to 5000 households Realisation of Seeds Fair for 5000 households Realisation of Livestock Fair for 500 households Realisation of 25 cassava and sweet potato fields for 1500 households 750 farmers trained (group dynamics, saving and credit, records keeping, farming as a business, enterprise selection, business planning budgeting of FFS enterprise, agronomic practices, gender perspective in FFS). Road rehabilitation (19km) between Agulu Parish and Apolika Parish through voucher system.

    13. Conclusion Methodology of intervention consists of individuation and institutionalization of farmer groups accompanied by a trainer for the entire productive cycle; distribution of agricultural tools. Through participatory training approach, the project promotes experimental fields together with beneficiaries in order to improve traditional knowledge, available scientific knowledge and experimentations. Cesvi consider this typology of intervention one of the most appropriate to achieve improvement of food security in northern Uganda and Karamoja. Organizational structure of FFS allows a practical, flexible, participatory and continuous approach that is fundamental to attain the overall objective of effectively improving the living conditions of communities, beneficiaries of the intervention.

    14. “IF I HEAR IT I FORGET IT, IF I SEE IT I REMEBER IT, BUT IF I DISCOVER IT I CAN OWN IT FOR LIFE!” (www.farmererfieldschools.net: Farmers Field Schools (FFS): A Group Extension Process Based on Adult Non-Formal Education Methods )

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