Transcript Field Farmer Schools

The participatory approach to improve food
security
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)


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.





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.
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
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 sociocultural context and to various needs of
communities. FFS involve more active elements of
the community to spread some “best practices”.


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.

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.
FFS: a cross approach to rural world
problems
HIV/AIDS
Savings
Soil fertility management
Adult
litteracy
Water preservation
horticulture
Nutrition
LIFE
Democracy
Cross main theme
agronomy, animal husbandry, forestry, social issues etc
Reforestation
Animal husbandry
Vegetables
Sweet potato
Management
System of resources
Cassava
Harvest
management
FFS
Florian, Diego (2009) “La Farmer Field School – FFS”
a model of participatory agrarian technical assistance with
community approach.
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).





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.
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
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.

“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 )