Farmer Field Schools A Lecture By Mr Allah Dad Khan Former DG Agriculture Ex...Mr.Allah Dad Khan
Farmer Field Schools
A Lecture By Mr Allah Dad Khan Former DG Agriculture Extension Khyber Pakhtun Khwa Province & Visiting Professor Agriculture University Peshawar Pakistan
Farmer Field Schools A Lecture By Mr Allah Dad Khan Former DG Agriculture Ex...Mr.Allah Dad Khan
Farmer Field Schools
A Lecture By Mr Allah Dad Khan Former DG Agriculture Extension Khyber Pakhtun Khwa Province & Visiting Professor Agriculture University Peshawar Pakistan
research report of the Technology transfer and Network Strengthment in the Bean improvement project of the BID/FONACIT-II program, Venezuela, 2004-2008
Contribution of Farmer Field School (FFS) Programme to Adaptation to Climate ...FAO
http://www.fao.org/agriculture/crops/thematic-sitemap/theme/spi/en/
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Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected.
In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014.
The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty.
One of the host case studies of this learning route was the Junior Farmer Field and Life Schools, (JFFLS) FAO: The JFFLS is as a holistic, participatory training strategy, promoting acquisition of technical and agricultural knowledge and life skills, involving different community stakeholders who live in vulnerable situations. It is a participatory training process based on practical and field learning, involving a group of some 25 - 30 children and youth who meet often, supported by a facilitator, sharing knowledge from experience gained on a demonstration plot located on one side of the school. JFFLS participants are expected to replicate their lessons learned back at home, encouraging food production and even enhancing their own families’ income by selling some of their produce.
40. Farmers field school ( ffs benefits farmers) A Series of Lectures By Mr...Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ToT) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Farmer Led Extension is a promising approach wherein farmer leaders were utilized as extensionists to transfer the technologies they learned with a view to boosting up production.
The FLE approach gives farmers the opportunity to share their experiences and practices through a method demonstration with fellow farmers in the area.
Reasons for Group Led Extension
1. Efficiency
2. Effectiveness
3. Collective action
4. Equity
Farm school :
“Farm school is a field where latest technology was demonstrated to progressive and interested farmers who undergo training for a certain period of time. Farm schools help in speedy dissemination and adoption of technologies through training of progressive farmers on the latest production technology.”
research report of the Technology transfer and Network Strengthment in the Bean improvement project of the BID/FONACIT-II program, Venezuela, 2004-2008
Contribution of Farmer Field School (FFS) Programme to Adaptation to Climate ...FAO
http://www.fao.org/agriculture/crops/thematic-sitemap/theme/spi/en/
Presentation by Mohamed Soumaré and Toufic El Asmar (FAO) describing FAO’s work to promote climate change adaptation through Farmer Field Schools. The presentation was delivered in occasion of the “Putting Perennial crops to work in practice” workshop in Bamako, Mali (1-5 September 2015).
Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected.
In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014.
The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty.
One of the host case studies of this learning route was the Junior Farmer Field and Life Schools, (JFFLS) FAO: The JFFLS is as a holistic, participatory training strategy, promoting acquisition of technical and agricultural knowledge and life skills, involving different community stakeholders who live in vulnerable situations. It is a participatory training process based on practical and field learning, involving a group of some 25 - 30 children and youth who meet often, supported by a facilitator, sharing knowledge from experience gained on a demonstration plot located on one side of the school. JFFLS participants are expected to replicate their lessons learned back at home, encouraging food production and even enhancing their own families’ income by selling some of their produce.
Farmers field schools i mportance By Allah Dad Khan Provincial Coordinator I...
Similar to 2. Farmer field school (modern approach in agriculture extension) A Series of Lectures ByMr Allah Dad Khan Provincial Director IPM KPK MINFAL Pakistan
40. Farmers field school ( ffs benefits farmers) A Series of Lectures By Mr...Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ToT) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
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“Farm school is a field where latest technology was demonstrated to progressive and interested farmers who undergo training for a certain period of time. Farm schools help in speedy dissemination and adoption of technologies through training of progressive farmers on the latest production technology.”
What is Farmer Led Extension?
Farmer Led Extension is a promising approach wherein farmer leaders were utilized as extensionists to transfer the technologies they learned with a view to boost up production.
The FLE approach gives farmers the opportunity to share their experiences and practices through a method demonstration with fellow farmers in the area.
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1. Efficiency
2. Effectiveness
3. Collective action
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“Farm school is a field where latest technology was demonstrated to progressive and interested farmers who undergo training for a certain period of time. Farm schools help in speedy dissemination and adoption of technologies through training of progressive farmers on the latest production technology.”
Farmer Field Schools (FFS) :
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2. Farmer field school (modern approach in agriculture extension) A Series of Lectures ByMr Allah Dad Khan Provincial Director IPM KPK MINFAL Pakistan
1.
2.
3. Farmer Field Schools
(Modern Agriculture Approach
Extension )
A Series of Lectures
By
Mr Allah Dad Khan Provincial
Director IPM KPK MINFAL
Pakistan
4. Bifurcation of Presentation
1. Introduction of Farmer Field School
2. Farmer Field School Approach
3. Basic Aims of FFS
4. Objectives of Farmer Field Schools
5. Characteristics of Farmer Field Schools
6. . Basic Elements of FFS
7. Method of education in FFS
8.Concepts of Farmer field Schools
9.Training Material for FFS
10.FFS session
6. What is FFS
The Farmer Field School is a form of adult
education, which
evolved from the concept that farmers learn
optimally from
field observation and experimentation. It was
developed to help
farmers tailor their Integrated Pest Management
(IPM)
practices to diverse and dynamic ecological
conditions.
7. FFS A Paradigm Shift in Agricultural
Extension
There is an inclination towards FFS because the
extension
service is perceived having a much broader
coverage
That goes beyond the educational processes and
action learning
agenda of the FFS .
8. Prophylactic, calendar-
based spraying
Heavy subsidy on
pesticides (80%)
History of Farmer Field School
Outbreak of BPH during 1970-1980s
9. FFS ORIGIN
The term “Farmer Fields Schools” came from the Indonesian
expression Sekolah Lapangan meaning just field school.
The first Field Schools were established in 1989 in Central
Java
during a pilot season by 50 plant protection officers to test
and
develop field training methods as part of their IPM training of
trainers course phase of the FAO-assisted National IPM
Programme.
This Programme was prompted by the devastating
insecticide-
induced outbreaks of brown plant hoppers (Nilaparvata
lugens) that
are estimated to have in 1986 destroyed 20,000 hectares of
rice in
Java alone.
10. History of FFS in Pakistan
The Farmer Field School (FFS) approach evolved from the
concept
that optimal learning derives from experience - in the case of
farmers, from observation in the field. The FFS integrates the
domains of ecology and non-formal education to give farmers the
opportunity to learn about their crop and to learn from each other.
Learning objectives of FFS are;
i) grow healthy crop,
ii) conduct regular field observations,
iii) conserve natural enemies of pests,
iv) farmers understand ecology and become experts in their own
field.
The FFS based IPM approach was institutionalized in Pakistan in
2001.( IPM National Annual Report 2006)
12. Sl.
No
Area Conventional
Method
Demonstrations FFS
1 Involvement of Farmers Less Less More
2 Group approach Nil less Working in small groups for
sharing of ideas, knowledge,
skills
3 University
recommendations/
Technology
Create awareness Disseminate
knowledge
Validate recommendations
through field studies
4 Learning Create awareness knowledge learning by doing
5 Farm Management
Decisions
Create
dependence on
external agencies
Create
dependence on
external agencies
Empowering farmers as
decision makers
6 Development of Skills Less Less More Technical, attitudinal skills
7 Provide technology
or science
Provide
technology
Provide
technology
Transfer of science &
Technology
8 Adoptability of Technology
by S.F & M.F
Less Less High
9 Ecological approach Regional specific Regional specific Individual field specific
10 Cost of technical input or
wisdom
High & borrowed High & borrowed Less: Synthesized local
(traditional) & external
wisdom
Difference Among 3 Major Approaches for Educating the Farmers
13. Farmer Field School Approach
Farmer Field School is a school without walls.
Farmers and extension workers are students. The
Farmers Field is the class room and the plant is the
teacher. As the plant grows the students gain
knowledge in the light of their observations. The get
together at a fixed time every week once and make
their own decisions based on observations and data
analysis for the health of the plants.
14. Why the Farmer Field School approach?
Extension work has traditionally been seen by research and extension institutions as a mechanism to
transfer technologies to farmers. This approach, however, has proved inadequate in complex situations
where farmers must frequently adjust their activities to changing conditions (crop protection, soil
nutrient management, animal health and production).
Technology packages, delivered in a ‘top-down’ approach, were often too complex, expensive or
poorly adapted to farmers’ needs. Extension workers realised that farmers were not sufficiently
involved in identifying problems, selecting and testing options, and evaluating possible solutions. With
declining government support for traditional extension work, it became clear that alternative methods
were needed to identify the problems faced by farmers and to disseminate appropriate technologies.
The FFS approach, in contrast, strengthens the capacity of farmers and the local communities to
analyze their production systems, identify their main constraints and test possible solutions. By adding
their own knowledge to existing information, farmers eventually identify and adopt the most suitable
practices and technologies to their farming system and needs to become more productive, profitable
and responsive to changing conditions.
15. Why FFS for Farmers
Only farmer can make the “right” Farm Management decision
based on his own perceptions of economics and technologies.
So farmer should be trained in decision-making
There are too many farms (5.00 mill) and too few extension
workers to be able to service them all.
A self multiplying training programme for farmers need to
be established.
Each farmer field is different in pest, beneficial fauna, soil and
other eco-system elements and cannot be treated on a generalized
technology package message.
Technologies requiring decision-making and management need
skill transfer training.
IPM cannot be implemented simply by demonstration, field days,
TV Ads, radio, publications etc.
16. Technology Transfer
Products vs Knowledge based
Technologies
Knowledge vs Skill Development
Learning by doing vs. by seeing
Discovery based learning
Decision making vs following advice
Situation based vs Technology based
development
Participatory vs Empty barrel approach
18. Basic Aims of Farmer Field School
1. Skill
Development
2. Empowerment
3. Will power
4. Capacity of
Decision Making
19. Basics of a typical farmer field school
The FFS meeting place is close to the study plots.
FFS educational methods are experiential, participatory and learner-centered.
Each FFS meeting includes the following activities:
Recapitulation of the previous week’s session,
The agro-ecosystem analysis,
A special topic,
Insect zoo,
A group dynamics activity
Evaluation of the day’s
Session and planning for the following week.
All FFS include a field in which farmers collect information and materials to learn about, develop
observation skills and practice making informed management decisions.
A pre- and post-test are conducted as part of every field school.Preparation meetings precede
a FFS
To determine needs and develop a learning contract.Final meetings of FFS often include plans
for
Follow-up activities.
20. Management and organization
Activities such as recapitulation and briefing provide opportunities
for farmers to increase their management skills and to experience
how to organize activities to prepare them for farmer-led
programmes. Leadership of small groups is rotated among members
weekly and each FFS participant becomes the session Day’s Team
Leader. Through this process, participants take over the management
of the FFS.
A Field Day at the end of the season showcases the management
and organization skills that participants gain in the FFS. The Field
Day is attended by non-IPM farmers, local leaders, and other members of
the community. FFS participants share with other farmers what they
learned and inform local leaders about IPM and the need to support the
programme.
21. Essential Elements of FFS
4.Weekly
meetings
2.Field
3.Facilitator
1. Farmers-group
Empowerment
5.Ecological
approach
22. Conditions for successful FFS
Based on our experience, the following conditions are
necessary to
ensure the success of FFS:
Well trained, technically competent facilitators
Well defined priority problem(s)
Adequate resources and logistical support
Clear understanding of the FFS concept and
procedures by all stakeholders
Support and good will by authorities at various levels
Availability of appropriate technical knowledge and
interventions
Availability of an FFS curriculum
23. Need of FFS
1. Declining soil productivity and inappropriate imbalanced
nutrient use.
2. Indiscriminate use of pesticides leading to increased cost
of cultivation
3. Poor water management resulting in low Water Use
Efficiency (WUE), soil
4. salinity and alkalinity problems
5. Inadequate research and extension support to Small &
Marginal farmers
25. Objectives of Farmer Field Schools
Broad Objectives
To bring farmers together to carry out collective and collaborative
inquiry with
the purpose of initiating community action in solving community
problems
26. Objectives of Farmer Field Schools
Specific Objectives
To empower farmers with knowledge and skills to Make
them
experts in there own fields.
To sharpen the farmers ability to make critical and
informed
decisions that render their farming profitable and
sustainable.
To sensitize farmers in new ways of thinking and problem
solving
Help farmers learn how to organize themselves and their
communities.
27. Objectives of Farmer Field Schools
FFS also contribute to the following objective;
Shorten the time it takes to get research results from the stations to adoption in farmers’ field by
involving farmers experimentation early in the technology development process.
Enhance the capacity of extension staff, working in collaboration with researchers, to serve as
facilitators of farmers’ experiential learning. Rather than prescribing blanket recommendation that
cover a wide geographic area but may not be relevant to all farms within it, the methods train
extensionist and researchers to work with farmers in testing, assessing and adapting a variety of options
within their specific local conditions.
Increase the expertise of farmers to make informed decisions on what works best for them, based on
their own observations of experimental plots in their Field schools and to explain their reasoning. No
Matter how good the researchers and extensions, recommendations must be tailored and adapted to local
conditions, for which local expertise and involvement is required that only farmers themselves can supply.
Establish coherent farmer groups that facilitate the work of research and extension workers, providing the
demand of a demand driven system.
29. Essential of Farmer Field School
1.Group:-Comprises of 20-25 Farmers, having interest .FFs tends
to
strengthened existing group or may lead to formation of new group.
2. Field : -Field is the teacher provide training material such as
plants, pests and other facilities
3. Facilitator :-Technical person who leads group members through
hands on exercises . The facilitator can be an extension agent or a
farmer field school graduate .
4. Curriculum :-The curriculum follows the natural cycle of crops ,
fruits and vegetables.
5.Prgramme Leader :- Support training facilitator
6. Financing : Low Cost/ Expensive
30. Characteristics of FFS Approach
1. Farmers:- Farmers are experts conducting their own field studies.
2. Farmer Field :-The field is a learning place where farmers working in
small groups , collect data , analyze and arrived at decision.
3.Extensin Workers :-They are facilitators not teacher .
4. Curriculum:-This is integrated to include crop husbandry in relation to
ecology, economics, sociology and education
5.Training :- Related to seasonal cycle of practice being investigated
such as land preparation , cropping harvesting .
6.Meeting:- These are held at regular interval depending on what
activities need to be done.
7.Learning Material :- Theses are generated by farmers and are
consistent with local conditions.
8. Group Dynamics:-Training include communication skill building
problem solving , leadership and discussion methods . Farmer
implements their own decision in the own fields.
32. Basic Elements of FFS
The FFS consists of a group of 30 farmers and 5
agriculture extension officers.
The FFS is field based and lasts for at least one
cropping season (seeding to harvest) (14-15
weeks).
The FFS farmers have regular weekly meeting
during the cropping season.
In the FFS, farmers conduct a study comparing
IPM strategy with common farmer’s practices.
They have an IPM and a Farmer’s Practice plot
(Non-IPM
33. Basic Elements of FFS
The FFS includes special topics that deal with specific
issues selected by the farmers.
Each meeting includes at least an Agro-ecosystem
Analysis (AESA) conducted in the field ending with a
discussion of crop management decision.
FFS educational methods are experimental,
participatory, learner-centered and based on non-
formal education.
The FFS group is guided by at least one facilitator
offering experimental learning opportunities, rather
than delivering top-down instruction.
34. Comparison between FFS and conventional T&V
PARAMETER FARMER FIELD SCHOOL CONVENTIONAL T & V
1. Learning method By doing, experimenting,
participating, discovering
By listening ( Element of
experimenting and
discovering still absent)
2. Training venue Subject of learning (field, crop,
animal etc)
Training shade or tree
3. Duration Complete study (Season long
cycle)
One or two sessions
4. Extension Agent and
their role
Trained expert. Spends most of
their time assisting farmers
convince themselves about a
given technology
Jack of all trades. Spends
most of their time trying to
convince farmers
35. Comparison between FFS and conventional T&V
Comparison between FFS and conventional T&V Com
PARAMETER FARMER FIELD SCHOOL CONVENTIONAL T & V
5.Farmer and his/her
role
Participator, Contributor,
Decision-maker.
Assumption- farmer is a cup of
tea full of knowledge but needs
steering.
Listener. Management
decisions usually
prescribed.
Assumption- farmer is an
empty cup of tea that needs
to be filled
6. Qualification to
participate
None discriminatory Need to be able to write with
some intensive programmes
(Master farmer training)
7. Programme Planning Done and agreed upon by/with
farmers. Extension agent
commits themselves
Office work. Extension
commitment not quaranteed
8. Evaluation and
adoption
Together with farmers. Adoption
is the choice of the farmer
Office. Usually
persuasion/force
37. Formal Education
Teacher
* Teacher is the centre of instruction
* Information push (teacher decides
what trainees are being taught).
* Teacher has to prepare all sessions.
* Trainees are passive receivers of information.
38. Non Formal Education
A. Facilitator
B. Participants can give inputs
C. Information pull (focus on actual information
needs)
D. Facilitator ensures that participants learn basic
contents and involves participants to determine
additional learning goals.
E. Informal, open exchange, equal chance to
participants
39. Types of non-Formal Education Approaches used in
FFS
Key non-formal Education (NFE) Approaches used in the
Farmer Field School learning include:
Sharing
Case study
Role play (dramatized sessions)
Problem solving exercises
Panel discussions
Group dynamics
Small group and large group discussion
Brainstorming
Simulation game
If I hear it, I forget it.
If I see it, I remember it.
If I do it, I believe it for life.”
41. CONCEPT OF WHAT IS THIS? WHAT IS THAT?
(Learning to answer questions with questions)
Definition:
1. It is a discovery-based learning in which questions are used to answer questions.
2. It leads the learner to the answer by asking questions.
3. It promotes learning by discovery and leads learners towards their own analysis
4. It guides farmers to critically analyze and make better decisions on their own fields.
The goal of discovery-based learning is to provide a more enlightened educational
opportunity for participants. The methodology of learning is very important for achieving
the goal of education. Oneimportant method is to ask questions that allow the articipants
to develop their own analysis and understanding. You are stealing an opportunity for
education if you reply directly with an answer. Ask questions. Lead the participant to the
answer by asking questions.
There are many ways to answer the question: What is this? For most of us, the natural
response is to give the name of the object, often in a foreign language. The question is
often answered by saying: Oh that is ….. or “This is …….? The result of this answer is
that an education process has been
stopped.
42. Concepts
Integrated Pest Management (IPM)
Agroecosystem Analysis
Living Soils and Growing
Healthy Root Systems
Biological Alternatives
Adult Nonformal Education
Community IPM
Rural Ecology and Agricultural Livelihoods (REAL)
Farmer Life Schools
IPM and Marketing
Pesticides and Health
Food Safety
43. Key Training Activities
Training of Trainers
Farmer Field Schools
Farmer Trainers & Farmer-to-Farmer FFS
Farmer Field Studies
Farmer's Congress
45. Training materials in an ICM FFS
The most important training materials in an FFS are the field, the plant, the soil, insects, weeds, etc. All these are
readily available at the FFS location. Some other materials need to be supplied to facilitate drawing of an Agro
Ecosystem Analysis (AESA) and to set up small field trials. Here is a list of materials that are often needed in an
FFS:
Paper (flip chart paper for AESA drawing)
Notebooks and pens (for each participant)
Pencils, crayons, markers (need extra green colors)
Rulers
Paper tape
Glue
Hand lenses
Sticks, ropes, signboards
Materials to prepare insect zoo 13
Boxes
Bottles
Mosquito netting
Cotton
Pots
46. Training materials in an ICM FFS
Plastic bags
Rubber bands
Stand for flip chart and clips
Sweep nets (not only in rice FFS, but also in other crops. Used to catch
flying insects, adult butterflies, dragonflies, hoverflies, etc.)
Aspirator (make one yourself to catch small insects)
Knife, scissors
Plastic sheet or straw mat (for sitting)
Some inputs and materials for field experiments, for example:
1) Fertilizer
2) Seed / seedlings
3) Bio-control agents
4) Sticky traps
5) Signboards
6) Sometimes special designed forms to take data
48. FFS session
In an ICM FFS a typical weekly session
will take about 3 to 4 hours and will
generally have the following schedule:
Introduction
Summarize what was done last week
(recapitulation)
Present today’s program
49. FFS session
Field visit / Field observations
IPM/ICM plot
Farmer Plot
Field experiments
Collect data
Collect samples
Start analyzing the field situation. The facilitators
observe
the field together with the farmers and ask
questions to
start discussions.
50. FFS session
AESA drawing / discussions within small group
Detailed analysis of the field situation.
The facilitator asks questions to stimulate critical
thinking.
AESA presentation
Decision making for the management of the ICM
plot
Agree on work to be done
Who is responsible?
When will it be done
51. FFS session
Insect zoos
Set up insect zoos
Observe and record insect zoo activities
Short break
Snacks
Group dynamics exercise
If possible as an introduction to a special topic
Special topic(s)
Could be related to the field situation (e.g. a pest which was
discovered in
The field) or a topics selected by farmers
Summarize and plan for next week
Discuss special topic requests for next week
52. A tYPIcAl FARmeR FIeld scHool session
Here’s what an average session looks like, in
chronological order:
1. Opening (20 - 30 minutes)
Prayers
Roll call
Brief recap
Review of evaluation results
from previous session
Handover to host team of the
day
53. A tYPIcAl FARmeR FIeld scHool
sessIon
2. AESA (1 hour 30 minutes)
Mini groups carry outfield observations and generate data
Mini groups analyze data and create AESA sheets
Presentation of AESA results and conclusions by the respective mini
groups
Synthesis of the mini group presentations by the facilitators
to help the group make appropriate management decision(s)
3. Group dynamics (10 – 15 minutes)
Host team or the facilitator leads the group in an enerrgiser/icebreake
4. Topic of the day (45 minutes)
Building upon the outcomes of the AESA results, the facilitator introduces the topic of
the day and leads a group discussion
54. 5.Updating of records (30 minutes)
Members submit their passbooks and update their savings and
loan
commitments
All financial and production records are updated
Treasurer reports on the status of the records
6. Planning (10 – 15 minutes)
The facilitator/chairperson leads the group to discuss any issue of concern
plan for the upcoming enterprise management activities and next session.
reports on the status of the record.
7. Closing (10 minutes) Announcements . Update of roll call sheet to capture ,late
comers , Closing remarks bychairperson/facilitator
,• Closing prayer
8. Evaluation exercise (5 minutes)
Hostteam displays evaluation sheet (mood meter) for
participants to fill in as
they depart the venue, making assessment of various parameters
55. Thus, FFS intends to:
1. Increase the income of Wet / Dry land Small and Marginal Farmers
thereby increasing their standard of life.
2. Increase the WUE of farmers / WUA members under Major and
Medium irrigation projects.
3. Thrust the role of WUAs in increasing the productivity and WUE.
To achieve the above, the approach to improved
management techniques (Integrated Crop
Management techniques) has to be demonstrated
through organizing FFS at field level involving
Farmers/ WUA members.
ICM = INM + IPM + Water Management + Agronomic
practices including farm mechanization
56. FarmerField
Schools Give a man a fish
…...and feed him for a
day
Teach him how to fish
…..and feed him for
life