A Series of Lectures ByMr. Allah Dad Khan Provincial Director IPM KPK MINFAL Pakistan

2. Farmer Field SchoolsFarmer Field Schools
(Key Concept and Techniques)(Key Concept and Techniques)
A Series of LecturesA Series of Lectures
ByBy
Mr. Allah Dad Khan ProvincialMr. Allah Dad Khan Provincial
Director IPM KPK MINFALDirector IPM KPK MINFAL
PakistanPakistan

3. KEY CONCEPTS AND TECHNIQUES USEDKEY CONCEPTS AND TECHNIQUES USED
IN FFSIN FFS
Special Reference to AESASpecial Reference to AESA
ByBy
Allah Dad KhanAllah Dad Khan
Dated 9Dated 9thth
February 2009February 2009

4. KEY CONCEPTS AND TECHNIQUES USEDKEY CONCEPTS AND TECHNIQUES USED
IN FFSIN FFS
Definition:Definition:
Entails both living and non-living things foundEntails both living and non-living things found
in an area and the environment they arein an area and the environment they are
in.in.
Learning objectives:Learning objectives:
· Facilitate learning by discovery in the FFS· Facilitate learning by discovery in the FFS
· To guide farmers to critically analyze and· To guide farmers to critically analyze and
make better decisions on their fieldmake better decisions on their field
problemsproblems

5. Components of an ecosystemComponents of an ecosystem
· Living· Living
• Living
• · Non-living and the
• · Physical environment

6. Field activityField activity
• In this activity we will practice identifying the functions of the organisms
found in the ecosystem and how they interact with each other.
• Learning Objectives
• · To build awareness of the relationships that exists between so many of the
living andnon-living things that are found in our environment.
• · To appreciate that if one thing in this network of interaction is changed, it
can influence all of the components of the ecosystem.
• · To become more aware of the things and interactions that make up the
ecosystem of our fields- the “ Agro-Ecosystem”
• · To start to use our understanding and observations of the Agro-ecosystem
as a basis for decision making about crop/livestock management

7. StepsSteps
• 1. Go to the field, making sure that you have a notebook and pen.
Each group will · Look around as far as the eye can see, and as
close as the eye can see · List all the living and non-living things
they can see · Discuss how they are connected or how they affect
each other.
• 2. After 20 minutes of observation, discussion and note-taking return
to the session hall.
• 3. Each group to make a picture showing all the things that they
observed and draw lines to show which things are connected or
affect each other.
• 4. Each group to make a presentation in which they explain what
they have drawn to the big group

8. Example of output of field activityExample of output of field activity
• Living things
• Non living things
• Grasses
• Crops (maize, wheat,rice, sugarcane , tomatoes, onions, etc etc)
• Weeds
• Insects (grasshopper, moths, spider,wasps )
• Birds
• Ornamentals
• Human beings
• Tress
• Soil
• Sun
• Buildings
• Clothes
• Dead leaves
• Dead branches
• Interactions

10. CONCEPT OF WHAT IS THIS? WHAT IS THAT?CONCEPT OF WHAT IS THIS? WHAT IS THAT?
(Learning to answer questions with(Learning to answer questions with questions)questions)
• Definition:
• It is a discovery-based learning in which questions are used to answer questions. It
leads the learner to the answer by asking questions.
• Purpose
• · It promotes learning by discovery and leads learners towards their own analysis
• · 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. One important method is to ask questions that allow
the participants 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.

11. CONCEPT OF WHAT IS THIS? WHAT IS THAT?CONCEPT OF WHAT IS THIS? WHAT IS THAT?
contdcontd
• A better way to answer the question is to ask a
question:
• Where did you find it?
• What was it doing?
• Were there many of them?
• Have you seen this before?
• The idea is promote learning by discovery and to
lead the person toward his or her own
• analysis.

12. Field activityField activity
Learning Objectives:Learning Objectives:
• To facilitate learning by discovery among
farmers in the FFS.
• · To guide farmers to critically analyze and make
better decisions on their field
• problems
• Materials:
• · Field
• · Plastic bags
• · Notebook and pen

13. Steps:Steps:
• 1. Walk into a field as a group.
• 2. In this group, take turns in the following roles:
• · The ‘farmer’ should take anything in the crop ecosystem (pests, natural
enemies,
• weeds, others) and ask, “What is this?” The other member will act as a
“recorder”
• and must write down questions and responses. The “technician” should
respond
• with one of the following type of responses: ‘That is a good questions’.
“Where did
• you find it?” ‘What was it doing’ ‘Did you ever see it before’? ‘What do you
think it
• is’? (Keep asking questions). Use this especially when you know what the
specimen
• is. Try not to give the answer!.

14. • · If the question is to be answered, the “technician” should avoid the answers, which
• give more emphasis to identification. Rather, the function of the organism should be
• emphasized. ‘This is an insect that feeds on the plant’. ‘It is not actually a problem
• insect until there are very many’. ‘There are many organisms which eat this insect,
• including spiders and parasites’ OR, ‘this is a spider that eats insects and is a friend’.
• ‘It happens to be called a hunter because it moves around the field searching for
• insects’ OR, some other responses that only give biology/ecological information
• NEVER GIVE THE ANSWER WITH A NAME. THAT ONLY KILLS THE QUESTION.
• THE QUESTION IS A CHANCE TO LEARN.
• 3. After the members had taken their turns, return to session hall/shade and process
• experiences.

15. Example of output of fieldExample of output of field
activityactivity
• F: What has caused this?
• T: Where did you find it?
• F: In my farm
• T: Is it a big menace?
• F: Yes, it has affected half of my maize field.
• T: Where was the source of your seeds?
• F: From the local seed stockist.
• T: Was it certified seed?
• F: I assume so because it was packaged and labelled “certified seed” from Kenya seed co. ltd
• T: Had you experienced the same problems before?
• F: Yes, last year but not as serious.
• T: What did you do with the effected plants last year?
• F: I did nothing because I did not think it is serious.
• T: How were the cobs (size) from the affected plants (last year)?
• F: They were smaller compared to the rest.
• T: This time how did this problem start? Was it immediately after germination or during
• growth stage?
• F: Well, the germination was quite good, but the problem started at knee height with
• 3-5 plants then within a week or two it spread to half the field.
• T: What do you think is the cause of this problem

16. • F: I can not say because I have been using same seed variety and
from the same
• company.
• T: For how long have you been planting maize in this field?
• F: I can not remember but I think for 8-10 years.
• T: Have you noticed any pests on the maize field?
• F: Yes, I been seeing some “Hoppers”
• Advice:
• T: Now, this Disease is the maize streak virus. It is transmitted by
leaf hoppers from
• one plant to another. When the leaves are this way, the green
matter is destroyed and
• therefore no food is manufactured by the plant – hence reduced
yields.

17. FFS BASIC LEARNING TOOLFFS BASIC LEARNING TOOL
AESAAESA
Agro-Ecological System AnalysisAgro-Ecological System Analysis

18. Insect predators
Irrigation
PlantGrowth
Diseases
Meteorology
Insect Pests
Weeds
Vertebrates
Fertilizer

19. AESAAESA

22. AGROECOSYSTEM ANALYSIS (AESA)- MAKING A GROUP MANAGEMENTAGROECOSYSTEM ANALYSIS (AESA)- MAKING A GROUP MANAGEMENT
DECISIONDECISION
• Definition:
• It is establishment by observation of the interaction between a crop/livestock and
other biotic and abiotic factors co-existing in the field. This involves regular
observations of the crop/livestock It is a way of assembling what we are studying and
placing into a process useful for decision making based on many factors.
• Purpose of AESA
• Promotes learning by discovery and learners towards their own analysis.
• It guides farmers to critically analyze and make better decisions on their own fields.
• Why AESA?
• · To improve decision-making skills, through a field situation analysis by observing,
• drawing and discussing
• · To improve decision-making skills by presenting small group decisions for critique
• in the large group

23. How to conduct AESAHow to conduct AESA
• AESA is an approach which can be gainfully employed by extension
functionaries and
• farmers to analyze field situations with regards to pests, Natural enemies,
soil conditions, plant health, the influence of climatic factors and their
interrelationship forgrowing healthy crop. Such a critical analysis of the field
situations will help in taking appropriate decisions on management
practices.
• The basic components of AESA
• are: -
• Plant health at different stages
• Built in compensation abilities of the plants
• Pest and natural populations dynamics
• Soil conditions
• Climatic factors
• Farmers past experience

24. Methodology of AESA is as under: -Methodology of AESA is as under: -
• A) Field Observations
• a) Enter the field at least 5ft away from the edge. Select a site with a dimension of 1 sq.
• Mt. randomly.
• b) Record the visual observation in the following sequence Flying insects (both pests & natural
enemies) Close observation on pests and natural enemies that remain on the plants
• Observe pests and natural enemies by scrapping the soil surface around the plants Record
disease and its intensity Record insect damage and disease incidence in percentage
• c) Record parameters like number of leaves, plant height, reproductive parts of the
• selected plants and other agronomic parameters that are important for decision making for
making observation in the following weeks.
• d) Record the types of weeds, their size and population density in relation to crop plant
• e) Record soil conditions
• f) Record the climatic factors viz sunny, partially sunny, cloudy, rainy etc for the preceding week.

25. B) DrawingB) Drawing
• First draw the plant at the Centre on a chart. Then draw pests on the
left side and natural enemies on the right side. Indicate the soil
condition, weed population etc. Give natural colours to all the
drawing, for instance, draw healthy plants with green colour,
• diseased plant/leaves with yellow colour.
• While drawing the pests and the natural enemies on the chart care
should be taken to draw them at appropriate part of the plant, where
they are seen at the time of observation. The common name of pest
should also be indicated alongside the diagram.
• The weather factor should be reflected in the chart by drawing the
diagram of sun just above the plant if the attribute is sunny. If
cloudy, the clouds may be drawn in place of sun.

26. Group discussions and decision makingGroup discussions and decision making
• The observations recorded in the previous and current charts should
be discussed among the farmers by raising questions relating to
change in pest and natural enemies population in relation to crop
stages, soil condition, weather factors such as rainy, cloudy or
sunny etc. Based on these discussions the group takes judicious
decision for specificn post management practices.

27. A typical Format of Crop AESA SheetA typical Format of Crop AESA Sheet

28. Field activityField activity
Learning objectives
· Improve decision making skills through a field situation analysis by;
observing,
drawing and discussing
· Improve decision-making skills by presenting small group decision for
critics in the
large group.
Steps
1. Go to the field for 30 minutes and collect the data

29. BASIC CONCEPTSBASIC CONCEPTS
• Doubtless there are many other programmes besides
IPM Field Schools which have succeeded to provide
good educational results. Much of the Field School ideas
grew out of the traditions of literacy education and
village-level basic health care. Similar programmes have
been developed for soils, and livestock in other regions.
The Field Schools are not a new idea, just an effective
idea that has been ignored by those caught in the
system of top-down research message delivery and who
too often turn a deaf hear to the conventional wisdom of
farmers. Some farmer participants say that the IPM Field
Schools succeed because they provide basic scientific
conceptual frameworks and knowledge in very
democratically run field groups... and of course because
farmers make more money with less inputs.

30. Basic concepts which are common to Field Schools acrossBasic concepts which are common to Field Schools across
many countriesmany countries..
• Adult non-formal education: Field Schools assume that farmers already have a
wealth of experience, and knowledge. It also assumes that there may be
misconceptions and bad habits learned during intensification programmes (e.g. little
knowledge of natural enemies, basic fear of any insect that is seen in the field, etc.).
• Therefore the Field Schools are oriented to providing basic agro-ecological
knowledge and skills, but in a participatory manner so that farmer experience is
integrated into the programme.
• For example, when observing in the field, facilitators will ask farmers what something
is such as a natural enemy and ask who know what it might eat. Farmers give their
response, and the facilitator adds his/her knowledge. If there is a disagreement
between anyone, the facilitator and participants will set up simple studies to find the
correct answer. In one Field School farmers were discussing whether a certain lady
beetle was a predator of pests or a pest of the plant. One farmer bet another on their
choice. The facilitator showed how to put the lady beetle in a jars - one jar with pest
prey and the other with leaves. The result was that the lady beetle ate the insects and
the loser had to carry the winner around the village on his back! In fact there are both
kinds of lady beetles but one type is ‘hairy’ and the other not. This was seen by the
farmers.

31. Technically strong facilitator:Technically strong facilitator:
• The Field School is usually initiated by an extension staff member of
the government, farmers’ organization, or NGO. But in all cases the
person must have certain skills. Most important is that the person is
skilled at growing the crop concerned. In most countries, the
extension staff have never grown crops ‘from seed to seed’ and
most often lack confidence. For this reason, most IPM programmes
have begun with training field staff in season-long courses which
provide basic technical skills for growing and managing an IPM
crop. Some people have called this the “Farmer respect course” in
that field staff come to realise how difficult farming is, and why
farmers do not immediately “adopt” their “extension messages”.
Facilitation skills and group dynamic/group building methods are
also included in this season to strengthen the education process in
the Field Schools. An uncertain trainer is a poor trainer. A confident
trainer can say “I don’t know - let’s find out together” much easier
when the inevitable unknown situation is encountered in the field.

32. Based on crop phenology andBased on crop phenology and
time limited:time limited:
• The Field Schools and season long training for trainers are based
on the crop phenology; seedling issues are studied during the
seedling stage, fertiliser issues are discussed during high nutrient
demand stages, and so on. This method allows to use the crop as a
teacher, and to ensure that farmers can immediately use and
practice what is being learned. Meeting on a weekly basis means
that farmers are participating in a course for a whole season, but
from an administrative/financial point of view, the same 40 hours as
in an intensive one week programme. The educational benefits of
meeting when problems are present (learner readiness), and on a
recurrent basis have been studied and shown to be far more
effective that intensive courses. Also the courses are delimited by
the crop cycle. There is a definite beginning and end. The present
system of many extension programmes of unending two week
cycles removes focus, and excitement. Field schools may extend
beyond one season if groups agree, but rarely can be effective
when less than the phenological cycle of the crop.

33. Group studyGroup study
• Most Field Schools are organised for groups of about 25
persons with common interests can support each other,
both with their individual experience and strengths, and
to create a “critical mass”. As individuals, trying
something new is often socially inappropriate (e.g.
reducing sprays, cover crops), but with group support,
trying something new becomes acceptable. The number
of 25 is roughly the number that can comfortably work
together with one facilitator. Usually these 25 are sub-
divided into groups of five persons so that all members
can better participate in field observations, analysis,
discussion, and presentations.

34. Field School Site:Field School Site:
• The Field Schools are always held in the
community where farmers live so that they
can easily attend weekly and maintain the
Field School studies. The extension officer
travels to the site on the day of the Field
School.

35. Building groups:Building groups:
• One of the jobs of the facilitator is to assist the Field School to
develop as a support group so that participants can support one
another after the Field School is over. This is done by having
elected officers (head, treasurer, and secretary), and group identity.
The Field School needs its own name - never the name of the
founding organization! No hats, or shirts are given out. A budget
may be prepared for this, but the group should make the design and
have their own name on these. During the season, the Field School
includes group building exercises to build group trust and
coherence. The Field School may also include such activities as
long-term planning (log frames), and proposal writing to find funding
for activities groups decide to do together. Funding may come from
a number of sources including from within the group itself, local
shop owners, local governments, NGOs, or national programmes.

36. Basic science:Basic science:
• Field Schools try to focus on basic processes through
field observations, season-long research studies, hands-
on activities. It has been found that when farmers have
learned about basics, combined with their own
experiences and needs, they make decisions that are
effective. When farmers have this basic knowledge they
are better clients for extension and research systems
because they have more specific questions and
demands. They also are able to hold these systems
accountable for their output and benefits. And finally they
are able to protect themselves from dubious sources...

37. Study fields [non-risk]:Study fields [non-risk]:
• The Field School has a small (usually about 1000 m2) field for group
study. This is the core of the Field Schools. This field is essential for
a Field School because farmers can carry out studies without
personal risk allowing them to take management decisions that they
might not otherwise attempt in trials on their own farm. This provides
farmers a way of testing a new method themselves before applying
it to their own fields. It also allows for more interesting research
topics such as defoliation simulations in which leaves are removed.
The arrangement for this field varies based on local conditions.
Some villages have communal lands that can be used for free,
some villages may request on inputs, others areas may request
compensation in case of lower yields in experiments, etc.. It is
important to remember however that this land is to be maintained by
the group - not by the facilitator alone - and is not a typical “demo-
plot” as traditionally used in many programmes.