ROLE OF FARMERS FIELD SCHOOLS IN

AGRICULTURE AND RURALDEVELOPMENT IN PAKISTAN

By Allah Dad Khan

allahdad52@gmail.com03329221298

Bifurcation of Presentation

1. Introduction of Farmer Field School2. Farmer Field School Approach 3. Basic Aims of FFS4. Objectives of Farmer Field Schools5. Characteristics of Farmer Field Schools6. . Basic Elements of FFS7. Method of education in FFS8.Concepts of Farmer field Schools9.Training Material for FFS10.FFS session

1. Introduction to FFS

What is FFSThe 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.

FFS A Paradigm Shift in Agricultural ExtensionThere 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 .

Prophylactic, calendar- based spraying

Heavy subsidy on pesticides (80%)

History of Farmer Field SchoolOutbreak of BPH during 1970-1980s

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.

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)

2. Farmer Field School Approach

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

DecisionsCreate 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 technologyor 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 specific10 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

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.

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.

Why FFS for Farmers

Ö 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-makingÖ 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.

Ö 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.

Ö Technologies requiring decision-making and management need skill transfer training.

IPM cannot be implemented simply by demonstration, field days, TV Ads, radio, publications etc.

Technology TransferProducts vs Knowledge based

TechnologiesKnowledge vs Skill Development

Learning by doing vs. by seeingDiscovery based learningDecision making vs following

adviceSituation based vs Technology

based developmentParticipatory vs Empty barrel

approach

3. Basic Aims of FFS

Basic Aims of Farmer Field School

1.Skill Development

2.Empowerment3.Will power4.Capacity of

Decision Making

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.

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.

Essential Elements of FFS

4.Weekly meetings

2.Field

3.Facilitator 1. Farmers-group

Empowerment

5.Ecologicalapproach

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

Need of FFS1. 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

4. OBJECTIVES OF FARMER FIELD SCHOOL

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

Objectives of Farmer Field Schools

Specific ObjectivesTo 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 solvingHelp farmers learn how to organize themselves and their

communities.

Objectives of Farmer Field SchoolsFFS 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.

5. Characteristics of Farmer field Schools

Essential of Farmer Field School1.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

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.

6. Basic Elements of FFS

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

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.

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 ofexperimenting anddiscovering still absent)

2. Training venue Subject of learning (field, crop,animal etc)

Training shade or tree

3. Duration Complete study (Season longcycle)

One or two sessions

4. Extension Agent andtheir role

Trained expert. Spends most oftheir time assisting farmersconvince themselves about agiven technology

Jack of all trades. Spendsmost of their time trying toconvince farmers

Comparison between FFS and conventional T&VComparison between FFS and conventional T&V Com

PARAMETER FARMER FIELD SCHOOL CONVENTIONAL T & V

5.Farmer and his/herrole

Participator, Contributor,Decision-maker.Assumption- farmer is a cup oftea full of knowledge but needssteering.

Listener. Managementdecisions usuallyprescribed.Assumption- farmer is anempty cup of tea that needsto be filled

6. Qualification toparticipate

None discriminatory Need to be able to write withsome intensive programmes(Master farmer training)

7. Programme Planning Done and agreed upon by/withfarmers. Extension agentcommits themselves

Office work. Extensioncommitment not quaranteed

8. Evaluation andadoption

Together with farmers. Adoptionis the choice of the farmer

Office. Usuallypersuasion/force

7. Method of Education in FFS

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.

Non Formal Education A. FacilitatorB. Participants can give inputsC. 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

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.”

8. Concepts of Farmer Field Schools

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 analysis4. 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

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.

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

Key Training Activities

Training of TrainersFarmer Field SchoolsFarmer Trainers & Farmer-to-Farmer F

FSFarmer Field Studies  Farmer's Congress

9.Training Material for FFS

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

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

10.FFS SESSION

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

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.

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

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

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 Briefrecap Review of evaluation results

from previous session Hand over to host team of

the day

A tYPIcAl FARmeR FIeld scHool sessIon2. AESA (1 hour 30 minutes) Mini groups carry out field 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 thefacilitators

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

5.Updating of records (30 minutes)

Members submit their passbooks and update their savings andloan

commitments All financial and production records are updated Treasurer reports on the status of the records6. 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

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

Farm

er F

ield

Sc

hool

s Give a man a fish…...and feed him for a day

Teach him how to fish…..and feed him

for life