Download or read book Non formal Education for Training in Integrated Production and Pest Management in Farmer Field Schools written by Albert D. K. Amedzro and published by Ghana University Press. This book was released on 2005 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Non-formal education is an important aspect of training for agricultural extension agents and farmers. This study written as a field guide draws on long experiences of national integration production and pest management programmes in Asian countries, where the UN Food and Agriculture Organisation developed its concepts. By appropriately adapting these concepts to local field and farming situations in Ghana, the guide provides basic topics and exercises to enable the incorporation of non-formal education into training for farmers in West Africa. The guide gives additional information on the general principles of adult learning, methodology of non-formal education, teamwork, leadership and decision-making.

Download or read book Community Integrated Pest Management in Indonesia written by Mansour Fakih and published by IIED. This book was released on 2003 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Integrated Pest Management written by Elske Van de Fliert and published by . This book was released on 1993 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Non formal Education and Team Building Exercises for Integrated Pest Management written by Damaso P. Callo and published by . This book was released on 1999 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Integrated Pest Management written by Elske Van de Fliert and published by . This book was released on 1993 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Farmers taking the lead thirty years of farmer field schools written by Food and Agriculture Organization of the United Nations and published by Food & Agriculture Org.. This book was released on 2019-06-01 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Farmer Field School (FFS) has been one of the most successful approaches developed and promoted by FAO over the past three decades, empowering farmers to become better decision makers in their own farming systems. Initiated by FAO in 1989, and subsequently adopted by many other organizations and institutions, the FFS programs constitute one of the most important “results of the collective action of millions of small-scale farmers” that FAO has supported. FFS is an interactive and participatory learning by doing approach that offers farmers, pastoralists, fisherfolks, foresters and their communities a place where they can learn from each other,share experiences, co-create knowledge and try new ways of doing. Participants enhance their understanding of agro-ecosystems, resulting in production systems that are more resilient and optimize the use of available resources. FFS aims to improve farmers’ livelihoods and recognize their role as innovators and guardians of natural environments. FFS has attained plenty of outstanding achievements in all aspects of agriculture and rural development.

Download or read book Impact of Integrated Pest Management Farmer Field Schools on Health Farming Systems the Environment and Livelihoods of Cotton Growers in Southern India written by Francesca Mancini and published by . This book was released on 2006 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Farmer led Integrated Pest Management in Asia and the Pacific written by and published by . This book was released on 2000 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book People s Participatory bottom Up Approach to Integrated Pest Management in Africa written by Kwame Afreh-Nuamah and published by . This book was released on 1996 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Farmer Field Schools for Improving Farming Practices and Farmer Outcomes written by Hugh Waddington and published by . This book was released on 2014 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1980s there has been a decline or stagnation in public expenditure on agriculture in most developing countries (Akroyd & Smith, 2007). Likewise, the proportion of official development assistance (ODA) going to agriculture is estimated to have declined from around 20 per cent in 1979 to a low of 3.7 per cent in 2006, and has remained around 5 per cent since (Cabral & Howell, 2012). As noted in the World Development Report on Agriculture, "extension services, after a period of neglect, are now back on the development agenda ... [but] more evaluation, learning, and knowledge sharing are required to capitalize on this renewed momentum" (World Bank, 2007, p. 175). Poverty reduction strategies in 24 African countries also listed extension as a top agricultural priority (InterAcademy Council, 2004; cited in Davis, 2006). Nevertheless, age-old questions in agriculture remain, including how to raise yields and farmer incomes, how to ensure environmentally sustainable development, and how to empower the poorest farmers and particular groups such as women farmers in developing skills in adoption and resilience to shocks. There is increasing criticism as to whether extension services are capable of achieving these broad objectives, or whether a more intensive approach is required such as that provided by the farmer field school initiative. Farmer field schools (FFS) are a common approach used to transfer specialist knowledge, promote skills and empower farmers around the world. At least 10 million farmers in 90 countries have attended such schools. FFS are implemented by facilitators using participatory "discovery-based" learning based on adult education principles. Many different implementing bodies have been involved. Field schools have a range of objectives, including tackling overuse of pesticides and other harmful practices, improving agricultural and environmental outcomes, and empowering disadvantaged farmers such as women. The authors conducted a systematic review of evidence on FFS implementation to investigate whether FFS make a difference, to which farmers, and why or why not. The authors synthesised quantitative evidence on intervention effects using statistical meta-analysis, and qualitative evidence on the barriers and enablers of effectiveness using a theory of change framework. The results of statistical meta-analysis provide evidence that FFS are beneficial in improving intermediate outcomes relating to knowledge learned and adoption of beneficial practices, as well as final outcomes relating to agricultural production and farmers' incomes. The findings suggest this to be the case for FFS promoting integrated pest management (IPM) technology, as well as other techniques. However, the rigorous impact evaluation evidence base is small and there are no studies that the authors were able to identify as having a low risk of bias. There is no evidence that neighbouring non-participant farmers benefit from diffusion of IPM knowledge from FFS participants. Therefore, they do not experience improvements in IPM adoption and agriculture outcomes. The evidence of positive effects on agricultural outcomes is largely limited to short-term evaluations of pilot programmes. In the few examples where FFS have been scaled up, the evidence does not suggest they have been effective in improving agricultural outcomes among participating farmers or neighbouring non-participants. Although empowerment is a major objective of many FFS, very few studies have collected information on this outcome in a rigorous manner. A few studies suggest farmers feel greater self-confidence. What explains the lack of scalable effects among FFS participants, or diffusion of IPM practices among the community? FFS differ from standard agricultural extension interventions, which tend to focus on disseminating knowledge of more simple practices such as application of fertiliser and pesticides, or adoption of improved seeds. The experiential nature of the training, and the need for the benefits of the FFS technology to be observed, are barriers to spontaneous diffusion. Furthermore, the effectiveness of scaled-up interventions has been hampered by problems in recruiting and training appropriate facilitators at scale. The review provides implications for policy, practice and research. The references are organised into the following groups: (1) Included Effectiveness Studies; (2) Included Qualitative Studies; (3) Studies Excluded from Synthesis; and (4) Additional References. Reasons for exclusion of marginal studies are given in Appendix B. Appendices Contain: (1) Global project portfolio review; (2) Example search strategy; (3) Record of database searches; (4) Record of internet searches; (5) Journals handsearched; (6) Reasons for exclusion of marginal studies; (7) Data collection codes; (8) Critical appraisal methods; (9) Effect size calculations; (10) Synthetic effect sizes; (11) Meta-analysis of bivariate and partial effect sizes; (12) Included effectiveness study descriptives; (13) Detailed outcomes reported; (14) Results of critical appraisal: impact evaluations; (15) Results of critical appraisal: qualitative evaluations; (16) Meta-analyses by programme name; (17) Meta-analyses including all standard errors corrected for possible unit of analysis errors; (18) Meta-analysis findings: additional analysis; and (19) Descriptive synthesis of findings from qualitative studies.

Download or read book Farmer field school From IPM to platforms for learning and empowerment Report from an international learning workshop Yogyakarta Indonesia 21 25 oct 2002 written by and published by International Potato Center. This book was released on 2003 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Integrated Pest Management IPM Farmer Field School FFS written by Food and Agriculture Organization of the United Nations and published by Food & Agriculture Org.. This book was released on 2021-10-20 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Maize is most important food crop after rice and wheat contributing towards national food security with an annual production of 28.7 million metric tonnes. The major maize producing states are Karnataka, Madhya Pradesh, Rajasthan Maharashtra and Andhra Pradesh. Maize is a relatively less water demanding crop and gives higher yield /hectare as compared to other cereals. Due to development of newer varieties which are tolerant to extreme temperatures, the area under maize cultivation is increasing in northern parts of India. In India about 15 million farmers are engaged in farming and processing of maize. The recent invasion of Fall Armyworm (FAW) is causing wide economic damage to maize farmers. The pest is new to India. Hence, it is important to understand its behaviour in the agro ecosystem and its interactions with predators, parasitiods and entomo-pathogens in diverse agro ecosystem. Thus, this illustrative guide on IPM-FFS has been developed by FAO and Directorate of Plant protection Quarantine & Storage (DPPQS), MoAFW for promoting IPM in maize cultivation with special emphasis on FAW management. This is an output of FAO's project titled, “Time critical measures to support early warning and monitoring for sustainable management of Fall Armyworm in India”.

Download or read book Farmer Field School Guidance Document written by Food and Agriculture Organization of the United Nations and published by Food & Agriculture Org.. This book was released on 2018-06-08 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This FFS Guidance Document focuses on the process and critical decisions that are necessary when starting a new FFS programme, and guides the reader through the essential steps required to establish a solid basis for such programmes, in tune with the specific local conditions. It also defines the essential elements and processes required to ensure programme relevance, quality, growth and sustainability. The document differs from most of the FFS manuals and guidelines available in that it focuses on providing support to FFS programme managers and formulators, as opposed to FFS field facilitators or trainers, who are the primary target group for most existing manuals.

Download or read book Integrated Pest Management in the Global Arena written by Karim M. Maredia and published by CABI. This book was released on 2003-01-01 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents experiences and successful case studies of integrated pest management (IPM) from developed and developing countries and from major international centres and programmes. It contains 39 chapters by many contributors addressing themes such as: emerging issues in IPM, including biotechnology, pesticide policies and socioeconomic considerations (8 chapters); country experiences from Africa, Asia, North and South America, Europe, Australia and New Zealand (20 chapters); and regional and international experiences, including those of FAO, USAID, ICIPE, CIRAD, the World Bank and CGIAR Systemwide IPM Program (9 chapters). This book will be of significant interest to those working in the areas of crop protection, entomology and pest management.

Download or read book Farmer Field School for Potato Integrated Pest Management written by and published by International Potato Center. This book was released on with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Sending Farmers Back to School written by Gershon Feder and published by World Bank Publications. This book was released on 2003 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors evaluate the impact of farmer field schools, an intensive participatory training program emphasizing integrated pest management. Their evaluation focuses on whether participation in the program has improved yields and reduced pesticide use among graduates and their neighbors who may have gained knowledge from graduates through informal communications. The authors use panel data covering the period 1991-99 in Indonesia. Their analysis, employing a modified "difference-in-differences" model, indicates that the program did not have significant effects on the performance of graduates and their neighbors. The authors discuss several plausible explanations for this outcome and suggest recommendations for improvements.

Download or read book Education for Rural Development written by Food and Agriculture Organization of the United Nations and published by UNESCO/FAO. This book was released on 2003 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).