The Farmer Field School Methodology

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The Farmer Field SchoolMethodology

• T.J. Ryan
• June 6, 2008

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Presentation

• Introduction
• Group exercise (groups of 5)
• Farmer field school methodology
• Preparation
• methodology
• Format
• Conclusions
• Lessons learned
• Some results
• Way forward

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FFS A methodology for technology transfer

• Farmer driven and scalable to large nbrs
• Combines latest tech with extensive farmer
  knowledge
• Highly adaptable
• Ideal for large numbers of smallholder farmers
• Can be used for staple and cash crops alike

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Small group exercise

• Directions
• Objective every person at the table should end
  up with a square of the same size.
• Each group of five must sit in a circle and
  must remain completely quiet.
• You may not ask anyone else in your circle for
  a piece of his square.
• You may not by yourself take a piece of a
  square from any other member of your circle.
• You may not make a gesture (signal to another
  person with your hands or body or eyes) that you
  want a piece of a square from him or her.
• You may not discard a piece of your square by
  just placing it in the middle of the table. You
  must give it to someone.
• You are permitted to give pieces from your
  envelope to anyone else in your circle if you
  wish, but you may NOT help them assemble their
  square.
• Each group member has pieces which form part of
  a square. You must make your pieces into a
  square right in front of you.
• Policemen are to disqualify anyone who speaks
  or asks for a piece of a square, and policemen
  may not help anyone make their square.

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Follow-up questions

• How many thought they had the wrong pieces or
  that their pieces were not cut properly?
• How many became impatient?
• How many talked? How many gestured?
• With whose square must everyone be concerned?
  His or her own?
• Was there a time limit on solving the problem?
  Was this a contest to see who would finish first?
• Does it matter if some people take longer than
  others to figure out how to solve a problem?
• What is lost? What is gained?
• Does a participant learn if another person solves
  a problem for him or her?
• What are some problems with giving orders or
  instructions to adult learners?
• What are some quiet ways to assist the learning
  of others?
• Is it always necessary to tell someone the
  answer?
• Is hearing the answer the same as discovering the
  answer yourself?

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SUCCESS Alliance Ecuador

• OBJECTIVES
• Train 21,000 Smallholder producers using Farmer
  Field School methodology
• Rehabilitate / renew cocoa orchards producing
  1,000,000 plants
• Strengthen at least 10 smallholder associations
  and promote organization of new associations

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Challenges Addressed - Ecuador

• 400 years of exporting cocoa
• Diseases Witchs Broom, Frosty Pod
• Old trees low productivity, tall trees due to
  lack of pruning
• Little cocoa orchard management Harvester
  mentality
• Low Density (300-500 trees/ha.)
• Lack of rural extension
• Deforestation corn, rice, sugar cane on the
  rise
• Entrepreneurial vision lacking in some cases
• Economic pressure results in producers selling
  cocoa prematurely, without adequate post harvest
  treatment
• Result Low yields and low returns

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Preparation for FFS

• Develop FFS curriculum
• state of the art with broad input (farmers,
  researchers, cocoa industry)
• Field test the curriculum - adapt to local
  setting
• use adult education techniques (highly
  participatory, group work, practical exercises)

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Preparation

• Select FFS facilitators for TOT
• Characteristics 14 dos and donts (work
  together, set example, dont lecture, ask
  questions, mutual inquiry, admit dont know)
• Good facilitator dynamic, motivator, creative,
  prefers listening, punctual, time mgr, positive
• TOT should be 3 weeks, 1st week - only
  communication skills
• 2 weeks practicing the methodology and presenting
  the units.

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FFS Curriculum Includes

• Agro-eco system analysis (map)
• Pruning techniques (rehab, maintenance,
  phyto-sanitary)
• Grafting methods (side grafting, budwood)
• Plantation renewal (decision tools)
• Post harvest treatment
• Disease identification and life cycles
• Market overview

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Communication is critical

• The receiver is who decides whether the
  information is clear
• Ask or find out why someone continues to do what
  they shouldnt
• Successful communication with farmers is
  proportional to that which is put in practice

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Methodology

• Organize meetings w/ farmer leaders to identify
  participants
• Groups of 25 are selected 1 farmer volunteers
  farm for the FFS (gt.5 ha)
• FFS conduct practical exercises in groups of 5 to
  promote participation
• 13 topics in 12 sessions meet every two weeks
  a 6 month period in total

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Farmer field school
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Format

• Group decides what day and where to meet
• The meeting takes place no matter what the
  weather is
• Facilitators must be on time and prepared!
• Everyone wears a name tag

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Format

• 1st session introduces the methodology Typically
  farmers truly meet their neighbors for the first
  time
• All sessions begin with intro of theme by
  facilitator 20 to 30 minutes
• Followed by 2-3 hours of practical exercises
• Not a traditional school explore everything!

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3 principles of cocoa FFS

• Grow a healthy crop plant nutrition, water, and
  disease control
• Observe the crop weekly survey at least 10
  trees
• Farmers become experts rather than depend on
  the extension agent

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Real time results

• Important for farmers to see results during FFS
• Comparison of disease control for cocoa provides
  this
• Learn basic statistics and research
• See results within the 6 month FFS
• Select intervention, control plots 64 trees
• Cheap calculator, basic methodology

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Comparative disease study
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Results over 6 sessions
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Some lessons learned

• Target more isolated communities during the dry
  season
• When farmers are treated well, they respond by
  applying what they learned
• Must adapt the order of the curriculum to the
  weather cycle
• You must do what you tell farmers youre going to
  do never overpromise
• Choose the facilitators from the communities
  theyll work in
• Any tool given to the farmer must be within their
  budget

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Conclusion

• Farmers are learning by doing
• Large scale and relatively inexpensive
  (57/farmer)
• Builds social capital
• Credibility facilitates intro of related
  activities marketing, association devt.

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ACDI/VOCA and FFS

• 5 cocoa programs worldwide in Asia, Africa and
  Latin America
• 90,000 farmer graduates of FFS in Indonesia,
  Philippines, Vietnam, Ecuador and Liberia
• 60 adoption rates vs. traditional 20
• Increase in farmer income, lower costs

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What follows?

• Build on farmer initiatives, access to other
  projects or private sector activities
• Promote sustainable models of TA (farmers,
  associations, input suppliers, buyers)
• Improved market linkages (direct buying
  contracts, certification options)

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Thank you! Any questions?