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Field Level Handbook

SEAGA Socio-Economic and Gender Analysis Programme








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    Handbook
    Intermediate Level Handbook
    SEAGA Socio-Economic and Gender Analysis Programme
    2002
    The purpose of the Intermediate Handbook is to support participatory development for those who play an intermediary role between government policy makers and individuals and households at the community level.
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    Handbook
    Macro Level Handbook
    SEAGA Socio-Economic and Gender Analysis Programme
    2003
    This Handbook is part of FAO’s renewed emphasis on policy assistance and on building a policy capacity in developing countries towards the ultimate aim of contributing to greater food security and to poverty reduction. It is also part of the Organization’s work of mainstreaming gender in all aspects of policy-making, including economic policies.
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    Technical book
    Junior Farmer Field and Life Schools Inventory 2009
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    The programme was piloted in Mozambique in 2003-2004 and JFFLSchools have been implemented since then in: Cameroon, Ghana, Gaza & West Bank, Kenya, Malawi, Namibia, Nepal, Sudan, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe (foreseen next: Burundi, Congo and Rwanda). Programme evaluations have been undertaken in various countries: Mozambique, Kenya, Uganda and Gaza & West Bank. The JFFLS have been included as one of the main activities in the UNJPs for ‘’youth employment and migratio n’’ in Mozambique and Sudan, as well as in the UNJP for Peace in Nepal. The Junior Farmer Field and Life School approach has a unique learning methodology and curriculum, which combine both agricultural and life skills. The JFFLS approach is an adaptation of successful practices for developing knowledge and life skills among farmers in difficult circumstances such as Farmer Field Schools and Farmer Life Schools, combined with creative and expressive activities rooted in local culture. An innovative aspect of the JFFLS is the way youth are encouraged to develop as people; a school timetable includes cultural activities such as singing, dancing, and theatre. This allows the youth to develop confidence while keeping local cultural traditions alive.

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