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Global Farmer Field School Platform










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    Technical book
    How can the farmer field school approach be used to support agroecological transitions in family farming in the Global South?
    Recommendations for farmer field school facilitators, agricultural development project designers and managers
    2022
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    The key to implementing farmer field schools (FFS) is to trigger an experimentation process based on collaboration between a group of farmers and a facilitator. The purpose of this document is to provide project managers, technicians and designers with practical information on how to use the FFS approach and adapt it to their context of intervention to support the agroecological transition (AET). It also will be useful for research staff, leaders of farmers' organizations (FOs), teachers and students interested in using the FFS approach or better understand its benefits. The findings and recommendations proposed in this document are the result of a partnership between three institutions working to support AET in the Global South: CIRAD, FAO and the NGO AVSF (Agronomists and Veterinarians Without Borders). This document has four parts: - Definition of the FFS approach and its principles, and characterization of the advantages of this approach to supporting family farm AET in the Global South, particularly in sub-Saharan Africa. - Presentation of several important points for a successful FFS, i.e. to strengthen farmers' skills to practically and collectively solve the problems they encounter. This second part is aimed specifically at development project managers and field technicians and facilitators. - Recommendations for project designers and managers for including FFS in development projects. - Proposal of ways in which FSS could evolve to better take into account the needs of farmers and other actors engaged in AET.
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    Technical study
    A Shift In Global Perspective: Institutionalizing Farmer Field Schools 2015
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    The Farmer Field School (FFS) approach has been very successful and witnessed a strong expansion in many areas beyond crop production. Notwithstanding this success, the adoption of FFS in national extension often remains problematic and FFS activities have often been implemented in the margin of national institutions with strong reliance on donor funding. The creation of an enabling environment for institutional support is essential for expanding the effort, improving quality, and strengthening impact and continuity of the FFSs. This paper aims to analyse opportunities, challenges and implications of institutionalizing FFS at the national level.
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    Brochure
    Nutrition-sensitive Farmer Field Schools in Kenya’s Kalobeyei settlement
    Strengthening the capacity of refugees and host communities to produce, process and consume nutritious food in Turkana County
    2020
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    Agriculture is the main livelihood for the majority of Kenyans, contributing 26 percent of the Gross Domestic Product (GDP). In rural areas, more than 70 percent of informal employment comes from agriculture. However, in the Arid and Semi-Arid Lands (ASALs), recurring droughts and erratic weather patterns have resulted in low productivity, food shortages and price increases, presenting significant roadblocks to nutrition. Despite progress in recent years, one in every four children under five years old (26 percent of children) in Kenya is impacted by chronic malnutrition, while acute child malnutrition rates remain high in the ASALs. Displacement and conflict have further exacerbated malnutrition and food insecurity. Kenya is host to 494 585 refugees and asylum seekers, mainly from South Sudan and Somalia. Among those, 186 000 live in Turkana County, for the most part divided between Kakuma refugee camp and Kalobeyei settlement. Interventions focusing solely on increasing agricultural production have not necessarily translated to improved nutrition or diet. Against that backdrop, the Food and Agriculture Organization of the United Nations (FAO) has promoted nutrition-sensitive Farmer Field Schools (FFS) providing community-facilitated training sessions on crop production and livestock, with additional one‑month nutrition modules on producing, processing, preserving and culinary preparation of foods with a high-nutrient content.

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