brief introduction to the junior farmer field school concept_presentation by tk nyabundi
DESCRIPTION
Addressing the needs of rural youth is gathering attention with international development agencies, donors and private companies supporting new initiatives by governmental and non-governmental organizations in many parts of the world and in Africa in particular. Issues surrounding rural youths such as limited access to educational services, dependency on mainly unpaid labour in family farms and working in the informal sector as well as the considerable impact of migration on their livelihoods - especially affecting young women- have been widely recognized as significant. There is overall agreement that if youth issues are not addressed high rates of youth unemployment and under-employment will persist and overall development in African countries could be negatively affected. In this context and in line with its 2011 – 2015 Strategic Framework, The International Fund for Agricultural Development (IFAD), in partnership with PROCASUR Africa, organized an eight day learning route on Innovative ideas and approaches to integrate Rural Youth in Agriculture. The progress in Kenya between the 11th to the 18th of August 2014. The aim of this Learning Route was to contribute to lesson-sharing and learning at country and regional level in order to build technical capacities within IFAD´s operations and partners in the ESA region on innovative strategies and approaches to engage rural youth in agriculture, increase employment and reduce poverty. One of the host case studies of this learning route was the Junior Farmer Field and Life Schools, (JFFLS) FAO: The JFFLS is as a holistic, participatory training strategy, promoting acquisition of technical and agricultural knowledge and life skills, involving different community stakeholders who live in vulnerable situations. It is a participatory training process based on practical and field learning, involving a group of some 25 - 30 children and youth who meet often, supported by a facilitator, sharing knowledge from experience gained on a demonstration plot located on one side of the school. JFFLS participants are expected to replicate their lessons learned back at home, encouraging food production and even enhancing their own families’ income by selling some of their produce.TRANSCRIPT
Farmers Field Schools (FFS) is community education, extension and empowerment approach.
A means of addressing rural vulnerability and a variety of humanitarian concerns which threaten livelihoods & food security
FFS creates awareness, supports learning, transfer technology and assist rural communities in problem solving.
FFS approach is a very popular programme now expanded in many parts of Kenya and Sub-Saharan Africa.
A number of development partners are promoting this approach because of its applicability, targeting, cost-effectiveness and impacts.
The focus and shift of approach from FFS to JFFLS has led to speedy scaling up of the implementation process in the sub- Saharan Africa.
The JFFLS approach and concept brings together across-section of stakeholders making information dissemination and targeting faster and accurate.
The original concept of farmer field school (FFS) was first developed in Asia under the auspices of FAO (1986 – 1988).
Focus was to develop small scale rice famers’ expertise in integrated pest management (IPM).
The approach has since been replicated and adapted from the original IPM to cover different challenges including modern farming techniques , life skills and livelihoods.
The goal of FFS is mobilization, sensitization and empowerment of rural farming communities
In small groups (20 – 30 people) they identify their production gaps, test for themselves best on – farm options and practices which are adaptable and sustainable to their farming situation
Farmer Field and life schools (FFLS) and Junior Farmer field and Life schools (JFFLS) are the latest steps in an evolutionary chain of participatory non-formal education methods.
Conceptual framework:FFS FLS
Crop /Livestockecology
JFFLS
IPM/ AESA
Human ecology
HESA
Crop/Livestock/Humanecology
AESA &HESA
FFLS is based on non-formal experiential learning process similar to the FFS.
It seeks to develop capacity of rural farmers to best address issues that affect community livelihood such as HIV and Aids, gender and GBV, drug and substance abuse, nutrition, hygiene and sanitation and other tropical diseases.
The curriculum design of FFLS follows the ecology based FFS concept.
However, FFLS combines both field and human environmental issues - uses AESA ad HESA tools in weekly data collection, analysis, presentation and decision making sessions.
The first farmer field schools were established in Bondo in 2002 and were named Food Security School (FsFs) because of their specific focus. This was a technical cooperation program (TCP) between FAO and government of Kenya in response to the Horne of Africa Food Security Initiative pilot program.
Concept / title Duration No. of groups support
Amount of grant/ groups
Implementing organization
Supporting agency
Food Security Field School (FsFs)
2002 2003 16 42,000 FAO UN/FAO
2003 – 2004 67 45,000 Agriculture /Bondo Food Security programme
FAO, Plan – Kenya, Agriculture Action Aid,
Junior Farmer Field School (JFFLS)
2004 – 2005 4 250,000 Agriculture Bondo/ Bondo Food Security Programme
FAO/WFP
Livestock Farmer Field School
2004 – 2005 3 50,000 Veterinary Bondo FITCA, ILRI(EU)
Agro-biodiversity Farmer Field School and life school
2005 -2008 10 112,000 Bondo Farmer Field School Project
FAO/ Netherlands Partnership Programme FNPP
Food Security HIV/AIDS and Gender Based Violence
2008 – 2009 12 82,000 Plan-Kenya SIDA/FAO
UN joint programme of support on HIV and AID
2010 – 2012 20 62,000 Bondo Farmer Field School Network
GOK/FAO/UN
TOTAL 132
Food security and income generation: JFFLS participants (OVCS) also have individual home plots where they replicate skills learnt (take home massages) to boost family food and income status.
Information dissemination:- The JFFLS clubs formulate and perform theatre activities (drama, poems, role-plays, songs etc) which assist in dissemination massages on households vulnerabilities e.g. HIV and AIDS, child abuse, GBV, Drug abuse to the wider community.
Harvests from the JFFLS demo plots are used to start or boost the OVCS school feeding programme. This reduces school drop outs and improves school performance.
Proceeds from JFFLS learning sites is also sold and the money used to buy other identified school needs of the OVC’s drugs, books, uniforms farm inputs and refreshments during schools action and open days. In this way, JFFLS accounts is boosted and the parent s (OVC’s) discover for themselves the culture of farming as a business (group saving and loaning)
.
Improved child and guardian relationship:- parents/guardians also form adult (FFLS) groups alongside their children to learn production and life skills. They then recognize the efforts of their children this raising the self –esteem of OVS’s.
Establishment of JFFLS network in the region:- The organization is recognized by the service providers because of its presentation at all levels of development committees in the region
Over the implementation period the organization has had relationships with various institutions.
International:- Food and Agricultural Organization (FAO)
World Food Programme (WFP) World Council of Credit Union(WOCCO)
Government of Kenya Agriculture Department Bondo Health Department Bondo Education Department Bondo
NGO’s Plan- Kenya, Action Aid Kenya, Care Kenya .
Research institutions ICIPE
Egerton University Njoro
Baraka College of Agriculture
UCC- Ireland
Local development committees• Constituency Aids Control Council (CACC)
Companies• Dominion group of companies
Lack of ownership of activities at group level.
Selection criteria of targets groups based on HIV and Aids orphans is stigmatizing.
Number of orphans participating in JFFLS compared to the total school enrolment of orphans.
Certain activities make the JFFLS be perceived as a child labour exercise – digging, watering, etc.
The school feeding program is at times a blessing as well as a disaster in teams of participant, enrolment etc.
Lack of commitment by the school management.◦ Head teachers◦ Teacher facilitator◦ Other school teachers.
Un met demands and requests for JFFLS technical backstopping by the relevant departments extension officers.
Loss of concept i.e concept being compromised by other service providers.
Demand for higher Education: The JFFLS concept improve performance in national exams leaving many OVC’s unable to join Institutions of higher learning
In ability to conduct regular monitoring and follow-ups.
Irregular trainings for implementing team. Prompt reporting, documentation and
record keeping. Lack of consistent partners.
Mobilization and sensitization of all group members to develop value chains of identified enterprises for strong income generating activities (IGA’s)
Establishment a model J/FFLS groups in the region to act as a learning site for facilitators, visitors and any other group interested in the JFFLS concept.
Mainstream environmental conservation practices in all JFFLS groups focusing on climate change, NRM, clean-up days etc.
Establish a central coordination office to house all JFFLS network activities in the region.
Mobilization and sensitization of all group members to develop value chains of identified enterprises for strong income generating activities (IGA’s)
Establishment a model J/FFLS groups in the region to act as a learning site for facilitators, visitors and any other group interested in the JFFLS concept.
Mainstream environmental conservation practices in all JFFLS groups focusing on climate change, NRM, clean-up days etc.
Establish a central coordination office to house all JFFLS network activities in the region.
