the junior farmer field school (jffls) methodology
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
FARMER FIELD SCHOOL METHODOLOGY.
BY ESSAUS AUDI
FARMER FIELD AND LIFE SCHOOLS (FFLS)
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.
JUNIOR FARMER FIELD AND LIFE SCHOOL (JFFLS) METHODOLOGY In the school, emphasis is laid on
growing crops or raising livestock with the least disruption to the environment.
The training methodology is based on
Learning By Doing, Discovery Based Learning, Comparison (Experimentation) Experiential Learning A Non-hierarchical interaction Learning Entirely In The Field
JUNIOR FARMER FIELD AND LIFE SCHOOL (JFFLS)
JFFLS aims to improve the lives of orphaned and vulnerable children (youth) living in a world with aids.
This is achieved through imparting agricultural and life skills to develop their decision making, problem solving, analytical and communicative capacities thereby increasing their self – esteem.
Improves livelihood prospects thus making them belong to society and bridge generational knowledge gaps.
CONCEPT / METHODOLOGY.
The orphan children: Become care givers for their sick
relatives
Household heads and bread winners
Traumatized and with low self-esteem
Vulnerable
Cont. Alternative methods such as drama, songs,
role –plays, poems and creative art are also used to explore messages about various life skills e.g. HIV, gender based violence, child abuse and rights issues, nutrition, drug and substance abuse e.t.c.
A group meets two to three times a week and session are split into learning and working days. The working days are spent in the field with the crops/livestock implementing a process in the production cycle.
PICS Pala JFFLS Drama on drug abuse and a song on
nutrition
OBJECTIVE/ GOAL.
A participatory non formal learning process aimed at:
Empowering OVC Building self esteem Developing livelihood options and long term
Food Security Developing agricultural and life skills* Instituting gender equal attitudes Improving health and nutrition Promoting sustainable use of natural
resources
JFFLS ACTIVITIES
Majiwa JFFLS members in their farm
PRINCIPLES OF JFFLSGrow/Raising a healthy crop/livestock.
Observe fields/livestock regularly
Observe natural enemies of crop/livestock pest
Farmers understand ecology and become experts in their own field.
CONT.. During the learning days, agricultural and
life skills topics are explored Assisted by the facilitator or invited
extension worker, guided by learning tools of Agro-Ecological System Analysis (AESA) and Human Ecological System Analysis (HESA).
The key concepts of AESA and HESA are derived from Farmer Comparative Experiments (FCE) that equip participants with the analytical skills to investigate the causes- effects of problems in farming practices.
PUR GIRIEKO JFFLS- BONDO KENYA
All these activities aim to widen the learner’s minds and also empower them to own the whole process.
Information dissemination to the wider community is also enhanced through these activities.
The season long training sessions, always dictated by production cycles of the enterprise being investigated, (usually 12, 20 or 40 weeks) is guided by trained facilitator who mainly does not teach but only assist the participants through a participatory process of self discovery.
JFFLS PROCESS (AESA/HESA)
14
OBSONERVATION
ANALYSIS
PRESENTATION
DISCUSSION/DECISION
AESA/HESADefinition:
It is establishment by observation of the interaction between a crop/livestock and other biotic and non biotic factors co-existing in the field
This involves regular observations of the crop/livestock
It is a way of assembling what we are studying and placing into a process useful for decision making based on many factors.
Why AESA Promotes learning by discovery and development of
critical analysis.
It guides farmers towards making better decisions on their own farms.
CONT… Learning is done in sub-groups to ensure full participation
of all group members. Observations and investigations derived from the HESA and AESA tools are then brought to a plenary where they are discussed between the larger groups.
The group then makes an informed decision as to what action can be taken to remedy any problem threatening livelihoods and food security in the community.
……..During the season long JFFLS sessions, participants undertake certain activities to further illustrate the curriculum for example:-
Farm demonstrations. Health action days. Exchange visits Food demonstration and exhibitions
(Food Fairs) Field days J/FFLS graduations
PICS
Pala JFFLS demo farm and health action day and below anexchange visit among th youths
…
Food demonstration and exhibitions (Food Fairs)
FIELD DAYS Odhuro field days
GRADUATIONS Participants graduation and awarding of
certificates
.. All these activities are aimed to widen
the learners minds and also to empower them to the whole process hence replicate and disseminate the information to the wider community basically to become experts and self reliance