This report brings the experience of an Sharing Evend and Police tour held in eastern africa by FAO and the Rwanda agricultural board. The Field School study tour was organized by FAO Rwanda in collaboration with the Rwanda Agricultural board and involved participants from Kenya and Ethiopia. The participants from Ethiopia were 2 (Government and FAO) and those from Kenya were 9 (FAO, MOALF, University, Research). The tour was focussed on two districts namely Rulindo and Rubavu. On the first day the group visited FS facilitator training in Rulindo and later a visit to FFS facilitator group.
Four FFSs concerning integrated crop–livestock systems were implemented by a R&D project namely “Adaptation to Climate Change in West Asia and North Africa (WANA) Marginal Environments through Sustainable Crop and Livestock Diversification (ACC project)” during the summer season 2013 in three villages namely Village 4, Village 7 and Village 1750 in Sinai Peninsula. This study aimed to do the following: (1) assess the learning impacts of farmer field schools of integrated crop–livestock package and (2) explore the factors that affect the respondents’ learning index.
El presente artículo se propone analizar el mo - delo de educación en alternancia que proponen las Escuelas de Familia Agrícola (EFA). Este tipo de instituciones planifican su estrategia educativa planteando una serie de aspectos innovadores vinculados a una concepción integral sobre la educación, con la mirada centrada en los estudiantes y su realidad.
The farmer field school (FFS) concept has been widely adopted, and such schools have the reputation of strengthening farmers’ capacity to innovate. Although their impact has been studied widely, what is involved in their scaling and in their becoming an integral part of agricultural innovation systems has been studied much less. In the case of the Sustainable Tree Crops Programme in Cameroon, we investigate how a public–private partnership (PPP) did not lead to satisfactory widespread scaling in the cocoa innovation system.
This paper is concerned with the multitude of interleaving issues which emerge when engaging multiple stakeholders in decision making.
A model is proposed for the management of innovation in marginalized or depressed areas in three different countries, following the methodology of the Field Schools and taking advantage of the resources available in the region, work began with producers of areas with high marginalization and speakers of its original language, based on the fact that producers are subjects and not only beneficiaries, to say that, based on their decisions, they are the ones who cause the changes in their way of acting and producing, in such a way that in addition to the technological offer that allows access t
Extant research shows that universities do not usually foster an inclusive innovation system. This paper examines an innovation program at Zhejiang University that targeted rural areas in China, and that sought to promote an inclusive innovation system.
Providing food through schools has well documented effects in terms of the education, health and nutrition of school children. However, there is limited evidence in terms of the benefits of providing a reliable market for small-holder farmers through “home-grown” school feeding approaches. This study aims to evaluate the impact of school feeding programmes sourced from small-holder farmers on small-holder food security, as well as on school children’s education, health and nutrition in Mali.
This study refines the participatory management (PM) in agricultural extension education (AEE) by adopting a multidimensional approach. PM is a process where extension agent (EA) tries to provide a good situation for AEE and share significant degree of power with their farmers. The data were obtained from samples of 290 Iranian farmers in Torbat Heydarieh, Iran. Methodology was descriptive and correlation. There was directly and a statically significant relation between all of components of PM regarding in effective AEE. The PM is a panacea for improving the AEE.
The Farmer Business School (FBS) is a participatory, action learning process focused on product and business development, and like the Farmer Field School, is a complex, multi-dimensional innovation with the potential to benefit large numbers of farming households economically, socially and institutionally. Scaling this approach requires rethinking both innovation and scaling.