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FARMI's experience of wealth ranking in the Philippines: different farmers have different needs

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Authors: 
Banlina, F.
Tung, L.
1992

Abstract

This article starts from the thesis that farmers of different wealth even in the same areas will have different requirements and needs. This is illustrated by doing research on wealth and priority ranking with farmers in three villages in the Philippines - Pong-on, Barrack and Cogon. There are good descriptions of the free listing and card sorting methods of problem and need prioritisation. The project preparation phase is discussed in detail, and emphasized as a crucial part of PRA exercises. The paper concludes with the assertion that if agricultural research does not incorporate local priorities then interventions will be inaccurate and wasteful.

Participatory agroforestry curriculum development: an account of a participatory writing workshop

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Authors: 
Taylor, Peter
Rudebjer, Per
2001

Abstract

This paper describes the process of a workshop, held in Hanoi, Vietnam, which used a participatory curriculum development (PCD) methodology to create an agroforestry curriculum development guide. The paper introduces the underlying concepts of PCD and reflects on some lessons learned about the process. It also discusses some possible reasons behind the success of the workshop in terms of the participatory process applied, the content, and the final product.|By the end of the workshop, participants had, together, written a draft guide. After review and editing, this guide aims to support the development of agroforestry education and training programmes in the South-East Asia region, and enhance the teaching and learning process of agroforestry.

Publisher

A guide to learning agroforestry: a framework for developing agroforestry curricula in Southeast Asia

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Authors: 
Rudebjer, Per G.
Taylor, Peter
Del Castillo, Romulo A.
2001

Abstract

This guidebook, produced by the International Centre for Research in Agroforestry (ICRAF) and the Southeast Asian Network for Agroforestry Education (SEANAFE), aims to provide the foundation for guiding agroforestry learning in Southeast Asia. It is meant to serve as a tool for educational institutions to address the rapidly changing area of integrated natural resource management. The guide is the result of a collaborative process where members of SEANAFE have drawn on their experiences from agroforestry education and curriculum development as well as agroforestry research and development. It is oriented towards the following: À Providing a general guide about the curriculum development process À Presenting an overview of the contents that should be in focus in agroforestry education À Emphasising that practical exercises are essential for attaining agroforestry education objectives The guide is divided into two parts, the first of which focuses on participatory curriculum development and teaching methods. The second part develops a framework for agroforestry curricula. This includes a look at concepts and principles, at systems, practices and technologies, at institutions and policies related to agroforestry and lastly at advancing agroforestry practices. Since this guide is generic, further elaboration and local adaptation is needed regarding contents and especially regarding the practical exercises. It should be complemented with local information and materials.

Publisher

ICRAF

Bogor
http://www.icraf.cgiar.org/sea