Farmers of different wealth will have different problems and needs, and varying ability to adopt proposed technologies. Agricultural research should take into account such differences, in order that research priorities be correctly determined and the relevant innovations developed. This paper reports on a wealth ranking procedure carried out in three upland village in the Philippines: Pong-on, Barrack and Cogon. It contains sections on the following: the preparation for the project; the card sorting methodology adopted; and lessons learnt and recommendations. The ranking exercise was found to be quick and simple, and produced valuable results.
This paper defines agroecosystems and examines the variety of strategies used to create such a system such as productivity, stability, sustainability and equitability. It states that agricultural development involves a trade-off between these properties. It demonstrates this through selected examples from agricultual history, including the origins of agriculture, manorial and modern Western agriculture and the Green Revolution in Indonesia. It is suggested that these properties may be used normatively as combined criteria for evaluating the performance of agricultural development programmes and projects.
Outreach was brought in to facilitate a "participatory self evaluation" of a HIDA/MYRADA agroforestry programme: the process of the workshop is detailed here. A SWOT analysis was carried out, looking at the strengths, weaknesses, opportunities and threats of the programme in small groups. On the second day, the key questions identified were discussed: levels of participation in the programme and peoples' priorities; institutional issues; technology; training. From these, it was felt that the programme did have a different approach to other programmes, due to support, equity and training. An approach for future programme management was worked out, discussing problems, goals, conflicts and government roles. Several examples of exercises such as mapping are given, from the different groups within the agroforestry programme. The conclusion reached was that the programme has started to "make a difference", and that changes in attitudes and in practice have occurred. The evaluation also highlighted areas for further development.
This project employed a variety of qualitatative and quantitative techniques in order to better understand customary land-use systems in Kalimantan, Indonesia. Researchers used cartographic maps as a tool to get villagers to mark their resource-use land boundaries. A global positioning system and a geographical information system were also employed and the results processed by computers. The researchers are thus able to produce a map of areas of overlap and overlay between village, nature reserve, forest concession and forest land-use maps. It is hoped that this information may help to bring a recognition of customary land and enable villagers and the Forest Department to reach a consensus about its management.
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.
This clear manual covers a large number of research techniques and methods commonly used in PRA. They are grouped under three categories of information gathered: spatial, temporal and social/institutional information. For each tool/technique, the following steps are explained in detail: what information can be gathered with the technique, steps in carrying out the technique and the importance of the technique. Illustrations are given of examples for each tool and an analysis is made of the sample. Once the data are gathered, the manual covers aspects of verifying them, identifying problems and opportunities and using the data for planning. The examples given come from the application of the tools in the village of Igdagmay on Antique. While the manual does not focus on soil and water conservation, it is written for rural development work in general. This is a good reference book for those wishing to use any of the techniques covered.
A study of six indigenous peoples' communities involving field research on the main concerns and needs at the local level as well as organisational capacities. This was undertaken by the Institute of Philippine Culture (IPC) so as to facilitate the involvement of indigenous people in the country's democratisation processes. Communites were selected on the grounds of geographical spread and development issues affecting the indigenous groups. The research was carried out during a period of six months, involving secondary data review in the preparation phase and PRA investigation in the fieldwork phase. The latter mainly focused on diagramming visual sharing, and mapping activities. The research aimed to obtain a preliminary assessment of rural indigneous people's livelihoods, especially issues concerning resource tenure and day-to-day existence. In particular, farming and fishing systems were analysed, relationships with outsiders explored and the issue of ancestral domains discussed. The indigenous group profiles are the following: 1) Ifugaos in Malabing Valley, Nueva Vizcaya 2)Manobos in Magpet, North Cotabato 3)B'laans in Polomolok, South Cotabato 4)Tagbanwas in Coron, Palawan 5)Dumagats in Casiguran, Aurora 6)Sulodnons in Lambunao, Iloilo.
This paper describes World Education's experiences in supporting local NGOs and farmers organisations in developing activities which promote cooperative exchange among farmers, NGOs, GOs, and researchers for the development of community-based sustainable agricultureprogrammes focused initially on Integrated Pest Management (IPM). Through the development of these programmes the project aims to assist Indonesian farm families to develop critical, ecological, decision-making, and leadership skills that reduce environmental degradation and increase productivity in their farming systems. Activities of IPM farmer field schools, cross-visits, collaborative linkages with researchers, and training of farmer trainers are discussed. These activities have been effective in a) initiating and establishing a group learning process among farmers in their communities and b) linking farmer field school groups together in active local networks.
This paper reviews the main characteristics of the Farmer Field School approach in Indonesia. It provides an account of the origins, orientation and farmer-centred objectives of the approach. Focusing on integrated pest management (IPM) it discusses issues of education and extension, farmer participation and farmers' knowledge and expertise. Finally, it illustrates the characteristics differentiating Field Schools from more conventional agricultural extension programmes.
This paper describes World Education's experiences in supporting local NGOs and farmers organisations in developing activities which promote cooperative exchange among farmers, NGOs, GOs, and researchers for the development of community-based sustainable agricultureprogrammes focused initially on Integrated Pest Management (IPM). Through the development of these programmes the project aims to assist Indonesian farm families to develop critical, ecological, decision-making, and leadership skills that reduce environmental degradation and increase productivity in their farming systems. Activities of IPM farmer field schools, cross-visits, collaborative linkages with researchers, and training of farmer trainers are discussed. These activities have been effective in a) initiating and establishing a group learning process among farmers in their communities and b) linking farmer field school groups together in active local networks.
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.
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.