Resources

This article asks "what actually is farmer experimentation?" Examples are given of farmers in Sanando, a semi-arid region of Mali. Farmers' understandings of 'experimentation' were elicited through interviews. They were also asked why they experimented and how. Experimentation was found to mainly concern new varieties and soil fertility. The farmers' process of testing, rejecting and reframing hypotheses is documented. Persistent observation is noted as a key component. It is noted, however, that some 'experiments' are more akin to experience, and thus it may be difficult to determine where an experiment begins and ends. This is particularly so since farming in Sanando is characterised by variability and unpredictability - problems have to be reframed according to the situation. Experimentation/experience is therefore a learning process.

The manual provides details of a training workshop which could be run in a community. It describes the carefully studied sequence of ideas which community members can be encouraged to consider and discuss. Issues of perceptions, prejudice, love, sexuality, condoms, and HIV/AIDS are treated in a series of different sessions encouraging people's self-assertion and empowerement. Appropriate exercises and session timetables are also provided for the trainer. It is important to follow the preordained sequencing of exercise and ideas in order to take people through a gradual training process leading to greater knowledge and consciousness related to AIDS. The accompanying video provides illustrative material, from Uganda, showing members of a rural community discussing and re-enacting their own problems and developing their own solutions. Again, the video is divided into fifteen brief clips, provoking discussion in a participatory way to accompany the sessions described in the manual. Both the manual and the video have been designed specifically for users in Sub-Saharan Africa. A final warning: this training package is for use only where there is an on-going AIDS prevention and support programme, or a programme where AIDS is included.

The article reviews two needs assessment methodologies "rapid rural appraisal" and "participatory rural assessment", which balance the field perspective with academic rigor. These methodologies have been used in FSRE to help communities develop natural resource management plans. Advantages and disadvantages of the methodologies are discussed, and specific steps in conducting a particpatory rural assessment are described. The example used is an adaptation of participatory rural assessment that was piloted in Costa Rica to identify the training needs of rural development workers.

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 study illustrates the planning of an Implementation Strategy for the revitalisation of Jones Town. The study was requested by the Kingston Restoration Company (KRC) in collaboration with the ODA. The study identified the main issues in the area, undertaking an assessment of poverty, the institutional arrangements that would be needed to improve conditions, a review of community based action, a more detailed consideration of economic and employment conditions alongside a reconsideration of the development potential within the area. Based on this analysis, an Implementation Strategy was developed. The investigation and planning processes involved the use of participatory methods particularly mapping, ranking and group discussions.

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 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.