From
Farmer Field Schools to Community IPM:
Ten
Years of IPM Training in Asia
Editors:
John Pontius, Russ Dilts, Andrew Bartlett
April 2001
News:
(September 2002) This document has now been published
by the FAO Regional Office in Bangkok. Free copies are available on
request while stocks last. Send an e-mail to Kevin.Kamp@fao.org.
The final draft can still be downloaded by clicking the links below.
This
monograph describes the
development of the Farmer Field School, including the
historical context, the educational foundations and
ecological principles. The emergence of Community IPM is
also explained, with examples from Indonesia. Some lessons
which have been learned about managing and evaluating IPM
training programmes are included.
Click
here to see the full table
of contents.
The
document consists of 145 pages with many photographs, boxes
and diagrams. To make it easier to download, the document
has been split into chapters, which are available as Acrobat
(pdf) or Word (doc) files. To start downloading, click on
the relevant links in the table below.
Table of Contents
1. Ten Years of IPM Field Schools
1.1 Empowerment of Farmers
1.2 Farmers and What They Have to Say
1.3 Outsider Views of IPM Field Schools
1.4 Community IPM and the Future
2. A Brief Look at the Historical Context of the FFS
2.1 Small Farmers in Asia and the Green Revolution
2.2 The Importance of Being Expert
2.3 Getting the Bugs Out
2.4 IPM and Sustainable Agriculture
2.4.1 Developments in the Philippines
2.4.2 Indonesia and Farmer Field Schools
2.5 The Spread of FFS Implementation
3. The IPM Farmer Field School
3.1 The Typical Rice IPM Field School
3.1.1 To the Field
3.1.2 Further Notes on the FFS
3.1.3 The Role of the Facilitator
3.2 Implementation Issues
3.2.1Facilitation
3.2.2 Logistics
4. Community IPM
4.1 Community IPM Basics
4.1.1 Building Community IPM
4.2 Community IPM in Gerung Sub-district
4.2.1 Gerung Sub-district
4.2.2 National IPM Programme Field
Activities
4.2.3 IPM Farmer Activities
4.3 A Change in Roles
4.4 Planning and Technical Meetings
4.4.1 Farmer Planning Meetings
4.4.2 Farmer Technical Meetings
4.5 IPM, Institutionalisation and Civil Society
4.5.1 Building a Civil Society
4.6 Pitfalls
4.6.1 The "Task at Hand" Trap
4.6.2 The Template Trap
5. Educational Foundations of the Field School
5.1 The Principles of Education and the IPM Farmers Field School
5.1.1 A Definition of Learning
5.1.2 Andragogy
5.1.3 Learner Centered Approach
5.1.4 Learning Theory and the FFS
5.2 A Critical Theory Framework and the FFS Approach
5.2.1 The Technical Domain
5.2.2 The Practical Domain
5.2.3 The Empowerment Domain
5.2.4 The FFS Learning Approach
6. Rice IPM in Asia: Ecological Principles Underlying the FFS
6.1 Early Development of IPM
6.2 Pest Control and IPM in Tropical Rice Systems
6.2.1 A Broader Ecological Understanding
6.3 A "General Theory" of Tropical Rice Agroecosystems
6.3.1 Key Processes
6.3.2 Some Conclusions
6.4 IPM and the FFS
7. Participatory Management and Evaluation and Community IPM
7.1 Management
7.2 Participatory Evaluation
7.3 Frameworks for Analysis
7.3.1 Relationships
7.3.2 Social Gains
7.3.3 The Partial Budget Analysis
7.4 A Cautionary Note on "Participatory" Evaluation
8. The Big Picture
8.1 Farmer-to-Farmer activities in the Region
8.1.1 Bangladesh
8.1.2 Cambodia
8.1.3 China
8.1.4 Indonesia
8.1.5 Nepal
8.1.6 Sri Lanka
8.1.7 Vietnam
8.2 Operational Principles
8.2.1 Capturing systems
8.2.2 Move Quickly
8.2.3 Let the Farmers Show Them
8.2.4 Actively Engage Local Institutions
8.2.5 Use TOT Trainers as Communicators
8.2.6 Establish New Systems via Training
8.2.7 Create Room for Farmers to Take Action
8.2.8 Continuously build Farmer Capacities
8.2.9 Organise IPM Nodes
8.2.10 Scale-up, Down, and Out
8.2.11 Maintain Flexibility and Organisational Learning
8.3 Looking Ahead
8.3.1 A Sustainable Livelihoods Framework
8.3.2 Further Developments
8.4 A Few Final Words about EMPOWERMENT
