What is the initiative and where is it implemented (city or country, for example)?
The Farmer Field Schools (FFS) initiative is a participatory approach to education that promotes hands-on learning through active engagement. Its non-formal nature involves experiential learning techniques and participatory trainings in the fields, encompassing the full cycle of growing and cropping.
The main objective of the introduction of FFS as an alternative to the conventional extension approaches was to sharpen farmers’ knowledge and skills through season-long FFS training in farmers’ demand-driven technology (Bunyatta and Mureithi, n.d; FAO, 2001).
The initiative was introduced in Kenya in 1996, with four FFSs opening in Kakamega District, Western Province. Since then, hundreds more have been opened, mainly in Western Province (Kakamega, Busia and Bungoma), Coast Province (Kilifi and Kwale) and Central Province (Kiambu). Initially, the programme focused on maize; however, it has developed to include other crops and livestock production.
How was the initiative established? How was it implemented?
The Food and Agriculture Organization (FAO) launched FFS, later handing it over to the Ministry of Agriculture (MoA) Extension. After the first phase, a pilot project was launched in 2001 with a set curriculum. The Kenya Agricultural Research Institute (KARI) and the Legume Network joined the programme, placing an emphasis on the development of research and technology.
The main focus is on soil quality and the effects of the FFS initiative on agriculture. A number of schools using the Focal Area Approach (FAA) at the village level were set up in 2004. Participatory Rural Appraisals (PRAs) were set to identify challenges and limitations, problems and constraints, with the involvement of KARI facilitators in possible solutions to the issues. Due to income needs, the process focuses extensively on budgeting.
The joint efforts of KARI and the Ministry of Agriculture produced long-term projects with a single focus for a duration of one year or more and multi-focused projects over six months or less to tackle diverse issues in the short term. The farmers get an opportunity to participate fully in the implementation of the programme through all phases, from planting the seeds to harvesting the crops.
The learning process is conducted in subgroups, with each group being assigned responsibility for different treatments and subsequent comparison studies. The treatments are diverse and are not replicated within the same FFS. Each subgroup has leaders and conducts different activities on certain days.
The curriculum covers the entire crop/ livestock cycle and is based on field guides and collective exercises on the study fields. Because the study process in the FFS comprises experiential techniques, the materials used are adjusted to the needs of specific groups.
Most of the time allocated to training is spent in the fields, promoting learning by doing, on-site. Observations are shared within groups through active discussions that facilitate the exchange of knowledge.
A key component of the FFS methodology is Agro-Ecosystems Analysis (AESA), under which the interaction between biotic and abiotic factors in the field is observed. Regular observations of the crops are carried out on a weekly basis. Subgroups consist of 4–5 participants who make detailed observations of the crops and record them. The observations include stages of growth, the level of pest infestation and weeds, the condition of the soil, weather and overall health of the crops. Based on those observations, the farmers can make decisions on management.
Farmers are encouraged to conduct their own experiments into the effects of different technologies and, through autonomous decision-making, adopt the most appropriate ones (FAO, 2001).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The main stakeholders of the initiative are the Ministry of Agriculture, the Kenya Agricultural Research Institute, Legume Innovative Network, FAO and the Rockefeller Foundation. Other stakeholders include the facilitators and trainers of the facilitators and the farmers participating in the initiative (FAO, n.d.; Machacha, 2008).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
The FFS initiative has had a significant impact on the population in rural areas in terms of facilitating lifelong learning and improving quality of life. The training ensures close communication between participants of different ages and genders, developing their critical thinking skills and empowering them to make decisions according to their education level.
Due to the initiative, new technologies are adopted in farming practices, which ensures economic growth and increased efficiency (Bunyatta and Mureithi, n.d.). A participatory approach to learning allows farmers to observe and analyse the advantages and drawbacks of different technologies and take agency in making decisions on the adoption of technologies (Machacha, 2008).
Members of groups from different FFSs report an improved quality of life both in economic and social terms. Learning about new technologies on-site leads to successful adoption of diverse techniques and increased productivity; making better use of nearby water bodies and planting seeds twice a year doubles the harvest and increases income; improved financial position enables members to send their children to school, ensuring increasing improvement in the future. The social status of the participants has also improved – the participants of the initiative are met with respect in their communities, taking on leadership roles and enhancing community-building (Machacha, 2008; Duveskog et al., 2011).
References
Bunyatta, D. K. and Mureithi, J. G., n.d. Farmer Field School as an effective approach in empowerment of gender participation, decision making and diffusion of soil and crop management technologies among small scale farmers Trans-Nzoia district, Kenya. [PDF] Available at: www.kalro.org/sssea24/Theme3/FARMER_FIELD_SCHOOL_AS_AN_EFFECTIVE.pdf [Accessed 4 June 2021].
Duveskog, D., Friis-Hansen, E. and Taylor, E. W., 2011. Farmer Field Schools in rural Kenya: A transformative learning experience. Journal of Development Studies, 47(10, pp. 1529–1544.
FAO (Food and Agriculture Organization), 2001. Report of the training of trainers course on Farmer Field School methodology for KARI’s soil management and Legume Research Network project. [PDF] Rome, FAO. Available at: www.fao.org/3/bl052e/bl052e.pdf [Accessed 4 June 2021].
FAO (Food and Agriculture Organization), n.d. KARI’s Farmer Field School pilot project in Kenya. [Online] Available at: www.fao.org/in-action/kari-ffs-in-kenya/en/ [Accessed 4 June 2021].
Machacha, A., 2008. Farmer Field Schools in Bungoma district of western Kenya: A rapid appraisal. [PDF] Available at: https://lib.dr.iastate.edu/rtd/15449/ [Accessed 4 June 2021].