Curriculum development manual for technical officers

Transcription

1 Programme on policy support on rural employment and decent work for the promotion of equitable and sustainable rural livelihoods under conditions of climate change Junior Farmer Field and Life Schools (JFFLS) Curriculum development manual for technical officers In partnership with the National Association of Smallholder Farmers (NASFAM) and the Farmers Union of Malawi (FUM) & Tanzania Federation of Cooperatives (TFC) and Cooperative Union of Zanzibar (CUZA) In collaboration with the Ministry of Agriculture, Ministry of Labour and Regional Authorities in Malawi, Tanzania mainland and Zanzibar

2 Executive summary This manual has been developed to assist technical officers and facilitators involved in JFFLS programmes in the development of (draft) JFFLS curricula with the objective to provide through JFFLSs the needed educational support to specific target groups on selected agricultural and life topics, practices and skills. The manual starts by first explaining the main characteristics of the JFFLS approach (paragraph 1 and 2) and main elements of a JFFLS program (paragraph 3 and 4) before it proceeds to the different steps in developing a draft JFFLS curriculum (paragraph 5 and 6) and use of the draft JFFLS curriculum (paragraph 7). After having covered the development and use of the JFFLS curriculum it discusses the main principles in facilitating identified topics and activities in JFFLS curricula (Paragraph 8) and the importance of and how to incorporate comparative experimentations in JFFLS activities (paragraph 9). List of abbreviations AESA ESW FAO FFS HIV/AIDS IPM JFFLS ToF Agro Eco System Analysis Gender, Equity and Rural Employment Division of FAO Food and Agricultural Organization of the United Nations Farmer Field School Human Immunodeficiency Virus / Acquired Immune Deficiency Syndrome Integrated Pest Management Junior Farmer Field and Life School Training of JFFLS Facilitators

3 TABLE OF CONTENT Executive summary List of abbreviations Table of content 1. Introduction 2. Junior Farmer Field and Life School approach 3. Focus of the JFFLS 4. Agro Eco-System Analysis (AESA) 5. JFFLS curriculum 6. Process of JFFLS curriculum development 7. Use of a draft JFFLS curriculum 8. Facilitation of scheduled agricultural and life special topics 9. Experimentation as learning tool Page i i i Annex 1. JFFLS monthly planning format 12

4 1. Introduction Since the first Junior Farmer Field and Life School (JFFLS) was developed in 2003 FAO has been supporting the development of JFFLS programmes in different countries, on different topics and for different target groups. It started with JFFLSs for HIV and AIDS orphans among others in Mozambique, followed by JFFLSs for youth in refugee camps in Kenya, Uganda and Sudan, and continued with JFFLSs towards youth employment in West Bank and Gaza Strip and Nepal. Presently FAO is supporting development of JFFLSs for young farmers-producers with a focus on agriculture as a business in Malawi, Tanzania, Tunisia and various other countries. It is expected that the development of JFFLSs for different target groups, on other topics and under different circumstances will continue. A vital element in the development of these new JFFLSs is the development of draft JFFLS curricula targeting identified target groups and providing needed educational support on selected agricultural and life topics, practices and skills under local circumstances. 2. Junior Farmer Field and Life School approach The JFFLS approach is based on the FFS approach, a participatory extension tool developed in the late 1980s to educate farmers in managing pest and diseases in their agricultural fields. The main difference between FFSs and JFFLSs is that the JFFLSs do target young people and in addition, next to selected agricultural activities, do also focus on a number of life skills. The JFFLS and FFS approaches are participatory extension approaches to educate (young and adult) farmers in managing specific agricultural activities and, in case of JFFLS additional selected life skills. As in FFSs the objective of JFFLSs is to help the participated youth to become better decision makers in selected agricultural activities and life skills. The JFFLS approach follows a systematic training process and is based on education principles, see table below. Table 1. JFFLS approach Systematic training process: Observations Group discussions Conclusion & action plan(s) Agro-ecosystem analysis Regular and frequent meetings Following a complete cycle Education principles: Skill, not information, is the goal Discovery learning Learning by doing Science based Experiential and/or problem based learning Experimentation and study plots Non-formal education process 1

5 During a JFFLS a group of 25 young people does meet every week once or twice on an agricultural field or enterprise for 3-4 hours to observe, analyse and discuss crop/animal developments and what needs to be done next in managing their crop(s)/animals. The participants discuss why and how the scheduled activities need to be carried out and, if possible, to practice the scheduled activities during the session. After discussing / practicing special agricultural topic(s) the group will discuss a selected life skill topic, see box 1 for a standard programme of a JFFLS session. In order to be able to study all crop/animal husbandry practices and their impact, the JFFLS normally starts a few weeks before land preparation and ends after harvesting and marketing of the produce. The JFFLSs are being facilitated by a trained JFFLS facilitator. Box 1. A typical JFFLS session (3-4 hours) 1. Starting /opening ( 5 minutes) 2. Summary of previous session ( 5 minutes) 3. Programme of today ( 5 minutes) 4. AESA or life topic ( 1-2 hours) 5. Break ( 15 minutes) 6. Ice breaker or group dynamics ( 10 minutes) 7. Special topic (agriculture and/ or life topic) ( 50 minutes) 8. Summary ( 5 minutes) 9. Evaluation ( 5 minutes) 10. Closing ( 5 minutes) 3. Focus of the JFFLS As mentioned before the focus of JFFLSs is on providing young people educational support on selected agricultural activities and a number of life skills. The target group of young people can mean different age groups depending on local circumstances and topic. The first JFFLSs on AIDS/HIV orphans were focussed on the age group of 12 to 18 years old. The JFFLSs on job creation on the age group of years old. The present JFFLSs on agriculture as a business do focus on the age group of 15 to 25 years old. During the JFFLS participating youth do select one main agricultural activity to study together. This can be a common stable crop, a vegetable crop or a promising commercial crop for young farmers in the area. It can also be (farm) animals as for example chickens, pigs, beekeeping, etc. In selection of the main agricultural activity of the JFFLS it is often important that investment costs are in range of what participating young farmers can afford. It 2

6 is of no use to train youth on agricultural practices which the participants will never be able to implement. Further, it is important that the needed inputs are available in the area. Till today most JFFLSs have been developed in context of a project or programme. It has been in context of the objectives of these projects and programmes that most of the life skills have been selected. During the first JFFLSs for HIV and AIDS orphans most of the life skills were focused on additional educational support orphans needed (nutrition, diseases, sanitation, protection, self esteem, etc.). In JFFLSs on job creation the life skills are more focused on planning, record keeping, processing and marketing. In JFFLSs on agriculture as a business life skills have started to also include financial management and cost-benefit analysis. 4. Agro Eco-System Analysis (AESA) An important activity in all JFFLSs, irrespective of the main agricultural activities and life skill selected, is the Agro Eco-System Analysis (AESA). AESA is an activity which participants in JFFLSs will regularly conduct in the learning field in order to learn to analyse the situation of their crops or animals before making decisions on what needs to be done to manage their crops or animals. AESA is an effectively tool for monitoring crop/animal developments, as well as for sharing knowledge. AESA involves regular observations and analysis of crops and animals during their various stages of development and growth. It also promotes learning through discovery. The basic ingredients of the analysis are: plant/animal health at different phases of their growth/development, pests and predators, soil, water and environmental conditions and, weather conditions. During AESA participants follow a standard process of in small groups (a) conducting observations on condition of crop/animals and its/their eco-system, (b) analysing and preparing a presentation on the observations made, (c) presenting their observations and recommendations to other groups and (d) plenary discuss, summarise and conclude on the overall condition of crop/animals and what needs to be done further in properly managing crop/animals. 5. JFFLS curriculum JFFLS is a participatory extension tool and therefore the training content has to be developed in close consultation with participating youth. Together with the participating youth 3

7 and the hosting community JFFLS facilitators should discuss and select main agricultural activities and life skills during community meetings in preparation to the JFFLS. Based on selected main agricultural activities and life skills the facilitator can already prepare or, if available, select a pre-prepared draft curriculum. This draft curriculum will help him/her to start up the JFFLS and provide guidance in planning programmes of future JFFLS sessions. Based on weather developments, progress of participating youth and changing interests, the facilitator should always be prepared to adjust the curriculum when needed. The four most important principles of the JFFLS curriculum are: topics should be chosen by the community, training based on youth farmer s limited knowledge, training based on basic needs of youth farmer and participants involved in curriculum development. 6. Process of JFFLS curriculum development In order to understand the objectives and structure of a JFFLS curriculum and to have the capacity to adjust a JFFLS curriculum to local circumstances, capacity, interest and needs of participating youth farmers, development of a JFFLS curriculum is normally an integrated part of the training of JFFLS facilitators (ToF). During the ToF the facilitators learn to develop a JFFLS curriculum in a systematic way, following a standard process. The different steps in the JFFLS curriculum development process are: 1. selection of main focus and economical activity of JFFLS, 2. development of cropping or activity calendar, 3. development of a curriculum matrix, 4. identify the theoretical (technical) topics and enter them into the curriculum matrix and, 5. identify the life skills and enter them into the curriculum matrix. Step 1. Selection of main focus and economical activity (crop, farm animal, etc.) The first step in developing a JFFLS curriculum is to decide on the main objective and consequently, the main focus of the JFFLS. In order to decide on the main objective and focus of the JFFLS it is important to know what the organizers, management of a project or a farmers organization, want to achieve by organizing the JFFLS and what the youth like to obtain from their participation in the JFFLS. Based on the outcome of these two questions the main objective and focus of the JFFLS can be formulated. After having selected areas and communities to implement JFFLSs the management of these projects and/or 4

8 organizations will have to organize a number of meetings with the leaders and finally with the youth of the communities in order to agree on conducting the JFFLS and its main focus. Normally during those meetings the main agricultural activities of the JFFLS are being selected as well as arrangements made for the meeting place, during which day of the week, when JFFLS will start, at what time, who will participate and who will be responsible for organizing the land, inputs, etc. It is often during this process that the organizing project or organization organizes a training of JFFLS facilitators (ToF). The participants in the ToF are often selected from areas the selected communities are situated. It is common that newly trained JFFLS facilitators are being asked by the organizing project or organizations to initiate and conduct community meetings as described above. In order to be able to do this and to know how to further develop the curriculum for their JFFLS, the community meetings and entire process of curriculum development are normally being practiced during the ToF. Further draft curricula are developed for guidance purpose. These draft JFFLS curricula can also be prepared during separate curriculum development workshops. Step 2. Development of cropping or activity calendar An important principle in the JFFLS curriculum is that the different agricultural topics and activities are being discussed with the youth when those activities are actually taking place in the field. This means that harvesting techniques are being discussed only just before harvesting and not during land preparation. The JFFLS studies the development of selected main agricultural activities (selected crop or farm animal) and management/cultivation/ husbandry practices needed to implement the selected agricultural activities. The JFFLS curriculum depends therefore on what happens and needs to be done in the field (crop) or in taking care of the selected farm animals. In preparing the curriculum for a JFFLS it is important to first identify what the different activities are and when these activities have to be conducted in order to cultivate the selected crop or take care of the selected animal. This can be done by preparing a cropping or activity calendar for the selected crop or farm animal. Box 2. Example of an empty crop calendar Selected Crop or farm animal Month Agricultural activities October November December January February March April May Additional information as for example: inputs/ materials needed 5

9 A cropping or activity calendar can be developed by first identifying the period (months) of the year the selected crop is normally being cultivated or main activities do take place in managing the selected farm animal where the JFFLS is or will be implemented. An empty crop calendar should be prepared, as presented in Box 2, starting one month before the first cultivation/husbandry practices of the selected crop or farm animal are scheduled to take place. All cultivation/husbandry practices a farmer normally needs to conduct in order to cultivate the crop or keep the farm animals should be identified as well as during which month(s) he/she has to conduct these activities by asking themselves when do local farmers normally plant/fertilize/ weed/harvest/etc this crop, etc. All the identified activities should be listed in the cropping/activity calendar in the second column beside the month when the activities have to be carried out. The crop/activity calendar has to be completed. It should be made sure that the most important activities have been included (crop: land preparation, first fertilization, seeding, weeding, banking, second weeding, top dressing, IPM, harvesting, post harvesting. Farm animal: housing, fencing, buying young animals (oneday old chicks), feeding, disease control, sanitation, milking, harvesting eggs, slathering, storage, marketing). During the first month of the JFFLS participating youth will plan for all these activities and as one of the planning exercises will develop their own cropping/activity calendar. In addition to the activities, the participants will also have to plan for all inputs and materials needed to be able carry out these activities (seed, (organic) fertilizers, (bio) pesticides, ploughing and weeding tools, young livestock, housing materials, feed, antibiotics, etc.). These inputs/ materials can be entered in the third column of the cropping/activity calendar. See Box 3 for an example of a completed cropping/activity calendar. Box 3. Example of a cropping calendar Selected Crop or farm animal: Groundnut Month Agricultural activities Additional information as for example: inputs/ materials needed October Planning the field Land preparation November Prepare compost Making ridges December Planting Turning compost January IPM (AESA) Weeding February IPM (AESA) Banking March IPM (AESA) Monitoring weather The crop is mature April Uprooting and drying in the garden May Harvesting Drying,storage Transportation June Marketing Based on the cropping / activity calendar(s) prepared by the participating youth, the facilitator can still modify/adjust the draft curriculum prepared during his/her ToF. 6

10 Step 3. Development of a curriculum matrix Most of the programme elements of a JFFLS session (see Box 1) are the same during each session. The only programme elements that do change are the observations and planning activities in the field (item 4. AESA) and the special agricultural and/or life topic (item 7). It is for these two programme elements the facilitator needs to plan for each session and as a guidance a draft curriculum needs to be prepared for these two programme elements. When and what kind of observations can be made and what needs to be done can be subtracted from the first two columns of the agricultural/activity calendar prepared in step 2. In addition to what the JFFLS participants are expected to carry out in the learning field (a), the participants will first discuss these activities as an agricultural special topic (b) and, based on the focus of the JFFLS, will discuss a number of special life topics (c). According to these three main categories the topics and activities of a JFFLS curriculum can be presented in a curriculum matrix in which the first two columns are based on the agricultural/activity calendar. See box 4 for an example of a JFFLS curriculum matrix with agricultural activities in the learning field already filled in based on the agricultural/activity calendar in box 3. Box 4. Example JFFLS curriculum matrix with agricultural activities Month October November December January February March April May June Activity learning field Planning the field Land preparation Prepare compost Making ridges Planting Turning compost AESA Weeding AESA Banking AESA Monitoring weather The crop is mature Uprooting and drying at garden Harvesting Drying,storage Transportation Marketing special topics Agriculture Life 7

11 Step 4. Identify the theoretical (Agricultural/technical) topics Based on activities listed in column 2, agricultural special topics can be identified. These are topics to be first discussed before the youth can conduct the activities in the learning field. During those agricultural special topics the why, how and when of the activities in the learning field are being discussed and, where possible, practiced on a small scale as a form of learning by doing. These (technical agricultural) special topics are entered in column 3, in the same months (rows) as the related activities are scheduled in column 2. An agricultural special topic is normally only scheduled once. For example, when weeding is done for the second time, weeding is not again discussed as an agricultural special topic. Box 5. Example JFFLS curriculum matrix with agricultural activities and special topic Month Activity learning special topics field Agriculture Life October Planning the field Land preparation Planning in agriculture: Cropping calendar November Prepare compost Making ridges How/why prepare compost Preparing the land Why/how construct ridges December Planting Turning compost Seed selection When/how to plant January AESA Weeding Introduction AESA Common pest and diseases in groundnut, IPM When/why/how weeding When/why/how and with what to fertilize Why/ how banking February AESA Banking March AESA When to harvest Monitoring weather The crop is mature April Uprooting and Harvesting techniques drying at garden Post harvesting May Harvesting Drying and storage Drying,storage techniques Transportation June Marketing Field day / graduation 8

12 Step 5. Identify the Life skills The life skills need to be identified based on the focus (providing support to AIDS/HIV orphans, agriculture as a business, job creation, etc.) and targeted group (children, youth, young adults) of the JFFLS. As life skills basic life skills can be included as for example planning in life, protection against diseases, but also abuse (violence, child labour), nutrition, etc. Other life skills are skills that are needed to make the agricultural activity successful as a business, for example; business/financial planning, bookkeeping, marketing, etc., or, in the case of job creation; preparing a business plan, adding value (processing), etc. After being identified, the needed life skills can be included in the fourth column of the JFFLS curriculum matrix based during the month(s) when these life skills are needed (planning at the beginning, marketing at the end of JFFLS) or when there is a relation with the technical activities/topic (nutrition when the crop needs to be fertilized, health when pest management takes place, etc.). During the distribution of life skill topics it is also important to keep in mind that in certain months agricultural activities/topics can take a lot of time and little time is available for discussing life topics (land preparation and planting take normally a lot of time and there will little to no time left for any life skill topic during that month). With completion of the fourth column of the JFFLS curriculum matrix the JFFLS curriculum is completed. See box 6 for an example of a completed JFFLS curriculum matrix. 9

13 Month October November December January February March April May Box 6. Example JFFLS curriculum matrix completed Activity learning field Planning the field Land preparation Prepare compost Making ridges Planting Turning compost AESA Weeding AESA Banking AESA Monitoring weather The crop is mature Uprooting and drying at garden Harvesting Drying,storage Transportation special topics Agriculture Life Planning in agriculture: Business planning Cropping calendar Sanitation & Health How/why prepare Initiate record keeping compost Climate change Preparing the land Why/how construct ridges Seed selection Business skills When/how to plant Child labour Introduction AESA Common pest and diseases in groundnut, IPM When/why/how weeding When/why/how and with what to fertilize Why/ how banking When to harvest Harvesting techniques Post harvesting Drying and storage techniques Record keeping in business Sanitation and health Balanced nutrition Minimising losses in business Sanitation & Health Increase capital / reinvesting Marketing survey Marketing skills June Marketing Field day / graduation profit Cost-benefit analysis 7. Use of a draft JFFLS curriculum Depending on the main agricultural activity and the number of activities and topics scheduled during a month JFFLS can meet twice a week (for example: vegetables), once a week (field crops), once every two weeks (during vegetative stage of the crop) or once a month (perennial tree crops). Depending on the number of sessions per month and developments in the learning field the facilitator should select agricultural activities in the learning field, special agricultural topics and/or life topics for each JFFLS session during that month from the draft JFFLS curriculum. In order to assist the facilitator in scheduling different agricultural activities in the learning field as well as agricultural and life topics for different sessions in 10

14 one months, a monthly planning format has been prepared, see annex 1. Most important is that the facilitator uses the draft JFFLS curriculum as a guideline. When he or she has good reasons not to follow the curriculum he or she should be able to do so. For example, when the rains started late, learning field activities will have to be pushed forward and consequently also agricultural and life special topics. 8. Facilitation of scheduled agricultural and life special topics When facilitating scheduled agricultural activities in the learning field and special agricultural and life topics the facilitator should follow as much as possible the educational principles as listed in table 1 in order to optimise the learning impact. Scheduled agricultural activities in the learning field should first be discussed and on a small scale practiced during a JFFLS session before the participants will carry out the activity in the rest of the learning field (learning skills, learning by doing). Depending on the type of special topic there are different ways of facilitating special agriculture and life topics. In general facilitation of a special topic follows a process in which the facilitator: 1. starts with a very short introduction of the topic, 2. tries to find out what participants already know about the topic and what the main problems / challenges are, for example by using brainstorming, 3. discuss with participants the main problems/challenges mentioned and ask participants to identify and discuss possible solutions for these problems/challenges, for example in small groups (problem based learning), 4. summarise problems/challenges and possible solutions mentioned and, where needed, add additional once, 5. discuss advantages and disadvantages of different mentioned solutions and try to agree with the participants on the best possible solution in their local circumstances, 6. when possible identified solution(s) should be practiced with the participants, for example in the learning field or in the form of a role play in case of a life skill, 7. summarise the discussions, practices and lessons learnt. During the entire process (brainstorming, discussions, practice, etc.) the facilitator should as little as possible lecture on what he or she thinks is the best way for the participants to deal with their problems/challenges. Instead he should constantly ask leading questions to assist the participants to discover themselves the best solutions to their problems (discovery based learning). Several facilitator s manuals have been prepared on a range of agriculture and life 11

15 skill topics for JFFLS to help facilitators in finding sustainable and effective ways in facilitating special topics during JFFLS sessions. 9. Experimentation as learning tool In those cases where participants find it difficult to agree on the best way in dealing with a problem / challenge the facilitator can suggest to examine different possible solutions / practices through experimentation. For example, by testing different possible solutions / practices in the learning field and examine the impact of different solutions / practices on the development of the crop and final produce. But it can also be an experiment of selling half of the produce direct after harvest and storing the other half in order to sell the produce when the prices are higher. Each JFFLS should try to establish at least one comparative experiment. Field comparative experiments, also known as participatory technology development, are a process of collective investigation with the purpose of initiating activities or testing solutions to solve local problems. The main basis for experimentation in JFFLSs is to create a learning process through which farmers test, monitor and evaluate new ideas, technologies or innovations for improving productivity of farming systems. Field comparative experiments within JFFLSs are implemented to empower participants (both farmers and facilitators) with observational and analytical skills to investigate the cause and effect of major production problems. Farmer practices are tested and compared with other available solutions to solve an identified problem. Analysing the results allows farmers to decide which solution (technology and/or practice) is best suited to his/her own situation. Field experiments are also used to demonstrate new production opportunities and to help farmers diversify. Experimentation will help participants to become experts and design good quality experiments; the principle of learning how to learn rather than learning about one technology. Experimentation will enhance JFFLS participants observational and analytical skills, will empower them to produce meaningful results and it will help farmers acquire the skills needed to learn about new technology options and practices and to decide which solutions are most appropriate. In the development of field comparative experiments in JFFLS it is important to combine local knowledge and skills with conventional methods and/or technologies to develop solutions suited to a specific situation. Good planning is the basis for systematic experimentation, which involves a range of steps (outlined below) 1. 1 Based on the text on Experimentation in Groeneweg, K., Buyu, G., Romney, D. and Minjauw, B. (2006) Livestock Farmer Field Schools Guidelines for Facilitation and Technical Manual. International Livestock Research Centre: Nairobi, Kenya 12

16 o o o Prioritising field problems: Use the major production constraints perceived by the participants. Whatever the farmers perceive as a priority must be the subject of a follow-up activity like an AESA, a comparative experiment, a participatory learning exercise or a special topic. A comparative experiment is a good option to select when one wants to test new technologies or farming practices and compare these with current technologies/practices. It also provides the opportunity to innovate. Setting up an experiment with farmers gives them the opportunity to evaluate different possibilities and take decisions on options that are best suited to their needs. Discuss the principles of experimentation: To ensure that all JFFLS participants have a good understanding of basic principles of experimentation (uniformity, replication and randomisation) and to provide them with tools needed to design their own experiments. Plan and design experiments: Each experimental plan should incorporate basic principles of experimentation. The experimental plan includes the following steps: Define the objective of the experiment, which should be linked to previously identified local priority problem. List different treatments/options, which should include a mixture of farmer generated ideas and new options (e.g. practices introduced by research/ extension staff). Do not have more than five treatments/options as it makes the experiment too complex (two or three is recommended). The treatments should be kept as simple as possible by having only one factor under study. If the experiment has too many variables it will be very difficult to evaluate which one is responsible for the results. Similarly, if the treatments are very similar it will not be possible to see any difference. There are two ways of ensuring that various treatments can be compared with each other: i) aim for uniform situation/factors (e.g. soil type, breed and age of cow); and ii) replicate the treatments. The more replications, the more convinced one can be that the final results are valid and that correct conclusions can be drawn. However, too many replications make the experimental design complicated and difficult to implement in the field (two or three are recommended). Replications can also be created by stimulating participating farmers to copy the experiment in their own fields When deciding where to locate the field trial, do not be influenced by personal bias. Instead, try to locate the treatments randomly. An exercise to facilitate 13

17 randomisation is to put cards with all treatments in a bag or a hat and pick the treatments one by one; this will dictate the order of the set up. o Plan record keeping and evaluation: Evaluating performances of different treatments/options under study involves keeping track of changes and assessing progress towards achieving the goal of the experiment. It also helps learning and enables participants to make a well-informed decision about new technologies. The JFFLS participants should therefore be responsible for collecting data on the experiment, systematically recording the data and interpreting all results. To be able to evaluate comparative treatments/options, indicators need to be developed with the participants. Drawing reliable conclusions from the results of experiments depends on keeping good quality records. AESA is one way of keeping records, but evaluation methods can also be used to assess change. o o Implementation and organisation of the experiment: When the design of the experiment is clear to all participants, the experiment can be implemented in the field. First, discuss the time frame of the experiment, then identify a suitable site, materials and local providers and develop a precise budget. It is also important to identify participants roles and responsibilities: Who should do what? It is important that everybody has a chance to participate in every activity taking place. As the participants carry out, measure and assess experiments, the participants simultaneously build up experimental skills and strengthen their capacity to conduct and monitor their own experiments. If a JFFLS does more than one experiment at a time, it is recommended that each experiment is allocated to sub-groups. Each subgroup will be responsible for the implementation, record keeping and analysis and will inform other participants about the progress of their experiment during the weekly AESA presentation. Analysis of results: The main objective is to allow JFFLS participants to test new technologies and determine their applicability. Different treatments need to be compared using indicators participants have identified themselves. In this phase of the experiment, all data collected in the record-keeping format should be analysed. An important tool is the cost benefit analysis, but for less tangible indicators, e.g. the taste of the milk, participants have to come up with criteria to quantify outcomes (e.g. very good taste average taste weak taste). 14

18 Using PM&E methods, the facilitator can evaluate JFFLS participants perceptions and level of adoption of technologies on their own farms. In addition, knowledge gained from experiments can be assessed. Benefits, constraints and barriers to adoption can be identified and discussed in plenary sessions. New experiments or other activities can be designed to solve such anticipated problems. Results of experiments should be shared with the community and neighbours during field days and with other resource persons with a view to improve overall production and extend lessons and benefits beyond the JFFLS. 15

19 Annex 1. The JFFLS monthly planning format Facilitators Monthly Activity Planning Form The purpose of this form is to assist the JFFLS facilitator in planning the programs for its JFFLS session during a specific months. In addition it helps the facilitator to indicate any needed support from FUM or NASFAM or the community. JFFLS name:.. Names facilitators: Location: 1 Learning field activities Activities to be carried out in the learning field during the following month (please specify the date of the session when you are expected to present the listed activities) Do you have any questions on how to carried out some of the scheduled activities? Please list them Special agricultural topics Agricultural topics to be presented and discussed with JFFLS participants during the following month (please specify the date of the session when you are expected to present the listed topics) 16

20 Do you have any questions on how to facilitate certain agricultural topics? Please list them Life skill / business topics Life skill to be presented and discussed with JFFLS participants during the following month (please specify the date of the session when you are expected to present the listed life skill topics) Do you have any questions on how to facilitate certain life skill topics? Please list them Ice breakers/group dynamics/games/cultural activities Ice breakers/ group dynamics/ games/ cultural activities (please specify the date of the session when you are expected to present the listed life skill topics) Do you have any questions on how to facilitate certain ice breakers/group dynamics/games/cultural activities? Please list them 17