Junior Farmer Field and Life Schools

Presented at the Experts Meeting on Climate Change Education for Sustainable Development

20 -22 March 2013- Mauritius

Winfred Nalyongo, FAO-Uganda

The Junior Farmer Field and Life Schools• Adopted from the FFS approach approach nalyongo.pptx

• Tailored to children b’tn12 – 18 years, in and/or out of school – originally OVCs.

• Goal – enable children to grow into responsible adults– empower vulnerable children to direct their own future,

improve their livelihoods and contribute to long-term food security

• Three pronged approach: – practical study process – field is the learning laboratory – good agricultural practices, – entrepreneurship and life skills

The JFFLS ...cont’d• Through agriculture, children learn how to deal with other problems affecting

them, their households, and communities• Cultivates their conceptual understanding of problems using stories, drama,

songs, poems, to pass on important messages

• Use of innovative tools to analyze situations: i.e. cause – effect relationships and make appropriate management decisions– Human Ecosystem Analysis [HESA] - comprehensive analysis of the problem and how

it affects the child/hh/community; considering all factors - human, social, economic, political that influence it

– Agro-Ecosystem Analysis [AESA] - observation, analysis, synthesis, presentation - focus on the crop or livestock & the environment

• Learning follows the life cycle of the subject under study; involves regular observations of the field and the environment

• Management decisions are based on observations; blend indigenous and scientific knowledge

• Life skills are integrated during the learning cycle• Facilitators are a multi talented team – science, life skills, social animator;

HESA

Gen. Problems due to CC variability e.g…

Actions for Mitigation/PreventionSkills, Technologies, Practices, IGAs

Lack of pastures and water, crop failure , hunger, low sch’l attend’ce

Effects on Livelihoods –I;hh;comIntegrating Climate Change Education

Floods – heavy rains; Prolonged drought; Animal/crop diseases

Caus

al

fact

ors

Human, Social, Economic, Political tree cutting, lack of skills, incomes..

Strategies

A n a l y s i s

i. Env’l Protection – conservation of bio-diversity [medicinal plants]; tree planting/agro forestry, ESS

ii. Simple technologies that respond to climate variability - tolerant varieties, pest resistant, high yielding/nutritious, PHH

iii. Basic good agronomic/husbandry practices- organic farming, ethno vet ;

JFFLS learning activities – skills building, simple experiments & studies

Tools

Problem analysis• ranking

Problem –solution analysis• Sustainability• Increase

productivity• Cost, time,

etc

Simple experiments & Practices• Derived from

solutions e.g: i. using organic Vs inorganic fertilisers; and ii. Tree planting

Schedule of of learning activities• How to

prepare composite

• Setting up tree nurseries

• Parameters for observation & life skills

Attributes - Learning• Experiential learning – blend indigenous knowledge and

basic science• Systematic learning process – conceptual to practical;

follow life cycle • Employ analytical processes to demystify science (‘’how

and why’)’; for problem awareness, decision making; • Developed and tested tools that facilitate children’s

learning & understanding of complex issues• Focus on a system of values and attitudes of children• Builds children’s self esteem and sense of responsibility

through their contribution to dev’t issues

Attributes – structural• Wide stakeholder involvement: planning, reviews, monitoring .

…….– Education departments in the district – integration of JFFLS learning

activities in the school calendar and class sessions – Community development office – social animation– Local leaders - support & enforcement of rules that support the

right of the child– Communities, parents and guardian – selection of participants,

support children’s activities at school and home, e.g labour, adoption of practices at home;

• Diffusion of knowledge & skills to the rest of the children in the school

• Link to the adult FFS in their communities – undertaking group and community level actions to foster children’s cont’d learning and appreciation. [WSM, CMDRR, EWS…]