Transcript 04_Nalyongox

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;
Integrating Climate Change Education
Gen. Problems due to CC variability e.g…
Effects on Livelihoods –I;hh;com
Floods – heavy rains; Prolonged
drought; Animal/crop diseases
Lack of pastures and water, crop
failure , hunger, low sch’l attend’ce
Analysis
HESA
Human, Social, Economic, Political
tree cutting, lack of skills, incomes..
Actions for Mitigation/Prevention
Skills, Technologies, Practices, IGAs
JFFLS learning activities – skills building, simple experiments & studies
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 ;
Tools
Problem
analysis
• ranking
Problem –
solution
analysis
Simple
Schedule of
experiments of learning
& Practices activities
• Sustainability
• Increase
productivity
• Cost, time,
etc
• Derived from • How to
solutions e.g:
prepare
i. using
composite
organic Vs
• Setting up
inorganic
tree nurseries
fertilisers;
• Parameters
and ii. Tree
for
planting
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…]