integrated pest management helping communities become researchers and problem solvers
TRANSCRIPT
INTEGRATED PEST MANAGEMENT
HELPING COMMUNITIES BECOME RESEARCHERS AND
PROBLEM SOLVERS
IPM?
• Origins and Background of IPM in Asian Context
• Linking NFE to IPM: The Farmer Field School
• Community IPM and Hoped for Sustainability
IPM Training for Women and Girls
• Farmer Field Schools for Women & Girls
• Student Field Schools– Cambodia
• Farmer Life Schools– Cambodia
• Field Schools for Out-of-School Girls– Cambodia
Farmer Field Schools
• Discovery learning approach
• Farmer to farmer transfer of the IPM innovation
• Demonstration projects
• Farmer-led research
• New associative groupings and applications of skills to different sectoral issues
Collecting specimens for analysis
The AESA process in the study area – discussing,
writing and drawing the report and making decisions.
Design Issues in FFS for Women
• Women’s literacy levels and lack of technical agricultural training/exposure to technical terminology
• Demands on women’s time: agricultural production, domestic work and child care
• Constraints of mixed-gender participation, caste, opportunity costs and location of FFS
Design Responses
• Linking FFS to livelihood improvement and savings and credit groups
• Adaptations in the curriculum
• Community support committees
• Opportunities for immediate application of knowledge and skills
• Opportunities for self and group assessment
Issues Related to Application of Learnings
• Women’s decision making authority (development of a gender analysis matrix on rice crop decision making)
• Literacy levels and participation
• Linkages with other development programs
• Community support mechanisms
• Follow up with individual farmer trainees
Student Field Schools in Cambodia
• Improve environmental management and farming practices
• Improve pedagogy
• Improve school governance
• Life skills agenda at the national level
Local farmers participate in the SFS teaching team.
Student Field Schools in Cambodia: 1998-2006
• Project trains primary school teachers to teach IPM principles and practices to students through hands-on student field schools
• Field schools combine classroom instruction with systematic field studies over a cropping season
• Curriculum is being institutionalized in general education curriculum
Students set up “insect zoo” experiments to learn
about characteristics of insects.
Farmer Life Schools: “Staying Alive on Route 5”
• Farmers study problems that threaten their livelihoods, weigh available options and make decisions
• Link farmer knowledge and experience with ecology, group organization, and discovery learning with Human Ecosystem Analysis
• FLS are run by farmers themselves
Sustainable Farming and Life Skills for Out of School Girls
• Introduces out-of-school girls to sustainable farming practices and broad environmental issues (elements of SFS)
• Farmer as researcher concepts from FFS are used to investigate health of communities, risks and opportunities
• Builds self-confidence to participate in family and community decision-making
Challenges in IPM Training for Women and Girls
• Sustainability issues
• Literacy levels
• Attitudinal issues toward women’s and girls’ roles in decision making
• Collaboration with government line agencies
• Funding