Final JFFLS Implementation Guide by AVSI Uganda

JUNIOR FARMER FIELD SCHOOL AND LIFE SKILLS Facilitatorâ&#x20AC;&#x2122;s Guide

This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Sustainable Comprehensive Responses for Vulnerable Children and their Families (SCORE) project and do not necessarily reďŹ&#x201A;ect the views of USAID or the United States Government.

Sustainable, COmprehensive REsponses (SCORE) for vulnerable children and their families

Junior Farmer Field and Life Skills Implemenation guide

This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of AVSI Foundation SCORE project and do not necessarily reflect the views of USAID or the

Junior Farmer Field and Life Skills Implemenation guide

Junior Farmer Field and Life Skills Implementation guide; is meant to be used by program staff, social workers, teachers, project and field staff, rehabilitation officers, agricultural and extension officers, local leaders and other educators as a resource for implementing Junior Farmer Field and Life Skills Authors AVSI Foundation Food Security and Nutrition Technical working group, =---[[[---==Cover image: Photo of Children of a JFFLS in Bwongyera in Ntungamo district conducting a field demo. Copyright: AVSI Foundation Design and production by: AVSI Foundation USAID/SCORE Project Published by: AVSI Ggaba Rd, 1119 P.O. Box 6785 Kampala - Uganda First Edition: January 2016 â&#x20AC;&#x153;This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of AVSI Foundation and SCORE Project and do not necessarily reflect the views of USAID or the United States Government.â&#x20AC;?

Junior Farmer Field and Life Skills Implemenation guide

FOREWORD In a time when over 50% of the Ugandan population is under the age of 18 years and unemployment level among youth ranks as high as 72%, it is very important to find ways in which young Ugandans can be guided and supported to make positive decisions and steps in life. It is critical to also engage the youth in safe and productive livelihoods activities so as to safeguard them from the dangerous coping strategies such as drug abuse, prostitution, HIV/AIDS and armed robbery, which are common in Uganda society today. In Uganda, a country where agriculture is a key livelihood safety net and development driver, AVSI Foundation has supported communities through technical service and input provision since 1984 to engage in sustainable and profitable agriculture to foster income growth, food security and adequate supply of nutritious food to the local food systems. Among the many agricultural approaches and methodologies that AVSI applies to improve farmersâ&#x20AC;&#x2122; agricultural skills and knowledge are the farmer field schools (FFS) and the junior farmer field and life skills (JFFLS) methodologies. These methodologies focus on making the farmer (whether youth or adult) the centre of the learning through the experiential learning model and exposure to underlying sciences hinged on their local contexts, interests and the production and the social problems/ challenges they are facing. In order to directly contribute to the Millennium Development Goal #1 and now Sustainable Development Goal #2, AVSI has implemented the FFS and JFFLS in over 40 districts of Uganda through 634 community groups and 120 schools with funding and support from Fondazioni Africa (F4A), Food and Agricultural Organization of the United Nations (FAO), the United States Agency for International Development (USAID) and the European Union. In order to utilize the enormous data and materials, lessons learnt and best practices generated internally from over a decade of FFS/JFFLS implementation and to enrich the existing JFFLS technical programming protocol introduced and rolled out by FAO in Uganda, an AVSI technical working group, drawn from the USAID/SCORE, F4A and EU/FAO projects compiled this guideline. The JFFLS guideline outlines the process for implementing the approach, from its inception (ground-working) to when the pupils graduate as certified young farmers after attaining the required pass mark in the post-learning test and meeting other conditions. The guide also contains programming and monitoring tools in the annex sections, which are required to facilitate the implementation, monitoring and evaluation of the different processes/activities of the JFFLS. The guideline specifically aims to help JFFLS to carry out the activities smoothly and within time, put each activity into perspective, ensure that children understand the objectives

Junior Farmer Field and Life Skills Implemenation guide

of each activity, ensure that everyone knows his/her role, prepare facilitators to handle any topic and ensure all necessary materials are available. Special thanks to the team that contributed and participated in the compilation of this guideline and thanks also to the editorial and review team. It is my hope that this book with be of importance to actors on the ground who are committed to making the â&#x20AC;&#x2DC;last mileâ&#x20AC;&#x2122; effort to reach the homes and lives of the children who need the knowledge and skills that they acquire through participation in JFFLS.

Rita Larok Otim SCORE Chief of Party

Junior Farmer Field and Life Skills Implemenation guide

ACKNOWLEDGEMENT This guide is an internal work of AVSI Uganda developed based on past and current experience in the FFS and JFFLS interventions. The JFFLS guide lays down the steps of the process of implementing the approach right from its inception (ground-working) up to when the pupils graduate as certified young farmers after attaining the required pass mark in the post-learning test and meeting other conditions. The guide also contain programming and monitoring tools in the annex sessions which are required to facilitate the implementation, monitoring and evaluation of the different processes/activities of the JFFLS. Purpose of Guide: To help JFFLS carry out the activities smoothly and within time To put each activity into perspective To ensure that children understand the objectives of each activity To ensure that everyone knows his/her role To prepare facilitators to handle any topic To ensure all necessary materials are available This guide book is a product of the contribution of individuals from various AVSI projects (some implemented in consortium/partnership with other agencies) as follows; Alfred Agaba, SCORE; Ambrose Ajenga, SCORE/RETRAK; Carol Kemigisha, SCORE/TPO; Charles Opiyo, SCORE; Denis Olol Odiko, AS4Y; Doreen Nyadoi, SCORE/TSA; Innocent Cwinyai, SCORE; Joanita Nnanyunja Ssebayiga, SCORE; Joseph Bwire, SCORE/CARE International; Medi Misanga, SCORE/TSA; Michael Bongomin, SCORE; Michael Ojok, Fondazioni per Africa; Mystica Acheng Jameto, SCORE/CARE International; Nicholas Bashajja, SCORE; Patricia Alowo, SCORE COWA; Patrick Ouma Wasike, SCORE/TSA; Rita Larok, SCORE; Robinah Nnanungi, SCORE; Sheila Atyang Okello, SCORE; Thomas Katusiime, SCORE/ TPO Uganda. Many thanks to the AVSI Foundation Country Representative, John Makoha for his leadership and support and to the SCORE Chief of Party, Rita Larok Otim for her continued support in the USAID/SCORE project that led us to compile and complete this manual for the benefit of quality programming across all AVSI Foundation regions

Dr. Francis Obita Food Security and Nutrition Technical Advisor, AVSI Foundation USAID/SCORE project Food Security and Nutrition Technical Working Group 6

Junior Farmer Field and Life Skills Implemenation guide

CONTENTS FOREWORD.....................................................................................................................................4 ACKNOWLEDGEMENT....................................................................................................................6 ABBREVIATIONS AND SYNONYMS..................................................................................................8 HISTORY OF JUNIOR FARMER FIELD & LIFE-SKILLS SCHOOLS .........................................................9 APPROACH AND CONCEPT.............................................................................................................10 WHAT IS A FARMER FIELD SCHOOL?.............................................................................................10 WHAT IS JFFLS?..............................................................................................................................10 OBJECTIVES OF JUNIOR FARMER FIELD AND LIFE SCHOOLS (JFFLS)..............................................10 PRINCIPLES OF JFFLS APPROACH...................................................................................................11 ORGANIZATION AND MANAGEMENT OF JFFLS.............................................................................16 JFFLS CURRICULUM.......................................................................................................................24 COMPARATIVE EXPERIMENTATION...............................................................................................26 CONCEPT OF ECOSYSTEM.............................................................................................................31 AGRO-ECOSYSTEM ANALYSIS........................................................................................................32 COMMUNICATION SKILLS..............................................................................................................34 GOALS OF COMMUNICATION........................................................................................................34 COMMUNICATION METHODS.......................................................................................................34 ELEMENTS OF COMMUNICATION.................................................................................................35 PARTICIPATORY MONITORING AND EVALUATION.........................................................................36 OBJECTIVES OF PARTICIPATORY MONITORING AND EVALUATION................................................36 IMPORTANCE OF PARTICIPATORY MONITORING AND EVALUATION.............................................36 WORKING WITH CHILDREN...........................................................................................................38 NON FORMAL EDUCATION METHODS APPLICABLE IN JFFLS........................................................42 PRINCIPLES OF VEGETABLE PRODUCTION.....................................................................................47 IRRIGATION.....................................................................................................................................52 GRADUATION..................................................................................................................................55 APPENDIX 1: M&E TOOLS - FACILITATORS’ MONTHLY ACTIVITY PLANNING FORM..........................57 APPENDIX 2: JFFLS MONTHLY MONITORING FORM........................................................................ 59 APPENDIX 3: JFFLS MONTHLY MONITORING REPORTS BY EACH JFFLS FACILITATOR.........................61 APPENDIX 4: AGRICULTURAL FACILITATOR’S OBSERVATIONS -- AGRICULTURAL TOPICS...................62 APPENDIX 5: LIFE-SKILLS FACILITATOR’S OBSERVATIONS -- LIFE-SKILLS TOPICS...............................63 APPENDIX 6: JUNIOR FARMER FIELD & LIFE SKILLS SCHOOLS..........................................................64 LEARNING ASSESSMENT....................................................................................................................64 APPENDIX 7: JFFS AGRO-ECOSYSTEM ANALYSIS (AESA) DATA COLLECTION SHEET...........................66 APPENDIX 8: JFFS AGRO-ECOSYSTEM ANALYSIS (AESA) PRESENTATION SHEET.................................67 APPENDIX 9: JUNIOR FARMER FIELD & LIFESKILLS SCHOOLS REGISTRATION FORM .......................68 APPENDIX 10: JFFLS MEMBERS LEARNING SCORE SHEET....................................................................69 APPENDIX 11: JFFLS GROUP EXPERIMENTS’ RESULTS FORM..............................................................72 7

Junior Farmer Field and Life Skills Implemenation guide

ABBREVIATIONS AND SYNONYMS AESA

Agro-Ecosystem Analysis

AS4Y

Agri-Skills for You project

AVSI

Association of Volunteers in International Service

COWA

Companionship of Works Association

F4A

Fondazioni Per Africa (Foundation for Africa)

FAO

Food and Agriculture Organization of the United Nations

FFS

Farmer Field School

GAP

Group Action Plan

HIV/AIDS Human Immune Virus/Acquired Immuno-Deficiency Syndrome

IPM

Integrated Pest Management

JFFLS

Junior Farmer Field and Life-skills School

NFE

Non Formal Education

PTD

Participatory Technology Development

SCORE

Sustainable Comprehensive Responses to OVCs and their families

ToT

Training of Trainers

TSA

The Salvation Army

UNDP

United Nations Development Programme

WASH

Water Sanitation and Hygiene

Junior Farmer Field and Life Skills Implemenation guide

HISTORY OF JUNIOR FARMER FIELD & LIFE-SKILLS SCHOOLS

Historical Background of FFS and JFFLS The FFS concept was developed by FAO project in South East Asia as a way for small-scale rice Children to investigate, and learn for themselves the skills required for and the benefits to be obtained from adopting on-farm practices in their paddy fields. The term “Children’ Field Schools” comes from the Indonesian Sekolah Lampangan meaning simply “field school”. This name reflects the educational goals; the course takes place in the field, the field conditions define most of the curriculum, real field problems are observed and analyzed from planting to harvesting. The first Field Schools were established in 1986 in Central Java during the pilot phase of the FAOassisted National IPM Programme, which was prompted by the devastating insecticide-induced outbreaks of brown plant hoppers (Nilaparvata Lugens) that are estimated to have in 1986 destroyed 20,000 hectares of rice in Java alone. The Indonesian government’s response was to launch an emergency training project aimed at providing 120,000 Children with field learning in IPM, focused mainly on recording on reducing the application of the pesticides that were destroying the natural insect predators of the brown plant hopper. The technicalities of rice IPM were redefined in 1986 and 1987 and a core curriculum for training Children was developed in 1988 when the National IPM programme was launched. It was based not on instructing Children on what to do but rather, on empowering them through education to handle their own on-farm decisions during experiential learning techniques developed for nonformal adult education process. Since then, the approach has been replicated in a variety of settings beyond IPM. The themes studied by Children’ groups include soil mapping of village lands, physical and chemical analysis soils, fertilizer application and the influence of cropping pattern on fertility. With the knowledge thus gained, Children can more easily recognize differences in soils and make better-informed decisions on the use of organic and inorganic fertilizers, alternative tillage systems and cropping practices so as to improve the conservation and management of soil productivity. Subsequently, the FFS has been extended to several countries in Africa and Latin America. At the same time there has been a shift from IPM for other annual crops and vegetables. The curriculum has been enriched with other crop management aspects.

Junior Farmer Field and Life Skills Implemenation guide

APPROACH AND CONCEPT

What is a Farmer Field School? It is a participatory approach to extension, whereby Farmers are given opportunity to make a choice in the methods of production through discovery based approach. A Field School is a Group Extension Method based on adult education methods. It is a “school without walls” that teaches basic agro-ecology and management skills that makes farmers experts in their own farms. It is composed of groups of farmers who meet regularly during the course of the growing seasons to experiment as a group with new production options. After the training period, Farmers continue to meet and share information with less and less contact with extensionists. FFS aims to increase the capacity of groups of Farmers to test new technologies in their own fields, assess results and their relevancy to their particular circumstances and interact on a more demand driven basis with the researchers and extensionists. The farmers look to these individuals for help when they are unable to solve a specific problem amongst themselves. In summary therefore, a Farmers’ Field School is a forum where Farmers and facilitators debate observations, apply their previous experiences and present new information from outside the community. The results of the meetings are management decisions on what action to take. Thus FFS as an extension methodology is a dynamic process that is practiced and controlled by the Farmers to transform their observations to create a more scientific understanding of the crop/ livestock ecosystem. A field school is a process, therefore, not a goal.

What is JFFLS? A group of children(aged 12-17) who meet regularly(3 times a week) under the guidance of trained interdisciplinary team of facilitators during the course of the growing season to experiment and learn for themselves Agricultural production practices , technologies and life skills in order to enhance their livelihoods.

Objectives of Junior Farmer Field and Life Schools Main objective To empower the children to handle their future, improve their livelihoods and become able agents of their own change, thereby reducing the risk of pursuing HIV/AIDS-risky survival strategies.

Junior Farmer Field and Life Skills Implemenation guide

Specific objectives • To improve the children’s agricultural knowledge and skills. • To improve children’s health and nutrition • To improve children’s life skills and build their self esteem. • To institute gender equality attitudes. • To sharpen the children’s ability to make critical and informed decisions that renders their farming profitable and sustainable. • To sensitize children in new ways of thinking and problem solving. • To help children learn how to organize themselves and their communities

Principles of JFFLS Approach • In the school, emphasis is placed on growing crops or raising small livestock/poultry with the least disruption of on the agro-ecosystem. • In JFFLS, following a crops cycle, links are established between agriculture, nutrition, child protection, gender equality and life skills knowledge so that the young participants learn to grow healthy crops while making informed decisions for leading healthy lives. • The learning methodology is based on learning by doing, through discovery, comparison and a non-hierarchical relationship among the learners and facilitators and is carried out almost entirely in the field. • The four major principles within the JFFLS process are: • Grow a healthy crop. • Observe fields regularly • Observe natural enemies of crop pests • Children understand ecology and become experts in their own field.

Characteristics of the Junior Farmer Field School Approach Children as Experts Children learn-by-doing i.e. they carry out for themselves the various activities related to the particular farming/forestry practice they want to study and learn about. This could be related to annual crops, or livestock/fodder production. The key thing is that children conduct their own field studies. Their learning is based on simple comparison studies (of different treatments/ practices/technologies) and field studies that they, not the extension/research staff conduct. In so doing, they become experts on the particular practice they are investigating.

Junior Farmer Field and Life Skills Implemenation guide

This is a very important aspect of JFFLS because children like experimenting and discovering what is in their environment.

The field is the learning place. All learning is based in the field. The vegetable field, soya beans garden, or poultry house is where children learn. Working in small sub-groups they collect data in the field, analyse the data make action decisions based on the analysis of the data and present their decisions to the other Children in the field school for discussion, questioning and refinement.

Extension workers as facilitators not teachers The role of the extension worker is very much that of a facilitator rather than a conventional teacher. Once the Children know what it is they have to do, and what it is they can observe in the field, the extension worker takes a back seat role only offering help and guidance when asked to do so. Presentations during group meetings are the work of the Children not the extension worker, with the members of each working group assuming responsibility for presenting their findings in turn to their fellow Children and other dignitaries present. The extension worker may take part in the subsequent discussion sessions but as a contributor, rather than a leader, in arriving at an agreed consensus on what action needs to be taken at that time.

Scientists/Subject Matter Specialists work with rather than lecture Children. The role of scientists and subject matter specialists is to provide backstopping support to members if the JFFLS and in so doing to learn to work in a consultative capacity with Children. Instead of lecturing them, the specialistâ&#x20AC;&#x2122;s role is as a colleague and adviser who can be consulted for advice on solving specific problems and who can serve as a source of new ideas and/or information on locally unknown technologies

The programme is integrated. Crop husbandry, animal husbandry, horticulture and land husbandry are considered together with ecology, economics, child protection, life-skills, hygiene and sanitation, nutrition, sociology and education to form a holistic approach. Problems confronted in the field are the integrating principle.

Learning follows the seasonal cycle. Learning is related to the seasonal cycle of the enterprise/practice being investigated. For annual crops, this could extend from land preparation to harvesting. Fodder production could include the dry season to evaluate the quantity and quality at a time of year when livestock feeds are commonly in short supply. For tree production, and conservation measures, such as hedge grows and grass strips, learning would need to continue over several years for Children to see for themselves the full range of costs and benefits. 12

Junior Farmer Field and Life Skills Implemenation guide

Regular Group Meetings Children meet at agreed regular intervals i.e. 3 times in a week, twice in the middle of the week (2hrs session at end of regular school sessions 3-5 pm) and once at the weekend (3-4 hrs sessions starting from 8.00 am -11 am).

JFFLS Weekly activity line up • JFFLS have three sessions in a week. • Time and meeting days are dictated by local situations  Session one – group dynamics and life skills modules  Session two- Agricultural skill topics  Session three – Full JFFLS day (AESA, special topics – nutrition, child protection, WASH, etc) • Conduct simple experimentation • Conduct AESA • Process and present the data • Group dynamics/Participatory theatre • Special topics (Agriculture and Life Skills) Other consideration is deciding which topics to fit in the 3 days a week when the group meets: • Distance of host team from members locality • House hold cores- gender consideration / roles. • Problem being addressed by the JFFLS and the enterprise. • Daily task / Task ahead. • Weather conditions • Other community activities • School formal programme

Junior Farmer Field and Life Skills Implemenation guide

As the crop learning Field activities are implemented the JFFLS also implement corresponding life skills activities as indicated below: A typical JFFLS Saturday session which will run from 8.00 am- 11.00 am will be as indicated below:

Learner Materials are Learner Generated. Children generate their own learning materials from drawings of what they observe and the field trials. These materials are always consistent with local conditions and less expensive to develop, are controlled by the learners and can thus be discussed by the learners with others. Learners know the meanings of the materials because they have created the materials. Even less literate children can prepare and fuse simple diagrams to illustrate the points they want to make.

Group Dynamics/Team Building. Learning includes life skills building, problem solving, and leadership and discussion methods. Children require these skills. Successful activities at the community level require that Children can apply effective leadership skills and have the ability to communicate their findings to others. 14

Junior Farmer Field and Life Skills Implemenation guide

JFFLS are conducted for the purpose of creating a learning environment in which Children can master and apply specific land management skills. The emphasis is on empowering Children to implement their own decisions in their own fields and lives.

Conditions for a Successful JFFLS • Well trained facilitators • Organized community and dedicated/committed and willing • Clear understanding of the concept and procedure by all stakeholders • Support and goodwill of the authorities at various levels • Availability of appropriate technology • Adequate resources and logical support • Collaboration among stakeholders • Thorough ground working

Junior Farmer Field and Life Skills Implemenation guide

ORGANIZATION AND MANAGEMENT OF JFFLS The followings are the steps to be followed in setting up and running JFFLS: i. Ground working ii. Selection of Facilitators iii. Training of Facilitators iv. Formation of JFFLS groups v. JFFLS Group Action Planning vi. (Arranging for food support where applicable and possible) vii. Implementation of JFFLS activities viii. Field Days ix. Graduation

i. Planning & ground-working The ground-working process is an appraisal process that enables an assessment and the subsequent possibility of starting a JFFLS in a school in a given locality. A number of participatory appraisal tools are handy to carry out the ground-working: 1. Pairwise ranking 2. Transect walk 3. Resource control profile 4. Activity profile 5. Problem tree 6. Problem-solution analysis table 7. Option solution assessment table (Refer to the FFS Facilitator’s Manual for details) 8. Seasonal calendar

Guidelines/steps in ground working a) Brief the local authorities and potential collaborators: • Identify the purpose of the project/programme • Define the target group • Enlist their support to the programme • Provide them with information about the programme • Outline their role in the project/programme

Junior Farmer Field and Life Skills Implemenation guide

• Have dialogue with local leaders, potential collaborators and other stakeholders especially on the design and implementation of the project/programme • Discuss with Children e.g. in a school meeting on how the stand to gain from participating in JFFLS • Identify the site • Request Children to volunteer to be members of the JFFLS • Mobilize and sensitize of stakeholders • Identify focus enterprises • Identify priority problems • Identify solutions to identified problems • Establish Children’ practices • Identify field school participants • Identify field school sites • Minimum management needs • Clear management roles & responsibilities • Stakeholder identification • Community mobilization • Inputs & food support • Costing the JJFLS

ii. Facilitators’ selection Each JFFLS is facilitated by a team of 3 interdisciplinary facilitators. One is responsible for agricultural activities and learning processes, the second handles special topics on life-skills and the third handles protection issues (topics). These three are drawn from 1) among the teachers, 2) extension workers, and 3) a member of the school management committee or any existing community structure responsible for children issues in the community. • Role of the facilitator • Accessibility/Location • Debriefing • Professional & personal background • Good qualities • Good facilitation & communication skills

Junior Farmer Field and Life Skills Implemenation guide

iii. Training of JFFLS Facilitators The JFFLS requires a team of extensionists, schoolteachers and community members to take the children through the learning. This means from each JFFLS site (school), a group of 3 are selected and trained for the 10-day period of the JFFLS ToT. The participants are given an overview of the 10 day training which included the major components of the course outlined as follows: • Field exercises; • Group discussions; • Plenary sessions; • Group dynamics and; • Daily Recaps. The facilitator(s) should take the participants through introduction using the participatory introduction method where the participants are paired to find out more about their colleagues. The method entailed finding out the following: • Name • Where one comes from • Occupation • Place of work • Likes and dislikes • What you know or have heard about FFS/JFFLS • Marital status (optional) In turn, they are asked to pick one person less known to them and to get to know them using pointers such as names, place of work, facilitation experience, knowledge in Farmer Field Schools (FFS), likes, dislikes and any other information each was willing to disclose to the other. Later, participants introduce their partners to the rest. This exercise is intended to ‘break the ice’, develop team spirit, encourage openness, discover talents and create a conducive atmosphere for learning. Participants are asked to respond to the following three questions in an attempt to examine the expectations of each of them:

Junior Farmer Field and Life Skills Implemenation guide

Q1.

What are the expectations of the participants from the training?

Q2.

What are the expectations of participants from the facilitators?

Q3.

What are the expectations of facilitators from participants?

a. Training Objectives • Understand the basic principles of the JFFLS approach. • Acquire knowledge on how to establish and run a JFFLS. • Integrate PM&E in JFFLS learning • Be able to relate JFFLS to solving food insecurity problem • Develop implementation plans for subsequent activities

b. Setting of Learning Norms Participants develop the following learning norms that guide them throughout their stay at the training venue: • Phones on vibration. • Avoid unnecessary disturbances. • Active participation. • Time conscious. • Contribute by a show of hands. • Respect people’s opinions. • Maintain a clean learning environment. • Be flexible. • Team work. • Use relevant/right channels for any concerns. • Interact freely. • Start and end with prayers.

c. Selection of a course leaders Participants select their own course leadership team through which they could channel their complaints/compliments. 1. Course leader 2. Welfare Officers (male and female) 3. Time Keeper 19

Junior Farmer Field and Life Skills Implemenation guide

4. Sergeant at Arms 5. Spiritual leader

d. Selection of Groups (for the Training site) The training is generally run in the FFS format where the group chooses a name and a slogan and the selected course leadership teams act as the group leaders. The participants are divided into mini groups and each group selects a team leader and a secretary. The groups choose names and slogans that inspire them (a slogan is a short statement that inspires the group). The groups are maintained throughout the course period and each play the role of host team interchangeably. The functions of the host team are: • To assist in the facilitation of the days’ activities; • To arrange the training venue; • To keep the training hall and premises clean and; • To prepare for the days recap and present it to the plenary the following day.

e. Set-up of JFFLS learning modules: • Crop/livestock production technologies and life skills • Linkage between crop cycle and human life issues • Field guides on how to effectively deliver crop/livestock production and protection topics using non-formal education methods (NFE) • Agro ecosystem analysis • HIV/AIDS, Nutrition and Gender • Simple experimentation • JFFLS Curriculum development • Social animation • Non-formal education methods with emphasis on what, when and how to use NFE in JFFLS • Group dynamics • Special topics (agriculture and life skills) to be addressed at every stage of training.

Junior Farmer Field and Life Skills Implemenation guide

iv. Selection of JFFLS participants The JFFLS normally comprise of 30 children from the same school between P.5 – P.7 and there can only be a maximum of 2 JFFLS groups in 1 school (for easy support by the team of facilitators how have to work with the groups in turn on a weekly basis). Criteria: • Willingness to participate • Ready to work in a group • Have a common or similar interest. • Must come from same primary school • Live within 2 km of the school • Willing to follow the norms set by the group • Must be willing to share experiences • Open to all sexes • Priority to orphans/vulnerable children • Age 12- 17 years The establishment of a leadership structure within each group as well as by-laws that will become the group’s guiding document should immediately follow the registration of the JFFLS GROUP members.

v. JFFLS Group Action Plan (GAP) Once the structure of the group has taken shape, there is a need for an action plan on which the group will focus and execute their plans. The Group Action Plan (GAP) will contain a list of all the activities that the JFFLS will carry out, who will be responsible for each of the tasks and what resources will be required for the executing of all their plans. The followings will be the key activities to be undertaken by the JFFLS: 1. Group Dynamics 2. Special topics on • Agricultural knowledge and skills • General life skills • Child protection • Health, nutrition, water and sanitation 21

Junior Farmer Field and Life Skills Implemenation guide

3. Agricultural production (cultivation of vegetables, pulses and mushrooms, and rearing of small livestock such as rabbits) 4. Tree planting (afforestation or reforestation) 5. Comparative experiments and trails 6. Participatory technology development (PTDs) 7. Field Days The steps in GAP drawing will be as follows: a) Choosing the activities to be carried out (especially the study enterprise) b) Analysing the problems to be solved. These will include production, life-skills, WASH, health, nutrition and protection problems that need addressing through group action. c) Identification of potential problems to the problems identified d) Developing the learning programme (harmonised curriculum) indicating all the topics to be covered and who will be responsible for each one of them and the resources that will be required. e) Budgeting, which involves the costing of all that will be required to execute the GAP

Junior Farmer Field and Life Skills Implemenation guide

SAMPLE JFFLS ACTION PLAN

Junior Farmer Field and Life Skills Implemenation guide

JFFLS CURRICULUM The JFFLS is based on a curriculum that covers the entire crop/livestock cycle. The learning field, agricultural, life and social animation exercises form the basis of JFFLS Curriculum. These materials are used according to their appropriateness. Learning in the JFFLS is experiential and discovery based. The learning activities are designed to have participants learn by doing. Most of the learning time is spent in the field. Exchange of information and generation of knowledge are facilitated through sharing observations, brainstorming, discussions, Participatory theatre and Group building activities. The JFFLS curriculum is drawn along 5 learning themes namely: 1. Planning 2. Growing healthy 3. Protection 4. Diversity and 5. Future plans The curriculum is drawn up in such a way that agricultural activities are synchronized with corresponding special topics in like-skills, protection, health, WASH and nutrition. This enables the children to easily link and understand the connection between agricultural activities and their corresponding in real life situations. The like-skills topics in this guide are drawn directly from AVSI/SCORE Like-Skills Guide. Therefore the process of conducting the life-skills sessions will be harmonized with what is provided for in the mentioned guide. The child protection topics will be delivered with the Protection tool kit as the reference document. Special agricultural topics will be drawn from the SCORE Agricultural poster packs and other reference documents. Right: A female student shares a lesson with fellow child farmers during one of the JFFS meetings.

Junior Farmer Field and Life Skills Implemenation guide

PROPOSED JFFLS CURRICULUM

Junior Farmer Field and Life Skills Implemenation guide

COMPARATIVE EXPERIMENTATION Participatory Technology Development or Participatory Action Research 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 JFFLS are implemented to empower participants (both young 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 their own situations. Field experiments are also used to demonstrate new production opportunities and to help farmers diversify.

Objectives • Help the child farmer become an expert and design good quality experiments; the principle of ‘learning how to learn’ rather than learning about one technology • Enhance JFFLS participants’ observational and analytical skills and empower them to produce meaningful results • Help farmers acquire the skills needed to learn about new technology options and practices and to decide which solutions are most appropriate. Steps Field comparative experiments in JFFLS should 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 as outlined below:1. Prioritising field problems: Use the JFFLS GAP wherein the major (ranked) production constraints perceived by the participants are discussed. Whatever the farmers perceive to be the 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 make decisions on the options that are best suited to their needs. 2. Discuss the principles of experimentation: To ensure that all JFFLS participants have a good understanding of the basic principles of experimentation and to provide them with the tools they need to design their own experiments. 26

Junior Farmer Field and Life Skills Implemenation guide

3. Experimental plan and design: Experimental plan should incorporate the basic principles of experimentation. While it is relatively easy to design a comparative experiment for crops, the high economic value of cattle does not allow any experiment involving risk or even medium-term loss of productivity. • Animals involved in the experiments should at no time be under any health risk. This precludes the use of control groups if control conditions will put animals at risk. • Always consult with a local veterinarian, researcher or colleague in the design of experiments. A professional should carry out any animal health treatment. • Any benefits accrued from the experiments should be shared between all JFFLS participants. The experimental plan includes the following steps: • Define the objective of the experiment, which should be linked to the previously identified local priority problem. • List the 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 (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, variety and days after planting); and ii) replicate the treatments. The more replications, the surer 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) 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 randomisation is to put cards with all the treatments in a bag or a hat and pick the treatments one by one; this will dictate the order of the set up.

Experimental design: As most of the groups experience production problems mainly in the area of soil fertility, low yield crop varieties and pest/disease control, these should form the basis of the experiments as follows:• The study plot should have 3 sections namely soil fertility improvement methods, pest and disease management methods, and varieties comparison. These 3 should be clearly indicated on sign posts in front of each section. • Each section should be divided into 5 plots 3x5 meters each for 4 treatments and 1 control • The 4 treatments for soil fertility will be Compost manure (CM), liquid manure (LM), farm yard (FY) manure (animal droppings) and inorganic fertilizers (DAP or NPK). Mulch (M) and 27

Junior Farmer Field and Life Skills Implemenation guide

organic pesticides will be applied to the soil fertility plots as constant treatments i.e. in all the 5 plots • The 4 treatments for disease and pest control will be organic pesticide (OR), pull and push (PP) approach (hibiscus+onions in vegetables and pulses gardens and napier+desmodium in cereal gardens), inorganic pesticides (IO) such as ambush, and ash (A). The control plot should be accessible to natural enemies. The constant treatment for all the disease and pest control plots will be mulch and compost or farm yard manure depending on which one is more available to the groups. • The varieties (V) comparison section will have each variety in its own plot. All the plots will have mulch, compost manure and organic pesticides as constant treatments.

Classic demo plot design

Sec 1

Sec 2

Sec 3

Soil fertility experiment

Plot 1 = CM+M+OR

Plot 2 = LM+M+OR

Plot 3 = FY+M+ OR

Plot 4 = IO+M+OR

Plot 5 = C+M+OR

Pest and disease management

Plot 6 = OR+M+ CM or FY

Plot 7 = PP+M+ CM or FY

Plot 8 = IO +M+ CM or FY

Plot 9 = A+M+ CM or FY

Plot 10 = C+M+ CM or FY

Varieties comparison

Plot 11 = V1+M+ CM or FY +OR

Plot 12 = V2+M+ CM or FY +OR

Plot 13 = V3+M+ CM or FY +OR

Plot 14 = V4+M+ CM or FY +OR

Plot 15 = V5+M+ CM or FY +OR

• The each plot should have a trench around it demarcating it from another. • Each mini-group should be assigned a plot in each of the sections and that will be their AESA site for the whole season and the AESA parameters of compulsory importance are in the FSN form 12 • Each section and plot must have a label on laminated A4 paper or sign posts • In areas were the groups are studying only 1 variety, the 3rd section will not apply thus there will be 10 plots only Materials for setting up a demo plot: 1. Nylon string 5mm x 50 meters (1 roll) 2. Seeds (beans K132, white beans, black beans) (5 kgs each) 3. Onions seeds/seedlings 1 tin/50 pieces of seedlings 4. Hibiscus seeds 50 grams

Junior Farmer Field and Life Skills Implemenation guide

5. Red pepper (fresh) 2 kgs 6. Fresh onion bulbs 10 pieces 7. Farm tools (hoes 5 pieces, rake 4 pieces, watering can 2 pieces, spades 2 pieces, wheelburrow 1 piece) 8. Laminated papers or sign posts 20 pieces [Soil fertility improvement, Pest and Disease Management, Variety Comparison, Constant Treatment: Farm yard+Mulch, Constant Treatment: Organic Pesticide+Mulch, Constant Treatment: Mulch+Organic Pesticide+Farm Yard manure, Compost Manure, Farm Yard Manure, Liquid Manure, Ambush, NPK fertilizer, Ash, Inorganic pesticide, Pull and Push (Onions +Hibiscus), Beans Variety: K132, Beans Variety: Yellow Beans, Beans Variety: Black Beans, Line spacing: 30x15 cm, 2 seeds per hole) 9. Compost manure (1 pit of 2x2x1 meters next to the demo) garden 10. Farm yard manure (cow or chicken droppings) (100kgs) 11. NPK fertilizer (10 kgs) 12. Liquid manure (animal waste fermented manure) (20 litres) 13. Mulch grass (15 sacks) 14. Neem leaves (1 basin) 15. Ash (20 kgs) 16. Ambush (1 litre) 17. 1 meter long dry pegs (20 pieces) 18. Hammer (3 pieces) 19. Watering cans (2 Piece) 20. Spray pumps (1 piece)

A typical demo site layout.

Field Officers setting up a demo site at Balawoli Primary School, Kamuli District

Junior Farmer Field and Life Skills Implemenation guide

4. Plan record keeping and evaluation: Evaluating the performances of the 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 the change. 5. 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 participantsâ&#x20AC;&#x2122; 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, they simultaneously build up experimental skills and strengthen their capacity to conduct and monitor their own experiments. If the JFFLS does more than one experiment at a time, it is recommended that each experiment be allocated to sub-groups who will be responsible for the implementation, record keeping and analysis. Each sub-group will inform the other participants about the progress of their experiment during the weekly AESA presentation. 6. Analysis of results: The main objective is to allow JFFLS participants to test new technologies and determine their applicability. The different treatments need to be compared using indicators that the participants have identified themselves. In this phase of the experiment, all the data collected in the record-keeping format should be analysed.

A typical JFFS plot, with signs showing the demo plot as it is implemented

Junior Farmer Field and Life Skills Implemenation guide

CONCEPT OF ECOSYSTEM The ecosystem entails both living and non-living things found in an area and the environment they are in. The ecosystem concept describes the interaction of living and non-living things in their natural environment. Understanding this concept is important in sustaining agriculture. It guides farmers in rational thinking and decision-making and facilitates discovery based learning.

Characteristics of Living Things

Studying the characteristics of the living thing and their various interactions in the ecosystem is important in order: •

To be able to facilitate learning by discovery in the JFFLS and;

• To able to guide farmers to critically analyse and make better decisions on their field problems. • To build awareness of the relationships that exists between so many of the living and nonliving things that are found in our environment; • To appreciate that if one thing in this network of interaction is changed, it can influence all of the components of the ecosystem. • To become more aware of the things and interactions that make up the ecosystem of our fields- the “ Agro-Ecosystem” and; • To start to use our understanding and observations of the Agro-ecosystem as a basis for decision making about crop/livestock management.

The components of the ecosystem • Living things; • Non-living things; • The physical Environment and; • Interaction.

Junior Farmer Field and Life Skills Implemenation guide

AGRO-ECOSYSTEM ANALYSIS

Definition of Agro-Ecosystem Analysis A corner stone of the JFFLS methodology is agro-ecosystems analysis (AESA), which is the establishment by observation of the interaction between a crop/Livestock and other biotic and biotic factors co-existing in the field. This involves regular (usually weekly) observations of the crop. Participants work in sub groups of 4 or 5, and learn how to make and record detailed observations including: • • • • • •

Growth stage of the crop Pest (Farmers Enemies) and beneficial Organisms (Farmers Friends). Weeds and disease levels Weather conditions Soil condition Overall plant health.

The Children then take management decisions based on these observations. An important aspect of JFFLS is helping and encouraging junior Children conduct their own simple experiments on Technology and management Practices.

There are no standard recommendations or packages of technology offered. Junior Farmer groups collectively decide which methods or aspects of crop management should be studied, and undertake action based on their own findings. In this way, junior Farmers become active learners and independent decision-makers through a process of learning by doing. These together with Social animation and special topics, which concerns what is happening in the field and linkage to life issues, form the core of the JFFLS curriculum. It is a tool for observation, data collection, analysis and presentation using charts for a collective (group) decision making for a specific action, implementation and feedback. It is established by observation of the interaction between a crop/livestock and other biotic and non-biotic factors co-existing in the field. This involves regular observations of the crop/livestock.

Junior Farmer Field and Life Skills Implemenation guide

AESA takes place in the field and it is done in small groups of 5-7 persons.

It is a way of assembling what we studying and placing it into a useful process for decision are making based on many factors. Check the Annex for AESA tools

Significance of Agro-Ecosystem Analysis â&#x20AC;˘ It promotes learning by discovery and development of critical analysis. â&#x20AC;˘ It guides farmers towards making better decisions on their own farms.

Junior Farmer Field and Life Skills Implemenation guide

COMMUNICATION SKILLS Communication skills are a critical element in delivering effective learning. Facilitators must be able to use a variety of communication techniques in order to create an environment that enables participants to engage actively in the learning process. Facilitators are facilitators of learning and communicating new ideas is the main point of learning

Goals of Communication • To change behaviour; • To get and give information; • To get action; • To persuade and; • To ensure understanding.

Communication Methods The following methods are used when communicating: • Oral • Verbal • Non-verbal • Written • Sign language • Song • Arts These methods can further be categorised into the following Category: • Spoken word • Visual Aids • Written • Body language It is important to note that 70% of all our communication efforts are distorted, misinterpreted, misunderstood, rejected, disliked or not heard (in the same language, same culture)! This may be

Junior Farmer Field and Life Skills Implemenation guide

as a result of the message being unclear, complex or ambiguous.

Elements of Communication Communication is made up of three elements. These are the: • Sender • Message • Receiver Communication is the process of sending and receiving information (feedback) among people. However, all messages do not reach the receiver due to distortion.

Communication Dynamics

1. Message Source

3. Media

2. Message

5.Direction Message

2nd Receiver of the Message

Final Receiver

Distorted Information

4. Receiver/Ear

Junior Farmer Field and Life Skills Implemenation guide

PARTICIPATORY MONITORING AND EVALUATION

Objectives of Participatory Monitoring and Evaluation (a)

To determine merits and values.

(b)

To pinpoint areas of improvement.

(c)

To promote transparency/accountability.

(d)

To generate knowledge.

Importance of Participatory Monitoring and Evaluation (a)

It’s important for facilitators to regularly assess participants learning. Whether they understand as well as enjoy the learning process.

(b)

It is important to assess how farmers are learning so that the JFFLS sessions can be altered if you find that farmers/children’s need more attention to certain issues. There has been concern among JFFLS programme staff that it may not be possible to measure true impact of the programmes for several reasons. JFFLS are intended to improve future livelihood possibilities for participants in order to improve food security and (in certain areas) and reduce the impact of HIV and AIDS on households, which are long-term goals. JFFLS programmes are often of a short-term nature and they have wide age range of participants, from 12 to 18 in most cases. It would therefore be difficult to assess the livelihood successes of the participants when they reach adult age; it would be unrealistic to assess improvement of food security of households and community at the completion of a JFFLS cycle, given the focus of the JFFLS on the youth and the relatively short duration of the programme, and it would be even more difficult to measure whether participants have successfully stayed healthy and free of HIV in their lives. A more feasible approach to JFFLS evaluation would be to measure changes in medium term outcomes as an indication of programme effectiveness and success. The Nairobi workshop helped to clarify the concerns and was able to reach a consensus that the JFFLS programmes can only realistically carry out outcome evaluations, or identify “elements of impact” that is measurable within the time frame of expected results. It was decided that evaluation of major outcomes of JFFLS programmes would cover the immediate or direct effects of the programme on participants, such as increased knowledge about prevention of HIV and AIDS and other diseases, attitude changes about gender roles, and improved practices and adoption of new agriculture or business skills.

Junior Farmer Field and Life Skills Implemenation guide

BOX 1 JFFLS Monitoring tools for process evaluation JFFLS Monitoring Tool #1. Facilitators’ Monthly Activity Planning Form. This form is filled out together by the facilitators. It will help facilitators plan their JFFLS sessions for the following month (e.g. learning field activities, agricultural topics, life skills topics, cultural activities). It is to be filled out at the beginning of each month and shared with the local and JFFLS Programme Coordinator. The form should also be filled out every time a new module of the JFFLS curriculum is initiated. JFFLS Monitoring Tool #2. Facilitators’ Monthly Monitoring Form. This form is filled out by each facilitator on a monthly basis to provide information (disaggregated by sex of participants) on attendance and on the total number of sessions held. At the end of each month, the reports from each site will be sent to the local & national JFFLS Programme Coordinators. JFFLS Monitoring Tool #3. Facilitators’ Quarterly Monitoring Report. This form is to be filled out by each facilitator at the end of each three-month period. It is used to report on progress being made with the JFLS curriculum activities (ie. planned, on-going, completed, or upcoming). It will assist in keeping track of progress being made with JFFLS curriculum activities. A separate form will be filled out by the facilitators for different topics (agriculture, life skills). JFFLS Monitoring Tool #4. Mid-Term M&E Questionnaire This is a mid-term evaluation tool whose use will help facilitators and coordinators to better understand whether the programme is progressing as planned, if attendance and interest of participants is as hoped, and if expected outputs have been reached. It also gives information on whether the guiding principles of the JFFLS are being put into practice, such as helping participants make the links between crops, animals and human health, providing equal opportunities for boys and girls, and providing access to information and resources to reduce risks and improve lives of the youths. The M&E monitoring tools is to be filled out every six months by the local JFFLS coordinator. This questionnaire is administered with JFFLS facilitators, in each JFFLS school, and allows process monitoring, trouble shouting while the project is on-going and collect qualitative information to feed into the final project evaluation.

JFFLS Startup Guide: FAO Zimbabwe

Junior Farmer Field and Life Skills Implemenation guide

WORKING WITH CHILDREN How children think and learn In order to ensure that the participants of JFFLS benefit as much as possible from their JFFLS experience it is important to know a bit about how children think and learn. This will help in selecting appropriate exercises to be carried out and assist the facilitator in understanding how best to facilitate learning on the various topics.

Development stages JFFLS groups typically include children of the age 12-18 years. These ages falls within what is usually called the concrete and formal operations periods: Concrete operations period (7-10 years): At this age children begin to manipulate data mentally. They take the information at hand and begin to define, compare, and contrast it. They, however, still think concretely. For example if you ask a child younger than 7 years “How does God hear prayer?” he/she will probably answer that “He has big ears”. The concrete child would put a little more thought into it and answer something like this: “God is smart and he made some special earphones just so he could hear me.” The concrete operational child is thus capable of logical thought. This child still learns through their senses, but no longer relies on only them to teach him. He now thinks as well. A good facilitator for this age group would start each lesson at a concrete level and then move toward a generalized level. An example of this would be: The facilitator shows the children how the plant vigour returns to a drying plant when watering it (concrete). Then the facilitator talks about how the plant takes up and use water (less concrete/more general). From there he/she would conclude the necessity of water for the health of plants

A child in this age is also very literal in their thinking. That means that he will take everything that you say, do, and teach at face value. What they actually and literally mean. Black is black and white is white. These children have a difficult time with symbols and figurative language. Formal operations periods (11-17 years): At this age children break through the barrier of literalism and move on to thinking in more abstract terms. They no longer restrict thinking to time and space, i.e. what is happening right now. They now start to reflect, hypothesize, and theorize. They actually think about thinking. In this period, children need to develop cognitive abilities. The following is a list of six simple categories of cognitive abilities: 38

Junior Farmer Field and Life Skills Implemenation guide

• Knowledge of facts and principals. This is the direct recall of facts and principals. Examples: memorization of dates, names, definition, vocabulary words • Comprehension. Understanding of facts and ideas. • Application. Needs to know, rules, principles, and procedures and how to use them • Analysis. Breaking down concepts into parts. • Synthesis. Putting together information or ideas • Evaluation. Judging the value of information. In this age it is thus appropriate to bring in learning on facts and principles such as for example good crop management practices, and then facilitate the children to try out and evaluate various practices by comparison and experimentation that is analyzed and evaluated. Exercises such as the AESA in JFFLS are therefore very useful for children of this age since it includes most of the cognitive categories listed above.

Learning that is student-centered Pedagogy (the study about how children learn) emphasizes five practical steps in teaching methodology1. These are;

Junior Farmer Field and Life Skills Implemenation guide

JFFLS apply what generally is called Student-centred learning. Traditional education is often very teacher-centred where the teacher decided what the students should learn and the students remain quite passive and expected to take in information. However in student-centred education such as the JFFLS the students are given a high level of choice and take a more active role in their own learning. This means that the teacher will not just present information in the form of a lecture but that the teacher should try to involve the participants in hand-on exercises “doing” that stimulate to individual thinking.

Key points for the facilitator for student-centered learning 1. The learner has to take responsibility for her/his learning 2. Active participation is necessary for learning. 3. The relationship between learners should be equal i.e. “team spirit” 4. The teacher should be more of a facilitator and resource persons rather than seen as the “expert”. 5. Mutual respect is needed between the teacher and the learner 6. A focus on process and competence, rather than content. A child rarely learns in isolation. 7. Learning most generally takes place in a setting of children within the same age group 8. Some factors that affect learning are motivation, peer relationships within the group, and communication between the child and the teacher. 9. Other factors are environment, physical setting, emotional atmosphere, and social and cultural norms

Learning for improved action In JFFLS the learning is aimed for improved action, meaning that participants are expected to put in practice in their daily life the knowledge gained.

Through exercises, building on experiential learning process, such as the field practical activities, AESA, group sessions and experiments facilitator helps the group make use of actual real life situations, as opposed to simulated experiences. This learning implies a decision making cycle where participants use concrete

Junior Farmer Field and Life Skills Implemenation guide

The Decision Making Cycle

observations to reflect on experiences and from there conceptualise the learning points on which decisions and actions are defined. The decision making cycle generally include the following stages: • Receive/observe the information • Analyze the information • Experiment with different options • Observe and analyze the results • Make a decision (share/decide)

Learning Principles of JFFLS Based on the above theories about how children learn the JFFLS applies these practices tough a number of key principles listed below: • Group learning: The learning takes place in groups, where participants learn together and support each other’s learning by discussing and helping each other. • Learning by doing: Participants learn better through experience than from passive listening at lectures or demonstrations. Discovery-based learning is an essential part of the JFFLS as it helps participants to develop a feeling of ownership and to gain the confidence that they are able to reproduce the activities and results on their own. • The field is the classroom: All JFFLS activities are organized in the field and participants learn from what they observe, collect and experience in relation to their crops and animals instead of through textbooks. • Linking agriculture with life: The concrete experiences that the learners get through JFFLS in relation to their crops, land or animals is used to draw linkages to their own human life and • Having fun: The learning sessions should be fun and entertaining, too keep the learners alert and in order to maintain a positive work atmosphere and spirit. Energizers are use to relax and to break the ice by laughter, while drama, song, games and dance is used to internalize lessons learned in an entertaining manner. • Team spirit: Group work and cooperation among learners should be encouraged and is facilitated by team building exercises, group work and rotating leadership roles in the subgroups. • Every JFFLS is unique: Since participants are involved in choosing the topics and activities that the group will focus its learning around every group will end up being unique and have their own learning curriculum.

Junior Farmer Field and Life Skills Implemenation guide

NON FORMAL EDUCATION METHODS APPLICABLE IN JFFLS BOX 2: NON FORMAL EDUCATION METHODS Key non-formal Education (NFE) Approaches used in the JFFLS learning include: 1. Sharing 2. Case study 3. Role play (dramatized sessions) 4. Problem solving exercises 5. Panel discussions 6. Group dynamics 7. Small group and large group discussion 8. Brainstorming 9. Simulation game 1. Sharing The method is suitable where the application of information is a matter of opinion. It is suitable when attitudes need to be induced or changed. Learners are most likely to change attitudes after discussion. The method is also suitable as means of obtaining feedback about the way in which learners may apply the knowledge learned. Points to watch: The learners may be led away from the subject matter or fail to discuss it usefully. The whole session may be vague. Learners may become entrenched in their attitude rather than be prepared to change them. 2. Case study Procedure: A history of some event or set of circumstances with relevant details is examined by the learners. Case studies fall into two broad categories. Those in which learners diagnose the case of a particular problem Those in which learners set not to solve a particular problem When method is most suitable: This method is most suitable when participants need to view a problem objectively or free from the pressures of actual events. It provides opportunities for exchange of ideas and consideration 42

Junior Farmer Field and Life Skills Implemenation guide

of possible solutions to problems the learners will face in their work situation. 3. Role play Procedure: Learners enact, in the learning situation, the role they will be called upon to play in their job. Use role-playing mainly for the practice of dealing with face-to-face situation, i.e., where people come together in the work situation. When method is most appropriate: This method is suitable where the subject is one that is a near-to-life practice to the learning situation. The learners can practice and receive expert advice or criticism and opinions from fellow learners in a â&#x20AC;&#x153;protectedâ&#x20AC;? learning situation. This gives confidence and offers guidelines. The learners get the feel of the pressures of the real-life situation. Points to watch: The learners may be led away from the subject matter or fairly to discuss it usefully.. 4. Problem Solving Exercise Procedure: Participants undertake a particular task that should lead to a required result. The facilitator provides rules. It is usually a practice or a test of knowledge put over before the exercise. Before further information or new ideas are introduced the method may help to discover learnersâ&#x20AC;&#x2122; existing knowledge or ideas. Use problem-solving exercises with individuals or with groups. When method is most appropriate Use this method when participants need to practice following a particular pattern or formula to reach a required objective. The learners are on their own thereby ensuring a highly active form of learning. Use problem-solving exercises to find out the extent of assimilation of participants. There is a big room for experimenting and trying out things using this method for the imaginative facilitator. Points to watch: The exercise must be realistic and the expected result reasonably attainable by all participants or they will lose confidence. 43

Junior Farmer Field and Life Skills Implemenation guide

5. Panel Discussion (as a method for presenting case studies) Procedure: Divide participants into small groups of five members each. Write questions on the board to be answer by groups. A facilitator will serve as moderator, timekeeper and at the same time set the rule and regulations for the activity. Ask the groups to draw lots as to which one will be the first discussant and the first to act as panel of interrogators, and so on. Assign questions for each group to answer. After a group has presented its answers to their assigned questions, the panel of interrogators can ask questions related to the discussions/answers made. This questions and answer activity will go on until all groups have been able to present their part. While the activity is going on a panel of facilitators may rate the participants as to: Answers and questions raised Group and individual performance/participation When activity is most appropriate: This exercise is appropriate for assessing learning and participants’ performance in facilitators’ learning. It is also effective in farmers’ learning with 20-25 participants where group members share their learning/experiences through question and answer. The activity help develop capability to communicate ideas and knowledge with other participants.

6. Group dynamics Procedure: Put participants in situations where: The behaviour of each participant is subject to examination and comment by the other learners. The behaviour of the group or groups as a whole are examined. When method is most suitable: This method is a suitable way for participants to learn the effects of their behaviour on other people and other people’s behaviour on them. It increases participants’ knowledge of how and why people at work behave as they do. It increases skills in working with other people and in getting work done through other people. This method is valuable in learning the skills of communication. Points to watch: Problems may arise if what the participant learns about himself is distasteful to him. They may “Opt-out” if they feel turned off by the searching examination of motives. It is important that

Junior Farmer Field and Life Skills Implemenation guide

problems arising within the group are resolved before the group breaks up. 7. Small group and big group discussion Procedure: Divide participants into small groups, giving each group a particular task to accomplish and discuss. Give every member of the small group the chance to share his ideas about the assigned task. Leaders that each of the groups choose lead the discussions. After a certain given time, as all groups to convene and process their discussion with the bigger group. When method is most suitable: This method is suitable when eliciting participation and sharing of experiences as well as ideas from individual in-groups. It is easier for an individual to share his ideas with a small group than in a big group. This is true all the more when participants are not comfortable with the big group yet as in instances when the learning program has just started. Sometimes, participants may feel intimated or threatened when asked to share their ideas with a big group. Thus, it becomes helpful to structure learningâ&#x20AC;&#x2122;s in such a way that small group discussions precede large group work/discussions. The ideal size for small group discussions is at least five and not more than ten members. Big group discussion should not exceed thirty members. Points to watch: Some members of the group may impose on others, i.e., insist on their ideas. There is also a danger that some participants may use up much time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviours and be able to handle the group so that each member is given a chance to be heard. Accept all opinions to show respect for individual members. It might be helpful if the facilitator will remember that there are different kinds of people, i.e., need to be encouraged to speak up or some; need recognition. It is his role to clarify inputs and tasks to avoid problems that may arise as a result of differences in personalities. Facilitators must maintain good judgement and not be swayed by opinions of any one of the group members. 8. Brainstorming Procedure: Either in small groups or as a big group, give participants an issue or problem to be discussed about and deliberated on exhaustively. Accept all ideas during the discussion. After a thorough deliberation on the issue or problem, the entire group comes up with a consensus as a final output. When Method is most suitable: The method is suitable when tackling issues and problems that need or call for group decisionmaking. It is particularly helpful when participants are expected to actively join in the deliberation and share their ideas, experiences as well as knowledge about the issue on hand. A group of not less than five and not more than ten members should give the best results.

Junior Farmer Field and Life Skills Implemenation guide

Points to watch: If the issue or problem is not clear to the group/s it is possible that participants will not be able to come up with what is expected of them. Discussions may move away from the topic. As in the small and big group discussion methods, some members of the group may impose on others, i.e. insist o their ideas. There is also a danger that some participants may use up much time in presenting their opinions. These situations may lead to others not having the chance to speak. The facilitator should always be sensitive to these behaviours and be able to handle the group so that each member is given a chance to be heard and a consensus reached. However, it is important that all opinions be accepted to demonstrate respect for individual group members. 9. Simulation game Procedure: A simulation is an abstraction or simplification of some real life situation or process. In simulation, participants usually play a role that involves them in interactions with other people and/or with elements of the simulated environment. A business management simulation for example, might put the participants into the role of production manager of a corporation. Provided with statistics about business condition, she negotiates a new labour contract with the union bargaining team. A simulation game combines the attributes of a simulation (role-playing, a model or reality) with the attributes of a game (striving towards goal specific rules). Like a simulation, it may be relatively high or low in modelling or reality. Like an ordinary game, it may or may not entail competition. When method is most suitable: This method is a suitable way for participants to learn the effects of their behaviour on other people and other peopleâ&#x20AC;&#x2122;s behaviour on them. It increases participantsâ&#x20AC;&#x2122; knowledge of how and why people at work behave as they do. It increases skills in working with other people and in getting work done through other people. This method is valuable in learning the skills or negotiation. Points to watch: Simulation can vary greatly in the extent to which they can fully reflect the realities of the situation they are intended to model. A simulation that incorporates too many details of a complex situation becomes complicated and time consuming for the intended audience. On the other hand, if the model is over-simplified it may fail completely to communicate its intended point. A well-designed simulation provides a faithful model of those elements that are most salient to the immediate objective. It informs the facilitator and participants about elements that have been simplified, abbreviated, and eliminated completely.

Junior Farmer Field and Life Skills Implemenation guide

PRINCIPLES OF VEGETABLE PRODUCTION

INTRODUCTION Horticulture is the production of fruits and vegetables, it is a key activity that the children in JFFLS are engaged in, as it is not very labour intensive and the maturation period is shorter than for the other crops. What to produce, when to produce, where to produce, how to produce and for whom It is important that children are introduced to farming both as a means to have avail food for consumption and as a way of earning money – income generation. Other specific factors to consider include the ability to produce the crop or fruit, acceptability within the community, the economic value, suitability of the soil and climate. When doing farming as a business, it is very important that one takes into consideration, ‘when to plant’ This is because, if good gross margins are to be realized, the crops have to be planted at such a time that its maturity period is synchronized with the time when the market prices of the commodity are at their best. To achieve this, the grower must know • How long the crop takes to mature • When the market prices of the commodity are the highest • The price per unit produce For the farmer to achieve the above, he/she requires to make use of a planting calendar. For a crop to produce good yield it must be grown in a place where it is suited best. It is important to have the history of the place/sit where the farmer wants to plant his/her crop. A recording system must be established fro each orchard in order to provide a permanent record of the crops and the agronomic activities undertaken in those areas. In case of a new site, risk management must be done, indicating the prior use of the land and all potential impacts of the production on adjacent crops and other areas. The risk assessment analysis should be used to justify whether the site in question is suitable for agricultural production. Strategy should put in place to minimize all identified risks in the new site. It is important to note that different crops require different ecological conditions for optimum output.

Junior Farmer Field and Life Skills Implemenation guide

Soil Therefore it is necessary to understand in details the requirements of the crops you intend to plant. It follows that some soils have to be sampled and tested to establish levels of PH, organic matters contents, water holding capacity [drainage], soil types â&#x20AC;&#x201C;clays, sandy or loam.

Rainfall Should know the amount of rainfall the place receives and whether it is enough for the intended crop. If not, is there irrigation water for supplementation.

Temperature The crop should be grown where the temperatures are suitable.

Altitude of agri-ecological zones Should be suitable for the crops grown, otherwise the yield will fall below the expectations.

HOW TO GROW It has been proven that land preparation method used and the level of soil conservation has a bearing to the; - Yield achieved and - The number of pests, which attack the crops. Therefore it is important to prepare the fields into good soil depth either mechanically or using fork jembes depending on the terrain of the field. The soil compaction should be voided as this minimizes the air spaces in the soil, hence less air for the plant roots. Soil conservation structures should be constructed so as to prevent soil erosion. In the same way farmers should adopt cultivation techniques that minimize soil erosion.

For effective production;The farmers should have the technical know-how on how to combine the factors of production, which will achieve the highest gross value at the lowest cost of production. The farmers should be financially able to purchase farm inputs i.e. Certified seeds, high quality and resistant/tolerant to pest in order to get high yields and use less crop protective products hence high quality produce. For farmers to do so, there is need for some initial capital.

Junior Farmer Field and Life Skills Implemenation guide

The modern consumers are becoming more particular on the quality and safety of the food products they purchase. It is therefore important for the farmer to be familiar with the produce requirements of the customer s before he embarks on production of any crop. On deciding; what to grow, where, when, and for whom, the agronomic practices below should be followed for efficient and effective horticultural crops production.

Land preparation In order to get high horticultural crop yields, the soil must be deep and pliable - To achieve this appropriate land preparation tools should be used depending on the area terrain. Occasionally, a sub-soiler should be used to break the pan. This creates a good environment for the roots to penetrate the soil easily and occupy a large area. This enables the plant to be well anchored and use nutrients in a large area. Secondly, by the soil being pliable a lot of our spaces are created and this provides a lot of air for the roots. Land preparation techniques and conditions which might bring about soil compaction must be avoided, e.g. land preparation when the soils are very wet. Remember soil compaction limits the air in the soil and also reduces the ability of the roots to penetrate further.

Propagation The seeds used in horticulture production must be certified of good quality and being resistant to pest and diseases. To be assured of the above, the seed must be purchases from accredited seed dealer. In horticultural production there are two methods used. â&#x20AC;˘ Direct seeding in the farm â&#x20AC;˘ Nursery establishment-whereby the seeds are first planted in a nursery and then transferred later.

Direct seeding After land has been prepared into a good fine tilth, holes or furrows are prepared according to the spacing, manure and or fertilizer added, mixed with soil and then the seeds are planted. After the seeds have germinated, they are thinned and to about two seedlings per hole.

Nursery establishment Seeds are acquire and planted either on seedbed or containers [e.g. wooden structures, plastic trays] whichever the container used, the propagation media is prepared and put in the container. 49

Junior Farmer Field and Life Skills Implemenation guide

The soil is deeply dug, soil clots broken, well-decomposed manure and fertilizer added, then the soil mixture prepared to a fine tilth especially for small seeds. The width of the nursery bed is one meter by the convenient length. For good drainage especially in heavy soils, the bed should be raised while in light soils the beds should be sunken in order to retain water. The nursery beds are normally watered before seed sowing. The propagation media should be pest and disease free, in other words, it should be sterilized. Since sterilization methods are expensive, a small scale can sterilize his farm locally, by watering the nursery bed until it is properly soaked. Dry trash, e.g. grass is heaped on the nursery bed and lit. As the trash burn, the water is heated, kills some microorganisms and pushes rest down into depth of the soils. In most cases, the micro-organisms so pushed down will not make their way to the soil surface before the seedlings are ready for transplanting, hence after the burning of the trash, the soil should not be disturbed, other than making the seed furrows. The depth of sowing the seeds depends on the size of the seed and soil texture. After the planting of the seeds in the nursery, it is then mulched with dry grass and watered regularly morning and evening until the seeds germinate. Depending on the crop, seeds take between 3-7 days to germinate, after which the mulch is removed. Over watering of the nursery may cause damping off of seeds while too little water affects their growth and irregular watering results in irregular seedling growth. Sometimes a raised shed and protection from wind are necessary. Watering continues but once a day. Disease and pest scouting, protection and weed control should start immediately the seeds germinate. Hardening of the seedling should start almost two weeks to transplanting. This is done, by exposing the seedling to sunshine by removal of the shed and by creating water stress by reducing the rate of watering drastically. Hardening is done in order to prepare the seedling to withstand the transplanting shock. Seedling thickly sown should be thinned and those seedlings so thinned, should be planted in another seedbed. The site of the nursery should be near a reliable source of water and the water should be clinically clean. It is very necessary to start with a good seed of the required variety, suitable and adaptable to the climatic conditions. The time for sowing must be taken into consideration so as to synchronize the production cycle with utilization /marketing requirement for maximum benefits.

Transplanting Two weeks to the seedlings transplanting, the field should be prepared, deeply ploughed and

Junior Farmer Field and Life Skills Implemenation guide

harrowed two to three times. After the soils are evenly levelled /fine tilth, either furrows or planting holes [pits] are dug depending on the specific plant spacing. Fully decomposed manure and the specific basal fertilizers are worked into the soil. Before transplanting, the nurseries are thoroughly watered so that when the seedlings are uprooted, they have balls of soils around their roots- this enables the seedlings to move with some of their micro â&#x20AC;&#x201C;climate â&#x20AC;&#x201C;hence the rate of taking is improved. Transplants are selected depending on their vigour and absence of pests and diseases The roots should be carefully trimmed back if long, to avoid being folded during transplanting, while the leaves should be reduced in order to reduce the transpiration surface area The planting hole /furrow is properly watered before planting and the soil firmed around the seedling.

Organic manure Compost or organic manure helps in the improvement of soil fertility by increasing organic matter content, improve nutrient and water retention and also reduce soil erosion The use of raw untreated human sewage is prohibited. Before manure is used, it must be analyzed to establish the level of nutrients, heavy metals and other potential pollutants. In order to reduce the risk of environment contamination, organic matter should be covered in an appropriate manner In open field cultivation, manure application should be based on nutrient management plans. It is advisable to maximize the time between application of manure to production areas and harvest.

Junior Farmer Field and Life Skills Implemenation guide

IRRIGATION 1. Predicting irrigation requirements In order to avoid incorrect usage of water [either excessive or insufficient], which can result in detrimental effects on product quality/quantity, it is advisable to use methods that systematically predict the crops water requirement. For instance, where possible irrigation should be adjusted depending on rainfall, plant water use and evaporation rate. In order to aid irrigation planning growers are advised to regularly access metrological forecasts.

2. Irrigation methods In order to ensure the best utilization of water resources, the most efficient and commercially practical water delivered system should be used. Due to the very excessive wastage of water and nutrient leaching, flood irrigation system is discouraged. Water management plan that optimize water usage and reduce wastage should be considered [e.g. irrigation at night, root catchments systems that provide for irrigation water re-use etc.] All growers should maintain records on irrigation water usage.

3. Quality of irrigation water Whenever water comes into contact with fresh produce, its quality may directly determine the potential for persistent pathogen contamination therefore;Untreated sewerage water must not be used for irrigation Potential sources of contamination that affect the water should be identified, in order to protect the watersâ&#x20AC;&#x2122; quality. The design and maintenance of wells should be done in such manner that prevents surface runoff or soil infiltration from contaminating the water supply. Annual risk assessment for irrigation /water source should be done once a year for microbial, mineral pollutants and chemical by a suitable laboratory. Water used for all foliar application should be from pathogen- free sources.

4. Supply of irrigation water In order to protect the environment, water should be obstructed from sustainable source. Advice on obstruction should be sought from water authorities.

Junior Farmer Field and Life Skills Implemenation guide

At the end of the learning cycle, performance of the crops in the demo plots are conducted participatorily. A JFFLS group in Bwongyera sub-county Ntungamo District.

Junior Farmer Field and Life Skills Implemenation guide

CROP PROTECTION 1. Basic elements of crop protection The main idea here is to protect crops against diseases, pests and weeds using the appropriate minimum pesticide input. Recognize IPM [integrated pest management] techniques should be applied by the growers as a preventative measure against crop attack by pests and diseases. Normally non-chemical pest treatments are preferred over chemical treatments. Farmers are advised to understand IPM and adopt its systems to control and preserve their productivity while minimizing the potential impact of control on the environment.

2. Choice of chemicals In the FFS/JFFLS the use of inorganic chemicals is outright discouraged because of environmental and human safety concerns. The crop protection product used must be specific to the pest, disease or weed. The products should have the ability to break very fast so that it does not have adverse effect on the environment. In order to avoid pest and disease resistance to chemicals, reliance on one particular chemical should be avoided Growers must only use the chemicals that are officially registered in the country and those chemicals that are banned in the European Union must not be used on destined for sale in the European Union Market. The growers should keep a list of all the chemicals that are approved and are currently in use on certain crops. Instruction on the pesticide label should be interpreted well as pertains the dosage and preharvest interval. Depending on the magnitude and the degree of attack the grower should determine whether to spot spray or complete spray.

3. Records of application All pesticides application must always indicate; crop name date of application, location, and name of the pesticide. It should also include the reason for application, quantity of pesticide used, machinery used for application and the pre-harvest interval.

Junior Farmer Field and Life Skills Implemenation guide

GRADUATION This is the day when the JFFLS marks the end of their learning and celebrate their achievements. Certificates and gifts are awarded to all those who successfully participated in the learning and attained the set pass mark and those who excelled in various fields respectively. The graduation is a daylong activity for which dignitaries, which include sub-county, district and other stakeholders, are invited to attend/preside over.

Key elements: • Successful completion of the learning programme and 75% attendance by 70% of the group members • 70% and above score in the post learning test • Results from the study plot showing validated approaches/practices Points worth considering: • Not all members of the Ugandan public and or government departments are aware of JFFLS hence are likely to be sceptical about it due to lack of adequate information. There is therefore need to sensitize all possible stakeholders about the JFFLS concepts and its contribution to agricultural development and its possible impact in addressing food insecurity in Uganda. • It is important to note that JFFLS relates to observation, discussion, experimentation and analysis, hence should be strengthened during the sessions. • It is important that a qualified Master Trainer MUST do follow up activities for JFFLS mentoring three months after the establishment of JFFLS. • The group number of 25-30 is not fixed and the school period has a time span that usually lasts an entire crop season. • JFFLS is not a technology transfer but an empowering approach; the concept of learning by doing should be emphasized at all times. • Illiteracy should not be a problem while implementing FFS and JFFLS, adult learning techniques can be used to address this problem. • The linkages with research institutions, extension agents and universities should be strengthened. •

Adequate time should be allocated to the preliminary activities of the JFFLS sessions especially ground-working and on farm comparative experimentation.

• Guardian Committees must be carefully constituted to assist in running of the JFFLS. • Facilitators must always meet monthly with the JFFLS Co-ordinator for sharing of experiences • Some token of appreciation should be organized to motivate the team of facilitators per 55

Junior Farmer Field and Life Skills Implemenation guide

JFFLS formed â&#x20AC;˘ Necessary tools, materials, equipment, seeds and other support requirements should be source early enough and offloaded to the JFFLS to facilitate implementation.

GRADUATION EVENTS IN PICTURES

Itojo Central P/S JFFLS graduation and Pupils of Rwakora P/S performing a drama dance during the graduation ceremony under implementing partner APROCEL

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 1: M&E TOOLS - FACILITATORS’ MONTHLY ACTIVITY PLANNING FORM

Please submit this form to your local JFFLS Programme Coordinator every time you are about to start a new module of the JFFLS curriculum. This tool would enable you to receive advice from the JFFLS Programme Coordinator, especially if you have questions while you are planning the JFFLS session for the following month (e.g. learning ﬁeld activities, agricultural topics, life skills topics, cultural activities). When you receive the feedback, you may wish to share it with all the other colleagues working at the same JFFLS site. Note for Programme Coordinators: Please keep track of the diﬀerent requests submitted, and make sure that your feedback is understood (this will be possible through periodic monitoring visits to the JFFLS sites – JFFLS Monitoring Tool # 4).

JFFLS name: |______________|

JFFLS code: |____________|

JFFLS name: |______________|

JFFLS code: |____________|

Junior Farmer Field and Life Skills Implemenation guide

FACILITATOR 2 Activities to be presented and discussed with the JFFLS participants during the following month (please specify the date of the session when you are expected to present the listed activities) How do these activities link with those presented and discussed by the other facilitator(s)?

Do you have any questions on how to approach certain activities? Please list them

FACILITATOR 3 (where applicable) Activities to be presented and discussed with the JFFLS participants during the following month (please specify the date of the session when you are expected to present the listed activities) How do these activities link with those presented and discussed by the other facilitator(s)? Do you have any questions on how to approach certain activities? Please list them

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 2: JFFLS MONTHLY MONITORING FORM Note for JFFLS Committee Chairs at each JFFLS site: Please fill out this form and send it to the local JFFLS Programme Coordinator at the end of every month A. General Information JFFLS name:

JFFLS code:

|________|

Month and Year: …./…….

Total number of JFFLS participants: |________| Girls in School

Girls out of School

Boys in School

Boys out of School

Total number of Girls: |_____|

Total number of Boys: |_____|

B. Facilitators’ attendance for each JFFLS session Session dates

Total

Facilitators Facilitator’s name Facilitator’s name Facilitator’s name C. Participants’ attendance (girls and boys) for each JFFLS session (To fill out the table, please use an attendance book at all sessions to record individual attendance Session dates Participants No. of girls In School No. Girls Out of school No. boys In School No. Boys Out of school Total

Junior Farmer Field and Life Skills Implemenation guide

Average

D. COMMENTS ON JFFLS FOR THE CURRENT MONTH Please answer each of the following questions by circling the most appropriate value (from 1 to 5). Each value has a different meaning as follows: 1=Very poor;

2= Poor;

3=Average;

4= Good;

5= Very good

QUESTIONS PERCEPTION LEVEL 1. Participants’ attendance (girls and boys) 1.a. How is boys’ attendance at JFFLS sessions? 1 2 3 4 1.b. How is girls’ attendance at JFFLS sessions? 1 2 3 4 2. Participants’ food security 2.a How is JFFLS food support? 1 2 3 4 2.b What was the impact of food support on girls’ and boys’ 1 2 3 4 participation in the JFFLS sessions? 3. JFFLS administration and community support 3.a In case you need advice on JFFLS management, how do you judge 1 2 3 4 your contacts with the JFFLS coordinator? 3.b. How is the delivery of funds/tools from the JFFLS programme? 1 2 3 4 3.c How is community support? 1 2 3 4 3.d How is hosting school support? 1 2 3 4 4. JFFLS facilitation materials 4.a How do facilitators find the JFFLS facilitation materials? 1 2 3 4 5. Additional questions 1=No need for food support If participants did not receive food support, |__| 2=Food support was interrupted why was that? 3= I do not know 4= Other ……………………….. 1=Attendance decreased When participants did not receive food, what |__| 2=Community support decreased happened? 3=No change 4=Other ………………………… 1=Girls look after sick people at home If participation among girls and boys is not the |__| 2=Parents fear for girls’ safety at JFFLS same, why is that? 3= I do not know 4=Other……………………………… 1= How could the link between the JFFLS and the |__| 2= school be stronger? 3=Other………………………………… How could the link between the JFFLS and the community be stronger? |___| How could the link between the JFFLS facilitators and the local JFFLS Programme |___| Coordinator be strengthened?

JFFLS Committee Chair (Please sign and write name in capital letters) ___________

Junior Farmer Field and Life Skills Implemenation guide

5 5 5 5

5 5 5 5 5

APPENDIX 3: JFFLS MONTHLY MONITORING REPORTS BY EACH JFFLS FACILITATOR 1. Agricultural Officer’s Observations -- Learning Field Activities Planned activities

Completed Activities

If you could not complete all the activities as planned, please explain why



ADDITIONAL REMARKS: Please answer each of the following questions by circling the most appropriate value (from 1 to 5). Each value will have a different meaning as follows: 1=Very poor; 2= Poor; 3=Average; Field Conditions during the last month Weather

4= Good;

5= Very good 1

Animal/Crop conditions

Corral conditions

Granary conditions

Experimental plots

Participation level Girls’ participation

Boys’ participation

Community Support

Extension officer’s Signature: ………………………………………………................…………………………………… (Please sign and write name in capital letters)

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 4: AGRICULTURAL FACILITATOR’S OBSERVATIONS -AGRICULTURAL TOPICS Planned activities

Completed Activities

If you could not complete all the activities as planned, please explain why



ADDITIONAL QUESTIONS: What topics motivated girls the most?

What topics motivated girls the least?

Was AESA conducted on a regular basis? If so, Did you facilitate topics which were not included in how many? the JFFLS curriculum If so, which one(s)?

Do you need to go over some special topics again next month?

What would you need to facilitate this topic better?

What teaching materials did you use to facilitate the sessions during the last month?

Did you encounter any specific challenge in adopting the JFFLS teaching materials?

Did you coordinate with other facilitators in preparing your sessions?

Other observations/recommendations

Agricultural Facilitator’s Signature:……………………………………………………………………………………… (Please sign and write name in capital letters)

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 5: LIFE-SKILLS FACILITATOR’S OBSERVATIONS -LIFE-SKILLS TOPICS Planned activities

Completed Activities

If you could not complete all the activities as planned, please explain why



ADDITIONAL QUESTIONS: What topics motivated girls the most?

What topics motivated girls the least?

What topics motivated boys the most?

What topics motivated boys the least?

Did each participant youth give at least one artistic performance (song, poem, etc.)?

What could you do to motivate your learners more?

Did you facilitate topics which were not included in the JFFLS curriculum If so, which one(s)?

Do you need to go over some special topics again next month?

What would you need to facilitate this topic better?

What teaching materials did you use to facilitate the sessions during the last month?

Did you encounter any specific challenge in adopting the JFFLS teaching materials?

Did you coordinate with the other facilitators in preparing your session?

Other observations/recommendations:

Life skills Facilitator’s Signature:……………………………………………………………………………………………. (Please sign and write name in capital letters)

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 6: JUNIOR FARMER FIELD & LIFE SKILLS SCHOOLS LEARNING ASSESSMENT Pre ( )

Post (

)

ASK ALL QUESTIONS Name of child: ……………………………………………………… Age: ……….. Sex: ……………... Class ……………… School name: …………………………… Sub County: ………………………… District: ………………………………… No. 1

Junior Farmer Field and Life Skills School (JFFLS) is?

2 3

How does HIV spread? Which of the followings is not a good hygiene practice? Which of the following statements best describes a child with balanced emotions/character? How would you solve conﬂicts with friends, neighbors or family members? Of the following child characteristics, which category best represents a child with a goal in life?

Question A A formal school where children are enrolled to undergo training

Sex Washing hands after visiting the toilet/latrine That child is usually nervous

Answer options B A group of children 12-17 years who under the guidance of a team of facilitators meet regularly to learn skills to improve their lives and survival options

Air Bathing once a week

Food Covering all edible foodstuﬀ

That child is usually happy

That child is usually sad

I use a peaceful way to reduce the conﬂict with them

I sometimes do so peacefully and other times violently Hardworking, Dresses well, focused on achieving always seeking something of great attention and importance to wants to show his/her desires that he knows everything Inorganic fertilizers such Fixes nitrogen and Ensures that the as DAP and NKP does promotes the soil remains viable the followings? survival of all soil and fertile for microbes eternity Why is it not advisable to use not fully decomposed farm yard manure?

Decomposition process consumes oxygen and produces harmful gases to the plant roots

C Training centre where young farmers learn modern methods of farming using inorganic materials

It might be too smelly and bring ﬂies to the garden

Junior Farmer Field and Life Skills Implemenation guide

I forget all about nonviolent conﬂict resolution and use violent means. Stays alone, does not want to be disturbed because he is too focused on his future. Exhaust the soil over time and interfere with the existence of useful organisms in the soil

It is very expensive

Which of the Stalking following practices is associated with the nursery beds?

Hardening oﬀ

Pruning

What are some of the examples of the rights of a child

Freedom to choose boyfriend/ girl-friend, unregulated leisure.

Trendy clothes in latest fashion, T.Vs, personal computers.

Education, healthcare, shelter, parental love, protection from abuse, neglect and exploitation

What does the right to participation mean for children? Having a children’s parliament.

Taking part in matters aﬀection a child, being listened to and a child’s view being taken into consideration.

A child being allowed to do whatever one wishes without restriction or hindrance.

Tell a friend but ask him not to tell anybody.

One should keep quite because he can be harmed by the abusers or they may not believe him.

Where can one report a case of child abuse either by him/herself or when it occurs to a friend.

Depending on the gravity of the abuse, one can report to the parent, Head teacher/ teacher, L.Cs, police or a trusted friend.

What is a Natural Enemy?

Disasters like ﬂoods

Insects that feed on pest

Any dangerous person

Which of the followings is an environmentally friendly practice? What is good feeding?

Tree cutting

Charcoal burning

Tree planting

Eating many food varieties in correct quantities

Eating meat only everyday

Drinking a lot of alcohol

Total score %

Junior Farmer Field and Life Skills Implemenation guide

Grading after learning cycle: Pass mark 70% Marks % 70 and above 54-69 53 and below

Categorization Has learned the skills required to be a certiﬁed young farmer Should be graduated but attached for support by another highly passed young farmer Should redo the learning

Marked by: Name: .................................................... Signature: .......................................................

APPENDIX 7: JFFS AGRO-ECOSYSTEM ANALYSIS (AESA) DATA COLLECTION SHEET Group name: Date: Species of crop: Date of planting: Spacing:

Mini-group name: Time of observation: Variety: Days after planting: Manure used:

AESA Parameters (vary from one growth stage to another) a) Pests’ number

AESA No: Weather condition: Crop growth stage: Pest control used: Stations 5 6

10 Total

b) Natural enemies’ number

Total

c) Crop development Height of plants Number of leaves Number of diseased leaves Number of pods Number of diseased-looking plants Number of stunted plants Number of diseased fruits/tubers Number of plants with physical damages d) general observations: (observe and record what you see on physical condition of plants, soil texture and moisture, weed status, disease symptoms, organisms in the garden,

Average

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 8: JFFS AGRO-ECOSYSTEM ANALYSIS (AESA) PRESENTATION SHEET Planned activities

Completed Activities

If you could not complete all the activities as planned, please explain why



ADDITIONAL QUESTIONS: What topics motivated girls the most?

What topics motivated girls the least?

What topics motivated boys the most?

What topics motivated boys the least?

Did each participant youth give at least one artistic performance (song, poem, etc.)?

What could you do to motivate your learners more?

Did you facilitate topics which were not included in the JFFLS curriculum If so, which one(s)?

Do you need to go over some special topics again next month?

What would you need to facilitate this topic better?

What teaching materials did you use to facilitate the sessions during the last month?

Did you encounter any specific challenge in adopting the JFFLS teaching materials?

Did you coordinate with the other facilitators in preparing your session?

Other observations/recommendations:

Junior Farmer Field and Life Skills Implemenation guide

APPENDIX 9: JUNIOR FARMER FIELD & LIFESKILLS SCHOOLS REGISTRATION FORM Name of supporting agency…………………………………………………......................................................... Name of School: ………………………………………….................................................................................. Name of JFFLS group: ………………………………………………………Date of Registration: ……………....…….. Sub-county: ………………………………….. District: ………………………………………………………………… No. Name of member

Household code

Sex

Age

Village

Sign

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Facilitators: 1. Name: …………………………........... Section to handle: …………….......Signature: ......…….................... 2. Name: …………………………........... Section to handle: …………….......Signature: ......…….................... 3. Name: …………………………........... Section to handle: …………….......Signature: ......…….................... 68

Junior Farmer Field and Life Skills Implemenation guide

No.

Name of child

Age/class

Test

Q10

Q11

Q12

Q13

Name of JFFLS group: ………………………………………………………………………… period of learning: ……………………………………… Q14

Q15

TOT

Name of supporting agency: …………………………………………………………. Name of assessor: ………………………………………sign: ……………………….

APPENDIX 10: JFFLS MEMBERS LEARNING SCORE SHEET

Junior Farmer Field and Life Skills Implemenation guide

A 19

A 18

A 17

A 16

A 15

A 14

A 13

A 12

A 11

A 10

A 9

Junior Farmer Field and Life Skills Implemenation guide

Date of assessment: Pre: ……………………………….., Post: …………………………………….Note: A = Pre-learning score, B = post learning score

School name: ……………………………………………………………………………….. Sub-county: ………………………………….. District: ………………………………

Average scores

Junior Farmer Field and Life Skills Implemenation guide

Costs

Yield performance

Growth performance

Plant/animal Health

Parameters

Score =

T1 =

Score =

T2 =

Score =

T3 =

Treatments

Score =

T4 =

Score =

T5 =

Score =

Control

Problem to address or technique gap: ………………………………………………………………………………………………………………………………………………….

Topic of Experiment: ……………………………………… Period (months/year) ……………… to ………………

Name of Facilitator: …………………………………………………………….. Enterprise studied: ……………………………………………………………………………

Name of school: …………………………………………………………..Sub-county: ………………………………….. District: ………………………………………

Name of supporting agency: ………………………………………… Name of JFFLS: ………………………………………………………………….

APPENDIX 11: JFFLS GROUP EXPERIMENTS’ RESULTS FORM

Junior Farmer Field and Life Skills Implemenation guide

Score =

Note: write your comments/findings in the spaces provided and administer a score of 1(poor) – 5 (excellent) for each parameter for each treatment Most appropriate treatment validated and recommended for adoption/promotion: …………………………………………………………………………..

treatment

Total SCORE for each

Benefit to all

Sustainability

Time

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