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INTEGRATED PEST MANAGEMENT

INTEGRATED PEST MANAGEMENT. HELPING COMMUNITIES BECOME RESEARCHERS AND PROBLEM SOLVERS. IPM?. Origins and Background of IPM in Asian Context Linking NFE to IPM: The Farmer Field School Community IPM and Hoped for Sustainability. IPM Training for Women and Girls.

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INTEGRATED PEST MANAGEMENT

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  1. INTEGRATED PEST MANAGEMENT HELPING COMMUNITIES BECOME RESEARCHERS AND PROBLEM SOLVERS

  2. IPM? • Origins and Background of IPM in Asian Context • Linking NFE to IPM: The Farmer Field School • Community IPM and Hoped for Sustainability

  3. IPM Training for Women and Girls • Farmer Field Schools for Women & Girls • Student Field Schools • Cambodia • Farmer Life Schools • Cambodia • Field Schools for Out-of-School Girls • Cambodia

  4. Farmer Field Schools • Discovery learning approach • Farmer to farmer transfer of the IPM innovation • Demonstration projects • Farmer-led research • New associative groupings and applications of skills to different sectoral issues

  5. Collecting specimens for analysis

  6. The AESA process in the study area – discussing, writing and drawing the report and making decisions.

  7. Design Issues in FFS for Women • Women’s literacy levels and lack of technical agricultural training/exposure to technical terminology • Demands on women’s time: agricultural production, domestic work and child care • Constraints of mixed-gender participation, caste, opportunity costs and location of FFS

  8. Design Responses • Linking FFS to livelihood improvement and savings and credit groups • Adaptations in the curriculum • Community support committees • Opportunities for immediate application of knowledge and skills • Opportunities for self and group assessment

  9. Issues Related to Application of Learnings • Women’s decision making authority (development of a gender analysis matrix on rice crop decision making) • Literacy levels and participation • Linkages with other development programs • Community support mechanisms • Follow up with individual farmer trainees

  10. Student Field Schools in Cambodia • Improve environmental management and farming practices • Improve pedagogy • Improve school governance • Life skills agenda at the national level

  11. Local farmers participate in the SFS teaching team.

  12. Student Field Schools in Cambodia: 1998-2006 • Project trains primary school teachers to teach IPM principles and practices to students through hands-on student field schools • Field schools combine classroom instruction with systematic field studies over a cropping season • Curriculum is being institutionalized in general education curriculum

  13. Students set up “insect zoo” experiments to learn about characteristics of insects.

  14. Farmer Life Schools: “Staying Alive on Route 5” • Farmers study problems that threaten their livelihoods, weigh available options and make decisions • Link farmer knowledge and experience with ecology, group organization, and discovery learning with Human Ecosystem Analysis • FLS are run by farmers themselves

  15. Sustainable Farming and Life Skills for Out of School Girls • Introduces out-of-school girls to sustainable farming practices and broad environmental issues (elements of SFS) • Farmer as researcher concepts from FFS are used to investigate health of communities, risks and opportunities • Builds self-confidence to participate in family and community decision-making

  16. Challenges in IPM Training for Women and Girls • Sustainability issues • Literacy levels • Attitudinal issues toward women’s and girls’ roles in decision making • Collaboration with government line agencies • Funding

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