Smallholder farmers taking the lead: Farmer Field Schools in Tajikistan
Full Solution
FFS session to foster exchange of traditional methods as a measure to identify and pass good practices
Public Organization "Rushnoi"
Assisting farmers to implement land conserving approaches and to foster biodiversity through Farmer Field Schools (FFS) is an initial and important step to tackle challenges in Tajikistan’s agriculture. During FFS farmers are taking the lead during an adult educational approach where everyone meets at eye level. The knowledge and experience of the farmers is a driving factor during the workshops.
The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH and Deutsche Welthungerhilfe (WHH) as implementing partner held 37 FFS in two districts in Tajikistan.
The focus of the FFS was not on a specific crop, but on diversification of crops and cultivation methods. The technical approaches came from an assessment that was done prior to the FFS and the participating farmers itself. The emphasis was on local needs and included good practices in pasture management, orchard management and diversified irrigation methods. In addition, approaches to reduce soil erosion were implemented.
Last update: 02 Oct 2020
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Context
Challenges addressed
The agricultural sector is one of the most important sectors in Tajikistan, accounting for more than 30% of the GDP and employing 70% of the people. Besides plant cultivation, livestock breeding plays an important role for the farmer's income. Irrigation cultivation is only used in a few overused hotspot areas. Monoculture, overgrazing and overuse with high application of pesticides and fertilizers put a stress on ecosystems. With 9.771 plant species Tajikistan is a globally important biodiversity hotspot that is worth being protected.
Furthermore, climate change will have far-reaching effects. With extreme weather events more likely to occur, Tajikistan’s fragile, mountainous ecosystems are under threat. Soil erosion and land degradation pose a risk to food security and economic income of farmers.
Location
Tajikistan
North and Central Asia
Process
Summary of the process
FFS were first implemented in 1989 in Indonesia by the Food and Agriculture Organization (FAO) and partners. It was designed to give an answer to the then dominating top down approaches. Since then, the concept has played an important role in various implementations.
During FFS a group of 20-25 people meets once a week/month at training fields. Through the guidance of a facilitator the skills and knowledge of the farmers are improved. New practices are tested and validated, and an informed decision making is fostered. Best practice examples are presented, but the decision for the best solution is left to the farmers. FFS guide through at least one cultivation process to give participants the possibility to implement new methods successfully.
There is numerous material on how to best develop and implement FFS in general. The building blocks will present the most important aspects that were identified during the FFS that were held in Tajikistan by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH and Deutsche Welthungerhilfe e.V. as implementing partner.
Building Blocks
Implementers as facilitators
Creating a learning environment that suits to adult education is a crucial point. Learning needs to be seen as a communicative and thought exchanging process among adults who respect and support each other. Contradictions will occur repeatedly during FFS. It is important to take these up and clarify them in a bottom up approach. In a high-quality learning process farmers need to solve and answer challenges and questions among themselves. This will allow farmers to create new ownership and be emancipated. It enables a process that leads to a local group of farmers building trust, widening their agro-ecosystem knowledge and learning from each other at a personal level.
Following Jürgen Habermas theory adults mainly learn from three reasons: Work, social interaction and power. To keep this in balance and initiate a group process where learners find an intrinsic motivation the workshops need to be facilitated by the right trainers.
Trainers need to facilitate rather than teach or train. They do not only need technical skills but must be open minded and need to take adult education seriously. During the workshops there will be a learning process that needs to be adjusted to changing needs of the participants. This can then lead to the right practical and participatory adult education.
Enabling factors
Trainers who facilitate through FFS are essential. Therefore, they need to:
- Adapt to changing needs and work on the bottom up approach of FFS by heart.
- Be able to lead a learning process without taking the lead with teaching.
- Help the group to find a consensus and what actions need to taken.
- Be confident about the philosophy behind the implemented techniques: Growing healthy crops in a complex agro-ecosystem while respecting natural resources.
- Mentor and support farmers to learn on their own and use participatory appraisal tools.
Lesson learned
- Try to avoid or reduce hierarchy in the group.
- Facilitators must be convinced of techniques taught.
- Facilitators need to be involved in a learning process and should discuss this with the group.
- Paradigms are hard to change: Learning process needs to be facilitated with enough time and good practice examples.
Training material development
In order to run FFS successfully, training material used by farmers must be developed. To adapt it to local needs and language it should be prepared together with local partners.
According to the bottom up approach of FFS it is best developed in a participatory manner. Needs and challenges should be assessed within the project region(s). Together with local partners the training material should be developed on an ongoing basis while FFS are running. This opens the possibility to adapt the material to the needs of the farmers and to respond to slight changes in the curriculum.
The material is best developed in collaboration with local partners. To shift partners from a top down approach towards a bottom up approach, training on adult learning methodologies enables new capacities. Contextualizing and local adaptation of techniques and methods should be kept in mind to have a high-quality outcome of the FFS.
Enabling factors
- Local assessment of needs and best practices in a participatory manner.
- Involve local partners and stakeholders.
- Bottom up approach should be supported by every stakeholder involved.
Lesson learned
- Keep training material simple and understanding: Illustrations make it easy to go back to techniques and solutions while trying to replicate them. Graphics or short videos that explain certain techniques and methods can be used as a tutorial to get familiarized with certain techniques after FFS ended. This can support long term outcomes of the project.
- Training material should be seen complementary. What is shown in field is best remembered and reflected.
- The continous development of training material makes it possible to quickly react and adapt to requests coming from participants.
Exchange visits
Often more than one FFS is held during an implementation process. It is likely that groups develop slightly different approaches to tackle similar challenges or that groups choose different methods that are practiced at the training fields. Exchange visits offer the possibility to widen the experiences and solutions that are shared.
During exchange visits farmers from one field school visit another group of farmers that is held in a different region. Everyone is able to learn from a different experience and the outcomes of another group. This way good practices and success stories can be shared, and each group gets new input in a bottom up approach.
Enabling factors
- FFS need to be implemented in more than one region.
- Group travel needs to be feasible.
Lesson learned
- The transfer of knowledge can be expanded at a participatory level.
- Interregional knowledge exchange can be fostered.
- New solutions and best practices can be introduced to FFS.
- Experience between facilitators and partners is improved.
- Farmers are more open towards new approaches if they see who else is implementing new methods and that the same approaches are implemented in different regions. If well planned, inspiring role models can be met.
- Exchange of seeds/seedlings is easily done during exchange visits.
Important aspects of FFS
FFS have been proven to have successful outcomes all over the world. They bring together aspects of agroecology, adult learning methods and community development and are widely adapted by NGOs, governments and international agencies. Overall there are some aspects that need to be considered to have successful outcomes:
- Gradual learning process: Changing processes and mindsets needs time and enough space within the workshops. Problems occur in real time and good solutions need to be practiced. This gives everyone the experience of positive outcomes and advantages in changing their perspective. Seeing something new work with success usually starts an open thought process.
- Farmers need to take the lead and define the programme.
- The learning process should be done in a structured and practical oriented process with regular meetings.
- Trainers need to facilitate rather than teach: Adult education needs to be considered by heart and supported by facilitators.
- Group processes need to be established. Therefore, training should focus on:
- Practical group work with exercises in the field
- Critical and analytical skills
- Planning skills
- Evaluation and feedback skills
- Situational and locally adapted approach during workshops.
- Fitting training fields need to be available.
Enabling factors
- Strong facilitators who need to support adult education in a participate manner by heart. Giving additional training can support a positive outcome.
- Committed and open-minded participants.
- Facilitator must not only be technically well-trained, but also be convinced of the methods presented.
Lesson learned
- It is important to keep the attendance of the same farmers high during the whole duration of the workshops. This supports the gradual learning process and acceptance.
- Facilitators/technicians need to be involved in the learning process and discuss this with the group.
- Training in adult education for facilitators supports the learning process.
- Selecting group leaders from within the participants helps to facilitate workshops. It is helpful to involve them at a high level.
- Training must take place on the field. Flexible scheduling ensures that training can be offered even when weather conditions change.
- Giving small incentives or "goodies" that support the work (e.g. canning jar) support overall acceptance of FFS and new approaches.
Impacts
During the FFS more than 700 farmers (57% female) were reached in 6 thematic and 2 evaluation sessions. Workshops were spread over a growing season to provide support from sowing to harvesting and the subsequent preparation for the next season.
Impacts on farmers' living
- Diversified household diet
- Less risk of total failure of harvest
- Increased food security
- Increased capacity (e.g. preparatory techniques) and problem solving skills
- Increased self-reliance
Impacts on biodiversity
- Behavioral change of farmers towards natural resources
- Newly created habitats (living fences, planting trees as shelterbelts)
- Increased crop variety and reintroduction of traditional, local crops
- Production and application of organic fertilizer
- Usage of intercropping
- Farmers conserving and sharing local seeds in seedbanks
Climate change resilience
- Designing contour lines properly and contour ploughing
- No/low tillage techniques
- Water management (improved furrow irrigation and water harvesting)
- Reseeding of rain-fed pasture land
Social Impacts
- Strengthened local collaboration and community building
- Strengthened local knowledge
- Exchange of information between farmers living in different regions
Beneficiaries
The main beneficiaries are farmers and their families in Ayni and Rasht District in Tajikistan as well as the communities they live in.
In addition, trainers and cooperating NGOs increased their capacities through training that was given.
Sustainable Development Goals
SDG 2 – Zero hunger
SDG 3 – Good health and well-being
SDG 12 – Responsible consumption and production
SDG 13 – Climate action
SDG 15 – Life on land
Story
No tillage training exchange with participating farmer
Deutsche Welthungerhilfe
We would love to present a story here. Due to COVID-19 it is unfortunately not possible to conduct field visits. If longer meetings are possible before the end of the project we will publish a story here later. In the meantime you are welcome to look at other stories and solutions from the project:
- https://panorama.solutions/en/solution/resilient-orchards
- https://panorama.solutions/en/solution/integrative-forest-management
- https://panorama.solutions/en/solution/sustainable-pasture-management-improving-grassland-ecosystems-and-livelihoods-0
- https://panorama.solutions/en/solution/diversified-kitchen-gardens
- https://panorama.solutions/en/solution/sustainably-managed-irrigated-annual-crops
