Field Guide of Discovery-based Exercises for - Aseanipm ...

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FFS CURRICULUM ON ORGANIC VEGETABLE PRODUCTION 6 Field Guide of Discovery-based Exercises for Organic Vegetable Production The farmer field school (FFS) brings farmers together to carry out an intensive training on integrated production and pest management (IPPM) methods and issues over the life cycle of organically-grown vegetable crops. The FFS trains farmers to become experts in their own fields. The FFS training team (e.g., composed of facilitators) is assisted by agricultural technicians assigned in an organic vegetable area where the FFS is located 7 . The principles that guide an FFS learning process are: • The field is the primary learning resource. All learning activities take place in the field and are based on what is happening in the field. • Experience forms the basis for learning. The activities that take place in the field and their farms form the basis for discussions and analyses by farmers who arrive at concepts which they test and improve through further field activities. • Decision-making guides the learning process. Training focuses on analysis of agro-ecosystem of organically-grown vegetable crops. The combination of analytical methods, ecological principles, and basic IPPM methods helps farmers gain insights into the ecological interactions in vegetable field and provide them with greater confidence in making crop management decisions. • The training curriculum is based on local conditions of the FFS. The FFS curriculum and materials are based on their appropriateness, the local conditions, problems, and needs of farmers in organic vegetable production. • Training last the entire cropping season. Farmers acquire a firm understanding of relevant IPPM concepts for each growth stage of organically-grown vegetable crops as well as the factors that influence crop management decision-making at all stages of plant’s growth. An FFS for organically-grown vegetable crops consists of 25-30 farmers meeting for half day each week, in 12-14 weeks. The field school has at least 1,000 sq. meter ‘learning field’ containing a farmer-run comparative study of IPPM and other relevant field experiments. A typical profile of a farmer field school for organically-grown vegetable crops at any given day is 8 : 7 Callo, Jr., D.P. 2008. Accomplishment Report: Season-long Training of Trainers (TOT) for Facilitators of Farmer Field Schools (FFS) on Integrated Pest Management (IPM) for Corn-based Production System. Local Government Support Program to ARMM (LGSPA) of the Canadian International Development Agency (CIDA), Davao City, Philippines. 94p. 8 Bruan, A.R., G. Thiele, and M. Fernandez. 2000. Farmer Field Schools and Local Agricultural Research Committees: Complementary Platforms for Integrated Decision-Making in Sustainable Agriculture. Agricultural Extension Network Department for International Development (DFID), Overseas Development Institute (ODI), London, United Kingdom. 15p.
Section 1 • Introduction • Field observation: 07:00-08:00 am. Farmers form small groups, makes observations of the whole field, and then examine 5 staked plants per plot, recording agronomic data per plant, type and number of insects, and any other details. • Agro-ecosystem analysis: 08:00-09:00 am. Each group prepares drawing of their field observations including information on the condition of plants, pests and diseases; natural enemies of insect pests; weather, soil and water conditions. • Presentation and discussion: 09:00-10:00 am. Each group presents their drawings and discusses their observations and conclusions. The whole group reaches consensus about crop management practices that they will carry out during the coming week. • Break: 10:00-10:15 am. A short break allows participants and facilitators to refresh and invigorate themselves in preparation for the succeeding activities. • Group dynamics exercise: 10:15-10:30 am. This activity aims to stimulate attention and participation, as well as strengthen group communication and increase solidarity. • Special topics: 10:30-11:30 am. The facilitator guides the group in experiments, lessons, exercises, and discussions on special topics related to what is actually occurring in organic vegetable field. • Evaluation and planning: 11:30-12:00 nn. This activity allows the group to identify ‘what went well’ and ‘what needs improvement’ of the day’s activities and plans activities to be undertaken in the coming week. 7
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Exercise No. 3.02 47 BARANGAY SOIL
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methodology • Field walks, hands-
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Exercise No. 3.03 50 SOIL PROFILE A
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Exercise No. 3.04 SOIL SAMPLING AND
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For Assessing Soil Fertility (Optio
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Exercise No. 3.05 53 THE ‘FEEL ME
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learning objectives 74 Field Guide
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How long will this exercise take? 7
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some suggested questions for proces
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Producing Vermi-compost: 88 Field G
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Exercise No. 3.10 ORGANIC FOLIAR SP
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For Fermented Fruit Juice (FFJ) a.
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For Fermented Fruit Juice (FFJ) 94
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Exercise No. 3.13 UNDERSTANDING ACT
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methodology • Field walks and bra
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Exercise No. 3.14 81 MAINTAINING SO
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Exercise No. 3.16 85 BENCH TERRACIN
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Exercise No. 3.17 88 VERNALIZATION
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materials 122 Field Guide of Discov
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Exercise No. 3.19 92 HYDROIZATION O
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Exercise No. 3.21 97 PRICkING-OFF T
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some suggested question for process
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Exercise No. 3.23 101 GROWING IN EA
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Exercise No. 3.26 104 THINNING AS A
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Exercise No. 3.28 108 CROP SEQUENCI
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Exercise No. 3.30 112 CULTURAL MANA
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Exercise No. 4.01 127 BRUSHING OR S
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Exercise No. 4.03 131 HAND PICkING
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Exercise No. 4.05 135 TRAPPING AS A
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Exercise No. 4.07 142 TIMING OF PLA
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BIOLOGICAL CONTROL OF INSECT PESTS
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Exercise No. 4.10 148 SPRAYING CHIL
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(d) Collection and Use of NPV-infec
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ate of release: 226 Field Guide of
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Exercise No. 4.14 155 FIELD-COLLECT
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INTEGRATED RODENT MANAGEMENT 240 Fi
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Biological Methods: 250 Field Guide
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Section 5 INTEGRATED DISEASE MANAGE
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Exercise No. 5.01 174 DISEASE TRIAN
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Exercise No. 5.02 176 SIMULATION EX
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Exercise No. 5.05 182 SAP TRANSMISS
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Exercise No. 5.06 183 HOT WATER TRE
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5. Draw up conclusions and recommen
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Exercise No. 5.08 187 USING RAISED
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Exercise No. 5.10 191 MULCHING AS A
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Exercise No. 5.12 196 UPROOTING AND
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BIOLOGICAL CONTROL OF DISEASES 296
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Exercise No. 5.15 205 BACTERIAL WIL
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Exercise No. 5.16 206 USING TRICHOd
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Exercise No. 5.19 209 USING RESISTA
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Exercise No. 6.02 220 324 Field Gui
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materials • Office supplies (e.g.
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Exercise No. 6.03 222 SURFACE IRRIG
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Exercise No. 6.05 226 SANITATION AS
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Exercise No. 6.06 228 PRUNING AS AN
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5 Pest-infested foliage or other pl
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Exercise No. 6.08 233 CROP ROTATION
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Exercise No. 7.03 246 SEED SELECTIO
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5 Maturity (e.g., number of days fr
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Exercise No. 7.04 PARTICIPATORY PLA
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Exercise No. 7.05 250 DETERMINING R
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Exercise No. 7.07 PROPER HARVESTING
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Exercise No. 7.08 VILLAGE GENEBANk
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Exercise No. 7.09 258 POST-HARVEST
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Exercise No. 7.10 260 MAINTAINING Q
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ORGANIC VEGETABLE PRODUCT CERTIFICA
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Exercise No. 8.01 UNDERSTANDING ORG
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Exercise No. 8.02 UNDERSTANDING SEC
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MARkETING OF ORGANICALLY-GROWN VEGE
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methodology • Field visit, mini-w
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Participatory Discussion: 414 Field
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Exercise No. 8.05 UNDERSTANDING MAR
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Mini-workshop: 420 Field Guide of D
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Glossary 428 Field Guide of Discove
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Technical Experts: 460 Field Guide
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