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

Recommendations

Info

How long will this exercise take? 22 Field Guide of Discovery-based Exercises for Organic Vegetable Production • One to two hours for field walks to follow-up absenting FFS farmer-participants anytime during an FFS session; • Thirty minutes for brainstorming session; and • Another one-two hour for field walks to follow-up absenting FFS farmer-participants in succeeding FFS session. learning objectives • To make participants aware and understand importance of facilitating problems of absenteeism among farmer-participants of FFS to ensure sustained local IPM program implementation on organic vegetable production; and • To learn innovative approaches from other facilitators and do hands-on of facilitating problems of absenteeism among FFS farmer-participants. materials • Barangay spot or soil map showing farm sites of farmer-participants of an ongoing farmer field school (FFS) on organic vegetable production; and • Office supplies (e.g., Manila papers, notebooks, ball pens, and marking pens). methodology • Field walks, farmers’ interviews, and brainstorming. steps 1. Review farm sites of ongoing FFS farmer-participants from a barangay spot or soil map earlier developed by TOT and VST participants, or by IPM training team members; 2. Divide big group in small groups and let each small group design their own strategy to facilitate absenteeism. Using a barangay spot or soil map as a guide, each small group goes to absentee FFS farmer-participants and implements designed strategy on how to: 5 Show absentee farmer-participants that they are important in success of ongoing FFS on organic vegetable production; 5 Make absentee farmer-participants share their own problems in organic vegetable production;
Section 2 • General Topics for Farmer Field Schools 5 Convince absentee farmer-participants that regularly attending FFS will help them solve or better understand their problems in organic vegetable production; and 5 Get assurance from absentee farmer-participants to continue attending succeeding FFS sessions on organic vegetable production. 3. Return to processing area and brainstorm in small groups on initial experiences in using designed strategy to facilitate absenteeism. Present observations and experiences of small groups in a big group. 4. Synthesize and summarize output of small groups into one big group output. Draw up conclusions and recommendations from exercise. 5. Use output of exercise to facilitate problems of absenteeism among farmer-participants in succeeding FFS sessions on organic vegetable production. 6. Repeat steps 3-5. some suggested questions for the processing discussion ❏ What were commonest causes of absenteeism among FFS farmer-participants? ❏ What strategies did you employ to facilitate problems of absenteeism among FFS farmerparticipants? Which of the strategies employed worked best? ❏ What pre-FFS activities should be undertaken by an IPM training team to ensure regular attendance of farmer participants in an FFS on organic vegetable production? ❏ How can a facilitator ensure that topics are interesting in every FFS session? ❏ Did follow up of absentee farmer-participants help solved problems of absenteeism in an ongoing FFS on organic vegetable production? ❏ How did you show absentee farmer-participants that they are important in success of an ongoing FFS on organic vegetable production? ❏ How did you make absentee farmer-participants share their own problems in organic vegetable production? How did you convince absentee farmer-participants that regularly attending FFS will help them solve or better understand their problems in organic vegetable production? ❏ How did you get assurance from absentee farmer-participants to continue attending succeeding FFS sessions on organic vegetable production? 23
Page 2 and 3: B Field Guide of Discovery-based Ex
Page 4 and 5: ii Field Guide of Discovery-based E
Page 6 and 7: Acknowledgement iv Field Guide of D
Page 8 and 9: vi Field Guide of Discovery-based E
Page 10 and 11: viii Field Guide of Discovery-based
Page 12 and 13: x Field Guide of Discovery-based Ex
Page 14 and 15: xii Field Guide of Discovery-based
Page 16 and 17: xiv Field Guide of Discovery-based
Page 18 and 19: xvi Field Guide of Discovery-based
Page 20 and 21: xviii Field Guide of Discovery-base
Page 22 and 23: xx Field Guide of Discovery-based E
Page 24 and 25: xxii Field Guide of Discovery-based
Page 26 and 27: 2 Field Guide of Discovery-based Ex
Page 28 and 29: 4 Field Guide of Discovery-based Ex
Page 30 and 31: FFS CURRICULUM ON ORGANIC VEGETABLE
Page 32 and 33: Section 2 GENERAL TOPICS FOR FARMER
Page 34 and 35: Exercise No. 2.01 12 WHAT IS IN A B
Page 36 and 37: learning objectives 12 Field Guide
Page 38 and 39: Exercise No. 2.02 17 GATHERING AND
Page 40 and 41: 5 Approaches and methods to use in
Page 42 and 43: 1. 2. 3. 4. 5. 6. Vegetable Crop Co
Page 44 and 45: 20 Field Guide of Discovery-based E
Page 48 and 49: Exercise No. 2.04 21 ‘BALLOT BOX
Page 50 and 51: 5 Parsley (e.g., carrot and celery)
Page 60 and 61: materials 36 Field Guide of Discove
Page 64 and 65: NATURAL ENEMIES OVG 1 40 Field Guid
Page 66 and 67: Exercise No. 2.07 32 kEEPING RECORD
Page 74 and 75: LIVING SOIL AND INTEGRATED SOIL NUT
Page 76 and 77: Exercise No. 3.01 45 LIVING SOIL: A
Page 80 and 81: Exercise No. 3.02 47 BARANGAY SOIL
Page 82 and 83: methodology • Field walks, hands-
Page 84 and 85: Exercise No. 3.03 50 SOIL PROFILE A
Page 88 and 89: Exercise No. 3.04 SOIL SAMPLING AND
Page 90 and 91: For Assessing Soil Fertility (Optio
Page 92 and 93: Exercise No. 3.05 53 THE ‘FEEL ME
Page 96 and 97:
72 Field Guide of Discovery-based E
Page 98 and 99:
learning objectives 74 Field Guide
Page 100 and 101:
Page 102 and 103:
How long will this exercise take? 7
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
some suggested questions for proces
Page 110 and 111:
Page 112 and 113:
Producing Vermi-compost: 88 Field G
Page 114 and 115:
Exercise No. 3.10 ORGANIC FOLIAR SP
Page 116 and 117:
For Fermented Fruit Juice (FFJ) a.
Page 118 and 119:
For Fermented Fruit Juice (FFJ) 94
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
100 Field Guide of Discovery-based
Page 126 and 127:
Page 128 and 129:
Exercise No. 3.13 UNDERSTANDING ACT
Page 130 and 131:
methodology • Field walks and bra
Page 132 and 133:
Exercise No. 3.14 81 MAINTAINING SO
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Exercise No. 3.16 85 BENCH TERRACIN
Page 140 and 141:
Page 142 and 143:
Exercise No. 3.17 88 VERNALIZATION
Page 144 and 145:
Page 146 and 147:
materials 122 Field Guide of Discov
Page 148 and 149:
Exercise No. 3.19 92 HYDROIZATION O
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Exercise No. 3.21 97 PRICkING-OFF T
Page 156 and 157:
some suggested question for process
Page 158 and 159:
Page 160 and 161:
Exercise No. 3.23 101 GROWING IN EA
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Exercise No. 3.26 104 THINNING AS A
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Exercise No. 3.28 108 CROP SEQUENCI
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Exercise No. 3.30 112 CULTURAL MANA
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Exercise No. 4.01 127 BRUSHING OR S
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Exercise No. 4.03 131 HAND PICkING
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Exercise No. 4.05 135 TRAPPING AS A
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Exercise No. 4.07 142 TIMING OF PLA
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
BIOLOGICAL CONTROL OF INSECT PESTS
Page 234 and 235:
Page 236 and 237:
Exercise No. 4.10 148 SPRAYING CHIL
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
(d) Collection and Use of NPV-infec
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
ate of release: 226 Field Guide of
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Exercise No. 4.14 155 FIELD-COLLECT
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
INTEGRATED RODENT MANAGEMENT 240 Fi
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Biological Methods: 250 Field Guide
Page 276 and 277:
Page 278 and 279:
Section 5 INTEGRATED DISEASE MANAGE
Page 280 and 281:
Exercise No. 5.01 174 DISEASE TRIAN
Page 282 and 283:
Page 284 and 285:
Exercise No. 5.02 176 SIMULATION EX
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Exercise No. 5.05 182 SAP TRANSMISS
Page 294 and 295:
Page 296 and 297:
Exercise No. 5.06 183 HOT WATER TRE
Page 298 and 299:
5. Draw up conclusions and recommen
Page 300 and 301:
Page 302 and 303:
Exercise No. 5.08 187 USING RAISED
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Exercise No. 5.10 191 MULCHING AS A
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Exercise No. 5.12 196 UPROOTING AND
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
BIOLOGICAL CONTROL OF DISEASES 296
Page 322 and 323:
Page 324 and 325:
Exercise No. 5.15 205 BACTERIAL WIL
Page 326 and 327:
Page 328 and 329:
Exercise No. 5.16 206 USING TRICHOd
Page 330 and 331:
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Exercise No. 5.19 209 USING RESISTA
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
Exercise No. 6.02 220 324 Field Gui
Page 350 and 351:
Page 352 and 353:
materials • Office supplies (e.g.
Page 354 and 355:
Exercise No. 6.03 222 SURFACE IRRIG
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Exercise No. 6.05 226 SANITATION AS
Page 362 and 363:
Exercise No. 6.06 228 PRUNING AS AN
Page 364 and 365:
5 Pest-infested foliage or other pl
Page 366 and 367:
Page 368 and 369:
Exercise No. 6.08 233 CROP ROTATION
Page 370 and 371:
Page 372 and 373:
Page 374 and 375:
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Exercise No. 7.03 246 SEED SELECTIO
Page 388 and 389:
5 Maturity (e.g., number of days fr
Page 390 and 391:
Exercise No. 7.04 PARTICIPATORY PLA
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Exercise No. 7.05 250 DETERMINING R
Page 400 and 401:
Page 402 and 403:
Page 404 and 405:
Exercise No. 7.07 PROPER HARVESTING
Page 406 and 407:
Page 408 and 409:
Exercise No. 7.08 VILLAGE GENEBANk
Page 410 and 411:
Page 412 and 413:
Exercise No. 7.09 258 POST-HARVEST
Page 414 and 415:
Page 416 and 417:
Page 418 and 419:
Exercise No. 7.10 260 MAINTAINING Q
Page 420 and 421:
Page 422 and 423:
Page 424 and 425:
ORGANIC VEGETABLE PRODUCT CERTIFICA
Page 426 and 427:
Exercise No. 8.01 UNDERSTANDING ORG
Page 428 and 429:
Page 430 and 431:
Exercise No. 8.02 UNDERSTANDING SEC
Page 432 and 433:
Page 434 and 435:
MARkETING OF ORGANICALLY-GROWN VEGE
Page 436 and 437:
methodology • Field visit, mini-w
Page 438 and 439:
Participatory Discussion: 414 Field
Page 440 and 441:
Page 442 and 443:
Exercise No. 8.05 UNDERSTANDING MAR
Page 444 and 445:
Mini-workshop: 420 Field Guide of D
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452 and 453:
Glossary 428 Field Guide of Discove
Page 454 and 455:
Page 456 and 457:
Page 458 and 459:
Page 460 and 461:
Page 462 and 463:
Page 464 and 465:
Page 466 and 467:
Page 468 and 469:
Page 470 and 471:
Page 472 and 473:
Page 474 and 475:
Page 476 and 477:
Page 478 and 479:
Page 480 and 481:
Page 482 and 483:
Page 484 and 485:
Technical Experts: 460 Field Guide
Page 486 and 487:
Page 488 and 489:
Page 490 and 491:
Page 492 and 493:
Page 494 and 495:
Page 496 and 497:
Page 498 and 499:
Page 500 and 501:
Page 502:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?