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

Section 2 • General Topics for Farmer Field Schools
Exercise No. 2.06 30
FIELD LAYOUT AND AGRO-ECOSYSTEM ANALYSIS
FORMAT FOR FARMER FIELD SCHOOLS ON
ORGANIC VEGETABLE PRODUCTION
BaCKGroUND aND raTIoNalE
In previous vegetable integrated pest management (IPM)
farmer field schools (FFSs) in the Cordilleras, field layout
and agro-ecosystem analysis (AESA) format considered
only one crucifer crop. Such format had been modified in current FFSs, which now involve IPM
studies of more than one type of vegetables in addition to crucifers. Depending upon elevation, types
of crucifers planted may not vary but types of other vegetables grown may vary considerably.
On the other hand, a field layout and AESA format for FFS of organically-grown vegetables FFSs
where primary and secondary vegetables are simultaneously addressed will have to be developed as
well. This activity will address this particular concern.
How long will this exercise take?
• At least 30 minutes for field walks and observations;
• At least 30 minutes for brainstorming in small groups to design layout and reporting format for
agro-ecosystem analysis of organically-grown vegetables in FFS learning field where primary
and secondary vegetables will be simultaneously addressed; and
• At least one hour for presentation and participatory discussions in big group to finalize layout
design and reporting format for agro-ecosystem analysis of organically-grown vegetables in
FFS learning field where primary and secondary vegetables will be simultaneously addressed.
learning objectives
• To determine what type of primary and secondary organically-grown vegetables will be
simultaneously addressed in high and low elevation FFS learning fields;
• To design field layout for agro-ecosystem analysis of primary and secondary organically-grown
vegetables in high and low elevation FFS learning fields; and
• To develop reporting format for agro-ecosystem analysis of primary and secondary organicallygrown
vegetables in high and low elevation FFS learning fields.
30 Adapted from Callo, Jr., D.P., L.B. Teofilo, and H.A. Tauli (eds). 2002. Field Guide of Discovery-based Exercises for Vegetable IPM, Volume II. SEAMEO
Regional Center for Graduate Study and Research in Agriculture (SEARCA), Los Baños, Laguna, Philippines. pp43-50.
35
when is this exercise most
appropriate?
ɶ In TOT and VST, before
laying-out of FFS learning
field where a primary and
a secondary organicallygrown
vegetables will be
simultaneously addressed in
a season-long FFS activity.