Curriculum (PDF) - Biovision

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Week 22 Topic Duration What you need for this lesson 1 Evaluation of the FFS <strong>Curriculum</strong> 3 hours 30 minutes Push-pull manual, pen, markers, flips charts 2 Preparation for Graduation 30 minutes Certificates, questionnaires, Topic 1: Evaluating the Pushpull <strong>Curriculum</strong> for FFS Now that you have come to the end of your field school in learning about the Push-pull technology, you need to assess the value of what you have been doing. Evaluation looks at programme activities, human resources, material resources, information and facts in order to monitor progress and effectiveness, consider costs and efficiency, show where changes are needed and to help to plan more effectively. This lesson shows you how to evaluate the school that you have been attending for over forty weeks. Learning objectives On completion of this topic participants will be able to: State and explain reasons for evaluating the Push-pull curriculum for FFS Importance of doing evaluation Evaluation in FFS is important in several ways. 1. Achievement – assessing what has been achieved (knowledge, skills, attitudes, etc). 2. Measuring progress in accordance with the objectives of the school. 3. Improving monitoring for better management. 4. Identifying strengths and weaknesses to strengthen the school and programme. 5. Checking if the school or programme efforts made a difference. Discuss and explain reasons for success or failure of the field school Explain the effectiveness of the technology in making a difference in crop yields and incomes Learning activities Facilitator-led introduction on meaning and importance of curriculum evaluation Groups of 4-6 members discuss overall performance of the FFS Divide a wall chart into 3 parts and brainstorm on these questions focusing on things that went well, things that did not go well or things were not useful, and suggestions for next time/ improvements. Groups then to present their discussions Facilitator-led discussion on relevance of the curriculum, duration of the school (too short / too long), effectiveness and quality of facilitation, integration of the FFS curriculum into farmer’s interests and way of life 6. Checking the cost-benefit of the FFS, to assess whether the costs were reasonable compared to the benefits achieved. 7. Collecting information to plan and manage programme activities later. 8. Sharing experiences to prevent others from making mistakes or encouraging them to use similar methods. 9. Improving effectiveness to have more impact. 10. Allowing for better planning more in line with the needs of participants, especially at the community level. Push-pull curriculum | 177
Note Facilitator to inform the participants that in addition to the group evaluation of the FFS curriculum, information related to the individual FFS members will be gathered through a questionnaire to be given some time later. The individuals will provide answers to a set of questions to find out what has happened after the school. Some questions to help in assessing the FFS curriculum 1. What were the most valuable things for you about the FFS? 2. What was the least valuable thing about the FFS? 3. Did you find it easy to participate in the school? 4. How did you find the quality of facilitation in terms of: a) Presentation skills b) Listening skills c) Interest in what people have to offer d) Clear thinking and observation of the whole group e) Understanding of the overall objectives f) Helping participants make use of the most decisions to do their tasks 5. Does the technology work for you? 6. How many other farmers have adopted the technology from you? 7. What suggestions do you have for improving the performance of the school? 178 | Push-pull curriculum
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Push-pull Curriculum for Editors Fa
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Acknowledgements This curriculum wo
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John Lynam, Managing Director, Kili
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Season 1 Week 1 ...................
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Topic 1: Feeding silage to dairy an
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Week 18 ...........................
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Fig 38. A stemborer larva feeding i
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Preface Smallholder farmers in Afri
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Acronyms AESA Agroecosystem Analysi
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Preseason
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Fig 5. Busseola fusca laying eggs 4
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Week 1 Topic Duration What you need
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Learning activities Divide the clas
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Identifying the location of the sch
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Season 1
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Step 4: Run the second string from
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desmodium seed 26 | Push-pull curri
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Input costs Push-pull Plot Maize se
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Therefore, the soil should be caref
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Farmer’s fields General informati
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Learning activities Facilitator-led
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Labour cost Push-pull Plot Farmer
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Step 5: The participants place this
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Step 2: Thin the maize to one plant
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Labour costs Push-pull Plot Total 4
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demonstrate proper gapping of desmo
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Labour costs Push-pull Plot Weeding
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Topic 2 Identifying striga This is
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Note • Weeding should only be don
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General observations (AESA): Farmer
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Exercise on recording expenses (cos
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Week 12 Topic Duration What you nee
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Note • To avoid wastage the chopp
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Fig 47. Filling the silage pit poly
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Benefit analysis of Push-pull and C
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What NOT to do Do not heap soil and
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Labour Costs Push-pull plot Harvest
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Plot Type 1 Type 2 Type 3 Type 4 Gr
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Step 2: Harvest the maize Cob pluck
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General Observations (AESA): Farmer
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Learning activities Facilitator-led
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Labour costs Push-pull plot Activit
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Labour costs Desmodium multiplicati
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Benefits of livestock feed (Please
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10. How do both women and men acces
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Season 2
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How to lay out the Push-pull plot N
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Push-pull Vine Plot Total Establish
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General observations (AESA): Farmer
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Benefits (Please keep filling the n
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Page 164 and 165: the maize growing season. When infe
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