1.2 Contact details of resource persons and institutions involved in the assessment and documentation of the Approach

Name of the institution(s) which facilitated the documentation/ evaluation of the Approach (if relevant)

Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) - Germany

Name of the institution(s) which facilitated the documentation/ evaluation of the Approach (if relevant)

HELVETAS (Swiss Intercooperation)

1.3 Conditions regarding the use of data documented through WOCAT

When were the data compiled (in the field)?

01/07/2012

The compiler and key resource person(s) accept the conditions regarding the use of data documented through WOCAT:

Yes

2.1 Short description of the Approach

An approach to develop farmers’ capacities to observe and analyse their rice management and growing practices; and to identify major constraints, then test, adapt and innovate with ways to improve integrated rice management.

2.2 Detailed description of the Approach

Detailed description of the Approach:

This is an educational approach for farmers, based around training groups of 20 to 25 adults and drawing on the experience of the farmers participating in the group. Farmers undertake their own analyses of the problems at hand and find their own solutions.
The PLAR-IRM approach comprises the following stages: Farmers start out by exchanging their knowledge, opinions, experiences and practices with each other and then observe crop behaviours. They compare, interpret, analyse and understand the causes for the differences observed. Next they weigh up the actions to be taken, testing new ideas and then putting them into practice. Farmers organise themselves (individually and as a group or community) to undertake the activities. Following this, functional networks are created with other farmers, extension/research services and any other support service. During the process, farmers’ learning and understanding is facilitated so that they can make better and more informed decisions, with the end goal of more productive and sustainable integrated rice management. The animators/facilitators use the learning tools provided in the PLAR-IRM training modules. These tools have been developed primarily to encourage farmers to exchange their experiences and to observe, reflect, analyse, conceptualise and test as a group. Many of the tools are based on the visualisation of phenomena and bring aspects to light that beneficiaries were previously unaware of. The 11 PLAR-IRM learning tools are: agricultural calendar, lowland area map, transect, plenary exchange session, the PLAR-IRM team’s introduction of new ideas, field observation in sub-groups, observation synthesis/Feedback, the IRM plot, trials, monitoring sheet, evaluation of gains.
Stages of implementation: 1)train the PLAR-IRM field teams, 2)devise projects for rolling out the PLAR-IRM approach more widely, 3)the approach calls for the intervention of specialist technical agents or technicians trained in PLAR-IRM, known as animators/facilitators, who help farmers to find their own solutions to problems and to increase their capacity for managing rice growing endeavours, 4)training sessions with farmers are very practical and are held in farmers’ fields. The facilitator prompts farmers to share their experiences and keeps lectures to a minimum. This stimulates farmers’ capacities to observe and interpret actions and to decide on the steps to take. Training sessions take place once a week. They begin around one month before the rice season starts and continue throughout the entire rice growing season, until after the harvest. Each session lasts one to two hours. Once the problem areas have been identified, farmers can try out new ideas. The facilitators help the farmers conduct simple trials to compare one or several new practices to their current techniques. Farmers agree among themselves on their objectives and the protocols to draw up. Practical sessions based around visits to field test sites give them the opportunity to carry out observations and adapt the new practices to their existing rice growing management context. The method is described in a manual (consisting of around 30 modules).
The lowland management committee organises teams and session calendars, and identifies plots. PLAR-IRM trainers plan modules and sessions, mobilise researchers, devise training content, conduct practical observation exercises, take notes and produce syntheses, and deploy evaluation tools for participatory learning. Farmers take part in the learning modules, apply the module learning in the field, carry out observations, contribute to decision-making, act on decisions made, perform monitoring and evaluation, and share their experience and expertise with others. The project team offers support, strategic organisation and coordination, liaises with local people, introduces the trainers, and contributes to the evaluation and capitalisation processes.

2.3 Photos of the Approach

2.5 Country/ region/ locations where the Approach has been applied

2.6 Dates of initiation and termination of the Approach

2.8 Main aims/ objectives of the Approach

The Approach focused mainly on SLM with other activities

The two main objectives of the technique are: 1)to develop farmers’ capacities to observe and analyse their rice management and growing practices; 2)to identify major constraints, then test, adapt and innovate with ways to improve integrated rice management.

The SLM Approach addressed the following problems: low rice production, lack of knowledge on different growing practices

2.9 Conditions enabling or hindering implementation of the Technology/ Technologies applied under the Approach

3.1 Stakeholders involved in the Approach and their roles

3.2 Involvement of local land users/ local communities in the different phases of the Approach

	Involvement of local land users/ local communities	Specify who was involved and describe activities
initiation/ motivation	interactive
planning	interactive
implementation	self-mobilization
monitoring/ evaluation	self-mobilization
Research	passive

3.4 Decision-making on the selection of SLM Technology/ Technologies

Specify who decided on the selection of the Technology/ Technologies to be implemented:

• land users alone (self-initiative)

Explain:

Farmers undertake their own analyses of the problems and find their own solutions.
Decisions on the method of implementing the SLM Technology were made by by land users alone (self-initiative / bottom-up)

4.1 Capacity building/ training

Was training provided to land users/ other stakeholders?

Yes

Specify who was trained:

• land users
• field staff/ advisers

Form of training:

• farmer-to-farmer

Subjects covered:

Training sessions with farmers are very practical and are held in farmers’ fields. The facilitator prompts farmers to share their experiences and keeps lectures to a minimum. This stimulates farmers’ capacities to observe and interpret actions and to decide on the steps to take. Training sessions take place once a week. They begin around one month before the rice season starts and continue throughout the entire rice growing season, until after the harvest. Each session lasts one to two hours. Once the problem areas have been identified (constraints), farmers can decide to try out new ideas.

4.2 Advisory service

Do land users have access to an advisory service?

Yes

Specify whether advisory service is provided:

• on land users' fields

Describe/ comments:

Name of method used for advisory service: animators/facilitators; Key elements: help farmers to find their own solutions to problems and to increase their capacity for managing rice growing endeavours, facilitator prompts farmers to share their experiences and keeps lectures to a minimum , facilitators help the farmers conduct simple trials to compare one or several new practices to their current techniques; PLAR-IRM trainers plan modules and sessions, mobilise researchers, devise training content, conduct practical observation exercises, take notes and produce syntheses, and deploy evaluation tools for participatory learning.
Advisory service is very adequate to ensure the continuation of land conservation activities

4.3 Institution strengthening (organizational development)

Have institutions been established or strengthened through the Approach?

• yes, greatly

Specify the level(s) at which institutions have been strengthened or established:

• local

Specify type of support:

• capacity building/ training

4.4 Monitoring and evaluation

Is monitoring and evaluation part of the Approach?

Yes

Comments:

bio-physical aspects were ad hoc monitored by project staff, land users through measurements
technical aspects were ad hoc monitored by project staff, land users through observations
economic / production aspects were ad hoc monitored by project staff, land users through observations
economic / production aspects were ad hoc monitored by project staff, land users through measurements
management of Approach aspects were ad hoc monitored by project staff, land users through observations
bio-physical aspects were ad hoc monitored by project staff, land users through observations; indicators
There were no changes in the Approach as a result of monitoring and evaluation
There were no changes in the Technology as a result of monitoring and evaluation

4.5 Research

Was research part of the Approach?

Yes

Specify topics:

• sociology
• economics / marketing
• ecology
• technology

Give further details and indicate who did the research:

Research was carried out both on station and on-farm

5.2 Financial/ material support provided to land users

Did land users receive financial/ material support for implementing the Technology/ Technologies?

No

5.3 Subsidies for specific inputs (including labour)

• none

If labour by land users was a substantial input, was it:

• voluntary

6.1 Impacts of the Approach

6.2 Main motivation of land users to implement SLM

6.3 Sustainability of Approach activities

Can the land users sustain what has been implemented through the Approach (without external support)?

• yes

If yes, describe how:

Farmers undertake their own analyses of the problems at hand and find their own solutions.

6.4 Strengths/ advantages of the Approach

Strengths/ advantages/ opportunities in the compiler’s or other key resource person’s view
Increases in rice yields of between 25% and 40% can be achieved in lowland areas. Farmers’ rice-growing capacities are strengthened in terms of seeds, nurseries, plant care, irrigation, weed management, plant disease, harvesting, etc.
The approach reinforces farming organisations’ endogenous capacities. A core of farmers master each session’s content and the PLAR-IRM modules. The method used is participatory and inclusive. Sessions are practical and take place in the field schools, which is particularly appealing to the farmers. (How to sustain/ enhance this strength: Motivating the teams of farmers is absolutely essential. Learning modules based on observation must be comprehensible and practical and delivered by competent deliverers and trainers. PLAR-IRM requires decisions made to be practical and immediately applicable. Researchers who are open to and respectful of local knowledge can facilitate the process.)

7.2 References to available publications

Title, author, year, ISBN:

Manual of Good Practices in Small Scale Irrigation in the Sahel. Experiences from Mali. Published by GIZ in 2014.

Available from where? Costs?

http://star-www.giz.de/starweb/giz/pub/servlet.starweb

Title, author, year, ISBN:

Defoer, T, Wopereis, M.C.S., Idinoba, P. and the PSSDRI/AKR team (2008): Curriculum d’apprentisage participatif et recherche action (APRA) pour la gestion intégrée de la culture de riz de bas-fonds (GIR) à Madagascar: Manuel du facilitateur [Participatory learning and action research (PLAR) curriculum for the integrated management of lowland rice growing (IRM) in Madagascar; Facilitator’s manual]

Available from where? Costs?

Africa Rice Center, Cotonou, Benin and the Aga Khan Foundation, Geneva, Switzerland. http://www.africarice.org/publications/PLAR/madagascar/preface.pdf