1.2 参与方法评估和文件编制的资源人员和机构的联系方式

有助于对方法进行记录/评估的项目名称（如相关）

Sustainable Soil Management Programme, Nepal (SSMP)

有助于对方法进行记录/评估的机构名称（如相关）

HELVETAS (Swiss Intercooperation)

1.3 关于使用通过WOCAT记录的数据的条件

编制者和关键资源人员接受有关使用通过WOCAT记录数据的条件。:

是

1.4 SLM技术问卷的参考

2.1 该方法的简要说明

Participatory and collaborative learning through the farmer field school approach

2.2 该方法的详细说明

该方法的详细说明:

There are different ways of carrying out agricultural extension. Farmer field schools represent a participatory approach that directly reaches farmers and addresses their day-to-day problems. The concept of farmer field schools builds on the belief that farmers are the main source of knowledge and experience in carrying out farm operations, in contrast to conventional top-down approaches that place most value on scientists' findings. The term 'farmer field schools' came from the Indonesian expression 'sekolah lapangan' which means 'field school'. It is a group based learning approach, which brings together concepts and method of agro-ecology, experiential education, and community development. The first field schools were established in 1989 in central Java when 50 plant protection officers tested and developed field training methods as part of an integrated pest management (IPM) training of trainers course. Two hundred field schools were established in that season involving 5,000 farmers. The following season, in 1990, an additional 45,000 farmers joined field schools run by 450 crop protection officers.
The same approach is being used in Nepal's integrated pest management programme. Several consultation meetings and workshops were held at national level to put the integrated nutrient management concept into practice. These meetings led to farmer field schools being recognised as an appropriate approach for putting this concept into practice. The approach was piloted in 2000 and 2001 and fully initiated in 2002 when 32 farmer field schools were run with support from SSMP. As far as SSMP knows, farmer field schools on integrated plant nutrient systems have been run since SSMP's involvement. The Government of Nepal's National Fertiliser Policy now recognises integrated plant nutrient systems as a concept to improve the efficient use of different nutrient inputs, and farmer field schools as an appropriate technology and extension approach for soil and plant nutrient management in Nepal. So far some 226 farmer field schools have been run in Nepal on integrated plant nutrient systems reaching more than 5,000 households.

2.3 该方法的照片

2.5 采用该方法的国家/地区/地点

2.8 该方法的主要目的/目标

Transfer of technology to farmers on soil and plant nutrition management. Empowerment of farmers. Production of healthy crops without negative environmental effects.
The SLM Approach addressed the following problems: Lack of effective and efficient ways of transferring technologies to farmers. Conventional approach of technology transfer, where farmers are believed to have poor knowledge and skills. Farmers are always perceived as a recipient of technology and knowledge

2.9 推动或妨碍实施本办法所适用的技术的条件

3.1 该方法涉及的利益相关者及其职责

3.2 当地土地使用者/当地社区参与该方法的不同阶段

	当地土地使用者/当地社区的参与	指定参与人员并描述活动
启动/动机	互动	Participatory approach: group discussions involving all local stakeholders
计划	互动	Orientation workshop involving all stakeholders - farmers participation is crucial
实施	互动	Farmers are the key actors with trained staff of collaborating institutions (CI) facilitating the process
监测/评估	互动	Farmers evaluate and monitor jointly on a regular basis
Research	自我动员	Farmer-led experimentation based on local needs and context

3.3 流程图（如可用）

3.4 有关SLM技术选择的决策

具体说明谁有权决定选择要实施的技术:

• 仅限SLM专家

解释:

In Nepal under the SSMP, farmer field schools have only been implemented to 'teach' integrated plant nutrient systems, there is no choice of technology.
Decisions on the method of implementing the SLM Technology were made by by SLM specialists alone (top-down). The curriculum for the farmer field school was developed by SSMP and the Government's Soil Management Directorate

4.1 能力建设/培训

是否为土地使用者/其他利益相关者提供培训？:

是

明确受训人员:

• 土地使用者
• 现场工作人员/顾问

培训形式:

• 农民对农民
• 示范区域
• 公开会议
• 课程

涵盖的主题:

A training of trainers course is provided to selected staff from the collaborating institutions who have been involved substantially in agriculture development and farming practices activities. Seven days basic training on integrated plant nutrient systems and farmer field schools is provided. There is provision for a sharing forum at district level based on the demand of staff involved in conduc

4.3 机构强化（组织发展）

是否通过这种方法建立或加强了机构？:

• 是，非常

具体说明机构的强化或建立程度:

• 本地

具体说明支持类型:

• 财务
• 能力建设/培训

提供进一步细节:

Local level organisations are involved in carrying out the farmer field schools. Local institutions are supported financially and technically by SSMP. The major aim of this approach is to build local

4.4 监测和评估

监测和评估是该方法的一部分吗？:

是

注释:

socio-cultural aspects were regular monitored through observations; indicators: status
bio-physical aspects were regular monitored through measurements; indicators: nitrate, nitrogen, pH, organic matter, P and K, yield measurements
technical aspects were regular monitored through observations; indicators: cash income
economic / production aspects were regular monitored through observations

4.5 研究

研究是该方法的一部分吗?

是

明确话题:

• 技术

提供进一步的细节，并指出是谁做的研究:

It is difficult to compare results if many treatments are applied at the same time in a plot. Therefore, it is always advised that component trials are run for different treatments. Such trials make for easier understanding of the different treatments and enable farmers to see the effects of particular treatments.

5.1 该方法中SLM组成部分的年度预算

注释（例如主要的资助来源/主要捐助者）:

Approach costs were met by the following donors: local government (district, county, municipality, village etc) (participants): 20.0%; other (development project): 80.0%

6.1 方法的影响

6.3 方法活动的可持续性

土地使用者能否维持通过该方法实施的措施（无外部支持的情况下）？:

• 是

若是，请说明如何维持:

Capacity remains at the local level so that farmers are able to run farmer field schools themselves.

6.4 该方法的长处/优点

编制者或其他关键资源人员认为的长处/优势/机会
Farmers are the source of knowledge; farmers adopt technologies based on their context (How to sustain/ enhance this strength: Involve farmers in a more participatory way)
Participatory approach
Farmers decide the pace of implementation and what should be done
The schools stress the importance of using local resources to reduce dependency on external resources
Increased effi ciency and effectiveness of local resources use

6.5 该方法的弱点/缺点以及克服它们的方法

编制者或其他关键资源人员认为的弱点/缺点/风险	如何克服它们？
Farmer field schools need time and their costs are higher than other similar approaches
Non-technical staff are often involved in carrying out farmer field schools	Ensure capacity building and regular sharing forums

7.1 方法/信息来源

7.2 参考可用出版物

标题、作者、年份、ISBN:

Paudel, C.L.; Regmi, B.D.; Schulz, S. (2005) 'Participatory Innovation Development - Experiences of the Sustainable Soil Management Programme in Nepal

标题、作者、年份、ISBN:

SSMP (2003) Introduction to Integrated Plant Nutrient Systems (in Nepali). Kathmandu: Sustainable Soil Management Programme

可以从哪里获得?成本如何?

SSMP

标题、作者、年份、ISBN:

In Kolff, A.; van Veldhuizen, L.; Wettasinha, C. (eds) Farmer Centred Innovation Development ???? Experiences and Challenges from South Asia, pp. 109-126. Bern: Intercooperation

可以从哪里获得?成本如何?

SSMP