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/评估的机构名称（如相关）

CDE Centre for Development and Environment (CDE Centre for Development and Environment) - 瑞士

有助于对方法进行记录/评估的机构名称（如相关）

Africa Rice Center (AfricaRice) - 科特迪瓦

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

2.1 该方法的简要说明

The Participatory Learning and Action Research approach to Integrated Rice Management (PLAR-IRM) is a bottom-up, social and experiential learning approach, leading to sustainable agricultural improvements, based on mutual support and communication among farmers.

2.2 该方法的详细说明

该方法的详细说明:

Aims / objectives: Innovation and agricultural change is aimed for, through capacity strengthening of all major stakeholders involved in the rice sub-sector. IRM refers to the production system and value chain as a whole. Innovation is not limited to technological change; it also includes time management and the building of social networks and institutions for mutual collaboration between farmers and other stakeholders within the rice value chain. A step-wise, self-discovery learning mode encourages the stakeholders to find solutions for their own site-specific problems. During the first years, groups of 25-30 producers are supported by a programme facilitator who animates the learning and innovation sessions. The main instruments are the learning modules dealing with specific crop management practices, harvest and post-harvest practices (involving processors and entrepreneurs also), as well as the agro-ecological and socio-economic conditions of rice production. The sessions aim to strengthen farmers’ and other rice stakeholders' capacity to observe, analyze, interpret, make decisions, innovate and share knowledge and experiences. PLAR is based on locally relevant knowledge, practices and skills. Exchanges about current practices, and their logic or justification, are the starting point in all modules.

Methods: In a learning-by-doing approach farmers are encouraged to try out any new ideas identified during PLAR sessions on some parts of their fields reserved for new practices (“innovation space”). This allows them to assess the impact of such innovations on their rice yield, or on the profitability of rice growing and the rice business as a whole, and consequently to adapt and fine-tune the measures taken according to their needs. These innovation spaces are regularly visited as part of learning sessions for knowledge sharing between farmers. Since 2005, innovations in land preparation, early transplanting of seedlings, weeds and water management - basically without external inputs - have resulted in three times higher yields, benefitting thousands of farmers. Rice value chain activities started in 2008 with a view to empowering farmers' position within the chains and improving the competitiveness. Groups are unifying into PLAR centres with common marketing of rice, and contract input providers and rice processors.

2.3 该方法的照片

2.5 采用该方法的国家/地区/地点

2.7 方法的类型

• 基于项目/方案

2.8 该方法的主要目的/目标

The Approach focused mainly on SLM with other activities (value chain develop¬ment: collective storage and marketing of rice; contractual arrangements with input providers and rice processors)

Sustainably improving food security, livelihoods and incomes of poor rice farmers by boosting the profitability of rice production and increasing the efficiency and competitiveness of the rice sub-sector; Capacity strengthening of all stake-holders involved in the rice-subsector

The SLM Approach addressed the following problems: Low yields in rice production; Most farmers live below subsistence level; Absence of government and NGO support; Limited access to markets, lack of infrastructure

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
计划	互动
实施	互动
监测/评估	无
Research	无

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:

• 仅限土地使用者（自主）

解释:

Decisions on the method of implementing the SLM Technology were made by mainly by land users supported by SLM specialists

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:

• 在职
• 农民对农民

涵盖的主题:

crop management practices, harvest and post-harvest practices (incl. storage, marketing), socio-economic and ecological conditions of rice farming; curriculum based on needs assessment

4.2 咨询服务

土地使用者有权使用咨询服务吗？:

是

指明是否提供了咨询服务:

• 在土地使用者的土地上

说明/注释:

Name of method used for advisory service: modular learning sessions guided by a facilitator, farmer-to-farmer extension; Approach is based on indigenous knowledge

4.5 研究

研究是该方法的一部分吗?

是

提供进一步的细节，并指出是谁做的研究:

crop management practices

Research was carried out on-farm

5.1 该方法中SLM组成部分的年度预算

如果不知道准确的年度预算，请给出一个范围:

• 100,000-1,000,000

注释（例如主要的资助来源/主要捐助者）:

Approach costs were met by the following donors: international: 10.0%; national non-government: 30.0%; private sector: 10.0%; local community / land user(s): 50.0%

5.2 为土地使用者提供财政/物质支援

土地使用者是否获得实施该技术的财政/物质支持？:

是

5.3 对特定投入的补贴（包括劳动力）

• 设备

注释:

Two sarcleuses (weeding equipment) per starting group are provided for free and remain property of the group

5.4 信用

是否根据SLM活动的方法给予信用值？:

是

对条件（利率、回报等）进行具体说明:

Interest rate charged: 2.5%; repayment conditions: Was supported by the approach in collaboration with an existing microfinance institution; loan period: 6-8 months, 2.5% monthly (!) interest rate.

6.1 方法的影响

6.2 土地使用者实施SLM的主要动机

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:

In a 2nd phase farmers who are organised in PLAR groups gradually build up the capacity to manage the innovation and mutual learning approach on their own without programme support: Farmers facilitators are trained to take over the lead of PLAR groups with backstopping from programme facilitators.

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 learn basic principles of rice management and develop their own locally adapted options for improvements; the innovation comes from inside the groups.
Farmers build up individual and organisational capacity to find solutions to their problems and build confidence as efficient partners with other value chain actors.

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？
Labour intensive improvements	provision of group credit to PLAR group members in collaboration with a local microfinance institution
Learning intensive approach, with regular group learning sessions	PLAR groups elaborate their own learning programmes and curricula according to their availability and needs

7.1 方法/信息来源

7.2 参考可用出版物

标题、作者、年份、ISBN:

Defoer T., M. Wopereis, S. Diack, and P. Idinoba. 2008. Apprentissage participatif et recherche action pour la gestion intégrée du riz à Madagascar: Manuel du facilitateur AKF, Genève, Suisse. Defoer T., M. Wopereis, P. Idinoba T. and Kadisha. 2006. Participatory Learning and Action Reseaerch (PLAR) for Integrated Rice Management in inland valleys in sub-saharan Africa: Facilitators’ manual. WARDA- the Africa Rcie Center, Bouaké, Côte d’Ivoire.

标题、作者、年份、ISBN:

Defoer T., M. Wopereis, P. Idinoba T. and Kadisha. 2006. Participatory Learning and Action Reseaerch (PLAR) for Integrated Rice Management in inland valleys in sub-saharan Africa: Facilitators’ manual. WARDA- the Africa Rcie Center, Bouaké, Côte d’Ivoire.