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）

Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH (GIZ) - 德国

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

（现场）数据是什么时候汇编的？:

01/07/2012

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

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 该方法的详细说明

该方法的详细说明:

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 该方法的照片

2.5 采用该方法的国家/地区/地点

2.6 该方法的开始和终止日期

2.8 该方法的主要目的/目标

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 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
计划	互动
实施	自我动员
监测/评估	自我动员
Research	被动

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:

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 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

涵盖的主题:

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 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: 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 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:

• 能力建设/培训

4.4 监测和评估

监测和评估是该方法的一部分吗？:

是

注释:

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 研究

研究是该方法的一部分吗?

是

明确话题:

• 社会学
• 经济/市场营销
• 生态学
• 技术

提供进一步的细节，并指出是谁做的研究:

Research was carried out both on station and on-farm

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？:

否

5.3 对特定投入的补贴（包括劳动力）

• 无

如果土地使用者的劳动力是一项重要的投入，那么是不是:

• 自愿

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:

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

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
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 参考可用出版物

标题、作者、年份、ISBN:

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

可以从哪里获得?成本如何?

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

标题、作者、年份、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]

可以从哪里获得?成本如何?

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