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）

Improved food security, livelihoods and resilience of vulnerable pastoral communities in the Greater Horn of Africa through the pastoralist field school approach

有助于对方法进行记录/评估的机构名称（如相关）

FAO Kenya (FAO Kenya) - 肯尼亚

有助于对方法进行记录/评估的机构名称（如相关）

Food and Agriculture Organization of the United Nations (FAO) - 意大利

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？:

01/04/2014

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

Pastoralist field schools improve livelihoods and resilience of pastoral communities through a process of hands-on experimental and participatory learning. They are "schools without walls" that introduce good agricultural and marketing practices while building on local knowledge. The PFS approach builds heavily on the basic principles of discovery based learning to address a wide range of issues affecting pastoral livelihoods.

2.2 该方法的详细说明

该方法的详细说明:

The Pastoral Field School (PFS) approach was the key development tool used in the FAO project entitled “Improved food security, livelihoods and resilience of vulnerable pastoral communities in the Greater Horn of Africa through the pastoralist field school approach”. The project was implemented between June 2011 and July 2015 and targeted agropastoralists in the West Pokot and Turkana areas of Kenya, the Karamoja area of Uganda and Borena and Guji Zones of Ethiopia. Indirect beneficiaries included Non-governmental organizations (NGO) and development actors involved in PFS actions across the region, largely through capacity building. The project was implemented through FAO regional and country offices in close collaboration with selected implementation partners in the countries, including communities, both local and international NGOs and governments.

The PFS approach is an adaptation of the Farmer Field School (FFS) approach. The FFS approach emerged in South East Asia in 1989 as a way to better engage farmers in a field-based enquiry for participatory identification and adoption/adaptation of solutions to local problems. The approach builds on the principles of adult and non-formal education, and experimental and emancipatory learning with a focus on learning processes and building analytical capacity as opposed to traditional extension approaches that focus on top-down dissemination of information to farmers. The PFS approach was first tested in 2006 in Kenya by FAO, Vétérinaires Sans Frontières Belgium and the International Livestock Research Institute (ILRI).

A PFS can be described as "school without walls" that introduces new pastoral techniques and practices (including SLM technologies) while building on indigenous knowledge, with community empowerment as a result. Through experiential and participatory learning techniques applied in a group setting (25-30 members), with regular meetings over a season/production cycle, , (agro-)pastoralists learn how to analyse their situation and make informed decisions about their livelihood practices and resource use strategies. When empowered to make informed decisions and adapt to changes in the environment, community members are better able to support disaster risk reduction and mitigation of climate change impacts. A facilitator (trained by an experienced field schoolmaster trainer and with a good understanding of pastoral issues) guides the learning process and ensures that the group activities are interlinked with a community managed disaster risk reduction plan. The technical topics covered can include animal production and health, pasture and range management, dryland farming, livestock fodder production, community-managed disaster risk reduction and alternative incomes. The informal nature of the approach further provides an excellent entry point to address social issues of gender inequities including gender-based violence, HIV, public health, population growth as well as conflict.
Mobility is an important factor to be considered in PFS as it bears on aspects such as the frequency and location of meetings. In some cases, PFS activities have to be interrupted during pastoral movements while in others the facilitator has to follow the field school group during migration. Agro-pastoralists may not always be available to participate in PFS activities as they may spend many hours or days with their livestock in search of water or fodder. Generally, PFS has a longer cycle than groups focusing on small-scale farming, and flexibility is needed when unforeseen events disrupt learning activities. Pastoralists and agro-pastoralists often live in conditions of high environmental uncertainty.

2.3 该方法的照片

2.4 该方法的视频

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

2.7 方法的类型

• 最近的本地倡议/创新

2.8 该方法的主要目的/目标

To strengthen the capacity of pastoral communities and support improved natural resources management and disaster risk management to reduce food insecurity vulnerability.

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	The PFS approach was presented to pastoral communities and their leaders as well as to local stakeholders (e.g. local government, development partners) to seek buy-in and collaboration.
计划	互动	Needs, priorities and opportunities for improvement were identified through a consultative process with the community before and throughout PFS implementation. The PFS members, not the facilitator, decided what was relevant to them and what they wanted the PFS to address.
实施	互动	As per PFS principles, the pastoral community was involved in all activities during project implementation and had a decision-making role. The dissemination of PFS practices/SLM technologies was encouraged among members and pastoral communities. Exchange visits (educational tours to other PFS), field days (getting non-PFS members involved in PFS activities), and share fairs were organized to promote trade and exchange of ideas.
监测/评估	互动	The expansion of monitoring and evaluation tools and processes was part of the regular PFS implementation, with exercises and tools embedded in the PFS sessions to assess progress and allow members to take corrective action based on the results.
Impact assessment	互动	A major achievement of the intervention was the participatory impact assessment. The assessment was conducted using a mix of methods, including focus group discussions with PFS members, case stories, semi-structured interviews and scoring of perceived change before and after PFS membership.

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:

• 主要是土地使用者，由SLM专家提供支持

解释:

In PFS, learning is by doing, i.e. through practical activities and exercises. Throughout PFS implementation, members tested, validated, and adapted SLM technologies to their environments.

明确做出决策的依据:

• 个人经验和意见（无记录）

• hands-on testing and adaptation for local use

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

如果相关，请说明性别、年龄、地位、种族等。:

PFS are schools without walls where members actively learn through comparison of local practices with new ideas through Agro ecosystem analysis and comparative experiments, observation, critical analysis, discussion and making decisions. Technical training of PFS members forms part of the regular learning curriculum and is based on learner driven.
The intervention also involved the training of facilitators, mentors and master trainers.
Facilitators guide PFS activities and group discussions and help the group to reach a consensus on the actions that need to be taken. Before the onset of the PFS, facilitators organize preparatory activities, such as community consultations and PFS group formation and organization. The intervention trained new facilitators and carried out refresher training of existing facilitators. Training was supported by on-the-job training events and regular support to facilitators.

The main role of PFS master trainers is to train facilitators, mentoring FFS activities, planning, mentoring and monitoring and evaluation of FFS activities and promoting the field school approach. They received training through a three-month master trainer course. In direct connection with and during the master trainer training course, a number of PFS groups were established at community level for practical and hands-on learning among master trainers. Throughout the implementation period, FAO provided continuous mentoring to the master trainers to support their continuous professional development.

In the Borena zone, PFS activities were complemented by the strengthening of water points developed thorough an earlier SDC project.

培训形式:

• 在职
• 农民对农民
• 示范区域

涵盖的主题:

The curriculum of PFS groups generally focused on: methodology and implementation, participatory learning and facilitation, group management and technical topics.
Some of the technical topics covered by the facilitator include gender, NRM, nutrition, forage production and health, conflict management, business skills development, village community banks (VICOBA), rangeland management, soil and water conservation and community-managed disaster risk reduction (CMDRR), and water scheme management.

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:

PFS are ‘schools without walls’ where capacity is developed from existing local knowledge. They are learning by doing and problem based, on the fields/rangelands of the community. PFS usually comprises a group of 25-30 pastoralists who meet regularly in a local field setting, under the guidance of a trained facilitator. They make observations on livestock production and rangeland ecosystem, focus on a topic of study, and compare the effects of alternative practices. As a result of the observations and analyses done directly on-site, participants make decisions on how to improve their practices. All PFS follow this systematic action learning process where the key steps are observation, reflection, group discussion, analysis, decision making and action planning.

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，适度

具体说明机构的强化或建立程度:

• 本地
• 国家

说明机构、角色和职责、成员等。:

The two government institutions (Miyo Pastoral Development Association and Moyalle Pastoral Development Association). and the NGO (Gayo Pastoral Development Initiative) that implemented the approach in the target area has been strengthened through capacity building on PFS.

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:

Monitoring was conducted by the Swiss Agency for Development and Cooperation (SDC) office in Addis Ababa as well as through field missions and regular dialogue with the FAO Country Office in Ethiopia.
As per PFS priniciples, participatory M&E was also conducted during every PFS meeting. Both the PFS members and facilitator continuously assessed whether they were bringing any behavioural changes and actually achieving the learning objectives. Participatory M&E helped PFS practitioners actively observe and analyse situations and performances and understand what they were observing.

若是，该文件是否用于监测和评估？:

否

4.5 研究

研究是该方法的一部分吗?

是

明确话题:

• 经济/市场营销
• 技术

提供进一步的细节，并指出是谁做的研究:

When needed, researchers and subject matter experts were invited to provide technical support to PFS groups. PFS developed/strengthened linkages between pastoral communities and researchers.

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:

• 2,000-10,000

注释（例如主要的资助来源/主要捐助者）:

The budget range above refers to the costs incurred for implementing a single PFS within the project.
The Government of the Swiss Confederation, through the Swiss Agency for Development and Cooperation, contributed USD 2 154 100 for this FAO for this FAO project in Ethiopia, Kenya and Uganda.

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

如果是，请具体说明支持的类型、条件和提供者:

Each PFS group received direct grants of USD 940 for their learning activities and to purchase inputs for PFS experimentation.

5.3 对特定投入的补贴（包括劳动力）

• 无

5.4 信用

是否根据SLM活动的方法给予信用值？:

否

5.5 其它激励或手段

是否有其他激励措施或工具用于促进SLM技术的实施？:

否

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:

The PFS promoted practices that build on local knowledge and practice and that require locally available production inputs.

6.4 该方法的长处/优点

土地使用者眼中的长处/优势/机会
This activity has improved the status of women through enabling them and offering them a greater spectrum of livelihood options.
PFS activities increased the awareness on sustainable management of the natural resources. This is an achievement as the PFS communities increase their income diversity and income generating capacity facilitated through natural resources.
The groups decided by discussion on emerging issues to be dealt with. This built considerable coherence within the group and ensured that those topics that were important were selected.

编制者或其他关键资源人员认为的长处/优势/机会
The PFS approach in general contributed to generating increased, appropriate and self-defined livelihood options. Members have therefore the opportunity to improve their livelihood portfolio by spreading their activity base and thus prepare better for emerging challenges of greater variability than the community is used to.
The opportunity for members, especially women to meet, discuss at equal level with men and focus on problem solving. This is very much appreciated in a community setting where tribal institutions are respected. PFS groups show a greater level of cooperation and mutual help as compared to the situation prior the PFS intervention.
The approach does not rely on highly trained external advisors but on pastoralists' own discovery and reflection. It can function well even with facilitators of relatively low technical skills. This allows for scaling up of interventions more easily, since solutions are obtained jointly through an experimentation process.

6.5 该方法的弱点/缺点以及克服它们的方法

土地使用者认为的弱点/缺点/风险	如何克服它们？
Attending PFS sessions requires time and effort, something participants not always have.	This is mostly a problem at the beginning. As soon as it becomes clear to participants what the added value of the approach is then they are perfectly fine with putting in the required effort and time. It is therefore important to make clear right from the beginning what the (expected) benefits to participants are.
Quality of implementation of PFS largely depends on the organizational, communication and methodological skills of facilitators as well as on their regular availability throughout the FFS cycle. In some instances, poor quality of facilitators has led to inadequate experimentation and ecosystem analysis.	Continuous support is required to improve the facilitation skills of facilitators.
Aligning PFS approach into the government extension system requires commitment of policy makers.	National platforms, policy makers visit of PFS activities and use of public media are some the mechanisms for creating awareness for institutionalizing PFS into the government extension sytem.

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？
There is room for improving experimentation and linking it more strongly to an ecosystem analysis.	Better training of facilitators.
While taking up the issue of conflict and conflict management, the approach does not always fully cover the complete socioeconomic interconnections that the problem of conflicts in pastoral areas is linked to.	Make sure that a detailed socioeconomic analysis is undertaken before the interventions start. This will help in ensuring better coverage of all the complex relationships and interconnections.
Different institutions implement PFS differently.	Harmonization of the field school approach is critical among the field school practioners.

7.1 方法/信息来源

7.2 参考可用出版物

标题、作者、年份、ISBN:

Impact Assessment of Pastoralist Field Schools in Ethiopia, Kenya and Uganda

可以从哪里获得?成本如何?

http://www.fao.org/fileadmin/user_upload/drought/docs/PFS%20IA%20report%20final.pdf

标题、作者、年份、ISBN:

Improved food security, livelihoods and resilience of vulnerable pastoral communities in the Greater Horn of Africa through the pastoral field school approach OSRO/RAF/103/SWI - Final report

7.3 链接到网络上可用的相关信息

标题/说明:

Pastoralist field schools- Training of facilitators manual

URL:

http://www.fao.org/3/a-bl492e.pdf

标题/说明:

Farmer field school guiadance document - Planning for quality programmes

URL:

http://www.fao.org/3/a-i5296e.pdf

标题/说明:

Global farmer field school platform

URL:

http://www.fao.org/farmer-field-schools/en/

标题/说明:

Pastoralist field schools: Discovery based learning in practice

URL:

http://www.celep.info/wp-content/uploads/2012/05/PFS-Reglap-learning-practice.pdf

标题/说明:

Farmer field schools for small-scale livestock producers- A guide for decision makers on improving livelihoods

URL:

http://www.fao.org/3/I8655EN/i8655en.pdf