The Farmer Field School (FFS) approach has been very successful and witnessed a strong expansion in many areas beyond crop production. Notwithstanding this success, the adoption of FFS in national extension often remains problematic and FFS activities have often been implemented in the margin of national institutions with strong reliance on donor funding. The creation of an enabling environment for institutional support is essential for expanding the effort, improving quality, and strengthening impact and continuity of the FFSs.
The purposes of this course are to review the major reforms being considered internationally that aim to change the policy and institutional structure and operations of public sector agricultural extension systems, and to examine the advantages and disadvantages of each of these reforms as illustrated by the selected case studies. Aside from the introductory chapter, the course is organized into nine modules, which are conceived as part of a larger framework.
The importance of agriculture to Mongolia’s economy, and to its rural economy in particular, makes sustainable agricultural development a national priority. The transition from collective socialism to a market economy in the 1990s nearly caused the collapse of the entire agriculture sector. Since privatization, the number of livestock animals, mainly sheep and goats, has increased dramatically, reaching 45.1 million in 2012. This growth in both livestock and crop production was enabled by several factors. Yet investment in research and extension remains very low.
A growing variety of public and private rural advisory services are available today, leading to increasingly “pluralistic service systems” (PSS), in which advisory services are provided by different actors and funded from different sources. However, these PSS and the way they operate are still poorly understood. In particular, how PSS can effectively respond to demands of heterogeneous farmers in contexts where small-scale agriculture increasingly needs to exploit value addition and adapt to market requirements.
A growing variety of public and private agricultural advisory services are available today, leading to increasingly ‘pluralistic service systems’ (PSS) where advisory services are provided by different actors and funded from different sources. This is generally regarded as an important step forward, as it steers away from relying on purely state-led or privatised service systems. PSS hold the potential to overcome constraints related to funding, staffing and expertise, and to make advisory services more demand-driven.
A growing variety of public and private rural advisory services are available today, leading to increasingly pluralistic service systems (PSS) – in which advisory services are provided by different actors and funded from different sources. PSS have emerged in many countries as a response to a decline in public sector extension and the increasing demand for tailored, diverse and market-oriented services. Private companies, non-governmental organizations and producer organizations, today play more active roles alongside traditional public sector providers.
Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.
This training manual, which is based on a methodology developed by FAO’s Research and Extension Unit (OINR), presents a training course on assessing AIS consisting of eight modules.