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Pastoral field schools and proximity learning a climate change perspective

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Pastoral field schools and proximity learning a climate change perspective EU development Briefing February 22nd 2012 Joep van Mierlo, CEO VSF-Belgium – PowerPoint PPT presentation

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Title: Pastoral field schools and proximity learning a climate change perspective


1
Pastoral field schools and proximity learning a
climate change perspective
  • EU development Briefing
  • February 22nd 2012

2
Veterinaries Sans Frontières Vision
  • Earth, People and Animal
  • are 3 inseperatable elements of a chain where
  • the animal is a significant factor
  • for sustainable development.
  • HEALTHY LIVESTOCK,
  • HEALTHY PEOPLE

3
Evolution
  • Farmer Field Schools (1989)
  • South East Asia
  • Rice production successful
  • Expansion
  • Geographical Asia, Africa, ME and Latin America
  • Thematical other types of agricultural
    production socio-ecological conditions
  • 2001 dairy FFS in Kenya

4
Pastoral Field Schools (PFS)
  • 2006 ILRI VSF-Belgium Pastoral Field School
    (supported by FAO and ECHO)
  • Reaction to droughts
  • Climate Change
  • Decline in food production
  • Change of migratory patterns
  • Resource-based conflicts

5
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6
Pastoral Field School (PFS)
  • School without walls
  • Composition
  • Groups of 30-40 pastoralists
  • PFS facilitator
  • Developing people

7
Pastoral Field School (PFS)
  • Observation and experimentation
  • Hands-on training
  • Through different seasons
  • Comparative experiments
  • Accessible media
  • Capacity building
  • Participatory learning approaches
  • Merge traditional knowledge with external
    information
  • Proper livelihood system analysis

8
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9
Pastoral Field School (PFS)
10
Why?
  • To become more resilient and less vulnerable
  • E.g. with regards to Climate Variability learn
    and develop new ways to adapt and solve problems
  • To empower pastoralists to remain the experts in
    their own context
  • To assist pastoralists and their communities to
    appreciate their own traditional institutions

11
Principles
  • Facilitation, not teaching
  • Farmer expert
  • Learner-led study
  • Skilled Facilitator
  • Learn how to learn
  • The field is the classroom

12
Principles
  • Learning through practical exercices
  • Visuals and experiments
  • Learning by doing
  • Learning from mistakes
  • Challenges instead of constraints
  • Agro-Ecosystem analysis
  • Systematic training process

13
Agro-Ecosystem analysis
Observation
Analysis
Discussion
Presentation
14
Principles
  • Every PFS is unique
  • Also Farmer-led
  • Unity is Strength
  • Empowerment through collective action
  • 1 1 3

15
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16
Results
  • Poultry keeping
  • Hygiene
  • Personal
  • Food preparation
  • Dissemination of information (Livestock diseases,
    droughts, etc.)
  • Culture of Learning

17
(No Transcript)
18
Impact
  • General improvement in members livelihoods
  • Housing
  • Increased incomes
  • Food security
  • Health
  • Social-economical empowerment
  • Adoption and adaptation of improved practices
  • Against environmental degradation
  • Against climate change (droughts, etc.)

19
Challenges
  • Participation to the entire cycle
  • Support of self-facilitated PFS groups
  • Legalization/registration of community based
    groups.
  • Strengthening role of PFS in emergency responses
  • Involvement of government departments
  • Budget for replication

20
Thank you
  • www.vsf-belgium.org
  • j.vanmierlo_at_vsf-belgium.org
  • Follow us on
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