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Pastoral field schools and proximity learning a climate change perspective

Pastoral field schools and proximity learning a climate change perspective. EU development Briefing February 22nd 2012. V eterinaries Sans Frontières Vision. Earth, People and Animal are 3 inseperatable elements of a chain where the animal is a significant factor

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Pastoral field schools and proximity learning a climate change perspective

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  1. Pastoral field schools and proximity learninga climate change perspective EU development Briefing February 22nd 2012 Joep van Mierlo, CEO VSF-Belgium

  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. Pastoral Field School (PFS) • School without walls • Composition: • Groups of 30-40 pastoralists • PFS facilitator • “Developing people”

  6. 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

  7. Pastoral Field School (PFS)

  8. 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

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

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

  11. Agro-Ecosystem analysis Observation Analysis Discussion Presentation

  12. Principles • Every PFS is unique • Also “Farmer-led” • Unity is Strength • Empowerment through collective action • 1 + 1 = 3

  13. Results • Poultry keeping • Hygiene: • Personal • Food preparation • Dissemination of information (Livestock diseases, droughts, etc.) • “Culture of Learning”

  14. 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.)

  15. 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

  16. Thank you www.vsf-belgium.org j.vanmierlo@vsf-belgium.org Follow us on:

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