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“Charles Massy has written a definitive masterpiece that takes its place along with the writings of Aldo Leopold, Wendell Berry, Masanobu Fukuoka, Humberto Maturana, and Michael Pollan. No work has more brilliantly defined regenerative agriculture and the breadth of its restorative impact upon human health, biodiversity, climate, and ecological intelligence." --Paul Hawken In Call of the Reed Warbler, Charles Massy explores regenerative agriculture and the vital connection between our soil and our health. It is the story of how a grassroots revolution—a true underground insurgency—can save the planet, help reduce and reverse climate change, and build healthy people and healthy communities, pivoting significantly on our relationship with growing and consuming food. Using his personal experience as a touchstone—from an unknowing, chemical-using farmer with dead soils to a radical ecologist farmer carefully regenerating a 2000-hectare property to a state of natural health—Massy tells the real story behind industrial agriculture and the global profit-obsessed corporations driving it. With evocative stories, he shows how other innovative and courageous farmers are finding a new way. At stake is not only a revolution in human health and in our communities, but the very survival of the planet. For farmers, backyard gardeners, food buyers, health workers, policy makers, and public leaders alike, Call of the Reed Warbler offers a tangible path forward and a powerful and moving paean of hope. It’s not too late to regenerate the earth. Call of the Reed Warbler shows the way forward for the future of our food supply, our planet, and our health.
ÿDecades of scientific research related to agriculture and natural resource management have brought limited benefits to smallholder farmers, including crop farmers, fishers, livestock keepers and other resource users. Therefore, donors, policymakers and civil society organizations (CSOs), such as farmer organizations and nongovernmental organizations (NGOs), are urging the formal research sector to make its work more useful to smallholder farmers. Many institutions of agricultural research and development are now seeking ways to engage more closely with smallholders in order to conduct research that is more relevant for and accessible to them, and are seeking examples and good practices as sources of learning. Some examples of research that is focused on smallholders and in which the process is co-managed and driven by smallholders can be found in ?informal? research initiatives --specifically, those which are facilitated by CSOs. The purpose of this study was to identify such examples of informal agricultural research and development that could be documented and thus made accessible to formal researchers. This report also describes farmer-led research findings and their dissemination, and analyzes available evidence on the impact of farmer-led approaches to agricultural research and development on rural livelihoods, local capacity to innovate and adapt, and influence on governmental institutions of agricultural research and development.
The Farmer Field School (FFS) has been one of the most successful approaches developed and promoted by FAO over the past three decades, empowering farmers to become better decision makers in their own farming systems. Initiated by FAO in 1989, and subsequently adopted by many other organizations and institutions, the FFS programs constitute one of the most important “results of the collective action of millions of small-scale farmers” that FAO has supported. FFS is an interactive and participatory learning by doing approach that offers farmers, pastoralists, fisherfolks, foresters and their communities a place where they can learn from each other,share experiences, co-create knowledge and try new ways of doing. Participants enhance their understanding of agro-ecosystems, resulting in production systems that are more resilient and optimize the use of available resources. FFS aims to improve farmers’ livelihoods and recognize their role as innovators and guardians of natural environments. FFS has attained plenty of outstanding achievements in all aspects of agriculture and rural development.
Contains nearly 200 readings published between 1927 and 2005, in English or translated from other languages, on the historical roots and pioneering thinking regarding communication for social change. Covers a variety of topics, including the radio, tv and other mass communication, information and communication technology, the digital gap, the formation of an information society, national information policies, participatory decision making, communication of development, pedagogy and entertainment education, HIV/AIDS communication for prevention, etc.
Changes in market organisation, climatic conditions and societal demands on food quality, animal welfare and environmental quality have created new conditions for farming families as well as for researchers and policy makers. New social, technical and economic solutions are needed for farming and rural areas. This book presents new perspectives for farms, farm products and rural areas, many of which were collectively developed by coalitions of farmers, farmer representatives, researchers, civilians and/or policy makers. Contributions are made from those involved in crop and animal production worldwide offering sections on natural resources management, development of sustainable rural systems, future perspectives for farming families, knowledge systems in transition and learning processes in multi-stakeholder processes. This unique collection of contributions, presenting insights from bio-physical as well as social sciences, shows where practice meets analysis and reflection and offers new perspectives for rural areas throughout the world.
Climate change is expected to have serious environmental, economic, and social impacts on South Africa. In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. This research uses a "bottom-up" approach, which seeks to gain insights from the farmers themselves based on a farm household survey. Farm-level data were collected from 794 households in the Limpopo River Basin of South Africa for the farming season 2004-2005. The study examines how farmer perceptions correspond with climate data recorded at meteorological stations in the Limpopo River Basin and analyzes farmers' adaptation responses to climate change and variability. A Heckman probit model and a multinomial logit (MNL) model are used to examine the determinants of adaptation to climate change and variability. The statistical analysis of the climate data shows that temperature has increased over the years. Rainfall is characterized by large interannual variability, with the previous three years being very dry. Indeed, the analysis shows that farmers' perceptions of climate change are in line with the climatic data records. However, only approximately half of the farmers have adjusted their farming practices to account for the impacts of climate change. Lack of access to credit was cited by respondents as the main factor inhibiting adaptation. The results of the multinomial logit and Heckman probit models highlighted that household size, farming experience, wealth, access to credit, access to water, tenure rights, off-farm activities, and access to extension are the main factors that enhance adaptive capacity. Thus, the government should design policies aimed at improving these factors.
The preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.
"Place: it's where we're from; it's where we're going. . . . It asks for our attention and care. If we pay attention, place has much to teach us." With this belief as a foundation, The Power of Place offers a comprehensive and compelling case for making communities the locus of learning for students of all ages and backgrounds. Dispelling the notion that place-based education is an approach limited to those who can afford it, the authors describe how schools in diverse contexts—urban and rural, public and private—have adopted place-based programs as a way to better engage students and attain three important goals of education: student agency, equity, and community. This book identifies six defining principles of place-based education. Namely, it 1. Embeds learning everywhere and views the community as a classroom. 2. Is centered on individual learners. 3. Is inquiry based to help students develop an understanding of their place in the world. 4. Incorporates local and global thinking and investigations. 5. Requires design thinking to find solutions to authentic problems. 6. Is interdisciplinary. For each principle, the authors share stories of students whose lives were transformed by their experiences in place-based programs, elaborate on what the principle means, demonstrate what it looks like in practice by presenting case studies from schools throughout the United States, and offer action steps for implementation. Aimed at educators from preK through high school, The Power of Place is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities.