| Cover | 1
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| Dear Readers/Contents | 2-3
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| FFS: beyond the rice field - Editorial | 4
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| ILEIA editorial team |
| IPM Farmer Field Schools for rice farmers in Asia have been immensely successful. This success has attracted the attention of development workers around the world. As with every successful approach, t... |  |
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| Fundamental elements of a Farmer Field School | 5-6
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| Kevin Gallagher |
| In general, FFS consist of groups of people with a common interest, who get together on a regular basis to study the "how and why"of a particular topic. The topics covered can vary considera... | |
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| PTD practitioners - back to school? | 7
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| Rik Thijssen |
| FFS and PTD are both participatory approaches for promoting sustainable agricultural development. They both work towards improving farmer decision-making capacity and stimulating local innovation. But... | |
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| Field schools for Kenyan dairy farmers | 8-10
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| B. Minjauw, H.G. Muriuki, D. Romney |
| In the Central and Rift Valley provinces of Kenya, approximately 90% of rural households are agricultural, and of these, 73% have dairy cattle. Currently, over 1000 FFS on integrated pest management a... | |
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| Farmer Life Schools in Cambodia | 11-12
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| Polo Yech |
| National Route 5 in Cambodia is part of the Trans-Asia highway linking India, Thailand, Cambodia and Vietnam. Along its route, the movement of people is steadily increasing - and so is the spread of H... | |
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| Community forest management and FFS | 13-15
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| Hukum B. Singh |
| The Sharada Devi forest in Nepal has been protected and used by local communities under community forestry arrangements since the 1980s. However, although the condition of both forest and water resour... | |
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| Evaluation in FFS: A burden or a blessing? | 16-17
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| Kim Groeneweg, Jorge Chavez-Tafur |
| Looking at the many training and extension programmes currently taking place in the rural areas of Peru, there is not one which does not include the word "evaluation" as one of its activitie... | |
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| Picturing impact! | 18-21
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| John Pontius |
| Many participatory approaches have been used by the staff of IPM projects in Indonesia to examine the results of IPM activities. The most recent, a photo study in the Ciamis district of West Java, was... | |
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| The Egyptian experience with FFS | 22-23
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| Jaap Van de Pol |
| Implementing the Farmer Field School approach in the Egyptian context has posed a number of challenges. The traditional approach for Egyptian extensionists has been one of technology transfer, and th... | |
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| The greening of Self Help Groups | 24-25
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| Seema Tripathi, Shiraz Wajih |
| Self-help groups for women living in the Terai of Eastern Uttar Pradesh have been used not only as appropriate institutions to help women improve their socioeconomic status, but also to mobilise them... | |
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| Gender Field Schools | 26-27
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| Mansour Fakih |
| As a result of the ongoing perception that FFS in Indonesia are still not gender equal, a special programme is now being introduced into IPM activities. This programme is firmly rooted in the particip... | |
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| Towards self-financed Farmer Field Schools | 28-29
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| James Robert Okoth, Godrick S. Khisa, Julianus Thomas |
| A common point of concern for those considering FFS as an extension mechanism is the cost. This article describes several innovations to improve the financial sustainability of FFSs that have been dev... | |
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| FFS for tree crops | 30-31
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| James Mangan, Margaret S. Mangan |
| Since 1997, FFS have been developed in Indonesia for Integrated Pest Management in five crops: cashew, cocoa, coffee, pepper and tea. Applying the FFS approach to IPM for perennial tree crops has requ... | |
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| Sources | 32-33
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| Books | 34
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| Websites | 35
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| Visit to Central America | 36
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| In November 2002, the editor of LEISA revista de Agroecologia and the director of ILEIA travelled together to Central America. The prupose of the trip was to present the magazine to the region and to ... | |
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