Implementation Guide

for
Farmer Field Schools (FFS)

October 2017

Project for Sustainable Natural Resource Management

through FFS in the Rift Valley Area of Oromia Region
 Foreword

The purpose of this implementation Guide is to assist field works and to

implement Farmers Filed Schools (FFS) in Oromia region. The guide is
prepared to carry out coherent and effective FFS, by organizing the flow
of extension activities. The principal users of the guide are the Oromia
Bureau of Agriculture and Natural Resource, especially for development
agents and experts in agriculture and natural resource at each zonal and
district level.

The implementation cycle of FFS is divided into several steps which require
different actions by the Facilitators and FFS group members. The flow of
each cycle is exhibited in the weekly steps described in details.

The FFS guide will be reviewed along the development of field activities
and reflect the particular field experiences of the Sustainable Natural
Resource Management project (SNRMP). In order to provide better
extension services to the FFS members, therefore, it is requested the users
of this guide to take notes for the future review and to improve the
efficiency of the FFS implementation.

Finally, OBANR would like to acknowledge the valuable inputs from all
JICA experts, project staff, FFS technical committee members who
participated and other field experts contributed to the document.
OBANR would also like to take this opportunity to thank the JICA for its
efforts to support the SNRMP. OBANR hopes that this guide will help the
farmers and communities in Oromia and whole Ethiopia to improve the
environment and natural resource conditions as well as their rural
livelihoods.

1st October, 2017

Desalegn Duguma
Deputy Bureau Head/ Project Director
Natural Resource Sector
Oromia Bureau of Agriculture and Natural Resource
The Federal Democratic Republic of Ethiopia
i
 About this guide

The Farmer Field Schools (FFS) approach is an innovative, participatory

and interactive learning approach that emphasizes problem-solving and
discovery-based learning. FFS aims to build farmers’ capacity to analyze
their production systems, identify problems, test possible solutions, and
eventually encourage the participants to adopt the practices most
suitable to their farming systems (FAO, 2003). FFS can provide an
opportunity for farmers to practice and test/evaluate alternative land
use, and introduce new technologies through comparing their
conventional practices succeeded within their own tradition and culture.

FFS involves commonly a group of 20-30 farmers. It is facilitated by

extension staff like DAs or by farmer facilitators (FFs). The method
emphasizes the process of group observation, discussion, analysis,
presentation, and collective decision-making and actions. Through those
practices, FFS members can also develop personal confidence and self-
explanation ability, and become challenging in new issues through team
building, responsibility sharing and autonomous management practices
involved during FFS weekly sessions.

This implementation guide has been prepared for FFS facilitators working
under Oromia Bureau of Agriculture and Natural Resource (OBANR). The
contents are generalized to adjust for many kinds of agriculture and
natural resource development FFS program, however, the important
concepts and practical suggestions from field operation through the
project are incorporated as much as possible for the sake of.

1st October, 2017

Shinji Ogawa
JICA Project Team Leader
The Project for Sustainable Natural Resource Management through
Farmer Field Schools (FFS) in Rift Valley area of Oromia Region (SNRMP)
ii
Contribution by:

FFS Technical committee of Oromia Bureau of Agriculture and

Natural Resource:

Mr. AbebeWolde
Mr. Mohammed Kasim
Mr. Kidane Bizuneh
Mr. MegersaLencho
Mr. Mohamed Husein
Mr. HusienGamadi
Mr. TameneDesisa
Mr. BadhoKabade
Mr. Solomon Taddesse

JICA Project Team:

Dr. Takehiko Matsui

Ms. Naoko inada
Ms. Mana Ishigaki
Ms. Naoko Ogawa
Ms. Akiko Yamasaki
Ms. Kayoko Takaki

Other contributors:

Mr. YidnekchewWoldeyesus
Mr. AyanoAsefa
Mr. Letta Damenu
Mr. GebereGodana G
Mr. ShalloGuddeta
Mr. Eshetu Desaleg

iii
iv
 Contents

Foreword .......................................................................................................... i
About this guide ............................................................................................. ii
Contents .......................................................................................................... v
Step 1. Planning FFS implementation ........................................................... 1
Step 2. Conducting trainings of FFS facilitators ........................................... 4
Step 3. Introducing FFS to the community ................................................... 6
Step 4. Forming new FFS groups ................................................................. 10
Step 5. Formalizing the FFS groups ............................................................. 17
Step 6. Organizing FFS Sub-Groups ............................................................ 24
Step 7. Preparing FFS timetable and learning norms ............................... 32
Step 8. Conducting Learning Enterprises Selection .................................. 41
Step 9. Conducting weekly sessions.......................................................... 48
Step 10. Preparing FFS Annual Activity Calendar ..................................... 63
Step 11. Planning enterprises and experiments for dry season .............. 65
Step 12-A. Selecting host farms for dry season (nursery site) ................. 72
Step 12-B. Allocating host farms within FTC for dry season ..................... 79
Step 13. Preparing learning site .................................................................. 89
Step 14. Conducting AESA session ............................................................. 94
Step 15. Organizing Field day ................................................................... 109
Step 16. Conducting result analysis for Nursery Enterprises .................. 124
Step 17. Planning enterprises and experiments for Wet season ........... 127
Step 18-A. Selecting host farms ................................................................ 137
Step 18-B. Selecting host farms within FTC .............................................. 137
Step 19. Establishing host farm and experiments for Wet season......... 138
Step 20. Conducting result analysis for Wet Season .............................. 140
Step 21. Conducting Attendance Assessment ....................................... 148
Step 22. Knowledge assessment (Ballot Box Exercise) .......................... 151
Step 23. Conducting self-evaluation by FFS members .......................... 156
Step 24. Conducting Farm Self-Assessment ............................................ 160
Step 25. Conducting Way forward session .............................................. 165
Step 26. Organizing Graduation Ceremony ........................................... 168

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 Step 1. Planning FFS implementation

1. Introduction
Planning is important step in Farmer Field School (FFS) as same as other
extension activities. In planning meeting for FFS program WHERE (target
village) and WHO (facilitators: trained development agent (DA) and their
supervisor) are going to implement FFS to be determined. Selection of
target village and location can be done systematically. The commitment
of facilitators is very important issue since FFS is relatively long-term
activities. Transfer of the facilitator to other place will cause the most
serious problem but often happen, particularly when the trained FFS
facilitator is not readily available as successor. Assigning a facilitator to a
FFS for one year or so is a sort of commitment to a group of farmers1. Some
FFS program have even made a Minuets of Understanding (MoU)
between facilitator and FFS group so as he/she to serve to the group until
graduation without interruption. District Agriculture and Natural Resource
Office has to assign nearby facilitator to help the group until the new
facilitator to be assigned. It is recommended to have enough number of
trained FFS facilitators under same district so that they can help each
other.

2. Procedures
The District Agriculture and Natural Resource Office (ANRO)
coordinates a meeting with trained/experienced FFS facilitators with
experts from related offices and identifies in which villages and how
many numbers of FFS the district is going to implement for coming
season. The ANRO also has to get consensus with each facilitator to
take responsibilities for the agreed FFS implementation.

In the planning meeting, those who are going to monitor or backstop

the particular FFSs are also discussed and determined. At least one
experienced facilitator should be assigned to a FFS. One
experienced facilitator can take care three to four FFSs in same
period.

Selection of the villages needs to be done according to this

government guidelines and indications of the FFS program. As public

1If the facilitators are not sure to be available throughout, then he/she should not be
assigned to a FFS as facilitator.
1
service, it is not good to select same sub-village/village frequently
but to rotate the target areas (See the figure below).

In case that the district decided to implement FFS in Farmer Training

Centre (FTC), further discussion and agreement are necessary with
village FTC committee as it is community managed institution. The
facilitator and authorities have to organize a meeting/forum with the
committee members so as both sides to agree on the use of the land
and management of the crops regarding to the FFS, as shown in Step
12-B and Format Example FTC Host Farm agreement. The
implementers also have to understand the particular characteristics
(advantages and disadvantages) of FFS very well while it is
implemented in FTC site as described in the Step 8B below.

Figure 1. Rotation of target villages by a facilitator

The facilitator and ANRO should be very clear about the target
people for FFS. If the objective is to lift up the middle range of farmers
for commercial production to export, facilitators have to select
appropriate level of farmers with certain criteria. Contrarily, if the
objectives of the program is to bottom up the technical and
production level of food crops in general community, facilitators do
not need to select well trained farmer groups but just select the
ordinary farmers from general village assembly.

The number of FFS has to be determined according to the budget

and resources; the number of trained/experienced FFS facilitators
and master trainers. For weekly based FFS, one or two FFS per week
per facilitator is appropriate. Facilitators may have one day for a
meeting, one day for other programs assignment and another one
day for the preparation of FFS itself which also requires several hours
before the session.
2
 If the DA has assigned to several FFS programs, ANRO has to
coordinate with them and control the number of FFS under the DA;
strictly limit in one or two at most three per week even if they are
willing to have more 2 . Theoretical increase of the number of FFS
disregarding the actual resources results skipping of the FFS session in
most cases; facilitators start claiming (or without saying) to reduce
the frequency of visits to the FFS from weekly to once per two weeks
or once per month just because they cannot manage physically.
Never allow such kind of deterioration. Otherwise, most of FFS groups
will be left alone without facilitators and this results degradation of
the quality of the sessions, and finally FFS groups may disappear or
spoiled totally. FFS organizers have to know the simple increase of FFS
numbers does not mean the increase of the necessary impacts. FFS
implementation should be backboned with resources and quality of
the sessions3.

2It may happen especially when the daily allowance is paid.

3Increase of the number of FFS can be promoted considerably with farmer facilitator.
FFS programs have to introduce farmer facilitator scheme instead of increasing the
number of duties on DA facilitators.
3
Step 2. Conducting trainings of FFS facilitators

1. Introduction
FFS is an experience based extension methodology which often require
changes in attitude and ways of thinking of facilitators. FFS also consist of
several core concepts: facilitation, participatory discussion, observation
and discovery based learning, adult education principles, which
sometimes require facilitator to get used to practice and can be
internalized only with one’s own experiences or through facilitation by
experienced trainers.

This is to say that learning only through manuals and hearing the lectures
may not help very much for extension workers to capture those concepts.
For this kind of methodology, reading books and hearing from someone
are not even enough.

Therefore, any FFS facilitators have to be trained by experienced FFS

trainers before starting FFS. Extension workers who have never trained in
FFS had better not to conduct FFS sessions otherwise may bring a lot of
misunderstandings to the participants.

2. FFS training of facilitator (TOF)

TOF should be conducted by experienced FFS master trainers who have
been facilitated FFS at least more than three years and have completed
training of master trainers. Two weeks or more including several visits to FFS
are appropriate duration for TOF. Sometimes, administrative people in
extension department may ask why this training takes so long to produce
FFS facilitators. However, FFS involves many concepts which require time
to experience it. Moreover, in TOF many examples are shown so that
participants able to internalize FFS concepts. Therefore, do not disregard
the TOF and reduce the duration. In case that continuous 2-3 weeks
training is not possible according to their work schedule, TOF can be
conducted separately in twice or three times according to the season.
However, the total hours for training should not be reduced.

In addition to that, Field practice is inevitable part for TOF. Facilitators are
not able to understand FFS methodology by theoretical lecture.
Especially, PTD design, proposal writing and Host harm establishment
should be included in the field practice.
4
3. FFS master trainers
FFS master trainer is very experienced FFS facilitators who got long term
periodical training to master all FFS concept and process as trainers. FFS
master trainer courses are conducted only by experienced master
trainers. The organizers should identify master trainers very carefully
because TOF will be effective only when it is conducted with qualified
master trainers. Qualification of master trainer is experience based. That is
why facilitators trained by so called master trainer without a lot of
experiences in the field produces many sub-ordinary FFSs.

Except the master trainer training experience, there are no official

qualifications for master trainers. However, whether the trainers are
appropriate or not can be judged with their knowledge and how they
conduct or backstop their FFS.

4. Backstopping by master trainers

After TOF, facilitators are able to start FFS. However, they still need
technical support by master trainers or experienced facilitators, who
already conducted FFS several times. Most of important practice in FFS is
not easy to capture through short term TOF and that is why they need
such backstopping several times. It is easy to rationalize and disregard the
training and practice. However, to internalize FFS facilitators’ principles is
not as easy as people may imagine.

5
 Step 3. Introducing FFS to the community

1. Collecting information of the target areas

If the facilitators are recently transferred from somewhere and not familiar
to the area, they have to do village survey before starting FFS. It would
help to ask DA supervisor or experts to accompany them. People may
feel suspicious if an unknown extension officer is running a motorbike.
Official identification would help to be in a new place. Followings are a
checklist of what you may need to capture from the area for FFS planning
and implementation.

Familiarization to the new area through frequent visit to the villages.

Identification of the problems in the area that could be solved
through FFS activities.
Identification of the factors that would potentially affect FFS
activities.
Observation of the area and available resources.
Identification of other related stakeholders.
Other information necessary in conducting FFS.

2. Briefing to village officials and coordinating general assembly

Once the FFS implementation plan has determined in district level,
the assigned facilitators should announce the decision to the village
officials.
DA should ensure that district and/or village officials are well
informed about the FFS program in general and particularly to the
areas for coming season, and ask their support for the
implementation.
In case that the district decided to implement a FFS in the Farmer
Training Centre (FTC), the plan should also be shared with FTC
committee because FTC is communal institution managed under
them. The facilitators and district authorities should discuss the plan
during FTC committee meeting in which all stakeholders to agree on
the implementation. This can be done together with above
mentioned FFS briefing to village leaders. Those arrangements should
be done before briefing the FFS to the community members.

6
 If the FFS program is new to the areas and is not well known to the
community and related government offices, facilitators and/or DA
should pay a visit and brief the FFS program in each level (Use the
following list “Briefing items during FFS introduction and promotion”).
In case, other FFS groups (on-going or graduated) have been
already established in the areas, invite the group officials to
introduce what is the FFS to village leaders in the areas and explain
the advantages to the community so as to get their understandings
and further supports.
Prepared brochures or informative materials related to FFS help in
briefing of FFS during the meetings in all levels.
The coordinator of FFS program (Team Leaders or experts in charge)
have to organize introductory seminar or orientation to the local
officials if it is necessary. Induction would be more effective if it
combines with field visit to a nearby on-going FFS group (if any)
during the morning session.
At the end of briefing to the village officials, asks them to organize
general assembly for the villagers in which the facilitator can
introduce the FFS program and coordinate the following meeting for
FFS member selection.

Briefing items

Briefing items during FFS introduction and

promotion

1. What is FFS?
FFS is the school of farmers, organized in field and practiced
nationwide and worldwide.

No school fees are necessary.

Oromia Bureau of Agriculture and Natural Resource is supporting

famers to improve their agriculture production and household
income through FFS.

2. Who attend FFS?

Any interested farmer can participate.

No matter age (young/old) or gender (men/women)

Formal education is not necessary (Illiterate person can also be FFS

7
 members).

3. Your farm is the learning place

FFS work on the real farmlands provided by FFS members (called as
“Host farm”)

For learning through FFS, participants do not need to go very far

because learning place will be nearby farm in the sub-village.

FFS members and facilitator together agree which enterprises4 they

are going to learn.

FFS members and facilitator together agree on what kind of ideas or

experiments they try on farm and prepare for necessary learning
topics according to the particular interest of the members.

4. FFS is a group learning

FFS is conducted for a group of around 20-30 members of farmers.

Members are selected among interested farmers who agree to

attend weekly session for certain period.

As principle, equal numbers of women and men will learn together.

Group members will help each other during weekly activities.

5. Farmers organize FFS

FFS is conducted by farmers

Extension Officer is a Facilitator (assisting at the back)

6. FFS is weekly
FFS groups meet every week.

Start early in the morning and finish after 3.5 hours according to
timetable agreed.

Main activity is to observe and measure the crops/enterprise, and

make analysis.

Attendance and lateness are checked in every weekly session.

7. Show the result to your neighbors

The FFS members together with facilitator and village officials

4Crops, fodder, fruits tree, tree nursery etc.

8
 arrange “Field Day” for the neighboring community.

Show your friends or neighbors “What you have learnt through FFS”.

8. Graduation and certificates

At the end, the groups organize graduation ceremony in assistance
with facilitators and local government offices.

Members who have more than 75% attendance program will get
graduation certificate.

9. Support through the FFS program

No allowances are paid for FFS members for attending the sessions.

No tea and meal are provided by the FFS program. Some groups can
collect small fund for that if they feel it necessary.

A set of stationary for FFS learning activities is provided by the FFS

program as shown in Format Example 2. Delivery Note of FFS
Stationary.

FFS learning fund (1,600 ETB=900 ETB for dry season + 700 ETB for wet
season) is provided particularly for FFS learning purpose.

Except learning fund and stationary, no material will be distributed to

the groups and individual farmers through FFS.

Two times of field day cost (200 ETB x 2 = 400 ETB).

Graduations ceremony cost (1,000 ETB per one FFS to organize the
ceremony at village level) will be provided.

9
 Step 4. Forming new FFS groups

1. Introduction
FFS is group based exercises and deals with groups of farmers. As the first
step, suitable groups for FFS need to be formed. The formulation of new
groups of common interests within a community is the fundamental
technique to start with FFS. The procedure of the FFS group formation can
be summarized as follows:

Brief and promote participation to FFS among the village members

through general assembly. Both male and female representatives
are encouraged to participate in the meeting.

Organize the 2nd meeting and one person from each household
who is interested in FFS can attend.

Brief them about FFS in 2nd meeting again and select the
participants democratically.

2. Procedures

2.1 Arrange the village assembly meeting for FFS promotion

Organize general assembly through village and sub-village officials. It is
favorable if the female members other than household head are able to
attend as well, because a woman can be also interested in FFS and can
attend it representing a household.

Note to facilitators

Brief and promote FFS among the community

members

In the meeting, provide FFS interested village members with a clear view
of what they are going to do in FFS and what they can get through FFS.
Explain what the program is going to promote through FFS and what the
10
participants are expected to do (Use the list “Briefing items during FFS
introduction and promotion”).

Explain and promote FFS through the meeting

Brief, “What is Farmer Field Schools” to the villagers as follows and explain
the office would like to start FFS with the interested village members:

Figure 2. FFS promotion in a village

If both male and female representatives from every household are

not present, do not form FFS groups during the FFS promotion
because the people who came to the meeting are representative
of the household but not exactly the persons who need FFS. It is
better for them to take the issue to the family and decide who will be
the most appropriate person to attend FFS from the family.

Also, do not leave the community to select the members because in

many cases participants can be selected in preference of the village
leaders. Set another day for the selection of the members and select
in presence of the facilitators.

The site for FFS will be agreed as the most convenient place among
the selected members. In case that the district decided to
implement a FFS in the FTC, however, the distance to FTC from where
farmers have to come from to be looked at well because they have
to come to FTC every week for more than a year. To those who came
very far from FTC, let discourage this time and ask them to wait other
opportunities for standard FFS to be held nearby to their homestead.

11
Announce numbers and method of selection

Number
❖ Among those who came to the 2nd meeting up to 16 males and
16 female (total 32) will be selected as FFS participants. Male
members cannot substitute female members (If no female
members are coming, facilitators have to promote FFS again).

❖ Only one person (either male or female) can attend from every
household.

Method
❖ If candidates are many, FFS members will be selected by secret
balloting (no test, no voting)

Plan 2nd meeting of interested persons for FFS member selection

Agree on appropriate day and announce next meeting for
interested persons to select FFS members.

2.2 2nd meeting of interested persons for FFS member

selection
Hold another meeting with interested village members only.

Recap and Q&A session

Recap what you explained in former meeting and conduct additional
Q&A session regarding to the FFS for the persons who did not attend the
previous meeting and for more clarification to all participants on the
meeting.

FFS Member Selection

Explain the rules for selection as informed in last meeting

Among those who came to the 2nd meeting up to 16 males and 16

female (total 32) will be selected as FFS members. Male member
cannot substitute female members (If no female members are
coming, facilitators have to promote FFS again).

Only one person (either male or female) can attend from every
household.

12
Selection Steps
After confirming about FFS to interested community members;

Divide all the participants into male and female gender sub-groups

Assess in each gender group:

If the interested persons are more or less than 16, decide and
continue with those members.

If the interested persons are more than 16, prepare ballots and
conduct lot to select 16 members.

If the interested persons are less than 16, promote again to get
enough members.

Even if female or male members were less than 16, do not subsidize
with other gender.

Brief on the opportunity to the non-selected candidates

In case, future FFS opportunities is available to the village, explain about
future possibilities to those who could not get a chance to participate this
time. Otherwise they might just regret therefore indicate the possibilities to
see and learn the results on coming field days.

Brief about responsibility of identified members

Selected members have their indirect responsibility to non-selected
members. They are expected to implement in their farms what they have
learnt through FFS and share the information with their neighbors.

Break and call for a meeting for the identified members

Take a break, direct non-selected members aside and diplomatically
release them. Then reassemble selected members for a formal session.

Q&A session
Conduct Q&A session for clarification

Continue to next step if the time is enough.

13
 Group Practice

Mini-FFS

In communities where FFS is new, it is vital that the first contact makes a
clear impression about FFS and shows the community members what they
can expect in FFS sessions by giving them some FFS experience.

1. Materials
A4 or flip chart Papers, Pens/Felt pen

One or more tick (or insect) specimens

2. Time
Around 45 minutes

3. Procedures
Ask a few volunteers to draw a tick (or other insects that facilitator
brought)

Figure 3. Drawings of ticks by participants

Collect the drawings and displays them to all.

Check the drawings quickly and identify the difference between the
drawings. There might be deference in the number of legs (or
location of legs in insects)

14
 Figure 4 Drawings of ticks by participants

Point about the difference among drawings “how many legs the
ticks in the drawings have?” or “Where the legs are located in this
particular insect?”

Leave the participants to look, count and share what they see. Then
they will answer what they saw in the drawings and may start
discussing.

If the number of legs (or location of legs) differs from drawing to

drawing, the facilitator mentions that “The people have different
ideas on the number of legs of the tick” and asks also “Which is
correct?”

Let them to discuss about the issue for a moment.

Facilitator ask the members “The conclusion what they got is true?
How can we prove it?”

Let them to answer.

Finally, facilitator brings out a tick (or insects) and asks them to look
and count how many legs the tick has.

Be careful not make fun of or humiliate those who provided the

wrong information.

Confirm the number of legs.

15
 Figure5. Observation of live specimen

4. Conclusion
Encourage the farmers on the coming learning experience through FFS.
The farmers who are going to attend FFS are not very confident about
their abilities on learning. Through this practice, however, they can
understand that they still have to learn and they are able to learn in
different way to formal schools through observations.

Facilitator explain following three important findings from this practice:

We can lean by ourselves

Human beings have ability to learn by their own. Only what we need is to
know the way to learn.

We adults still have to learn

The concept which we previously knew is not always true. So be ready to
hear and learn new things from others. We all are grown up, however,
there are still so many things to learn. Learning has no end.

Observation is very important

If we watch well, we will know them well. Knowledge can be acquired
through observation and practices. It is not always necessary to bring
experts.

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 Step 5. Formalizing the FFS groups

Call for a meeting for the selected members, and proceed to the process
of FFS group formalization and organization.

1. Selecting FFS officials

Facilitate the members to elect following FFS group officials.

Chairperson

Vice-Chairperson

Secretary

Vice-Secretary

Treasurer

Preferably, officials in other committees/co-operatives/groups in village

should not be FFS officials so that other members can also learn about
responsibility of the officials through FFS. Double-assignments also should
be avoided.

Figure6. Election of FFS officials

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2. Setting the group identification of the FFS group
Facilitate selected members to decide the name and slogan of their FFS
group

Name of the FFS

Slogan (possibly related to the name of FFS)

3. Agreeing on the FFS meeting day

FFS meet every week.

Facilitate the members to agree on a convenient day of the week

to meet for FFS

In normal circumstance, the local market day should be avoided for

FFS meeting day since farmers are busy in that day.

Confirm whether there is someone “Who cannot attend that

particular day?” If there is someone cannot, consider alternative day
for FFS meeting. If the members feel difficult to attend, they will
discontinue FFS in the future.

4. Agreeing on the FFS starting time

Starting time should be early enough since observation of the pest in
the farm can be done only early in the morning. After that they may
disappear and cannot be captured.

Full FFS session takes three and half hours unless it is shorten. The
members have to agree to attend whole session. If the members
have daily work at noon (e.g. preparing the lunch for family) the
session should be started early enough like 8:30 and end 12:00.

The starting time can be flexible since women are usually busy in the
morning and some farmers are coming to FFS from very far place.

However, FFS cannot be done any time. If the groups are not
following the principle to meet early in the morning (e.g. meeting in
the afternoon), learning on farm may not go very well.

5. Agreeing on the tentative meeting place

Comfortable Learning site would be established in later stage, after
the Host farm agreement is signed. However, there are several
activities to be conducted.

Decide the tentative meeting place where all members are easily
18
 access.

6. Signing of FFS agreement

After group officials are selected, FFS agreement to be signed (See
Format Example1. FFS Agreement). FFS is relatively long-term activities and
we are not sure what will happen on the way. For example, the misuse of
the distributed material may result discontinuation of the FFS which is total
loss in both side. So, it is safe for both party to sign an agreement to clarify
what they have to follow. The procedures are as followings:

Upon FFS officials and members, explain the objectives of agreement

Read aloud the “FFS Agreement” so that all members are able to
understand the contents.

After confirming with all members, agreement document to be

signed between both chairperson and secretary of the group, and
the DA facilitator.

DA takes two original signed agreement to ANRO and gets sign of

approval with ANRO Head. One original will be filed at ANRO and
another original is sent back to the FFS group.

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 Format Example 1. FFS Agreement

Agreement on Farmer Field School

Sustainable Natural Resource Management through FFS
in the Oromia Region

This agreement is jointly entered between District Agriculture and

Natural Resource Office (ANRO) and the members of the Farmer
Field School whose name is described below;

Name of Farmer Field School:

Sub-Village:

Village: District:

I. This agreement has been entered on a voluntary basis without

any coercion and is for the implementation of Sustainable
Natural Resource Management activities through the Farmer
Field School (FFS) in the district. The group members are
expected to practice the enterprises they have learnt on their
own farms and share the experiences with their neighbors.
This agreement has the following conditions:
1. The group has the following responsibilities:
1.1 To organize and participate in Farmer Field School
every week
1.2 To use the FFS program inputs only for agreed Farmer
Field School enterprises
1.3 To hold exchange visits and field days for information
sharing with the assistance of the FFS Facilitators
1.4 To successfully complete one year of Farmer Field
School activities
2. The FFS Program has the following obligations:
2.1 To provide the agreed inputs in kind up to Birr 1600 over
a period of one year to support establishment of
Farmer Field School enterprises
2.2 To provide necessary stationeries for the FFS learning
sessions

20
 2.3 To provide necessary backstopping assistance
2.4 To organize graduation ceremony for qualified
members
3. Facilitator has the following obligations
3.1 To organize Farmer Field School (FFS) group in the
indicated village and condition by the district ANRO.
3.2 To facilitate the above FFS group every week during
12 months, except inevitable conditions which are
recognized officially by ANRO.
3.3 To accept advices and instructions through the
backstopping organized by the district ANRO for
improvement of the FFS sessions.
3.4 To report every month to the district ANRO and update
the situation of the FFS group.
3.5 To coordinate at least one month before with the
district ANRO to assign another facilitator to take care
the FFS weekly session in case of annual leave or
educational training which would take place more
than four weeks and to hand over the duty through
briefing and introduction to the group.

II. The FFS Program shall stop further assistance if the group
deviates from the agreed activities.

Signed,
On behalf of the Farmer Field On behalf of the District
School Members
Name of Chairperson Signature FFS Facilitator Signature

Date Date
Name of Secretary Signature ANRO Head Signature

Date Date

21
 Group Practice

Pairwise Interview

If the group is new, the members may not know each other. Even they
think that they know as neighbors or villagers, they may not know well until
their real characters. Apply self-introduction session to make them familiar
and to find their unknown character.

For example:

Ask selected members to get his/her pair from the members whom
they do not know well each other.

In three minutes, interview your partner’s details such as:

❖ What is your name?

❖ What is your favorite food?

❖ Which food you don’t like?

❖ Other information

In plenary session, introduce the partner to all participants in 2 min.

This is my new
friend. Her name is
……

Figure 7. Self-introduction in pair

22
 Group Practice

FFS Claps

In the FFS, many different types of claps are used to energize the
participants and also to welcome or thank a contributor. There is many
type of claps used in FFS such as:

FFS clap Coca-Cola clap

A clap Chicken clap

B clap Generator clap

C clap Bicycle clap

OK clap Mosquito clap

Yes clap Tokyo clap

Rain clap Osaka clap

Lightning clap Hiroshima clap, etc.

Group Practice

FFS Poem/Song

The four principles of FFS can be converted to a poem or a song so

that all members can remember the objectives of FFS and
internalize the principles.
(If you ask) Principals of farmer. I know four (4) (of them).

to Grow crops, which are healthy (1),

Make farm visits, regularly (2),

Conserve living things, which are friendly to the farmers (3),

(Doing like that) finally, farmers become experts (4).

23
 Step 6. Organizing FFS Sub-Groups

1. Formulating Sub-groups
In FFS, all members are divided into smaller groups to maximize their
participation and effective session running. These smaller groups are
known as sub-groups. In FFS:

All learning is done in sub-groups

Each sub-group is responsible for a treatment or a series of

treatments for comparative studies.

Each sub-group plays host on the day of FFS activities and it rotates
week by week (See 6. in this chapter)

Each sub-group has officials (FFS has several leaders at different

levels)

For the groups of 32 members, it can be recommended to form four5 sub-

groups of eight members. For the groups of 28 members, facilitators can
form four sub-groups of seven members. Three to four sub-groups are easy
to manage.

1.1 Selecting Sub-group members

Sub-group members are used to be selected at randomly. However, for
effective session management following two factors to be considered at
the beginning of Sub-group formation.

a) Literate members’ distribution

In case the literate people are few in the selected FFS members,
facilitators have to make sure that all sub-groups have at least a member
who can read, write, understand the written materials, and able to
explain to illiterate members.

However, if the literate members are less than the number of sub-groups,
e.g. while tending to form four sub-groups, three literate persons only are

5 Four sub-groups are usually convenient to take in charge of each of four plots
of experiment.

24
existing, the facilitators should place special consideration like: reduce
number of sub-groups according to the number of literate members (e.g.
form only three sub-groups if the literate members are only three) or recruit
other literate farmers who are willing to attend FFS as additional members
on agreement with whole FFS members.

The procedures of literate member selection are as follows:

First, ask literate members to stand.

Separate them from other illiterate members.

Divide them into 4 groups (like group1 to group 4) with the

consideration of level of literacy to become almost equal in all
groups.

Figure 8.Selection of literate members

b) Gender balance
Gender also should be equally distributed among sub-groups for effective
session running. If the group had clustered on one gender, the discussion
will not be very active.

The procedures of gender balanced selection are as follows:

From remaining members, ask female members to stand.

Separate them from remaining male members.

Ask one of separated female members to say “One” and following

female member to say “Two” and next to say “Three” until the fourth

25
female member to say “Four”. Then following person repeat “One”
followed by others “Two”, “Three” and “Four” until end.

1 2 3 4 1
2

Figure9. Numbering of members by calling

The female members said “One” go to group 1, the member said
“Two” go to group 2, the member said “Three” go to group 3 and the
member said “Four” go to group 4. Observe if all members are
following the number they got.

Some members may not respect their numbers but just follow their
friends. In such case, it is good to number them with the cards with
numbers so that facilitators can confirm the separation process.

Figure 10. Numbering of members with cards

26
 Repeat the same for male members.

As the result, every sub-group (group1, group2, group3 and group4)

has some literate members and similar number of female and male
members.

1.2 Setting the Sub-group identification of the FFS group

Ask each sub-group to decide the following:

Name of sub-group

The name needs to sound nice for the members, preferably, not the
serial numbers or ABC. Encourage their creativity to come up with a
name, which represents them very well

Slogan/Motto

It is better reflecting on the name of sub-group

Sub-group officials:

 Chairperson

 Secretary

 Time keeper, etc.

Preferably those officials should not be officials in other levels so

other members can also learn about responsibility of the officials
through FFS.

1.3 Other consideration in running the sessions in sub-groups

Facilitator should be conscious to explain issues equally to all sub-
groups

Observation/Discussion results in sub-groups level should be shared

later among all members through plenary session

Sub-groups should not change often so the members can carry out
their routine duty and increase responsibility to certain level

2. Assigning Host Team

Host team is a sub-group that is in charge of all the activities in a FFS
session. Each sub-group should play a host on a FFS day and they rotate
session by session or week by week. Assignment of Host Team is to ease
session running and every participants to learn their responsibility by
owning duty assignment.

27
The selection of the host team can be done as followings:

Each sub-group draw a lot written 1, 2, 3 and 4.

Assign each sub-group according to the numbers as the coming
week host team respectively.
The duties of host team in a FFS day are as followings:
Arrange the venue & keep the learning site clean
Check the attendance of members
Facilitate recapitulation session (To be done by previous host team)
Introduce the resource person/guest speaker
Facilitate the members to follow the program
Serve as the time keepers
Distribute the training materials and others
Assist presentation with necessary materials
Provide the Energizers/Group Dynamics
Do other functions assigned by facilitator
Hand over the host team duties to next host team (Sub-group) at
the end of session

Facilitation Tool

Sub-Groups

Why FFS usually employs sub-group in their learning? The answers might
be as followings:

It is difficult to deal with big groups

Sub-groups give an opportunity for all the members of the group to

participate actively

Increase chances and time of activity involvement

Increase one’s duty for responsibility

Enhance ownership to the learning process e.g. Closer observation

to the materials

Improve concentration to the sessions

FFS is used to be conducted by many members (20 to 30 participants). If

28
you facilitate some activities and try to deal with all members together,
you may always find only a few members are dealing the issue in front of
you and most of other members are standing or sitting back.

Like this way, you may capacitate only a few members while FFS Program
is investing for FFS and expecting all members to get same knowledge
and skills to implement recommended enterprises to the community as
large number as possible.

If you divide them into a few sub-groups, activity will be conducted

separately by 7 to 8 person. Therefore, their chance of participation and
time of involvement increase very much. While you ask only one parson
in whole group to make presentation every FFS, group gets only 50
chances per year (1 or 2 times/members) but if you sub-divide them in 4,
members get 200 chance of presentation per year (5 to 6 times/member)

Note to facilitators

Talk ball

Talk Ball is a facilitation tool and it can be used in FFS to control domination
and to give chances to the quiet members to talk. Talk Ball ensures equal
and full participation of members to a discussion. With talk ball, FFS
members become more attentive on the topics and trying to prepare
their statement because they have to give some opinions when the ball
is thrown to him/her. They also remain alert during the session since they
do not know when the ball comes to them.

1. Preparation of Talk ball

A talk ball can be prepared easily by wrapping a sheet of paper and

tying with masking tapes (See the picture below). Local material also can
be used.

29
 Figure 11. How to prepare talk ball

2. Rules of Talk ball

The facilitator, assigned person or any member who has the ball can
throw the ball to any other members.

Only the person who has the ball is allowed to speak.

On the other hand, whoever gets the ball has to give an opinion.

Other members have to listen to whom with the ball.

30
3. Use of Talk ball

3.1 When the facilitator has seen only a few members are
dominating a discussion
After some moment, facilitator throws Talk Ball to someone who has
not given an opinion.

Then, domination of the discussions would stop without rudeness to

talkative members.

Environment might switch to where all the members can contribute

discussions.

3.2 When the facilitators want to activate dormant members

Throw Talk ball to a member who kept quiet and never gave opinions

The person who receives the Ball, she/he has to say something.

After she/he gives the opinion, ask her/him to throw the ball to
anybody else who has not contributed to the discussion (who has not
spoken).

3.3 When the facilitator want to hear all members’ opinions

Throw Talk ball to someone and she/he has to give an opinion.

After she/he gives the opinion, ask her/him to throw the ball to
anybody else who has not spoken.

Repeat this until all members contribute to the discussion.

4. FFS expectation assessment

Conduct general questions and answer session regarding FFS and ask
members to tell the facilitator freely “What do you expect from FFS” or
"What do you expect to earn from us”. Despite several prior explanations
from organizers, surprisingly, members may still rise the question like: "How
much money do you give me if I attend a day?", "How much and which
kind of seeds and inputs do you give me? So I can prepare my farm early".
The facilitators may feel those questions are very tedious, however, it is
important to discover such kind of wrong expectations among the
members and collect them by explaining again, because such hidden
misunderstandings may bring serious complaints later and it will even
terminate FFS along the way.

31
 Step 7. Preparing FFS timetable and learning
norms

1. Delivering FFS stationaries

Before the FFS timetable and learning norm is prepared, FFS stationery kit
to be distributed. FFS treasurer check and count the items according the
FFS stationaries delivery format (see Format Example 2. Delivery Note of
FFS Stationary) and sign after the confirmation. The facilitator shows item
by item to the members and explain the use of each item briefly.

32
 Format Example 1. Delivery Note of FFS Stationary

DELIVERY NOTE OF STATIONARY

FARMER FIELD SCHOOLS (FFS)

Date / /

Issued by FFS Facilitator ______________________________________.

FFS Name___________________________________________________
Village__________________ District________________

Please receive the following goods in good order and condition

No Item Quantity
Mark book 1 Rolle Call
Flip chart paper 5 FFS in general
Scotch tapes 4
Felt Pens (Black, Blue, Green & Red) 4
Ropes (30m) 2 Host farm
Tape measure (30m) 1 establishment
Ruler (50cm) 4 AESA Taking
Clothe Tape measure (1.5m) 4
Steel tape measure (5m)
Notebook 4
Ball pen 4
Crayons (12 colors) 4 AESA
Processing
Group weekly report 1 Weekly
Carbon paper 6 Reporting
Counter book 1 General
Record
Keeping
Notepad 1 For Letter
Envelope 12 writing
Spring file PVC 1 Document
keeping
Account book 1 For
Receipt book 1 accounting
Clip 4 Presentations
Wood board (60x80cm) 1 in general
Wall clocks 1 Time Keeping
Battery Cell 2
Plastic sheet (14m) 1 For Shelter
Storage bags 1 To keep
above

33
Received the above stationary in good order and condition

 FFS Treasurer ___________________________

Signature _______________________________ Date________________

Witness by

 FFS Chair Person ___________________________

Signature _______________________________ Date________________

 FFS Secretary ___________________________

Signature _______________________________ Date________________

34
2. FFS timetable
FFS meet on specific day of the week and usually they conduct 3.5 to 4
hours session. Complete FFS session used to spend minimum 3.5 hours. If
the session is less than that, there is a possibility of skipping some important
parts.

Just like formal schools, FFS session has its own schedule and timetable.
Compile own FFS timetable with members for weekly session agreeing on
the time, activity, objective, necessary material and person in charge
step by step. This can be used until graduation and guide them the whole
FFS period.

FFS Timetable should have following activities:

8) Today’s topic
1) Opening prayer
9) Review of the day’s
2) Opening roll call activities
3) Brief recap of the last session Planning of next week
10)
4) AESA taking session

5) AESA processing 11) Announcements

6) AESA presentation 12) Closing roll call

7) Group dynamics 13) Closing prayer

The below indicates a typical FFS session timetable. Schedule can be

adjusted for the convenience of the group but mind the time allocated
to each activity.

Table 1. An example of FFS time table

Time Activity Responsible
08:00-08:05 Prayer, Roll Call Host team
08:05-08:15 Brief Recap of the last session Host team
08:15-08:45 AESA Taking All
08:45-09:15 AESA Processing All
09:15-10:45 AESA Presentation All/Host team
10:45-11:05 Group Dynamics Host team
11:05-12:05 Today’s topic Facilitator
12:05-12:10 Review of the day’s activities Host team
12:10-12:20 Planning of Next week session Host team
12:20-12:35 Announcements Host team
12:25-12:30 Roll Call, Prayer Host team

35
2.1 Important considerations on FFS timetable

Starting and ending time are as agreed with members

FFS is recommended to start early as possible since many pests and insects
are escaping later. However, starting time depends on the convenience
of farmers. Do not force them as they may not attend the session.

Time Table should be strictly followed

All activities have own meaning and do not skip casually. It may bring
deficiency of learning or decline of empowerment.

Do not change timetable often

Once the timetable prepared, follow it. Do not change the timetable until
serious problem arises on it. If the timetable is fixed, the members are able
to get used to manage the session easily by themselves. Occasional
change of the activities can be adjusted and announced to the
members, without changing timetable.

For example, when the group are preparing farm and they have no plants
to measure, the time for AESA sessions can be converted to land
preparation. In this case, they have to be announced about the activities
at previous session and preparation method has been instructed in the
previous Today’s topic session.

Hang timetable during the session

Timetable should be prepared with durable material like carton or
plywood board and hung separately from presentation board through
the session so that the members are able to see and practice time
management even during presentation.

3. Setting of learning norms

Before starting regular FFS sessions, it is recommended to establish some
leaning norms or regulations, which members feel necessary while they
are conducting FFS sessions. Some examples of the learning norms are as
followings:

No smoking while they are in sessions

Do not come drunk to the sessions

Respect to other people’s opinions

36
 Conflicts to be solved democratically

Every participant and facilitator to keep time

Late comer pays fines (this can be used for some cups of coffee
during the session)

Once agreed on leaning norm, note on the minuets book as group norms
and get sign of agreement by every member. Then, excite it seriously
during the entire FFS period.

Probably, the application of learning norms can be effective on some of

major problems in FFS management such as absenteeism or lateness.
Some groups even agree to collect money on every session for ‘Income
Generating Activities (IGA)’ or financing among themselves.

Note to Facilitators

Group fund management

In FFS several types of fund can be available.

Learning Fund provided by the FFS Program and contributed by the

members.

Fines collected according to the norms, e.g. lateness, absence.

Weekly or periodically collected contribution or memberships by all

members.

Income earned by selling the product from the host farm

1. Learning Fund
The FFS Program supports a fund up to 900 ETB for dry season and 700 ETB
for wet season for procurement of learning materials for the experiment
in host farm. This should be accounted for the maximum use for learning.
Also the FFS members can contribute some amounts for additional
materials as they agree.

Seed (local, improved)

Seedlings

Farm input (manure, fertilizer, etc.)

37
 Necessary chemicals in case of pest attack.

Farm implement/tools which members do not have usually

Other necessary materials

2. Fines collected
FFS group sets in their learning norm and some groups are collecting fine
by the lateness or absence of the members increase seriousness and
discipline of attendance and encourage them to attend regularly.

3. Weekly or periodically collected contribution by all members

Some FFS groups agree on collecting the contribution of members for their
IGA during or after FFS.

Expand farm enterprise out of FFS experiment

Start different IGA apart from FFS enterprises, e.g. poetry keeping,
bee keeping, and animal fattening.

Start own cooperative or official business group, and pay their

registration fee

Start new or learnt enterprise in larger scale as business by the

members.

4. Income earned by selling the products from the host farm

Many FFS groups do not divide the products from host farm or their
income from the sale. The earned income is kept in group account and
would be used for:

Investing for Group IGA and new business

Using for registration fee or other necessary cost for group business
plan

5. Common Financial Records in FFS

Cash book (learning fund, group fund, fine, contribution)

Counter book

Receipt book

Invoice

Expenditure/Sales Records

38
 Table 2. A sample of Cash Books

Date Item Income Expense Balance

30/4/2016 Budget for wet
700 0 700
season activities
1/5/2016 Onion Seeds 100g 0 50 650
3/5/2016 Fertilizer 10kg 0 80 570
10/6/2016 Pesticide 1 bottle 0 100 470
19/8/2016 Fine by absence of
5 0 475
Mr. Z
7/11/2016 Selling 10kg of
400 0 875
onion
7/11/2016 Transportation of
onion to the 0 5 880
market
15/11/2016 Member
10 890
contribution(Mr. A)
15/11/2016 5 seedling of 150 740
Mango

Table 3. A sample of Counter Book

100 50 10 5 birr 1 birr Total
Date birr birr birr
No. of birr 7 0 0 0 0 -
30/4/2016
Amount 700 0 0 0 0 700
No. of birr 6 1 0 0 0 -
1/5/2016
Amount 600 50 0 0 0 650
3/5/2016 No. of birr 5 1 2 0 0 -
Amount 500 50 20 0 0 570
19/8/2016 No. of birr 4 1 2 0 0 -
Amount 400 50 20 0 0 470
19/8/2016 No. of birr 4 1 2 1 0 -
Amount 400 50 20 5 0 475

39
 Note to Facilitators

Income Generating Activities (IGA)

One day, introduce Income Generating Activities (IGA) trough Today’s

topic and conduct discussions with members.
Rural households are involved in a variety of economic activities, as part
of livelihood strategies. Although being farmers, agriculture is not only
source of income but they can find any way to generate cash. Through
FFS, the facilitators can also address to the members to understand the
role of such activities for poverty reduction and development. There are
varieties of IGA, such as poultry, livestock fattening, selling of firewood,
bee keeping, seedling production, brick making, food processing, etc. So,
let the FFS members to think and come up with any kind of IGA which are
feasible in their environment and rural context.
Some IGA might be difficult to start with little knowledge and experiences.
However, while participating in FFS, members are able to start such
activities getting advantage from the learning opportunity through
Today's Topic sessions. The members can ask the facilitator to arrange with
particular DA or Expert who knows well about the subject as the one-day
lecturer. If there are any person who know about the activities in your
community, FFS members can also invite him/her to Today's topic and
learn from him/her.
Some IGAs is also difficult start with an individual because it requires
certain resources/fund. However, while participating in FFS, members are
able to rise the fund so that they can start IGA together. It might be
possibility of renting money, however, as the beginning, it is safe to start
with own fund and when it is succeeded they can expand with external
resources. Some members can think like the FFS program/District will
provide fund or materials. However, such aid bases IGA can never be
sustainable.

40
Step 8. Conducting Learning Enterprises Selection

1. Introduction of Enterprise Selection

At the beginning, FFS members have to agree which enterprise they are
going to learn in coming season. The target enterprise should be focused
on their interest and improvement of their livelihood.

Process of decision making on enterprise, however, should be in very

participatory way but not forcing on the members. If the facilitator forces
the members to do some enterprises because of his/her opinion or office
normative, they would lose the interests as well as the ownership, and
finally they start feeling as if they are doing the work because of the
facilitators but not for themselves6. Instead, when the idea of their own
has been taken, people show great interest and feel ownership.
Therefore, even FFS program has their own particular target crops to
promote, never force them but ask them whether they like the ideas and
get consensus.

Again, participatory does not mean to hear farmers ‘opinions only. If

facilitators have better ideas, they have to advice on the issues which the
farmers cannot recognize very well. For example, farmers may not know
what happening in new crop market of far capital, long term soil or
environmental degradation cannot be seem by farmers who're
concentrating on daily farming, or residual danger of
pesticide/chemicals might not be known by farmers. Those invisible issues
to the farmers also have to be brought on plenary discussion in FFS
enterprise and experiment planning as facilitators’ suggestions (not
forcing ideas) to be considered into farmers’ decision making.

2. Procedure of Enterprise Selection

2.1. Introduction of Enterprises

Explain the potential leaning enterprises by using Enterprise Picture Cards
to the members. There are six categories of enterprise on FFS activities.
1) Cereal crop and tree intercropping
2) Fruit orchard

6Thereafter, the members misunderstand that they have to be paid allowance to attend
FFS.

41
 3) Fodder bank
4) Woodlot
5) Horticulture crop
6) Tree/fruit tree nursery
Give the member very clear overview on the following aspects of each
enterprise with reference of the Enterprise Catalogue:

The purpose of enterprise

Size of the plots on the host farm

Necessary materials and budget

Expected benefits and disadvantages of enterprise

2.2. Wet season enterprise selection

After the introduction of the enterprise catalogue, ask the following
questions to the members to select enterprises:

Which enterprises/crops they want to learn during wet season. Each

farmer has their own preference of crops according to their
importance and interest.

How many enterprises they would be able to implement wet season?

Both members and facilitators tend to select as many enterprises as

possible. For wet season, it has to be announced well that the number of
enterprises is at most three. More than three enterprises are not
practically manageable by a FFS and quality of the farms and learning
becomes very poor.

How much resources they have for the enterprise?

During the discussion, the facilitator has to remind the members that how
much budget the FFS Program would provide and clarify how much the
group can contribute for implementation of such enterprises.

Depending on the environment, however, the member can come up

with another enterprise for learning. Do not neglect their requirement but
facilitator assesses internally following points:

❖ Is that suitable to set a comparative experiment for that

enterprise?

❖ How weekly Agro Eco-System Analysis (AESA) would be

conducted?

❖ Dose learning fund be enough? If not, the members have to

collect money on top of learning fund.

42
If the ideas raised from members could not satisfy above questions,
suggest that it would be conducted apart from FFS, as ‘Group Income
Generation Activities’ with their own expenses. If the proposed enterprises
satisfies above points, the facilitator can add that enterprise on the
selection.

After above discussion, the facilitator organize wet season enterprise

selection by “ten stones.”

Facilitation Tool

Ten Stones

This method is used when facilitator want to capture all members

requirements in a participatory manner. For example:

Selection of Learning Enterprises

Selection of Crops/Vegetables/Fruits/Tree species or varieties

Selection of Learning Subject to be addressed

It is a democratic way where all the farmers are involved in the selection.
The farmer is allowed to put more stones against the box they prefer most
and vice versa.

Steps
List down the enterprises one is thinking about, e.g. Horticulture crops,
Cereal crops with tree intercropping, Fodder bank, Fruit orchard,
Wood lot, Tree nursery, etc.

You can also list down the Vegetables/Fruits/Tree species, which

have been suggested by the members of the FFS.

Write down each item on a large piece of paper

Lay down all papers together on the ground.

43
Figure 12. Lay down the papers with enterprise, crops or species
to be selected

Ask each member of the group to bring ten stones.

Each member can put the ten stones according to their preference:
e.g. all at one place, divided 5 & 5 to two, 2 & 2 & 2 & 2 &2, 5 & 3 &
2, 1 & 7 & 2, etc.

Using group dynamics, the members sing and move around finally
go to the center and drop the stones in the box of their preference.

Figure 13. Move to same direction and drop stones

to the preferable options

44
 Figure 14. Count stones in each option
Members can agree to select the options, which got more stones

It is good to analyze the result together with the members so that

they can explain why they picked A and not B.

It is good to ask members whether the exercise need to be repeated or

the results be taken the way they are.

2.3. Q&A session for the selected wet season enterprises

After selecting learning enterprises, list all enterprises selected on the flip
chart paper and you may ask members following questions of
clarifications:

“Why those enterprises are important?”

This may clarify the problems that participating farmers currently face and
direct you to think about appropriate solution.

“Are we able to implement all enterprise selected?”

This may confirm whether the member have enough time and resources
to conduct all those enterprises. You may facilitate them to reduce the
number of enterprises if it looks a lot. Two or three at most enterprises are
comfortable to deal with since several experiments will consume more
time for AESA sessions.

Confirm whether all members agree on those particular enterprises

for their learning in wet season.

2.4. Wet season enterprise species selection

After the decision of the enterprise, there might be some other issues like
types of vegetables or crop varieties to be decided for the experiment. In
such case;

45
 Using Talk Ball and ask all members one by one “What kind of
vegetables/varieties you wish to learn most?

Facilitator notes and lists all required species on flip chart paper and
share to all members.

Ask and let them to think “how many species shall we select?” The
number of species depends on the type of enterprise and the size of
plot. As facilitator, you can suggest that 1 or at most 2 species are
appropriate for effective experiment and weekly AESA and confirm
with the group.

If the total number of species mentioned by the members was not so

many (less than 4), member can decide 1 or 2 species just by rising
hand.

If the total number of species mentioned by the members is more

than 4, draw each species mentioned on a paper and conduct “Ten
Stones” to select 1 or 2 species.

Make necessary suggestion to the members’ ideas as facilitator from

technical and experience based point of view.

2.5. Importance of tree nursery and seedling production

After selecting wet season enterprises and species with the members
and confirming that they selected some enterprises with tree
components, the facilitator asks them about sources of such seedlings.

Where to get such seedlings? Is it possible to get seedlings of tree

species?

Is any nursery/market near to your farm? Is the nursery/market has

the tree species which satisfy you?

How much is a seedling? Will you purchase the seedlings from that
nursery/market repeatedly in the future?

After those discussion, the facilitator makes the members realize the
importance of having technics in seedlings production by themselves by
asking as “Why not the FFS members yourself learn to produce seedlings.”
“In fact the one of the objectives of the program is promote all farmers to
learn how to produce tree seedlings and plant trees by yourselves.”

Small-scale tree nurseries can be established by farmer groups or

individual farmers and it has following benefits.

It is possible to raise the species and number of seedlings as required.

Provision of seedlings close to your place

46
 Continue supply of seedlings at low cost.

No need to pay transport or straggle yourself to bring seedlings from

far.

Generate income if the seedlings are sold.

It is easily to start with local available materials and simple

technologies.

The facilitator also can mention that if they learn to establish tree nursery,
they can also produce vegetables and other horticulture crop seedlings.
Therefore, to practice tree nursery enterprise has big advantages.

2.6. Consensus on Dry season enterprise

Now the members understand the importance of the seedlings
production, the facilitator needs to make them agree on implementing
nursery enterprise in dry season. For dry season, it is recommended to
conduct tree nursery enterprise only because of availability of water and
resources. It is very important to consider the access to water for dry
enterprise selection. It is the responsibility of the members to secure water
for the nursery enterprise.

2.7. Expectation Assessment of Enterprises

As wrap-up of Enterprise Selection, ask the members the following questions:
 What do you expect from those enterprises?
 What kind of benefits do you expect to get out of this enterprise?
 Is there available market for the products produced in this
enterprise?

47
 Step 9. Conducting weekly sessions

FFS sessions should be conducted every week. FFS in reality is a package

of useful practices. To get used to the practices it is important to repeat
regularly without disrupting. The session will be managed by host team in
assistance with facilitator according to the timetable agreed with the
members. Followings are some considerations in each program during a
FFS session. However, AESA session starts after few weeks. Other
preparation activities are done by using the time for AESA session and
Today’s Topic.

1. Before starting the sessions

Facilitators should come on time and be model to others while
encouraging FFS members to do so.

Seats or benches should be set as shown below figure 23, in Step 13. The
host team of the day should be on their seat and each sub-group sit
together on their area. This is to ease group work and to promote
cohesiveness among sub-group members.

2. Opening Prayer
According to the religion and the custom of the area, the time for prayer
is also considered before and after FFS.

3. Opening roll call

Roll call is the first and the essential activities in FFS. The secretary of the
group record the attendance of each members in the mark book in every
beginning and end of the session with following reason:

Attendance is a barometer to measure whether the FFS is active and

the sessions are interesting. If the attendance continue very low,
facilitators have to take certain measures to improve.

Usually, FFS program determine whether the member to graduate or

not based on the attendance to the sessions. To get the certificate,
FFS members have to appreciate how many percent of the sessions
they have to attend, e.g. 75% or 80% depends on the program.

Absenteeism and lateness are the problem in many FFS, however,

the group and facilitators should try to improve it. Some groups just
promote disciplines and others set learning norms by applying some

48
 fines for lateness and absence.

Note to facilitators

How to check attendance of participants

Following is an example of how to check the attendance on the

register book through roll call:

members are present at the opening, Check /

members are not present at the opening, Check O
members are present at the end, Check \
members are not present at the end, Check O
So members:

Who were present whole session got X

Who came late got O\
Who excused early got /O
Who were absent whole session got OO

Figure 15. Attendance register

49
4. Brief Recap
In every beginning of a FFS session, the activities curried out during
last session to be summarized by host team. This reminds the
members what they learnt last week and gives the members who
was absent in last week chance to catch up.

It is also important to brief through what are the today’s particular

activities quickly. No need to mention regular weekly schedule.

The person who presented recap during the last session should not
repeat the same until all sub-group members finish to present. This
duty should be rotated within the host team members. Recap should
be very brief as to not disrupt the day’s schedule.

5. AESA Taking, Processing, Presentation

Until preparatory activities, such as time table, learning norm, annual
calendar, host farm agreement, PTD design, proposal writing,
learning material delivery, land preparation, seed sowing, are
completed, AESA sessions cannot be conducted. This time is used for
above mentioned activities.

Detailed procedure of how to conduct AESA session is shown in “Step

14”.

6. Group Dynamics
Group Dynamics are variety of team building exercises employed during
the FFS sessions. It is emphasized on creating an environment in which
participants feel free to express and interact each other during the
sessions in order to learn effectively and to get necessary experience.
Followings are some of important functions of group dynamics:

Relax and energize the participants and rejuvenate the team.

Establish a learning climate enjoyable and fruitful.

Stimulate communication between strangers.

Make participants alert and encourage everyone to participate.

Illustrate and internalize concepts and lesson.

Strengthen group work and cohesion.

Solve conflict among the group.

Develop participants into a closer team.

It is also help individuals to learn how to associate with others and their

50
behavior. Sometimes, group dynamics like dramas are used to focus and
resolve the existing problems among FFS members.

This is to say that FFS group without practicing group dynamics cannot
develop confidence to other members and easy talking environment
which may lead low level of self-explanation and shallow discussions
among members. This results poor team building, inactive relationship
among the group, and the members are not empowered to promote
and advance their experiences as the organizer may expect.

Group dynamics is such important practices and that is why it has own
separate program in the FFS timetable. Practice it and you will see the
deference.

Examples of Group Dynamics

Followings are some of tools and fork medias used to be employed as
group dynamics.

Claps

Local Songs

Dances

Poems

Riddles Rolle Play

Drama

Discussions

Taking tea/coffee together, etc.

Proverbs

Parables

Story telling

51
 Figure 16. Poem Figure 16. Claps

Figure 18. Drama Figure 19. Dance

Note to facilitators

Using Folk media

Folk media is a process of disseminating information in the form of Informal

method of conveying messages. In group dynamics, most of types of folk
media: Role Play, Drama, Poem, Song, etc. are used. The purpose of using
Folk Media as group dynamics are:

To create a better understanding through interpretation of a difficult

concept

To have actual or similar experience of what they learned

To create a lasting consciousness and impressions

52
 To entertain participants

To enlighten audience

Folk media requires time to prepare but has its advantages:

Triggers interest of audience quickly

Cannot easily be forgotten

Literacy is not required

Enhances creativity

Enjoyable

Facilitators and group members should consider following principles in

preparation of FFS Folk media for group dynamics.

Be simple and avoid sophistication

Be indigenous to put a clear message to the community

Involve many people’s participation as possible

Use local materials and be self-reliant

Be within the program perspective or target

As the members get used to group dynamics, the level of creativity would
be also advanced. In well-developed group dynamics we can clearly
hear the messages of what they learnt through FFS; Some ladies in FFS
converted the crop spacing to a local song which is understandable to
any illiterate villagers, a drama composed by some FFS members shows
how they concluded the problems, etc.

Talking a joke story and having fun, that is also important if the
participation of the members and cohesiveness of the group will improve
because of that. However, the members have to ask by themselves as
“Where is the lesson” or “What is the messages”.

53
7. Today’s topic

7.1 Introduction
The “Today’s topic” is a session allocated to provide FFS members with
knowledge and technical input. It is also referred to as “Special Topic”,
because it introduces many different topics not necessarily related to FFS
and may include health, social and cultural topics. Usually a “Today’s
topic” session lasts more than 30 minutes to one hour. In order to make it
more participatory, facilitators are encouraged to use sub-group
discussions (See Facilitation tool “Small and large group discussions”
below) and other facilitation skills.

FFS encourages “learning by doing” and “discovery based learning”

where new knowledge is acquired through observation and hands-on
experience. However, there is a limitation of the knowledge members can
acquire during FFS; subjects that are not related to the enterprises would
not normally be discussed unless such subjects are presented to the
members. Special topic sessions aim to reduce such gaps by introducing
the basics of many different learning subjects.

7.2 How to determine Today’s topics

There are four types of sources for the topics.

a. Related to Implementation of on-going Enterprises (Enterprise

related topics)

The “Today’s topic” is normally related to the enterprises that the group is
conducting. As the member selected an enterprise for their learning, they
already have a series of the topics they have to learn. For example, if the
group selected vegetable as enterprise, they have to learn about:

Varieties and their characteristics

Selection of good seed and sawing method

How to prepare seedbed (lecture and practice)

Seedbed management

Preparation of permeant bed (lecture and practice)

Spacing of planting

How to transplant (lecture and practice)

54
 How to manage the bed

Common pest and disease on the vegetables and its control

Timing and method of harvesting (lecture and practice), etc.

Those enterprise related topics are the most important topics and should
be covered without lack since farmers are not able to be experts on the
selected enterprises without learning such topics

b. Generated from the AESA presentations (Observation related

topics)
Farmer may discover a problem situation during AESA and may request
facilitator to discuss it further. For example, if the members found serious
pest attack in the host farm, they may want to know which pest caused
the damages and how can they control.

In such a case, Today’s topic session (this week or next week may depend
on the urgency and how facilitator prepared for that) can be converted
to the discussion session for that particular issue. See the following
facilitation tool “Small and large group discussions method”.

c. Generated from the raising needs of the farmers (Non enterprise

related topics)

A part from enterprise related topics covered, “Today’s topic” can be

about any subject in which the members are interested, such as the things
affecting them in their day to day lives. This gives participants opportunity
for the members to learn things which could be of help in their daily lives
through FFS. Followings are some of examples of such non enterprise
related topics:

Outbreak of on poultry disease

Family issues such as drinking habits of family member

Treatment of Infectious diseases and its prevention

d. Identified topics through expectation session (Non enterprise related

topics)

It is important for the members to have more exposures on many aspects

other than related to enterprises and crops. Because livelihoods of farmers
can be improved not only with crop production but also with other
aspect; starting IGA, reducing expense, improving health, making
business, understanding among family, saving money, etc.

55
To generate such kind of topics during off farming season, facilitators
often conduct a learning expectation session with FFS members. The
particular learning interests of the members are captured asking
interested subjects one by one, prioritized in plenary discussions and
compiled into a list of the subject to be covered. Followings are some of
examples of such non enterprise related topics:

Group Management

Income generating activities (IGAs)

Marketing of the products

Funding and Business

Health

Home economics

Literacy education

Facilitation Tool

Expectation session for Today’s Topics

Expectation session is to identify non-enterprise related topics for Today’s

Topics

a. Introduction
The purpose of the learning expectation session is to:

Provide the group with an opportunity of determining the subject areas

that the group feels are of high interest.

The session will be conducted as a Today’s Topic.

b. Steps of Expectation Session

Each sub-group brainstorms and writes down on paper the topics or
subjects they want to learn and the reason why they have interests.

The topics should be in two following categories:

1) Learning topics regarding their enterprises, e.g. vegetables.

56
 2) The topics which they have particular interest although they are
not related to the enterprise.

Each sub-group makes a presentation.

All members discuss the relevance and add the topics or subjects if
necessary.

Facilitator shows what they must learn for the proposed enterprises.

The facilitator and the group prioritize all topic/subjects by “Ten

Stones” (See Step 8) and agree on the learning schedule.

Make a list of topic/subjects decided by the group.

c. Questions for Expectation Analysis

Provide leading questions to group members. “What do you want to
learn until end of the FFS?”

Lead Questions for Expectation Analysis

7.3 Important considerations on Today’s topic

a. The easiest way to start with Today’s topic

Consider planned activities for next week as Today’s topic of this week.
For example, if the members have to transplant seedlings next week.
Then, today's lecture should be “Method of Transplanting" and conduct
practical during next week session.

b. Do not go to the group without preparing

Weakness of your knowledge can be seen clearly and if it is continued,
members would lose their interests in the session.

c. Do not skip Today’s topic time

Try to do something even when the material is not prepared. Ask the
members: “What is the burning issue for you these days?” Then the
member would answer about the issue they are very curious to know. So
the facilitator can start the discussions with that topic. The today’s topic is

57
not necessary to be formal always. Important thing is to talk about any
possible subject to create awareness and expand their knowledge.

d. Carry teaching material every time

Probably because of some inevitable incidence, the planed practice
becomes not able to be carried out. In such a case, facilitators should
give alternative lectures instead of leaving vacant or cancel the today’s
topic. If you carry several teaching material, this can be very easy. On the
other hand, sometimes farmers can rise advanced questions to facilitator.
It is helpful if facilitator carry reference material every time.

e. Expand to multi-sectorial themes

FFS sometimes requires collaboration among various government
ministries for the delivery of “the topics of the day”, which cover not only
agriculture, livestock and agroforestry related issues, but also life skills such
as prevention of HIV/AIDS, cooking, nutrition, and other requests
according to demand from the FFS participants. The topics of the day,
which deal with multi-sectorial issues, are a crucial element to keep the
group interested and active. This arrangement requires FFS facilitators to
actively search for help from other government agencies or NGOs which,
as a result, makes FFS a multi-sectorial platform.

f. Give well-structured teaching

If every time facilitator assigns farm practice to the members without
giving any explanations and instruction before, people start feeling as if
they are working for you facilitator and not learning anything. It is
important to give well-structured teaching to the member. Plan and
conduct the session every week

Facilitation tool

Small and large group discussions

The most popular way in conducting “Today’s topic” session is in most

cases small and large group dissections as following procedure:

Allocate tasks related to the main theme to sub-groups.

Time for the work should be announced for time keeping.

58
 Each sub-group with their flip chart paper and pen going to discuss
about the theme separately.

After all sub-group completed the task, return to the learning site.

Decide the order by lot and start presenting the result of discussions
in plainly.

After finishing each presentation, question and answer session to be

conducted

Finally, the facilitator comments on the session, and complements

what the farmers have not mentioned in the presentations, and
concludes the subject.

This can provoke thinking by farmers themselves (not just hearing),

encourage participation and promote the discussions among members.
At the same time, the session becomes easy manageable because
facilitators are able to proceed the session while watching the level of
farmers’ knowledge; what he/she has to do is just to add on what
members have already mentioned.

8. Review of the day’s activities

In every end of a FFS session, the activities curried out during the
session to be summarized by host team. This reminds the members
what they learnt today

The person who presented review of the day during the last session
should not repeat the same until all sub-group members finish to
present. This duty should be rotated within the host team members.
Review should be very brief as not to disrupt closing schedule.

9. Planning of next week session

It is the time to discussed and summarized what the members are going
to do next week. Especially, today’s topic to be agreed and confirmed
for facilitator or guest lecturer to prepare it. If the practice related to the
today’s topic is expected, it also to be announced and confirmed with
members. If necessary materials to be collected before next session, this
also should be announced during this time. Any particular duties which
some of members have to prepare before next session also should be
reminded.

59
10. Announcements
Any particular information not only related to FFS to be addressed to the
member will be announced during this time. The guest from outside used
to be introduced at this occasion and not before, so as to not disrupt the
normal FFS session flow.

11. Closing Roll Call

Roll call is also conducted at the end of a FFS session to check the
attendance who came late and left between the sessions.

12. Closing Prayer

According to the religion and the custom of the area, the time for prayer
is considered at the end of FFS.

13. Reporting

“Weekly Report” (See Format Example 3. Weekly report) should be

completed every week after the FFS session by the members (not by
facilitators).

60
 Format Example 3. Weekly Report

Original/Copy
FFS Group Weekly Report No 12

Name of the
AbdiiJireenya Date 08/25/2015
Group

Name of 1. LamiiBadhaasa ☑Present

Facilitators □Absent
2. □Present
□Absent

Senior Facilitators None

Other Visitors None

Starting Time 9:00 Ending Time 12:00

Participants M:12 F:14 T:26

AESA: On which enterprises? AESA Number? What the members observed? How were the
recommendations?
AESA No. 03
We conducted on vegetable and Fodder Enterprises;
Vegetable: Onion with fertilizer and control, Fodder: Pegonpea, Elephant grass,
Alfa and Lab-lab
The group identified weeds and recommended to remove the weed.
In case of preparation period and no AESA has started, write the activities done by the members
during the session.

Group Dynamics: What have presented? Was it active? Did the dynamics have good
messages to learn?

All FFS members dance the local dance namely yobolala.

61
Today’s Topic: Is that relevant to the activities? Have you

Satisfaction
acquired new knowledge?
The facilitator provided today’s topic on how to feed
the animals and use fodder. Members also practice the
A B
silage making after the explanation by the facilitator.

C D

Plan for next week: Which topic are we going to learn next week? What do we have to
prepare for that?
How to manage pest through AESA session.

General Comments and Satisfaction:

Satisfaction
The members are satisfied by the session but some of
the members did not practice actively. A B

C D

Group Account Balance for Birr. 1,400/=

Previous Balance Spending for last Current Balance
week

1,400 Birr 200 Birr 1,200 Birr

Signature

Chairperson Secretary Treasurer

62
 Step 10. Preparing FFS Annual Activity Calendar

After the selection of the all learning enterprises, try with members to
compile activity calendar for FFS cycle for the one year. Although the
coming wet season crops and its experiment are still not decided in
details, the members are able to capture general schedule of each FFS
activities.

Table 4. A sample of FFS Annual Activity Calendar

Stage Month Activities

FFS group FFS agreement and delivery of stationery

Jan
preparation Group organization

Enterprise selection (Both Wet season and Dry

season)

Planning of experiment

Learning proposal writing for dry season

Feb
Host farm selection and host farm agreement for
dry season
Dry season
activity Learning material distribution

Host Farm establishment

Mar Weekly FFS sessions

Apr Weekly FFS sessions

(* Exchange visit: if time and budget are allowed)

Jun-July
Result analysis

Enterprise confirmation and planning of

experiment
April
Host farm selection and host farm agreement for
wet season
Wet season
activity Learning proposal for rain-fed crops
May
Learning material distribution

Host farm establishment

Jun-Jul
Weekly FFS sessions

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Stage Month Activities

Aug Weekly FFS sessions

( *Exchange visit: if time and budget are allowed)

Sep
Weekly FFS sessions

Oct Field day

Harvesting

Nov Result analysis

Ballot box exercises

Farm self-assessment

Self-evaluation Self-evaluation
Dec
and graduation Way forward
Graduation

64
 Step 11. Planning enterprises and experiments for
dry season

1. Introduction
According to the enterprise selection for dry season at Step 8, the
members need to list up the necessary materials and calculate the cost.
Refer to “Nursery Enterprise Guide” for detailed information on nursery
production.

2. Preparing learning proposal

The purpose of the learning proposal is to plan for procurement and
delivery of learning material. FFS program used to provide learning fund
for FFS 7 . Using the fund, the FFS members are expected to procure
necessary materials to establish their learning experiment, try new ideas
and advance their agriculture. However, the group have to prepare
learning proposals to show the details of the necessary materials and
justify this expense within the government accounting system. It is also very
useful for the member to aware about cost implication and calculate
their invested farm input, which is basement of modern agriculture.

For some people, those FFS learning budget appears to be very little.
However, what FFS is promoting are standard farming practices which
any farmers are able to try after the FFS with their affordable resources,
but not the elite models for wealthy farmers which need expensive
investment. In this way of minimum input, participating farmers can
replicate the same activities within their budget by using local material on
their own farms. The learning fund should not be increased regardless.

2.1 Procedures
Facilitate the member to list necessary materials to establish selected
enterprise, seeds, fertilizer, chemicals, etc. in item, quantity, unit price
and total price. The group should assess the total cost with the
assistance of the facilitator.

In case the group has several enterprises at once, this should be

done in each enterprise.

7 Actual rate is 900 ETB for dry season activity and 700 ETB for wet season activity,
total 1600 ETB annual.

65
After listing all materials, determine responsibility either the group
provides by themselves or they use learning fund for that. The
proposal must specify items in quantity, types and cost.

Remind the members that not necessary to ask all material to the FFS
program but they can also contribute in providing locally available
material to lower the enterprise total cost.

Saving of funds would also benefit the members because they could
try more experiments within the limits of the allocated budget.

Also, if the fund is not enough for the attempting enterprise, the
members even can contribute their money for the experiment.

Upon concluding the discussions on the experiment, ideas

generated by FFS members will be translated into a “Learning
Proposal” (See Format example 4 FFS Learning Proposal for Dry
Season).

Learning Proposal with the material listed should be submitted to the

facilitator and their supervisor for approval. The FFS programs should
coordinate with the facilitator if any items to be procured require
vehicle transportation. A copy of the proposal needs to be retained
by the group for verification when the learning materials are
delivered. In case a proposal is found to be inappropriate or not
clear, it should be sent back to the group for adjustment and re-
submission.

Once proposals are submitted to the district level, farming inputs will
be procured and delivered to the members. Some input, especially
seeds need to be delivered in right timing depending on
geographical and climate conditions of the areas.

Upon delivery, it is necessary to prepare the delivery note and get

signature from members so that it will easily manage and record
which extra input needs to be deliver. (See Format example 5.
Delivery note for learning material).

After receiving the learning materials, FFS members together with the
treasure confirm the received materials, quantity and price, and
keep the financial records.

66
 Format Example 2. FFS Learning Proposal for Dry Season

FFS Learning Proposal for Dry Season

Name of FFS: BiftuuBarii Village:Kolbe Koticha

Type of enterprise: Tree Nursery Enterprises

1. Experiment Design:

1. Experiment Design:

o
1) Type of comparative experiment (with Fertilizer, with compost,
Compost with Fertilizer and control)
o Sowing on Raised Bed
o Sowing on level bed
o Sowing on sunken bed

2) Type of crop /Tree (Tef, Wheat, Onion, Animal fodder, mango

etc.)
o Fruit Seeds: Mango, Avocado, Papaya
o Greveliya, Meliya , Eucalyptus, Cordia africana

67
 3) Measuring parameters for AESA,
o Fruit Seeds: Mango, Avocado, PapayaHeight, Length, Number of
leaf Number of surviving seedlings
4) Observation points

Seed level Germination level Seedling level

 Type of the soil  No of  No of

germinated germinated
seedlings seedlings
 Quality of seed  No of not  No of not
germinated germinated
 Pest and  Pest and  Pest and
diseases and disease and disease
their coverage their coverage
 Soil moisture  Coverage of  Coverage of
weeds weeds
 Quality of seed  Soil moisture  Mulching

 Seed type Seed  Watering  Height

condition frequency
 Mulching  Mulching  Width
effect
 The thickness  Height, Width,  No of leaf
of covered soil No of leaf
(False leaf
 Coverage of  Germinated  Shade effect
weeds seedling
density

2. Cost
Seed/ and Quantity Unit Price/ETB Total Responsibility
other input Cost/ETB

Mango 3kg 25/kg 75 Group/Project

Avocado 2 23/seed 46 Group/Project

68
 Seed/ and Quantity Unit Price/ETB Total Responsibility
other input Cost/ETB

Papaya 50g 1000/kg 50 Group/Project

Grevilya 50g 500/kg 25 Group/Project

Poly Tube 5kg 20/kg 100 Group/Project

Manure 20 kg 5/kg 100 Group/Project

Glass for Group/Project

10kg 1/kg 10
shading
Total Cost for Enterprise 406Birr
Cost Covered by Group 110Birr
Cost to be Covered by the Project 296Birr

3 Group Account Balance

Total amount for this

Previous Balance Balance
proposal

900Birr 296Birr 604Birri

4 Expected output

Type of seed No of seedling Remark

plant to produced
100 Depend on the quality of
Mango
the seed
Avocado 60
Papaya 300
200 Never Experienced in this
Greviliya
area

69
Name of Chairperson and Signature Date 27/01/2017

Comment from (DA):

Signature of the facilitator GirmaChala Date 27/01/2017

Remark: Proposal has to be submitted on planed date and submitted to

the office (30/01/2017).

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 Format Example 3. Delivery Note for Learning Materials

Delivery Note for Learning Materials

Issued by FFS Facilitator GirmaChala

Name of the FFS BiftuuBarii Village Kolbe Koticha

Please receive the following goods in good order and condition.

Item Quantity Unit Price Total

Mango seeds 3kg 25/kg 75
Avocado seeds 2 23/seed 46
Papaya seeds 50g 1000/kg 50
Grevilya seeds 50g 500/kg 25
Poly Tube 5kg 20/kg 100

Total 296

Received the above stationary in good order and condition

Chairperson Signature Date

Secretary Signature Date

Treasurer Signature Date

71
 Step 12-A. Selecting host farms for dry season
(nursery site)

1. Introduction
Host farm is a piece of farmland provided to FFS by the one of FFS group
members for learning propose. Host farm is for implementing learning
enterprises and it is where experiment or comparative studies are taking
in place. FFS group must find who provide voluntarily one or several host
farms for FFS learning. Members who provide host farm are called as Host
farmer.

2. Important consideration in host farm selection

Followings are some of issues to consider in host farm selection:

2.1 What kind of farm to be selected

The ordinary farms of common farmers which are similar to the majority of
the surrounding farmers’ farmland, are the most appropriate lands for Host
Farm. Because in that case, surrounding community can consider and
accept what happened in the Host Farm is what really will happen to their
farm. The research field, government farm, model farmers land or
demonstration plot made with extension staff, all looks something
different to their farm in terms of the environment, land characteristics,
amount of input provided, intensity of the labour, or level of capacity
building such model farmer received. However, if that has happened in
a farm of his/her neighbour friend, it looks very familiar to them and they
can be easily convinced that is possible to apply it to their farm.

2.2 Democratic way of the host farm selection

The process of selecting a host farms should be participatory and all
members’ opinions to be considered. Select the host farmer in a
democratic way. This is essential to avoid unnecessary group conflicts in
the future. Never make an arbitrary choice by facilitator, group officials,
village leaders, etc. Since the host farm is where the most input is coming
in, it is better to prevent jealous of other members. Some FFS has even
decided to have several host farms so that the farm input to not be
concentrated to a particular member.

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To follow those principles may even help groups to establish equal
partnerships among members as well as to reinforce their FFS organisation,
which ultimately will diminish any attempt at dominance by the group
leaders or host farmer.

2.3 Suitable to the selected enterprises

Is the site suitable for the particular enterprises and experiment? Important
thing during the host farm site selection is how much the land would be
appropriate to the selected crops. All possible candidate sites to be
considered. However, the host farm site should not be determined
according to the convenience of the host farmer nor his/her supporters,
but with clearly discussed criterion for the learning of identified enterprises.

2.4 Land history

Before deciding the host farm, the FFS members have to know about the
land condition of the candidate site. Some questions such as “Which kind
of crops has been cultivated?”, “How was the production?”, “Dose the
land get any floods during the rain?” or “Have you experienced animal
grazing problem in dry season?” can be asked to the candidate host
farmers so that the members to be informed with the land history.

Host famers tend to offer marginal land for host farm, intending to secure
his own production. However, such land might not be apt to some
enterprises and cause failures of the production which leads the
discouragement of members. If the river next to the nursery washed all
seedlings after a rain, FFS members have nothing to do later. Asking land
history will help FFS groups to avoid such risks and hazards which may
destroy their enterprises and affect the learning process.

2.5 Location and accessibility

Ideally, host farm should be located in convenient distance to all
members. FFS members can identify farmers who have the land within the
easy reach of the majority of the group members. This helps the group to
maintain their activities easily during the long FFS period. Facilitator should
advice the members, if they proposed unrealistic site as the host farm,
questioning whether they can continue visiting every week during whole
crop cycle.

Host farm should be also permitted the entrance to all members during
FFS period. If the land owner has problem for the members to access
during the session or in case they need to conduct some assigned duties

73
off FFS sessions, then it cannot be selected as a host farm. This access also
should be guaranteed with “Host farm agreement” signed between the
group and host famer (See format example 9. Host farm agreement).

2.6Water availability in dry season

In case the FFS programme continues whole year and the target area is
dry, FFS members will experience both dry and wet season. FFS
programme targeted to natural resource development particularly
enforce tree nursery as essential enterprise during off farm or dry season.
Due to this, the FFS members have to contemplate how they can fetch
the water for seedlings during dry season. The nursery activities cannot be
started unless the water is accessible in the surroundings or the members
will abandon the seedlings if the water sources are unrealistically far to
carry the water with one or two jerry cans every day. Therefore, it is
important the group to identify reliable water sources in dry season and
arrange with the management body before starting.

2.7 Security of the place

Imagine what will happen after the host farm destroyed by animals. Also
some crops or attracted materials like fruits tree seedlings can be stolen.
The members might be discouraged and will not return to the FFS. Security
of the host farm is very crucial. Fencing is an essential facility.

2.8 Constant presence of host farmer

Host farmer should be present all the time. FFS sessions are only once a
week however the facilitator may have to arrange some activities for the
session some days before or FFS members assigned to do same work after
the sessions. If the host farmer has other business in the town and usually
not stay in the farm, it become difficult to coordinate such programme.

2.9 Ownership by FFS members

Host farm should be provided by a FFS member in principle. In case the
farmers land is very limited and nobody wish to provide host farm, the
members may think about the use of rented land or use of public land as
host farms. However, the ownership to the host farm and FFS neither will
not develop a lot in such cases, since the land is owned by someone else
but not a FFS member who is learning together. Security of the farm also
become poor in rented lands in general because the owner may not
have interest in what are in the host farm.

Use of the rented land is not recommended particularly if the perennial

crops are involved. The members may not take care of the crops which

74
harvest is not guaranteed during FFS period. In many cases, members just
abandon the trees or perennial crops even during the FFS period and
most likely the owner just destroy after the FFS since he/she has never
developed interest in planted trees as FFS members.

2.10 Prevent double assignment

The FFS facilitator should prevent FFS officials not be host farmers. If the
group leaders become host farmer, they can dominate on decision
making particularly in benefit sharing of the products from host farm. Such
host farmer can even create some secret agreement among group
leaders which lead the disadvantageous decision to other members. In
such cases other members may be discouraged and decide to leave the
group, and in most cases this lead FFS become discontinued.

2.11 Gender and land tenue

Sometimes women members also would like to provide the land for the
host farm. However, there are cases where a woman may not be in a
position to decide on providing land to the group and require decision of
her husband. In such a case, the group have to wait for the decision for
a week until she consult him. In some cases, host farm agreement might
be made between the husband and the members because he is able to
refuse the access to the host farm later even the agreement has been
signed by his wife. If those condition seems to affect the session running,
facilitator should advice the members to select another host farmer.

2.12 Benefit sharing

Before determining host farm, FFS group have to discuss how to share the
product: produces, seeds, seedlings, perennial crops, etc. from the host
farm.

If the host farmer and other members can agree to share evenly those
products there might be no problems. If host farmer requires more share
in the product; quarter or half, etc. there might be a problem and other
members may discourage after putting a lot of effort to the host farm. This
can be serious problem until many members will drop out by this reason.
Therefore, we must determine well how they will share with the products
from the plots, and put an agreement.

Providing farmland, if it is productive, is something valuable. However, FFS

members are also going to invest their labours for the host farm for
learning and production. Facilitators have to stress this point and reach to

75
a consensus where all members are able to agree on.8

Those benefit sharing conditions should be put into the host farm
agreement (See below) or should be recorded in minutes book and
signed with all members so that every member to respect the condition.
If it is necessary, they can also ask village authority to witness.

2.13 Host farm agreement

It is recommended to all FFS groups to have an agreement in writing and
signed between the host farmer and members of FFS. It is also better to
have witness of village chairperson, administrator or other authorities.
Unfortunately, it has been reported many times that the host farmer has
suddenly changed his/her mind and refused the FFS members to access
to the host farm, particularly after all crops are established. Having written
agreement, it may have possibility to resolved legally but not without.
Witness of village authority also helps the case to be mediated.

3. Procedures of selection

3.1 Introduce what is host farm to the group

Brief the characteristics (location, size, soil condition, etc.) of host farm to
the members. The size of the host farm might be well understood through
planning process of experiment; however, it is important to remind it
again. Some important issue to be considered in selection, and the
procedure of selection also have to be explained. This can be done
during a Topics of the Day session one week before.

3.2 Selection of a few candidate sites

First, asks volunteers among members who can provide his/her
farmland for the FFS learning purpose for free (or with some perverse
on the benefit sharing).

If they are many, select only two to three candidates by voting.

Do not agreed easily to select non-member’s site. Ask the members to

discuss the issue and encourage again the members to provide.

3.3 Site visits

Carry out site visits to compare possible candidate sites for the host farm
and examine the feasibility. Even if there is only one member who

8 In many cases, the host farmers’ share will be from the equal to other
members to not exceeding than half of total produce.

76
proposed host farm, the site visit have to be conducted and the
characteristic to be assessed whether it is suitable or not. Do not rush the
selection of the host farm. Facilitators should provide a week for the group
to find some good candidates for the selected enterprises and the
learning purpose. Below is a summary of common procedures.

Ask host farmer candidate to direct to the candidate site for host
farm.

Visit the sites with all FFS members.

Check the soil and land characteristics and assess whether the land
is suitable for the crops selected.

Land size also to be measured roughly according to the agreed size

of experiments.

Confirm with all members whether the site satisfy the above
mentioned characteristics suitable to host farm.

Visit all candidate sites and repeat the above.

3.4 Concluding host farm selection

Finally, conduct voting on host farm selection from two or three host
farm candidates visited.

Agree on selected Host Farm with all members.

3.5 Signing on the host farm agreement

Once suitable host farm site is selected, host farm agreement has to be
prepared and signed between the selected host farmer and other FFS
members. This agreement has to be done before preparation and
establishment of the host farm itself (See Format Example 6. Host Farm
Agreement).

Read aloud the “Host Farm Agreement” and FFS members have to agree
with host farmer(S) on several issues which are clearly stated in the
document such as:

Whether members are permitted free access to the farm during the
learning period

Whether other community members are accepted to visit the farm

to see the result of learning and experiment, e.g. Field Days.

How to share the farm produces from host farm and other resources
developed during the FFS.

How to share the materials e.g. seeds, cuttings from host farm during

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 and after FFS.

To whom the perennial crop like trees will belong9

If those conditions are not clear, the members had better cancel the
signing of the agreement. Otherwise FFS learning will become problems.
It is also important to consult to local authorities or community leaders if
members have problems to solve. They may provide advices and
become the witnesses on the Host Farm agreement.

9Usually, trees planted within the host farm belong to the land owner after the
graduation of FFS, simply because the transplanting of already developed tree to
another site is not realistic.

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 Format Example 6. Host Farm Agreement

Host Farm Agreement

Sustainable Natural Resource Management project
through FFS
Agreement between the Farmer Field School Members
and
The Host Farmer

This agreement is jointly entered between the host farmer and the
Farmer Field School group:

Mr/Mrs/Miss (Host farmer): ------------------------

Name of the FFS: -------------------

According to this agreement,

The host farmer is defined as the farmer who has provided the
site(s) for the implementation of the Farmer Field School after
consultation among the group members and the FFS Facilitator in

Village: District:

This agreement has the following conditions,

1.1 The host farmer shall allow group members free access to the
Farmer Field School site for the agreed period of one year.

1.2 Trees established in the Host Farm shall become the property of
the host farmer after the graduation. The host farmer and the members
shall agree on how to collect and share seeds and scions from the
trees/fruit trees planted in the host farm.

1.3 Other crops harvested during the season shall be decided by the
group members.

1.4 All inputs provided by the project shall be used for running the
Farmer Field School activities.

1.5 Seedlings produced in the group nursery are property of the

group.

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Signed,

Host Farmer On Behalf of the Group

Name Sign Name of Chair person Sign

Name of Secretary Sign

Date Date

Witnessed by:

 Name of Village Chairperson: _________ ______

Signature: __ ___ ___________ Date: _____ ____________

Village: _______________ District: _______________

 Name of Facilitator: ________ _______

Signature: __ ___ ___________ Date: _____ ____________

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Step 12-B. Allocating host farms within FTC for dry
season

1. Introduction
Host farm is a piece of farmland for learning provided to FFS members
usually by a FFS member (See above Step 12-A). However, if the FFS is
going to be conducted in Farmer Training Centre (FTC), FTC become the
host to the FFS which is called as “FTC hosted FFS”. The facilitator who
assigned to start a FFS within FTC should follow different procedures and
guidelines from normal FFS as shown below.

2. Important consideration in host farm within FTC

2.1 Coordination of FTC hosted FFS with FTC farm planning

As already mentioned in Step 3, FFS implementation plan should be
shared with village officials and FTC committee because of the FTC is
communal institution. It is also recommended that the host farm plan to
be shared with them to prevent unnecessary conflict.In case that most of
the land in FTC has already allocated to other demonstration, it is not
possible to conduct FFS in FTC. Therefore, implementation of FFS should
previously discussed with district, FTC committee and DA/officers in
charge, and coordinated the use of FTC farm for FFS.

If the learning enterprises are annual crop FFS host farm will return again
to a farm after FFS. However, if the enterprise involves perennial crops like
fodders or trees which will remain even after the FFS, use of the land for
FFS host farm should be well coordinated within total land use plan of FTC
so that the host farm to be utilized as demonstrations in the future.

2.2 Size of host farm in FTC

Size of host farm in FTC depends on the size of land allocated to FTC. FFS,
because of the principle that all practice to be applies to all the
community members easily used to not require a lot of land. However, size
of the land should be coordinate with FTC management and can be
restricted by the FTC programme.

2.3Ownership by FFS members

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As mentioned in 2.7 of the section 8-A, host farm in public land has its own
disadvantages in the ownership of members. The facilitators and district
have to understand this weakness in FTC hosted FFS and encourage the
members. Providing clear and transparent product sharing system from
host farm or use of the propagation materials host farm even after the FFS
may help the members to feel the host farm more familiar.

However, public institutions like FTC have own advantages for long term
crops like woodlots if the agreement has established properly as shown
below (4. Host farm woodlot).

2.4Benefit sharing
In case of FTC hosted FFS, the district has to establish a standard for the
sharing of the products form FTC host farm and agree with on instead of
FFS group to discuss with them how to share the product: produces, seeds,
seedlings, perennial crops, etc. from host farm. In accordance with the
current FTC Host Farm Agreement (See below) shows:

Fruit orchard enterprise: 100% of the first product,

Woodlot enterprise: 100% of the products from coppicing tree

species during 5 (Five) years,

Other annual crops, fodders and vegetables enterprises: 75% of

harvest during the FFS period,

Harvested product will be shared to the members as for their returns of

input and for their further demonstration to the community.

2.5 Secured place

Since FTC is village institution located at the centre of a village, the
security of host farm in FTC used to be better than normal FFS in general.
However, livestock damages are still frequently reported from FTC
hosted FFS because some FTC areas are not totally fenced and most of
FTC have its own livestock development programme. Understanding the
fact, security consideration is still crucial in FTC hosted FFS and fencing of
all host farm site and individual trees are essential. The disappointment
and discouragement of members after such damages seems even
worth than normal FFS since FTC is a public concerning.

2.6Water availability in dry season

In case the FFS programme continues whole year and the target area is
dry, FFS members will experience both dry and wet season. FFS
programme targeted to natural resource development particularly
enforce tree nursery as essential enterprise during off farm or dry season.
The FTC site might have certain source of water for seedling production in

82
the compound or nearby. However, the use of the water is the subject to
be coordinated with FTC. It such resources are not available; the nursery
activities cannot be started or the members will abandon the seedlings.
Therefore, it is required the group to identify reliable water sources in dry
season as well and arrange with the management body accordingly.

3. Procedures of site identification in FTC host farm

3.1 Introduce what is host farm to the group

As explained for host farm in regular FFS, FTC hosted FFS members also
have to understand what is their host farm in FTC, roles and responsibility
by the members, facilitators, DA in charge of FTC, FTC committee and
district office. Then the members have to start thinking how they start
establishing their selected enterprises with experiments.

3.2 Discussions on appropriate characteristics for the selected

enterprises
Generate a discussion among the members what is the required
characteristic for each enterprise so that the members understand and
become confident for the site selection for selected crops.

3.3 Site visit and land allocation to the selected enterprises

Walk around the site allocated for the host farm in FTC and select the best
site for each particular enterprise according to the criteria they discussed.

3.4Signing on FTC host farm agreement

It is recommended to all FTC hosted FFS groups also to have an
agreement in writing and signed between the FTC committee, the district
ANRO and the members of FFS. The facilitator should read aloud the
agreement and the members can discuss about the contents. The
document will be shared also with FTC committee and agreed so as the
district to sign at last. It is also better to have witness of village officials or
other authorities.

Although the agreement has a standard content, this process will help all
FFS members and stakeholders concern to understand the conditions
during the FFS and host farm activities are going on and prevent any
misunderstandings. The secretary of FFS should keep an original copy so
that in case of any unexpected conflict, this can help to resolve it legally.
(See Format Example7. FTC Host Farm Agreement).

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 Format Example 7. FTC Host Farm Agreement

FTC Host Farm Agreement

Between Farmer Field School (FFS)
and
Farmer Training Centre (FTC)

This agreement is jointly entered between the Farmer Training Centre

(FTC)/ARDO and the Farmer Field School group:

Name of FTC:
_____________________________________________________________________

Name of the FFS:

__________________________________________________________________

According to this agreement,

The FTC host farm is defined as the farm provided by FTC/ARDO for the
implementation of the Farmer Field School after consultation among the
group members and the FFS Facilitator in

Name of FTC: __________________________________________

Sub village: ____________________________________________

Village: ________________________________________________

District: ________________________________________________

This agreement has the following conditions,

The FTC/ARDO shall allow group members free access to the Farmer
Field School site for the agreed period of one year.

The FTC shall be allowing __________________area of farm land as FTC

Host farm for FFS groups for the agreed period of one year and four
months of FFS activity.

The products from coppicing tree species in wood lot enterprise shall be
shared 100% for FFS members during 5 (Five) years after FFS activity.

84
The first product by Fruit orchard enterprise shall be shared 100% for FFS
members.

Other annual crops, fodders and vegetables harvested during the FFS
period shall be shared 75 %for the group members and 25% for the FTC.

All inputs provided by the project shall be used for running the Farmer
Field School activities.

Seedlings produced from FFS nursery in the FTC shall be shared 75% for
the group member and 25% for the FTC.

Signed,
FTC/ARDO On Behalf of the Group
Head of Agriculture: Sign Name of Chair person Sign

FTC Committee Chairperson Sign Name of Secretary Sign

Date Date

Witnessed by:

Name of Village Chairperson:

Signature: Date:

Village: District:

Name of Facilitator:

Signature: Date:

85
4. FTC hosted woodlot enterprises and demonstrations

As already mentioned in “2.3 Ownership by FFS members” FFS members

are able to establish perennial contract with FTC. Since the government
is promoting natural resource development for income generation to the
farmers and environmental conservation to the area. It is very good
chance for extension agents to demonstrate the benefit and importance
of such enterprises within FTC.

4.1Objectives of woodlot enterprise in FTC host farm

The implementation of the woodlot enterprise in FTC host farm aims to
demonstrate importance and benefit of woodlot production to the
communities through production, harvesting and benefitting practice
and to show good example of how Natural Resource sector overcome
current problems on degraded land through tree planting. Having clear
understanding the above objectives, all FTC hosted FFS groups shall
develop woodlot enterprise experiment during their FFS period.

However, the size of woodlot in FTC for a FFS group should not exceed to
200m2 so as not to disturb other agriculture practices. The plot size
allocated for FFS activity should be determined in the FTC committee and
specify in the agreement. Following figure shows an example of FTC
hosted woodlot experiment designs:

Figure 17. Example of woodlot design for FTC host farm

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4.2 Agreement on woodlot enterprise implementation in FTC host farm
by FFS groups
Trees and fodders are perennial crops and require long term
management. Without proper land use agreement for such crops the
product will never harvested properly by the farmers. It is, therefore,
recommended to all FTC hosted FFS groups to have an agreement in
writing and signed among the FTC/ARDO, the FTC committee chairperson
and the Farmer Field School group. It is also better to have witness of
village chief or other authorities as well as the facilitator (See Format
Example 8. FTC Host Farm Agreement for woodlot).

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 Format Example 4. FTC Host Farm Agreement for woodlot

Agreement on Woodlot Enterprise Implementation

in FTC host farm by FFS groups

1．Objectives of woodlot production in FTC-FFS

 To learn establishment and management of woodlot production, and
further disseminate the community about the know-how of woodlot
production.
 To demonstrate importance and benefit of woodlot production to the
communities through production, harvesting and benefitting practice.
 To show good example of how Natural Resource Management sector
in Lift valley area overcome current problems on degraded land
through tree planting.

2．Preconditions
 The plot size of FTC farm in which the FFS groups are going to implement
wood lot enterprises should be more than 1 ha.
 The size of woodlot in FTC for a FFS group should not exceed to 200m2
so as not to disturb other agriculture practices.

3. Establishment and maintenance of woodlots

 Any two species can be selected for the experiment of FFS woodlot.
However, trees of native species are no recommended since it will be
confused as natural stands and cannot be harvested later.
 Establishment of woodlot experiment in the FTC host farm will be done
during the FFS sessions under control of FFS facilitators.
 FFS members have to monitor the trees planted in the host farm at least
once a month even after FFS graduation until harvest and have to
conduct necessary operations e.g. weeding, pruning, lopping.
Branches can be used totally by FFS members. FTC has to allow the FFS
members to work for that.
 In case of any problems observed in the FTC host farm, the FFS group
shall report to the FTC committee as well as to the District.

4. Harvesting/Benefit Sharing
 FFS members have right to harvest the trees planted in the FTC host
farm, once in each plot of experiment within 3 to 5 years after FFS
graduation.
 The harvesting date after 3 years from graduation is to be proposed by
the FFS groups and agreed with the district Natural Recourse Expert in
charge. This is also to be informed to FTC.
 The trees, which will coppices, can be harvested 100% of trees planted
since their stamps will remain to the FTC and continue producing wood.
 The trees, which will not coppice, can be harvested 65% of trees (in
number) planted. Which trees to be harvested, should be advised by
NR experts according to the principles of thinning practices.
 All harvested tree products are to be shared as 25 % to FTC and 75% to
the FFS members (and equally shared among the members).

88
 The district is recommended to hold a field day at the time of the
harvest to share the experience to the nearby communities.
Signed,

FTC/ARDO On Behalf of the Group

Head of Agriculture: Sign Name of Chair person Sign

FTC Committee Sign Name of Secretary Sign

Chairperson

Date Date

Witnessed by:

Name of Village Chairperson:

Signature: Date:

Village: District:

Name of Facilitator:

Signature: Date:

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 Step 13. Preparing learning site

1. Learning site selection

Discuss with members on the condition suitable to the learning site for FFS
sessions. The conditions might be as followings:

❖ Close to the host farm where AESA is being carried out every
week. Locate the learning site in the same place as the host farm
site for ease of carrying out learning activities.

❖ Easy to access and within the reach to all members.

❖ Acceptable to all the farmers and there is no restriction.

❖ Democratically selected.

❖ Spacious and have enough data processing place.

❖ Protected and have adequate security.

❖ Comfortable and provide with facilities in case of harsh weather

conditions

Ask members to propose the site with such conditions.

Visit the sites before next session and confirm with all members
whether the site has suitable characteristics for learning site.

Agree on the learning site with them.

2. Learning Site Preparation

It is not necessary to establish the learning site at once since there are
many tasks at the beginning of FFS. Learning site preparation used to be
done concurrently with host farm establishment (see Nursery Enterprise
Guide for dry season, and see Step 19 for wet season). Before host farm
establishment, just accommodate the convenient site to gather with FFS
members so that facilitator can explain to the members what they are
going to do next. FFS stationery has to be delivered before and used
effectively in this occasion.

Prepare the learning site by clearing the bushes and uprooting of

some stumps and levelling the ground. Following figure is an example
of the learning site layout.

It is recommended to arrange the bench or sitting materials in U

90
 shape so that everybody is able to see the presentation at the
center. This layout is also suitable to perform group dynamics.
However the layout may depend on the convenience to the
location

Sitting place of Host team should be demarcated separately and so

that everybody can recognize their assignment.

Figure 18. An exemplary layout of FFS learning site

3. Necessary items in the learning site

Prepare or find locally following items to run FFS sessions comfortably.

Large Boards
One or two large board to set flip chart papers

Timetable (made by members with card board, carton, flip chart

paper, etc.)
Hang a timetable on a place where everybody can see.

Clock (provided with FFS Kit)

Hang a clock on a place where everybody can see for time keeping

Sitting facilities
Advise the group to prepare comfortable seating facility: chairs, benches,
seats, stones, carpet, mat or any materials which is applicable to the

91
area. Farmers often think that implementing agencies should bring
modern material but FFS encourage self-help and use of local resources.

Establish suitable seating under a tree.

Provision of shade
Because of several hours session in the field, shade is indispensable in FFS
learning site. That is the reason why most FFS groups meet under a tree. In
some place without convenient trees, groups are advised to construct
temporary shed in order to avoid direct sunlight.

Availability of shelters
It is also convenient to have a shelter in case of stormy weather. Advise
the groups to construct some beams for temporary shade and a large
plastic sheet serving as roof to protect members against rain and direct
rays.

Figure19. Substitution of large board and stand (Tree trunk and house
wall)

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Figure20. An example of seating Figure21. Seats fabricated with soil
arrangement

Figure22. Seats arranged by stone Figure23. Seats made in wood

Figure24. Temporary roofing Figure25. Temporary roofing

structure structure

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 Step 14. Conducting AESA session

1. AESA (Agro-ecosystem analysis)

AESA is a regular comprehensive on-farm monitoring & evaluation
practice employed in FFS, and through AESA simple systematic farm
assessment is conducted. On the other hand, AESA involves most of
essential empowerment practices for farmers: systematic observation,
discovery learning, critical analysis, confidence building through
presentation and discussions, collective decision making, etc. AESA is
core engine of FFS vehicle.

This chapter describes basic concept and procedures for AESA which
apply both dry season and wet season activities. However, AESA
parameters, required information is different depending on the enterprise.
For Nursery enterprise, please refer to “Nursery Enterprise Guide” for
detailed information.

AESA involves:

Regular (weekly) visit to the farm.

Close observation on crops and other factors.

Simple and systematic data collection for growth assessment and

analysis of experiments

Analysis of field observation results and compilation of report in a

chart

Presentation of reports and plenary discussions

Critical assessment and collective decision making

In AESA all members observe the situation of the crop, measure and
record the development of the plants, analyze and clarify the existing
problems, discuss countermeasures, and agree on how to taking actions.

The people who confuse FFS as on farm demonstration often consider

that the farmers just establishing the farm and prove the growth is enough
and sometimes even disregard conducting AESA. Even farmers
themselves would like to skip this somehow tedious practice. However, the
regular monitoring and evaluation on farm is backbone of modern
farming and it is necessary for farmers to internalize this practice into
themselves. Therefore, facilitator have to make the members to conduct
AESA regularly within the FFS framework.

94
 Figure 26. Difference of the result with regular monitoring and without
The FFS implementers and practitioner have to know very well that the
main objective of FFS is to produce “Farmer Experts” but not just to transfer
particular technology nor to demonstrate favorable practices. AESA is the
core engine of FFS and without AESA FFS goes nowhere.

AESA is conformed of three steps:

1) AESA taking

2) AESA processing

3) AESA presentation

1.1 AESA Taking

Before starting AESA, it is recommended to assign each plot to a sub-
group. The sub-group should be responsible in the plot for a while or until
end. If the sub-groups require to know about other plots, e.g. comparing
different types of crops, assigned plot can be rotated after some period.
However, it is not recommended to change the plot every week which
may confuse the farmers.

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1. Observation
First, each sub-group goes to their assigned plot in host farm and enter
slowly to the crops to observe what happening on the crops. Found
insects are to be collected for the later AESA analysis. In this regard, going
to enter the host farm, e.g. for weeding or harvesting before starting AESA
is not recommended since this just chase away existing pest insects.
General condition of the crops and possible deceases are to be observed
and collect the samples if any.

2. Sampling
After general observation, sample plants to be observed in detail and
measured. Sample plants should be determined before starting AESA,
and marked with some sticks so any members are able to identify them.
The members keep measuring the same individuals until end of AESA.

There are several ways of sampling and convenient way to the

environment to be employed:

Selective selection from good, medium and low performance

populations

Random selection by throwing stones to the back

Pre-determined counting of plants

Selection by pre-determined steps in the farm

The numbers of sample to be measured may depend on the ability of the

group. However, three to five plants might be enough if the samples have
been systematically selected. The measurement in AESA is to know
certain tendency between the plots of experiment for farmers' judgement
but not to lead statistical significance. If the selected plants have
distorted choose similar individuals according to the situation. Never
change the sample plants in every session.

3. Measurement
After the observation of sample plants, take the measurement of the
sample plants by each assigned sub-group according to the parameters.
The measuring parameter should be agreed with the group in previously
discussions among the group.

Example of measuring parameters are:

Height of plants

Number of branches developed

96
 Number of leaves developed

Length of leaves

Width of leaved

Circumference of stems

Number of flowers developed

Number of fruits/corns developed

A part from the growth measurement, following data should be collected

as well,

Pests and friendly insects, and their populations

Weeds and their coverage

Disease and their seriousness

Soil conditions

Weather

Overall plant health in the particular stage

The duties of each sub-group member during the AESA taking should be
assigned, e.g. one take measurement, other count the leaves, the other
take note, etc. However the roles should be rotated every week so that
all members can experience all duties. If only one member in sub-group
can write and take note, he/she shall continue the same.

At the beginning, members take time to complete AESA data taking,

however, it will become fast after they get used to do it. After finishing all
process of AESA taking, indicate them to return quickly to the learning site
and start AESA data processing.

Objective of measuring plants in AESA is to collect data to assess growth

of the plants and to compare between the treatments.

At the same time, measuring practice brings farmers closer to the crops
than usual and make them even able to touch the plants. This also
contributes to farmers with more detailed observation than quick look
from a distance. Measuring is somehow tedious for farmers but worth
practicing.

1.2 AESA Processing

During the AESA processing time, collected field observation findings,
measured data to be organized into a report on a large paper called

97
AESA chart as shown below. All AESA Processing work is carried out in sub-
groups.

After AESA taking, each sub-group sits together and compiles AESA chart
putting field data and findings in organized manner. They also discuss
about the actual situation of crops whether any problems existing, any
countermeasures are necessary, etc. All those opinions and the results of
the discussions to be incorporated into AESA chart and finally to be
shared in AESA presentation.

At the beginning of FFS, members take time to compile AESA charts,

however, it becomes faster after they get used to do it.

Note to Facilitator

AESA chart

AESA chart is the output of the AESA processing and usually has EIGHT
components as shown in following table.

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 1. Introduction

2. General
3. AESA Data
Information

5. Pests
6. Friendly
and 4. Plant Drawings
Insects
Diseases

7. Observations 8. Recommandations

Figure 27. Structure of AESA Chart

99
Figure 28. AESA Chart (Fruits Tree)

100
Figure 29. AESA Chart (Cereal Crop)

101
Figure 30. AESA Chart (Fodder)

102
 Name of FFS:

Name of Sub-group: Date of AESA:

Crop: Number of AESA:

Varieties: Hight of plants: / cm

Number of weeks: Length of leaves: / cm

after sowing
Numbet of fruits: /

Harvest: kg/ kg

Pests/Diseases: Friendly Insects/

Animals:

(2) (2)
(8)
(5) (1)

(3) (36)

Observation: Recommandations:

Figure 31.AESA Chart (Horticulture crops in Wet Season)

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1. Introduction
Name of FFS, Sub-group name, AESA number, Week number

2. General Information
Species/Varieties, Methods of establishment, Treatment, date of
sowing/planting, Weather, time of observation, etc.

3. AESA Data
Measuring parameters: Height, Circumference, width of leaves, length of
leaves, number of branches, etc. as agreed with members

4. Plant Drawings
The most important part is the drawing of plant, which located at the
center of the chart and represent whole condition of the plant.

This also helps illiterate member to participate and capture the farm
condition. Crayons, not felt pen which has few colors, are used to paint
and express real colors of the plant, which represent actual condition of
the plants.

Following figures show how farmers use crayons for AESA chart. In this
figure, one can understand even the stage of Mango trees by showing
newly sprout leaves with light green color without any literal descriptions.

Figure32. Plants drawing with felt Figure 33. Plants drawing with
pen only crayons only

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5. Pests
Summarize all pests observed at the left.

6. Friendly Insects
Summarize all friendly insects at the right.

7. Observations
Summarize the results of field observation

8. Recommendations
Discuss and summarize one by one against each item in the observations.
Thai is to say that each recommendation should be reflected from an
observation. In other word, a recommendation should have an
observation where came from.

Time for preparation to be controlled by time keeper. At the beginning

members spend long time in preparation and some group may not
complete within the time. However, after the members get used to write,
they become able to finalize on time. If still time is problem because of
their literacy level, try to revise AESA chart with less information.

1.3 AESA Presentation

Once all sub-groups have prepared AESA charts, each sub-group present
the result of AESA in plenary.

1. Presentation
Presentation of AESA chart to be done according to the structure; one to
eight respectively. Particularly for part 7 and 8, presenter should refer an
observation (part 7) followed by a recommendation (part 8) accordingly
as below.

❖ Observation 1 => Recommendation 1

❖ Observation 2 => Recommendation 2

2. Comments and discussions

After each sub-group presentation, complimentary comments are given
by same sub-group members, questions and comments are asked to
other members for discussions. The facilitator also makes some comments
if it is necessary

105
3. Vote of thanks
When all comments have exhausted or the time is over after each
presentation, the presenter to be thanked by crapping. As a kind of group
dynamics, host team has to choose a relevant crap for each presenter.

4. Assignment of next presenters

AESA presentation is one of very important empowerment processes
especially for women members who may not have such chance to talk
in front of people. For all members to get such opportunity for
confidence building, AESA presentation assignment should be rotated
every week. After each sub-group finished their AESA presentation,
facilitate sub-group to assign different pair of male and female
members for next week presentation. Without this assignment, FFS groups
tend to repeat AESA presentation with same active members and other
members never get chance to talk in front of the members. In case both
selected members are illiterates, assign another literate member or
facilitator him/herself to assist them.

Repeat the same process from 1 to 4 until all sub-group present their AESA
chart.

5. Conclusive remarks by facilitator

After all AESA charts have been presented, make general comments. For
example, facilitator can:

Summarize the results of presentation.

Mention some critical problems observed in the farms but not

presented by members.

Mention if some remarkable differences have been observed

between a plot and plot10.

Coordinate further discussions in order to plan for action, if some

important issues have risen through AESA session.

2. Important Considerations in AESA (Agro-ecosystem analysis)

1. At the beginning stage of the enterprise

It is possible that the seeds sown in host farm are not germinated yet at
the beginning stage. In that case, AESA is not conducted. However,
members do not need change the timetable every week. The group

10 In most cases, each presentation represent each plot of deferent treatment.

106
plans and agrees one week before with facilitator on what they have to
do meantime (e.g. preparation of learning site, preparation of another
enterprise) and conduct within the AESA time.

2. Take AESA early in the morning

Most of the pest insects are nocturnal and can be seen only in the
morning. Everybody knows that farmers are busy in the morning but in this
regards, it is important to plan to start FFS early in the morning.

3. Process and present the same day

AESA is not only data collection but also situation analysis and decision
making practice. The problem found in a day of FFS session would bring a
fatal result after a week. AESA must be processed within the same day.

4. Rotate presenter (not always same person)

Rotate presenter of AESA among sub-group. Do not leave same person
to present continuously. Do not forget that AESA presentation is also
confidence building exercise for farmers.

5. Enhance participation of illiterate members

It is used to be seen that illiterate members are just sitting separately from
literate members as if they have nothing to do with AESA especially in
AESA processing and presentation time. However, they also make
observation together and they may have recommendation to the farm.
Facilitate them to integrate into discussion. Tell them to contribute to
drawings. Ask them to share the opinion. They can even present AESA in
some part relying on their memory. Do not disregard them at all.

Please always mind about "Full-Participation" by all members of FFS and

do not leave some members behind so that all members acquire same
knowledge and skills, and graduate with same level

6. Practice AESA constantly

AESA has many advantage to farmers and following reasons to practice
it.

AESA improves farmers’ abilities by: Enhancing observation skills

Developing record keeping skills in simple and systematic manner

Reinforcing presentation skills and promote experience sharing

among them

107
 Generating discussions and encourage collective decision making
skills

Respect AESA and practice constantly.

7. Keep AESA charts as record for further analysis

After presentation, AESA chart to be stored well in the box since it can be
used for further data analysis or to develop summerly report for field day
or graduation ceremony.

108
 Step 15. Organizing Field day

1. What Is Field day?

Field Day is an occasion when farmers & a facilitator show/explain other
people in the community what group members have learned through FFS
sessions and field activities through inviting surrounding community
members to their FFS host farm.

2. Objective of Field day

1. To Provide the FFS members with an opportunity to display and share
their experiences, e.g. the experimentation results and learning
activities, including group dynamics

2. To Motivate neighboring non-member farmers to improve their farm

practices through demonstrating the result of FFS activities in their host
farm

3. To enhance self-confidence of group members by giving them to

chance to show their good efforts to others

4. To create awareness among the community, the government and

other organizations in the area creating support and new demand for
FFS

5. To give an opportunity to get comment and suggestion from others.

3. When is it best time to hold Field Day?

When the members have
Learning result

If there is no significant result, Field Day cannot be successful. The

members have to assess result of the experiments to show to the
community before organizing Field Day.

Products in their host farm which is related to their enterprises

If there is no crop to show, Field Day cannot give impacts to the

participants. Group members need to select time when there are
crop/vegetables/trees in their host farm.

4. Whose concern is Field Day?

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 It is the FFS members’ day. Key aspect is that farmers themselves
facilitate during the Field day.

The members invite other farmers from the same or neighboring

villages

They may also invite their local (Government) officials and

executives, NGOs, with the end view of orientating them on the FFS
program

5. Field day proposal writing

Many members may have a difficult time to understand the importance
of Field Day. It is crucial to explain well about the purpose of a Field Day,
e.g. exposure to neighbors and improvement of presentation skills of the
members.

Before starting to write a proposal for Field day, the members need to
assess what to show at the host farm. After identified what to show, they
need to think about how to present them as the visitors can understand
well. (See Format Examples 9. Field day proposal).

110
 Format Example 5.Field day proposal

Field Day Proposal Date:12/05/2009

Name of FFS:UrgooSub-Village:Dotii,
Village:Diree DotiiDistrict:Liben chukala

1. What observed between the plots through your experiments?

Line sowed, Easley manageable, Fast growing, less nutrition competency

The production looks good and better than the broad casting.

2. Which treatment looks better for you and why do you think so?

Line sowing , Easy to manage the farm and high production, require
small amount of seed

3. What can your neighbor learn from your Host Farm and experiment? What is
new to the community? What were important findings?

Easy to manage, saving the amount of the seed.

Signatures:

FFS Chairperson:AbomsaGaltu , Secretary: Dafissorecha

FFS Facilitator’s Recommendations:

Line sowing is much more productive than the broad casting. It require
the labor but the production is high. If the other farmers also follow the
same this will improve their income and their livelihood

Signature of Facilitator: KetamaMekuriya

111
6. Member needs special help from the facilitators
Preparation of the field days is not easy task to the members who are
not used to. Although they should prepare with their ownership, please
consider to help them especially logistic issues.

7. Typical FFS Field Day Program

1) Arrival of Visitors & 6) Folk Media/Group

Registration Dynamics

2) Host Farm Visit & 7) Speeches

Demonstration
8) Vote of thanks
3) Assemble/Prayer
9) Prayer
4) Introduction
10) Refreshment/Lunch
5) Presentation of Learning
11) Departure
Result

8. Attendance /Turn-up (Good or Poor)

1. Poor attendance due to improper announcement

2. Interference of unpredicted activities including funeral and rains

3. Invite Village administrator

4. The turn-up would be poor if it is not involving the administrators

9. Field Day Preparation Procedure

1. Field Day Program

One FFS day will be converted to a field day

2. List of Guest & invitees

Discuss and list the guests and who can be invited

3. Allocation of duty to members

Allocate and assign duty in preparation to Field Day.

4. Poster making for the presentation

Prepare the posters (Farm lay out, results to date) for display in
the Field Day

112
 Figure34. Example of Field day posters and displays

5. Announcement of Field Day (Homework)

Preparation of invitation letters for guests

Invite the Village Administrator and neighbors

6. Site Preparation.
Allocation of duties and prepare the venue

7. Rehearsals.
It is better to do rehearsals before presenting on the particular
day.

10. Field Day implementation Procedure

1. Receiving and Registering Guest & Visitors

Number of visitors should be recorded for the Field Day Report

2. Host Farm Visit & Demonstration

3. Assemble/Prayer

4. Self Introduction

5. Presentation of Learning Result

6. Folk Media/Group Dynamics

7. Speeches

8. Vote of thanks

9. Prayer

10. Refreshment/Lunch
11. Departure

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11. Procedures for Reporting

1. Field Day Experience sharing

Reflect Field Day experience and discuss what was good and what was
bad for experience sharing and improvement for future.

2. Compilation of the Field Day report

Prepare Field Day Report (See Format Examples 10. Field Day Report)
through experience sharing

114
 Format Example 6. Field Day Report
Field Day Report
Date: 12/09/2016
Name of FFS:BontuuVillage:Barta Same District:Bora

Point
Subject Observation Evaluati Recommendation
%
on
Facilitator and Good
The participation
General members well of the district
Arrangem Fair
ent organized the field 60 officials and
day experts during the
Poor field day is crucial.
Demonstr The visitors who live The visitors
Good
ation of surrounding the forward the
Host Farm village appreciated message for the
Activities
the host farm for Fair 95 FFS members that
observing the all techniques
progress. should be applied
Poor
by the members.
Visitors They plan to adapt Good
The FFS members
Impression in their farms after supported the
s attending the field neighboring
/Response
s
day. Fair 80 farmers who wish
to apply the
techniques from
Poor
FFS to their farms.
Village chairperson Other remaining
Guest Good
tried to address on farmers have to
(Who,
Speech how the FFS visit the FFS plot
Summary) members practice
Fair 70 and learn from the
the techniques to be plot.
Poor
applied by visitors.
Attendan The field day well The field day
organized and Good arrangement with
ce
arranged by the village chairperson
members.
100 made the enough
Fair numbers of

115
 Participants also participation of
were guided well. Poor visitors and
encouraged the
Members 24 Person FFS members

Visitors 200 Person

Total 224 Person

- How to produce the vegetable using the rainy

water during wet season and the application of
What did you
teach them? inputs.
- The advantage of proper application of fertilizer
and the result.
- How to produce the fodder and use the small plot.
- In addition that the visitors visited the host farm,
they got understanding about how to empower
Other the farmers through FFS session, because the
Comments
members shared the experiences and the
techniques learnt thorough the FFS confidentially.

116
 Facilitation tool

Exchange Visit

Only if there are other FFS groups nearby and accessible, and if budget
and time is allowed, in addition both facilitators may agree, the Exchange
Visit can be conducted.

1. What is Exchange Visit?

Exchange visit is an experience sharing sometimes used during FFS

During exchange visits one FFS to be visited by another FFS.

In case some FFS have certain problems and other FFS are managing
such problems well, the exchange visit would be useful for such
groups to get some ideas for improvement.

Both visiting and visited groups can share and exchange their ideas,
tested technologies, challenges and unique innovations.

Exchange Visits are also useful for farmers to compare their level of
empowerment and facilitators performance with another group

2. Objective of Exchange Visits

To know the activities and performance of other FFS groups and
facilitators.

To exchange the ideas, techniques and methodologies between

members and facilitators.

Exchange visits are useful for farmers to compare their performance

with other groups.

3. Steps in preparing Exchange Visit

1. Identification of the group to be visited. Check resources/ budget
allocation/ contribution from the groups

2. Planning/ Proposal writing for the visit (see Format Example 11.
Exchange Visit Proposal)

3. Share preliminary exchange visits arrangement between the District

coordinator and facilitators: Arrange groups to be visited and date.

117
4. Preparation of Exchange Visit by Host Group.

5. There is no special program for the exchange visit. Usually, the group
receiving visitors follows the normal FFS timetable and the time of
“Today’s Topic” is used for discussion and exchange of views.

6. Logistic and allowances can be arranged with the FFS Program.

118
 Format Example 7. Exchange Visit Proposal

FFS Exchange visit Proposal

FFS group Name: Urgoo

Name of Visiting FFS ; Abdi Guddina
Village ; Gachi Daimo
Sub-village Daimo
Number of members ; Male 12 Female 14 Total 26

FFS to be visited ; Biftu

Village ; DololoJila
Sub-village ; Harorecha

Date of visit ; 12/04/2009

Time of visit ;3:00

Name of FFS chair person ;TeshomeSorecha

Signature ;_&&&&&&&&

Name of FFS secretary ;ChalaGemechu

Signature ; &&&&&&

Name of Facilitator ;__KafyalehuTadese

Signature &&&&&&

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4. Cancelation of the Exchange Visits
Due to unpredictable events, sometime planned exchanged visits
would be cancelled; e.g. weather, funeral or request by the
administrators.

5. Important consideration in conducting Exchange Visit

Arrangement of the Host Groups (Groups to be visited) is very
important. A careful selection of the host groups is necessary in order
to have a successful exchange visit.

The mode of visits or how the groups visiting others are different
according to the program and local environment

The best time to conduct exchange visit is just before the field day or
graduation when they can observe the result of experiment on the
host farm

Weather condition is a critical limiting factor which determines when

exchange visits are conducted.

Facilitators make sure that all members to arrive the host group on
time. Remember that AESA session is used to be conducted early in
the morning and if the visitors delay, they would miss essential part of
the session.

Follow the FFS session as planned by the Host FFS group so as not to
interrupt the program and also to observe their regular performance.
Visitors can use the tors delay; they would miss essential part of the
session.to their FFS host farm.

Introductions, Q & A or Experience sharing session need to be

conducted either during the Today’s topic session or announcement
time.

Free discussion and exchanging ideas and comments on any

knowledge or innovation may help other group members.

There is need to hold a wrap up discussion after the visit probably the
same day or in the following FFS session

6. After Exchange visit

6.1 Sharing the Experiences

Conduct wrap up discussions on Exchange Visit and evaluate visited
group and your group using Exchange Visit Report format. After finishing

120
the evaluation, forward the report to the ANRO in monthly meeting

6.2 Exchange Visit Report

Compile Exchange Visit Report (See Format Example 12. Exchange Visit
Report) and forward to the ANRO during the monthly meeting.

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 Format Example 8. Exchange Visit Report

Exchange Visit Report No.of person 46 .

Your Group L/
Laiistu Division JaraGoro District Date
Name Chukala

Adele L/
Visited Group BiftuBarii Division District 15/08/2016
Miech Chukala

Evaluate Evaluate Give reason

Subject Observation The Point Your Point
Group Group in Why you
% % evaluate like that
Visited comparison

AESA in All sub- Good Good General

General groups Fair observation
Fair
conducted before
AESA in entering the
vegetable
70 90 host farm and
enterprise Poor Poor start detail
of four observation
plots.
FFS Session Some Good Good Try to control
in General members the active
Fair Fair
dominated member
the session. 85 100 domination.
Except this Poor Poor
point it was
good.
Enterprise in Three wet Good Good The enterprise
General season selected based
Fair Fair
enterprises on the
techniques interests of
are applied. 90 90 FFS members
Poor Poor to address
their problem
in their own
farms.
PTD in There was Good Good All members
General clear PTD easily
Fair Fair
existed in 90 90 understood
the host Poor Poor each PTD
farm. comparison.

122
Performance One person Good Good All sub-group
of Host was acting Fair members
Team Fair
as a host should be
team. achieve their
70 100 mandate as
Poor Poor host team
during the
session
Performance Facilitator Good Good Facilitator well
of Facilitator well prepared
Fair Fair
organized before coming
the FFS 95 100 the session and
session. Poor Poor tried to
facilitate FFS
properly.

What did - How to properly follow the FFS time table, FFS norms.
you learn - The way that all FFS members use the talk ball give an
from them?
(If any) impression to our members.
- Active participation
What did - How to take AESA before AESA taking
you teach - How to observe the host farm
them? (If
any)
- The attendance of male members are better than the
Other
Comment
female. The facilitator should be encourage the
participation of the female member every week.

123
 Step 16. Conducting result analysis for Nursery
Enterprises

1. Introduction
At the end of an enterprise, Result Analysis shall be conducted to
assess and evaluate the result of experiment.
The objective of the experiment in FFS is to conclude which option
is suitable to their farm. Without appropriate result analysis, framers
will not understood the result of experiment and they may take
wrong option to their farm.
For this session you must review all materials developed by the
farmers with regard to the target enterprise such as findings,
collected data, discussion results or recommendations acquired
through AESA sessions. Apart from existing data, all knowledge of
members needs to be also incorporated into the analysis.
In case the enterprises, like tree nursery, are not very well
commercialized, we can just summarize the production and PTD
result for technical improvement.

It also enhance participants’ capacity to analyze the result of

experiment critically and systematically.
The material prepared through Result Analysis can be presented or
displayed during FFS events such like graduation ceremony.

2. Output of the session

Nursery Production Summery Sheet
Nursery Experiment Summery Sheet

3. Important Considerations
Nursery Result analysis should be conducted after concluding each
experiment.
The production or number of the seedlings should be summarized
before sale or dispatch.
The income should be also recorded if the seedling are sold.

Nursery Result Analysis should be conducted as “Today’s Topics”

124
4. Procedures

4.1 Summarize the production

Ask host team to put flip chart papers on the presentation board
and to prepare the Nursery Production Summery Sheet.
Assign each sub-groups to count some particular species and take
note the number.
After finish counting all seedlings come to plenary and host team
complete the matrix asking the species and number of seedlings to
each sub-group.

Table 5. A sample of Nursery Production Summery

Nursery Production Summery (Name of FFS

Group)
Species Number of seedlings

Mango (Root Stock) 100

Mango (Grafted) (Kent) 20

Eucalyptus saligna 500

Cordia africana 100

Melia volkensii 50

4.2 Summarize the result of experiments

Host team asks each sub-group to summarize their assigned
experiment in a matrix in a flip chart papers as below.
Each sub-group presents the result of each experiment.
Conduct discussion session as same as AESA sessions
Facilitator summarizes the result of each experiment.

125
 Table 6. A sample of Nursery Experiment Summary

Nursery Experiment Summery

Types of Treatment Result
experiment

Seed treatment Compared Soaked and Soaked seed had 55% and
Non-soaked. non -soaked was 22%

Soil media in poly- Compared with manure and With manure burned the
tube without manure. roots and seedling become
yellow. Non manure is slow
growing.

5. Reporting
Copy the Nursery Production Summery Sheet and Nursery Experiment
Summery Sheet prepared with the FFS group or take the picture of them,
and foreword to your supervisor.

126
 Step17. Planning enterprises and experiments for
Wet season

1. Introduction
FFS learning on farm is going with one or several crops, which used to be
called as learning enterprises, aiming farmers to master them and
improve their production system.

At the same time, the leanings on the enterprises are to be conducted

with certain on-farm comparative experiments. That is because the FFS
aims to bring the changes or new ideas in order to improve production,
level of input and income, as well as to learn the way how to assess such
experiment by themselves.

2. Review of Wet season enterprise planning

 What is the expected cost of this enterprise?

 What kind of local materials are available for this enterprise?
 When do you expect to have the first crop from this enterprise?
 What kind of pests and diseases do you have locally?
 How many members have related the enterprises and what kind
of problems have you encountered in your previous activity?
 What kind of limitations do you face in carrying out this
enterprise?
 Why have you not started such enterprises?

3. Planning comparative experiments

To bring any changes for improvement to their farm, farmers have to try
and introduce new ideas or technology. Employing comparative
experiment, FFS helps farmers to introduce the new techniques in
systematic as farmers can objectively evaluate the result and introduce
to their farms in very convinced way.

However, usually farmers cannot try new experiment concurrently with

their regular production system because of limited land and human
resources. On the other hand, new experiment requires certain amount
of investment for additional materials which may have some risks of
failures. FFS approaches resolved this situation by introducing host farmer

127
system and providing leaning materials for experiment. After the
experiment in FFS, farmers can judge whether the practice to be
introduced into their farm or not, without any investment nor taking any
risks.

3.1 Procedures

a) Determining the type of experiment in the host farm

Once particular crop or specific enterprise has selected, you must
determine what kind of experiments are to be tested. It would be
important to remember some cases and ideas of participants themselves,
using the key questions such as:

What is the interest on the farm these days?

What kind of new ideas have you thought but yet have been tested
on your farm?

What kind of technology have you heard about but have not
introduced on your farm yet?

What kind of crops do people think is more profitable but has never
tested?

Asking those key questions, conduct discussions with members and

conclude which type of experiment has the highest property to their
community.

Examples of common crop experiments

The example of the crop experiments commonly used in FFS are

followings:

Comparison of new variety vs common or traditional variety

Comparison of application of fertilizers (chemical, organic or both vs

none)

Comparison of new planting method vs traditional planting method

b) Developing experiment design

After selecting the type of experiment, try to draw the design or layout of
the experiment referring following examples.

When the FFS is considered to implement with four sub-groups, four plots
of experiment is convenient to manage as each sub-group will be in
charge of each plot. In this case, recommend the experiment which has

128
four factors in one parameter e.g. four varieties of vegetables in same
treatment or two factors in two parameters e.g. two varieties of crops in
two different fertilizer application (for example; improved and
conventional) treatments11.

Figure 35. Examples of comparative experiment for cereal crops with

tree intercropping

Figure 36. Examples of comparative experiment for fruits orchard with

agriculture crops

11 Those are just examples and not to limit the types of the experiment.

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Figure 37. Examples of comparative experiment for fodder trees and
grass

Figure 38. Examples of comparative experiment for vegetable garden

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 Figure 39. Examples of comparative experiment for woodlot

Figure 40. Example of the layout for comparative experiment

in a host farm

The members should be clear about the experiment and its design that
they will work on the host farm later.

3.2 Important considerations in experimentations in FFS

Not like a research which require professional knowledge and skills,
experiments can be conducted by anybody by following simple
principals.

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a) Simple treatment
Don’t put many parameter in an experiment. You may never get
conclusions which treatment brought that result. One parameter (or two
at most) in an experiment is appropriate.

b) Uniformed setting
While you plan to compare something in an experiment, mind always
whether other factors/parameters are equal.

c) Size of experiment plots should not be too big

Farmers, expecting more seeds/produce, tend to create very big plots of
experiment but it became difficult to manage and investment cost of
experiment become high.

d) Replication of the experiment

Replication of the experiment is usually not necessary to consider as far
as the characteristics between a plot to a plot are not significantly
different. Replication used to be employed to ensure statistical
significance in research12. However, the experiments in FFS are aimed to
provide information for farmers in their decision making of the farm
planning, so statistical significance is not the issue. It might be more
meaningful for farmers if they try more options than replicate same
practices.

e) Comprehensive treatments in experiment

It is also not recommended to plan comparative studies between
comprehensive technical packages; such like “local practice” and
“modern technology”. In this case farmers may compare two or more
plots with several parameters at once; seed verity, fertilizer quantity,
spacing of the plants, etc. This result probably shows farmers that modern
practice is better than local but will not show which element in both
treatment has contributed to come up with this favorable result. Farmers
are likely to employ cost-effective practices to their farm but the
experiment mentioned above will not give such answers. Experiment
should be simple and designed to focus only one or two parameters and
not mixed up several items more than able to analyze.

f) Attitude of facilitators in introducing experiments to FFS

12 In order to verify the statistical significance, five or more replications are necessary.

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The experiment in FFS is not supposed to introduce as if it is already known;
modern technologies or new ideas are definitively better than traditional
or common practices. First, that cannot be true in their farm sometimes.
Second, if the result of introduced idea is already known, famers lose their
interest because they will feel they are just following the results already
found by someone. Instead, if facilitator told farmers “Even me I don’t
know what will happen. Let try together. We will see.” The interest of
farmers increase more because the result of experiment is unknown
secrets, which farmers have freedom to discover.

4. Preparing learning proposal

See Step 11. Planning enterprises and experiments for dry season, for
preparing learning proposal, and see Format Example 13. FFS Learning
Proposal for Wet Season.

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 Format Example 9. FFS Learning Proposal for Wet Season

FFS Learning Proposal for Wet Season

Name of FFS: BiftuuBarii Village: Kolbe Koticha

Type of enterprise: Vegetable and

Woodlot
1. Experiment Design

1. Experiment Design

1) Type of comparative experiment (with Fertilizer, with compost,

Compost with Fertilizer and control)
-Cabbage with Manure/ Cabbage with fertilizer
-Onion with Manure/ Onion with Fertilizer
-Variety test for woodlot

2) With this comparative experiment, what can you learn?

-Production volume and cost effectiveness
-Overall management
-Pest and disease
-Duration until harvesting

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 3) Type of crop /Tree (Tef, Wheat, Onion, Animal fodder, mango
etc.)
Vegetable: Cabbage, Onion,
Woodlot: Eucalyptus, Meliya
4) Measuring parameters for AESA,
Height, Length, Number of leaf , pest, size of cabbage

5) Observation point

Seed level Germination level Seedling level

 Type of the soil  No of germinated  Pest and disease

seedlings
 Quality of seed  No of not  Coverage of
germinated weeds
 Pest and diseases  Pest and disease  Mulching
and their and their coverage
coverage
 Soil moisture  Coverage of weeds  Height
 Quality of seed  Soil moisture  Width
 Seed type Seed  Watering  No of leaf
condition frequency
 Mulching effect  Mulching 
 The thickness of  Height, Width, 
covered soil No of leaf (False
leaf

2. Cost
Seed/ and other Quantity Unit Price Total Cost Responsibility
input
Group
Onion seed 0.1kg 500/kg 50
Project
Group
Cabbage seed 0.1kg 400/kg 40
Project
Eucalyptus Group
20 1/seedling 20 Project
seedling
Group
DUP 10kg 5/kg 50
Project

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 Seed/ and other Quantity Unit Price Total Cost Responsibility
input
Group
URIA 10kg 5/kg 50
Project
Group
Meliya Seedling 20 1/seedling 20
Project
Total Cost for Enterprise 230Birr
Cost Covered by Group 40Birr
Cost to be Covered by the Project 190 Birr

3. Group Account Balance

Total amount for this
Previous Balance Balance
proposal

600Birr 190 Birr 410Birr

Name of Chairperson and Signature

AyeraAbebe &&&&&&
Date 27/01/2017
Comment from (DA):
Signature of the facilitator Date 27/01/2017
Remark: Proposal has to be submitted on planed date and submitted to the
office (30/01/2017).

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 Step18-A. Selecting host farms

(See step 10-A Selecting host farm within the community)

Step18-B. Selecting host farms withinFTC

(See step 10-B Selecting host farm within FTC)

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Step 19. Establishing host farm and experiments for Wet
season

Preparation method of host farm depends on the selected enterprise. The

following is a typical farm forest enterprise site preparation.

1. Preparing land
Method and level of land preparation depend on the enterprises
selected. Land preparation for a host farm could take several weeks
according to the condition of the site, however, it should be completed
before the planting season begins. Remember that the time of a FFS
session is very short (3-4 hours/week) so FFS groups should continue to
prepare the site as homework, outside of the regular group sessions.

In case of difficult terrain at the host farm, start preparation well in

advance to ensure preparation is completed in time. Careful planning is
required to avoid time conflicts. Plots on sloping areas might require
terracing. Rent or use own plough if necessary.

2. Procuring and delivering of materials

Planting materials need to be provided before ending the land
preparation. The group provided the learning fund has to start procuring
materials on time. The group which requests the materials through DA,
coordinate well the timing for delivery. Some material can be collected
through FFS members. Farmers often demand new tools to establish
enterprises but the enterprises are supposed be established by using their
own available tools so that they can easily apply to their farm even
without additional budget in the future.

3. Confirming host farm design

Before starting preparation, confirm host farm design with layout of
experiment plots with members.

4. Measuring and staking out

Stakes and tape measures should be made available. Measure the land
by using tape measures based on the Host Farm designs. Staking out the
plot boundaries is done according to the spacing indicated in the host

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farm design.

5. Sawing of seeds and seedlings

In case of line sawing, mark the planting line by using some strings and
stakes. Proper spacing knowledge and information for agricultural crops
is required. Saw seed along the line as indicted previously by facilitator of
specialist. Keep in mind that the role of facilitator is not to work together
with the members; they should focus on providing technical inputs.

6. Fencing for the protection

Post-harvest grazing can cause a lot of damage to the enterprise. Farm
enterprises should be designed with protective hedges until the crop is
harvested. In case tree crops are planted, it is important to ensure
protection at all times. Whole farm or individual tree fencing must be
constructed before the plot becomes open to animal grazing, especially
in the dry season. Live fences also can be planted around the plot; this
protects the enterprise in the plots from animal grazing.

Start AESA sessions (see Step 14.)

Conduct Field day (see Step 15)

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Step 20. Conducting result analysis for Wet Season

1. Introduction
At the end of an enterprise, a series of analysis must be conducted to
assess and evaluate the result of experiment. The objective of the
experiment in FFS is to conclude which option is suitable to their farm.
However, without appropriate analysis, framers might confuse the result
of the experiments and they may take wrong option to their farm.

Result analysis also enhances participants’ capacity to analyze the result

of experiment critically and systematically. At the same time, FFS
members understand the importance in analyzing expenditure and profit
through simplified calculation exercises and become aware of the cost
implication of farming

For this session, facilitators must review all materials developed by the
farmers with regard to the target enterprise such as findings, collected
data, discussion results or recommendations acquired through AESA
sessions. Apart from existing data, all knowledge of members also needs
to be incorporated into the analysis.

The material prepared through Result Analysis can be presented or

displayed during FFS events such like graduation ceremony.

2. Output of the session

Result Analysis Matrix

Expenditure Calculation Matrix

3. Important Considerations
Result analysis should be conducted after harvesting or concluding
the experiment.

Result analysis should be conducted for each enterprise.

Result Analysis should be conducted as “Todays Topics”

4. Procedures

4.1 Preparation of Result Analysis matrix

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 Ask host team to put flip chart papers on the presentation board and
to prepare the Result Analysis matrix in each experiment. Facilitators
can also prepare the matrices on flip chart paper in advance of the
session.

The analysis shall be made one by one. If the FFS has two or more set
of experiments, they have to make Result Analysis twice or more. If
the experiments are many, it can be analyzed in each sub-group,
however, this is not recommended if the members are not familiar to
the analysis.

The matrix should have a column for calculation items at the left and
several columns for each plot of experiment (if the number of the
plots is four, matrix might have five columns) as shown below.

Table 7. An Example of Result Analysis Sheet

Result Analysis Sheet

Plot 1 Plot 2 Plot 3 Plot 4

Yield (kg) 5kg 6.5kg 8.5kg 6kg

Price
6.5Birr 6.5Birr 6.5 Birr 6.5Birr
(ETB/kg)

Gross
32.5 Birr 42.25 Birr 55.25Birr 39 Birr
Income

4.2 Calculation of Gross Income

Calculate the total value of the products in each plot.

Yield
Crate a row for the “Yield” in the matrix.

The unit in the yield column is according to how the product to be

sold; by kg, g, or number of the fruit or vegetables.

Put the yield in each column as figure obtained from each plot of
experiment.

Ask the members to overview which plot brought best yield and why

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 it was like that.

Price
Develop a following row for the “Price” of the product

Use the farm gate price or market price, supposing the farmers are
going to sell the product in the most probable market.

Gross Income
Develop a following row for “Gross Income”.

Calculate Gross Income in each column by multiplying figures in the

column of Yield and Price (Yield x Price = Gross Income).

These calculated figures represent Gross Income in each plot.

Ask the members to overview which plot has brought best gross
benefit. In case the price of the product defers a lot, the best amount
in yield shall not represent the best gross income.

4.3 Calculation of Total Expenditure

Calculate how much you spent on each plot.

Total Expenditure
Then add the “Total Expenditure” row below.

Table 8. An Example of Result Analysis Sheet (Total Expenditure)

Result Analysis Sheet

Plot 1 Plot 2 Plot 3 Plot 4

Yield (kg) 5kg 6.5kg 8.5kg 6kg

Price
6.5Birr 6.5Birr 6.5 Birr 6.5Birr
(ETB/kg)

Gross Income 32.5 Birr 42.25 Birr 55.25Birr 39 Birr

Total
30 Birr 32 Birr 34 Birr 32 Birr
Expenditure

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 To get the figure of total expenditure in each plot, it is recommended
to calculate in separate sheet.

Prepare the expenditure calculation matrix using another flip chart

paper as below.

Table 9. An Example of Expenditure Calculation Sheet

Expenditure Calculation Sheet

Plot 1 Plot 2 Plot 3 Plot 4

Seeds 13birr 13birr 13birr 13birr

Manure

Fertilizer (DAP) 7.5birr 7.5birr 7.5birr 7.5birr

Fertilizer (Urea) 5.5birr 5.5birr 5.5birr 5.5birr

Chemicals

Labor (Threshing) 4 6 8 6

Total 30 32 34 32

Discuss with the members what kind of input, payment have been
done, and list all of them in the matrix.

Finally, total all expenses in each plot of experiment.

Ask the members to overview which plot need more expense and
which item was more critical in expenditure.

4.4 Calculation of Net Profit

Calculate profit or money remain to you.

Net Profit
Develop a following row for “Net Profit”.
Calculate “Net Profit” subtracting “Total Expenditure” from “Gross
Income” (Gross Income - Total Expenditure = Net Profit).

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 Table 10. An Example of Result Analysis Sheet (Net Profit)

Result Analysis Sheet

Plot 1 Plot 2 Plot 3 Plot 4

Yield (kg) 5kg 6.5kg 8.5kg 6kg

Price (ETB/kg) 6.5Birr 6.5Birr 6.5 Birr 6.5Birr

Gross Income 32.5 Birr 42.25 Birr 55.25Birr 39 Birr

Total Expenditure 30 Birr 32 Birr 34 Birr 32 Birr

Net Profit 2.5 Birr 10.25 Birr 21.25 Birr 7Birr

Ask the members to overview which plot brought best Net Profit and
why it becomes like that.
Net Profit can be minus and that is sometimes happen. Discuss with
members why it has happened and what they have to do to prevent
in such cases.

4.5 Evaluation with non-economic aspects

Yield and Money is not only the issue which determine the analysis of the
result. There are many other factors to be considered in the analysis of the
result.

Selection of Important (non-economic) criterion

Ask the members which other factors, apart from yield and money, might
be important by them while dealing with the experimented enterprise.

Examples of evaluation criterion are as followings:

❖ Growth rate (fast or slow, sometimes fast growth eases

management)
❖ Duration to harvest (short or long, short harvest treatment
sometimes secures the produce especially in dry area.)
❖ Preference to the market/consumers
❖ Taste of the product (important specially in case of subsistence
farmers)
❖ Size of the plants or products (large or small)
❖ Quality of the product or attractiveness to the buyers
❖ Labor/Working load

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 ❖ Health/Vitalness of plants
❖ Survival rate or Number of plants dried/survived
❖ Level of pest/insect attacks
❖ Resistance to some particular diseases
❖ Quantity of hazardous chemicals needed
❖ Tolerance to some particular environment (heat, drought, salinity,
wind, etc.)

Develop rows and fill with each criterion in the first columns.

Table 11. An Example of Result Analysis Sheet (non-economic aspects)

Result Analysis Sheet

Plot 1 Plot 2 Plot 3 Plot 4

Yield (kg) 5kg 6.5kg 8.5kg 6kg

Price
6.5Birr 6.5Birr 6.5 Birr 6.5Birr
(ETB/kg)

Gross
32.5 Birr 42.25 Birr 55.25Birr 39 Birr
Income

Total
30 Birr 32 Birr 34 Birr 32 Birr
Expenditure

Net Profit 2.5 Birr 10.25 Birr 21.25 Birr 7Birr

Rank in
1 3 4 2
Profitability

Growth rate

Days to
50 65 60 55
harvest

Taste of the
Not good Very good good Fairly good
product

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 Result Analysis Sheet
Plot 1 Plot 2 Plot 3 Plot 4

Labor/Wor
king load

Level of
weeds

Level of pest
attacks

Tolerance
to drought

Try not to mix two criteria together and avoid repetitions, which may
confuse farmers.

The facilitator can suggest to add some necessary criterion if the

members are not able to mention. On the other hand, it can be also
suggested to omit some criterion which are not really significant.

Evaluation with (non-monetary) criterion

Once the left column has filled with identified criterion, ask the
members to value each plot acceding to each criterion or fill the
cells with figures (See Table11)

It is recommended to use pictorial symbols in filling the matrix cells so

that even illiterate members can understand the deference easily.

It is also good if the matrix can be summarized within a sheet of paper

so that the members are able to overview easily.

After all cells in the matrix has been filled, ask members to summarize
the advantages and disadvantages of each plot according to the
criteria.

Finally ask to members to judge “Which one looks better for your
farm?” and facilitate the plenary discussions. It is also good to clarify
the reason asking as “Why do you think so?”

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 Conclude which option is suitable to their farm. It might be several
options to be mentioned depending on the condition and
environment.

It is also useful to remind them how the comparative experiments

and monitoring through AESA have been contributed to their
decision-making.

4.6Evaluation of general process

There might be several new cropping techniques applied to the host
farm. However, some of those techniques cannot been evaluated
through above process when it is equally applied to all plot. To remind the
effectiveness of those equally applied treatment, it is recommended to
conduct the evaluation of those general process.

Possible items for the evaluation will be:

❖ Land preparation method

❖ Base manure/fertilizer

❖ Number/Quantity of seeds

❖ Weeding method

❖ Thinning method

❖ Application of repellent

❖ Application of fungicide

❖ Application of pesticide

❖ Top dressing method

❖ Harvesting method

5. Reporting
Copy the Result Analysis Matrix and Expenditure Calculation Matrix
prepared with the FFS group or take the picture of them, and foreword to
DA

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 Step 21. Conducting Attendance Assessment

1. Introduction
At the end of a FFS cycle, Attendance Assessment shall be
conducted to evaluate the attendance of all members during the
whole FFS period.

Most FFS program sets up the attendance rate of the members as

the criteria for graduation. Therefore, the counting of the
attendance should be done carefully and very precise and fare.
Otherwise the members shall not trust you anymore.

2. Output of the session

Attendance calculation sheet

Attendance assessment report

3. Important Considerations
Attendance Assessment should be conducted before graduation

Attendance Assessment has to be conducted with village manager

in presence. Coordinate the particular day with him/her.

Attendance Assessment should be conducted as “Todays Topics”

4. Procedures

4.1 Counting Total Weeks of conducting FFS

The facilitator ask host team to put flip chart and make an
Attendance Calculation Sheet as shown below:

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 Table 12. An Example of Attendance Calculation Sheet

Attendance Calculation Sheet (FFS Group

Name)
A. Total No. of B. Total No. of
Attendance
session the session the
Name %
member FFS
(A / B X 100)
attended conducted

AmarechMidhagsa 45 52 86.5

Ayala Alemu 48 52 92.3

LamiiBadhasa 52 52 100

MilkoGurmecha 42 52 80

Facilitate the host team to elect two literate members for counting
of attendance.

The Host team ask those two representatives “How many sessions we
as the FFS group already conducted?”

The two representatives review “Attendance Register”, and count

the number of sessions which they already conducted. The secretary
can help in case they cannot understand well.

Above is not just counting the weeks passed since FFS started but the
number of the weeks in which the FFS session was really conducted.

Confirm and get consensus with all members that “How many session
they have conducted” as a FFS group.

It should not be less than 36 weeks (70% of 52 weeks) and if the group
has not conducted enough sessions, they shall lose the eligibility to
graduate or they have to supplement with additional sessions until
fulfils enough number of the sessions.

4.2 Counting Total Weeks of attendance by members

Host team asks the one of two representatives to look at the first
member in the list and write the name in the chart prepared in flip
chart and count the number of sessions attended from attendance
register.

Ask the other of two representatives also to count the same

member’s attendance.

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 If they got different results, let them to try again. If they both got same
figure, host team confirms with that particular member in the list that
the figure is OK for him/her. If he/she agrees, fill the number in the
sheet.

Continue counting the number of attendance on following member

in the list accordingly until we get all members attendance.

All cells in column B are same figure as the total number of FFS session
conducted is the same for all members.

4.3 Calculate Attendance Rate

In the Attendance Calculation Sheet, calculate attendance rate in
each member in the list dividing A “Total No. of session the member
attended”, by B “Total No. of session the FFS conducted” and multiply
by 100.

As since beginning of the FFS it has been announced that the

member whose attendance is less than 75% is not able to graduate.
The members get to know automatically who will graduate and who
will not graduate. The facilitator should confirm this with all members.

If some of the members can get more than 75 % of attendance by

attending all remaining sessions, just encourage them to do so.

5. Reporting
The result of assessment needs to be reported to DA with pictures of the
“Attendance Calculation Sheet” prepared by members. Facilitator also
presents the “Attendance Assessment Report” to the supervisor in
preparation to graduation ceremony.

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 Step 22. Knowledge assessment (Ballot Box
Exercise)

1. Introduction
It is very important for the organizing offices and the FFS facilitators to
know how much the FFS members have understood what they learnt
through FFS. In this regard, a knowledge assessment shall be
conducted before FFS members to graduate.

It is ideal to conduct knowledge assessment at the beginning

(baseline) and the end (end-line) of FFS so as to evaluate how much
knowledge the members acquired since beginning of FFS. However,
baseline assessment can be skipped because it is difficult for
facilitators to predict all topics to be introduced during one year of
FFS sessions, and members are usually very busy organizing groups
and establishing farms during initial stage of FFS. Even at the end of
FFS, the facilitators can assess whether the knowledges were new or
not, by asking the members.

In FFS program “Ballot Box Exercise” shown in below, is used to be

employed as for knowledge assessments method because of
following reasons.

❖ With this method, participants can answer confidently without

feeling shy to make mistake because other participants do not
know how other members have answered.
❖ It is easy to answer even for illiterate members. To answering,
participants do not need to know how to write. Where some
participants cannot read, the facilitator or other volunteers can
assist them to read out the questions, in the local language.
❖ The exercise is a fun since it is conducted as a filed game.

151
 Figure 41.Facilitator supports one Figure 42. An example of ballot box
illiterate members in reading the questions(Use of live specimens)
questionnaire

2. Output of the session

List of Ballot Box Questions
Knowledge Assessment Sheet
Ballot Box Calculation Sheet

3. Materials
Flip chart papers or cardboard.
Marker pens, paper bags, masking tape, rubber bands, etc.
Plastic bags, and live, dead or preserved specimens.
Whistle, drum or bell (depends on the mode of conducting).
Strings of ballots (as shown below).

4. Important Considerations
Knowledge assessment should be conducted before graduation.

Knowledge assessment should be conducted as “Todays Topics”.

The facilitator should prepare the questions at home/office. The

questions must be practical and based on what they learnt during
FFS.
Discuss with illiterate members one week before to find a most
comfortable way to help them to undertake this exercise.

5. Procedures

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Step 1: Preparation of questions
1. Prepare 15 to 20 questions focused on important knowledge and
techniques in regard to the FFS enterprises and curriculum. Try to
simplify and use the least possible number of letters/words.
2. Cutting some papers and prepare paper strings for ballots as shown
below. Each string should have same number of ballot as the
prepared question (below example shows for 15 questions). The strings
should be numbered with ID and are as same number as total
participants.

Figure 43.String of ballots

153
3. Prepare flip chart paper around 40 cm x 30 cm and write a question
on top of each.
4. Write three selection-type of answers in which only one answer is
correct below the question.
5. Prepare pockets below each answer. The pockets are the ballot boxes
into which the FFS members cast their “ballot” – in the form of their ID
number.
6. Display specimens (if any) next to the question. Use live specimens as
much as possible. This makes the question clearer, especially for
illiterates. The samples should be fresh and maintaining their colors,
with evident symptoms and characteristics.
7. Place the questions in flip chart paper around the host farm using
poles or by fixing on trees.

Step 2: Implementation
1. If possible, ask some colleagues or community members to assist in the
particular day of the session. If the illiterate members are many,
facilitator need several persons to read the question to them.
2. The facilitators should arrive earlier to prepare and collect specimens
on the day of this exercise.
3. Assign each participant an ID number and provide them the ballot
string with this number. Record each participant’s ID number. It is
recommended to start with literate members who used to finish the
session faster.
4. Explain to the participants that each board has a question with three
answers but only one answer is correct. On each question board they
should put their ballot with the ID number in the pocket showing their
selected answer.
5. Each participant answers separately at each question. Blow the
whistle when the allocated time (1 or 2 minutes per ballot station) has
been reached. Continue the exercise until all participants have
answered every question.

Step 3: Evaluation
1. After finishing the session, the facilitator holds a plenary session with
the group and reviews the answers for each question while the
questions are still mounted on the board.
2. Analyze the result in the office, evaluate the participants’
performance and prepare a report. The analysis may help the
facilitator to capture where the members could not understand very
well for improvement.
3. After the results have evaluated, the mean result can be given,

154
depending on the grade of confidence and self-respect. Be careful in
disclosing the results of assessment unless all members have
satisfactory results and they all agreed to show openly.

155
 Step 23. Conducting self-evaluation by FFS
members

1. Introduction
Before the end of FFS, it is recommended to conduct a sort of self-
evaluation session in which the members assess passed FFS
experience by themselves. It recalls the important findings what they
experienced, and helps them to conclude FFS toward graduation.

It is important for the members to know their change and level of

empowerment after FFS, and to realize their strengths so that they
can try new ideas and act confidently against their problems in the
future.

If this session ends with poor participation that means the whole FFS
sessions have not been active because it brings no impressive
experiences, no interesting findings, and no significant changes in
the members nor in the group.

2. Output of the session

Self-Evaluation of FFS members Sheet 1 (The most impressive
experience)
Self-Evaluation of FFS members Sheet 2 (The most disappointed
experience)
Self-Evaluation of FFS members Sheet 3 (Changes observed in the FFS
GROUP)
Self-Evaluation of FFS members Sheet 4 (Changes observed in
YOURSELF)

3. Important Considerations
Self-Evaluation of FFS members should be conducted before
graduation
Self-Evaluation of FFS members should be conducted as “Todays
Topics”

4. Procedures

4.1 Most impressive experience during FFS

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The facilitator asks host team to put flip chart and make a Self-Evaluation
Sheet about “The most impressive experience” as shown below:
Table 13. An Example of Most impressive experience

Most impressive experience (FFS Group Name)

Name of members Most impressive experience during FFS

Koorichogemeda I start establishing tree and fruit nursery

Ayala Biru Production and utilization of the Animal fodder

LamiiBadhasa Mango seedling planting technique

Facilitate the host team to ask a member “What was your most
impressive findings/experience through FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the answers
in the sheet.
Continue asking until getting all group members answers.
After getting all members answers, ask them “Whether any member
has other important experiences?” and if any please note them also.
Confirm with the group what they got through FFS are as shown in
the sheet.

4.2 Most disappointed experience during FFS

The facilitator asks host team to put flip chart and make a Self-Evaluation
Sheet about “The most disappointed experience” as shown below:

Table 14. An Example of Most disappointed experience

Most disappointed experience (FFS Group Name)

Name of
Most disappointed experience during FFS
members

KoorichoMidhagso The planted mango in my compound destroyed by

animals

Ayala Alemu The FFS facilitator was not coming on time

LamiiBadhasa Because of long drought two mango seedlings

dried up

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 Facilitate the host team to ask a member “What was your most
disappointed experience through FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the answers
in the sheet.
Continue asking until getting all group members answers.
After getting all members answers, ask them “Whether any member
has other disappointed experiences?” and if any please note them
also.
Confirm with the group what they got through FFS are as shown in
the sheet.

4.3 Changes observed in the FFS GROUP before and after FFS

The facilitator asks host team to put flip chart and make a Self-Evaluation
Sheet about “Changes observed in the FFS GROUP” as shown below:

Table 15. An Example of Changes observed in the FFS Group

Changes observed in the FFS GROUP (FFS Group

Name)
What Changed? Before FFS After FFS

Time Management Not properly Time management

managed improved

Domination Dominant every Less dominance of

activity not giving group officials
chance for the others

Participation Less participation of Full participation by

the members all members

Facilitate the host team to ask a member “Which kind of change

have you observed in YOUR GROUP before and after FFS?”
Host team writes the answers into the column in the sheet.

Ask next member to answer the same question and note the answers
in the sheet.

Continue asking until getting all group members answers.

After getting all members answers, ask them “Whether any member
has observed any important changes in the FFS group?” and if any
please note them also.

158
 Confirm with the group what they got through FFS are as shown in
the sheet.

4.4 Changes observed in YOURSELF before and after FFS?

The facilitator asks host team to put flip chart and make a Self-Evaluation
Sheet about “Changes observed in YOURSELF” as shown below:

Table 16. An Example of Change observed in yourself

Changes observed in YOURSELF (FFS Group Name)

What Changed? Before FFS After FFS

Confidence Not confidence Became confident in

presentation

Share knowledge No enough Taught what he/she

with other knowledge learnt to other

Shy Very shay Became not shy in

front of others

Facilitate the host team to ask a member “Which kind of change

have you observed in YOURSELF before and after FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the answers
in the sheet.
Continue asking until getting all group members answers.
After getting all members answers, ask them “Whether any member
has observed any important changes in YOURSELF to testify?” and if
any please note them also.
Confirm with the group what they got through FFS are as shown in
the sheet.

4.5 Overall impressions of FFS

Finally, ask members “How do you evaluate your FFS?”(Very Good, Good,
Fair, Bad, Very Bad) and report the result.

5. Reporting
The result of farmer self-evaluation needs to be reported to DA with
pictures of the all sheets of “Self-Evaluation of FFS members” prepared by
members.

159
 Step 24. Conducting Farm Self-Assessment

1. Introduction
The objective of extension work through FFS is not only learning from
a host farm but also application of learnt technology to all member’s
farms.
In this regard, the assessment of “What the members applied to their
farm” is the most important issue to be monitored and evaluated by
FFS organizers.
This exercise also makes FFS members to realize how their farms
changed after FFS and help implementers to capture general
impression about what happened in the farms after FFS learning.

2. Output of the session

Farm Self-Assessment Sheet 1 (Fruits Trees and Other Trees planted)
Farm Self-Assessment Sheet 2 (Fodder Grass and Fodder Trees
planted)
Farm Self-Assessment Sheet 3 (Vegetables production)
Farm Self-Assessment Sheet 4 (Cereal production)

3. Important Considerations
Farm Self-Assessment should be conducted before graduation
Farm Self-Assessment should be conducted as “Todays Topics”

4. Procedures

4.1 Fruits Trees and Other Trees planted on farm or in

homestead
The facilitator asks host team to put flip chart and make a Farm Self-
Assessment Sheet 1 (Fruits Trees and Other Trees planted) as shown
below:

Table 17. An Example of Trees Planted by each member

Trees Planted by each member (FFS Group Name)

Name of Where No. of trees
Tree Species
members planted planted

Mohamed Avocado (Root Stock) Homestead 4

160
 Trees Planted by each member (FFS Group Name)
Name of Where No. of trees
Tree Species
members planted planted

Mango (Grafted) Farm 9

Grevillea Homestead 50

Mariam Avocado (Grafted) Homestead 15

Papaya Homestead 30

Abera Mango (Grafted) Homestead 3

Eucalyptus Farm 80

Facilitate the host team to ask a member “How many and what
kind of tree were planted by each member after starting FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the
answers in the sheet.
Continue asking until getting all group members answers.
By showing the sheet, facilitator confirm with the members how far
the members tried by themselves after learning through FFS.
Facilitator can also encourage the members explaining as below:

❖ It is important to establish trees until certain height even they are

not many.

❖ It is not recommended to just plant many trees and very few of

them surviving.

❖ If you continue planting every year, you will get a lot of

resources in future.

❖ So to continuation tree planting is important.

4.2 Fodder Grass and Fodder Trees planted on farm or in

homestead
The facilitator asks host team to put flip chart and make a Farm Self-
Assessment Sheet 2 (Fodder Grass and Fodder Trees planted) as shown
below:

161
 Table 18. An Example of Fodder Grass and Fodder Trees planted

Fodder Grass and Fodder Trees planted

(FFS Group Name)
Name of Fodder Where Area or number of
members Species planted trees/stems planted

Mohamed Elephant grass Homestead 100m2

Pigeon Pea Farm 1/4 ha

Calliandra Homestead 50 trees

Mariam Pigeon Pea Homestead 300m2

Elephant grass Homestead 30 stems

Abera Pigeon Pea Homestead 200m2

Doricos Farm 100m2

Facilitate the host team to ask a member “How many and what
kind of fodder grass or fodder trees were planted by each
members after starting FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the
answers in the sheet.
Continue asking until getting all group members answers.
By showing the sheet, facilitator confirms with the members how far
the members tried by themselves after learning through FFS.

4.3 Vegetables planted on farm or in homestead

The facilitator asks host team to put flip chart and make a Farm Self-
Assessment Sheet 3 (Vegetables production) as shown below:

162
 Table 19. An Example of Vegetables production

Vegetables production (FFS Group Name)

Name of Type of
Where planted Area planted
members vegetable

Mohamed Cabbage Farm 100m2

Tomato Farm 200m2

Onion Homestead 50m2

Mariam Cabbage Homestead 100m2

Carrot Homestead 100m2

Abera Onion Homestead 100m2

Cabbage Farm 200m2

Facilitate the host team to ask a member “How many and what kind
of vegetables were planted by each member after starting FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the answers
in the sheet.
Continue asking until getting all group members answers.
By showing the sheet, facilitator confirms with the members how far
the members tried by themselves after learning through FFS.

4.4 Cereal production

The facilitator asks host team to put flip chart and make a Farm Self-
Assessment Sheet 4 (Cereal production) as shown below:

163
 Table 20. An Example of Cereal production

Cereal production (FFS Group Name)

Name of Type of Which new techniques
Area planted
members cereals practiced

Mohamed Tef Line sawing 1/2 ha

Wheat New variety tested in FFS 1ha

Buck wheat Planting in wasted land 500m2

Mariam Tef Application of more 100m2

manure

Wheat Line sawing 100m2

Abera Tef Introducing improved 100m2

seeds

Rice Testing in wetland 200m2

Facilitate the host team to ask a member “How many and what
kind of new techniques were practiced by each member after
starting FFS?”
Host team writes the answers into the column in the sheet.
Ask next member to answer the same question and note the
answers in the sheet.
Continue asking until getting all group members answers.
By showing the sheet, facilitator confirms with the members how far
the members tried by themselves after learning through FFS.

4.5 Overall impression of FFS

Finally, ask members “How do you evaluate your effort in your farm and
homestead?”(Very Good, Good, Fair, Bad, Very Bad).

5. Reporting
The result of farm self-evaluation needs to be reported to your supervisor
with pictures of the all sheets of “Farm Self-Assessment” prepared by
members.

164
 Step 25. Conducting Way forward session

1. Introduction
At the final stage of the FFS cycle, FFS members have to think what
they are going to do as the FFS group or as individual farmer after
graduation, utilizing the knowledge and skills acquired through FFS
sessions.
The Way Forward session helps FFS members become aware of the
need for the self-reliance activities and promotes continuation of
group activities after graduation.

2. Output of the session

Individual Action Plan Sheet
Group Action Plan Sheet

3. Important Considerations
Way Forward Session should be conducted before graduation
Way Forward Session should be conducted as “Todays Topics”

4. Procedures

4.1 Conditions after FFS

Facilitator explains to the members:
“After graduation, project input, which are stationery, materials/farm
input, facilitation by DA and other officers will terminate. DA can visit
the group once a while but will be busy with new groups and
monitoring of farmer facilitator.”
In such condition, “Please think, which kind of activities are you able
to do by utilizing what you have learnt and the experiences acquired
through FFS?”
“First, we can think in individual level.”

4.2 Preparation of Individual Action Plan after FFS

The facilitator asks host team to put flip chart and make an Individual
Action Plan Sheet as shown below:

165
 Table 21. An Example of Individual Action Plan

Individual Action Plan (FFS Group Name)

After graduation, What kind of
Name of
M/F Age activities you want to do? (write as
members
many as possible)

Adam Amano M 34 Start Tree seedling production

JamboBalda M 45 Animal fattening, Poultry production

MedanitMammo F 41 Planting wood lot, Fruit seedling

production

Facilitate the host team to ask a member: “What will you do or you
are already doing in your farm and homestead based on what you
learnt through FFS?”
Host team writes the answers into the column in the sheet.

Ask next member to answer the same question and note the answers
in the sheet.

Continue asking until getting all group members answers.

Finally host team asks members to comment on the plans of other

member presented.

Facilitator can also ask members whether they are going to utilize
comparative study, AESA.

4.3 Preparation of Group Action Plan after FFS

The facilitator shall guide host team to conduct sub-group work and
let them discuss what are they going to do after FFS as the group and
come up with the way forward action plans among themselves.

Each sub-group presents their ideas in plenary.

166
 Table 22. An Example of Group Action Plan

Group Action Plan (Sub-Group, FFS Group

Name)
Types of Activities Detail (How the group going to do)

Tree seedling production Total of 20 graduated members will start

Cooperative production of different type of tree and
fruit tree seedling and plant around their
home stead and selling for other
neighboring farmers

Seed Multiplication The graduated FFS members will produce

cooperative Quality seeds of Tef and wheat and sell for
the other farmers

Several Key Questions to be asked:

❖ How much will it cost?

❖ How do you finance those activities?
❖ How do you procure the materials and input?
❖ How can you get that technical instruction and who will pay
for it?

4.4 Overall comments for the plans

Finally, facilitator gives the members some suggestions and
recommendation to the plan for way forward.

5. Reporting
The result of Way Forward Session needs to be reported to DA with pictures
of the all sheets of “Individual Action Plan” and “Group Action Plan”
prepared by members.

167
 Step 26. Organizing Graduation Ceremony

1. Introduction
At the end of a FFS cycle, a graduation ceremony shall be conducted.
The cerebration is to thank the members for the time devoted, to realize
their achievements and to appreciate knowledge and techniques on
particular subjects.

Participants are awarded certificates by the supporting offices or

program. Many farmers in rural area have few chance to get formal
education and that characterize complex feeling to educated people.
Through FFS, however, they can learn about farming as their profession
and get the certificates which acknowledge the difference from other
farmers and from themselves before FFS.

After the ceremony, they will be recognized as “Farmer Experts”; the

farmers who know how to resolve their problems by themselves and FFS
facilitator might have put their large efforts to get those final output.
Through well managed FFS sessions, dependency is often no longer an
issue for many graduates. The organizers motivate the graduating
members to practice what they have acquired onto their own individual
farms and promote to others.

Graduation ceremony is also a forum to pass on the lessons learnt during

the FFS to the public; similar to the field days. The harvest obtained from
host farms will be displayed, and FFS participants dramatize (using folk
media) lessons learnt at the FFS. At the same time, other community
members will be attracted and may develop an interest to join the next
planned FFS in their locality.

168
 Figure 44. Award of certificates

2. Preparation
The graduation ceremony is usually organized by the FFS members,
facilitators and the graduation committee at district level and not by the
national and regional Headquarter.

169
2.1 Preparation in facilitator level

Submission of evaluation reports

Prior to the graduation ceremony, the FFS groups must complete a series
of self-evaluations as they have to present their achievements during the
ceremony. The groups which have not completed their evaluation should
not attend to the graduation ceremony.

Qualification of the members

Confirm eligibility to graduate attendance rate through the assessment
according as step 20- 25. Members who have failed to attend agreed
attendance rate (e.g. 75%) of all sessions would not be qualify for
graduation. If some members are on the borderline between passing and
failing, facilitator should warn early enough so the members can
complete all remaining sessions and graduate.

Preparation of grandaunt list

Prepare a list of the grandaunt based on attendance assessment (See
Step 21). Then forward to the coordinating committee to prepare
graduation certificates. Put the name of grandaunt in the list spelling
carefully imagining that is prated on the certificate.

Distribution of budget
Refreshment or lunch using the graduation budget allocated to each
group. It is common to organize graduation committee at village level
and the committee itself manages the graduation fund and prepares the
lunch and refreshment.

2.2 Preparation in FFS groups level

Preparation of exhibits (each group)

Facilitate the group to prepare some presentation to show the results of
FFS learning. This can be in different forms e.g. presentations with
posters/drawings/graphs, demonstration of practice, farm
demonstration, etc. Following material also can be prepare and
presented during graduation ceremony.

Farm layout

Design of farm experiments

Examples of AESA chart

170
 Matrix of result analysis

Result of self-evaluations

Action plan after graduation

Figure45. Examples of posters presentation in graduation ceremony

171
Preparation of group dynamics/folk media (each group)
Group dynamics are prepared and presented during the ceremony. This
can be in various forms e.g. dance, poem, storytelling, drama or role play,
etc. Group dynamics should all focus on the results of what they have
learnt through FFS and important findings should be incorporated into the
media as messages.

Preparation for lunch/refreshment (if necessary)

If the group became the host to the graduation ceremony and no carting
programs are available, lunch/refreshment to the guest needs to be
prepared by the group.

2.3 Preparation in organizing committee level

The way how to organize the graduation depends on the logistic and
budget. If concentrate many FFS groups at once, the graduation
becomes more ceremonial. If it is organized in the village with small
number of FFS groups, the graduation becomes more demonstration and
learning oriented like field day.

Followings are some procedures to check for the arrangement of

graduation ceremony in organizer level:

Confirmation of availability of funds

Notification to the grandaunt

Purchase of graduation costumes e.g. T-shirts, caps etc. (if it is

programed)**

Setting of the date for graduation **

Identification of graduation venue (If the FFS Program organizes a

collective graduation ceremony by inviting neighboring FFSs to a
designated venue, facilitators may have to organize transport for the
group members.)

Identification of guests and guest of honor**

Invitation of guests**

Verification of names of grandaunt

Preparation of certificates

Preparation of ceremony

Set the venue (by the host group)

Building tents

172
 Sitting arrangements (chairs for guests and farmers)

Preparation of the program**

** These activities need to be done in collaboration both of the DA and

the graduation committee

3. Implementation
Ceremony is conducted as following program.

Table 23. An Example of FFS graduation program

Time Topic
9:00 FFS Group Assemble
9:10 Registration
9:30 Opening Call
9:30 Prayers
9:35 Presentation of Groups
11:00 Group Dynamics
11:30 Speech:
 FFS Representative
 District Team Leader (Extension/ Natural resource)
11:45 Guest Speech:
 Village Managers
 Village Administrators
 District Administrators/ Head of District Agriculture
Office
12:15 Award of Certificates
12:45 Vote of Thanks
12:55 Prayers
13:00 Refreshments
13:30 Departure

Arrival and registration of grandaunt and visitors

Opening prayer

Displays/Demonstration

Entertainment (Groups dynamics)

Speeches:

❖ Farmer Representative

❖ Facilitators

173
 ❖ Village Leaders

❖ NGOs

❖ Research Institute

❖ Organizing Committee

❖ Chief Guest

Award of Certificates

Vote of thanks

Closing prayer

Refreshment/Lunch

Departure

4. Important considerations

Sharing of experiences
The FFS graduation is not just a ceremony but also an opportunity for
experience sharing. Visitors should be guided by a host member to share
the experiences as much as possible.

Promotion of FFS groups

Use the event for promotion of the FFS groups since village officials and
many stakeholders are also invited to attend. Follow-up activities may be
proposed by other donors, NGOs or key stakeholders.

5. Reporting
Complete the graduation report and submit to DA.

174
Annex: Format
Format Example 1. FFS Agreement
Format Example 2. Delivery Note of FFS Stationary
Format Example 3. Weekly Report
Format Example 4. FFS Learning Proposal for Dry Season
Format Example 5. Delivery Note for Learning Materials
Format Example 6. Host Farm Agreement
Format Example 7. FTC Host Farm Agreement
Format Example 8. FTC Host Farm Agreement for woodlot
Format Example 9.Field day proposal
Format Example 10. Field Day Report
Format Example 11. Exchange Visit Proposal
Format Example 12. FFS Learning Proposal for Wet Season
 Format Example 1. FFS Agreement

Agreement on Farmer Field School

Sustainable Natural Resource Management through FFS in the
Oromia Region

This agreement is jointly entered between District Agriculture and

Natural Resource Office (ANRO) and the members of the Farmer
Field School whose name is described below;

Name of Farmer Field School:

Sub-Village:

Village: District:

III. This agreement has been entered on a voluntary basis without

any coercion and is for the implementation of Sustainable
Natural Resource Management activities through the Farmer
Field School (FFS) in the district. The group members are
expected to practice the enterprises they have learnt on their
own farms and share the experiences with their neighbors.
This agreement has the following conditions:
1. The group has the following responsibilities:
1.1 To organize and participate in Farmer Field School
every week
1.2 To use the FFS program inputs only for agreed Farmer
Field School enterprises
1.3 To hold exchange visits and field days for information
sharing with the assistance of the FFS Facilitators
1.4 To successfully complete one year of Farmer Field
School activities
2. The FFS Program has the following obligations:
2.1 To provide the agreed inputs in kind up to Birr 1600 over
a period of one year to support establishment of
Farmer Field School enterprises
 2.2 To provide necessary stationeries for the FFS learning
sessions
2.3 To provide necessary backstopping assistance
2.4 To organize graduation ceremony for qualified
members
3. Facilitator has the following obligations
3.1 To organize Farmer Field School (FFS) group in the
indicated village and condition by the district ANRO.
3.2 To facilitate the above FFS group every week during
12 months, except inevitable conditions which are
recognized officially by ANRO.
3.3 To accept advices and instructions through the
backstopping organized by the district ANRO for
improvement of the FFS sessions.
3.4 To report every month to the district ANRO and update
the situation of the FFS group.
3.5 To coordinate at least one month before with the
district ANRO to assign another facilitator to take care
the FFS weekly session in case of annual leave or
educational training which would take place more
than four weeks and to hand over the duty through
briefing and introduction to the group.

IV. The FFS Program shall stop further assistance if the group
deviates from the agreed activities.

Signed,
On behalf of the Farmer Field On behalf of the District
School Members
Name of Chairperson Signature FFS Facilitator Signature

Date Date
Name of Secretary Signature ANRO Head Signature

Date Date
 Format Example 2. Delivery Note of FFS Stationary

DELIVERY NOTE OF STATIONARY

FARMER FIELD SCHOOLS (FFS)

Date / /

Issued by FFS Facilitator ______________________________________.

FFS Name Village__________________ District________________

Please receive the following goods in good order and condition

No Item Quantity Remarks

1 Mark book 1 Rolle Call
2 Flip chart paper 5 FFS in
3 Scotch tapes 4 general
4 Felt Pens (Black, Blue, Green & 4
Red)
5 Ropes (30m) 2 Host farm
6 Tape measure (30m) 1 establishmen
t
7 Ruler (50cm) 4 AESA Taking
8 Clothe Tape measure (1.5m) 4
9 Steel tape measure (5m)
10 Notebook 4
11 Ball pen 4
12 Crayons (12 colors) 4 AESA
Processing
13 Group weekly report 1 Weekly
14 Carbon paper 6 Reporting
15 Counter book 1 General
Record
Keeping
16 Notepad 1 For Letter
17 Envelope 12 writing
18 Spring file PVC 1 Document
keeping
19 Account book 1 For
20 Receipt book 1 accounting
21 Clip 4 Presentations
22 Wood board (60x80cm) 1 in general
23 Wall clocks 1 Time
24 Battery Cell 2 Keeping
25 Plastic sheet (14m) 1 For Shelter
26 Storage bags 1 To keep
above
Received the above stationary in good order and condition

 FFS Treasurer ___________________________

Signature _______________________________ Date________________

Witness by

 FFS Chair Person ___________________________

Signature _______________________________ Date________________

 FFS Secretary ___________________________

Signature _______________________________ Date________________

 Format Example 3. Weekly Report

Original/Copy
FFS Group Weekly Report No

Name of the
Date
Group

Name of 1. Present
Facilitators Absent
2. Present
Absent

Senior Facilitators

Other Visitors

Starting Time Ending Time

Participants M: F: T:

AESA: On which enterprises? AESA Number? What the members observed? How were the
recommendations?

In case of preparation period and no AESA has started, write the activities done by the members
during the session.

Group Dynamics: What have presented? Was it active? Did the dynamics have good
messages to learn?
Today’s Topic: Is that relevant to the activities? Have you

Satisfaction
acquired new knowledge?

A B

C D

Plan for next week: Which topic are we going to learn next week? What do we have to
prepare for that?

General Comments and Satisfaction:

Satisfaction A B

C D

Group Account Balance for Birr. 1,400/=

Previous Balance Spending for last Current Balance
week

Birr Birr Birr

Signature

Chairperson Secretary Treasurer

 Format Example 4. FFS Learning Proposal for Dry Season

FFS Learning Proposal for Dry Season

Name of FFS: Village:

１.Type of enterprise:

1).Experiment Design :

2).Type of comparative experiment (with Fertilizer, with compost,

Compost with Fertilizer and control)

3).Type of crop /Tree (Tef, Wheat, Onion, Animal fodder, mango

etc.)

4).Measuring parameters for AESA,

２.Observation points

Seed level Germination level Seedling level

3. Cost
Unit Price Total Cost Responsibilit
Seed/ and other input Quantity
ETB ETB y
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project
Group

Project

Total Cost for Enterprise Birr

Cost Covered by Group Birr

Cost to be Covered by the Project Birr

4 Group Account Balance
Total amount for this
Previous Balance Balance
proposal

Birr Birr Birr

5. Expected output

No of seedling
Type of seed Remark
plant to produced

Name of Chairperson and Signature Date

Comment from (DA):

Signature of the facilitator Date

Remark: Proposal has to be submitted on planed date and submitted to

the office

by Date :
 Format Example 5. Delivery Note for Learning Materials

Issued by FFS Facilitator

Delivery Note for Learning Materials

Name of the FFS Village

Please receive the following goods in good order and condition.
Item Quantity Unit Price Total

Total

Received the above stationary in good order and condition

Chairperson Signature Date

Secretary Signature Date

Treasurer Signature Date
 Format Example 6. Host Farm Agreement

Host Farm Agreement

Sustainable Natural Resource Management project
through FFS
Agreement between the Farmer Field School Members
and
The Host Farmer

This agreement is jointly entered between the host farmer and the
Farmer Field School group:

Mr/Mrs/Miss (Host farmer): ------------------------

Name of the FFS: -------------------

According to this agreement,

The host farmer is defined as the farmer who has provided the
site(s) for the implementation of the Farmer Field School after
consultation among the group members and the FFS Facilitator in

Village: District:

This agreement has the following conditions,

1.1 The host farmer shall allow group members free access to the
Farmer Field School site for the agreed period of one year.

1.2 Trees established in the Host Farm shall become the property of
the host farmer after the graduation. The host farmer and the members
shall agree on how to collect and share seeds and scions from the
trees/fruit trees planted in the host farm.

1.3 Other crops harvested during the season shall be decided by the
group members.

1.4 All inputs provided by the project shall be used for running the
Farmer Field School activities.

1.5 Seedlings produced in the group nursery are property of the

group.
Signed,

Host Farmer On Behalf of the Group

Name Sign Name of Chair person Sign

Name of Secretary Sign

Date Date

Witnessed by:

 Name of Village Chairperson: _________ ______

Signature: __ ___ ___________ Date: _____ ____________

Village: _______________ District: _______________

 Name of Facilitator: ________ _______

Signature: __ ___ ___________ Date: _____ ____________

 Format Example 7. FTC Host Farm Agreement

FTC Host Farm Agreement

Between Farmer Field School (FFS)
and
Farmer Training Centre (FTC)

This agreement is jointly entered between the Farmer Training Centre

(FTC)/ARDO and the Farmer Field School group:

Name of FTC:
_____________________________________________________________________

Name of the FFS:

__________________________________________________________________

According to this agreement,

The FTC host farm is defined as the farm provided by FTC/ARDO for the
implementation of the Farmer Field School after consultation among the
group members and the FFS Facilitator in

Name of FTC: __________________________________________

Sub village: ____________________________________________

Village: ________________________________________________

District: ________________________________________________

This agreement has the following conditions,

The FTC/ARDO shall allow group members free access to the Farmer
Field School site for the agreed period of one year.

The FTC shall be allowing __________________area of farm land as FTC

Host farm for FFS groups for the agreed period of one year and four
months of FFS activity.

The products from coppicing tree species in wood lot enterprise shall be
shared 100% for FFS members during 5 (Five) years after FFS activity.
The first product by Fruit orchard enterprise shall be shared 100% for FFS
members.

Other annual crops, fodders and vegetables harvested during the FFS
period shall be shared 75 %for the group members and 25% for the FTC.

All inputs provided by the project shall be used for running the Farmer
Field School activities.

Seedlings produced from FFS nursery in the FTC shall be shared 75% for
the group member and 25% for the FTC.

Signed,
FTC/ARDO On Behalf of the Group
Head of Agriculture: Sign Name of Chair person Sign

FTC Committee Chairperson Sign Name of Secretary Sign

Date Date

Witnessed by:

Name of Village Chairperson:

Signature: Date:

Village: District:

Name of Facilitator:

Signature: Date:
 Format Example 8. FTC Host Farm Agreement for woodlot

Agreement on Woodlot Enterprise Implementation

in FTC host farm by FFS groups

1．Objectives of woodlot production in FTC-FFS

To learn establishment and management of woodlot production,

and further disseminate the community about the know-how of
woodlot production.

To demonstrate importance and benefit of woodlot production to

the communities through production, harvesting and benefitting
practice.

To show good example of how Natural Resource Management

sector in Lift valley area overcome current problems on degraded
land through tree planting.

2．Preconditions

The plot size of FTC farm in which the FFS groups are going to
implement wood lot enterprises should be more than 1 ha.

The size of woodlot in FTC for a FFS group should not exceed to
200m2 so as not to disturb other agriculture practices.

3. Establishment and maintenance of woodlots

Any two species can be selected for the experiment of FFS

woodlot. However, trees of native species are no recommended
since it will be confused as natural stands and cannot be
harvested later.

Establishment of woodlot experiment in the FTC host farm will be

done during the FFS sessions under control of FFS facilitators.
FFS members have to monitor the trees planted in the host farm at
least once a month even after FFS graduation until harvest and
have to conduct necessary operations e.g. weeding, pruning,
lopping. Branches can be used totally by FFS members. FTC has to
allow the FFS members to work for that.

In case of any problems observed in the FTC host farm, the FFS
group shall report to the FTC committee as well as to the District.

4. Harvesting/Benefit Sharing

FFS members have right to harvest the trees planted in the FTC host
farm, once in each plot of experiment within 3 to 5 years after FFS
graduation.

The harvesting date after 3 years from graduation is to be

proposed by the FFS groups and agreed with the district Natural
Recourse Expert in charge. This is also to be informed to FTC.

The trees, which will coppices, can be harvested 100% of trees

planted since their stamps will remain to the FTC and continue
producing wood.

The trees, which will not coppice, can be harvested 65% of trees
(in number) planted. Which trees to be harvested, should be
advised by NR experts according to the principles of thinning
practices.

All harvested tree products are to be shared as 25 % to FTC and

75% to the FFS members (and equally shared among the
members).

The district is recommended to hold a field day at the time of the

harvest to share the experience to the nearby communities.
Signed,

FTC/ARDO On Behalf of the Group

Head of Agriculture: Sign Name of Chair person Sign

FTC Committee Chairperson Sign Name of Secretary Sign

Date Date

Witnessed by:
Name of Village Chairperson:

Signature: Date:

Village: District:

Name of Facilitator:

Signature: Date:
 Format Example 9.Field day proposal

Field Day Proposal Date:

Name of FFS: Sub-Village:

Village: District:

1. What observed between the plots through your experiments?

2. Which treatment looks better for you and why do you think so?

3. What can your neighbor learn from your Host Farm and experiment?
What is new to the community? What were important findings?
Signatures;

FFS Chairperson:

Secretary: :

 FFS Facilitator’s Recommendations:

Signature of Facilitator:
 Format Example 10. Field Day Report

Field Day Report

Date:
Name of FFS: Village: District:

Evaluat Point
Subject Observation Recommendation
ion %

General Good
Arrange
ment Fair

Poor

Demonst Good
ration of
Host Fair
Farm
Activities Poor

Visitors Good
Impressi
ons Fair
/Respons
es Poor

Guest Good
(Who,
Speech Fair
Summary
) Poor

Good

Attendan Fair
ce
Poor

Members Persons

Visitors Persons

Total Persons
What did you teach
them?

Other Comments
 Format Example 11. Exchange Visit Proposal (if necessary)

FFS Exchange visit Proposal

FFS group Name:

Name of Visiting FFS ;

Village ;

Sub-village

Number of members ; Male Female Total

FFS to be visited ;

Village ;

Sub-village ;

Date of visit ;

Time of visit ;

Name of FFS chair person ;

Signature ;

Name of FFS secretary ;

Signature ;

Name of Facilitator ;

Signature
 Format Example 12. Exchange Visit Report (if necessary)

Exchange Visit Report

No. of person

Date

Your Group
Group Name

Division

District

Visited Group
Group Name

Division

District

Evaluate
Evaluate Give reason
Point Your Point
The
Group in
Why you
Subject Observation Group % compari
% evaluate like
Visited
son that
AESA in Good Good
General
Fair Fair

Poor Poor

FFS Session Good Good

in General
Fair Fair

Poor Poor
 Evaluate
Evaluate Give reason
Point Your Point
The
Group in
Why you
Subject Observation Group % compari
% evaluate like
Visited
son that
Enterprise in Good Good
General
Fair Fair

Poor Poor

PTD in Good Good

General
Fair Fair

Poor Poor

Performance Good Good

of Host Team
Fair Fair

Poor Poor

Performance Good Good

of Facilitator
Fair Fair

Poor Poor

What did
you learn
from them?
(If any)

What did
you teach
them? (If
any)

Other
Comment
 Format Example 12. FFS Learning Proposal for Wet Season

FFS Learning Proposal for Wet Season

Name of FFS: Village: Kolbe

Type of enterprise:

1. Experiment Design

1). Experiment Design

2). Type of comparative experiment (with Fertilizer, with compost,

Compost with Fertilizer and control)

3). With this comparative experiment, what can you learn?

4). Type of crop /Tree (Tef, Wheat, Onion, Animal fodder, mango etc.)

5). Measuring parameters for AESA,

6). Observation point

Seed level Germination level Seedling level

2. Cost
Seed/ and Responsi
Quantity Unit Price Total Cost
other input bility
Group
Project

Group
Project

Group
Project

Group
Project

Group
Project

Group
Project

Group
Project

Group
Project

Group
Project

Total Cost for Enterprise

Birr

Cost Covered by Group

Birr

Cost to be Covered by the Project

Birr
3. Group Account Balance

Total amount for this

Previous Balance Balance
proposal

Birr Birr Birr

Name of Chairperson and Signature _______________________

Date _______________________

Comment from facilitator

Signature of the facilitator

Date _______________________

Remark: Proposal has to be submitted on planed date and submitted to the

office by ( ).