ENHANCING FOOD AND NUTRITION SECURITY FOR THE MOST VULNERABLE COMMUNITIES IN MALAWI THROUGH AGRICULTURE AND LIVELIHOOD DIVERSIFICATION

JUNIOR FARMER FIELDS AND LIFE SKILLS (JFFLS) IN MALAWI

CAESAR F. KACHALE A PRESENTATION AT THE FARMER FIELD SCHOOL WORKSHOP

MALAWI INSTITUTE OF MANAGEMENT 24TH – 25TH APRIL 2007

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INTRODUCTION Junior Farmer Fields and Life Skills (JFFLS) were developed by the Food and Agriculture Organization of the United Nations (FAO) together with the world food programme (WFP) and other partners in response to the growing number of children affected by HIV and AIDS. It is aimed at improving the children’s’ agriculture and life skills for livelihood support and food and nutrition security. The JFFLS approach is an adaptation of successful participatory practices for developing knowledge and life skills amongst adult farmers in difficult circumstances. These include Farmer Field Schools (FFS) and Farmer Life Schools (FLS). These are adapted to local cultures and designed to the realities and needs of vulnerable children. JFFLS was piloted in Mozambique in 2003 but now expanded to Kenya, Namibia, Swaziland, Tanzania, Zambia, Zimbabwe and recently Malawi. The JFFLS approach like the FFS and FLS is based on experimental learning. Children observe, draw conclusions and make informed decisions about good agriculture and life skills as they learn by doing at their sites. At each JFFLS site, specially trained local facilitators use participatory methods to pass on agriculture knowledge and life skills to selected equal numbers of vulnerable boys and girls between the ages of 12 and 18. The facilitators often involve an extension worker, teacher, nurse and social animator. JFFLS is built on one year cycles that follow crop development cycle with well established linkages between agriculture, nutrition, and gender equity and life skills knowledge. The young participants learn to grow healthy crops while making informed decisions for leading health lives. The Junior Farmer Field agriculture activities involve participatory practical activities. This covers both traditional and modern agriculture practices. This include field establishment and preparation, sowing and transplanting, weeding, watering, pest and disease management, utilization and conservation of available resources, harvesting, processing, utilization and preservation of food crops and marketing skills. The Junior Farmer Field agriculture activities emphasizes on agriculture production skills that were not passed down from parent to child due to various reasons like early death of one or both parents. It also helps to recover and/or sustain traditional knowledge about such things like indigenous crops, medicinal plants and biodiversity and find innovative solutions to current agriculture inputs constraints such as labor and chemicals. The life skill component, on the other hand addresses such issues as child protection, psychosocial support, gender sensitivity, nutrition, income generation, HIV/ AIDS awareness and prevention. Local theatre, arts, dances, songs and music also merge well in the life skill component. JFFLS Facilitating versus teaching: JFFLS Facilitation and traditional teaching are quite different. Teaching is what is experienced in the formal school system and sometimes has little to do with learning. Certain types of teachers are trained to stand at the front of a classroom, lecture, and control the environment quite tightly. Often, there is little room for interactive learning between participant and teacher. JFFLS Facilitation, on the other hand, is more akin to child-centred learning, using student experiences, backgrounds and interests. It emphasises on children’s motivation to wish to learn about something. Learning by doing is key to JFFLS facilitation. It is a more flexible process that is intended to support the self-development of participants. It is much more informal and views both participants and facilitators as learners. JFFLS facilitation is very “process-oriented” and tries to take into consideration the needs, interests, experience and skills of each participant. Multi sectoral approach is incorporated in the designs of the implementation of the JFFLS. FAO, United Nation Children Fund (UNICEF), WFP and other governmental and non governmental partners contribute their knowledge, skills, resources and support to the implementation of the JFFLS.

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JUNIOR FARMER FIELD AND LIFE SKILLS IN MALAWI JUSTIFICATION AND BACKGROUND The neighboring countries of Tanzania, Mozambique, Zambia, and Zimbabwe are currently implementing the JFFLS approach. A UN team from Malawi comprising of FAO, WFP and UNICEF visited Mozambique on a JFFLS study tour in June 2005. The visit turned out to be fruitful and convinced the participants that the JFFLS activities would make a positive impact and have a good potential in Malawi. Malawi with a population of 12.5 million (80% live in the rural) is ranked as the world’s 13th poorest nation (UNDP human development index, 2005). Around 65% of rural Malawians and 55% of town inhabitants live in poverty earning less than one US dollar a day. The Malawi demographic and education survey in 2002 indicated that about 81% of the primary school age children aging 6 to 13 years attend primary education but only 9 % of the secondary school age children aging 14 to 18 years attend secondary school. Nutrition deficiencies and poor health in primary schools are the frequent causes of poor primary school enrolment; absenteeism and early primary school drop out. Unbalance diets and poor feeding habits among school going children is also a detrimental factor to cognitive development and education achievement. The study of agriculture at primary and secondary level in Malawi is mostly theoretical. There is therefore a missing link between the theoretical knowledge gotten in class and practical survival strategies especially for those children who drop out from school. The HIV prevalence rate in Malawi for the past 6 years continued to stabilize at 14%. The infection rate for girls in the 15-19 year age bracket stand at 15%, but only 3.7% girls and 4% boys in that age bracket have been tested for HIV and receive results. Children are affected by HIV/ AIDS in many ways. These include orphaning, children who have parents that are ill, discrimination and fear of loss and abandonment. These children take on greater domestic agriculture and income generating responsibilities. This forces young boys and girls to drop out of school, temporarily or permanently, and are expose to various exploitations. The Emergency Coordination Unit of the FAO in Malawi started scoping out the shape of the joint UN JFFLS programme in November 2005. A strategic partnership involving FAO, WFP, UNICEF and the Ministries of Education and Agriculture in Malawi started the pilot implementation of the activities of the JFFLS in September 2006. The pilot is to take one year. JFFLS GOAL IN MALAWI The JFFLS in Malawi aims at sharing agriculture knowledge and life skills with vulnerable girls and boys which will enable them grow up as independent, assiduous and enterprising citizens. Such knowledge and skills should not only bring economic empowerment, but should also bring with it responsibilities with positive values and respect to human rights. THE APPROACH The JFFLS pilot project is a component in the ‘Enhancing food and nutrition security for the most vulnerable communities in Malawi through agriculture and livelihood diversification’. It is supported with contribution from the government of South Africa. The JFFLS in Malawi thus seeks to improve the livelihoods of vulnerable boys and girls and provide them with future opportunities, while minimizing the risk of adopting negative coping behaviors. In addition to this, being a pilot the JFFLS is expected to respond to needs proved critical during the implementation and surveys.

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1. Initial implementation planning JFFLS-TWG Strategic partnership was one of the identified strengths in this multi-sectoral JFFLS approach. A JFFLS technical working forum was established in September 2006 with FAO, UNICEF, and WFP, government ministries of Education, agriculture and gender and child development and Bunda College as members. The roles of the members were discussed in line with the regional implementation of the JFFLS, but with adaptations to suit Malawi situation. FAO is the lead UN agency. FAO provides the agriculture inputs (implements and seeds) and technical expertise and learning materials in the transfer of agriculture information to the JFFLS. It also makes sure that the life skill component is progressing well. UNICEF may provide expertise and learning materials in the areas of life skills, child protection and psychosocial support. WFP support children in school feeding programme. Ministry of education is the lead government ministry. With the other ministries, they are responsible for the smooth implementation of the joint JFFLS in line with the national policies. Bunda College of the University of Malawi was accorded membership as a study institution. Site identification Two districts, Mangochi and Ntcheu, were identified by the JFFLS-TWG based on Malawi vulnerability assessment, nutrition and HIV/ AIDS reports. A logistical reason where FAO has an existing Orphan and Vulnerable Children (OVC) project in Mangochi was also taken into consideration. The two districts were also identified for the pilot basing on their social-cultural and livelihood differences. Mangochi is a lakeshore and tourist district unlike Ntcheu which is an agriculture district. A Team comprising representatives from the JFFLS-TWG visited the identified two districts to survey the sites for the JFFLS; the survey sheet is attached in the annex. A total of 8 pilot sites were selected at 4 primary schools in Ntcheu and Mangochi respectively- Nthumbo, Nankokota, Kalande and Bwanje full primary schools in Ntcheu and Nkhudzi bay, Namazizi, Nakundu and Ulande full primary schools in Mangochi district. The final selection of the sites was done by the JFFLS TWG in November 2007. 2 JFFLS development Community Mobilization and Sensitization The first discussion on the JFFLS concept was done in November 2007. A district level meeting was

attended by heads of district education, agriculture and the district executive offices. Later, community level meetings were mobilized in collaboration with the district heads. These discussions targeted local and religious leaders, school heads and teachers, Parents and teacher association representatives and prominent people like business people and community contributors. This happened at each of the JFFLS sites and school catchments. Finally community meetings were organized in collaboration with the district and area leaders targeting the JFFLS site and school catchments communities. 8 meetings on average occurred per site.

The JFFLS concept, approach and implementation in general formed the basis in these discussions. Issues of the JFFLS sites’ cultural, social, economic, health, agriculture in line the JFFLS approach were also chatted about.

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Selecting the JFFLS committee s outlined above, each JFFLS catchments site came up with a JFFLS

discussion on the JFFLS was arranged for them where their roles were outlined in relation to the

yed a role in the

uties of the committee members are not limited to the following: work in the JFFLS

apacity needs

.

electing JFFLS facilitators

After the mobilization 3 meetingcommittee. 10 community members were selected based on their knowledge of issues and contributions to their communities. Gender sensitive participatory approaches were used in the selection of these committee members. Aother stake holders notably the facilitators, UN agencies and government ministries. The committee was the one which endorsed the proposed site of the JFFLS and plaidentification of JFFLS facilitators and participating children at each site. D• Help in community mobilization for manual and labor intensive• Assist the JFFLS in organizing JFFLS activities e.g. open/ field days, material and c• Help with cultural, social, creative arts and various skills • Provide checks and balances on the running of their JFFLS S

e committee members and selected/ approved in collaboration with the

wing ways basing on the characteristics of a

JFFLS site Five facilitators

These were identified by thdistrict and area leaders. The initial JFFLS facilitation plan in Malawi emphasized on having 5 facilitators at each JFFLS site: An agriculture extension worker, a senior teacher, a child protection worker and 2 social animators- male (m) and female (f). The 8 JFFLS sites selected their facilitators in the follogood facilitator provided1:

Bwanje Agriculture (m)

School m)

Social (f)

School ee (f) extensionist teacher (

PTA (f) welfare committ

Kalande Agriculture (m) m)

PTA (m) ) extensionist

School teacher (

Community(f)

Community (m

Nankokota (m) m)

PTA (F) unity Community (m) Agriculture extensionist

School teacher (

Comm(f)

Ntc

heu

Nthumbo (m) m)

Child ion (m)

unity Social welfare (f) Agriculture extensionist

School teacher ( protect

Comm(m)

Ulande Agriculture (m) m)

munity Community (m) extensionist

School teacher (

Community (f) Com(f)

Nakundu (m) m)

Child ion (f)

unity Community (m) Agriculture extensionist

School teacher ( protect

Comm(f)

Namazizi (f) f)

unity Community (m) Agriculture extensionist

School teacher (

Community (m)

Comm(f) M

ango

chi

Nkhudzi Agriculture (m) m)

munity unity Community (m) extensionist

School teacher (

Com(m)

Comm(f)

Totals m/ f 3/4 1/7 6/2 7/1 7/1

he facilitators were later met by some members from the JFFLS TWG and briefed on the JFFLS, its

hese are committed but not limited to: girls and boys

the JFFLS curriculum. t

Tobjectives, and what is expected of them. They were also at a glance assessed of their capabilities. T• Facilitate learning by-doing with the• Talking and listening to the boys and girls on topic in• Make sure that the JFFLS is run at the most possible minimum level of conflic

1The qualities of a good facilitator is in the annex

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• Identify resources, skills, individuals, community members, government and private personnel, etc

• sting knowledge and skills.

he selected facilitators were brought together where the JFFLS concept and requirements were

raining JFFLS Facilitators

who might be of help to any issues in the JFFLS. Identify, value and build on the boys and girls’ exi

• Account for all resources meant for the JFFLS Tdiscussed. All the JFFLS questions and answers were tackled during the meeting. T

low input agriculture, child protection, gender equity, and psycho-social

at the facilitators already

ranged for the 40

ook 12 full days. processing and

void suffocating the facilitators with too much information during project initiation.

electing JFFLS participants

The trainers’ course covers support and life skills. The training blends whknew and the JFFLS concept. A first trainers’ course was arselected facilitators in December 2006. This was facilitated by personnel from FAO and UNICEF in partnership with the Department of agriculture research, Ministry of Youth Sports and Culture and Eye of the Child2 master facilitators. The course tA second training to coverpreservation and other life skills is planned for May 2007. This was to a S

committee and facilitators in collaboration with the local and religious

the JFFLS sites catchments

was looked at in three main ways:

3. sus behavior and

0 children, 20 girls and 20 boys, mostly school

re

It should, however, be noted here that there are a lot in Malawi who fit to be in

n 8 JFFLS sites are in the JFFLS pilot phase.

This was done by the JFFLS leaders and the community as whole. This was finalized in January 2007 Vulnerable Boys and girls between the ages of 12 and 19 years in communities were identified and scrutinized by the selection team.

Vulnerability 1. Orphan hood e.g. child headed households 2. Household poverty specifically food and

income availability Vulnerability verwillingness

4going, were selected at each JFFLS pilot site. The children were briefed on why they weselected and what JFFLS is all about. At the end they were asked (where possible in the presence of guardians) if they were interested to be in the JFFLS in their area.

of vulnerable childrenthe JFFLS, but only the most vulnerable were selected. This explains the difficult time the selectors had in coming up with the 20 boys and 20 girls. A total of 320 children (160 boys and 160 girls) iOut of the initial 8 non school going children, 3 have started going to school.

2 A Non Governmental Organization dealing with Child issues in Malawi.

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Input procurement and distributions h included:

tic. 5 packets of 100g each of amarunthus, Jew

• eans, ground

• h4 respectively of

• ach of mangoes, oranges,

• ants

ach JFFLS site received hand tools to be used in their learning by

es,

ach JFFLS site also received 1 storage locker for their

NICEF provided 3 push bicycles to each JFFLS site for

he inputs provided were for starting up the JFFLS lessons. Each JFFLS later came up with suggestion

FFLS Curriculum development:

Each site received start up seeds whic

• 15 different vegetables, indigenous and exomarrow, cat whiskers, Roselle, Hibiscus, Mustard, Chinese, Cabbage, Rape, Tomato, Carrot, Eggplants, Onions, Garlic, and Chilli. 4 different pulses, 1 kg each of Soya bnuts, pigeon peas and cow peas. 2 staples, I bundle3 and I bunccassava and sweet potato 6 different fruit trees, 10 eguavas, granadillas, paw paws and bananas. Biological pest control and soil improving plwhich include Lemon grass, Marigold, Tephrosia,Sesbania and Vertiver.

E doing sessions. These included 5 each of garden hoes with handles, garden folks, spadrakes, hand folks and watering canes, 2 Panga knives, 2 wheel barrows and 2 water storage drums. Estationery and seed items. Utheir day to day running. Ts of the additional seeds most of which were sourced

locally. J

ll the activities to be undertaken at the JFFLS site. This helps the

f the facilitator

ach JFFLS later came up with its daily time table

The JFFLS curriculum outlines afacilitators and all stakeholders in the planning and execution of the JFFLS activities. Each JFFLS came up with its draft curriculum. Time was allocated during one omonthly reports meeting for scrutinizing the draft curricula from the JFFLS. After exchange of ideas amongst facilitators and consultation with FAO and WFP JFFLS personnel present, a draft curriculum was developed for each district. This is attached in the annex. Ethat balanced well the agriculture/ livelihood and the life skill components. In the picture is a daily time table for the month for Nakundu JFFLS in Mangochi district. The JFFLS follow the district draft curriculum but differ in their daily time table of activities for a designated time.

3 Equivalent to 50 sticks of 1 meter length of cuttings 4 Equivalent to 50 kg bag by volume of fresh vines

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Reports, Monitoring and Evaluation

i. Monthly reports meetings

hese are normally organized every first Tuesday of the month for Ntcheu JFFLS and first Wednesday

a progress report on the activities for the previous month following a reports

ii. Monitoring and evaluation

Tfor Mangochi JFFLS. Each JFFLS presents format which has been attached in the annex. This provides a forum for the facilitators (and sometimes committee members) to share the experiences and decide together on the way forward.

his is done by FAO field monitors and WFP food aid monitors coupled by interval visits by the TWG

. JFFLS Experiences to date

FFLS pilot phase in Malawi will take 1 year. This is an opportunity to try out the JFFLS approach in

bstacles encountered

Tmembers. All data collection is done by the facilitators with collaboration from FAO field monitors and WFP food aid monitors and district school feeding coordinators. A monitoring form is placed in the annex. 3 Jthe Malawian context. The experiences shared in this presentation draw on the 4 months of JFFLS implementation in Malawi. It is the presenter’s view that most important experiences are observed during inception stages of any project. The later experiences draw from the initial stage experiences. O

. Facilitator identification: The initial plan was to include a child protection worker and a health

b. standings on the use, storage and maintenance of JFFLS items

c. oon snack result to children attending the JFFLS lessons on an

• participants get take home rations except for single orphan boys and non

. Weather: Heavy rains affecting duration and frequency of JFFLS sessions.

pping out due to early

f. JFFLS facilitation and committee composition include some semi literate

g. ivities communities feel the JFFLS participants should learn against the

h. od (November to

a

person in each JFFLS facilitation team. Despite reports of their presence, they proved to be non available near the JFFLS. Only 2 child protection workers and no health person were identified close to the JFFLS. PTA members or social welfare or knowledgeable community members were thus chosen as replacements. JFFLS ownership: Misunderamongst school heads, JFFLS facilitators and committee members resulted to misuse of JFFLS items. Mostly affected were wheel barrows, hoes, bicycles and stationery. Food issues: This has 2 folds.

• Lack of mid afternempty stomach. Most of the JFFLS participants prefer not to go home for lunch after formal education reportedly due to an average 2 meals a day usually morning and evening. All JFFLSschool going. WFP, through school feeding programme, distribute take home rations to school going double orphan boys and all girls.

de. Drop outs: Though not serious, two cases have been reported of girls dro

marriages. They were with consent from selection team, own and guardian, replaced by their younger sisters. Language: The members. This brings in various adjustments to accommodate them e.g. Holding meetings and trainings in vernacular. Conflict between the actJFFLS restrictions. A good example is on the non researched medicinal plants. JFFLS starting date: This coincided with the peak agriculture labor periFebruary). This affected all district stake holders (JFFLS committee, facilitator and participants). It was a challenge for them to allocate their time between the 2 peak activities.

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i. ilitators work with

j. the other side of the children issues. S directly.

l. es where girl

essons learnt

Facilitator/ participants Relationship: fostering a good relationship where facthe children and identify their individual needs. Poor networking with existing NGOs to deal with

k. More NGOs have expressed interest to start JFFLS either through FAO or the JFFLThis might bring forward demand for the facilitators outside the JFFLS catchments. The emphasis on equal number of boys and girls becomes a challenge in communitipopulations are higher than boy populations and vice versa.

L

. There is need to guide the communities and all the stake holders on the things they can introduce

b. life skills.

a

in their JFFLS. Though communities are free to bring local and cultural activities, guidance need to be accorded so that activities do not crush with other rights and responsibilities. JFFLS cycle to start during winter with a well planned sequence of agriculture and

. Roles and responsibilities of the various stakeholders (JFFLS Facilitators, Committee, leaders,

d. ticipation of all stake holders in the JFFLS should be encouraged

e. anges in Attitude and mindset amongst stake holders need to be treated with

f. eeds differ, thus they need to provide individual attention to suite each child needs.

amasiye opanda kholo’, ‘makolo awo odamwalira ndi AIDS’

h. Children as limited to agriculture. Farming is only one of the

i. hildren rights and adoption of those rights by the

c

community, agencies, etc) in the JFFLS should be derived/ discussed and well outlined in the initial planning of the JFFLS. Interactive and mobilizing parwhere ever possible. Issues to deal with chspecial attention. Full participation of all concerned stakeholders should be encouraged as much as possible. Children n

g. Words that can bring discrimination and hate to and from the JFFLS participants should be restricted. Stigma and discrimination should be well tackled during initial planning stages. Common ones observed include:

‘Ana ovutika’, ‘ana ‘moyo wanu wagona mu JFFLS’, ‘orphans from HIV/ AIDS’ ‘Vulnerable children or OVCs’ ‘your parents died of AIDS’

pirations in the JFFLS should not be ways of defeating household vulnerability. Creating a balance between exercising ccommunities. This applies to participants who have been informed of their rights and are now trying to exercise those rights in their communities against the community mindset.

9

j.

I never knew cassava could be grown on small ridges.

ina Kapichila Mangochi

. Experiments are key to JFFLS lessons. Apart from knowing how to grow various crops, children

l. nder balance is needed in drama, songs and arts. Most of the songs and drama

m. g creativity and decision making

Children have discovered their importance in the community. Girls now readily talk in front of a group. In the picture a JFFLS girl child explains her observation in a cassava plot during an Observatory Learning (OL) time.

“I do not know why some people sweat themselves out establishing those big cassava ridges on a good agriculture soil” -----Medel Nakundu JFFLS, k

should experiment on various aspects of crop growth. E.g. wilting vs. watering; weeding vs. health plants, etc Greater geobservably lean on blaming the girls for HIV and AIDS. Further more the language should now be “learning to live with HIV/ AIDS and not waging war against it” Interactive drama or forum theatre is a good way of strengtheninskills. A play is stopped in the middle and the fellow participants are asked to come up with a scenario which selected actors in the drama will then play.

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Annex 1: JFFLS site selection survey sheet.

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Annex 2 What to look for in a facilitator (adopted from the JFFLS, The “how to” manual, FAO/ WFP, February 2006).

Professional & personal background It is important to be familiar with a JFFLS facilitator’s professional or work background to know what sorts of skills and knowledge he or she can bring to the JFFLS, as well as to better understand what they might need to help them become better facilitators. For example, while teachers might have knowledge of child psychology, they may know less about poultry production. Similarly, a livestock specialist might have good knowledge and skills related to animal production, and may be good at communicating with adult clients, but may have little or no experience of working with children, and even less knowledge of age-appropriate ways of working with boys and girls. Getting to know the JFFLS facilitators better will help you to design a better training programme for them. Knowing a facilitator’s personal background is equally as important as he or she will be working directly with boys and girls participating in the JFFLS. It is critical to know how somebody behaves with other people, especially with boys and girls. This should include knowing whether or not a facilitator has a history of violence or crime, alcoholism or drug abuse, child abuse or molestation. The JFFLS must be able to guarantee a supportive, safe learning environment. The JFFLS benefits from having facilitators of different professional and personal backgrounds. Appropriate professional backgrounds for JFFLS facilitators include (but are not limited to) agricultural extension officers, social/health workers, teachers (elementary or secondary), nurses, etc.

Characteristics of a good JFFLS facilitator The overall aim of the JFFLS is to facilitate learning. A good JFFLS facilitator must be motivated to work with children. He or she should be somebody who “can make a difference” and who can run a JFFLS programme to the extent that: • The community and the participating boys and girls feel it is adding value to the community stock

of knowledge and opportunities; • all resources available to the “school” are focused on achieving the goals set, and; • The school is run with a minimum level of conflicts. JFFLS facilitators deal with boys and girls who, for the most part, are already traumatised by the difficult life circumstances they have already experienced in their short lives. A JFFLS facilitator should therefore be sensitive to boys and girls, show concern and understanding, and motivate children to become active, confident participants. It is good to remember that JFFLS have been born out of need and that the boys and girls participating in these “schools”, as well as their guardians, may be faced with many social and economic problems that need attention. A key characteristic of a good JFFLS facilitator is the ability to communicate clearly, particularly with children. Another characteristic is the ability or appetite to listen to boys and girls; children beg for attention and appreciate someone who listens to them. A facilitator who doesn’t listen to children will have problems facilitating a JFFLS. A good facilitator should also be a good problem solver, and knowing that he or she cannot solve all problems, should know when and where to refer a child and/or her or his family to other service providers who can assist. Likewise, a good facilitator should be able to recognise how group dynamics and management are critical aspects to the success of the JFFLS; if the children do not work well together, the whole process becomes more difficult. A good facilitator is a good problem-solver; facilitators may have to deal with problems between participants, between participants and family or community members, or between the school and the community. While facilitators might not be able to solve all problems, they should be able to identify other people (e.g. individuals, community, government, or private organisations) who might be able to help. A good problem solver needs good observation and communication skills, as well as the ability to deal with conflict, as conflict is an inevitable part of working with people.

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Annex 3 A reports format for the JFFLS facilitators’ monthly meeting

JUNIOR FARMER FIELD AND LIFE SKILLS (JFFLS)

MONTHLY REPORTING FORM/ GUIDE 1. Month: ............................................................... 2. Name of JFFLS: ................................................ District..........................................

3. JFFLS sessions attendance 3.1 Facilitators and Committee members

Attendance per meeting week Average Name facilitator Week 1 Week 2 Week 3

M Tu Wed Th Fr M Tu Wed h T Fr M Tu Wed Th Fr

Week 4 M Tu Wed Th Fr

Committee5

Comment on attendance on 3.1 above Give an overview on the attendance and participation of facilitators and committee members:

• What were the reasons for the absenteeism in terms of facilitators and committee members? • Explain for any changes in the meeting days. • Comment on the community attendance in the JFFLS activities

3.2 Children

Attendance per meeting week Average Number of children (40)

Week 1 M Tu Wed Th Fr

Week 2 M Tu Wed Th Fr

Week 3 M Tu Wed Th Fr

Week 4 M Tu W

ed Th Fr

Girls Boys Total

5 Number of committee members out of the 10.

13

Comment on attendance in 3.2 above Give an overview on the children attendance:

• • • General Comment on the children’s level of nutrition and health (boys and girls separately)

4. Activities for the month

Activities planned Activities done

What were the reasons for the attendance variations in terms of the boys and girls? Which group (girls or boys) participated the most in a particular activities and why?

Comment on any differences

between planned and done Livelihood6 Life skills7 Livelihood Life skills

Wee

k

1

Wee

k 2

Wee

k 3

Wee

k

4

Comment on activities in 4 above • Comment on the month’s weather. Was it windy, sunny, cold, hot, how much rains fell etc? • How did the weather affect the JFFLS i.e. meetings, crops etc

improvisations? • Outline the materials or equipments used in the facilitation of each of the activities above. • he activities of the JFFLS (livelihood and life skills)? Use the following

nking:

1 = Best; 2 = Ave rking hard to impro

• Were inputs (equipments and planting materials) adequate? Any

How do you rank tra

rage; 3 = Good; 4 = Bad; and 5 = Wo ve. • How do you • Whic

generallyhe activiti

compah of t es above t liked/ m ed by the children and why? Any

variations hich act iti w re he o e iest/ difficult t Easiest/ difficult to grasp by the

hildren? Any need to repeat those activ es with help from he th r s k o er

re the participation of boys and girls in the JFFLS activities? were mos ost dislik

in terms of boys and girls should be explained. • W

civ es e t m st as to each?

iti t o e ta eh ld s?

6 Includes all agriculture activities

eory 7Examples include songs, dances, drama, arts, th

14

5. Other activities for the month

Inp t distribution Open and field days Inter JFF visits Trainings

WE

EK

Num

ber

e tools, seeds, activities

u

r

Includ

literature, IECs. displayed and

highlighted, and any comment.

What the other JFF learned.

ial

child trainings done. Report on

topics covered, participants and

Repo t on all inputs received. Explain on all who attended, Report on the lessons learned. Report all facilitator and spec

facilitators

Wee

k 1

Wee

k 2

Wee

k 3

Wee

k 4

Comment on activities in 5 above What is your general comment on the training conducted What materials were used to help in the training facilitation? Comment on any topic covered during the training in relation to its easiness.

• you need to help you facilitate trainings better in future? • e?

activities which need to be re eated? If yes will you need other stakeholder

Other observations and recommendations

FLS (Monitoring): Eva t

Act ty

• • •

What do Were the inputs delivered on tim

•

•

Are there any pintervention?

6. General condition of the JFlua e the condition of the JFF and its corresponding activities and comment for any points raised.

ivi Rank Comment

1,2 or 3

Agronoand bed establish

sowi

utilisation,

mic practices e.g. nursery

ment, weeding, mulching,

ng, transplanting, irrigation, harvesting,

storage Pes

clude names of pests and diseases observed

and action taken in your comment

t and diseases

In

15

Innovations

This includes things introduced into the JFF

thro lness

sho

ugh facilitator resourcefu . (These

uld come with acceptance from F

ther JFFLS stakeholders

AO, MoA

or o

Re

Check the recor

cord keeping

d and field books. These

be updated always. Childre should

recording.

sho

take part in the

uld n

OL- Observatory learning8

List the major observations and how were they

sed? Were the children able to present

servations with the correct explanations?

Any ariations for boys and girls in rms of

esentations? All flip charts used should

l kept for reference.

disc

the

us

ob

v te

the

be w

pr

el

Life skills

This n

psyc c

music

Wha t

in the facil

i cludes child protection and

hoso ial topic, songs, dances, poems, arts,

, cultural issues, nutrition, etc.

t ma erials or resource people were used

itation of the topics

The k

Prog

= De-railed, has serious problem

t on activities in 6 above • How do the activities in the table above link with the JFFLS curriculum?

d the most between the girls and boys? e ranki amongst the activities in the table 6 above

mmendations.

nt taking into consideration the saying that ‘it takes a village to educate a child’. utions/ activities oluntar y provided to your JFFLS on monthly basis. The table

ivities:

ran used on the second column is as follows:

1 = ressing well without any problems

2 = Ok, but with minor problems

3

Commen

• Did all pupils participate? Who observe• Explain for the variations in• Other observations and reco

7. Volunteer Activities This is importa

th ng

Outline any contrib v ilbelow summarizes the voluntary act

8 These should be recorded monthly on flip charts with explanations as to why things were like that.

16

Volunteers contributions9

Parents Community

Include chiefs etc

School

Include staff, SMCs, etc

Other Charities, churches,

mosques etc

Other explain

1.

2.

3.

4.

8. General Comments and suHere explain on any comments on project, you can bring forward yoursubtractions.

ggestions: areas not listed above. From your experience in implementing the suggestions on improvements to the project activities, additions or

8.

g snacks in line with the JFFLS afternoon activities. Any

1. 2. 3. 4.

Food rations to JFFLS children. Any abnormalities should be Report on the take home ration distributions

well explained. Comment on the mid mornin

improvisations or donations should be well explained.

9 This includes any donations, lectures, help or participation provided. Inclusive are activities such as land clearing, fencing, child talks,

cooking demonstrations, garden/ nutrition arts, garden security, open/ field day preparations, etc. In collaboration with MoA, MoE, FAO,

WFP, UNICEF and other stakeholders, you can ask or invite people with interest/ experience for Child Pep Talks. E.g. Home economics

teachers for nutrition talk, people making a living on horticulture crops, Gender activists etc.

17

Annex 4 A monitoring visit checklist for FAO aid monitors, district school feeding coo nd Pri n Adviso

JUNIOR FARMER FIELD AND LIFE SKILLS (JFFLS)

MONITO ING VISIT C ECKLIST 1. Name of JFFLS: .............................................. District................................................ 2. JFFLS Session Date: ........................................Time.................................................... 3. Attendance

Children Facilitators Committee members

field monitors, WFP Foodrdinators a mary Educatio rs

R H

Male Female Males Female Boys Girls

Beginning of session End of session Absent

4. Observations

Areas Comment Meeting place

• Is sufficient space available for meeting? • Is it dry, well lit and under shade? • Comment on seating arrangement?

Record keeping

• Are the record books up to date? • Check on the attendance trends for children,

facilitators and committee members

Training materials

• Stationery available (Paper and markers) or Chalk and boards if used.

• All implements and inputs used in the demonstrations

• Are the implements and stationery adequate?

Session • Comment on the session contents inline with the session plan

• Comment on the children, facilitator and committee dialogue during the session

• Comment on the girl and boy participation during the session

Observatory Learning

• How did the girls and boys participate in the OL? • How did the children present their observations? • Was their much discussion amongst t

(OL) he boys and

girls during the OL? Did girls and boys participate equally?

Planned topics

in line with the curriculum? • Were pictures and real situations from the garden

used in the explanations? • Was a lesson plan prepared and followed during

session

• What specific topics were covered during the session

18

• Comment on the quality of facilitation inline with the

ood and life skills topics performed inline with the JFFLS curriculum.

JFFLS curriculum • Report on the livelih

Feeding • Did every child receive food on the session day? • Did the children receive the same type and quantity

of food?

• Comment on the food store and quantities remaining

Garden • Report on the soil and water conservation methods

• Check and report on the garden sanitation.

and the IPM/ biological pest control. • Garden security

Seeds and implements

their respective sources

availability

• Report on seeds and implements availability and

5. General Comments and suggHere explain on any comments on areas not listed a Fro e ce in enting the project, y u suggestions on improvem ts to the itions or subtracti

.

2. 3. 4.

estions: bove. m your xperien implem

ou can bring forward yo r en project activities, addons.

1

19

Annex 5 A first draft JFFLS curriculum developed by the JFFLS Facilitators

Junior Farmer Field and Life Skil

Agriculture and Life Skills Curriculu wi (1st draft February 2007)

Mon

th Theme Agriculture Activities Special Agricu s Special Life skills Topics

ls (JFFLS)

m- First year M

lture T

ala

opic

Janu

ary

First Planting Sowing and transplanting: • Select and sow the first veg, second, third. • Planting staples and pulses • Biological pest controls • Fruit tree planting

• Nursery• Crop life cycles • Seed germination• Plant spacing • IPM cont’d • IPM cont’d

a nd

o

• T• A• G

d• G

eaniamanen

m spimal lies, a

ces der. E

rit fe rts,

qu

ancy dr

al

d groucles

ma,

ppo

p

so

rtu

dynam

ngs, s

nities

ics

pots a

establishment and sowing

Febr

uary

Second Planting

Sowing and transplanting: • Select and sow the forth veg, fifth, sixth • Biological pest controls • Fruit tree planting Management • Observatory learning exercises

• Introduction to• Seed germination• Soil fertility • IPM cont’d • Medicinal plants

e g n g • I• a a o nd

an• e ts

• DHGdM

cision V and mes, aces dicina

maAIrts,

l p

kinDS dr

lan

an

ma,

d L

so

ife pla

ngs, sp

nin

ts a

CA cont’d cont’d

management

Mar

ch Garden

maintenance Healthy crops: • Observatory learning exercises • Continuous weeding and thinning • Pest and disease control • Live fencing improvements

• IPM cont’d • Soil fertility • Water manageme• Crop maturity • Granarie

• ygie n• iet d s ti ti• ame t a gs, spo nd

dances

HDG

ne ivers, ar

and saificas, dr

itation ma,

onandson

nutri on

ts amanagement cont’d

nt

s and crop harvesting

Apr

il

Nutrition Psychosocial

Crop types: • Roots, leaf, staples, legumes, fruits etc • Crop colours and their significant • Observatory learning exercises • Wild food plants

• Crop nutrients • Processing and preservation • Marketing/ entrepreneurship

• Malawi six food groups • Games, arts, drama, songs, spots and

dances • Gender. Equal opportunities cont’d • HIV / AIDS and nutrition

20

Mon

t Theme Agriculture Activities Special Agriculture Topics Special Life skills Topics

h M

ay Child

protection Water management: • Watering • Water conservation techniques • Observatory learning exercises

• Child labour • Child abuse, early marriages • Gender discrimination, inequalities • HIV/ AIDS

• Soil and water conservation

June

Garden

harvests

Crop variety: • Variety versification

Processing:

• Soil and water conservation • Ob• Cover crops • Fencing and Live fencing

• Games, arts, drama, songs, spots and dan

• Medicinal plants • Nutrition

nd

Maintenance

Garden

of crops for diet di

• Quality improvement • s torage

servatory learning ces

• Games, arts, drama, songs, spots adances

July

Livestock

e

• Livestock feeds ns

construction

selecting livestock

• drama, songs, spots and

Child protection

Liv stock-Crop relations: • Khola manure

• Lifecycles and food chai

• Livestock khola(assorted)

• Planning and • Observatory learning

Games, arts, dances

Aug

ust

Livestock

protection

ekens,

s control

Child

Liv stock types: • Rabbits, goats, guinea fowls, chic

aquaculture, apiculture,

• Livestock pests and disease• Livestock pest and disease

• Nutrition

21

Mon

th Theme Agriculture Activities Special Agriculture Topics Special Life skills Topics

Sept

emb

luation Recapitulation of activiti e ted difficult gh er Eva es, mphasising on the areas repor or Not clear enou

Oct

ober

Graduations Site selection: • Backyard/ dambo and dimba gardens

• Husbandry • Club dynamics

Nov

embe

r

anning Community Mobilisation: • Chiefs, religious, charities and local

d on all the JFFLS es

• select JFFLS participants

• Food and nutrition security Initial Pl

communities sensitised activitiobjectives an

Set criteria and

• Health living

Dec

e

JFF preparation: development

• • y out • Fencing

Characteristics of good soils • Introduction to CA • Live fencing

Team spirit and group dynamics ycles

• Games, arts, drama, songs, spots and dances

• Gender. Equal opportunities

mbe

r

Preparation• Site identification and

Select crop types to be sown first JFF preparation and la

•• Plant and water relationship • IPM

•• Animal life c

he end of presentation

Thank you

T

22