A new generation of farmers
Each new generation of farmers faces the challenge of trying to create a livelihood from the resources available to them. These resources are the result of the physical and social legacies of the past, as well as the opportunities of the present.
It is clear, however, that in many parts of the world the capacity of agriculture to provide a sustainable livelihood for new generations in rural areas is declining, and radically new approaches are needed. In order to develop workable policies to support these approaches we require a better understanding ofthe realities of rural youth.
In this edition of the LEISA Magazine, we look at young people in their role as family and community members and as individuals whose opportunities depend on the policies and structures of the agricultural economies of which they are a part.
Table of contents:
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4 - 5written by ILEIA editorial teamEach new generation of farmers faces the challenge of trying to create a livelihood from the resources available to them. These resources are the result of the physical and social legacies of the past, as well as the opportunities of the present. It is clear, however, that in many parts of the world the capacity of agriculture to provide a sustainable livelihood for new generations in rural areas is declining, and radically new approaches are needed. In order to develop workable policies to support these approaches we require a better understanding of the realities of rural youth.
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6 - 8written by Kevin WaldieA major barrier for youth to build their livelihoods on their own terms is the fact that rural development professionals often do not have a clear understanding of how young people in rural areas use local resources in their livelihood strategies.
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9 - 11written by Andrew Bartlett and Marut JatiketREAL Education is an integrated learning process in which school children explore what is happening on local farms, gain an understanding of ecology, and develop critical thinking skills with respect to environmental, health and social problems. Originating in Thailand and based on the “Farmer Field School” approach, REAL Education is now an international movement. Mrs Pornpan Namrath, one of the first teachers to use the REAL curriculum, describes the effect it has had on her students: “They are skilled in presentation, critical thinking, and they are more creative. Parents notice a great improvement in the ability of their children to carry out activities in an independent and responsible manner”.
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12 - 13written by Jannie Goedkoop , Maria Cecilia Roa , José Ignacio Sanz , Julia Menéndez , Merida BarahonaThe youth have much to contribute to any community, and this article describes wide-ranging projects which benefitted from the involvement of talented youth in rural areas. Various groups of young people participated in research related to firewood production, management of domestic rubbish, vegetable gardens and use of bamboo for income generation. These activities also provided insights to the participants about the opportunities there can be to make a living in rural areas.
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14 - 15written by G. Ravikumar , K. Suresh KannaThe red hairy caterpillar is a persistent pest in the dryland farming communties of the Deccan plateau in India. In this article we learn about how children engaged in a campaign to create awareness about the benefits of low-cost technologies for rainfed groundnut production. A drawing competition was organised as well as street theatre, plays and songs. When there was a serious outbreak of the red hairy caterpillar, the childrens activities had helped raise awareness and made farmers confident enough to use techniques they had learned, to minimise pest damage.
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16 - 17written by George Odhiambo and Damas MasologoAfter extensive consultation with local communities and government agencies in Tanzania, FARM-Africa has launched the Babati Agricultural and Environmental Education Project. This project uses the primary school as a catalyst for creating better and complementary links between experiences and capacities of farm families and knowledge and human resources of the local education system. Through Discovery Learning children are encouraged to value and use their own experience, draw conclusions and work out solutions to problems.
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18 - 20In the traditional Andean societies, culture and agriculture are closely linked and reflect the richness and diversity of the natural landscape. Today, however, the Quechua and Aymara peasant communities see their children developing Western values and rejecting their traditional culture. This process begins at school.
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21 - 21written by Machinga Amwai, JoshuaThe Pathfinder Academy is an initiative started by an NGO in western Kenya aimed at linking schools, homes and communities in the the promotion of sustainable natural resource management. The local school\'s curriculum includes subjects such as agriculture, agroforestry and wildlife conservation. They also have a garden where children, parents and staff work and learn together. School attendance has doubled, food prooduciton has increased, and the children have a more positive attitude towards rural life.
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22 - 24written by Sabine de RooijMany young farmers in the Netherlands and elsewhere in Europe are turning away from the risks and insecurity involved in committing themselves to the capital intensive industrial farming model. They are now looking for low input, economical and multifunctional ways of managing their farms. In this interview with two young dairy farmers, the author shows how they are using these approaches to continue their family tradition as small farmers.
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25 - 25written by Gerald CollinsWales is a small predominantly rural country. In 1994, there were 63 000 farmers, but by 2001 this figure had dropped to 56 000. Ths pattern is common to developed economied where technological developments have meant that food can be produced using less labour. It is likely that the number of full-time farmers in Wales will continue to fall. A current policy, \"Farming for the future\", aims to help young farmers farm in environmentally sustainable ways.
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26 - 28written by John AnthonyIn rural India, as in many other countries, opportunities for children and young people to learn about the world outside their village, or even to keep in touch with the traditions and current events in their own region, are often limited. They are nor part of the informal communication networks that keep adults up to date, and in poor communities, newspapers, radios and televisions are scarce. This article describes a community radio programme in Boodikote, two hours from Bangalore.
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29 - 29written by Hanny L. van de LandeIn many poorer families in Surinam, children have to cook rice and vegetables for the family when they get home from school. Efforts have been made to grow rather than buy these vegetables, and this article describes one projects efforts to educate children about the availability and use of edible wild plants as a source of free and healthy food.
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30 - 30written by Roberta WilliamsThe Gilbert Agricultural and Research Centre is a rural, church-based NGO and enterprise trianing facility on the Eastern caribbean island of Antigua Barbuda. Initially, the centre aimed to train young men and women...
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31 - 31A long search, by Dorcas Mbozi from Zambia
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36 - 36written by Eric N. MwauraThe Kenya Institute of Organic farming, KIOF, is an NGO that focuses on the sustainable improvement of the livelihood of small scale farmers through organic farming. Over the years, KIOF has established a position as the lead institution promoting organic farming in Eastern Africa. KIOF works closely with young people in such programmes as the Students Training Programme, providing advice and instruction on how to grow organically and take advantage of the market opportunities for organic products.
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