2 - Next Generation Farmers
In this edition of the LEISA Magazine, we look at young people in their role as family and community members and as ndividuals, whose opportunities depend on the policies and structures of the agricultural economies of which they are a part.
To participate effectively in the future, youth need a greater capacity to access information that will enable them to articulate their needs and concerns. They also need to understand and be able to use the political tools that define their rights and responsibilities. What the future holds for its youth is a subject of speculation in rural households and communities all over the world. In some places it is a luxury to think of the future when all around lives are being torn apart by conflicts, natural disasters, disease and human mismanagement.
Table of contents:
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1 - 1
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2 - 3
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4 - 5editorial
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6 - 8written by Kevin Waldie
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9 - 10Promoting livelihood opportunities to rural youth involves identifying the youth, the enterprise and training them for imparting the required skills, both technical as well as managerial. RUDSETI is one such Indian organization, which is actively working towards this direction. Its experience in one of the watershed areas is presented.
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11 - 13written 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 environment, health and social issues. 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.
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14 - 14
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15 - 17In 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. The children are taught to read and write in Spanish rather than in their own language, Quechua, and in this way they are introduced to a world which is very different from their own. Eventually, the education makes them strangers to their own background. Presented is CEPROSI’s experience in developing a school which acknowledges the value of the language, culture and knowledge of the local community and builds on the insights that the children already have when they start entering school.
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18 - 18written by Machinga Amwai, Joshua
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19 - 20
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21 - 21written by Hanny L. van de Lande
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22 - 23written by G. Ravikumar , K. Suresh Kanna
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24 - 26written 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 presents how they are using these approaches to continue their family tradition as small farmers.
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27 - 29written by John Anthony
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30 - 30written by L. Narayana Reddy
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31 - 32
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33 - 33
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34 - 34
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35 - 35written by Eric N. Mwaura
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36 - 36
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