Contents

Part 1

• Foreword for policy makers

• Activity flow in IPM programs

• What is IPM?

Part 2

• Pest control or pest management?

• Principles of IPM

Part 3

• Basic concepts and assumptions

• Advantages of IPM

• AESA instead of ETL

Part 4

• What is a Farmer Field School?

• Why season-long training?

Part 5

• Introducing the FFS

• Preparing for the FFS

Part 6

• FFS session

• Agro-Ecosystem Analysis (AESA)

• AESA methodology

• AESA: some questions that can be used during the discussion

Part 7

• Formal or non-formal education?

• Seating arrangement in the FFS

• Facilitators / facilitation skills

• Training materials

Part 8

• Field experiments

• Examples of field experiments

• Data recording

Part 9

• Special topics

• Ballot box test

• Insect zoo

Part 10

• Learning objectives

• The plant

• Seedling health

• The crop

• The ecosystem

• Plant compensation

• The soil

Part 11

• Collecting insects

• Insect identification

• Insect pest management

• Diseases

• Disease management

• Weed management

• Natural enemies

Part 12

• Pesticides

• Problems caused by pesticides

Part 13

• Indicators for quality of the FFS

Part 14

• Field day

• FFS reporting and planning

• References

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Acknowledgements

This guide for FFS facilitators was produced by the IPM DANIDA project (Editor: Hein Bijlmakers). We wish to thank the following persons for their contributions in collecting information, providing critical reviews of draft texts, and translating texts: Andrew Bartlett, Chalerm Sindhusake, Kevin Kamp, Lakchai Meenakanit, Marut Jatiket, Peter Ooi, Sirisap Taopathom. Some parts of the text were taken or adapted from existing IPM training manuals and documents (see References on page 59). October 2005