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Module 7: Threats and loss. Junior Farmer Field and Life School: Facilitator’s Guide.








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    Module 5: Protection. Junior Farmer Field and Life School: Facilitator’s Guide. 2011
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    Protecting soils, crops and animals from threats such as erosions, pests, diseases etc is a constant concern in agriculture, but the idea of “protection” goes much further than that. For example in agriculture ones fields must be protected, the soil must be protected, and sources of water must be protected as well. Similarly biodiversity and natural resources must also be protected. Beyond the learning field and environment, the animals that a farmer raise must be protected and, perhaps most imp ortant, one must protect oneself. The “3 Hs” − Health of humans, Health of animals and Health of plants – are all vital to the well-being of the participants and their communities. While participants learn how to protect their crops from pests and disease the link to life will enable them to also learn how to protect themselves from threats such as HIV. This module can be complemented with some exercises from the “Threats and loss” module. This module contains sample exercises for each of the le arning activities, plus a number of sample energizers and cultural activities that can be used to keep the participants engaged and reinforce their learning. The provided activities should serve as samples to be modifies and applied as appropriate. The important thing is that all main building blocks of a typical JFFLS session are included in each learning session.
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    Module 8: Processing and preservation. Junior Farmer Field and Life School: Facilitator’s Guide. 2011
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    In this module the concept of processing and preservation will be explored from different angles. The module ends the agricultural cycle in JFFLS and the discussions about the processes of life. Food Security forms the first topic, in which different issues discussed during previous modules will be complemented and new ones will be introduced, in order to give a complete perspective of food in life. Food processing and livestock products will also be discussed as this can assist in making food a vailable throughout the year to close the seasonal gap and fluctuations in availability of certain nutrients during different times of the year. Various recipes for crop and livestock related products are also introduced so that participants can try these out in the JFFLS setting before implementing them in their homes. The skills that are developed though planning and implementation of processing and preservation will also aim to strengthen participants’ entrepreneur skills. Thereby assisting i n developing economic empowerment, something that is very important for the prevention of risk factors among young people such as HIV and gender based violence or risky coming strategies such as transactional sex. The module contains sample exercises for each of the learning activities, plus a number of sample energizers and cultural activities that can be used to keep the participants engaged and reinforce their learning. The provided activities should serve as samples to be modifies and applie d as appropriate. The important thing is that all main building blocks of a typical JFFLS session are included in each learning session.
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    Book (stand-alone)
    Module 1: Preparation. Junior Farmer Field and Life School: Facilitator’s Guide. 2011
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    When about to start a JFFLS programme the first few months will be very important in setting the stage for the whole learning process to follow. Participants need to get to know each other and feel comfortable in the group. They will also need to choose an appropriate learning site for holding their JFFLS sessions. Ideally a place with good shade and enough space to hold meetings with easy access to water that is close to the school and to the learning field. Access to a learning field is a lso necessary, as well as to make sure, when necessary, that a feeding programme is in place. During the first few group sessions, the group should also discuss what they expect to learn and what they will be doing in order to make their fields and their lives healthy and productive. In order to prepare boys and girls for the activities to come it is also important that the participants gain an understanding of the cropping calendar as well as the life cycle of plants and animals and how thi s relate to their own life. This module contains sample exercises for each of the learning activities, plus a number of sample energizers and cultural activities that can be used to keep the participants engaged and reinforce their learning. The activities should serve as examples to be modified and applied as appropriate.

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