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BookletCollective tenure rights: Realizing the potential for REDD+ and sustainable development
Information brief
2019Also available in:
No results found.The security of tenure rights is a fundamental factor in positive outcomes for forests, in reducing deforestation and forest degradation within the larger context of sustainable development. This Information Brief focuses on the key contribution of collective tenure rights towards mitigating climate change, paying particular attention to the links with national strategies to reduce emissions from deforestation and forest degradation (REDD+) and nationally determined contributions (NDCs). The brief summarizes some of the key rationales for prioritizing the securing of collective tenure rights in the context of REDD+ and sustainable development. The paper presents three examples, from Nepal, Peru and the United Republic of Tanzania, to showcase the positive impact of secure collective tenure rights and proposes a range of measures that countries can take to accelerate progress towards collective tenure rights recognition. -
Poster, bannerUN-REDD Banner (2 versions) for UNJP/GLO/795/UNJ B07; UN-REDD Climate Change Mitigation through Social Forestry Actions in ASEAN Countries.1st Version : UN-REDD Climate Change Mitigation through Social Forestry Actions in ASEAN Countries with UN-RED logo, ASEAN and SWISS SDC logos.2nd Version: UN-REDD Climate Change Mitigation through Social Forestry Actions in ASEAN Countries with UN-RED logo
English
2024Also available in:
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Brochure, flyer, fact-sheetGood and promising practices. Integrating the methodologies of farmer field schools into universities’ curricula: The case of Kenya’s Pwani University 2021
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Farmer Field School (FFS) was introduced by FAO and partners more than 30 years ago as an alternative to the prevailing top-down extension approach. FFS promotes farm-based experimentation, group organization, and local decision-making through discovery-based learning methods. FFS involves season-long learning of field-based groups of 25 to 30 farmers, who meet regularly to learn through discovery, experimentation, and share the experience. FFS combines local and scientific knowledge and aims at making farmers better decision-makers. Whereas the conventional technology transfer approach focuses primarily on developing and transforming technologies that work for farmers, the FFS approach, on the other hand, empowers farmers to become better decision-makers towards developing or adapting technologies that work and are acceptable to them. Farmers, agro-pastoralists, and fisherfolk worldwide have benefited from the unique ability of FFS programs to address their technological, social, and economic needs. As a result of this success, the demand for FFS programs continues to increase. In some countries like Kenya, the approach is institutionalized in extension systems and NGO programs. Since then, member countries in the Eastern African subregion have expressed their interest in scaling up existing FFS initiatives and integrating the methodology in national extension policies, strategies, and programs. In response to this need, the FAO Subregional Office for Eastern Africa (SFE) developed a project, titled, “Institutionalization of Field Schools (FS) in Extension Curricula of Institutions of Higher Learning in Eastern Africa”, aimed at developing and putting into practice a contextualized and practical approach to mainstream FFS into the agricultural extension.
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