follow up workshop for links project, simunye, swaziland, 11to 15 … · 2011-07-03 · follow up...

Follow up workshop for LinKS project, Simunye, Swaziland, 11to 15 October 2004

April 2005

Report no 34

LinKS project gender, biodiversity and local knowledge systems for food security

Biodiversity• Gender• Knowledge

Workshop on agro-biodiversity, gender and local knowledge for Food security

Simunye, 11 to 15 October 2004

Follow up workshop for LinKS project, Simunye, Swaziland, 11 to 15 October 2004

2

Report of a

Workshop on agro-biodiversity, gender and local knowledge for Food security

Simunye, 11 to 15 October 2004

Compiled by Sibusiso Mondlane

Sesuka Sahamba Community Development Consultancy, Manzini, Swaziland

October 2004


3

Acronyms LinKS FAO project on “Gender, biodiversity and local knowledge systems for

food security” NRI Natural Resources Institute, Chatham, UK PRA Participatory Rural Appraisal SL Sustainable livelihoods MOAC Ministry of Agriculture and Cooperatives LDS Lutheran Development Services SFDF Swaziland Farmer Development Foundation SC Save the Children ACAT Africa Co-operative Action Trust NGO Non-Governmental Organization

Table of contents

Acronyms ...........................................................................................................3 Table of contents ................................................................................................3 Table of figures, tables and annexes...................................................................4

1 Summary ..................................................................................................................5 1.1 Background, objectives and training outline ......................................................5 1.2 Workshop outcomes ...........................................................................................7

2 Session objectives and outputs ...............................................................................8 2.1 Day one – Introductions, programme and LinKS concepts................................8

Overall learning objectives and plan for the day................................................8 Session 1: Climate setting, objectives, expectations and programme ................9 Session 2 – Exploring the LinKS concepts ......................................................12

2.2 Day two – Exploring the LinKS concepts ........................................................17 Overall learning objectives and plan for the day..............................................17 Session 3 – Exploring the LinKS concepts in the Mali case study ..................17 Session 4 – Presentation of Case studies by participants .................................20

2.3 Day three – The Sustainable Livelihoods framework and its application and the presentations on the linkages between gender, local knowledge and agro-biodiversity .......................................................................................................26 Overall learning objectives and plan for the day..............................................26 Session 5 – The SL framework and its application ..........................................26 Session 6 – Presentations and discussions on the linkages between

agrobiodiversity, gender and local knowledge (Module 3 and 4).........33 2.4 Day Four – Presentation and discussions on PIPs and case studies by

participants........................................................................................................35 Overall learning objectives and plan for the day..............................................35 Session 7 – Mid Evaluation of Workshop........................................................35 Session 8 – PIPs Presentation and discussions.................................................37 Session 9 – Presentation of Case Studies by participants.................................38


4

2.5. Day Five – Presentation of case studies, evaluation and closure .....................46 Overall learning objectives and plan for the day..............................................46 Session 10 – Summary, closure and evaluation ...............................................57 Summary and clarifications ..............................................................................57 Closing session .................................................................................................57 Annexes ............................................................................................................59

Table of figures, tables and annexes Table 1 Overview programme for the week ...............................................................6 Table 2 Detailed programme for day one ...................................................................8 Table 3 Detailed programme for day two .................................................................17 Table 4 Detailed programme for day three ...............................................................26 Table 5 Detailed programme for day four ................................................................35 Table 6 Detailed programme for day five.................................................................46 Figure 1 The sustainable rural livelihoods and its relationship to agro-biodiversity,

gender and local knowledge ........................................................................28 Annex 1 Outcome from evaluation sheet ...................................................................59 Annex 2 Mood-meter ……………………………………………………………..67


5

Summary

1.1 Background, objectives and training outline LinKS is an FAO Project on gender, agrobiodiversity management and local knowledge systems to strengthen agricultural and rural development in Southern and Eastern Africa. The participating countries in the project are Mozambique, Swaziland and Tanzania. The project goal is to enhance rural people's food security and promote sustainable management of agro-biodiversity by strengthening the capacity of institutions in the agricultural sector to apply approaches that recognize men and women farmer's knowledge in their programmes and policies In a bid to address the project goal, LinKS Swaziland conducted a 10 day training workshop on Gender Sensitive Participatory Approaches to the role of Local Knowledge in Agro-biodiversity Management for Food Security for extension officers and research officers from 1st-11th October, 2003. In attendance were 24 participants that were drawn from government under the Ministry of Agriculture and Cooperatives (MOAC) and local Non Governmental Organizations (NGOs) engaged in food security issues. The workshop was at aimed strengthening the knowledge base as well as develop skills on understanding the linkages between gender, local knowledge, agro-biodiversity management for food security. Some of the recommendations made by participants from the workshop under capacity building/training included a Follow-up workshop to monitor progress in implementing what was learnt at the workshop and to further build capacity with the group. This would also help ensure that gender and LKS issues are included in extension and research approaches and packages at the national level. Furthermore the participants suggested that there should be development of case studies that are Swazi based or translate and adapt Ugandan case studies from Voices of Extension and/or create a Swazi version of the same. The outcome of the above recommendations has therefore resulted in this workshop.

The objectives of this workshop were to:

• Re-enforce the understanding of the LinKS concepts • Develop an in-depth understanding on the linkages between agro-biodiversity,

gender, local knowledge building on participants’ experiences • Develop local based case studies related to the LinKS concepts

In attendance were 19 participants from government under the Ministry of Agriculture and Cooperatives (Extension department as well as research) and local NGOs engaged in food security issues. The workshop was conducted for duration of five days, as summarised below.


6

Table 1 Overview programme for the week

Programme Overview:

Day Activity Day One ( Monday, 11 October, 2004) am � Registration

� Welcoming remarks � Introduction of trainers and participants � Expectations, norms and fears � Goals and objectives of workshop � Tentative programme � A.O.B. and logistics

pm � Recap on previous workshop and update on activities carried out to date by LinKS and participants

� Reaching a common understanding of LinKS concepts and plenary Day two (Tuesday, 12 October, 2004) am � Session on LinKS concept using the Mali Case study

� Plenary Session on Mali Case study � Introduction to SL framework and brainstorming on sustainability

and livelihoods � Presentation of the SL framework

pm � Presentation and discussions on case studies developed by participants

Day three (Wednesday, 13 October, 2004) am � Application of the Mali case study on the SL Framework

� Plenary and discussions on SL using the Mali Case study � Presentation and discussions on linkages between agro-biodiversity

and gender am � Presentation and discussions on relationship between agro-

biodiversity and local knowledge

Day Four (Thursday, 14 October 2004) am � Presentation and discussions on PIPs/ convections

� Presentation and discussions on case studies developed by participants

pm � Development of case studies suitable for Swazi situation and addressing the LinKS concept

Day five (Friday, 15 October, 2004) am � Development of case studies suitable for Swazi situation and

addressing the LinKS concept � Summary and clarifications � Evaluation and closure � Lunch and departure


7

1.2 Workshop outcomes At the end of the workshop participants had developed 19 case studies which shall however need further modification before they can be used as training tools for the understanding of the LinKS concepts. The case studies have follow up questions which can be used to guide the discussions during the training session. Through the development of the case studies and the presentations made participants were able to share a lot of experiences related to extension work addressing the concepts of gender, local knowledge, and agro-biodiversity and food security.


8

2 Session objectives and outputs This section presents in a chronological order, the summary of the various sessions of the workshop. It also includes the materials that were used as well as the outputs produced during group work. Presentations and handouts used are included either in the text, or in the annex, or in separate files (PowerPoint presentations). Outputs produced during group work are included unedited in order to preserve their authenticity and to reflect participants’ learning.

2.1 Day one – Introductions, programme and LinKS concepts

Overall learning objectives and plan for the day • Understanding of participants' background and expectations by trainers • Participants and trainers agree on the objectives and programme for the workshop • Explore the LinKS concepts and their different components

Table 2 Detailed programme for day one

No Session and time Activities Registration and tea (10.00 – 10.45)

Welcome (10.45 – 11.15) • Welcoming remarks by Patricia Musi • Housekeeping issues

Introductions (11.15 – 12.05)

• Introduction of trainers (Sibusiso) • Introduction of participants (in pairs)

1

Expectations and ground rules (12.05 – 13.00)

Expectations by Sibusiso: Each participant notes down: (1) what he / she would like to learn during the

workshop (2) how he / she would like things to be done

during the workshop (leading to norms / ground rules)

(3) what he / she would not like to happen during the workshop leading to fears

Lunch break Objectives of the workshop (14.30 – 14.45)

• Review of workshop objectives (Sibusiso)

Tentative Programme for the workshop (14.45 – 15.00)

• Presentation and discussion of, and agreement on workshop programme (Sibusiso)

1

Recap on previous workshop and update on activities carried out so far (15:20 – 16.30)

• Recap by Sibusiso and LinKS project and update done by Patricia Musi


9

No Session and time Activities 2 Group work on LinKS

concepts (16.30 – 17.00) Group work on guiding questions in four groups (Zakhe) 1. Agro-biodiversity 2. Gender 3. Local knowledge 4. Food security

Session 1: Climate setting, objectives, expectations and programme

Material used • Registration sheets • Stationary • Flip charts and stand, marker pens • Workshop programme • Powerpoint presentation (SW day 1 session 1 and 2 questions.ppt and SW day 1

session 2 concept definitions.ppt and What is LinKS.ppt, Recap 2003.ppt) ) Participants were given small pieces of paper where they were requested to state, one idea per piece of paper on:

Domain 1. What he / she would like to learn during the workshop? Domain 2. How he / she would like things to be done during the workshop? Domain 3. What he / she would not like to happen during the workshop?

Participants were encouraged to write down as many ideas as possible per domain. The papers were then collected and redistributed to the participants who were then requested to read each piece of paper per domain. The results of this exercise are presented below.

Outputs

Results from brainstorming on expectations, norms and fears Expectations - (What you want to learn)

• Understand the S.L. Frame work. • Linkages between concepts. • LinKS concept. • Addressing challenges from previous workshop. • Application of participation tools. • Sharing of ideas, knowledge/experiences. • Application of LinKS concepts.


10

Fears (What should not happen)

• Others not sharing experiences • Dominance by others. • Disregard of norms. • Evening sessions. • Undermining by others. • Cell phones ringing. • Not keeping time. • Disturbances during presentations. • Noise. • Hostility/impossible people. • Field visits.

Norms (How things should be done)

• Have ice breakers in between sessions • Keep time/punctuality. • Respect for others. • Freedom of expression. • Participate freely. • Positive criticism/feed back. • Minimize ups and downs. • Cell phones (silent mode). • No smoking in class.

Recap on previous workshop (SEAGA, October 2003) The presentation was focused on setting a common climate as well as allowing participants settle in well upon recalling the previous workshop on SEAGA and to critically reflect on what they have done this far. The key areas discussed were on the background of the workshop, the objectives and the recommendations that were developed as the way forward the participants. Participants were informed that, the next presentation by the LinKS National Coordinator will deliberate on what has been done by the LinKS project to date. Presentation by LinKS National Coordinator – Dr Patricia Musi Dr Musi welcomed the participants to the workshop and thereafter introduced the facilitators for the workshop. She then made a comprehensive presentation on the LinKS project, with highlights on the background of the project including the participating counties as well as the funding institution. The project goal and the objectives were clearly explained to the participants with emphasis on the basic strategy for the project and the main areas of support. The beneficiaries to the project were also mentioned. She further made mention of the hosting institution of the LinKS project in Swaziland and explained on the project activities carried out to date


11

as well as planned activities for the project. A detailed presentation is attached as “What is LinKS”. File in ppt. Comments and discussions after presentation by LinKS Project Coordinator

• Q. How long is the LinKS project?

• A. The project is temporal and the office shall close down and cease operations at the end of the year, but we need to be focused when it comes to such projects as all projects eventually comes to an end. There has been however a delay in the execution of project activities in Swaziland compared to the other sister countries.

• C: Clarity was provided in differentiating between FAO LinKS and the FAO office at the MOAC

• One of the projects supported by LinKS was the agricultural show and feedback was required on the outcome of the project by some of the participants. However it transpired that livestock and indigenous crops are not regarded highly in such shows and but emphasis is on the local crops with the expectation that farmers shall share and exchange information under such forums which however is not emphasized.

• In most cases the agricultural shows invite a lot of companies that supply hybrid seeds, fertilizers and farming inputs thus it undermines the local based indigenous crops.

• Need to change attitudes on promoting exotic seed varieties as opposed to the local ones

• Q: If the project closes down, is there a possibility to have a body to ensure that LinKS concepts live on? A: We should as institutions adopt the LinKS approach than to be relying on projects with specified durations.

• The National Curriculum Centre should be engaged in sensitizing school children on the LinKS concepts and should be invited to such forums

• Farmers have to be active participants during agricultural shows than the Extension Officers who then dominate these initiatives. They need to be encouraged and be actively involved in the planning as well as staging such functions as they are meant for them.

Summary of session • Participants were impressed with the progress made by the LinKS project since a

year ago when they attended the workshop • Building on the previous workshop provided an opportunity for those that did not

attend the previous workshop to be at an almost similar level like their colleagues. • The workshop programme and objectives were aligned with the expectations of

most of the participants who were seeking for progress made since the last workshop

• Participants promised to abide by the workshop norms


12

Session 2 – Exploring the LinKS concepts

Material used • Guiding questions (see file “Session 2 Questions concepts.ppt”) • Flipcharts, stand, marker pens, tape

Outputs and discussions Group 1: Agro biodiversity

1. It is a sustainable agricultural practice whereby crops and livestock are managed by people in a friendly environment for food.

2. Key components:

• The use of organic material. • The use of land, water and the sun. • Both female and male farmers, extension workers.

3. It has changed by the application of modern technologies. e.g. farmers have opted for hybrid seeds as opposed to OPV’s .

• Farmers use fertilizers and chemicals which have a negative impact on the soil fertility than the usage of organic matter.

• People no longer manage the water resource e.g. they grow sugar cane which uses a lot of water. This will lead to a point where water will be rationed e.g. the irrigation policy.

• Livestock no longer grazes on the natural field but in feedlots. • Poultry practices promote intensive systems than free range. • People have also opted for GMO’s (diets).

Discussion on group 1 presentation

C: The way the group has defined the concept has made it relatively easy to understand other than using the complex terms that tend to be confusion at times. It is simple and straightforward and clear. They have done a commendable job in simplifying the definition.

Definition as per the manual:

� Agro-biodiversity is that part of biodiversity which, in the context of agricultural production, contributes (directly or indirectly) to food production (crops and livestock), livelihoods (raw materials, medicinal plants, animals for transportation, etc.) and habitat conservation (agro-ecosystems) for the population.

*********************


13

Group 2: Gender 1. Relations between men and women.

• Social (Bringing up children). • Cultural (Activities of community). • Material (Involvement of both sexes on food production).

Factors influencing gender

2. Culture and beliefs. • Assets ownership. • Wealth/Farming background. • Literacy/Education. • Present life situation.

3. Responding to foreign influences.

Discussion on group 2 presentation C: Education was one of the factors that have influenced gender

C: Socializations has also contributed to gender

C: There is still a great debate on gender issues.


� FAO defines Gender as the relations between men and women, both perceptual and material. Gender is not determined biologically, but is constructed socially. It is a central organising principle of societies and often governs the processes of production and reproduction, consumption and distribution.

***********************

Group 3: Local / indigenous knowledge

1. Understanding local knowledge. • The traditional information within community. • The way people in a community understand/perceive issues in

discussion. • The way people apply traditional knowledge in their day- to-day living. • The way people utilize the traditional knowledge in addressing issues.


14

2. Components of local knowledge • Culture. • Customs/Tradition. • Community set up. • Community livelihood. • Community based.

3. Changes Overtime:

• A) Shift from traditional methods to modern methods. e.g. Farming practices (Traditional to modern). • Food consumption (Traditional/indigenous foods to modern).

e.g. Inkakha, mung beans, jugo beans, ludvonca. Efforts:

• Shift from modern to traditional. Discussions on local knowledge presentation C: Local and indigenous knowledge are the same and they are influenced by time and tradition.

C: Local knowledge can also be viewed at a national level and should not be focused at community level alone.

.


� Local knowledge is the knowledge that people in a given community have developed over time, and continue to develop. It is:

� Based on experience � Often tested over centuries of use � Adapted to local culture and environment � Embedded in community practices, institutions, relationships and

rituals � Held by individuals, groups or communities � Dynamic and changing, incorporating new ideas all the time

*********************** Group 4: Food security Definition of Food Security

• It is the availability of food at all times at household, community and national level.

• It should cover the three groups of food. • Kept in adequate storage facilities.


15

Key Components • Availability of adequate natural resources.

� Water � Land � Sun

• Availability of indigenous seed crops of various types. • The transfer of local knowledge on:

� Good management of land. � Good management of large stock. � Good management of small stock. � Preservation of foods.

How has it changed over time?

• Food security has declined rapidly overtime due to: � Unpredictable climatic conditions. � Droughty conditions. � Late rains.

• Modernization:

� Bad eating habits. � Over dependence to hybrid seeds. � Over dependence to fertilizers.

• Poverty: � Unemployment. � Impact of HIV/AIDS.

• Land Degradation:

� Not enough land for ploughing. � Over stocking.

Discussions on group 4 presentation C: Issue of poverty results in an individuals inability to farm as funds are needed to engage in farming resulting in people to be food unsecured as they are poor and have no money to farm.

C: The costs of farming in Swaziland have risen tremendously yet the selling price for the maize is poor, resulting in people not being able to afford to engage in meaningful farming

C: Additions have to be made on the definition of food security: accessibility and affordability

C: Clarity provided on a balanced diet definition: carbohydrate, protein and energy giving foods

C: Clarity was required on the difference between accessibility and affordability. However it was explained that they are different but go together.


16

C: The dependency on donor foods is creating a food security concern and making people disregard the farming of crops for food

C. HIV/AIDS has also contributed to the food insecurity situation as farmers become unable to farm or run out of funds to engage in farming


� Food security is the adequate supply of food and food availability. “Food security is achieved when all people at all times have physical and economic access to sufficient safe and nutritious food to meet dietary needs and food preferences for an active and healthy life. xxx add definition from manual.” (FAO, 1996b).

***********************

Summary of session • There was more clarity on the concepts after the discussions and the presentations

on the definitions as per the manual • The few men that were aggressive during the fist workshop were more

accommodative and were all in the gender group (coincidentally placed during group formations using secret ballot system. The other participants requested for a round of applause for the men who had been “converted”. This was viewed as a positive sign in understanding gender issues


17

2.2 Day two – Exploring the LinKS concepts

Overall learning objectives and plan for the day • Use the Mali case study to explore the LinKS concepts • Presentation and discussions of case studies by participants

Table 3 Detailed programme for day two

No. Session and time Activities 2 Group feedback (8.05 –

10.50) • Groups gave feedback – see outputs (Zakhe) • Discussion

Group work on applying the concepts to the Mali CS (11.30 – 12.30)

Group work in 4 groups (same as session 2)- Sibusiso 1. Agro-biodiversity 2. Gender 3. Local knowledge 4. Food security

3

Feedback to plenary (12.25 – 12.50)

• Feedback from one group (see outputs) - Sibusiso • Discussion Lunch Break


• Feedback from 3 groups (see outputs) - Sibusiso • Discussion

4 Presentation of case studies ( 15:15 – 18.00

• Presentation by 5 participants with group discussions and follow-up questions - Zakhe

Session 3 – Exploring the LinKS concepts in the Mali case study

Material used • Mali case study (Module 5 in the manual) • Flipcharts, stand, marker pens, tape Participants were requested to explore in four groups (using the Mali case study) the following LinKS concepts: Food security, gender, local knowledge and agro- biodiversity management

Outputs and discussions Group 1: Agro-biodiversity

• They have access to arable uplands • They utilize available rains to cultivate food crops and plants • They practice inter-cropping (diversification) • They have maintained their habitat e.g. bushes • Water management – they grow vegetable near streams


18

Changes Over Time

• The shift from uplands to low lying areas (closer to the communities) • Fencing of plots to prevent damage by livestock i.e. market gardening • They also changed the types of vegetables they were growing i.e. exotic fruits

and vegetables • They purchased chemical pesticides and fertilizers but unaware of the health

hazards from them • The reduction of local plant diversity and overall environmental stability • An over-exploitation of bush material

Discussions on group 1 presentation

C: The case study is lengthy

C: There was over-exploitation of water resources.

C: There is no mentioned of livestock in the case study

C: Men and women in the case study were managing the agro-biodiversity differently

**************************

Group 2: Gender Gender Aspect

• Food production (Gender imbalance) • Men produce grain and legumes. (Work collectively). • Women produce horticulture for relish. (Work individually). • Leadership (Imbalance) Dominated by male. • Land ownership (Imbalance) Dominated by male. • Responsibility (Imbalance) Dominated by male.

- Economy/Social

• Market identification (balance) Men and women collectively. • Recognition of first wives in a polygamous family.

- Safety

• Women are not safe as gardeners in using chemicals in gardens.


19

Discussions on group 2 presentation C: Danger of farming specific crops by men and women, as upon death there is a possibility of losing the knowledge that was possessed by that particular gender

C: There is no mention of what to the children in the case study.

C: There is a shift nowadays from morden technology to the old technology

C: Documentation of Local knowledge is important to maintain the Swazi culture

C: There are some common elements between the Mali and Swaziland way of doing things especially when it comes to economic benefits the men want to take over

*********************** Group 3: Local knowledge

• Low lying areas were used to cultivate traditional vegetable crops and

traditional rice for special meals during rainy season. • Traditional plants were suitable for upland cultivation during rainy season. • Semi-domesticated plants adapted to low-lying stream areas. • Traditional leaf crops and wild sauce plants were very high in nutritional

value of meals. Shift in Crop Production

• Local plants which were for the diet were replaced for commercial crops e.g. tomatoes and bananas etc.

• The shift led to decline in nutritional value of meals. • Reduction in local plant diversity and overall environmental stability.

Discussions on local knowledge presentation C: shift in gardening resulted in loss of local knowledge on some of the crops that were previously grown as they were no longer produced by the farmers

*********************** Group 4: Food security

The settings

• Members of the community live close together and share meals throughout the year.

• Female process food, cook and maintain households. • Male work at arable uplands to produce food. • Irregardless of sparse rainfall they meet their food needs.


20

Gendered Domains in the Food Economy • Their food includes the three food groups. • The crops are for both consumption and selling. • They have enough food and sell the surplus.

Gardening for Cash

• Community engages income generating activities such as individual/groups.

• Also engage in fruit production, consumption and sales through national campaigns.

Discussions on group 4 presentation C: The Bamako people were no longer food secured when considering what food security was defined as and when we say people are food secured. The Farmers were selling their best crop and consuming the left-over and damaged crops.

***********************

Summary of session • Though participants were able to pick up the relevant issues, they found the case

study long and complicated • They however found using a case study to explore the LinKS concept a good

approach

Session 4 – Presentation of Case studies by participants

Material used • Flipcharts, stand, marker pens, tape

Outputs and discussions CASE STUDY 1: Title: Umtapo Wabomake Case study on Gender and local knowledge for Food Security Sustainability – Mandisa Dlamini A small community of BULUNGA in the Manzini Region lives on top of the Bulunga Range of mountains. The vegetation is made of shrubs and veld grasses. The area gives a beautiful view of both the east and west low lying areas. In this area a group of thirty (30) men and women as well as children have together to start a pottery business. Clay is a natural resource that is in abundance in the area. The group


21

manually harnesses this natural material such that the area is kept intact and protected from erosion. The old man (founder of the project) has since passed the indigenous knowledge of pottery to the group (old and young). The young have since attended the school of ceramics at Ezulwini. Their indigenous knowledge been enhanced but the old man still supervises the quality of the products. Apart from this skill, some in the group have demonstrated other talents in wood-carving and basket mankind using grass. The trees are harvested such that the environment is not disturbed, sine the trees are able to grow again for reuse. The community practices subsistence farming of maize alone in small areas of land. The ecological positioning of the area helped minimize the use of tractors thus reducing chances of degradation of the environment instead they use hoes. Umtapo has intervened by providing training on intercropping of indigenous crops seed rather than cultivating one crop. The community is contemplating initiating an eco-tourism project with the assistance and guidance of Umtapo in collaboration with the Ministry of Tourism and the Handicraft section in the Ministry of Enterprise and Employment. Another project on the pipeline is the protection of two natural springs whose water would be bottled for sale. The springs are presently used for irrigating vegetables. Umtapo has made contacts with the Rural Water Supply Board to sample and protect the springs. Umtapo has learned that communities can work effectively together irregardless of gender to sustain livelihoods using natural resources. Discussions C: Background to be provided on what the women knew

C: replacing of trees is not common with most communities in Swaziland, especially nowadays when people are cutting trees to sell as firewood along the roads.

C. Men in Swazi communities engage in wood carvings while the women do the clay pots and the grass products such as mats and the baskets

*********************** CASE STUDY 2: Title: Food Security/Local Knowledge - Lois Munro On the 18th of august 2004, at Lokhayiza area in the Lubombo Region, FAO, the Ministry of Agriculture and Caritas Swaziland held a seed Trade Fair for both female and male farmers. The ministry of Agriculture extension officers, Caritas the NGO on the ground played a major role in sensitizing the local leaders and the farmers on the importance of the fair and the importance of growing a variety of crops. The beneficiaries of the Trade


22

Fair vouchers were the same ones receiving WFP Food Aid. Each beneficiary was given E120.00 worth of vouchers to spend at the fair. Local female and male farmers brought a wide range of indigenous seed to be sold at the Fair. (Sugar beans, mung beans, cow peas, sorghum and many others). Commercial seed companies such as Pannar, Swaziland Agricultural Services and Farm Chemicals also brought a wide range of hybrid seeds. Local farmers ran out of supplies of the indigenous seeds as beneficiaries flocked to buy from them, which saw the farmers resorting to the hybrid seed as there was nothing else to buy. Learning Issues: What was observed from the fair was that farmers are more into indigenous crops as opposed to Hybrids as the indigenous seed was sold out in no time.

• The seed Trade Fair saw the equal participation of both female and male

farmers. • The whole idea of the seed Trade Fair is to help counter the problem of

DEPENDENCY SYNDROME which affects people receiving free food rations as they will produce their own food instead of relying on WFP to give them food rations.

Discussions C: Possibility of including how much sales were made by the local seed companies Follow up Questions

• What was the response of local farmers on the use of the hybrid seeds? • Why did the local farmers run out of the local seeds? • How would they have prevented the running out of seeds during the seed fair? • What role should have been played by the extension officer in this case?

***********************

CASE STUDY 3: Title: A Study of Nsubane Community – “Too Good to be True” – Austin Dlamini There is a very small community which is in the eastern part of Swaziland in the Shielweni region called Nsubane along the Lubombo plateau. This community has a high population of more than 300 households. The people in the community share gender roles and do not discriminate each other by sex and live in peace and harmony. There has never been a case of domestic violence reported ever since I started working in the community 7 years ago. It is a common


23

sight to find the women driving cattle to the dip tank as well as find the men collecting the WFP rations yet in other areas the women and children are the ones that collect the rations. The women also engage in ploughing and they are the ones who hold the plough and the men are seen taking their children to the mobile clinics for treatment. I have observed that gender equality is observed at Nsubane as even in community development projects, the women are given the opportunity to express their views. Furthermore the community has elected a woman to be the Bucopho of the community who previously was a Rural Health Motivator and there were no objections or resistance from the men. The associations that are formed in the area are made up of both men and women as the donors no longer fund gender imbalanced projects. Discussions C: There is a possibility that the community of Nsubane is behaving this way as a result of its location and has been influenced by the South African culture.�

C: It is true that some donors do not want to finance projects that are men dominated, but want to finance those that shall directly benefit women and children.�

Q: Who nominated the woman to the position of Bucopho? Not sure�

Follow up questions

• Why is this case study too good to be true? • How can you achieve this state of affairs in your community? • What difficulties would you encounter in achieving this situation?

***********************

CASE STUDY 4: Title: Men are good leaders – Zodwa Gama

Mphumakudze is chiefdom in the Lubombo region under Siphofaneni Inkhundla. Mphaphati is the location, it is drought stricken remote area that has no transport facilities. The community relies on Sinceni clinic or Sithobela Health centre for their health needs. There is one primary school and no high school. Stake holders involved are Save the Children who is an NGO on the ground, MOAC who brings technical advice and NERCHA who once donated bean seeds. Due to the impact of HIV/AIDS, in 2002 SC conducted a study to find the number of orphan and vulnerable children in the community and their welfare. It was conducted by the local youth and SC assisted in trainings, the form was designed together with the community. The study was made at Mphaphati and Mphumakudze where by they then came together to form one committee, as to speak in one voice when reporting to the chief. They have about 115 OVCs age ranging between 4 to 20 years. Orphans and vulnerable children were found to be very disadvantaged in forms of their right to inheritance and they end up in orphanages yet they have their homesteads. The community came together and formed a committee which comprises of four men and eight women that would look at the welfare of the OVCs. It is made up of all leaders


24

of groups in the community e.g. priest, indvuna, imbali to name but a few. As of now they have land where they plough legumes and pulses which they say are drought tolerant to ensure food security for the OVCs as they are food insecure. They actually asked for land from the chief where they could grow legumes and pulses which they felt and said it is best as it is drought tolerant and yet vegetables would need more time and water. They (the committee) also do home visits to see to it that the children are safe and sound. They also give them life skills as Save the Children train them and they train the child as per their training needs. They sell their produce and buy food or pay school fees for the children. Note that the community is all involved when it comes to working in the field and getting report from the OVC committee. Strangely the hard workers are the women and the men only take the lead and opinions. Even if they can do the same training, the women are expected to implement while the men instruct, the men are only four but take the leading role. When it comes to home visits, the men become busy or held up. Key Learning Issues

1. The women are empowered through men that is, even if they have good ideas, one has to probe that is, the man give them the chance to say something not freely as she has to sit down and face down yet the men say out things freely and can make any kind movement.

2. The attitude towards women is the sense that they have to be labourers and the

glory goes to men who are doing a lot of talking than working and not taking their positions and later saying the man is a good leader at the expense of the women.

3. The mere involvement of the children (OVCs) and authority leaders will make

the project community owned and will be sustainable. Discussions C: Is SC encouraging child labour in the communities? No they are not, as there is a difference between child labour and child participation in projects. SC encourages child participation whereby the child together with the guidance work together.

C: The men should not be in the committees as their role is not clear?

Follow-up questions • What lessons can be drawn from this case study? • Did the community achieve the desired food security situation? Explain you

response • What concepts are covered in the case study? (Gender, Agro-biodiversity and

Local Knowledge, Food security). Cite examples for each concept. • What need to be done by the extension officer to ensure that the community is

food secured?

***********************


25

CASE STUDY 5: Title: Production processes and storage of maize, sorghum and groundnuts by Swazi Nation Land farmers in rural areas – Michael Nxumalo The case study will focus at what happens when these crops are produced, processed and stored by traditional methods taking into consideration gender roles as shown in table 1: Table 1: Maize, sorghum and groundnuts production, processing and storage by traditional methods

Crop Activity Female Male Driving the oxen X Holding the oxen plough X Planting X Weeding X Harvesting X X Shelling of maize cobs by hand over stone

X

Maize

Storage in underground pits (digging) of grain for both food and seed

X

Cooking X Sorghum Same as for maize except

that threshing is done by men and grinding by women

Groundnuts Same as for maize except that weeding and storage in grass woven baskets (tilulu) and striping of pods and shelling is done by women

Discussions C: It is only possible to use this case study with an illiterate group only. C: This is a different way of presenting a case study. Follow up questions

• Is this situation typical with your community? Explain • What factors are influencing the preference of these tasks for the different

crops? • How can the roles be changed in the community? • What lessons can be drawn from this presentation?

***********************


26

2.3 Day three – The Sustainable Livelihoods framework and its application and the presentations on the linkages between gender, local knowledge and agro-biodiversity

Overall learning objectives and plan for the day • Participants understand the Sustainable Livelihoods Framework and how it can be

applied to LinKS concepts • Participants use the Mali case study to explore both the concepts and the SL

framework • Participants understand agro-biodiversity management from a gender perspective • Participants understand the relationship between agro-biodiversity and local

knowledge

Table 4 Detailed programme for day three

No. Session and time Activities Recap (8.00 - 8.30) • Recapping on what has been done so far - Zakhe

SL presentation (8.30 -10: 45)

• Drawing up SL framework on flip charts • Participants contributed examples (see Figure 1

for output Groups gave feedback – see outputs (Sibusiso)

Group work on SL framework and case study (11.15 – 12.30)

Group work in 3 groups. Task: Apply the SL framework to three groups of households in the Mali case study:

1. Men with gardens 2. Women with gardens 3. Women without gardens -Zakhe

5


• Feedback from one group and discussions - Zakhe

Lunch Break Feedback to plenary

(14.15 – 15.00) • Feedback from two groups and discussions –

Zakhe 6 Presentation and

discussions on the linkages between agrobiodiversity, gender and local knowledge (15:15 -16.45)

• Presentation and interactive discussions with participants through questions in between the presentations - Sibusiso

Session 5 – The SL framework and its application

Material used • Powerpoint presentation: (see file “Module 2 SL framework long version.ppt” • Flip charts paper sheets on the wall for drawing up the framework with participants’

examples • Flipcharts, stand, marker pens, tape


27

Outputs and discussions Using the guiding questions in the Powerpoint presentation, the facilitators drew the SL framework on charts, with participants contributing to the components. See the outcome in Figure 1 – the red and green parts emerged from the brainstorming. After the framework had been explained, participants applied it to three different groups of households in the Mali case studies: Men with vegetable gardens, women with market gardens and those where the women did not have market gardens.


28

Figure 1 The sustainable rural livelihoods and its relationship to agro-biodiversity, gender and local knowledge

a

Source: Adapted from Carnay, D., ed. (1998) Sustainable Rural Livelihoods - What contributions can we make? Papers presented at the Department for International Development's Natural Resources Advisors' Conference, July 1998. London: DFID

Livelihood outcomes determine asset base in the

future

Key to colours:

• LinKS key concepts

• Issues related to agro-biodiversity and food security Other aspects / examples brought up by participants during session

PIPs can influence / mitigate the impact of shocks and

trends (e.g. food relief)

Vulnerability context Trends: � deforestation � soil erosion � invasion of alien crops � disease outbreaks Shocks: � drought � death � storms/hailstorms � disease outbreaks � theft � floods � uncontrolled veld fires Seasonality: � Labour migration � Malaria disease � Rainfall patterns � Some diseases � Prices � Maganu season

Livelihood outcomes (what people

want to achieve)

� Food

security � Reduced

vulnerability

� More income

� Improved ell being

� More sustainable use of natural resource

Livelihood strategies (examples)

(how people use assets) � migration � formal employment � farming � part time

consultancy � handicrafts � diversification � specialization � coping strategies

Transforming structures and

processes / PIPs (policies, institutions,

processes Policies � Land tenure systems � Marriage act � International

conventions on bio-diversity and IPRs

Institutions � NGOs � Governments � Universities � Networks of

organizations � Extended family Processes � Cultural practices � Gender

Influence access to capital

assets

Social: � Associations

or partner agencies needed

Financial: � Funds needed to

finance initiatives

Human � local

knowledge and skills needed to manage agro

Physical: � Machinery,

roads needed for the management

Capital assets

Natural: � Agro-

biodiversity

Influence how people use capital assets

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11

to 1

5 O

ctob

er 2

004

29

Gro

up 2

: Wom

en w

ith g

arde

ns

a

Live

lihoo

d ou

tcom

es

dete

rmin

e as

set b

ase

in th

e fu

ture

P

IPs

can

influ

ence

/ m

itiga

te

the

impa

ct o

f sho

cks

and

tren

ds (e

.g. f

ood

relie

f)

Vul

nera

bilit

y co

ntex

t S

hock

s:

�

flood

s �

di

seas

e ou

tbre

ak

�

thef

t �

liv

esto

ck d

amag

e �

w

ild fi

res

Tren

ds:

�

defo

rest

atio

n �

so

il er

osio

n �

ge

netic

ero

sion

�

in

vasi

on o

f alie

n cr

ops

�

dise

ase

outb

reak

S

easo

nalit

y:

�

Rai

nfal

l pat

tern

s �

P

rices

Live

lihoo

d ou

tcom

es

(wha

t peo

ple

wan

t to

achi

eve)

�

fo

od s

ecur

ity

�

inco

me

�

effic

ient

use

of

land

�

ge

netic

ero

sion

�

in

crea

sed

wel

l be

ing

�

su

stai

nabl

e liv

elih

oods

�

re

duce

d de

pend

ency

on

men

.

Live

lihoo

d st

rate

gies

(e

xam

ples

) �

V

eg g

arde

ning

Tran

sfor

min

g st

ruct

ures

and

pr

oces

ses

/ PIP

s (p

olic

ies,

inst

itutio

ns,

proc

esse

s

Pol

icie

s �

La

nd a

lloca

tion

Ins

titut

ions

�

Lo

cal a

utho

ritie

s P

roce

sses

�

S

enio

r wife

’s p

lot i

s fe

nced

�

P

atria

rchy

�

P

rodu

ctio

n va

s m

arke

ted

orie

nted

.

Influ

ence

ac

cess

to c

apita

l as

sets

Soc

ial:

�

Frie

nds

�

Rel

ativ

es

�

Nei

ghbo

urs

�

fam

ily

Fina

ncia

l: �

ca

sh

Hum

an

�

Kno

wle

dge

�

skill

s

Phy

sica

l: �

La

bour

�

to

ols

Cap

ital a

sset

s

Nat

ural

: �

La

nd

�

wat

er

�

clim

ate

Influ

ence

ho

w p

eopl

e us

e ca

pita

l ass

ets

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11

to 1

5 O

ctob

er 2

004

30

Gro

up 1

: Men

with

Gar

dens

a

Live

lihoo

d ou

tcom

es

dete

rmin

e as

set b

ase

in th

e fu

ture

PIP

s ca

n in

fluen

ce /

miti

gate

th

e im

pact

of s

hock

s an

d tr

ends

(e.g

. foo

d re

lief)

Vul

nera

bilit

y co

ntex

t S

hock

s:

�

Nut

ritio

n de

clin

e Tr

ends

: �

In

vasi

on o

f exo

tic

bree

ds

�

Def

ores

tatio

n �

S

peci

aliz

atio

n (m

onoc

ropp

ing)

�

D

omin

ancy

on

land

po

sses

sion

�

D

eclin

e in

nut

ritio

nal

valu

e �

E

rodi

ng o

f tra

ditio

nal

spec

ies

Sea

sona

lity:

�

R

ainf

all p

atte

rns

�

Pric

es

Live

lihoo

d ou

tcom

es

(wha

t peo

ple

wan

t to

achi

eve)

�

Fo

od s

ecur

ity

�

Incr

ease

d in

com

e

�

Pov

erty

redu

ctio

n

Live

lihoo

d st

rate

gies

(e

xam

ples

) �

V

eget

able

pr

oduc

tion

�

Div

ersi

ficat

ion

of

IGA

s

Tran

sfor

min

g st

ruct

ures

and

pr

oces

ses

/ PIP

s (p

olic

ies,

inst

itutio

ns,

proc

esse

s

P

olic

ies

P

roce

sses

�

La

nd a

lloca

tion

�

Labo

r dis

tribu

tion

Influ

ence

ac

cess

to c

apita

l as

sets

Soc

ial:

�

Frie

nds

�

B

uyer

s �

R

elat

ives

Fina

ncia

l: �

In

com

e

Hum

an

�

Kno

wle

dge

�

Ski

lls

Phy

sica

l: �

La

bor

�

Tool

s

�

See

ds a

nd

seed

lings

Cap

ital a

sset

s

Nat

ural

: �

La

nd

�

rain

fall

Influ

ence

ho

w p

eopl

e us

e ca

pita

l ass

ets


31

Group 3: Women without Gardens

CAPITAL ASSETS Human Capital

• They had the ability to cultivate plants. • They had skills of processing local plants into sauce which was very high in

nutritional status. Natural Capital

• They had favourable climatic conditions. • Bush plants for their sauce were available. • Seasonal rains were available.

Physical Capital

• They provided the labour. • They had good management skills on the agro-biodiversity.

Social Capital

• They were marginalized in most aspects of their livelihood. • They were not given money. • They were not given land to plough crops.

Financial Capital

• Their financial resource was limited. VULNERABILITY CONTEXT

Shocks:

• Sudden change to commercial production by men. • Marginalization from

(i) Gardening (ii) Access to land.

Trends:

• Transition from traditional agric. to commercial farming. • Limited access to land.

Seasonal: • No effect.

POLICIES INSTITUTION & PROCESS Culture:

• Women had no say on land use issues.


32

LIVELIHOOD STRATEGIES Coping Strategies: 1. Exploited other bush based plant resources, for food. 2. They started other income generating projects to support their domestic obligations. Commercial production of:

• Charcoal • Peanut butter • Tooth brushes made from plants

LIVELIHOOD OUTCOMES: Negative

• Decline in nutritional status. • Reduction in plant diversity. • Reduction in overall environment stability. • Over exploitation of bushes.

Discussions on presentations

C: Discussions on the Vulnerability context being based on general assumptions or on reality

C: In the group with men that had gardens, there was a decline in the nutritional status of the food thus the whole family was affected and food unsecured.

C: A lesson learnt from the case study is that both men and women need to consult each other to ensure that the nutritional value of their meals is maintained

C: Social capital in the group of women is negative and not reflecting what the women wanted to achieve

C: Though the women without gardens were struggling they had other means of generating income and had social capital

***********************

Summary of session • Participants found the SL Framework as a very useful tool both as a planning tool

and as a analytical tool • The appreciation for this tool was in that it considers the capital assets one has and

then projects them positively than to start with problems


33

Session 6 – Presentations and discussions on the linkages between agrobiodiversity, gender and local knowledge (Module 3 and 4)

Material used • Powerpoint presentations: (see file “Module 3-4.ppt”)

Outputs and discussions Module 3 Comments on: Underlying causes for loss of agro biodiversity C: There has been a shift from traditional agriculture to commercial agriculture

C: The current focus is on food crops vs cash crops, and there is an imbalance in this system as more people produce cash crops than food. This has been influenced by many other factors.

C: That people are now in employment has also contributed to this state of affairs as both men and women are fully engaged with work activities and there is no body to farm or take care of the livestock

C: Rural to urban migration has resulted in less people remaining in the rural areas especially on the abled ones who can still produce

C: Education has also contributed

C: We are also losing our local knowledge as we no longer perform some of the traditional practices due to some of the above mentioned engagements such as formal employment

C: There is continual erosion of traditional species

Comments on: Gender specific roles and responsibilities with regard to Agro biodiversity management: C: Manuring of farming fields using krall manure is an annual activity that is done by men

C: Seed selection used to be done by women but there is a shift in some areas as both men and women are engaged in the seed selection process. However the expects in this activity are the women

C: Fruit tree planting at homestead level is done by women but the instructions on siting the trees are given by the men


34

C: However for traditional trees it is mostly the men who plant them for the protection of the homestead as well as a source for medicinal portions. The women normally keep the smaller plants around the yard also for medicinal purposes or a source for a sauce

C: The backyard gardens are for the women and they are the ones that manage them together with the children

Comments on: Common, shared and specialized local knowledge C: it is a danger nowadays to keep the specialized knowledge to oneself as upon death all is lost

C: An example of common knowledge was everyone knows where the river is in a community

C: Specialized knowledge in communities is an example of a portion that is used to treat broken bones (umhlabelo). Everybody knows who does it in the community but only a few have the recipe for it. This was viewed as a way of securing the secret and enjoying the benefits that come with selling the products.

Comments on: Reasons for change

• Technological changes / advancements • Awareness on gender issues • Migration • Exposure to other peoples’ way of life • International treaties • Cultural practises

Summary of session • Participants were active during the presentations and contributed meaningfully to

the discussions when the questions were posed to them • The relationship between the concepts was very clear to the participants after the

presentation was made


35

2.4 Day Four – Presentation and discussions on PIPs and case studies by participants

Overall learning objectives and plan for the day • Participants understand PIPs that relate to the concepts as presented in module 3

and 4 in the LinKS Training manual • Participants present and discuss their case studies

Table 5 Detailed programme for day four

No. Session and time Activities 7 Mid evaluation

(8.00 – 8.20) • Participants are asked to note down: • What they liked about the course so far • What they did not like about the course so

far • Any suggestions on what to improve –

(Sibusiso)

8 PIP presentation (8.20 – 10.30)

• Powerpoint presentation and discussions – (Zakhe)

9

Case study presentations by participants (11:00-13:00)

• Presentation by 3 participants with group discussions and follow-up questions – (Sibusiso)

Lunch Break

Case study presentations by participants (14:00-18:00)

• Presentation by 3 participants with group discussions and follow-up questions – (Sibusiso)

Material used • Flip Chart for presentations: xxx • Handouts of case studies

Session 7 – Mid Evaluation of Workshop

Outputs For the mid-evaluation, participants were requested to cut small pieces of paper and express their views on how the workshop was proceeding looking at the last 3 days. In each piece of paper, they were requested to write one idea on these three domains:

1. What I like about the workshop so far 2. What I do not like so far about the workshop and 3. What needs to be improved?


36

The papers were collected by the facilitators and read out individually with discussions or clarity where necessary. What I like about the workshop so far:

� The method of facilitation � The participatory nature of the course and that participants are willing � The case study concept and wonderful sustainable livelihood presentation � The definition of LinKS itself � Group work and presentations are fair � Criticism by participants is building my knowledge � The structuring of the workshop � The combination of NGOs and Government � The simplification of information by facilitators � The frameworks and relating it to the case study � Able to relate what is happening with the work I am doing � Interesting sessions � Good interaction of participants � Good meals � Participation improved from the last time � Good illustration of sustainable livelihood framework � Well understood linkages between concepts � Respect among participants � Use of both languages � Observing time i.e. no evening sessions

What I do not like about the workshop so far

� The Mali case study � The discrimination amongst participants � The bad behaviour of some participants � Do not like the room in which am accommodated � Dominancy by others � Lack of free time for relaxation � Presentation interventions by participants � Not all participants are participatory � Some participants are forcing their opinions unto others even if they feel

they are invalid � Manual difficult to understand � Interruptions by participants during presentations � Age difference sometimes become evident when the elderly demand

respect in the sense that their opinions are viewed to be right What needs to be improved?

� Other participants are too reserved and not sharing in presentations � The pace at which we are moving is too fast for people who do not

understand the manual � Tendency of reporting late for class � Time allocated to discussions too short � Disregard of norms


37

***********************

Session 8 – PIPs Presentation and discussions

Outputs and discussions Discussions on PIPs presentation C: Has Swaziland ratified the ITPGRFA yet, as people are using local resources to make HIV/AIDS medication yet they are not Swazis? A: not sure

C: Concern on what is done to the people that exploit our natural indigenous genetic resources for personal gains.

C; Participants felt it was time for our Government to be reactive and protect what our heritage has provided while it is still available otherwise we might lose it all

C: There is a need to have an institution to follow up on the implementation of the treaties that are signed by government at International, national as well as community level.

C: Traditional healers need to be brought on board when such issues are discussed as they are the ones that use a lot of the natural resources yet might remain ignorant on the implications of the treaties signed

C: Is there anything done to prevent / address the exploitation of dry flowers? Nothing is done to those that engage in the practise and most probably they do not even know about these treaties and the Government policies regulating such resources

C: So long as people are not informed, they shall remain ignorant while the exploitation continues.

C: There is consolation in some cases as some trees/plants are protected by communities because of their value for performing some traditional rituals.

C: Importance of documentation by traditional healers was emphasized.

C: Strategies to prevent the exploitation of natural resources need to be put in place.

***********************

Summary of session • The participants found this session on the PIPs interesting as they were not aware

on most of them • The participants informed the facilitators that they did not know most of the

treaties, connections that Swaziland has rectified even those that fall directly under their ministries

• Efforts are to be made by participants to get more information on the conventions, treaties that Swaziland has signed

• There were complaints that the country does not inform the people on the conventions that are signed and their implications to the society


38

Session 9 – Presentation of Case Studies by participants

Outputs and discussions CASE STUDY 6: Title: SFDF Vegetable Gardens – Nkululeko Mabuza

In 1992 I was working as an extension officer for five vegetable group schemes in the Shiselweni Region, namely: Masibini, Mbukwane, Zombodze and Mahamba. The membership was mainly women and was meant to be twenty members or more. The plot size was 25m2 and most members owned five plots at most. The group is managed by a committee with the leadership dominated by men. Most of the crops grown were: cabbages, tomatoes, spinach, green pepper, carrots, onion, lettuce and butternuts. The vegetables were grown mainly for home consumption and the surplus sold for income. The surplus was sold to the local community. Due to high input cost, the men and women farmers found themselves having to sell first and then consume the surplus. It did not end there as there was also a need of putting some money in the group savings after harvesting to cater for a next crop to the amount of E15.00 per plot. This money was catering for fertilizers and spraying chemicals. Marketing was a problem when it the local community started flooding, the groups ended up finding market in the supermarkets in town (O.K. and Score). They would fetch the produce at the garden site and pay end of week. These saw some members making money through the vegetables sales. Some have these comments to make: “Now I find myself having money to care for my petty needs and some even to pay school fees for my children. Key Issues Food Security Gender Discussions C: Case study highlights the economic independence of women

C: There is a threat to food security in the case study

C: The plot sizes are 25m2 and each person has 5 plots

C: General concern on the theft of funds that are being kept as the maintenance fee by those responsible for their safety

Follow up questions � How was the food security situation for the households engaged in the

vegetable project? Explain your response. � What else could have been done to avert the shortage of income in this case

study?


39

� Why were there few men in the study and what role did they play? � Comment on the comments made by the women?

***********************

CASE STUDY 7: Title: Land Dispute – George Mkhonta Vulabahleke Farmers Association based at Lavumisa area in the Shiselweni region is actively involved in sugar cane growing. The farmers association was established/formed in 1994. It comprises of fifteen (19) local member out of which ten (13) are males and five (6) are females. Their total land size is one hundred and ten (140) hectors and the criteria used to acquire the land was that each member contributes his/her fields in order to kick-start the project. However, while the project was set-up, certain local homesteads had to vacate their homes and give in their fields for the new project. They were about seven (11) homesteads affected. Amongst other things, they had to forfeit, was the fields, home gardens, homes and fruit trees. The area’s chief endorsed the use of the one hundred and forty (140) hectors under sugar cane but due to land shortage and the poor land allocation system. These families were neither ever compensated nor allocated the promised fields. The affected families threatened to take legal action against both the chief and Vulabahleke Farmers Association. The members of Vulabahleke Farmers Association enjoy income from sugar cane project which these families are struggling to live due to food shortage. The area’s extension worker is equally accused by the eleven (11) families that he failed in his duties to advise and make sure that the project is smoothly implemented. Discussions Q: Are the members in the group scheme locals in the community? Yes they are Follow up questions

� Are the 7 homesteads right to accuse the extension officer? Explain � What next can the extension officer do to solve this problem? � Would you encourage the community to continue farming the single crop or

not? Explain your response? � How did the vacation of homesteads, removal of trees etc affect the

environment and the food security situation of the community? � How can such situations be avoided in other community projects?

***********************


40

CASE STUDY 8: Title: Lower Usuthu Basin – Millie Tfwala Siphofaneni Inkhundla is in the Lubombo region. The areas under the Inkhundla are always affected by persistent drought, rains are not enough for crop production. Many households are food insecure. They depend on food aid because farmers are not able to harvest anything from their fields. Crop grown in all the areas under Siphofaneni Inkhundla are cotton, sugar cane, maize, beans, cowpeas, sweet potato, cassava, fruit trees, mung beans and livestock production, for example, cattle, goats and chickens. Cattle and goats are kept for commercial purposes and prestige. The Government of Swaziland initiated the lower Usuthu Basin which will provide water for irrigation purposes and for human consumption. A big dam will be constructed at Maphobeni area along the Mhlatuzane river. A canal from Great Usuthu river will provide water to the dam. Six Chiefdoms are being affected by the project. Ninety- eight (98) households are going to be resettled. All the six Chiefdoms have been sensitized about the project. Two committees were formed to look at resettlement and compensation. Two people per chiefdom are members in each committee. These committees comprise of both men and women. They discuss issues and report back to the committees. Each committee will decide where to be settled. Land for pastures. In this project communities will be expected to:

- form associations for sugar can production. - Reduce their livestock because pastures will be controlled. - In the new settlement farmers will plant sugar cane, cotton, maize,

vegetables, and indigenous crops under irrigation as association or individuals.

With this intervention the communities will produce enough food for their households and sell the surplus. Lesson:

• communities are practicing Agro-biodiversity • Gender issues have been observed, because both men and women are involved

in decision making • Communities are allowed to make their own decisions.

Discussions

� Q. is there no possibility of a conflict during the settlement programme as they come from different chiefs? Each homestead resettled shall be under the same Chief so there wont be any conflicts


41

Follow up questions � What lessons can we draw form this case study? � How has the project catered for the environment? Explain � How best can the resettlement programme be done to maintain biodiversity? � Comment on the food security situation for this community looking at crop

farming and livestock farming

*********************** CASE STUDY 9: Title: Indlunkhulu Project and HIV/AIDS - Bhanganoma – Mtsambama Inkhudla - Ntobikayise Bhanganoma is one of the chiefdoms involved in the Indlunkhulu project where local authority provides land to be utilized for producing maize and legumes (at the present moment) to cater for orphans and vulnerable children, elderly, terminally sick, disabled and mentally disturbed community members. Before in chiefdoms as gathered from old women of Bhanganoma were the places where destitutes were taken care of in terms of accommodation and food supply from indlunkhulu field. The project came in as a revival and to empower each chiefdom with aid for food security. At Bhanganoma last season 2.2 ha of maize and o.8 ha beans was harvested with yield of 31 x 70 kg bags of maize and 9 x 50 kg bags of beans. This is then to be distributed to the above mentioned beneficiaries according to project committee recommendations, considering their number of beneficiaries and frequency of distribution. There has been a concern from community members especially women to expand to child headed homesteads and also produce vegetables and also to engage other income generating projects such as poultry, fisheries and piggery to develop a revolving fund for the project/chiefdom for sustainability. HIV/AIDS community with community members committed themselves into taking care of the fields in child headed homesteads by assigning themselves responsibilities of making sure crops grown in the above homesteads are managed properly up to harvesting stage. This is to allow children access to green mealies, pumpkins etc. which they are deprived of in the main umphakatsi fields. On the other hand, another organization is engaged in neighbourhood care parent in the same chiefdom where soya is prepared daily for orphans, both from local schools and out of school. It came to a point where supply had to stop and that is when they suggested indlunkhulu food to be cooked instead. Local authority was not for this as it pointed out they are for children to take home their rations where they can share with other family members Discussions C: Statistics of orphans in the community


42

C: there is a conflict in the programs that are set-up in the communities to address OVC. E.g. Emadladla projects vs Indlunkhulu project which are also financed by different donors C: The focus of the project was on the land being given by the Chief to engage in the farming project. The amount of land given was 3 ha C: Communities need to be empowered to say NO! to some projects and not accept any donor project that comes their way C: Some projects are imposed to communities and because they are desperate they accept them irregardless of their implications Follow up questions

� What should be done to ensure the sustainability of the project? � Can this adopted strategy ensure food security for the community? Explain

� Short term � Long term

� What factors have led to this state of affairs in communities? � How can this project set-up be improved to address food security situations for

the children targeted? � What is good/bad about this project? � How can this situation be addressed traditionally?

***********************

CASE STUDY 10: Title: Local Chickens Pilot Project – Norman Mavuso Area: Mbuluzi – ACAT Objective: To promote and increase local chickens for food security and poverty reduction. Purpose of pilot project: Learning process on proper management and performance on local chickens for both farmers and extension workers. Trainers and trainings conducted

• Poultry specialist • FAO Project Coordinator • Animal breeder specialist • Marketing officer and nutrition officer • Training of Trainers: ACAT and World Vision from all country regions i.e.

Hhohho; Lubombo; Manzini & Shiselweni selected community areas. • Training of Farmers already introduced to the concept of promoting local

chickens by the two NGOs. These farmers, men and women were from all four region’s selected community areas.

• Educational tour organized by poultry specialist to Pretoria – Agricultural Centre where the same is practiced. ACAT provided transport to South Africa


43

and Accommodation fees. At this point we all learned that (Govt) MoAC and ACAT teamed well using the participatory approach to develop the farmer we all target.

Observations: The pilot project started by ACAT was well supported by the poultry extension staff with:

- transport - selection of stock: 1 – 40 hens and 10 cocks. - Purchasing from local farmers with ACAT paying for the chickens - Site for the poultry house and fowl run – ACAT doing the construction. - Quarantining the chickens and late vaccination against NCD after

observing adaptation - Equipment layout: drinkers, feeders, nests (tilulu)

Feed

• Mixed fowl food, green leafy plants, kitchen scraps/left overs, liveability of cocks is known.

• Nest (tilulu) increased to 1 hen:1 silulu for incubation purposes. Eggs were not going to be used for consumption but to be hatched and produce chicks.

Local knowledge

• Officers ad farmers met to discuss disease control by use of Aloe (inhlaba and umwuwane

• To make a calendar of when NCD strike their local chickens • What causes the so called poor production of local chickens • How are they managing them at their different communities • How they view the pilot project

NB Poultry officers and ACAT officers also had a meeting to evaluate the pilot project

• 45 officers were also invited for viewing to start similar project for youth groups

• To agree on certain specifications borrowed from commercial production to improve local chickens.

Lesson learnt: We learnt that with joint coordination and cooperation our efforts can be successful. Farmers want to practice local chicken production but we were driving them with our expertise to commercial poultry production. Discussions C: There are clearly defined duties by the participating institutions


44

C: The report is very impressive as it highlights joint working amongst different institutions with the farmers at the centre of it all. It reflects how best to engage other stakeholders in carrying out community projects

C: Presentation should be made in the story line format

C: Study outcomes can be used to educate farmers on how best to raise local breeds especially women farmers

Follow up questions � What was the value of engaging in such a project? � Did the engagement of other stakeholders improve or not improve the project?

Explain. � What local knowledge was required in the project and how was it of benefit? � What role can be played by women and men farmers in this case study? � Discuss some of the traditional beliefs in raising local chickens? � What has been the effect on the agrobiodiversity as a result of this project? � Using the LinKS concepts what lessons can be drawn for this case study?

***********************

CASE STUDY 11:

�

Title: Experiences of rural female farmers - Hamilton Khoza

As a newly introduced extension worker at KaVelezizweni, an area in the Mankayane sub-region, and naturally I was very excited at the prospect that I would be provided the opportunity to display my newly acquired skills in Agricultural Extension. Velezizweni is a beautiful area situated in the high rainfall area of the country and is blessed with very good soil types, favourable for growing most types of crops, of course good rains and a very hardworking farming community. The farming community consisted mainly of women and most of the males (husbands) concentrated on either migrant labour, went job seeking or simply remained behind not doing any thing much except answering royal calls whenever necessary, especially during the Incwala ceremony. The normal practice was that always, before the cropping season began the men facilitate acquisition of the agricultural loans from Swazi bank, and even those working, would target this time and take a short vacation, only to prepare for the loans and as soon as all was done, they would go back to their working places. The wives would remain behind and do all the farming with their children until harvesting time and as expected, would get good harvests. Meanwhile those who do not work would either do nothing or would promptly respond to royal calls. Virtually the women farmers were mostly on their own. The marketing of the maize would be done by the female farmers and with the excitement of receiving large sums of money, the women would repeatedly frequent


45

the major cities to do shopping of groceries and other household items. They would make sure that they hire either a “Taxi” or a “For hire” to take them back home with full loads of purchased items. The problem arose when the Swazi Bank demanded settlement of the loans and the farmers could not pay back due to overspending. The farmers would come to me to request that as an officer I should tell the bank that they did not get a good harvest….and of course I could not oblige.

• When their husband came back as usual at the beginning of the season they found no money made from the farming, but instead huge loan bills from Swazi bank.

• The husbands were so angry they threatened to chase away their wives.

• There was generally no peace in most homesteads in Velezizweni.

Discussions C. the bank apparently was not making follow up s on the borrowers

C: Were the farmers first time borrowers? No they were not, as they had been borrowing from the bank for some time.

C: The extension officer was engaged in the process of applying for the loan and had to recommend the applicant.

Follow up questions

� What lessons can we draw from the case study? � How best can this problem be solved? � What other gender roles are played by men and women in rural communities? � What could have happened, should the extension officer agreed to the request

made by the women farmers? � Had it been men farmers, what would the situation have been like? Explain

your response. � What would you have done differently to help the women farmers to be more

responsible?. � How was food security and local knowledge threatened by the failure of the

farmers to pay back the loan?

***********************


46

2.5. Day Five – Presentation of case studies, evaluation and closure

Overall learning objectives and plan for the day • Participants present and discuss their case studies • Summarising and provision of clarifications • Conducting the evaluation of the workshop

Table 6 Detailed programme for day five

No. Session and time Activities

9

Case study presentations by participants (8.15-12.20) with tea in between and check out

• Presentation by 8 participants with group discussions and follow-up questions – (Zakhe)

Summary and clarity (12.20 – 12:35)

• Overall summary of workshop reflecting on expectation, objectives of workshop and the outputs derived (Sibusiso)

Evaluation (12.35-12.50)

• Evaluation sheets given to participants to fill in individually (Sibusiso)

Closing remarks and closure (12.50 – 13.05)

• Closing remarks by one participant and official closing by Dr P. Musi

10

Lunch and departure

Material used • Handouts with case studies for participants

Outputs and discussions CASE STUDY 12: Title: Food Security in Swaziland – Philip Shabangu Stakeholder: The Nation at Large Problem statement: Food Insecurity in a country where there are plenty more than plenty natural resources including the Infrastructure. Introduction: Food Security has been the buzzword for the advocates of Agricultural Development and those lobbing for Research Development Funding. Many times you hear people talking about the symptoms of food insecurity instead of getting to the bone of contention. In most cases they never understand the meaning of Food Security because if they do, the available solutions would have been implemented by now.


47

Swaziland is face with many human made problems one of which is food insecurity. So serious is food insecurity which has resulted in Food Aid, hand-outs and the promotion of dependence by the population. Many households in Swaziland declined growing food after the establishment of the Disaster Task Force and other so called charity institutions which taught the majority to be independent. The Chinese say “Teach a person how to catch a fish so that he/she will continue to have fish for ever”. Swazis say, “Blessed is the hand that gives that the one that receives”. For how long will you give instead of producing your own food? Swaziland should have a food security policy to move away from the class of failures. Swaziland has a dynamic environment for producing all her food requirements, compared with Sudan or Lesotho. The four Agro-ecological zones have the potential to produce crops and livestock products for both home consumption and commercial. In the past decade Schemes were established to promote production but no attempts were made for industrial development and marketing of Agricultural produce. If any means were put in place Government failed to protect and secure the local interest but supported foreign investments and importation of food products into the Kingdom. Much weight has been given to Sugar cane production but how many people benefit from this capital-intensive crop? Today we are faced with a few challenges, such as:

• Agricultural Productivity which could be addressed by providing credit facilities, marketing and new Technologies.

• Gender in equality – calls for the promotion of gender equality and or empower the women and youth to engage in commercial production.

• NGO’s – Government should have a clear policy about NGOs through subventions particularly those that are engaged in Agricultural production. The policy must be developed so that AIDS could be channeled through NGOs in a form of farm inputs, other that food aid.

• Links should be recognized as a co-coordinating Agent for FAO Agricultural Development. The links centre like UNDP should be autonomous to deal directly with the problems that face the Agricultural sector.

Through this Links Agro Bio diversity food Security and Poverty reduction can be better addressed by way of training through hands on and participatory approaches. Questions: 1. For how long will Swaziland depend on Food Aid? (depending syndrome)

2. When will Swaziland start to utilize her resources in accordance with her food

requirements instead of promoting foreign investors?

3. When will Swaziland learn to create sustainable employment hence reduce

poverty through Agricultural Development?

4. Is Swaziland Colour Blind not to see what other countries are doing?

5. What is the real problem in Swaziland?


48

6. Are we now all infected with HIV/AIDS and fail to do the work for ourselves?

Comments: Each individual citizen can never claim to be economically free if she/he cannot produce what is needed for dinner at your house. Are you still colonized? Discussions C: The Government has started to distribute seeds to local farmers in the drought stricken areas to plant for this season in pilot areas

C: The seed fairs that are conducted in the country need to be a government initiative other than WFP to ensure the sustainability of the project

C: it appears the same people that are benefiting from food aid are also benefiting form the free seed project

C: Swaziland as a country needs to be independent and not suffer from the dependency syndrome. But how best can this be addressed?

Follow up questions � Discuss on the two sayings in relation to Swaziland situation and their

implications to food security. o Teach a person how to catch a fish……….. o Blessed is the hand that gives than the one that receives

� How best can Swaziland utilize its resources to address the food security crisis?

� What led to the food security crisis as reflected in the case study? � Further discuss the challenges provided in the case study?

***********************

CASE STUDY 13: Title: Food Tasting Demonstration – Bongekile Dlamini In April, a cassava and sweet potato utilization demo was conducted in Mafucula. Mafucula is one of the areas which has a significant number of people form the East who have influenced the food preferences of the locals. The demo conducted was to try and diversify the dishes made from cassava and sweet potato and the target group was both males and females. Unfortunately the initial participants were only thirty (30) females as it is believed that these root crops are mainly female grown-crops. The group was divided into six (6) groups and each group prepared a dish with the assistance of the H.E.O. The dishes were conveniently ready around lunch time when the number of participants tripled. First preference to tasting was given to the initial thirty (30) participants and the remaining sixty (60) had to be fed on bread and juice.


49

People are food insecure, do not have energy to work for food.

1. How can community members be motivated to fully participate in such activities?

2. What can be done o eliminate the gender stereotype in the production of the crops?

3. What lesson and assumptions can be drawn from the case study? 4. What gender roles can we learn from the demo.

Discussions C: Men do not engage themselves in root crops C: The men did not get full explanations regarding the purpose of the activity thus they did not show up Follow up questions

� Is this a common feature in community initiatives? Explain � What does this case study tell us about men/women farmers and the crops they

produce? � What led to the non participation of men in the project? � How would you have encouraged the men to attend the demonstration? � How can community members be motivated to attend community projects?

*********************** CASE STUDY 14: Title: Observational Plot Project –Muzi Simelane Lcation: Emhlaleni area Objectives: Modern Technology Introduction The above mention area is situated along the Nsoko/Lavumisa Corridor Step 1: the area is discovered through t Moya Centre (NGO) representative, who came to the Research division looking for legumes seed to help the areas primary school. We then went to see the area with the Research (legumes) officer. We were introduced to the area’s indvuna with whom we organized a meeting (community). Step 2: We met the community and asked them to share with us their practices (agricultural) and interest, and the type of crops they were growing in their area. The meeting was attended by seventy-five (75) farmers with thirty-eight (38) of them being women.


50

Top of the list of crops they were interested in growing was: beans, sweet potato, and maize according to their priorities. Step 3: From the meeting we asked them through the indvuna to give us a plot/field so that we can grow all the crops they wanted to grow and in the process, try and make them sell that some of the crops they wanted were not suitable for their area. After that we intend to pick some farmers to be our cooperators for our on-farm research. In this plot we asked them to plough it using their local practices, they should all participate. The produce that we got from this plot was shared among themselves. We also asked them to store the produce in their local ways. This was a participatory and reciprocal learning process. We wanted to learn their local knowledge and teach them our modern technology for them to improve their yields and sustain their food security. Discussions Q: Why was broadcasting discouraged by the extension officers?

C: A demo approach for this community would have worked well to illustrate both modern and traditional technology

C: The people in the community have a lot of local knowledge which needs to be shared and documented by the extensions officers

Follow up questions

� What leads to farmers’ unwillingness to share on local knowledge or local practises?

� How is the food security situation expected to be in the community following the intervention by the extension officers?

� What is the value of local knowledge in farming? � What in your opinion led to the gender imbalance in the case study?

***********************

CASE STUDY 15: Title: Matsantjeni Case – Millie Malinga At an area of Matsanjeni in the Shiselweni Region, there lived Mr. Tsela. He had a big vegetable garden from which he produced vegetables and generated income. His wife La Motsa was an active member of the local Zenzele Association and was the chairperson for the organization. LaMotsa benefited a lot from the association since the women were sharing a lot of skills and information and generated some income through producing handicraft. She enjoyed being a member of the association because she got an opportunity of meeting her neighbours and socialize with them. Mr. Tsela realized that LaMotsa was enjoying was enjoying the company of other women and was generating more income that him and decided to join a piggery association in the same area. He also joined a


51

dairy association and raised dairy cattle through zero grazing. Mr. Tsela had a lot of work to do thus he forced his wife to take care of the pigs and provide grass for feeding the cattle. He explained to LaMotsa that it is her duty as a woman to make sure that all the livestock such as the pigs and dairy cows are properly fed and cleaned since this was a source of income for the family. LaMotsa was not happy with the arrangement because she missed the group members and did not like the duties that were given to her. When the pigs were giving birth she had to spend a night in the pig-sty and make sure that the piglets are washed and kept properly. To run the piggery project she needed to collect a lot of water and the only source of water was about 2 kilometers from the homestead. As a result she could not attend to her group and could not make much income. She was in misery, and complained to her husband that she is not making money out of the project. Seeing that the women were asking the husband to allow LaMotsa to attend to the association the husband decided to join the association and assume the role of LaMotsa. This did not go down well with the members of the association because they wanted to discuss their own issues without involving men. Discussions C: Allowing the children to suffer was not fair C: The role of friends and relatives is not clear in the case study as they are suppose to make interventions Follow up questions

� What food security issues can you pick up from the case study? � What led to the men not to support the family? � What in your opinion finally happened to:

o The woman o Man o Children

� What lessons can we draw from the case study in relation to gender? � Discuss gender relations in consideration of economic empowerment based on

the case study?

*********************** CASE STUDY 16: Title: Ngwemphisi Development Project – Charles Mdluli This is a government farm situated in the western part of Manzini Region about 30 km from Mankayane. It was purchased by government from a white family in 1980 and handed over to MOAC in 1983 for development.


52

The previous community setup was homesteads scattered over the town and the main activity being men looking after the owner’s livestock which was cattle and sheep. Women were full time housewives. For food they were dependent on rations from farm owner and their small plots per homestead. Young men would go to neighbouring South African mines, sometimes to get income. The place is very remote such that there are no schools, clinics, shops. Children/farm dwellers never had the opportunity to attend school. With development MOAC started off by resettlement of the farm dwellers into villages to open space for development activities. Each homestead was then allocated land where they are producing mainly maize and legumes under dry land farming and MOAC providing extension services. Vegetable production also introduced for young farmers both males and females up to 30 years of age who were trained and allowed to produce within the farm irrigation site. Livestock farming was moved to develop grazing land. Poultry and piggery also promoted. Most women engaged in poultry and sewing projects. As an officer in charge of the farm from 1997 to 2000, I had a lot of experience in this project of which one was that of money in one of the caves located about 4km from the project centre. It was in 4 x 3 legged pots guarded by horses and bees. Sometimes one would see expensive cars vehicles moving towards the cave usually on weekends to try their luck, but I left having not heard of anyone being successful. Discussions C: Collaborations with other stakeholders are important when working with communities especially when you want the program to be successful Follow up questions

� Comment on the food security strategies highlighted in the study � How is the sustainability of the project (s)

o Short term o Long term

� Comment on the values of planting local indigenous crops in relation to o Food security o Agrobiodiverity management

*********************** CASE STUDY 17: Title: Women Abuse – Nonhlanhla Fakudze At Sigangeni area there was a Masimula family. The husband was working for Usuthu Forest Company as a tractor driver. Mr. Masimula was one of the best and respected drivers and was fortunate enough to live at an area that was about three kilometers from the company.


53

Mr. Masimula had more than ten hectors of good fertile land but only used one hector each year to produce food that was enough to feed a family of twelve, for the whole year. Before joining the company Mr. Masimula would practice subsistence farming using manual farming equipment, cattle for ploughing and kraal manure. Through this practice the family had enough food and a variety of crops for feeding the family for the whole year. Mr. Masimula had ten children from his wife LaMabila. They had been living happily, sharing ideas and duties harmoniously for more than twenty years. They had accumulated twenty herds of cattle, some of which were used for collecting water, ploughing, collecting firewood and also served as a source of milk. When Mr. Masimula was working for the company he used to collect fire wood and water for the family using the tractor, this made life easier for the family and LaMabila had enough time to do all the other household work. Mr. Masimula decided to increase the acreage for food production so that they would be able to sell to the neighbours especially because he could afford to use the tractor for ploughing and also apply chemicals in the field, thus increasing production. This brought a lot of income to the family and Masimula bought more cattle. As the time went by, he decided to sell more than eighty percent (80%) of the product and opened a savings account. At a later stage he decided to grow sweet potato. The family was expected to use the food rejects that were left over when good quality food was sorted for the market. When LaMabila complained that the food they were eating was not enough and not a good quality, her husband would scold her and ask her to show respect and appreciate the fact that they are accumulating money for the family so as to build a modern house. During the previous years Mr. Masimula’s children were helping in the fields, however, nine of them later moved out of the home to attend tertiary education and some were already working. LaMabila had an increased workload in that she had to do all the household work and also work in the fields, the family did not consider the household as work. LaMabila’s health deteriorated; however, she had to continue with all the work such that at times she had to rush to the clinic for treatment and go back home to continue with her work. Mr. Masimula realized that LaMabila was no longer active and decided to marry another wife who was said to be young and more energetic. Masimula told LaMabila that there was a need to marry a younger wife to replace her since she was old and not energetic. When the second wife got married she insisted that they find a company house and stay together. LaMabila felt bad, developed malnutrition, sugar diabetes and high blood pressure and needed a lot of money for treatment. However, Masimula did not give her the money because he was already raising two children of the younger wife who enrolled in the company’s private school that was very expensive.


54

Babe Masimula stopped collecting water and fire wood for his family, claiming that he had too much work. LaMabila had to fend herself but could not afford to collect water and firewood, which was very far. She lived a miserable life in her old stick and mud house. Discussions C: Dividends are estimated between E600-E3000 per annum per person depending on the shares C: Constitution for the group was developed and adopted Follow up questions

� What led to this situation in the group? � How can this problem be solved? � What went wrong and when? � If no intervention is made, what would happen to the association?

***********************

CASE STUDY 18: Title: Case Study on Downy Mildew in Swaziland- Toto Ngwenya In the year 2002 we visited Shewula Area in the eastern part of Swaziland along the Lubombo Plateau where they have reported an unknown disease. When we reach the farmers fields and assessed the maize plants we found that it was being attacked by downy mildew and crazy top. Downy mildew is a fungus disease caused leafhopper and its favourable conditions are warm moist areas. It can be spread through its debris if you do not practice winter ploughing or burn the Stover after harvesting. Since this was a new disease we wanted to know what was the course of it and its favourable conditions. We then conducted a study and found that the disease have covered most of the Lubombo Plateau and moving towards north but the eastern part of Swaziland. Following what was happening we designed some experiments to monitor the disease in two (2) sites. The design of our trials consist hybrid and open pollinated varieties from Mozambique since we have collaboration with them. Breeders in Mozambique are far ahead in researching suitable variety which tolerant to downy mildew and crazy top. One experiment was put in a community field given by the local chief and another at the school garden since everyone in the area was exited about the disease And wanted to see how our seeds were going to perform.


55

We are still going to put some more experiments at Shewula, Malibeni and continue with the survey to monitor the spread of the disease until we get tolerant varieties. Main lesson: a) The cause of the disease is not known since these people are boarder, they might have gone to neighbouring countries e.g South Africa and Mozambique and came with maize seeds which have been contaminated by the disease b) The research division is in collaborative with the Mozambican breeders to come up with tolerance varieties. c) The farmers and researchers have introduced indigenous crops to supplement the situation. Discussions C: need to investigate the source of seed, to determine where exactly it comes from before farmers can plant them as they may be infected with an exotic disease. Follow up Questions

� Comment on the impact of the food security situation in the Shewula area as a result of the disease.

� What lead to the outbreak of the disease? � How should be have been prevented from spreading in the community? � What program of action needs to be taken for:

o Extension staff o farmers

***********************

CASE STUY 19: Title: Farmers Meeting held at Project Site – Colani Simelane Area: Ngculwini Linkage: World Vision and MOAC – poultry Name of project: Ngculwini Velavela Garden Total membership: 60 farmers – men and women Appointment: for site approval to start local chickens project Contact member: Make Nzalo I was at Head quarters Mbabane for a special assignment when a man and woman approached me looking for a poultry officer. They introduced themselves and I referred them to Motjane RDA. The woman said, “We are looking for Mrs. Vilakati, we are told she is in one of the offices”. I told them I am Mrs. Simelane, smiling. The woman said, yes its you who trained us at World Vision, Training Centre. We are here for a quotation to start our project and we want you to come and see our site. I asked what site? She replied, “for our poultry project”. Come next week Wednesday. We have done bush clearing so you can tell us how many chickens we will raise, and how to start building. I asked if they had transport, because I wanted


56

them to drive to Mbuluzi ACAT and see the Pilot Project. They were eager to go there. On Wednesday there was no driver/vehicle to honour their appointment. Make Nzalo phoned to remind me that she is waiting for me at World Vision Offices at Ngculwini. It took me an hour to get transport and drive to Ngculwini and the site was ten kilometers from the office. We drove with Make Nzalo and I was shocked to see men and women sitting, waiting, for the p\Poultry Extension Officer (AGROBIO). On site the local trees were cut and aloe plants were cut destroyed from the roots. The site was clear. No vegetation a few trees left, were those to help on perimeter fencing. As an experienced officer, I apologized for coming late and keeping them waiting.

• Briefly asked to see the executive committee members and asked them the purpose of the meeting.

• Requested some members who keep local chickens to raise hands and explain to me and the group how they manage them.

Local Knowledge:

• housing structures, feeding ration • disease control and outbreaks experienced • ages when they slaughter for meat • selling price for pullets, laying hens and cocks • purpose of keeping chickens at homestead level. • Record keeping – numbers of male and female kept. • Common habits and overall production • Who feed them, on what, “sicoco”, how it is prepared. • Ration of cocks to hens

The local people have plenty experience of local knowledge, My “TAG” as teacher, they wanted to hear what I had to say.

- I briefed them about how the ACAT Pilot project started. - Our training of farmers conducted and how information was shared - I am going to arrange training with the executive committee and World

Vision Training Officer, for us all to learn from each other. Observations:

• Cutting of trees/bushes, aloe plants was done without consultation with relevant officers – Agrobiodiversity not considered

• Gender – executive committee had two or three men and four women – chairperson – woman

• Numbers of livestock like cattle and goats known but chickens known by other features numbers not considered.

• Predators that affect production increase not attended to. • Diet not balanced, age of slaughter not known – no record keeping.


57

• Chickens regarded as woman’s job • Crop diversification from vegetable production to poultry production wanted

to benefit from litter. SUMMARY A man was requested to sum up on behalf of the group.

- he clearly stated they want to work but they do not like the government style of not keeping time.

- They want to generate income from what they have and need to be trained before the end of the year, I should not delay them for any reason.

- Public transport is a problem, from six in the morning to Manzini and from three in the afternoon to their respective areas.

- Now I have delayed them no buses and they are going to walk long distances.

- If I am not used to hard work in the sun they will come for me in the office and put pressure on me because they want to work.

***********************

Session 10 – Summary, closure and evaluation

Material used • Evaluation sheets

Summary and clarifications The participants expressed that they were grateful for the opportunity to attend the workshop to be exposed to the LinKS concepts and how they can relate them to their studies. Their appreciation was extended to the LinKS office as well as the facilitators and the hotel management. They also mentioned that they shall make use of the experiences gained in the workshop and the outcome shall be realized in the final reports to be submitted on the various studies being undertaken

Closing session Participants’ closing remarks: � Thankful to the LinKS project � Concepts are more clearer after this workshop � Confidence has been developed in the use of the concepts � The exercise of the case studies has been quite an experience and a lot has been

learned through the exercise � Participants are saddened that the LinKS office shall close down soon when they

rare getting used to the application of the concepts


58

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

59

Ann

exes

Ann

ex 1

O

utco

me

from

eva

luat

ion

shee

t Tr

aine

r’s

Eva

luat

ion

1 To

wha

t ext

ent w

ere

your

exp

ecta

tions

of

the

cour

se m

et?

(1 –

5)

*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

5 A

ctua

lly th

is ti

me

we

all h

ave

been

pa

rtici

patin

g an

d w

e al

l cou

ld b

e ab

le to

ex

pres

s ou

rsel

ves

Infe

ct n

othi

ng

I lea

rned

the

LinK

S

conc

epts

and

lin

kage

s

- I a

m g

oing

to d

o re

sear

ch a

bout

lo

cal k

now

ledg

e an

d try

to m

ake

a do

cum

ent

5 5

3 I s

ugge

st th

at a

fo

llow

up

train

ing

coul

d be

arr

ange

d so

th

at th

e sk

ills

we

have

ac

quire

d fro

m

the

wor

ksho

p ca

n be

up

grad

ed o

r no

t for

gotte

n 4

Pre

sent

atio

n of

PIP

s an

d co

nven

tions

sin

ce

I was

not

aw

are

of h

ow

they

affe

ct m

e as

a

pers

on in

my

wor

k

Dev

elop

ing

case

st

udie

s re

leva

nt to

ou

r pla

ce a

nd

disc

ussi

ons

Pre

sent

atio

n of

m

anua

l not

eas

y to

fo

llow

as

it is

too

bulk

y

Loca

l ex

perie

nce

of

know

ledg

e sh

ould

be

docu

men

ted

MO

AC

and

N

GO

s ne

ed a

fo

rum

of

unde

rsta

ndin

g to

dev

elop

fa

rmer

s in

thei

r ex

tens

ion

prog

ram

s

I am

hap

py w

ith th

e pa

rtici

pato

ry

appr

oach

as

I don

’t lik

e th

eory

alw

ays

Impr

ove

wor

king

re

latio

ns a

nd

appl

y Li

nKS

co

ncep

ts

4 4

3

5

The

form

ulat

ion

of

case

stu

dies

and

Li

nKS

con

cept

s

none

W

orki

ng

toge

ther

to

war

ds o

ne

goal

Tim

e w

as a

lim

iting

fa

ctor

in e

ach

less

on

as w

e w

ere

gain

ing

to

gras

p th

e co

ncep

ts

Try

to re

cap

and

use

it fo

r fut

ure

5 5

5 A

t lea

st m

ore

time

need

ed

for s

uch

wor

ksho

ps,

say

first

wee

k

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

60

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

for l

earn

ing

and

seco

nd fo

r pr

actic

e in

the

skill

s ac

quire

d 5

Cas

e st

udie

s by

pa

rtici

pant

s no

ne

Impo

rtanc

e of

Li

nKS

co

ncep

ts

It w

as o

kay

To d

evel

op c

ase

stud

ies

5 3

5

5 Th

e w

ay th

e w

orks

hop

is

stru

ctur

ed a

nd th

e co

mbi

natio

n of

the

parti

cipa

nts

The

way

som

e pa

rtici

pant

s be

have

an

d th

e w

ay s

ome

parti

cipa

nts

dom

inat

e

Und

erst

andi

ng

the

LinK

S

conc

epts

, how

to

wor

k to

war

ds

achi

evin

g fo

od

secu

rity

Allo

w a

t tim

es

parti

cipa

tion

thro

ugh

invi

ting

for o

ther

m

embe

rs to

exp

lain

th

emse

lves

I will

wor

k on

do

cum

entin

g th

e Li

nKS

con

cept

s

tow

ards

food

se

curit

y an

d ot

her f

acto

rs

influ

enci

ng fo

od

secu

rity

4 4

4 In

futu

re

wor

ksho

ps w

e sh

ould

invi

te

som

eone

to

shar

e ex

perie

nces

in

loca

l kn

owle

dge

who

is a

n ex

pect

with

a

lot o

f un

docu

men

ted

info

rmat

ion

Giv

e pa

rtici

pant

s w

ork

to ta

ke

hom

e an

d pr

esen

t on

the

follo

w u

p w

orks

hop

Cha

nge

of

venu

e fo

r w

orks

hop

Fiel

d w

ork

to

capt

ure

loca

l

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

61

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

know

ledg

e in

th

e fie

ld

4 if

we

can

have

a fo

llow

up

to fi

nd o

ut w

hat

impa

ct L

inK

S h

as b

y ha

ving

fiel

d vi

sits

on

proj

ects

that

hav

e th

e Li

nKS

con

cept

How

to p

ract

ical

ly

utili

ze th

e lin

kage

of

LinK

S c

once

pt to

our

w

orki

ng e

nviro

nmen

t G

roup

dis

cuss

ions

an

d in

divi

dual

sha

ring

expo

se e

xper

ienc

es

- Th

e lin

kage

s be

twee

n ag

robi

odiv

ersi

ty,

gen

der a

nd

loca

l kn

owle

dge

tow

ards

en

hanc

ing

food

se

curit

y O

ur ro

les

as

exte

nsio

n of

ficer

s to

war

ds

reco

gniz

ing

LinK

S

conc

epts

in o

ur

wor

k pl

ace

With

the

real

situ

atio

n in

our

com

mun

ities

, ho

w c

an w

e ef

fect

ivel

y us

e th

e ge

nder

con

cept

suc

h th

at it

doe

s no

t co

nfus

e ou

r cul

ture

.

Con

side

r the

Li

nKS

con

cept

in

the

food

sec

urity

pr

ojec

t I a

m

curr

ently

m

onito

ring

in m

y w

ork

plac

e so

th

at it

can

be

sust

aina

ble,

lo

cally

bas

ed a

nd

help

ful t

o be

nefic

iarie

s

5 4

5

5 S

usta

inab

le li

velih

ood

fram

ewor

k Li

nkin

g al

l the

co

ncep

ts o

f gen

der,

loca

l kno

wle

dge,

ag

robi

odiv

ersi

ty

noth

ing

I lea

rned

how

on

e ca

n us

e th

e S

L fra

mew

ork

in

plan

ning

and

an

alyz

ing

in

the

filed

of

wor

k

It co

uld

be im

prov

ed

by u

sing

the

afte

rnoo

n on

gro

up

wor

k an

d pr

esen

tatio

ns o

f gr

oup

wor

k at

ple

nary

I am

goi

ng to

en

gage

in

docu

men

ting

wha

t we

have

st

arte

d as

an

orga

niza

tion

that

is

in

dige

nous

/loca

l ch

icke

ns

prod

uctio

n an

d th

e ot

her

agro

biod

iver

sity

re

late

d ac

tiviti

es

5 4

4 I w

ish

that

th

ese

conc

epts

w

ould

be

intro

duce

d to

th

e di

rect

ors

of

NG

Os

and

Gov

ernm

ent

Pro

babl

y th

ere

mus

t be

a fo

rum

whe

re a

re

port

be g

iven

to

all

stak

ehol

ders

w

ho a

ttend

ed

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

62

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

the

Laun

chin

g m

eetin

g 5

The

grou

p w

ork

and

the

telli

ng o

f rea

l sc

enar

ios

by th

e ex

tens

ion

deve

lopm

ent a

gent

s

The

Mal

i cas

e st

udy

beca

use

it w

as n

ot

cond

uciv

e to

the

loca

l si

tuat

ion.

Th

e te

lling

of s

torie

s in

stea

d of

wor

k th

at

was

act

ually

don

e by

pr

esen

ters

How

to

deve

lop,

im

plem

ent a

nd

pres

ent a

cas

e st

udy

The

use

of c

ompu

ters

by

all

parti

cipa

nts

Taki

ng th

e ca

se

stud

y th

at I

pres

ente

d fo

rwar

d

3 5

4 I w

ish

LinK

S

faci

litat

e th

is

kind

of

wor

ksho

p an

nual

ly s

o as

to

mak

e a

follo

w u

p on

po

tent

ial

stud

ies

5 S

usta

inab

le li

velih

ood

no

ne

Impa

ct o

f LI

nKS

to

achi

evin

g fo

od

secu

rity

Pre

sent

atio

ns o

f cas

e st

udie

s sh

ould

be

limite

d to

rele

vant

ca

ses

only

Pra

ctis

e w

hat h

as

been

lear

ned

4 4

4 H

ow a

noth

er

wor

ksho

p w

ill

incl

ude

lear

ned

and

expe

rienc

ed

farm

ers

to

faci

litat

e ac

hiev

emen

t of

LinK

S

obje

ctiv

es/g

oal

s 5

All

the

topi

cs

espe

cial

ly th

e su

stai

nabl

e liv

elih

ood

noth

ing

Sus

tain

able

liv

elih

ood

and

case

stu

dies

w

as n

ew b

ut

now

ver

y cl

ear

and

I lov

e th

at

It w

as q

uite

exc

elle

nt

impl

emen

t 5

5 5

If w

e ca

n do

m

ore

case

st

udie

s an

d pr

esen

t to

LinK

S b

ecau

se

the

ones

we

did

espe

cial

ly

the

first

gro

up

had

no c

lear

un

ders

tand

ing

but a

s w

e co

ntin

ued

mor

e ca

me

up

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

63

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

in th

e m

inds

. G

over

nmen

t an

d N

GO

s sh

ould

un

ders

tand

th

at th

ey n

eed

each

oth

er n

ot

this

com

mon

co

mm

ents

that

N

GO

s ha

ve

mon

ey,

Gov

ernm

ent

has

know

ledg

e. It

s ba

d be

caus

e w

e al

l ser

ve

the

sam

e pe

ople

5

Par

ticip

atio

n in

the

form

of c

ase

stud

y pr

esen

tatio

ns

none

C

ase

stud

y de

velo

pmen

t an

d us

es

Link

ages

in

gend

er, l

ocal

kn

owle

dge,

ag

robi

odiv

ersi

ty,

food

sec

urity

S

usta

inab

le

livel

ihoo

d

Trai

ning

con

tent

wel

l pl

anne

d an

d pr

escr

ibed

M

etho

ds/a

ppro

ach

exce

llent

Impl

emen

t the

su

stai

nabl

e liv

elih

ood

conc

epts

and

cl

ose

obse

rvat

ion

and

deve

lopm

ent

of c

ase

stud

ies

3 5

5 P

artic

ipan

ts b

e gi

ven

a se

cond

ch

ance

of

deve

lopi

ng

impr

oved

cas

e st

udie

s fo

r fu

ture

use

, m

eani

ng th

e on

es s

ubm

itted

w

ere

thei

r firs

t pr

actis

e

5 A

ll th

e se

ssio

ns

cove

red

incl

udin

g th

e lo

cal c

ase

stud

ies

Not

hing

exc

ept l

ivin

g in

Map

hive

ni

Mos

t of t

he

topi

cs

deliv

ered

by

faci

litat

ors

Wor

ksho

p w

as o

k

Pra

ctis

e ag

robi

odiv

ersi

ty if

re

sour

ces

perm

it at

wor

kpla

ce o

r at

4 4

4 Li

nKS

sho

uld

be s

emi

perm

anen

t co

ordi

natin

g

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

64

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

hom

e ag

ent t

o pr

ovid

e se

rvic

es fo

r fu

ture

de

velo

pmen

t on

ag

robi

odiv

ersi

ty.

Th

e ne

xt

prog

ram

me

shou

ld fo

cus

on c

omm

unity

ca

paci

ty

build

ing

at

regi

onal

leve

l, en

hanc

ing

gend

er ro

les

and

brin

g up

tre

atie

s an

d co

nven

tions

to

the

awar

enes

s of

com

mun

ities

5

Eve

ryth

ing!

the

SL

App

roac

h G

roup

wor

k

- W

hat t

he S

L A

ppro

ach

is

How

to

deve

lop

a ca

se

stud

y

Pro

vide

har

d co

py

hand

outs

A

pply

wha

t I h

ave

lear

nt in

the

form

of

a p

roje

ct w

hich

w

ill a

ddre

ss th

e Li

nKS

con

cept

s

5 5

5 I h

ighl

y ap

prec

iate

the

train

ing

and

expe

rienc

e re

ceiv

ed

thou

gh th

e w

orks

hop

was

br

ief,

it w

as

certa

inly

bet

ter

than

the

first

on

e, in

term

s of

app

licat

ion

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

65

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

The

use

of

both

lang

uage

s fre

ely

is a

lso

good

for

train

ing/

expr

essi

ons

5 U

nder

stan

ding

Lin

KS

co

ncep

ts a

nd to

kno

w

that

we

can

achi

eve

food

sec

urity

thro

ugh

linki

ng th

em

I dis

like

bein

g ig

nora

nt o

n po

licie

s si

nce

the

Gov

ernm

ent d

oes

not

have

them

in p

lace

How

we

coul

d ha

ve a

su

stai

nabl

e liv

elih

ood

in a

fri

endl

y m

anne

r

It is

fine

5 Fu

ll pa

rtici

patio

n by

st

akeh

olde

rs

Not

goi

ng to

the

field

M

ore

on L

inK

S

conc

epts

and

th

eir r

eal

usag

es

Nee

d pr

actic

al w

ork

– si

ght s

eein

g of

at

leas

t one

cas

e st

udy

Em

pow

er

com

mun

ities

m

ore

on lo

cal

know

ledg

e

5 5

5 Tr

aine

rs

show

ed v

ast

know

ledg

e on

co

ncep

ts w

hich

m

ade

parti

cipa

nts

get

clea

r vie

ws

of

the

mea

ning

an

d w

ell

unde

rsta

ndin

g of

how

to

impl

emen

t th

em o

n th

e fie

ld

Nex

t tim

e,

need

feed

back

fro

m

stak

ehol

ders

on

how

they

im

plem

ente

d to

days

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

66

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

less

ons.

S

ucce

sses

and

fa

ilure

s. T

hank

yo

u.

5 M

y ex

pect

atio

ns w

ere

fully

met

The

grou

p w

ork

The

case

stu

dy

pres

enta

tions

The

attit

ude

of M

OA

C

staf

f tha

t the

y ha

ve

the

know

ledg

e an

d th

e N

GO

s ha

ve

mon

ey b

ut la

ck

know

ledg

e

Man

y th

ings

.- su

stai

nabl

e liv

elih

ood

fram

ewor

k

The

way

it is

. Its

bes

t A

m g

oing

to

impl

emen

t wha

t I

have

lear

nt a

nd

writ

e up

a p

roje

ct

prop

osal

5 5

5 no

ne

4 m

y ex

pect

atio

ns w

ere

met

exc

ept t

hat s

ome

topi

cs w

ere

done

in a

sp

eed.

The

y w

ere

not

give

n en

ough

tim

e or

do

ne s

tep

by s

tep

The

wor

ksho

p w

as

usef

ul b

ecau

se th

e Li

nKS

con

cept

s w

ere

full

expl

aine

d an

d it

was

goo

d to

wor

k on

th

e ca

se s

tudi

es a

nd

iden

tify

the

LinK

S

conc

epts

Eve

ryth

ing

was

us

eful

S

usta

inab

le

livel

ihoo

d fra

mew

ork.

I le

arne

d ho

w to

ap

ply

it in

my

wor

kpla

ce a

s w

e di

d on

the

Mal

i cas

e st

udy

The

wor

ksho

p w

as

just

goo

d ex

cept

that

th

e sp

eed

whe

n te

achi

ng o

r fac

ilita

ting

be re

duce

d

I will

pra

ctis

e th

e Li

nKS

con

cept

s an

d th

e S

L Fr

amew

ork

in m

y w

ork

plac

e to

fo

rmul

ate

and

ev

alua

te p

roje

cts

5 5

5

4 To

kno

w th

e Li

nKS

co

ncep

ts

The

Mal

i cas

e st

udy

was

too

long

and

it

was

com

plic

ated

Cap

ital a

sset

s,

LinK

S

conc

epts

, de

velo

pmen

t of

case

stu

dies

The

wor

ksho

p ne

ed a

lo

t of t

ime

for

exam

ple

two

wee

ks

was

goi

ng to

be

enou

gh a

s w

e w

ere

rush

ing

I will

try

to in

clud

e th

e Li

nKS

co

ncep

ts in

my

train

ings

and

de

velo

p ca

se

stud

ies

with

the

conc

epts

5 4

4 Th

e w

orks

hop

was

fine

with

go

od in

satia

te

but t

he h

otel

w

as h

avin

g pr

oble

ms

e.g.

ea

ting

one

and

the

sam

e fo

od

ever

y da

y.

In s

ome

room

s th

ere

was

a

prob

lem

of

elec

trici

ty. W

e w

ere

slee

ping

in

a d

ark

room

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

67

Trai

ner’

s E

valu

atio

n 1

To w

hat e

xten

t wer

e yo

ur e

xpec

tatio

ns o

f th

e co

urse

met

? (1

–

5)*

2 W

hat d

id y

ou

like/

find

usef

ul

abou

t the

w

orks

hop?

3 W

hat d

id y

ou

disl

ike/

find

not

usef

ul a

bout

the

wor

ksho

p?

4 W

hat d

id y

ou

lear

n?

5 H

ow c

ould

the

wor

ksho

p ha

ve

been

impr

oved

, in

term

s of

(a) t

rain

ing

cont

ent a

nd (b

) tr

aini

ng a

ppro

ach/

m

etho

ds?

6 W

hat a

re y

ou

goin

g to

do

as a

fo

llow

-up?

7 Tr

aine

r’s

know

ledg

e of

the

topi

c (1

-5)

**

8 Tr

aini

ng

met

hods

us

ed a

nd

the

trai

ner’

s tr

aini

ng

skill

s (1

-5)*

*

9 Tr

aine

r’s

inte

ract

ions

w

ith

part

icip

ants

? (1

-5)*

*

An

y ot

her

com

men

ts o

r su

gges

tions

5 A

llow

ing

peop

le to

pa

rtici

pate

in

disc

ussi

ons

none

Le

arni

ng a

bout

th

e ef

fect

ive

use

of c

apita

l as

sets

We

shou

ld a

lso

deal

th

orou

ghly

on

the

issu

e of

gen

der

whe

re w

oman

ag

ains

t wom

an is

in

volv

ed…

It ca

n ef

fect

ivel

y fru

stra

te

deve

lopm

ent o

f ag

robi

odiv

ersi

ty

I will

use

the

skill

s ac

quire

d to

he

lp c

omm

uniti

es

affe

cted

by

the

adve

nt o

f H

IV/A

IDS

viz

O

rpha

n he

aded

fa

mili

es

5 5

5 H

owev

er th

e fe

mal

e tra

iner

w

as to

o ge

nder

bi

ased

. She

w

as to

o de

fens

ive

* (1

): N

ot a

t all

**

(1):

Ver

y ba

d

(2):

(2

):

(3):

Par

tly

(3):

Ave

rage

(4):

(4

):

(5

): F

ully

(5

): V

ery

good

Follo

w u

p w

orks

hop

for L

inK

S pr

ojec

t, Si

mun

ye, S

waz

iland

, 11-

15 O

ctob

er 2

004

68

Ann

ex 2

M

ood-

met

er

Day

� ��

� ��

� ��

Tra

inin

g H

otel

T

rain

ing

Hot

el

Tra

inin

g H

otel

M

onda

y 8

3 5

5 T

uesd

ay

7 4

1 1

2

Wed

nesd

ay

5 3

1

Thu

rsda

y 16

1

Frid

ay

Rel

evan

t web

site

s:

LinK

S

http

://w

ww

.fao.

org/

sd/L

INK

S/ho

me/

prim

a.ht

ml

NR

I

http

://w

ww

.nri

.org

D

FID

live

lihoo

ds:

http

://w

ww

.live

lihoo

ds.o

rg

DD

S In

dia

ht

tp://

ww

w.d

dsin

dia.

com

/ G

TZ

http

://w

ww

.gtz

.de/

agro

biod

iv/p

ub/p

ub.h

tm#6

Follow up workshop for LinKS project, Simunye, Swaziland, 11-15 October 2004

69

LinKS Project

Gender, biodiversity and local knowledge

systems for food security

LinKS project Gender, biodiversity and local knowledge systems for food security Contact details: Gender and Development Service Sustainable Development Department Food and Agriculture Organization of the United Nations Viale delle Terme di Caracalla 00100 Rome, Italy Fax: (+39) 06 570 52004 email: [email protected] website: www.fao.org/sd/links

follow up workshop for links project, simunye, swaziland, 11to 15 … · 2011-07-03 · follow up...

Documents