The Farmer Life School: experience from an innovative approach to HIV education among farmers in South Africa

• Published in: SAHARA J : journal of Social Aspects of HIV/AIDS Research Alliance Vol. 5; no. 2; pp. 52 - 64
• Main Authors: Swaans, Kees, Broerse, Jacqueline, Salomon, Monique, Mudhara, Maxwell, Mweli, Makhosazana, Bunders, Joske
• Format: Journal Article
• Language: English
• Published: South Africa Taylor & Francis 01.07.2008; Taylor & Francis Group
• Subjects: Acquired Immune Deficiency Syndrome; Adult; Aged; Aged, 80 and over; AIDS; Apprentissage; Attitude to Health; Autonomisation; Curriculum; Ecole de vie de fermier; Empowerment; Farmer Life School; Farmers; Female; Follow-Up Studies; Gardening - education; Health Education; Health Education - organization & administration; Health Knowledge, Attitudes, Practice; Health promotion; Health Services Research; HIV; HIV / AIDS; HIV Infections - epidemiology; HIV Infections - prevention & control; Humans; Innovation; Learning; Male; Middle Aged; Original; Participation; Pilot Projects; Power, Psychological; Problem-Based Learning; Program Evaluation; Public health; Qualitative Research; Rural Health Services - organization & administration; South Africa; South Africa - epidemiology; Surveys and Questionnaires; Training; VIH / SIDA; École de vie de fermier; South Africa
• ISSN: 1729-0376; 1813-4424; 1813-4424
• DOI: 10.1080/17290376.2008.9724902

The Farmer Life School (FLS) is an innovative approach to integrating HIV education into life skills and technical training for farmers. This study aims to gain insight into the strengths and weaknesses of this relatively new approach, through the implementation of an adapted version in South Africa. The results are presented of a pilot with three groups of community gardeners, predominantly women, attending weekly sessions. Impact was assessed in terms of three key elements: participation, learning, and empowerment. Data were collected through extensive session reports, follow-up interviews, and reflection exercises with facilitators and participating groups and individuals. The results suggest that a group-based discovery learning approach such as the FLS has great potential to improve food security and wellbeing, while allowing participants to explore issues around HIV/AIDS. However, the analysis also shows that HIV/AIDS-related illness and death, and the factors that drive the epidemic and its impact, undermine farmers' ability to participate, the safety and trust required for learning, and the empowerment process. Participatory approaches such as the FLS require a thorough understanding of and adaptation to the context.