The Farmer Life School: experience from an innovative approach to HIV education among farmers in South Africa
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...
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| Published in | SAHARA J : journal of Social Aspects of HIV/AIDS Research Alliance Vol. 5; no. 2; pp. 52 - 64 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
South Africa
Taylor & Francis
01.07.2008
Taylor & Francis Group |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. Adapted from the source document. 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. Reprint permission granted by the South African Medical Association, Health and Medical Publishing Group 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.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. 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. 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. L'école de vie de fermier (FLS) est une approche innovatrice à l'intégration de l'éducation du VIH dans les compétences de vie et la formation technique de fermiers. Cette étude a pour but d'examiner les points forts et les faibles de cette approche relativement nouvelle en exécutant une version adaptée en Afrique du Sud. Cette communication présente des résultats d'une étude pilote qui consistait de trois groupes de jardiniers de la communauté, la plupart étant des femmes. Ces femmes ont assisté à de sessions hebdomadaires. L'impact fut évalué grâce aux trois éléments : la participation, l'apprentissage et l'autonomisation. Les données ont été recueillies à travers des longues sessions de rétroaction, des interviews et des exercices de réflexion avec des animateurs, des groupes en participation et des individus. Les résultats suggèrent que l'approche de découverte et apprentissage de groupes comme le FLS a du potentiel d'améliorer la sécurité alimentaire et le bien-être, et en même temps permet aux participants d'explorer les questions du VIH / SIDA. Cependant, l'analyse montre que les maladies et les morts liés au VIH / SIDA et les facteurs qui poussent l'épidémie et son impact sapent la capacité des fermiers à participer, la sécurité et la foi requises pour l'apprentissage ainsi que le processus d'autonomisation. Les approches à participation comme le FLS exigent une compréhension et une adaptation approfondies au contexte. |
| Author | Salomon, Monique Mweli, Makhosazana Mudhara, Maxwell Swaans, Kees Broerse, Jacqueline Bunders, Joske |
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| SubjectTerms | 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 |
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| Title | The Farmer Life School: experience from an innovative approach to HIV education among farmers in South Africa |
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