Experiential learning based pedagogy, farmer-centric participatory research and knowledge exchange are essential for promotion of agroecological education.

Way back in 1982, recognising the negative effects of high input agriculture, and link between agriculture, ecology and human dimensions, a few enthusiastic individuals in the Netherlands launched Agriculture, Man, Ecology as an international training programme on ecological agriculture. Attracting many participants from developing countries, during the early eighties, Agriculture Man Ecology, made a significant contribution in building awareness on ecological agriculture. Moving to India, AME continued as a project continuing its efforts in propagating LEISA (becoming popular as agroecology) as an answer to the high input agriculture that was being promoted extensively in India. It focused on extending technical support to interested organisations through hands-on trainings as well as by pioneering participatory learning processes in promoting LEISA/agroeclology. Since late 90’s, intensified its efforts in farmer centric participatory learning processes in rain fed areas where small holders are the majority. In 2002, since becoming AME Foundation, further promoted a combination of Sustainable Agriculture practices in dry lands for improved farm productivity and farm livelihoods based on agroecological principles.

Participatory approaches were central to AMEs training processes

The pedagogical journey gradually moved from ‘training courses’ to ‘experiential’ participatory learning processes. Every intervention starts with PRA (Participatory Rural Appraisal) at village level. PRAs helped to understand the village context, the communities and their specific needs and opportunities. Use of suitable PRA tools helped in learning from the communities about the ground realities and in designing suitable learning processes and working strategies.

This was generally followed by a season long joint learning process like the PTD (Participatory Technology Development). Here, the farmer groups try out a basket of options in a limited area, compare the results with their own normal practices, decide simple, affordable and culturally acceptable options.  Through specific crop based PTD processes, farmers identify major problems; include options they know and suggested by specialists;  identify new problems emerging. The process empowers the farmers in learning to  address their own situations through experimentation and finding suitable options.