A report which was sent back to landholders in Kyeamba, NSW. It documents the findings of a days RRA work, a follow-on from a more extensive PRA excercise in 1991, examining perceptions of Landcare, its activities and its structure. It is found that landcare, which attempts to enable a community as opposed to individualistic approach to controlling envioronmental degredation, is reasonably well respected and attended in the area. However, many feel that erosion and other land constraints are 'someone else's problem'. There are questions over the misallocation of funds, the allocation of the co-ordinators time, and the degree to which they listen to many of the farmers, as well as the future of Landcare.
This book presents a participative action model to assist groups in developing the organisational, analytical and management skills required for community action to achieve sustainable use of land and water resources at the local level. Groups using this book are expected to develop participatory mechanisms for planning and implementing land and water management projects. It is aimed at developing self-learning skills by community leaders, extension officers and students in Australia. The contents are divided into short learning units in which outlines of theories, concepts and principles are followed by personal and group activities. The organisation of chapters follows the pattern of group development. It explains the philosophy of participative action in land care (Ch. 2); and discusses learning to work together, development of leadership skills and defining of roles and responsibilities (Chs. 3-5). The next eight chapters are on 'how to' aspects of group functioning: running a meeting, organising activities, planning, motivating oneself and others, effective communication, finding human and financial resources for projects. The last two chapters discuss how to keep momentum going and how to manage conflicts that accompany change.
When working with family farmers is New South Wales, Australia, researchers from Hawkesbury observed the importance of issues faced by families associated with the transfer of farms to the next generation. This forms the topic of this paper. Interviews with families revealed a number of common questions which were related to the household life cycle. The paper explores these issues in detail. Interviews with accountants, solicitors, bank managers and a social worker provided different perspectives on these issues. Communication between generations, family members, and between farming families and professionals and among professionals emerged as a central issue.
This report describes an exploratory RRA conducted in Forbes Shire, NSW, Australia. Producers were interviewed and the information analysed by a multidisciplinary team. The report includes descriptions of the farming systems in the area; a discussion of problems identified; some general recommendations for action available to the research institute which carried out the survey; and a recommendation to set up a collaborative on-farm research programme.
This article questions the purpose of agricultural education: what qualities should graduates have? It also advocates greater client orientation and project -based learning. The emerging farming systems perspective and issues of sustainability and concern with human goals are discussed. It is suggested that debate on the goals and processes of agricultural education and agriculture itself should give rise to changes in university teaching and learning. The article is based on experience of, and directed towards, agriculture and agricultural education in Australia.