d) FFS institutionalization, scaling up and policy development, as part of mainstreaming processes.

"The Farmer Field School (FFS) originated in the 1980s in the context of integrated pest management in Indonesian rice farming. With the hope that it is the remedy for agricultural extension system, FFS has been promoted as a tool for participatory learning and experimentation all over the world. This work results from a critical analysis of the introduction of the FFS concept into the agricultural innovation system in Uganda. Ideally, an FFS produces new technical knowledge in the context of application through the input of local human resources. The analysis, framed as a technography, shows that implementation and operation of an FFS is hugely complex. This detailed study of institutional factors, from the level of international donor organizations down to the level of local leadership and gender relations, and analysis of technical factors in different rural areas of Uganda makes clear that and FFS is more than a local tool for farmer participation in agricultural improvement. Implementation of a FFS requires adjustment of the agricultural innovation system at all levels and an integrated tackling of agricultural problems in order to meet its objectives. Isubikalu shows that it is imperative to 'demolish' existing organizational structures and create new ones, which align scientific with local structures to produce an appropriate people-centered system that is more responsive to agricultural and rural development. She provides stepping stones in redesigning FFS to fit the specific conditions in Uganda."

FAO Animal Production and Health Papers This guidance document helps decision-makers gain a basic knowledge of the farmer fields schools approach, learn about its contribution to the livelihoods of livestock-dependent communities and recognize the conditions required for the successful implementation of this approach.

The book ‘Silent Spring’ written by Rachel Carson in 1962, is considered the la- mark in changing the attitude of the scientists and the general public regarding the complete reliance on the synthetic pesticides for controlling the ravages caused by the pests in agriculture crops. For about ve decades, the Integrated Pest Mana- ment (IPM) is the accepted strategy for managing crop pests. IPM was practiced in Canet ̃ e Valley, Peru in 1950s, even before the term IPM was coined. Integrated Pest management: Innovation-Development Process, Volume 1, focuses on the recog- tion of the dysfunctional consequences of the pesticide use in agriculture, through researchanddevelopmentoftheIntegratedPest Managementinnovations. Thebook aims to update the information on the global scenario of IPM with respect to the use of pesticides, its dysfunctional consequences, and the concepts and advan- ments made in IPM systems. This book is intended as a text as well as reference material for use in teaching the advancements made in IPM. The book provides an interdisciplinary perspective of IPM by the forty-three experts from the eld of entomology, plant pathology, plant breeding, plant physiology, biochemistry, and extension education. The introductory chapter (Chapter 1) gives an overview of IPM initiatives in the developed and developing countries from Asia, Africa, Australia, Europe, Latin America and North America. IPM concepts, opportunities and challenges are d- cussed in Chapter 2.