The Farmer Field School (FFS) approach to agricultural extension is being implemented in many developing countries in Asia and Africa. In this approach, farmers go through 15-20 weeks of training exercises in identifying components of the ecosystem, discussing their functions (ecosystem analysis), and doing a series of simple experiments to evaluate ideas. They observe plants and insects, and then agree on how to manage the cotton crop on the basis of their observations, experiences, and weather forecasts. In addition to pest management, farmers learn about fertilizer application, water management, and timing of pesticide sprays. The IPM learning process revolves around the following basic practices:
" growing a healthy crop by using resistant varieties; better seed selection processes; and efficient nutrient, water, and cultural management
" conserving beneficial insects like predators and parasitoids; and
" observing fields on a weekly basis to determine what management actions are necessary to produce a profitable crop

The Farmer Field School (FFS) offers farmers the opportunity to learn by doing, by being involved in experimentation, discussion and decision making. This strengthens the role of farmers in the researcher-extensions-farmer chain. It also improves the sense of ownership of rural communities in technological packages and new knowledge and skills.
Through local analysis and experience, farmers are adjusting input and technical packages to better suit local conditions. The FFS serves as a means to better extension work. Improvement in the livelihood of participating farming communities is achieved when each farmer's capacity to analyze problems and identify solutions is built. The Farmer Field School (FFS) provides farmers with tools which enable them to analyze their own production practices and identify possible solutions.

The FFS approach is an effective approach to technical education and capacity building. Farmers generate knowledge that is functional and necessary to improve their production and livelihood potential. It also helps to empower farmers because apart from generating knowledge, they are both the users of such knowledge as well as its owners.

Environmental issues differ in various locations throughout the world. Young people can become more observant in looking around them and within their community to see where hazards exist or environmental damage is being done (such as industrial chemical and farm pesticides pollution of the atmosphere, pollution of water resources such as rivers, streams and beaches, disregard of laws protecting species and the environment, animal abuse, overuse of plastic products, etc.). With adult supervision, childrens could choose local issues to investigate as a group, and propose possible solutions in session for discussion, and seek appropriate advice for further action.
Educating our youth in environmental and humanitarian issues is of primary importance for their future, and for the future health of our planet, its natural cycles, and its biodiversity of life forms.
There are many areas where young people can make a significant improvement in environmental conditions and also in community awareness. Young people can motivate adults through their caring and their questioning, and bring an energetic force to promoting healthy and just decision making.
Young people can take the lead in environmental awareness in their homes by helping to educate their families and promote environmentally-friendly living (Pesticides storage and handling, recycling, less or economic consumption, alternative energy, choices in products purchased, saving natural resources, planting shade trees to reduce summer heat and reduce watering needs in summer months, etc.).

" To develop positive and responsible attitudes
" To gain an understanding of our environment and our place in it;
" To be actively, physically and spiritually involved with nature;
" To improve the natural environment;
" To help protect and preserve wildlife;
" To develop and enhance our mental and physical skills;
" To lessen our negative impact on the environment;
" To provide a service to our community.

For that we need to "Think Globally and Act Locally."

Women Open School consists of a setup of non-formal and non-residential education system where 25 to 30 women attend 2-3 hour weekly sessions at village. WOS is a forum to train rural women on pesticide exposure and risk reduction within their traditional, cultural and socio-economic setup.

The training involves participatory approach where the information flows both ways: facilitator-participants. There are group activities, role plays, demonstrations, making pictorial charts, group dynamics etc. The main idea is learning by doing, hence participants themselves work in the field to clearly understand the concepts.

By training rural women's through women open schools (WOS),

" We could make an agenda for sustainable agriculture that includes reduced reliance on pesticides through a variety of steps which would reduce exposures.

" Awareness about the ways in which women, childrens and men are exposed to pesticides in agricultural production as well as differential unsafe patterns of pesticide application.

" Information to women about pesticides, increases understanding of impacts of use and improved agricultural practices and consumer habits which reduce exposures.

" Create awareness among rural women about the negative health and environmental impacts of use of pesticides and alternatives of pesticides.
" Transfer of necessary skills to the rural women so that they can take action at the family and village level to reduce these risks.

" Organize women in village level organizations.

" Build a team of women facilitators able to work for rural development projects in future.

National IPM Programme initiated IPM activities in Punjab in 2002 with the financial support of FAO, ADP and EU.At first year in 2002, six FFS were established where 125 farmers were trained. During the following year FToF was initiated where 21 farmers from last years FFS were selected and trained as Farmer Facilitators and established six number of FFS where 150 farmers were trained.

Regarding IPM activities farmers has adopted IPM practices and becomes well aware of management practices and creeping towards sustainable cotton production while using regular field observations and exploiting the already prevalence of natural enemies in best favor of cotton production in a manner that biodiversity must be saved and the environmental hazards those are quickly arising may be minimized while using IPM technology.

National IPM Programme has strengthens the capacity of farmers in shape of making farmers organization so that farmers in future may work independently on self help basis as a result of such efforts the KWA comes on scenario and efficiently run six FFS on wheat entirely on self help basis. The KWA has been organizing the farmers since 2003; and registered under Joint Stock Companies Act.XXI of 1860 in 2004.The KWA has strength of 127 trainned farmer facilitators along with 8 trainned female facilitators, while the membership is increasing day by day. The technical wing of KWA is the precious asset and comprising 12 highly qualified and skilled scientists those are performing very important task of guidance and providing technical inputs in order to strengthen the capacity of KWA in order to meet future challenges more positively and effectively.

The potential working areas and the role of KWA is increasing as the rural communities are facing extreme problems of education, health, social injustice and are living below the poverty line. So the KWA is intensifying on:
1. Skills Enhancement
2. Agro based Information & Experience Sharing
3. Women Empowerment
4. Farm Family Empowerment
5. Research & Development
6. Sanitation
7. Family Health Care
8. Safe Drinking Water
9. Environment Protection
10. Research & Development
11. Bio-Gas Technology