“Balde Cheio” Programme (Full Bucket) a farmer-oriented programme of intensifying dairy farming systems in Brazil (SDG 1,2 and 8)

The development of such technology transfer model for dairy cattle has two important elements. First, given the complexity of the dairy activity, with its multiple interactions between soil, plant, climate, animals, labor and management, the choice of the most appropriate technological options requires specific skills from researchers and local technicians, since there are no identical farms and therefore strategies must be customized. A second element is the significant role of the local technician, who goes beyond the recommendation of technical issues but in decision making and manipulation of production factors of each particular farm. Considering these context, the Balde Cheio Project was based on the training of local technicians who were contracted by local partners, such as government agencies, prefectures, cooperatives or associations of producers with an essentially practical focus, in which small farms were considered the best 'practical classroom' for the training the local extensionist. Working closely with farmers for a long-term training, the responsibilities of technicians and researchers are expanded. Due to several requests in different regions the figure of the “instructor” was created in order to support the researchers' work. Farms used as a 'practical classroom' are the Demonstration Units (UD), and the other properties are now called Assisted Properties (PAs). The costs of the instructors and technicians are paid by the local partnerships or farmers. In this sense, the establishment of local strong partnerships is essential.
The Full Bucket Program has 5 key elements: (1) Monitoring of climatic, zootechnical and economic variables as a decision-making tool: precise data collection allows a realistic view of the farm and based the decision on facts. (2) Adaptation to complexity and innovations based on the recombination of technologies: the project considers the diversity of socio-economic and socio-cultural-cultural situations, with no standard technological package. (3) Testing and experimentation at farm level as a fundamental tool for learning: Conducting tests for introduction, adaptation and recombination of technologies and practices is carried out gradually according to the situation of the farmer and the intensification process. This exercise reduces risk, and practical mistakes can be corrected without compromising the domestic budget of the farmer. (4) Network for exchange information and practices: The development of a network of rural producers and technicians in the regions and the periodic visits of Embrapa researchers and instructors makes possible the intense circulation of knowledge. (5) The rhythm of technology introduction taking into account the pace of each farmer: The availability of capital, or lack of it, is not the main factor that drives technological innovation. It is also important when and how each new technology practice will be introduced. There are essential preconditions that define the best logical sequence for each selected technology. Rather than simply “copy and paste” processes, producers are encouraged to experiment with a continuous learning process. Learning from other producers should be coupled with local trials. The experience with assisted farmers suggests that the sequence of technological introduction is, for the most cases, more important than the technology itself.