Securing the adoption of scalable agro-educational information and communication technology (ICT) solutions by farmers remains one of the international development community's most elusive goalsin part due to two key gaps in the data: (1) limited comparisons of competing knowledge-delivery methods, and (2) few to no follow-ups on long-term knowledge retention and solution adoption. Addressing both of these gaps, this follow-up study measures farmer knowledge retention and solution adoption two years after being trained on an improved postharvest bean storage method in northern Mozambique. The results found animated-video knowledge delivery at least as effective as a traditional extension approach for knowledge retention (97.9%) and solution adoption (89%). As animated video can more cost-effectively reach the widesteven geographically isolatedpopulations, it readily complements extension services and international development community efforts to secure knowledge transfer and recipient buy-in for innovations. Implications and future research for adult learning are also discussed. KEYWORDS Adoption and diffusion of IT and rate of uptake; development issues; scalable infrastructures for development; development Issues; sustainable development in developing and transition economies; development issues Significance statement This research demonstrates an effective and cost-efficient animated video strategy for securing longterm knowledge retention and increased solution uptake by solution recipients. At a two-year followup assessment of prior training, participant knowledge retention of the steps required for preparing and using an improved postharvest bean storage system was 97.9%, while the adoption rate for the improved storage method was 89%. Among the 104 participants, a total of 96 (92.3%) also reported telling an average 8.49 other farmers about the postharvest bean storage technique, while a total of 57 (54.8%) reported demonstrating the technique to an average 6.35 others.

To my wife Lurdes, my kids Nwaneso Mocumbe and Kimani Mocumbe, my mom Helena Manganhela, and my siblings Dirce, Bernardo and Edilson, especially to my little daughter, Kimani, who was born while I was away from home pursuing my studies. iii TABLE OF CONTENTS

Worldwide women play an important role in agriculture but they still are marginalized in extension education programs. Traditionally, male-dominated extension services may contribute to gender bias in terms of access to information, participation, implementation and innovation. Limitations women face in accessing extension programs are related to social and cultural constructions. Recently, mobile phone technology has facilitated the work of extension agents and has provided participants new resources to improve their yields; nevertheless, farmer productivity in Mozambique varies between genders. This paper illustrates how agricultural messages designed as animations, and delivered via smartphones result in learning for farmers better than traditional extension presentations. This chapter focuses on the creation of educational materials by Scientific Animations Without Borders (SAWBO), and then illuminates the gaps and solutions related to gender agricultural learning. Lastly, a case study of Mozambican gender agricultural learning using animations is presented.

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Worldwide women play an important role in agriculture but they still are marginalized in extension education programs. Traditionally, male-dominated extension services may contribute to gender bias in terms of access to information, participation, implementation and innovation. Limitations women face in accessing extension programs are related to social and cultural constructions. Recently, mobile phone technology has facilitated the work of extension agents and has provided participants new resources to improve their yields; nevertheless, farmer productivity in Mozambique varies between genders. This paper illustrates how agricultural messages designed as animations, and delivered via smartphones result in learning for farmers better than traditional extension presentations. This chapter focuses on the creation of educational materials by Scientific Animations Without Borders (SAWBO), and then illuminates the gaps and solutions related to gender agricultural learning. Lastly, a case study of Mozambican gender agricultural learning using animations is presented.