From Learning to Empowerment: A study of smallholder farmers in South West Uganda

Carr, Alexis; Tenywa, Moses; Balasubramanian, Krishnakumar

doi:10.56059/jl4d.v2i3.124

Cited by 4 publications

(10 citation statements)

References 12 publications

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“…In Uganda, the L3F program was launched during 2009-2010 to test the efficacy of the L3F model in the Kabale district of Uganda. At that time, the program focused on sorghum and potato growers belonging to Bakiga communities in selected villages of Kabale, and on the Batwa community, whose main economic activity was honey collection from wild forests in Kisoro (Carr et al, 2015). This was meant to enable a social inclusion that would ground the model in the local context.…”

Section: Background Of the L3f Program In Ugandamentioning

confidence: 99%

“…In realization of this constraint, Roling (1988) proposed a three-dimensional model that forms the basic premise for an extension approach that can lead to empowerment. The three-dimensional model (consisting of the structure, institution, and process) is elaborated by Carr et al (2015), as the basis for the lifelong learning for farmers (L3F) program. The model is perceived to promote interactive learning, and a farmer-centric knowledge management system that can empower farming communities .…”

Section: Lifelong Learning and Small Holder Farmer Empowermentmentioning

confidence: 99%

“…The formation of a Bean IP was expected to bring together all stakeholders who would be relevant in the development of the bean value chain. The purpose of forming an IP was to ensure mutual conscientization, and a common understanding of the agenda of each stakeholder on the IP (Carr et al, 2015). It would also enhance provision of technical support especially for production and ensure proper systems management.…”

Section: Masaka District (Central Uganda)mentioning

confidence: 99%

“…True empowerment enables farmers to make decisions that result in transformation of their farming systems with a higher degree of productivity, efficiency, sustainability, and inclusiveness (Bartlett, 2008). The Lifelong Learning for Farmers (L3F) program was developed and has been supported by the Commonwealth of Learning (COL), to empower farming communities (Carr, et al, 2015), towards the same goals for transforming the agriculture sector in developing countries. The L3F approach focuses on linking three types of capital: social, human, and financial capital.…”

Section: Introductionmentioning

confidence: 99%

“…Such access to both input and output markets enhances market inclusion for men and women farmers in the rural areas. The integration of these three forms of capital is believed to have the potential to result in transformative learning that subsequently empowers them to overcome their unique constraints in development (Carr, et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda

Kalibwani

Kakuru²,

Carr³

et al. 2021

JL4D

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An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.

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Section: Background Of the L3f Program In Ugandamentioning

confidence: 99%

Section: Lifelong Learning and Small Holder Farmer Empowermentmentioning

confidence: 99%

Section: Masaka District (Central Uganda)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda

Kalibwani

Kakuru²,

Carr³

et al. 2021

JL4D

Self Cite

View full text Add to dashboard Cite

show abstract

The role of local government developing participatory learning methods in empowering small farmers

Aminah¹

2022

E3S Web Conf.

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Farmers learning process have not increased their awareness to understand their own problems, potentials, and opportunities. The study aimed to analyze participatory learning methods in the implementation of smallholder farmer empowerment programs. The study was designed as a quantitative method by survey methods, and the analysis technique used descriptive statistics. The study results showed that the government's capacity to develop the participatory learning method in small farmer empowerment program was in the low category. The participatory learning method's four indicators including, communication intensity, equality source, dialogical application, and learning material appropriate were in the low category, while the communication method is in the high category. Therefore, the government needs to encourage participatory learning methods in small farmer empowerment programs through some strategies including, increasing the intensity of communication, developing equality and dialogue, adjusting learning materials according to farmers' needs, and developing appropriate learning methods.

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Driving mechanism for farmers to adopt agroecology for biodiversity conservation: Inspiration from tea management in a China National Park

He,

Wang

2024

Journal of Applied Ecology

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Conflicts arising from human activities and biodiversity value affect the conservation efficacy of protected areas. Resolving these conflicts requires conservation‐compatible livelihoods, such as through agroecology. Here, we built a comprehensive social–psychological framework to explore and understand farmers' intentions to adopt agroecological approaches in tea management in Wuyishan National Park, China. We extended the theory of planned behaviour (TPB) by integrating household livelihood assets (LAs) as a material precondition for the social–psychological decision‐making process. We proposed geographical location (GL) and livelihood strategy (LS) as moderating factors for this agroecology intention. We collected 369 valid household samples through structured interviews. We then used partial least square‐structural equation (PLS‐SEM) modelling to explore the determinants that affect tea farmers' agroecological intentions. Livelihood assets were a material foundation influencing the intention to adopt agroecology and were also mediated by three psychological constructs to take effect. Perceived behavioural control explained the largest proportion of the variance for intention and exerted the most significant mediation effects. Subjective norm was another vital independent predictor and exerted a positive influence on both perceived behavioural control and attitude. The direct and mediating impacts of attitude on the intention were weaker but showed that farmers' ecological rationality outweighed value rationality. Livelihood strategies measured by operational scale and livelihood diversity were able to moderate farmers' psychology. Subjective norm had positively significant influence on perceived behavioural control and attitude, indicating that social support to farmers enhanced their feeling of control over adopting agroecology and that important referent groups as sources of information helped farmers' attitude formation. Perceived behavioural control positively and significantly influences farmers' attitudes as well. Synthesis and applications. Our findings provide evidence of the necessity to optimise rural farmers' livelihood assets to enhance their confidence and control over agroecology. Resolving the conservation‐development dilemma in protected areas through agroecology should aim at comprehensive support that respects bioculture and improves farmers' ability. We suggest knowledge co‐production of traditional wisdom and modern technologies, reducing management costs and risks, strengthening park‐people communication and diversifying incentives to farmers with different livelihood strategies.

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From Learning to Empowerment: A study of smallholder farmers in South West Uganda

Cited by 4 publications

References 12 publications

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda

The role of local government developing participatory learning methods in empowering small farmers

Driving mechanism for farmers to adopt agroecology for biodiversity conservation: Inspiration from tea management in a China National Park

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