Gender and Farmer Field Schools in Agricultural Production Systems in West Africa

Bello‐Bravo, Julia; Seufferheld, Francisco; Agunbiade, Tolulope A.

doi:10.18848/1836-6236/cgp/v02i04/51280

Cited by 9 publications

(6 citation statements)

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“…Access to one additional year of education has been shown to increase women’s salaries by 20% (Psacharopoulos & Patrinos, 2002), whilst it is estimated that it costs more than US $1 billion per annum to countries that fail to provide equal education to boys and girls ( GPE, 2015 ). Female extension service providers, mentors and/or lead farmers make a differential impact on the food security of their communities, as often their female peer farmers have a better chance to access knowledge transfer if this is provided by women ( Bello-Bravo et al , 2011 ; Mudege et al , 2016 ; Achandi et al , 2018 ); their presence can be a transforming factor for improving yields of smallholders in SSA ( Achandi et al , 2018 ) where 40% of the human power is women ( Palacios-López et al , 2017 ).…”

Section: Resultsmentioning

confidence: 99%

“…Female extension service providers, mentors and/or lead farmers make a differential impact on the food security of their communities, as often their female peer farmers have a better chance to access knowledge transfer if this is provided by women (Bello-Bravo et al, 2011;Mudege et al, 2016;Achandi et al, 2018); their presence can be a transforming factor for improving yields of smallholders in SSA (Achandi et al, 2018) where 40% of the human power is women (Palacios-López et al, 2017).…”

Section: Nematology At the Grassroots Level In African Agricultural Systemsmentioning

confidence: 99%

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Integration of nematology as a training and research discipline in sub-Saharan Africa: progress and prospects

et al. 2019

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SummaryWithin sub-Saharan Africa (SSA), although nematodes are viewed among the most important threats to crop production and food security, the presence of trained nematologists working within this discipline has traditionally been viewed as scarce. The few research studies concerning this subject address this topic from a country or sub-regional perspective and generally portray nematology as ‘insufficient’. Over the past two decades, a few initiatives have been instrumental in building greater nematology expertise. For the first time a structured survey was undertaken, involving interviews with individuals from SSA that were (or currently are) involved in nematology training programmes, research, national extension services or in African universities. This paper provides evidence of the positive impact of various initiatives and shows an increase in the number of available nematology positions, together with high rates of graduates that return home to occupy qualified positions. Our findings will help researchers, policy makers and donors to identify areas requiring support to increase the promotion of nematology in SSA and to make an impact for end-users.

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Section: Resultsmentioning

confidence: 99%

Section: Nematology At the Grassroots Level In African Agricultural Systemsmentioning

confidence: 99%

Integration of nematology as a training and research discipline in sub-Saharan Africa: progress and prospects

et al. 2019

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“…Many of these studies Mudege et al, 2015;Morgan et al, 2015;Charatsari et al, 2013;Mbo'o-Tchouawou and Colverson, 2014;Mudege et al, 2017;Bello-Bravo et al, 2011;Riley, 1995) provide valuable suggestions for extension services to be more gender-equitable. This includes quality improvement, exploring different channels of information dissemination (as men and women access information differently), recruitment methods that are gender-sensitive (additional efforts are usually required, depending on the context, for women, including taking consent from other family members), using female extension messengers, designing extension with self-actualization motivations in mind, and even merging social-consciousness-raising modules with technical training.…”

Section: Women's Participation In Agricultural Trainingmentioning

confidence: 99%

Routledge Handbook of Gender and Agriculture

Sachs¹,

Jensen²,

Castellanos³

et al. 2020

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The Routledge Handbook of Gender and Agriculture covers major theoretical issues as well as critical empirical shifts in gender and agriculture.Gender relations in agriculture are shifting in most regions of the world with changes in the structure of agriculture, the organization of production, international restructuring of value chains, climate change, the global pandemic, and national and multinational policy changes.This book provides a cutting-edge assessment of the field of gender and agriculture, with contributions from both leading scholars and up-and-coming academics as well as policymakers and practitioners.The handbook is organized into four parts: part 1, institutions, markets, and policies; part 2, land, labor, and agrarian transformations; part 3, knowledge, methods, and access to information; and part 4, farming people and identities. The last chapter is an epilogue from many of the contributors focusing on gender, agriculture, and shifting food systems during the coronavirus pandemic. The chapters address both historical subjects as well as ground-breaking work on gender and agriculture, which will help to chart the future of the field.The handbook has an international focus with contributions examining issues at both the global and local levels with contributors from across the world.With contributions from leading academics, policymakers, and practitioners, and with a global outlook, the Routledge Handbook of Gender and Agriculture is an essential reference volume for scholars, students, and practitioners interested in gender and agriculture.

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“…These videos are aesthetically appealing Bello-Bravo, Seufferheld, et al, 2013;Maredia et al, 2017;Miresmailli, Bello-Bravo, & Pittendrigh, 2015) and elicit reports of, or have demonstrated, participant buy-in around solutions depicted (Bello-Bravo, Nwakwasi, Bello-Bravo, Seufferheld, et al, 2013;Mazur et al, 2013;Mocumbe, Abbott, Mazur, Bello-Bravo, & Pittendrigh, 2016a). Moreover, they have shown greater knowledge transfer and learning gains over other knowledge transfer approaches (Bello-Bravo, 2017;Bello-Bravo, Tamò, Dannon, & Pittendrigh, 2018;Lutomia & Bello-Bravo, 2016;Maredia et al, 2017) and have proven cost-effective and deployable in resource-limited contexts (Bello-Bravo, 2017;, including settings with sociocultural limitations on print literacy and access by participants (Bello-Bravo et al, 2011;Bello-Bravo, Seufferheld, Agunbiade, & Pittendrigh, 2010;Miresmailli et al, 2015;. They also are potentially self-replicating as an approach .…”

Section: Deploying Ict-esd: the Scientific Animations Without Bordersmentioning

confidence: 99%

Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger

Bello‐Bravo

Zakari

Baoua

et al. 2018

Information Technology for Development

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This study measured the knowledge transfer and appeal of information and communication technologies (ICTs) used to deliver education for sustainable development (ESD) content to farmers in Niger experiencing major crop losses from the insect pest Maruca vitrata. ICT-ESD content consisted of two dialectically localized and animated videos that address food security problems of cowpea insect herbivory and the shortage of integrated pest management strategies in rural Niger. Comparing pre-test/post-test knowledge transfer for both animated videos when either (1) watched alone (AVO), or (2) in conjunction with a facilitated group discussion prior to post-testing (AVD), results from 90 farmers in 3 rural Nigerien villages showed statistically significant knowledge transfer in both AVO and AVD groups and still greater gains in the AVD group. Importantly, while a majority of participants expressed a preference for learning from such animated videos and a willingness to share their new knowledge and the videos with others, this finding did not statistically significantly associate with education level, supporting the idea that AVO/AVD is an inclusive strategy for low-literate learners within developing-nation contexts. Recommendations and theoretical implications for ICT-ESD implementations in resourcelimited areas are also discussed.

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Gender and Farmer Field Schools in Agricultural Production Systems in West Africa

Cited by 9 publications

References 0 publications

Integration of nematology as a training and research discipline in sub-Saharan Africa: progress and prospects

Integration of nematology as a training and research discipline in sub-Saharan Africa: progress and prospects

Routledge Handbook of Gender and Agriculture

Facilitated discussions increase learning gains from dialectically localized animated educational videos in Niger

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