Harnessing scientific developments in practice

Carson, AF; Morrison, Sean J.; Muñoz, Carmen Zamora; Matthews, D.I.; Mulholland, M. Robert

doi:10.1017/s2040470010004917

Cited by 1 publication

(1 citation statement)

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“…Current extension approaches can be grouped into four categories: (i) linear or ‘top-down’ transfer of technology; (ii) participatory ‘bottom-up’ approaches; (iii) one-on-one advice or information exchange and (iv) formal, structured education and training [ 11 ]. This paper examines the structure and results from the Mali programme in West Africa that uses a participatory- or community-based educational (CBE) approach called the farmer field school (FFS).…”

Section: Introductionmentioning

confidence: 99%

Reducing pesticide risks to farming communities: cotton farmer field schools in Mali

Settle

Soumaré

Sarr³

et al. 2014

Phil. Trans. R. Soc. B

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We provide results from a study of two separate sectors within the cotton-growing region of southern Mali. In one sector, farmers have engaged in a farmer field school (FFS) training programme since 2003—the other not. One goal of the training was the adoption of alternatives to the use of hazardous insecticides, through integrated pest management (IPM) methods. Over an 8-year period, analysis showed that with roughly 20% of the 4324 cotton-growing farm households having undergone training, hazardous insecticide use for the entire sector fell by 92.5% compared with earlier figures and with the second (control) sector. Yields for cotton in both sectors were highly variable over time, but no evidence was found for changes in yield owing to shifts in pest management practices. Evidence is presented for a likely diffusion of new practices having taken place, from FFS participants to non-participants. We discuss strengths and weaknesses of the FFS approach, in general, and highlight the need for improved baseline survey and impact analyses to be integrated into FFS projects.

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Section: Introductionmentioning

confidence: 99%