Leading issues in implementation of farmer field schools: a global survey

Berg, Henk van den; Phillips, Suzanne; Poisot, Anne Sophie; Dicke, Marcel; Fredrix, Marjon

doi:10.1080/1389224x.2020.1858891

Cited by 22 publications

(13 citation statements)

References 7 publications

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“…This has led many researchers to question the functionality of the present agricultural systems and methods in use Jena, 2019). Several approaches have been undertaken to spread modern farming technologies, including farmer field schools (FFS), which help farmers to make choices and decisions to enhance the uptake of modern agricultural innovations through facilitative training (Imam et al, 2021;van den Berg et al, 2020van den Berg et al, , 2021. However, the slow adoption of agricultural technologies has also cast doubt on the FFS model's efficacy due to its undesirable outcomes.…”

Section: Introductionmentioning

confidence: 99%

Uptake of conservation agriculture technology through farmer field schools in the Democratic Republic of Congo and Mozambique

Cipriano¹,

Onautsu²,

Tarassoum³

et al. 2022

jae

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The study assessed the levels of usage of conservation agriculture technology in Kisangani, Democratic Republic of Congo and Angonia, Mozambique. A structured questionnaire was randomly administered to 192 farmers in each study site to collect data through a multistage sampling process. The study employed descriptive statistics and multinomial logistic regression to examine possible relationships among the study parameters. The results showed that land size used for conservation agriculture was a significant predictor in both study sites. Farmers’ intention to adopt depended on the services of vulgarisation of conservation agriculture technology. The results further showed that Kisangani farmers do not use the three-conservation agriculture technology at the same time, but they use crop rotation (54%). However, farmers use the three technologies (30%) simultaneously and soil cover (38%) in Angonia. The results suggest that efforts to promote adoption in Kisangani should be based on equal provision of extension services in all locations, and that the current farmer field schools (FFS) approach should be redesigned for contextualisation. For both study sites, the results imply that the use of FFS should be adapted to the use of farmer-to-farmer extension services, which can improve the upscaling of conservation agriculture to increase food security in a sustainable manner.

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Section: Introductionmentioning

confidence: 99%

Uptake of conservation agriculture technology through farmer field schools in the Democratic Republic of Congo and Mozambique

Cipriano¹,

Onautsu²,

Tarassoum³

et al. 2022

jae

View full text Add to dashboard Cite

show abstract

“…The concepts of learning and farmer empowerment reflected theories of Paolo Freire (1968), David Kolb (1984) and Jurgen Habermas (1971). FFS implement a practical approach building on local knowledge systems, learn in groups, and use field-based hands-on learning to empower farmers (van den Berg et al 2021). The experiences and innovative ideas of Kenmore, Gallagher and Dilts led to the development of the farmer field school concept, first implemented in 1989 and spread over 90 countries worldwide (FAO 2019).…”

Section: Introductionmentioning

confidence: 99%

On-farm demonstration: enabling peer-to-peer learning

Sutherland

Marchand²

2021

The Journal of Agricultural Education and Extension

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“…Here useful insights for possible adjustments could be provided by the application of such internationally established tools as Participatory Rural Appraisal (Mwongera et al 2017;Menconi, Grohmann, and Mancinelli 2017) and Dynamic Research Agenda (see e. g. Ingram et al 2018) that allows for more extensive gradual and iterative definition of issues and solutions in direct exchanges with stakeholders. Likewise, Farmer Field School model (also the related stable school model (Ivemeyer et al 2015)) as a collective and farmer-centred experiential learning approach can be used as a source of inspiration for materialising the paradigm shift from technology transfer to participatory advisory services (van den Berg et al 2020;Bakker et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Knowledge production and communication in on-farm demonstrations: putting farmer participatory research and extension into practice

Ādamsone-Fiskoviča

Grīviņš

2021

The Journal of Agricultural Education and Extension

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Purpose: The paper investigates the multi-actor processes of knowledge co-production in the implementation of researchbased on-farm demonstration with a focus on collaboration arrangements and areas of contention. Design/Methodology/Approach: Building on science studies and literature on farmer participatory research and extension, the paper uses a case study of a demonstration project in Latvia to analyse the processes of agenda-setting, knowledge co-production and communication in an arrangement that brings together farmers, advisors, and scientists. Findings: Multiple tensions exist between the perspectives and practices of stakeholders along the different stages of the on-farm trial and the demonstration process, leading to a series of trade-offs between initial conceptions and practical implementation. The challenges relate to balancing expert-and user-driven processes, negotiating claims for scientific knowledge, and integrating knowledge transfer and peer-to-peer learning. Practical implications: The analysis allows using evidence-based knowledge for designing on-farm trials and demonstrations that take account of the possible pitfalls in multi-stakeholder collaborative arrangements. Theoretical implications: The paper demonstrates the applicability of the concepts of co-production of knowledge, scientific knowledge claims, and expertise for the investigation of agricultural knowledge production and its governance. Originality/Value: The study contributes to the body of literature on evaluations of farmer participatory research and extension and the broader debate on the strengths and shortcomings of participatory arrangements by adding qualitative insights into their process dimension.

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Leading issues in implementation of farmer field schools: a global survey

Cited by 22 publications

References 7 publications

Uptake of conservation agriculture technology through farmer field schools in the Democratic Republic of Congo and Mozambique

Uptake of conservation agriculture technology through farmer field schools in the Democratic Republic of Congo and Mozambique

On-farm demonstration: enabling peer-to-peer learning

Knowledge production and communication in on-farm demonstrations: putting farmer participatory research and extension into practice

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