Abstract
ABSTRACT This paper assesses the value of agroecological farm schools by analyzing 4 Senegalese cases. Pedagogical quality is measured by: (1) feedback from former learners, (2) acquisition of fundamental knowledge, and (3) professionalization. Beyond globally positive opinions about training, our results show that farm schools display distinct performances. Developing a systemic perspective is not an easy task, but having trainers with more advanced agroecological expertise is an asset. Effective training builds on active pedagogy. Post-training business establishment is facilitated when farm schools create networks in agroecology and/or offer a consequent starter kit. Farm schools could thus contribute to agroecological transitions.
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