Abstract
This paper evaluates the impact of Farmer Field Schools, an intensive participatory training program emphasizing integrated pest management. The evaluation focuses on whether participation in the program has improved yields and reduced pesticide use among graduates and their neighbors who may have gained knowledge from graduates through informal communications. The study utilizes panel data covering the period 1991-1999 in Indonesia. The analysis, employing a modified difference-in-differences model, indicates that the program did not have significant impacts on the performance of graduates and their neighbors. Several plausible explanations for this outcome are discussed, and recommendations for improvements are suggested.
Highlights
Agricultural extension and farner education programs are key policy instruments for governments seeking to improve the productivity of agriculture while protecting the environment
One deficiency highlighted by researchers and practitioners is the tendency of many public officers dealing with the transmission of knowledge to conduct their assignmnent in a "top-down" manner
This paper evaluates the impact of the farmer field schools (FFS) effort on farm-level outcomes, focusing on Indonesia as a case study.' We employ a modified version of a "difference-in-differences" approach to evaluate program impacts, utilizing a panel household survey that includes information on both field school graduates and other farmers
Summary
Agricultural extension and farner education programs are key policy instruments for governments seeking to improve the productivity of agriculture while protecting the environment. This paper evaluates the impact of the FFS effort on farm-level outcomes (yields and pesticide use), focusing on Indonesia as a case study.' We employ a modified version of a "difference-in-differences" approach to evaluate program impacts, utilizing a panel household survey that includes information on both field school graduates and other farmers.
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