Social and Cultural Factors Influencing Gender Disparity in Farmers Field Schools Approach among Smallholder Farmers in Kilifi North Sub-County, Kilifi County

Annie Hilda Ong'Ayo,James Biriah Ndiso

doi:10.13189/ujar.2020.080503

Abstract

The status of women in agriculture has received extensive attention in literature in the recent decades, however, a research gap persists regarding the state of gender disparity in Farmers Field Schools (FFS) in Kilifi South Sub-County. The study of gender disparity in FFS, an experiential learning approach whose outcome is to empower both men and women farmers with agricultural technologies is fundamental. Five FDGs comprising of a total of 75 participants were drawn from five FFS purposively selected for the study. Data were collected qualitatively through Focus Group Discussion and analyzed using Content Analysis. The results reveal that over 90% group members in FFS are women. Women are the mangers of productive resources and custodians of household food stores. The less than 10% men are due to the socio-cultural norms that dictate that as household heads, they should engage in activities for immediate household monetary needs. Men find FFS approach inclined more to farming, an activity considered to be women's primary obligation and engaging in it will compromise their status as household heads. These findings imply that FFS provides a conducive environment for farmer empowerment through experiential learning on new agricultural technologies for increased agricultural productivity for food security. However, gender disparity caused by social and cultural norms and values impede its achievement. Development agencies should hold education fora to sensitize communities that achieving food security is a mirage without joint synergies from both women and men.

Highlights

Farmers Field Schools (FFS) is an approach commonly referred to as a school without walls originated in Indonesia in 1986 among the rice farmers
The cultural factors revealed in FGDs implies that farming being the responsibility of the women since they are the custodians of food stores and ensure household food security, one way of achieving this is by forming farming groups
The research established various social and cultural factors that influence gender disparity in Farmers Field Schools approach among smallholder farmers in Kilifi South Sub-County, Kilifi County

Summary

Introduction

Farmers Field Schools (FFS) is an approach commonly referred to as a school without walls originated in Indonesia in 1986 among the rice farmers. The approach was introduced as an alternative to the traditional top-down approaches that were unsuccessful in empowering farmers. The FFS is based on the principles of non-formal adult education, which is anchored on the transformative learning [1]. In these principles, the farmer is perceived to have knowledge accrued from experience and gain skills through learning by doing. [6] Food and Agriculture Organization. “The State of Food Insecurity in the World”. Food and Agriculture Organization of the United Nations.

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