Impact Of Farmer Field Schools Research Articles

Empowering Resilience: The Impact of Farmer Field Schools on Smallholder Livestock Farmers’ Climate Change Perceptions in Raymond Local Municipality

Experiential learning and discovery through farmer field schools (FFS) have the potential to empower smallholder livestock farmers who face heightened vulnerability to climate change. However, there are various levels of learning and discovery in FFS that can inform smallholder livestock farmer knowledge and perception. Understanding this is vital, as farmers’ perceptions influence their readiness to adopt climate-smart practices, informing effective resilience-building strategies. Therefore, this study sought to investigate and assess the impact of the FFS approach on smallholder livestock farmers’ perceptions of climate change, taking Raymond Local Municipality in South Africa as a case. The design followed by the study was a longitudinal survey, with three pools each signifying various FFS intervention points. The study utilized simple random sampling to collect data from 80 smallholder livestock farmers using structured questionnaires in each of the three cross-sectional pools, while descriptive statistics, Min–Max Normalization, and t-tests were used for analysis. The results show that there was an increase in the awareness of climate change due to the interventions of the FFS. Furthermore, there are cumulative differences between the knowledge and perception towards climate change between the three pooled cross-sections. In conclusion, participating in FFS had a significant impact on farmers’ level of understanding and adaptation to climate change. The study recommends that the government and policymakers extensively promote FFS and support them financially so that they can provide more support to rural farmers as well as enhance knowledge on climate change. This study recommends the provision of workshops and awareness campaigns on climate change for farmers through FFS as this will assist farmers to be more sustainable on their farming systems and production.

Exploring the Impact of Farmer Field Schools on the Adoption of Sustainable Agricultural Practices and Farm Production: A Case of Pakistani Citrus Growers

In the wake of recent climate changes, extension services have become crucial drivers in disseminating information about the latest agriculture technologies and facilitating sustainable agricultural productivity. Pakistan’s traditional extension cannot yield the expected outcomes which corroborate the introduction of a participatory approach, mainly in farmers’ field schools. Using farm-level data from Punjab province, the current study examined the impact of farmers’ field schools (FFS) on adopting sustainable agriculture practices (SAPs) and citrus yield. The study employed recursive bivariate probit and propensity score matching to explore the objectives. The findings revealed that FFS participants had a higher SAPs adoption than non-participants, demonstrating the positive impact of FFS on the uptake of SAPs. Moreover, the treatment effect showed that FFS participants had a higher yield than the non-participants. The results suggest strengthening and enhancing FFS reach among citrus growers.

Discovering the impact of farmer field schools on the adoption of environmental-friendly technology

Excessive use of irrigation and fertilizers aggravates water shortage and challenges environmental sustainability. Although environment friendly technologies save water and fertilizer, yet their adoption rate remains low. One possible reason for this is the lack information about them, which necessitates effective information-delivering agricultural extension modes. Using data from 274 tomato and cucumber farm households in Beijing, this study examined the effect of farmer field schools (FFS) on promoting the adoption of environment friendly irrigation and fertilization technologies. We found evidence that FFS training significantly increases the adoption rate of environment friendly irrigation and fertilization technologies. The results suggest that the FFS program is an effective approach to extend environment friendly irrigation technologies to partially solve the problem of water shortage and nitrate leaching. We propose extending the FFS program to fields other than integrated pest management.

Impact of farmer field schools on agricultural technology extension—evidence from greenhouse vegetable farms in China

ABSTRACT Agricultural extension is a key instrument to bridge the gap between new technologies and farmers. As a popular extension approach, farmer field schools (FFS) usually improve farmers’ knowledge and crop productivity. This study aims to quantify the heterogeneous impact of FFS on the cognition and adoption of multiple new agricultural technologies. In this study, we apply Tobit models to estimate the impact of FFS on technology extension regarding farmers’ cognition and adoption rates of different technologies, using data collected for 274 tomato and cucumber farm households in Beijing, China. We find that the FFS programmesignificantly increased farmers’ cognition and adoption of new agricultural technologies. We also find that the effects of FFS on extension vary in different categories of new technology. Particularly, we find that the extension of facility technologies is difficult, and new varieties are easy to disseminate but difficult to adopt by farmers. We conclude that FFS is an important channel for the extension of new agricultural technologies. At the same time, attention should be paid to the design of the FFS programme, adjusting to the attribute of different technologies.

An Impact Analysis of Farmer Field Schools on Hog Productivity: Evidence from China

In recent decades, pigs and pork have been the central elements of Chinese agricultural systems, food security, and diet. China’s rapid income growth has induced a significant change in food consumption patterns, and hog production has received utmost attention from both, the Chinese government and the public. While the impact of Farmer Field Schools (FFS) on crop cultivation has been widely studied, few studies have examined the impact of FFS on hog production. This study uses data collected from 222 hog farmers in Beijing to examine the impact of FFS on the productivity of hog production, focusing on its three main indicators: feed conversion ratio and the mortality of sows and piglets. We found that farms that participated in FFS programs significantly improved the feed conversion ratio of hog production, particularly in small scale hog farms. On average, FFS reduced the feed conversion ratio for herd sizes of 1000, 500, and 200 by 6.8%, 10.7%, and 14.0%, respectively. We did not find evidence that farms that participated in FFS programs had a significant impact on minimizing the mortality of sows and piglets. This study suggests that the knowledge training model of the FFS program could also work in fields other than crop cultivation. Furthermore, we suggest that more attention could be paid to extension services diffusing knowledge of vaccination and disinfection in hog FFS programs.

Farmer Field Schools (FFSs): A Tool Empowering Sustainability and Food Security in Peasant Farming Systems in the Nicaraguan Highlands

Farmer field schools (FFSs) emerged in response to the gap left by the worldwide decline in agricultural extension services. With time, this methodology has been adapted to specific rural contexts to solve problems related to the sustainability of peasant-farming systems. In this study we draw upon empirical data regarding the peasant-farming system in the Nicaraguan highlands to evaluate whether FFSs have helped communities improve the sustainability of their systems and the food security of their residents using socioeconomic, environmental, and food and nutrition security (FNS) indicators. In order to appreciate the long-term impact, we studied three communities where FFSs were implemented eight, five, and three years ago, respectively, and we included participants and nonparticipants from each community. We found that FFSs have a gradual impact, as there are significant differences between participants and nonparticipants, and it is the community that first implemented FFSs that scores highest. The impact of FFSs is broad and long lasting for indicators related to participation, access to basic services, and conservation of natural resources. Finally, this paper provides evidence that FFSs have the potential to empower farmers; however, more attention needs to be paid to critical indicators like production costs and the use of external inputs in order to scale up their potential in the future.

Impacts of farmer field schools on productivity of vegetable farming in Indonesia

This study assesses the impact of farmer field schools (FFS) on the productivity of vegetable farming in vegetable‐producing areas of East Java and Bali, Indonesia. The FFS have equipped over 3,000 vegetable farmers with integrated crop management knowledge applicable to chilies and tomatoes. The FFS are expected to enhance farmers’ capacity such that they can increase production. This study employs a difference‐in‐differences (DiD) method to overcome selection bias. A survey of 250 FFS‐graduated farmers and 250 non‐FFS farmers were purposively randomly selected from the overall community of farmers. Focus group discussion was used to support the survey. The results indicate that FFS were successful for enhancing farmers’ capability in vegetable farming. Farmers who participated in FFS have higher productivity than those who did not. Farmers also could adapt and adopt the knowledge gained from FFS as they underwent a process of learning by doing. The impacts of the increase in farmers’ capacity can be more evident if weaknesses during the FFS preparation and implementation can be overcome, to ensure more participation, flexibility to fit different conditions/needs and continuous learning.

Impact of Farmer Field Schools in Rwanda

Impact of Farmer Field Schools in Rwanda

Estimating the impact of farmer field schools in sub‐Saharan Africa: the case of cocoa

AbstractThis study measures the economic impact of the first phase of the Cocoa Livelihood Program (CLP‐I), a current World Cocoa Foundation (WCF) project, sponsored by the Bill and Melinda Gates Foundation and aimed at improving the livelihood of over 200,000 small cocoa producers in sub‐Saharan Africa via training, crop diversification, and farmer‐based organizations. Using data collected from 2,048 pre‐ and post‐CLP‐I interviews of cocoa producers in Ghana, Cote d'Ivoire, Nigeria, and Cameroon, the results show that yield enhancements attributable to CLP‐I are 32%, 34%, 50%, and 62% in Ghana, Côte d'Ivoire, Nigeria, and Cameroon, respectively. Using a total program cost of $151–$200 per beneficiary and estimated annual benefits of $109–$322 per beneficiary over 25 years, the benefit‐cost ratios are estimated to range from $18 to $62 for every dollar spent on human capital development. These results suggest the WCF should endeavor to increase the number of farmers who receive all, not some, of the components of the program. This would not only help ensure that each producer obtains as much human capital as possible from each of the training programs but increases the probability of reaching the CLP goal of doubling the income of cocoa‐growing households.

Learning impact of farmer field schools of integrated crop–livestock systems in Sinai Peninsula, Egypt

Four FFSs concerning integrated crop–livestock systems were implemented by a R&D project namely “Adaptation to Climate Change in West Asia and North Africa (WANA) Marginal Environments through Sustainable Crop and Livestock Diversification (ACC project)” during the summer season 2013 in three villages namely Village 4, Village 7 and Village 1750 in Sinai Peninsula. This study aimed to do the following: (1) assess the learning impacts of farmer field schools of integrated crop–livestock package and (2) explore the factors that affect the respondents’ learning index. Data were collected from the enrolled farmers (96 farmers) using an ex-post facilitator-made knowledge and implementation test during the period from April to October 2013. Mean, mode, standard deviation, range, frequencies, percentages, Learning Index (LI), and Chi-Square were used for data analysis and presentation. The study revealed that the mean scores of each item of the studied package were raised as a reason of respondents’ attendance of learning modules of FSSs. With regard to learning index, results showed that the mean scores reached about 38.25 for knowledge (KLI) and decreased to 32.98 for implementation (ILI). The majority of respondents (61.5%) have moderate level of KLI. Similarly around one half of respondents (51%) have also moderate level of ILI. With respect to factors affecting respondents’ learning index, the study findings indicated that number of family members, large animal ownership, leadership degree, and tendency to change were significantly related to respondents’ KLI, while large animal ownership, belonging degree, leadership degree, and tendency to change were significantly related to respondents’ ILI.

Beyond the Field: The Impact of Farmer Field Schools on Food Security and Poverty Alleviation

Summary We estimate the impact of a Farmer Field School intervention among small-scale farmers in northern Tanzania on two main development objectives: food security and poverty. We employ a series of evaluation methodologies, including a Quasi-Difference-in-Difference setup, to account for potential selection into the project, despite lack of baseline data. We find strong positive effects on food security, but no effect on poverty. Investigating possible mechanisms for this result shows that reallocation of labor resources toward own agricultural production and improved production smoothing may have led to improved food security while poverty remained unaffected.

Impact of farmer field schools on adoption of integrated pest management practices among cotton farmers in Pakistan

In Pakistan, farmer field schools (FFS) are enhancing skills of cotton farmers to adopt integrated pest management (IPM) practices for effective control of pests. To evaluate the impact of FFS on IPM practices, the present study was carried out in the Punjab province of Pakistan. A cross sectional data set of 325 cotton farmers was collected to estimate the impact of farmer field schools on the adoption of IPM practices as well as cotton yield and pesticide demand. A propensity score-matching (PSM) approach was employed to correct for selectivity bias. The results indicate that FFS participants have a higher knowledge level about IPM practices, compared to non-participants. Moreover, the results indicate positive and significant impact of FFS on the adoption of IPM practices, cotton yields and efficient pest management.

Sending Vietnamese Rice Farmers Back to School: Further Evidence on the Impacts of Farmer Field Schools

This study evaluates the impact of farmer field schools (FFS) on knowledge, insecticide use, and yield using a nonconsecutive, two‐year panel data that allows one to control for nonrandom selection. Regression analysis using a difference‐in‐difference approach indicates FFS training did not result in statistically significant impacts on insecticide use and yield over the period of time examined. However, there is some evidence that FFS had an “initial” knowledge impact, but it was not sustained over time. Retraining FFS graduates may be an attractive option to help maintain knowledge and improve performance over time, but we do not find empirical evidence on the effectiveness of this strategy based on a small sample of retrained farmers.La présente étude examine l’impact du programme Champ‐École‐Paysan (CEP) (Farmer Field Schools – FFS) sur l’acquisition des connaissances, l’utilisation d’insecticides et le rendement, à l’aide de données de panel non consécutives recueillies sur une période de deux ans et permettant de maîtriser la sélection non aléatoire. Une analyse de régression utilisant la méthode de différence de différences a révélé que la formation offerte dans le cadre du programme CEP n’a pas eu d’impact statistiquement significatif sur l’utilisation d’insecticides ni sur le rendement au cours de la période visée par l’étude. Toutefois, il semble que le programme CEP a eu un impact sur l’acquisition des connaissances au début, mais que cet impact n’a pas été soutenu au fil du temps. Le recyclage des participants au programme CEP peut constituer une option intéressante pour le maintien des connaissances et l’amélioration du rendement au fil du temps. Par contre, l’étude d’un petit échantillon de producteurs recyclés n’a pas fourni de preuve empirique permettant de croire à l’efficacité de cette stratégie.

PROTOCOL: Farmer Field Schools for Improving Farming Practices and Farmer Outcomes in Low‐ and Middle‐income Countries: A Systematic Review

Farmer field schools (FFS) are a common approach used to transfer specialist knowledge, promote skills and empower farmers around the world. At least 10 million farmers in 90 countries have attended such schools. FFS are implemented by facilitators using participatory "discovery-based" learning based on adult education principles. Many different implementing bodies have been involved. Field schools have a range of objectives, including tackling overuse of pesticides and other harmful practices, improving agricultural and environmental outcomes, and empowering disadvantaged farmers such as women. We conducted a systematic review of evidence on FFS implementation to investigate whether FFS make a difference, to which farmers, and why or why not. We synthesised quantitative evidence on intervention effects using statistical meta-analysis, and qualitative evidence on the barriers and enablers of effectiveness using a theory of change framework. The results of statistical meta-analysis provide evidence that FFS are beneficial in improving intermediate outcomes relating to knowledge learned and adoption of beneficial practices, as well as final outcomes relating to agricultural production and farmers' incomes. The findings suggest this to be the case for FFS promoting integrated pest management (IPM) technology, as well as other techniques. However, the rigorous impact evaluation evidence base is small and there are no studies that we were able to identify as having a low risk of bias. There is no evidence that neighbouring non-participant farmers benefit from diffusion of IPM knowledge from FFS participants. Therefore, they do not experience improvements in IPM adoption and agriculture outcomes. The evidence of positive effects on agricultural outcomes is largely limited to short-term evaluations of pilot programmes. In the few examples where FFS have been scaled up, the evidence does not suggest they have been effective in improving agricultural outcomes among participating farmers or neighbouring non-participants. Although empowerment is a major objective of many FFS, very few studies have collected information on this outcome in a rigorous manner. A few studies suggest farmers feel greater self-confidence. What explains the lack of scalable effects among FFS participants, or diffusion of IPM practices among the community? FFS differ from standard agricultural extension interventions, which tend to focus on disseminating knowledge of more simple practices such as application of fertiliser and pesticides, or adoption of improved seeds. The experiential nature of the training, and the need for the benefits of the FFS technology to be observed, are barriers to spontaneous diffusion. Furthermore, the effectiveness of scaled-up interventions has been hampered by problems in recruiting and training appropriate facilitators at scale. The review provides implications for policy, practice and research.

Impact of Farmer Field Schools on Agricultural Productivity and Poverty in East Africa

The authors used a longitudinal impact evaluation with quasi-experimental methods to provide evidence on economic and production impact of a farmer field school (FFS) project in East Africa. FFSs were shown to have positive impact on production and income among women, low-literacy, and medium land size farmers. Participation in FFS increased income by 61%. Participation in FFS improved agricultural income and crop productivity overall. This implies that farmer field schools are a useful approach to increase production and income of small-scale farmers in East Africa, and that the approach can be used to target women and producers with limited literacy.

Insecticide use impacts of Integrated Pest Management (IPM) Farmer Field Schools: Evidence from onion farmers in the Philippines

This article empirically examines the impact of Farmer Field Schools (FFS) on insecticide use by onion farmers in the Philippines. FFS is an intensive Integrated Pest Management (IPM) information dissemination method that encourages producers to lower their reliance on chemical insecticides for controlling pests and diseases in their farms. These FFS-IPM trainings have been conducted within vegetable-based production systems in the Philippines. The data used in the study are from a 2009 face-to-face farm-level survey of 200 onion growers in Nueva Ecija province. Using instrumental variable (IV) procedures to control for endogeneity and selection problems in the data, we find that FFS-trained onion farmers in the Philippines have significantly lower insecticide expenditures (∼PhP5,000) than non-FFS trained control farmers. When econometric problems due to endogeneity and selection are not controlled for, the FFS training did not show any statistically significant effect on insecticide use. The insecticide reducing effect of FFS has important environmental and health implications, and provides evidence about the effectiveness of the FFS training method in disseminating important IPM concepts in the country.

The Impact of Farmer Field Schools on Human and Social Capital: A Case Study from Ghana

Based on a case study of Ghanaian cocoa farmers who attended farmer field schools (FFS), this paper explores the impact of the FFS methodology on farmers’ technical knowledge, experimentation, knowledge diffusion, group formation and social skills as a way of assessing whether the relatively high costs associated with the method is justified. We carried out focus group discussions for exploratory purposes and a formal survey of 70 FFS graduates and 70 non-FFS farmers. The superior knowledge test scores of FFS graduates relative to non-FFS farmers demonstrates the effectiveness of the method for communicating complex knowledge and information to farmers in a way that allows them to understand it and retain it. An assessment of changes in farmers’ experimental capacity showed variable results. On the one hand, a significant proportion of FFS graduates applied some of the principles and practices learned to solve productivity problems with other crops, while others did not perceive any change in their experimentation behaviour. Significantly, an important skill farmers learned in the FFS was making observations on cocoa trees and the wider ecosystem as the basis for decision-making. The case study confirmed that FFS strengthened social cohesion among cocoa farmers and enhanced individual social skills by creating new networks for knowledge exchange and support, promoting group formation and improving farmers’ confidence and ability to work more effectively in groups. The paper concludes by recommending areas for improving FFS and highlights how strengthening human and social capital in cocoa growing communities can serve as a springboard for broader development activities.

The Impact of Integrated Pest Management Information Dissemination Methods on Insecticide Use and Efficiency: Evidence from Rice Producers in South Vietnam

This article examines the impact of two Integrated Pest Management information dissemination approaches on insecticide use and efficiency of Vietnamese rice farmers. Specifically, we investigate the impact of Farmer Field Schools (FFS) and No Early Spray (NES) mass media campaigns by utilizing econometric approaches that control for endogeneity and selection problems. Our results suggest that farmers exposed to FFS and NES information are more technically efficient than control farmers who have not been exposed to information from FFS or NES. However, only FFS farmers, not NES farmers, seem to have significantly reduced their insecticide use relative to non-FFS or non-NES control farmers. Copyright 2009 Agricultural and Applied Economics Association

“Investing in Farmers—The Impacts of Farmer Field Schools in Relation to Integrated Pest Management”—A Comment

In a recent article in World Development , van den Berg and Jiggins [van den Berg, H. & Jiggins, J. (2007). Investing in farmers: The impacts of farmer field schools in relation to integrated pest management. World Development, 35 (4), 663–686] (to be referred to in the discussion below as the “BJ paper”) challenge the validity of results in two papers written by us, [Feder, G., Murgai, R., & Quizon, J. (2004a). Sending farmers back to school: the impact of farmer field schools in Indonesia, Review of Agricultural Economics 26 (1), 45–62, Feder, G., Murgai, R. & Quizon, J. (2004b). The acquisition and diffusion of knowledge: the case of pest management training in farmer field schools, Indonesia. Journal of Agricultural Economics 55 (2), 217–239] focusing their criticism on a number of points, and concluding that our studies “appear to be less authoritative than they purport to be.” In the following, we will discuss the various points raised in the BJ paper, and show that they do not amount to a significant challenge to the validity of our results.

“Investing in Farmers—The Impacts of Farmer Field Schools in Relation to Integrated Pest Management”—A Reply

“Investing in Farmers—The Impacts of Farmer Field Schools in Relation to Integrated Pest Management”—A Reply