Post on 18-Jan-2015
description
Building Stakeholders’ Capacities in a Farmer-to-Farmer Extension
System in Kamuli District, Uganda
Haroon Sseguya, PhDMakerere University
INTRODUCTION
Mode of agricultural extension service delivery has evolved over the years in Uganda
NGOs predominantly use farmer-led extension (FLE), especially Farmer-Farmer Extension (FFE)
FLE involves exchange of knowledge and ideas; and development of innovative capacity of actors involved
INTRODUCTION AND STUDY PROBLEM
In FFE, farmers play roles in technology development and dissemination, training peers, sharing experiences (adaptation)
Problem: Dearth of studies on efficacy of FFE in sub-Saharan Africao Quality of services, o Performance, motivation and community-based
extension workers; both program staff and farmer trainers
OBJECTIVES
1. Assess farmers’ perceptions of the quality of services provided by Volunteer Farmer Trainers (VFTs)
2. Assess VFTs’ perceptions of the quality of training provided by VEDCO staff
3. Describe the capacity needs of both VFTs and VEDCO staff.
COMMUNITY-BASED LIVELIHOODS PROGRAM IN
UGANDA Period: 2005-2009 (Phase I),
2010-2014 (Phase II) Funding: Iowa State
University (ISU), USA Partners: ISU, Volunteer
Efforts for Development Concerns (VEDCO), Makerere University (Mak)
Coverage: Three sub-counties (increased to six in Phase II), 800 households (increased to 1200 in Phase II)
COMMUNITY-BASED LIVELIHOODS PROGRAM IN
UGANDA
Approach: Farmer groups, Volunteer farmer trainers (VFTs), program staff
VFTs are of two types:o Rural Development
Extensionists (RDEs)o Community Nutrition and
Health Workers (CNHWs)
COMMUNITY-BASED LIVELIHOODS PROGRAM IN
UGANDAVFTs’ selection: RDEs and
CNHWs are selected by both community members and VEDCO staff
Training of VFTs: Three-year training covering
a number of areas, both theory and hands-on
Conducted by VEDCO staff with support from Mak.
COMMUNITY-BASED LIVELIHOODS PROGRAM IN
UGANDA Overview of training content for RDEs
Extension, communication and group dynamics Sustainable crop and livestock production (includes soils) Gender and leadership Farm planning and records management
Overview of training content for CNHWs Extension, communication and group dynamics Diets and diet planning, hygiene and sanitation Management of infectious diseases and alcohol problems Nutrition for HIV/AIDS patients, pregnant mothers and
infants
DATA AND METHODS Sources: VFTs, VEDCO staff, farmers’ groups; used interview
schedules Key questions:
Farmers groups: Services accessed, their quality, quality of VFTs VFTs: socio-demographics, how work is done, challenges
encountered, suggestions for overcoming them, capacity gaps VEDCO staff: Roles of staff in preparation of VFTs, how, capacity
gaps Population and sample: 59 VFTs (out of 69 available); seven
VEDCO staff; 21 farmers groups (out of 62)
Data Analysis: Manual coding: open >focused > generating common categories and themes relevant to objectives
RESULTS: QUALITY OF VFT’S SERVICES
VFTs use lectures, demonstrations, home visits
Flexibility – basing on demands of farmers in relation to farming cyle
RESULTS: QUALITY OF VFT’S SERVICES
Most farmers (14 groups) satisfied with quality
Concern of about the means of determining quality since each group had one VFT in each category
Needs supplementation with VEDCO staff visits; status problems for VFTs
VFTS’ PERCEPTIONS OF TRAINING PROVIDED BY VEDCO
STAFF
‘Lecture’ as a dominant technique Poor learning of content as a result Non comprehension would always lead to failure to train
others Training materials and aids bulky and complex Feelings that VFTs are doing work for VEDCO staff on
volunteer basis
CAPACITY NEEDS FOR VFTS AND VEDCO STAFF
VFTso How to mobilize communities for training and
development activitieso Effectively teaching adultso Conflict managemento Report writing
VEDCO staffFacilitation of adult learning activities
CONCLUSIONS
FFE is effective and innovative way of:o Improving the intensity and quality of extension services o Building capacities for community members
Ensures sustainability of interventions
However, with respect to VFTs, challenges of preparation, time to be dedicated to training others, acceptability by peers and incentives remain
RECOMMENDATIONS
Careful assessment of capacities for NGO staff and VFTs; improvements made
Clarification of needs of farmers, roles of program staff and VFTs (e.g. volunteerism vs. incentives)
Development of appropriate training aids in partnership with other organizations in the country
KEY ACTIONS IN PHASE II
Recruitment of Community-Based Trainers (CBTs) to complement the role of RDEs and CNHWs; these are remunerated
Training program staff and CBTs in adult learning techniques and facilitation of training
Addressing capacity needs to RDEs and CNHWs
Development of teaching aids
THANK YOU VERY MUCH!