Empowering farmers to learn and innovate through integration of video-mediated and face-to-face extension approaches: the case of rice farmers in Uganda

Open Access Journal; First Published: 29 December 2016Agricultural extension is perceived as the primary mechanism through which farmers expand their ability to adopt and adapt new technologies and ideas. The use of Information and Communication Technology like videos in extension is being fronted as an alternative to the conventional Face-to-face extension approach (F2FEA). A comparison of effectiveness of the Video-mediated extension approach (VMEA) and F2FEA among rice farmers in two districts of Uganda challenges the independent use of the two approaches. A cross-sectional survey of two non-equivalent groups subjected to VMEA in Kamwenge and F2FEA in Hoima districts was conducted with 196 farmers. The results indicate greater potential for integration of VMEA and F2FEA as the two are complementary in the various stages of the farmer learning framework developed. VMEA is significantly better in awareness creation and sharing of knowledge and experiences while the F2FEA is significantly better at enhancing knowledge acquisition and retention and application. The relative strengths of VMEA and F2FEA can best be harnessed through integration of the approaches. The integration will not solve the problem of large farmer to extension ratio common in developing countries but will rather make the extension workers more effective. The integration however calls for rethinking of institutional arrangement, roles of the extension worker, and pragmatic retooling of the extension worker to embrace social learning principles that empower farmers to be more self-directed learners and innovators

How farmer videos trigger social learning to enhance innovation among smallholder rice farmers in Uganda

Information and Communication Technology (ICT) tools such as videos promoted to enhance farmer access to information to influence change in farming practices need to be situated in social learning processes. Farmers learn and innovate through social learning characterized by exchanges amongst farmers to contextualize knowledge and adapt technologies for relevance. This study assessed how a video-mediated extension approach (VMEA) triggers social learning to enhance innovation among rice farmers in Uganda using experiences of a Non-Government Organization, Sasakawa Global 2000 (SG 2000). A cross-sectional study was conducted among 100 farmers subjected to VMEA by SC 2000 in Kamwenge district. Semi-structured interviews, focus group discussions (FGDs), field observations and key informant interviews were used to collect the quantitative and qualitative data. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) while thematic analysis was applied to the qualitative data. Results indicate that inherently, videos trigger conversational exchange between farmers including those who do not watch the videos. These interactions enable collective reflection, evaluation and validation of knowledge, which in turn motivate experimentation. In this study, videos significantly enhanced awareness, knowledge acquisition, uptake of technologies and innovation among rice farmers. However, the potential of videos in influencing farmer knowledge and behavioral change can be further exploited if the users can produce contextualized videos of farmer practices and innovations for dissemination. Among other things, effective use of videos in extension requires excellent skills in facilitating social learning processes; and video documentation of farmer practices and innovations to aid scaling up and deepening learning

Access to and use of video-mediated agricultural information: lessons from the case of Sasakawa global 2000 rice videos in Uganda

Published: 30 June 2017Video can be effectively used to provide information to small scale farmers. However, its effectiveness to enhance access to and use of information depends on certain organizational, social, economic and technical factors. This cross-sectional study assessed these organizational, social, economic and technical factors that affect access to and use of agricultural information from the perspective of video participants, using Sasakawa Global 2000 as a case. The study involved conducting six focus group discussions (FGDs) with 48 purposively selected video participants while 100 video participants were selected by census from the registers of the association for individual interviews. Geographical Positioning System (GPS) mapping was used to establish the video catchment areas. While content analysis was applied for qualitative data, quantitative data were analysed using SPSS 18.0 version. ArcGIS version 10.1 software was used to generate the maps. Findings indicate that majority (98%) of the farmers interviewed regarded farming as their major economic activity. Majority of the video participants (94%) approved the use of video for enhancing access by farmers to useful agricultural information. However, our findings revealed that more men (71%) attended the video shows than their female counterparts (29%), because they were favoured by the timing of the video shows which are often screened late at night. About 53% of the video participants travelled 1.5km to attend the video shows with distant video participants (3%) traveling about 7km. The video participants initially got to know about the video shows through their group leaders while others got to know about them by surprise. Use of more technical language in the video and the costs involved in implementing the acquired information respectively limited comprehension of the messages and utilization of the learnt knowledge. Overall, if the timing, location and awareness creation about video events are not addressed, it means that largely men and nearby farmers will continue to attend and benefit from the video shows. Also, if the issue of technical language is not addressed, use of the learnt knowledge is likely to continue being problematic. Thus, the modalities suggested by the farmers with particular efforts on documenting local farmers in their local languages, intensifying awareness creation through local channels, adjusting the timing of video shows and operating them on a rotational basis are vital if video is to enhance access and use of information by farmers

How video attributes influence farmer learning about maize postharvest handling practices and technologies in kakumiro district, Uganda

In Sub-Saharan Africa, video has been earmarked as an important tool to enhance learning among smallholder farmers. The study evaluated how the inherent video attributes influence learning about postharvest handling practices and technologies from the perspective of maize farmers in Kakumiro district of Uganda; using the case of Access Agriculture maize videos. An action-oriented research involving showing of four videos, on-site participant observation, six key informant and 50 exit individual interviews were conducted in February 2019. While thematic-content analysis was applied for qualitative data, quantitative data were analyzed using SPSS 18.0 version. Our results clearly illustrate that the video’s ability to influence farmer learning depends on the complementarity of its positive attributes including: demonstration ability, attractiveness and clarity of images, ability to arouse interest and curiosity; thus, fostering interactions among viewers. The nature of video content in terms of clarity, practicability, relevance, applicability and content sequencing are also perceived to be key attributes of video in enhancing learning among the viewers. However, the effectiveness of video is likely to be compromised by the socio-economic and cultural factors more especially if such factors are not well taken care of during the filming process. If possible, when developing videos for farmer learning, focus should be on creating local content that is context specific, which farmers can enjoy and relate to for easy adaptation and eventual application. Int. J. Agril. Res. Innov. & Tech. 9 (1): 58-65, June, 201

Reinforcing social learning beyond video: lessons from the sasakawa global 2000 rice videos in kamwenge district, Uganda

The study assesses how social learning was triggered and reinforced through video-mediated extension as used by Sasakawa Global 2000 (SG 2000) from 2007 to 2010 among rice farmers in Kamwenge district, Uganda. A longitudinal study involving six focus group discussions and 100 semi-structured interviews were conducted in August 2015 to February 2016, and later 21 key informant interviews in June 2018 to generate data from farmers. While thematic-content analysis was used for the qualitative data, SPSS v.18 was used for quantitative data analysis. Results indicate that video-complementary extension methods were non-discriminative as evidenced by the diversity of farmers who participated in the demonstration sites, field days and exchange visits in terms of age mix and level of education attained. Furthermore, use of videos in extension is more effective when combined with other complementary follow-up extension methods; thus, deepening social learning among farmers. For effective scaling-up of the impact of video-mediated extension messages, use of complementary extension methods such as demonstration plots, exchange visit and field days offer greater opportunities for developing more localized videos for farmer learning. However, this requires pragmatic retooling of extension workers to effectively document local videos on the interactive learning that occurs in these complementary extension methods. Int. J. Agril. Res. Innov. & Tech. 9 (1): 66-72, June, 201

Social cognitive drivers of farmer learning behaviour in the student-to-farmer university outreach in Uganda

Published online: 23 April 2019Globally, universities are repositioning themselves for community outreach although with difficulty in responding to the unpredictable social features of host communities. Accordingly, this study aims to assess the role of social cognitive factors in farmer learning behaviour during university outreach. Structural equation modelling was conducted on the data obtained from a sample of 283 host participants of the student outreach programme of Gulu University, Uganda. The results indicate that social outcome expectations (β = 0.227, t = 1.978, P < 0.05), social influence (β = .372, t = 4.448, P < 0.01) and farmers’ formation of intentions (β = .214, t = 3.254, P < 0.01) significantly predict farmer learning behaviour. It is also established that social influence combine with formation of intentions to mediate social outcome expectations in predicting farmer learning behaviour. We highlight that tapping into the social setting of host farmers is critical for the success of university outreach in the sense that it generates the social reinforcements for effective farmer participation and learning. We recommend that the managers of university outreach programmes should devote efforts to prepare students to be sensitive to the concerns and needs of the community as a whole rather than just the host farmers

Motivational pathways for farmer learning behaviour in the student‐to‐farmer university outreach

Published online: 23 Feb 2023In recent times, calls for practical training of agricultural extension workers, who exhibit the right mix of competences for responsiveness to farmer learning needs, have intensified. This comes at the time when there is an increasingly growing desire for more community‐engaged African universities, and as such, making the integration of agricultural students into community outreach services a necessity. However, empirical evidence on whether student‐led outreach and training models adequately respond to the psychological learning needs of host farmers and subsequent motivation of these farmers for learning is lacking. This study uses a structural equation modelling technique on a sample of 283 farmers who had previously participated in the student‐to‐farmer outreach of Gulu University. Results reveal that satisfying farmer learning needs influences intrinsic motivation, formation of learning intentions and farmer learning behaviour. Intrinsic motivation mediates the relationship between satisfying farmer learning needs and the outcome learning behaviour. We conclude that satisfying farmer learning needs is a strong initiator of motivational pathways for farmer learning behaviour in the student‐to‐farmer university outreach. We call for more public financing of university outreach programmes so as to enable not only training for churning out graduates with the right competences of responsiveness to community needs but also fostering creative innovations involving both universities and communities

Facilitating conditions for farmer learning behaviour in the student-to-farmer university outreach

Published online: 12 April 2019Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach. Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour. Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β = 0.380; t = 5.263; P < .01) and actual farmer learning behaviour (β = 0.182; t = 2.081; P < .05). Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation. Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions. Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach

Effect of Botanical Extracts on Late Blight (Phytopthora infestans) and Productivity of Tomato (Solanum esculentum)

Late blight is caused by Phytopthora infestans (Mont.) de Bary which establishes quickly in Solanum esculentum L. (tomato); as a result, it makes the pathogen one of the most devastating plant diseases across the world. The control of late blight is difficult because P. infestans has advanced and complex enzymes and effecter molecules coded by avirulence genes. As such, a study was carried out at the University of Zimbabwe, Department of Plant Production Sciences and Technologies, between August 2018 and May 2019 to evaluate the efficacy of Moringa oleifera Lour. (moringa), Eucalyptus nigra R.T. Baker (gumtree), and Lantana camara L. (sensu lato) (lantana) extracts as biofungicides on late blight development on S. esculentum. The effect of acetone, ethyl acetate, and water extracts of M. oleifera, E. nigra, and L. camara on percent inhibition and radial growth were evaluated in the laboratory. In addition, the efficacy of different extract concentrations of M. oleifera, E. nigra, and L. camara L. on defence enzymes, disease incidence, disease severity, and yield parameters of S. esculentum were assessed in the in vivo experiment. Increasing concentration of the botanical extracts significantly (p≤0.05) reduced radial growth and increased percent inhibition of P. infestans. In addition, increasing botanical extract concentration significantly (p≤0.05) increased peroxidase (PОD), phenylalanine ammonia lyse (PAL), and polyphenol oxidase (PPO) activity. Disease incidence and severity were significantly (p≤0.05) reduced as the concentration of the botanical extracts increased. Similarly, marketable and total yield significantly (p≤0.05) increased with increase in the botanical extract concentration. Gas chromatography mass spectrometry (GCMS) revealed the presence of furfural, 5-methyl-4- (trifluoromethyl) pyrido, dodecanamide, cyclopentasiloxane, and decamethyl. From the research, it can be concluded that M. oleifera ethyl acetate, E. nigra ethyl acetate, and L. camara water extracts contain antifungal compounds and can be used as biofungicides in late blight management