Strengthening rice seed systems and agro-biodiversity conservation in West Africa: a socio-technical focus on farmers’ practices of rice seed development and diversity conservation in Susu cross border lands of Guinea and Sierra Leone

Some decades ago it became clear that formal agricultural research institutions - and hence formal interventions in agriculture - were somehow missing their targets for African farmers, mainly because their proposed solutions, and the ways these solutions were developed and introduced to African farming communities, did not match the realities of peasant life. It was recommended that the formal research should consider the wider contexts within which farmers operated to formulate better solutions. These solutions are essential for low-resource farmers facing many (socio-economic and cultural) constraints and having to cope with uncertainties (climate change, market variations, soil degradation, political and social unrest). The research presented in this thesis analyses the functioning of West African rice seed systems with regards to this recommendation. It starts with a regional focus (seven West African coastal countries) and then focuses on specific in-depth field studies undertaken in Guinea (with some comparison from neighbouring Sierra Leone). The study is based on an interdisciplinary approach combining methods from social and natural sciences. Findings show that despite efforts from governments, policy makers and formal agricultural research, the informal seed system still predominates, largely because it is the seed system closest to low-resource farmers. The objective of replacing the informal seed system by a formal seed system exclusively promoting improved varieties is a distant prospect. The research shows that local varieties are, to a large extent, superior to improved varieties in the sub-optimal conditions facing most farmers. It is also shown that even when improved varieties suit farmers’ conditions they are often channeled through inappropriate institutional arrangements that block access by low-resource farmers. Formal seed projects often lack follow-up to sustain actions. Innovations are lost between research planning, donor requirements to demonstrate adoption and the realities of peasant coping strategies. It is argued that success indicators in the formal seed system need to be redefined based on a clear conceptual divide between variety dissemination and bulk seed supply. The formal seed system merges these two activities whereas the informal seed system pursues a different path and addresses different procedural constraints. We suggest seed projects should concentrate on variety dissemination and leave bulk seed supply to local seed dealers. The thesis demonstrates that local dealers are effective and more closely in tune with farmer needs. The major finding of this thesis is that the informal seed system is closer to farmers, and works well, because it reflects (and is integrated with) local ideas about food security and social solidarity. This social dimension is missing in the formal system, designed and funded by experts who neither live by planting rice nor share in the local sets of assumptions about social reciprocity and obligation. Guinea may be undermining its long-term food security if it continues to seek to replace a social seed system with one driven solely by abstract ideas of economic rationality. The better option, supported by the weight of evidence in this thesis, is to seek complementarity and synergy between the two systems. Keywords: Oryza sativa, Oryza glaberrima, food security, formal seed system, informal seed system, varietal diversity, sub-optimal agriculture, small-scale farmers, farmers’ practices, Guinea, Sierra Leone, West Africa. </p

Organizational analysis of the seed sector of rice in Guinea: stakeholders, perception and institutional linkages

This paper analyses the organization of the rice seed sector in Guinea with the overall objectives to assess how organizational settings affect seed supply to small-scale farmers and to suggest institutional changes that would favour seed service and uptake of varieties. Data were collected in Guinea, West Africa, using focus group discussions with extension workers, farmers, representatives of farmers’ associations, agro-input dealers, researchers and non-governmental organization (NGO) staff, and surveys of 91 rice farming households and 41 local seed dealers. Findings suggest that the current institutional settings and perceptions of stakeholders from the formal seed sector inhibit smallholder farmers’ access to seed. Seed interventions in the past two decades have mainly relied on the national extension system, the research institute, NGOs, farmers’ associations and contract seed producers to ensure seed delivery. Although local seed dealers play a central role in providing seed to farmers, governmental organizations operating in a linear model of formal seed sector development have so far ignored their role. We discuss the need to find common ground and alternative models of seed sector development. In particular we suggest the involvement of local seed dealers in seed development activities to better link the formal and the informal seed systems and improve smallholder farmers’ access to seed from the formal sector

How the timing and location of video shows influence learning among rice farmers in Uganda

Videos have the potential of enhancing learning among smallholder farmers. The study intended to establish whether timing and location of video shows influence learning among rice farmers in Kamwenge district, Uganda. A cross-sectional study was conducted by interviewing 48 focus group participants; 100 individual video participants and 16 key informants. Geographical Positioning System (GPS) mapping was used to establish the video catchment areas and distribution of video participants. Farmers approved the video for providing timely, useful and reliable information and bringing extension service providers closer to the farming communities. Majority (94%) of the farmers said that video provided useful information that fostered change in rice production practices and technologies. A one sample T-test indicated that the timing and location of video events are significant in influencing learning among farmers particularly by women, elderly and distant farmers. The implication is that locating video shows far away and running them late at night seriously compromised involvement by females, elderly and distant people. Thus, modalities suggested by farmers need to focus on adjusting the timing of video shows and ensuring rotational operational of videos in the respective villages or parishes purposely to reach out to the elderly, distant and women farmers.Int. J. Agril. Res. Innov. &amp; Tech. 6 (2): 77-81, December, 201

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

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. &amp; Tech. 9 (1): 66-72, June, 201

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. &amp; Tech. 9 (1): 58-65, June, 201

Learning through the eyes of others: Access Agriculture’s experiences with farmer-training videos in agricultural extension and education

This publication comes six years after Access Agriculture was created to enable south-south exchange and access to quality audio-visual training materials for smallholder farmers, herders and fishers, and other users of natural resources. It brings together some of the varied experiences of Access Agriculture’s many partners in producing, translating, distributing and using training videos. These experiences have been gathered from reports, academic research, blogs, stories and interviews with people from Africa, Asia and Europe – who all have in common a passion for improving agriculture. It also draws on a series of stories published in a sister publication from CTA, “A Passion for Video”, that were written in 2015 during Access Agriculture’s conference to celebrate its first three years