Déterminants socio-économiques du changement des pratiques dans la plateforme de chaîne de valeur du riz étuvé à Malanville, Bénin

Au Bénin, l'étuvage traditionnel est encore largement pratiqué par les transformateurs de riz, ce qui impacte négativement la qualité du riz. A travers la mise en place d’une plateforme d’innovation dans la commune de Malanville, une nouvelle technologie d’étuvage a été introduite pour améliorer le rendement à l'usinage et la qualité du riz local. Cette étude a analysé les déterminants du changement des pratiques d’étuvage du riz au niveau de la plateforme. Des entretiens semi-structurés et structurés ont été réalisés avec 200 femmes transformatrices (étuveuses). Les résultats ont montré que la plateforme d’innovation a permis un changement des pratiques d’étuvage conduisant à une amélioration de la qualité du riz. De plus, l’analyse du modèle logit binomiale a montré l’existence de certains facteurs extrinsèques (contexte social, innovation) aux étuveuses et qui ont contribué au changement de pratique d’étuvage du riz. Ainsi, cette étude suggère la promotion des plateformes d’innovation dans les zones rizicoles afin d’améliorer la qualité du riz local au Bénin

Analyse Des Impacts Environnementaux, Sociaux Et Economiques Des Modes De Production De Coton Conventionnel Et Biologique Au Bénin

Cette recherche compare les effets environnementaux, sociaux et économiques liés aux modes de production de coton conventionnel et biologique en utilisant la méthode d’analyse multicritère. Les données ayant servi à l’étude ont été collectées au sein d’un échantillon de 93 producteurs dont 34 producteurs de coton conventionnel et 59 producteurs de coton biologique. L’analyse de ces deux modes de production sur le plan environnemental, social et économique montre que la production biologique de coton reste le meilleur mode pour une agriculture durable. Les fertilisants et les produits phytosanitaires utilisés, constituent la principale différence observée au niveau des deux modes. Les producteurs de coton biologique adoptent les techniques de conservation et de restauration des sols en utilisant les fertilisants organiques et la pratique de la rotation culturale pendant que les producteurs conventionnels utilisent les pesticides et les engrais chimiques de synthèse. Ces résultats obtenus avec l’analyse multicritère peuvent être discutables et peuvent aussi varier en fonction des critères sélectionnés, de la perception des enquêtés et de la connaissance des chercheurs. Toutefois, ils peuvent servir de base dans les prises de décisions relatives à l’agriculture biologique ou conventionnelle et à la protection de l’environnement. This research compares the environmental, social and economic effects of conventional and organic cotton cropping using the multicriteria analysis method. Data were collected from a sample of 93 producers (34 conventional and 59 organic cotton producers). Results show out that organic cotton cropping is the best practice for sustainable agriculture. Fertilizers and phytosanitary products used, constitute the main difference observed in both practices. Organic cotton farmers adopt soil conservation and restoration techniques using organic fertilizers and crop rotation practices while conventional producers use synthetic chemical pesticides and fertilizers. Results show out by multicriteria analysis could be influenced by selected criteria, respondents’ perception and researchers’ knowledge. However, they are interesting to serve as basis for decision-making on organic or conventional agriculture and environmental protection

Towards sustainable vegetable growing with farmer learning videos in Benin

Vegetable production plays an important role in nutrition, food security and poverty reduction in Benin. However, vegetable production is hampered by pests and farmers rely on pesticides to control them. Improving farmers’ knowledge is important for the use of sustainable, intensive agricultural practices. This paper assesses the role of learning video in changing vegetable farmers’ behaviour towards sustainable agriculture. Drawing mainly on mass distribution of learning videos, DVDs entitled ‘Improving vegetable production’ were sold through non-conventional dissemination networks from August to December 2015, to strengthen farmers’ learning. In June 2016, we interviewed a sample of 120 buyers/viewers in four different areas where the DVDs were sold. The interviews were followed by a field visit to collect evidence of the change of practices reported during the interviews. Farmers who watched the videos enhanced their creativity and adapted the learning to their environment by using more sustainable agriculture practices. About 86% of respondents indicated that they now spend less money for pesticides to manage pests and diseases. Video-mediated learning promotes local innovation, improves farmers’ knowledge and triggers agro-ecological practices with little or no input from the conventional extension system

The distribution of farmer learning videos: Lessons from non-conventional dissemination networks in Benin

Commercial channels can be non-conventional networks for disseminating agricultural information, especially if farmers are willing to pay for a DVD with learning videos. Using purposive sampling, we selected retailer and involved them in selling videos compiled in a DVD. Inside the jacket of DVD, we pasted a sticker listing a phone number that buyers or video viewers could call for further questions. We interviewed 341 of the buyers who called that number. After the phone interviews, snowball sampling was used to select 180 farmers for face-to-face interviews in order to validate the information collected during the telephone interviews and to understand the behavioural changes triggered by watching the videos. Within four months of first distributing DVDs to retailers, 80% of the 700 DVDs were sold. Distributing videos through commercial channels gives a fair chance to everyone to learn, since the DVDs were sold on the open market at an affordable price. About 84% of the DVDs were sold at 1 USD, suggesting that all of the respondents were willing to pay for learning DVDs; 86% of respondents said they now spent less money on pesticides after watching the videos. Private sector actors can become “new extensionists” and distribute agricultural information to rural populations

Beyond Striga Management: Learning Videos Enhanced Farmers‟ Knowledge on Climate-Smart Agriculture in Mali

This paper assesses the climate smart agricultural practices triggered by learning videos on integrated striga management, soil fertility and cost-benefit evaluation practices. Using household head interviews and focus group discussions, this study revealed that farmers have similar perceptions of climate change and related impacts in video-villages and in non-video-villages. However, farmers‟ observation of climate change and related impacts are influenced by gender; men perceived more climate change and related impacts than women. In non-video villages, few respondents adopted crop rotation, intercropping, crop diversification, improved short-cycle seed varieties and zaï techniques as climate change adaptation strategies. Videos contribute more to the adoption of crop rotation, intercropping and fertiliser application for men than for women. Videos on accounting (managing money) enable more women than men to enhance their cost-benefit evaluation practices for income improvement. During the interviews, women farmers in video-villages were eager to demonstrate their knowledge about cost-benefit evaluation. We also found that the yield of sorghum, millet and maize is higher in video-villages than in non-video-villages. Thus, using videos as an extension tool is suitable for knowledge development and leads to the high adoption of climate-smart agricultural practices for food security

Commercial channels vs free distribution and screening of agricultural learning videos : A case study from Benin and Mali

Farmers' access to reliable information is crucial to improving rural livelihoods, food security, and national economies in West Africa. This paper discusses the dynamics of accessing and using agricultural learning videos from commercial channels, vs project and non-project channels in Benin and Mali. Using combinations of different models to assess the effectiveness of agricultural extension programs, the findings showed that farmers were motivated to pay for videos and watch them by themselves, without facilitation. Farmers who watched the videos through project support have also continued to watch on their own if the videos are of interest to them. Nevertheless, farmers were less motivated in the learning process when they received the Digital Video Disc (DVD) free and without support to watch them. We also found that the distribution of learning videos through commercial channels reaches more serious users and increases farmers' self-determination for learning, and farmers are more motivated to provide feedback than viewers who receive DVDs for free or via project support, Non-Governmental Organizations (NGOs), or farmer organizations. Although buying a DVD is an individual action, they like to watch the videos in groups. After buying the DVD, about 43% of respondent borrowed DVD players and one person in five bought a DVD player to watch the videos. Efforts to promote improved technologies need to expand beyond the conventional focus on research and extension services. Support to agricultural technology dissemination must go beyond assistance to smallholder farmers and NGOs (practical implication). As the private sector has a role to play, both in making technologies available and in teaching farmers how to use them, their contribution would create space for innovation (theoretical implication). Our findings suggest that successful development intervention programs can be sell audiovisual material to farmers, who will use it proactively.</p