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1.
Abstract

Purpose: Formal agricultural research has generated vast amount of knowledge and fundamental insights on land management, but their low adoption has been attributed to the use of public extension approach. This research aims to address whether and how full participation of farmers through the concept of Rural Resource Centre (RRC) provides new insights for the development of alternative and farmers-based extension methods.

Design/Methodology/Approach: Using the Concept of RRC, this research assesses the role of farmers in on-farm demonstrations and scaling-up of land management practices, and investigates effective ways to enhance beneficial interactions between researchers, extension workers and farmers in view of improving adoption.

Findings: The findings suggest that farmers can effectively participate in demonstrations and scaling-up of agricultural practices. This participation is enhanced by judicious incentives such as higher crop yields that motivate farmers and influence adoption. The current success of the approach stems from the fact that farmers, extension workers and researchers jointly implement the activities and their different aims were achieved simultaneously: scientific results for researchers, better agricultural practices for extension workers, and economic success and free choice for farmers.

Practical implications: This research concludes that farmers have the capacities to play an innermost role in demonstrations and scaling-up of agricultural practices. However, there is a need to build and strengthen their capacities to facilitate their participation and contribution.

Originality/Value: The article demonstrates the value of the preponderant role of farmers in on-farm demonstrations and scaling-up practices by exhibiting the beneficial interactions between researchers, extension workers and farmers.  相似文献   

2.
Abstract

The paper explores the difficulties and challenges in mobilizing and managing social capital in concrete local and territorial directed rural development project activities. The main focus is put on the roles of local facilitators working with farmers and other local stakeholders during project implementation. The EU 5th framework project IMALP included a strong component of implementing concrete actions. In each of the four participating countries a region was selected where a so-called local group was established. A local facilitator was employed to moderate the local group and to assist in the design and implementation of concrete projects. Research accompanied and monitored the process. The recent shift of EU policy towards rural development from a mainly sectoral (agricultural) approach to a territorial approach requires new competences in managing social capital and on their changing role(s) in the different stages of group formation and development. Professional support by facilitators with a set of new skills is needed in the course of group formation and development. The identification, mobilization and management of social capital become a crucial challenge. So far the mobilization and management of social capital does not happen consciously. Agricultural advisors taking over the task of local facilitators need to be specially trained in actively mobilizing and coordinating towards a common goal. The value of the paper lies in the analysis of the experimental approach of the project and the cross-country comparison of the results.  相似文献   

3.
Abstract

Although stakeholder participation is expected to promote equitable and sustainable natural resource management, lessons from the past tell us that more careful attention needs to be paid to achieving equitable impacts. Now the question is how to address social inequities and power asymmetries. Some authors emphasize the need for more dialogue, while others prefer a critical perspective, arguing that dialogue might not be sufficient to avert the risk of a process deepening existing social inequities. This article aims to enrich this debate and question the practical implications of the critical perspective through an in-depth analysis of power games in a participatory process.

A Companion Modelling (ComMod) process was conducted in an Akha community of Northern Thailand with a critical perspective, i.e. with a concern for the less influent stakeholders. Simulation tools such as role-playing games were used to mediate a cross-cultural learning process among researchers, farmers and administrators about a local irrigation water management problem. The detailed analysis of power games in this learning and negotiation process reveals that in spite of initial power asymmetries, the poorest farmers of the community started to voice and assert their interests. This was very much due to the role of a Western researcher who put the equity issue on the public agenda and to the strategic support of a charismatic Christian leader.

We identify a set of practical facilitation methods that helped to manage power asymmetries and to level the playing field, but we also discuss the main limits of our cultural-embedded methodological choices. Acknowledging that ‘the facilitators’ neutrality' is an illusion, this study allows us to raise the question of their social legitimacy. We suggest that they should systematically make explicit and reflect on their cultural-ideological background and methodological hypothesis and choices and their effects on the socio-political context. This article is an original attempt to accept this challenge.  相似文献   

4.
Abstract

In parts of the world, including many developing countries, climate variability impacts negatively on agricultural production and natural resource management. Workshops in applied climatology were held in Australia, India, Indonesia and Zimbabwe between 1999 and 2002 to provide farmers and agricultural and meteorological staff a better understanding of the El Niño-Southern Oscillation phenomenon, associated climate variability, its forecast potential and its relevance to their local agriculture system. Most participants saw climate information skills as essential or useful in their work but few had good skills. Through discussions, learning outcomes were established and resource materials developed in Australia were adapted for use in the other countries. Educational course material was developed for workshops and for vocational and tertiary education. This material was developed in multimedia and print format suited to different learning styles. Workshops incorporated sessions on local climate, a climate analysis tool to assist forecasting, application of forecasts, communication and evaluation. Post-workshop surveys demonstrated improved knowledge and skills of participants with a need for further training in risk management strategies relating to agricultural systems. This was identified by a skills audit during the workshops and could form the basis for an advanced training programme.  相似文献   

5.
Abstract

This article contributes to the study of decision-making processes both at a farm systems level and at the level of agricultural research in partnership with commercial farms. It also highlights the way in which adoption and adaptation of innovation occurs in a socially rich context with information, group formation and connectivity converging to create a complex learning environment.

Design/methodology/approach. The methodology used in this research centres on the Communities of Practice (CoP) theoretical framework augmented by Gramsci's notion of Intellectual Communities and discursive analysis. A dairy farming systems project operating in Australia (3030 Project) provided the context for our study.

Findings. The group structures within the 3030 Project constitute CoP in which innovation is evolved, adopted and adapted. This process involves socially negotiated learning which is both processual and highly contextual. Discursive dialects are formed and interact within these CoP at the level of decision-making and can be analysed in context to further our understanding of the way in which farmers participate in learning opportunities and negotiate innovation.

Practical implications. This theoretical framework can be used to enhance the learning capabilities of these groups by developing a better understanding of how discourse is used to successfully transfer knowledge effectively and with authority.

Originality/value. The 3030 Project provided a unique opportunity for a comparative analysis of on-farm and research-based decision-making processes in a ‘real time’ situation from a multi-scale perspective.  相似文献   

6.
Abstract

Purpose: This article explores the impacts of action learning on graduates’ abilities to use interdisciplinary knowledge to solve problems, practice teamwork on the job and become change agents through study in two MSc programmes at the Norwegian University of Life Sciences (UMB).

Design/methodology/approach: Electronic questionnaires were sent to students who had graduated from the Agroecology and Management of Natural Resources and Sustainable Agriculture (MNRSA) MSc programmes between 2000 and 2007.

Findings: Both study programmes encouraged students to become change agents promoting sustainable practices through application of knowledge and methods from natural and social sciences. Agroecology graduates applied a greater range of creative research methods, and improved their capacity for holistic and systems thinking more than MNRSA graduates, while the latter were more skilled in building consensus. Graduates from both programmes increased their abilities to create a positive team environment, bring people together to express their views and take multiple views into consideration when making decisions.

Practical implications: This survey documents how action learning develops students’ skills and knowledge to handle complex social and environmental challenges and become change agents.

Originality/value: In the context of increasing challenges in agroecology and natural resource management the findings on how to translate knowledge into action are important for teaching/learning institutions dealing with education for sustainable development.  相似文献   

7.
Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.

Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.

Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.

Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.

Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.

Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.  相似文献   


8.
ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.  相似文献   

9.
Abstract

In this article, the practicability of introduction of computer multimedia as an educational tool was compared with the traditional approach for training sugarcane growers in ratoon management practices in three villages of Tamil Nadu state, India using pre-test, post-test control group experimental design.

A CD-ROM was developed as a multimedia resource to support the training process using Macromedia Flash as the authorware. Three modes of message delivery—traditional lecture alone, lecture followed by multimedia and multimedia alone were analyzed for their effectiveness in terms of knowledge gain, learning index and extent of adoption. The group which was exposed to lecture followed by multimedia had better knowledge gain and learning index. Farmers perceived that the use of different multimedia building blocks made it an interesting and educative tool. The message, when given through lecture alone was perceived as boring and monotonous with limited attention span. The extent of adoption of ratoon management practices was almost on par; however the group which had received instructions through lecture followed by computer multimedia had a better adoption rate. Such a comparative analysis is an opportunity for a better understanding of the role that multimedia could play in technology transfer to farmers.  相似文献   

10.
ABSTRACT

This paper focuses on the Reciprocal Learning Programmes between Western and Eastern educational systems through a Sister School project as well as, a Reciprocal Learning Programme through preservice programs between a Canadian university and a Chinese university. Benefits of the Reciprocal Learning Programs include reflective practice of content and pedagogical learning, cultural and societal learning, globalisation and emotional and social impact. Qualitative documentation demonstrates that educational, social and cultural dimensions are cultivated and nurtured through the Reciprocal Learning programs and have positively affected the students, educators and leaders involved in the project. Criteria for success in the programs included professional and personal commitment, educator inquiry, vulnerability, organisational commitment and multi-dimensional partnerships.  相似文献   

11.
Purpose: To explore why substantial agricultural information gaps persist in African smallholder farming communities and how to reduce them.

Design/methodology/approach: Using conservation agriculture (CA) as a case study, we deeply explore with 29 smallholder farmers why they are yet to obtain sufficient information to enable practice evaluation.

Findings: Respondents asserted that their lack of information on CA was not reflective of a lack of interest in obtaining it, but of the unavailability and inaccessibility of learning opportunities. A deeper analysis revealed an underlying passive approach to seeking information and culture of financial expectancy.

Practical implications: If extension systems are to catalyse broader sustainable intensification, we find the need for emphasis on (1) more inclusive extension mechanisms; (2) education of farmers about demand-driven extension; and (3) revision of direct input provision to lead farmers.

Theoretical implications: While not contesting the value of farmer-to-farmer (F2F) extension systems for those socially connected to lead farmers, we find four research questions for further exploration regarding the practical application of F2F mechanisms that may impede their broader effectiveness, namely (1) Is extension coverage sufficient? (2) Do farmers understand demand-driven extension systems? (3) Do current incentive structures complicate farmer information seeking behaviour? and (4) Do current mechanisms encourage social stratification?

Originality/Value: To date, adoption studies have largely utilised quantitative, econometric lenses that generally assume farmers are sufficiently aware of the technologies in question. Due to our in-depth qualitative analysis, we provide novel insights into how to close informational gaps that hamper efforts to increase the food and livelihood security of African smallholder farmers.  相似文献   

12.
Abstract

Purpose: Groundnut farmers in East Africa have experienced declines in production despite research and extension efforts to increase productivity. This study examined how social network structures related to acquisition of information about new seed varieties and productivity among groundnut farmers in Uganda and Kenya.

Design/methodology/approach: Data came from face-to-face interviews with a sample of 491 farmers randomly selected from a larger frame purposefully selected to represent farmers who had worked with researchers and farmers who had not, and to represent both male and female farmers. We used social network analysis to visualize and interpret patterns of farmers' networks with regard to information sources, productivity supports and local group affiliations.

Findings: Ugandan farmers primarily used weak ties with researchers and extension agents as sources of information. In contrast, Kenyan farmers used strong ties with close associates. For farmers in both countries weak ties were least associated with productivity. Strong ties, natural factors and farmers' own experience with new varieties were most associated with productivity. The majority of farmers had ties to local groups to strategically pool risks and access available resources.

Practical implications: Visualizing farmers' social networks enables policy-makers and change agents to identify relevant social relationships that could be utilized strategically to increase the capacities of poor farming communities.

Originality/value: The study demonstrates that important differences in social network structures can exist among farmers in similar geographic regions producing similar crops.  相似文献   

13.
ABSTRACT

This article describes how early childhood preservice teachers can develop sensitivity toward and confidence in working with children who are homeless through a service learning project. The 14 weeks intervention provided an opportunity for undergraduate early childhood teacher candidates to gain real-life experience working with among the most vulnerable of all children—those who are homeless. Results of this project suggest that through implementing art integrated literacy activities with children in a homeless shelter, teacher candidates alter their deficit views of homelessness and at the same time develop confidence in their ability to work with homeless children and their families.  相似文献   

14.
Abstract

With the start of the development of natural protected areas, many approaches with regard to management of wildlife appeared to have neglected the involvement of local people.

During the past few decades the Local Resource Management (LRM) topic has increasingly captured attention. Instead of a top-down based approach to management, LRM tries to involve local people in the management of natural resources. The CAMPFIRE programme in Zimbabwe is an example of an LRM based project, in which active participation of local people is the central theme. This project is based on utilization of wildlife resources and management by communities living with wildlife. The goal is to reach an effective participation of local people which intends to involve them in the design and implementation of wildlife projects, so that these projects will reflect people's needs more accurately (IIED, 1994).

According to the authors of the book “Whose Eden” (IIED, 1994) three broad principles should be fulfilled in order to achieve effective participation of communities with regard to the conservation of wildlife. In short these principles include:

  • 1. recognition of local community right to ownership of wildlife resources

  • 2. building on formal and informal structures that facilitate community participation in wildlife management

  • 3. operation of effective mechanisms for the sharing of benefits of wildlife resources with communities

In CAMPFIRE, the implementation of these principles turned out to be somewhat disappointing. First, the producer communities are restricted to their role of producer, instead of having become owners of wildlife resources. Second, participation of communities is mainly restricted to the project implementation. The goal was, though, to involve communities in all stages of the project. Finally, benefits to the communities arising from the management of wildlife should equally be distributed parallel to the disadvantages caused by wildlife. At the moment benefits are not equally shared within the communities.

In practice the principles to achieve effective participation are not working out well. It may be on account of the fact that the formulated principles are simply not realistic enough on which to base local resource management. In our opinion, the principles are too utopian. Little attention is paid to the complexity of social reality, for example, the different and conflicting interests of various stakeholders are not taken into consideration.  相似文献   

15.

The development of interactive science and technology centres in the UK, catalysed by the example of successful North American science centres, is also a reflection of increasing British concern for public understanding of science.

In 1986, the Committee on the Public Understanding of Science was established jointly by the Royal Society, the Royal Institution and the British Association, as a focus for initiatives to improve public awareness of science and technology. The COPUS ‘Interactive Science and Technology Centres’ working group linked COPUS's own programmes with the co‐ordination and promotion activities developed by the Nuffield Foundation's interactive science and technology project.

Launched in 1987, the Nuffield project served as a resource for the science centres and, building a strong network of contacts stretching from the BBC and British Association to science centres worldwide, itself served as a launchpad for ECSITE‐the European Collaborative for Science, Industry and Technology Exhibitions.  相似文献   

16.
Abstract

We assess the long-term effectiveness of outreach and education efforts associated with a water quality improvement project in a watershed located in northern Utah, USA. Conducted 15 years after the original project began, our research examines the lasting impacts of different extension activities on landowners’ motivations to participate and their awareness and understanding of the water quality problem. Data were gathered by reviewing annual project reports, interviewing project staff about outreach and education efforts, and conducting in-depth, semi-structured interviews with a majority of the farmers and ranchers who participated in the project. The findings suggest that landowners were motivated to participate in the programme more by practical farm and household considerations and available cost-share opportunities than by particular environmental concerns. Previous relationships between farmers and government programme staff and one-on-one visits with landowners played an important role in their decisions to participate, while demonstration projects and peer-to-peer social diffusion processes played a much smaller role than expected. Although participants had a good grasp of the project goals, they did not have a strong sense of ownership of the water quality problem. These results suggest that education and outreach approaches centred only on the environmental dimensions of conservation projects may be insufficient to motivate changes in conservation behaviour. The results also suggest that conventional outreach strategies often did not have their presumed impact on landowners.  相似文献   

17.
Abstract

The limited effectiveness and fiscal unsustainability of professional-led public sector extension systems in developing countries have aroused considerable interest in Farmer-led Extension (FLE) approaches in the recent decades. A key challenge facing these initiatives is a lack of sustainability of the farmer groups developed through project or programme assistance. This not only makes FLE initiatives costly, but also creates dependency among farmers. Despite this, the knowledge of what can make externally-initiated FLE groups sustainable is scant and largely anecdotal. In this paper we provide an empirically-drawn and theoretically-informed framework to fill this knowledge gap.

The framework is based on a comparative case study of six non-sustained and four sustained FLE groups initiated through an innovative extension reform project in Bangladesh and a comparison of the results with the theories of collective action.

We have identified four sets of inter-related factors called ‘capitals’ affecting group sustainability: ‘financial capital’ accumulated through group-based microcredit activities, an effective governance mechanism called ‘institutional capital’ devised by the members themselves, good quality group leaders and facilitators called ‘human capital’, and past relations of exchange, reciprocity, trust and respect called ‘social capital’ among members and between members and professional facilitators. While microcredit can benefit sustainability, it suits women rather than men farmers. Good quality leaders and facilitators are not only technically competent, but also fair, innovative, tenacious, self-sacrificing, trustworthy, honest, and sincere. All forms of social capital are not useful for group sustainability and social capital can make a positive impact only when the other types of capital—human and institutional—are present within a group.

To improve group sustainability, FLE programmes should take a holistic approach and address the four kinds of capitals proposed in this paper. Key strategies may include: combining extension (information or advisory functions) with economic activities but avoiding a one-size-fits-all solution, recruiting group leaders and facilitators by going beyond technical considerations (e.g. taking into account the personality traits identified in this study), adopting a bottom-up approach in devising group rules and regulations, and taking into account both the positive and negative aspects of social capital.

The originality of our research lies in the explanatory framework that we provide in this paper. Our study also contributes to the intellectual debates on social capital by exhibiting the dual roles that social capital plays and its complex interrelationships with other forms of capital.  相似文献   

18.
Abstract

The purpose of this paper is to document smallholder experiences during a participatory experimental initiative and draw useful lessons for field practitioners. The main methods used to collect data were participant observation, in-depth interviews among 40 farmers, and analyses of notes taken during participatory monitoring and evaluation. These farmers were regular participants in four collective trials—designed by scientists, managed by smallholders—that were run for over five years in western Kenya. This paper shows that scientific trial designs enhanced ‘conviction’ among smallholders in new technologies that were being experimented. The study further reveals that (1) collective trials must last long enough for interactive learning to effectively occur, (2) farmers’ selected aspects of experiments and did not generally treat the whole trial as one concept, (3) field trials were forms of evidence of research or project activity, and (4) trials were seen as like ‘churches’ and multipurpose congregating sites, especially because these collective experiments had roots in local traditions.

The practical implication is that because interactive trials are social events, like other learning platforms, they must be appropriately situated within local contexts to enhance their relevance. This paper also shows that experiments are only a first step in learning, which needs to be supported by in-depth research and support for smallholder experiments. Collaborative experimentation is an effective tool for improving smallholder knowledge. Experimentation is a hands-on tool; it strengthens interactive learning, enhances understanding of a concept and improves ownership of the process or research among farmers. However, longer-term collective experiments develop a strong underlying human dimension. Understanding the social dynamics that influence the value of collective experimentation is critical for the process of scaling out.  相似文献   

19.
Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer’s knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant interaction, stimulated discussion, collected farmer experience of regional climate variability, improved understanding of climate drivers and increased participant skill in interpreting SCF linked to management decisions. Post-workshop surveys collected quantitative and qualitative data for statistical analysis and manual thematic coding. Findings: Over 68% of participants identified improved decision-making and risk reduction as the main benefits of using SCF products. High median self-evaluation ratings for gains in skills, knowledge and understanding of climate forecasts and perceived benefits in using climate forecasts in on-farm decision-making were found across stakeholder groups. No significant differences in self-evaluation rating gains were found between farmers, extension officers and millers, suggesting extension officers are less than optimally informed and skilled to support farmers in understanding and applying SCF. Practical Implications: Developing the capacity of extension officers to understand and interpret SCF may increase adoption of improved climate risk management in farmer networks. Theoretical implications: Collaborative learning activities in the agriculture sector, designed using experiential learning principles and evaluated using a logical framework, provide a robust model for improving the capacity of farmers to manage climate risk. Originality/Value: This paper contributes an example of evaluation of collaborative learning in facilitated agriculture climate risk workshops and discusses the value of learning through small group discussion.  相似文献   

20.
abstract

The IMPEL2 Project is a JISC‐funded eLib Project based at the University of Northumbria at Newcastle. It has been engaged in a 2‐year (1996‐98) investigation of organisational and cultural change in the increasingly electronic environment in UK Higher Education HE. The selection of Case Study sites was purposive; some had participated in the previous IMPEL1 study. A qualitative methodology, using analysis of documentation, semi‐structured interviews and questionnaires, has been used to examine complex and sometimes sensitive issues.

Through Case Studies at 24 Universities and HE Colleges and over 300 interviews, with a range of academic staff, library and information services staff and computer services staff, the Project team has gained insights into the impacts of electronic information provision on academic and student users, the impacts of resource based learning and training, and considered the implications for the training and development of library staff.

This article gives some of the findings of the IMPEL2 Project on supporting students in resource based learning. It considers why it is beneficial to support students and highlights the recent changes in HE which make academic support of students vital to their success.

The article outlines the evidence of the IMPEL2 Project which suggests that certain kinds of support are needed including the provision of appropriate resources, access to these resources, the teaching of skills to students and the provision of on‐going advice, guidance and support. Finally the implications for academic staff are considered.  相似文献   

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