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!