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Technical Report PK-CRP DS/SSRI-01/2014

GENDER M INSTRE MING IN CRP DRY L ND SYSTEM

TRAINING OF WOMEN ON VALUE ADDITION OF FRUITS AND VEGETABLES AT

CHAKWAL SITE PAKISTAN

September 25-26, 2014 at BARI, Chakwal

ssessment from socioeconomic perspective

H SSN IN SH H

T BIND Q ISER

BOUB KER DHEHIBI

Social Sciences Research Institute

National Agricultural Research Centre

Islamabad

OCTOBER 2014


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Table of Contents

BACKGROUND ............................................................................................................................ 1

Objectives ....................................................................................................................................3

METHODOLOGY ......................................................................................................................... 4

RESULTS AND DISCUSSIONS ................................................................................................... 6

Project Visibility ..........................................................................................................................7

Inaugural Session .........................................................................................................................7

Training Material .........................................................................................................................7

Field Visit.....................................................................................................................................8

Age and education level of Participants .......................................................................................8

Effectiveness of Training .............................................................................................................8

Assessment of Training Process ................................................................................................10

Value Judgment based on Observation ......................................................................................11

TrainingGaps..............................................................................................................................13

Concluding session ....................................................................................................................13

Conclusion and Recommendations ............................................................................................... 14

References ..................................................................................................................................... 14

List of Tables

Table 1.Age and Education of Respondents/participants..11

Table 2.Rating of Ability after Training13

Table 3.Training Feedbacks.. 14

Table 4.Observation Based Analysis.15

List of Figures

Figure 1.Employment Share by Sector and Gender 2010-11..4

Figure 2.Pre-Training Data Collection from Participants..7

Figure 3.Post Training Data Collection through Individual Interview..7

Figure 2.Recording Observations during Practical.....8

Figure 5.In-house Training Session (lecture & Presentation).....9

Figure 6.Practical 9

Figure 7.Hands on Training Session ...9


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Figure 8.Training Banner .....10

Figure 3.Inaugural Session....10

Figure 10.Value Addition Manual10

Figure 11.Field Visit.11

Figure 12.Effectiveness of Training in terms of knowledge improvement regarding value added

products .....12

Figure 13.Sitting Arrangements16

Figure 14.Demonstration Room17


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BACKGROUND

The agriculture is the mainstay of Pakistan not only in terms of its contribution to the GDP (21%)

and share in exports (65% ) but as a source of livelihood for two third of population and provider of

raw material to value adding chains. This sector is expected to significantly contribute towards theimprovement of livelihoods of the population as well as macroeconomic welfare and prosperity in

the country (GoP, 2014). Despite a quantum jump in the population the availability of food grains,

fruits, and vegetables outweighed population growth because of a considerable improvement in the

production and productivity of agricultural commodities. Still there is considerable room to improve

the efficiency through improving post-harvest handling as about 25-40% of fruits and vegetables go

waste mainly because of lack of primary processing, preservation and value addition at local level of

production (Zaldivar1991, Raja and Khokhar1993). Thevalue addition in the form of preservation

and processing of agricultural produce has tremendouspotential for providing employment and

additional income to farm families in rural catchmentsand thus help in checking the migration of

people to urban areas in search of livelihood (Patiland Singh, 2007).

The other important feature of agriculture sector of Pakistan in the face of shrinking employment

opportunities is that it is the major employer engaging nearly 44% of labour force wherein, it is the

largest contributing to the employment share of women particularly as given in the Figure 1.

Figure 1. Employment Share by Sector and Gender 2010-11Source: Pakistan Labour Force Survey 2012

However, the contribution of the women in agriculture sector is underestimated and little recognized

in terms of remuneration, decision making and control over resources/income (Humera 2009).

Pakistan is an agriculture based country where majority of the agricultural activities revolve around

75.4

10.9

0.2 1.6 0.1

11.5

0.3

0

10

20

30

40

50

60

7080

Total

Male

Female


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women, therefore the role of rural women cannot be underestimated or ignored in agriculture rural

development.

CGIAR Research Program (CRP1.1), Integrated Agricultural Production Systems for the Poor and

Vulnerable in Dry Areas targets the poor and highly vulnerable populations of the dry areas. It aims

to develop technology, policy and institutional innovations to improve livelihoods, using an

integrated systems approach. Pakistan is also included in this global program and Chakwal is

declared one of the sites of the program. The project activities are being executed by the NARS

partner institutes including NARC, Islamabad, BARI and SAWCR, Chakwal in collaboration with

ICARDA.

One of the overarching challenges for CRP1.1 is to deliver benefits to the poor and vulnerable,

especially women, who are the de facto household heads in many dry land agro-ecosystems, and

who often, carry most responsibility for high-value fruit and vegetable production. In line with CRP

program focuses and ground realities of high participation level and share of employment of women

in agriculture, their potential contribution to improve household livelihood, and concerns for

household food security, gender targeted activities were included in the plans by NARS partners.

The important aspects for promotion of value addition of fruits and vegetables were high post-

harvest losses due perishable nature, considerable potential to generate employment, diversify

income and improve food security in Pakistan. Increasing production is one approach to improving

farm incomes and food availability, but an additional strategy with considerable promise is that of

adding value to agricultural produce. Improved post-harvest handling, processing and marketing

achieves value added products and is perhaps the most viable means by which to reduce poverty and

improve rural livelihoods (Byanyima, 2004).Many rural areas that are faced with a declining number

of farm jobs consider the food processing sector as a source of potential income and employment

growth (Brown and Petrulis, 1993). By adding value to farm products, this food processing sector is

seen by some analysts as a key element for rural growth, as well as a way to enhance farm income

and provide rural jobs (Barkama and Drabenstott, 1996). Trend is rapidly emerging globally to

include training and other modes of capacity building in technology transfer models (Darkenwald,

1982). Therefore, promotion of value addition and processing through transfer of skills and

knowledge by imparting training to women was considered an important frontier to improve the

livelihood of the rural household at the project site in Pakistan.

In addition to the involvement of communities at local level, getting the feedback for target

stakeholders is considered important to strengthen such mechanisms (Mengal 2012). CRP DS


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activities are designed across Spiral Impact Pathway where Information on technology performance,

user perspectives and livelihood issues feeds back into research. This results in an iterative research

cycle, with continuous improvement in technologies. To make program activities better targeted to

users needs, by looking at the acceptability and compatibility with their resources socioeconomic

assessments are integrated with all the activities in Pakistan. In this context, Social Sciences

Research Institute (SSRI), NARC team is supposed to facilitate and improve the effectiveness of

program activities through providing feedback, identifying concerns of targeted stakeholders and

providing suggestion for further improvement. This would help to improve the future program

activities by considering the feedback from the participants. With this background the current study

is conducted with the following objectives.

Objectives

To assess the effectiveness of the training in terms of knowledge and skill improvement

To document future intentions for adoption and issues perceived by the participants

To suggest recommendation to partners for effecting planning and implementation of

such activities.


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METHODOLOGY

Traditional practices of food preservation were used earlier at household level in the rural areas.

However, overtime with development and introduction of processed products (brands) considerable

dietary changes had occurred. Considerable demand exists for value added products from agriculturecommodities. In addition to the new opportunities for local markets as employment and income

generation, availability of food at household level

increases with value addition and food preservation.

Considering these aspects Barani Research Institute

(BARI), Chakwal organized trainings for women from

rural communities at Chakwal. To facilitate the

technical partners in conducting the project activities

and improve the methodology for future project

activities Social Sciences team comprising of two lady

scientists participated in training for conducting

participatory assessment of the training.

Training evaluation is a continual and systematic

process of assessing the value or potential value of a training program. The assessment of the

training was designed to evaluate training effectiveness and to highlight the impact of training. The

study is based on both quantitative and qualitative data collected through individual interviews,

group discussions and observations. For collecting the

information from the training participants a

comprehensive set of questionnaires were prepared for

both pre and post assessment and a comparative

analysis. These questionnaires helped to investigate

about the opinion and motives of individuals in a

relatively straight forward way (Robson, 1993). In

addition to it observation sheets and checklist were

prepared for recording the observations during different

sessions of the training. Consultations with experts and

discussions with participants helped to develop trust which stimulated the participants to share

Figure 3. Post Training Data Collection through

Individual Interview

Figure 2. Pre-Training Data Collection from

Participants


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insights and feelings with the data collection team. The social scientists participated in the whole

training as observers. These methods effectively supplement each other and help to achieve some

form of methodological triangulation for collecting quality data. Pre-training data were collected

with the objective to look into aspects like involvement

of participant in value addition, participants existing

level of awareness about value addition of fruits and

vegetables. Some basic information about the

participants like age, education, experience, attitude

towards value addition, level of knowledge, expectations

etc., were also included to assess the selection of the

participants with respect to the objective of the training.

For this purpose data and information were collected

through face to face interviews of the 30 participants

present in the training at Barani Agricultural Research Institute (BARI), Chakwal.

Since effectiveness of the training is a qualitative phenomenon and it cannot be measured directly

through documentation of participants views, therefore, Likert scale data were used to analyze it.

Likert scale is a popular instrument to measure constructs such as attitudes, images and opinions

where each response category on the scale is generally assigned successively an integer value

(Javaras 2007). Course contents and methodology was evaluated by ranking the degree of

Low/Medium/High and these ranks were transformed into scores in the following manner.

1= Disagree 2=partially convinced 3= Not clear/No response 4= Agree 5= Strongly agree

Primary data and information were entered and analyzed using SPSS spreadsheet. To measure the

effectiveness before and after comparison of knowledge and skills was made using paired t

statistics.

Figure 4. Recording Observations during

Practical


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RESULTS AND DISCUSSIONS

The results and discussion section provides an insight of the training looking at different aspects

starting from project visibility, some background of the participants, improvement in knowledge in a

pre and post training scenario, participatory evaluation of the training and rating based onobservation worksheets in different session and effectiveness in terms of knowledge, skill and

confidence improvement as judged by the participants.

Overall the training course was designed in a

technical manner. The content of the course were

prepared in such a way that covered the important

fruits and vegetables produced/available in the

target area. Current and potential use of the products

was also considered as the daily use commodities

like garlic, onion, tomato and bitter gourd were

selected for vegetables while fruits included were

peach, olive and grapes. Government is also

promoting the plantation of these fruits in the area

and there are a number of on-going activities on

these lines in the areas. Hence, the value addition

training would support the on-going initiatives

and provide a synergistic effect for developing

value chains for these commodities.

The methodology of the training included both

presentations, where background knowledge and

information on the topics were shared with the

participants followed by practical sessions for skill

development through hands on training.

Figure 5. In-house Training Session (lecture &

Presentation)

Figure 6. Practical

Figure 7. Hands on Training Session


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Project Visibility

The organizing team paid due importance to acknowledge the effects of development partners

including CGIAR, CRP and ICARDA. In addition to the display of banners during the training

course in the campus and traininghall, participants were briefed about

the CRP Dryland Systems activities

and selecting Chakwal as one of the

site for program activities. It is

expected that such information

sharing would develop trust and

ownership among the community

for program activities. The efforts of

teams involved were also acknowledged during the concluding session by the senior persons of the

institute.

Inaugural Session

The event started formally with recitation from Holy Quran

at 9.30 AM. Welcome note and an introductory speech was

given by a researchers from BARI. The possible options for

value addition and its contribution to their household income

and savings were also highlighted. The objectives of training

and its significance was been briefly shared with the

participants.

Training Material

The importance of fruits and vegetables was elaborated to the

participants. A well prepared manual on value addition recipes in

Urdu (national) language was distributed to all the participants in

the beginning. These handouts were localized and simplified.

Figure 10. Value Addition Manual

Figure 9.Inaugural Session

Figure 8.Training Banner


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Field Visit

Before the start of formal training session on the value

addition a field visit of the research farm demonstrations

relevant to the target group was also arranged. Theparticipants were given short briefing along at the demos

sites of tunnel farming, bucket and drip irrigation system,

olive garden etc.

Age and education level of Participants

Majority of the participants in the training were young as about half of them were in the age bracket

of 16-25 years while another 25% were 26-40 years of age. The remaining 20% of the participants

were middle and old age (41-55) years of age. Majority of the participants were having some basiceducation as only 5 out of 30 were illiterate. More than three forth of the participants were having 8

to 10 years of schooling. The results revealed that mostly educated and interested women were

involved in the training on value addition of fruits and vegetables. Involvement of youth was

particularly achieved. Based on these aspects the results imply that the selection/invitation of the

participant for the subject training was rational.

Table 1. Age and Education characteristics of respondents (Frequency)

Education Age Group Total16-25 26-40 41-55

Illiterate 0 2 3 5

Primary 1 1 0 2

Middle 8 2 2 12

High 7 3 1 11

Total 16 8 6 30

Effectiveness of Training

The effectiveness of training was assessed based on the knowledge uptake and understanding about

the value addition and food preservation. The results as presented in Figure 9provide a clear

difference between pre and post training scenario. The awareness level and knowledge of

participants regarding value addition in pre-training scenario was found between average and good.

In the pre-training when participant were asked about their knowledge level, 46.67% expressed as

good in the value addition of fruits and vegetables. Very few, 13.33% had poor level of knowledge.

Same question were asked in the post-training appraisal. The results were found skewed towards

Figure 11. Field Visit


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very good. More than half (53.3%) reported that after training they rated themselves to be expert

with very good knowledge. It was identified that every participant got some additional knowledge

from the training and now they were capable to utilize it at household level. However, during the

discussions it was also identified that very few were willing to use these skills for starting a

commercial level activity in the field of food processing and value addition. However, they were

confident to utilize these skills for household level food production and preservation activities from

their own farm production along with using these commodities during peak supply season when

there are low prices in the market. The participants were also of the view that in future these skills

would be helpful to start some activity to earn money for the sustainable livelihood.

Figure 12. Effectiveness of Training in terms of knowledge improvement regarding value added products

The second process used for the assessment to evaluate effectiveness and short term impact of the

training was more rigorous as number indicators were used. These were also compared on pre and

post scenario. The difference of mean and paired t-test was measured to determine whether there was

a statistically significant mean difference between the level of knowledge/skills before and after the

training course. The results in Table 2 portrays that on all five indicators highly significant

improvement (difference) was found. The participants acquired much knowledge and ability to

prepared value added products from fruits and vegetables as compared to their earlier knowledge and

ability. The hight values resulted for all parameters indicating highly significant (


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results imply that training was conducted successfully. The participants had improved their

knowledge and skills and were confident to prepare products from fruits and vegetables.

Table 2.Rating of ability after training-Paired ttest

Ability/knowledge

rating

Paired Differences

Mean

Mean

Difference

Std.

Deviation

95% Confidence

Interval of the

Difference

tLower Upper

Ability to prepare

the products from

fruits and

vegetables

Before1.70

1.90 0.75 2.18 1.61 13.71***

After3.60

Knowledge to use

equipments,

preservative etc

Before 1.432.10 0.80 2.39 1.80 14.32***

After3.53

Ability to produce

quality products(taste)

Before 1.761.63 0.96 1.99 1.27 9.27***

After 3.40

Ability to produce

quality products(food safety and

health aspects)

Before1.86

1.80 0.71 2.06 1.53 13.80***

After3.66

Overall knowledge

of techniques of

processing and

value addition

Before1.86

1.79 0.81 2.10 1.48 11.79***

After

3.65

***


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participatory for skill development and facilities for hands on training were also towards the lower

end indicating less satisfaction. Lower level of satisfaction on time duration also indicated high

interest of the participant in the training. The knowledge of resource persons and overall way to

conduct the training was ranked high in terms of satisfaction level. The topic was found also relevant

to the interest of the participants. Overall the capacity building through training programmes had a

positive impact for motivating the rural women to adopt the food preservation technologies which

improved the knowledge level significantly (Meena et al. 2006) but mainly for household level

utilization of the skills and knowledge. The detailed results for individual assessment indicators are

given below.

Table 3. Training Feedbacks

The Training was ..

1=

Disagree

2=Partially

convinced

3=Notclear/No

response

4=

Agree

5=Strongly

agree

Relevant to interest of

participants0.0 20.0 3.3 56.7 20.0

Useful to start business 16.7 20.0 13.3 46.7 3.3

Useful for food

preservation/value addition

home consumption

3.3 3.3 3.3 86.7 3.3

Relevant material was

provided0.0 16.7 10.0 66.7 6.7

Time duration was sufficient 13.3 43.3 10.0 33.3 0.0

Participatory on skill

development3.3 36.7 30.0 30.0 0.0

Adequate facilities provided

for practical and hands on

training

10.0 36.7 6.7 46.7 0.0

Resource person were

knowledgeable0.0 0.0 0.0 83.3 16.7

Proper Way of conduct 0.0 10.0 0.0 73.3 16.7

Participants queries were well

addressed 0.0 26.7 16.6 56.7 0.0

Value Judgment based on Observation

The observation sheets were filled for different sessions of the training and judgment was given by

the social sciences team based on their observations, experiences of resource persons interactions

with trainees and interest level of participants attracted by the resource persons during conduct of


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session. The decisions based on each day activities on a number of indicators were made on the same

Likert scale form strongly disagree to strongly agree with neutral indicating a situation close to

satisfactory level. The results are elaborated in Table 4. As per the first indicator the observers

considered that overall learning objectives from the training were met during both days. The

facilitators and resource persons on the first day tried to satisfy the queries of the trainees however,

some gaps were considered. These were mainly due to difference in experience and knowledge

between recipients and resource persons. It is therefore recommended that the language and

terminology should be used as simple as possible. Same case was found with illustrative examples to

satisfy the queries. The resource persons had good grip on the practical things and they very well

facilitated the practical sessions. However, due to time constraints on the first day and more number

of activities hands on training by individual participants could not be made as per expectations of the

participants.

The feedback by the social sciences team on the first day observations was discussed with the

technical team and resource persons. They considered the recommendations of the social sciences

team and that helped to improve the interaction and results of the second day as judged in

perspective of participants satisfaction and interest were better on the second day. The overall

training was well executed but on the day 1 session it was observed that due to time constraint most

of the things cover up quickly which make participants bored. In the comparison, day 2 was quiet

effective and energizing, all the contents were cover smoothly with the practical done by the

participants which helped them to revise the learned techniques of value addition.

Table 4.Observation Based Analysis

Summary Analysis Day 1 Day 2

Learning objectivesof the training were met Agree Agree

Facilitator clearly answered the quires of participants Neutral Agree

Facilitator provided illustrative examples Neutral Agree

Exercise was well facilitated Agree AgreeExercise allowed participants to practice their skills Disagree Strongly Agree

Exercise was an effective way to learn information Neutral Agree

Participants were actively engagedin exercise Neutral Agree

On the whole, exercise was effective Agree Agree

1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree


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Training Gaps

The organizers made efforts to conduct the training in a professional manner and tried to satisfy the

participants within the existing facilities available. However, some of the gaps are highlighted to

help the technical partners to further improve these programs. Some of these gaps re indicated asunder:

The training room for practical session had limited sitting facilities for the participants and it

looked hectic for females to stand or long hours. Due to this

after some time participants were looking tired and they

also lost interest.

However, with the feedback this gap was filled on the next

day and some sitting arrangements were made on second

day.

There was limited time on first day for practical session. Time

management and distribution of practical session could be

further improved according to the time availability.

During the practical session all participants were not able to practically look at the value addition

exercise and could not contribute properly in practical session as the stove etc was on one side.

The practical session could be conducted in groups keeping in view the space and facilitiesavailable.

There was limited interaction and question answer during the practical session. Participants

feel shy to communicate with the facilitator and were discussing with each other after the

session. Many English words were being used by the facilitator during lecture which was

difficult for the most of the trainees to understand. The practical session needs to be more

interactive and the local names of ingredients should be used particularly for preservatives

used.

Concluding session

At the end of the training on second day a concluding and certificate distribution session was also

organized. The participants feedback was also taken in this session which is elaborated in above

session. Director, BARI concluded the session with vote of thanks. At the end certificates were

distributed among the participants.

Figure 13. Sitting Arrangements

Figure 14. Practical session


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Conclusion and Recommendations

It is concluded that such trainings are informative and of practical nature for participants of rural

communities. These would be helpful in gender mainstreaming in agriculture and transforming the

agriculture sector towards value addition. The skills would be used at household level and help ruralwomen to contribute for ensuring food security and nutrition in short run while it would help to

create opportunities for small scale commercial activities for rural women in the long run. It was

concluded that this initiative under CRP Dryland Systems by the NARS partners had positively

contributed to enhance the capacity building/skill development towards value addition among

women in Chakwal site. Based on the results of this assessment and feedback exercise following

suggestion are made for improvement of the program activities for livelihood improvement.

More training programs should be planned for transferring skills and training on value

addition to rural women.

The duration of course may be increased or the contents and courses could be made more

specific with more practical orientation and hands on training.

The experts should use more simplified terminology and participants queries could be

addressed in local language wherever it is possible.

Other information regarding potential seasons for food preservation and value addition with

respect to market supply and price could be added.

Some information for packaging and labeling, market linkages, market aspect may be

discussed for creating commercial interests of the participants.

The network of local NGOs could be channelized for identification of potential small scale

women entrepreneurs for creating lead persons in value additions.

References

Barkema, A., and M. Drabenstott. 1996. Consolidation and Change in Heartland Agriculture.

Economic Forces Shaping the Rural Heartland.Federal Bank of Kansas City, Missouri.Brown, M. and M. Petrulis. 1993. Value-Added Agriculture as a Growth Strategy, Bulletin

644-10, USDA Economic Research Service, Washington, D.C.

Byanyima. M. 2004. Value Adding Through Food Processing, Food Safety and Quality

Management.Strategic Plan of Agriculture Transformation.Ministry of Agriculture and Animal

Resources, Rawanda. P.O Box 621- Kigali; Tl/Fax: 584644-585008.


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Darkenwald. G.G. and S.B. Merriam. 1982. Adult education: Foundation of practice. Harper & Row,

New York.

GoP, 2014. Agricullture.Pakistan Economic Survey. Finance Division.

Humera.A., T. Ali., M. Ahmad and M. Iqbal. 2009. Participation Level of Rural Women in

Agricultural Activities. Pak. J. Agri. Sci., Vol. 46(4). ISSN (Print) 0552-9034, ISSN (Online)

2076-0906. Pp 294.http://www.pakjas.com.pkIslamabad.

Javaras. K. N. 2007.Statistical analysis of Likert data on attitudes. Journel of Applied Mathematical

Sciences, Vol. 1, No. 58, 2851-2862.

Meena, M.S., Brar, R.S. &Meena, H.R. 2006. Impact Assessment of Training on Food Processing

and Preservation Aspects, Indian Journal of Extension Science, 1(1): 128-130.

Patil, R.T. & Singh, D. B. 2007. Agricultural Engineering for Enhanced Productivity and

Employment: Role of Post Harvest Management and Value Addition. Paper Presented in 41 st

Annual Convention & Symposium of Indian Society of Agricultural Engineers, College of

Agricultural Engineering and Technology, Agricultural University, Junagarh, India, T-9, 29-

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Raja, M.B and K.M Khokhar. 1993. Postharvest horticulture technology and its future prospects

(pp:265-277).In proceeding of first international horticulture seminar, 09- 11 January 1992.

Pakistan Agricultural Research Council, Islamabad, 1993.

Robson, C. 1993. Real World Research. A resource for social scientists and practitioner researchers.

Blackwell Publishers Ltd., Oxford

Zaldivar, C.P.1991. Post-harvest losses: significance, assessment and control. In: Memorias

Simposio Nacional Fisiologiay Technologia Postcosecha de Productos Horticolas en Maxica,

E.M. Yahia, and I.H. Higuera C. (eds.) Noriega Editores, Mexico. pp. 205-209.
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