Esbern Friis-Hansen

Farmer Field Schools in Rural Kenya: A Transformative Learning Experience

Abstract As participatory agricultural education increases in use, knowledge is needed of its impact on the daily lives of the participants beyond benefits for farming. The purpose of this study was to explore the case of Farmer Field Schools (FFS) under the lens of transformative learning theory, in order to understand the impact that participatory and group–based learning can have on the lives of participants. The findings revealed significant impacts demonstrated by a personal transformation, changes in gender roles and relations, customs and traditions, and community relations, and an increase in household economic development. The implications are relevant both within the fields of rural development and for transformative learning theory.

Fostering transformative learning in non-formal settings: Farmer-Field Schools in East Africa

The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song, dance and theatre. Through a qualitative design using multiple interviews and observations of the Luhya ethnic group in Western Kenya, involving participants of several FFS programs, the study revealed an intricate picture of fostering transformative learning within the context of NFE, where findings call into question some long-held assumptions about both.

Impact assessment of farmer institutional development and agricultural change: Soroti district, Uganda

This article is based on participatory development research conducted in Soroti district of Uganda with the aim of assessing the impact of agricultural development among poor farmers. The central argument is that a combination of farmer empowerment and innovation through experiential learning in farmer field school (FFS) groups, changes in the opportunity structure through transformation of local government staff, establishment of new farmer-governed local institutions, and emergence of a private service provider has been successful in reducing rural poverty. Based on an empirical study of successful adaptation and spread of pro-poor technologies, the study assesses the well-being impact of agricultural technology development in Soroti district. The study concludes that market-based spread of pro-poor agricultural technologies requires an institutional setting that combines farmer empowerment with an enabling policy environment.

Collaboration between meso-level institutions and communities to facilitate climate change adaptation in Ghana

There is a growing recognition of the role of meso-level institutions that operate between the central state and communities in facilitating climate change adaptation at local and district levels. This article explores how collaborative approaches to planned adaptation by an external agent in Ghana can create linkages between meso-level institutions and communities, and examines how the actors involved have received the approach. The study is based on fieldwork in the Northern and Upper East regions of Ghana. The programme examined has been designed to reflect the need of each community instead of general adaptation strategies. Findings from the study suggest that the communities involved have achieved positive outcomes from the approach. Capacity building and advocacy training have made the involved communities more proactive, which has increased the collaboration between the communities and local governance. Climate change adaptation has now become one of the key priorities on the political agenda of the local district assemblies. However, lack of funding hinders the achievements to be expanded to the rest of the district. More funding, therefore, needs to be directed at meso-level institutions to increase adaptation.