Farmer field schools as a springboard for enhanced uptake of farmer field schools as a springboard for enhanced uptake of new agricultural technologies: lessons for Tanzania

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dc.contributor.authorMvena, Z. S. K.
dc.contributor.authorMattee, A. Z.
dc.contributor.authorWambura, R. M.
dc.contributor.authorMwaseba, D. L.
dc.contributor.authorLazaro, E. A.
dc.contributor.authorKiranga, E. D.
dc.contributor.authorKilave, D. M.
dc.date.accessioned2017-11-15T08:10:39Z
dc.date.available2017-11-15T08:10:39Z
dc.date.issued2010
dc.descriptionTanzania Journal of Agricultural Sciences, 2013; 12 (1): 43-51en_US
dc.description.abstractThe uptake of proven agricultural technologies in less developed countries has not been very impressive over the years. This is in spite of the different methods used to disseminate these technologies, including the focal approach, the improvement approach, the transformation approach and others. With the collapse of the relatively expensive transformation approach in the late 1960s, more practical (in terms of resources and clientele characteristics) approaches, namely, the persuasive and dialogical models were adopted. Thereafter the World Bank introduced the Training and Visit system which has been in use at different periods in Tanzania and at different levels of resource commitment. The latest approach in enhancing the uptake of agricultural technologies is through the Farmer Field Schools that have only a short history in Tanzania.This paper reviews the literature on Farmer Field Schools, first giving a brief description of the nature of Farmer Field Schools. This is then followed by experiences from selected countries in terms of: the purpose of introducing the FFS, the process used in implementing the FFS approach, impact of the FFS approach, conclusions on the effectiveness of FFS in promoting the uptake of agricultural technologies, and finally the lessons learned. This discussion is then followed by a brief presentation of the history of FFS in Tanzania. The paper then makes an assessment of the effectiveness of the approach in the uptake of agricultural technologies and the challenges it faces. The paper concludes by underscoring the importance of FFS, offers some recommendations including the creation of more awareness on FFS and monitoring how FFS graduates sustain the FFS spirit. Finally, the paper gives a critical evaluation of the FFS approach vis-à-vis other approaches in use todayen_US
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/1806
dc.language.isoenen_US
dc.publisherTanzania Journal of Agricultural Sciencesen_US
dc.subjectFarmer field schoolsen_US
dc.subjectTechnology uptakeen_US
dc.subjectFarmer empowermenten_US
dc.subjectScaling upen_US
dc.subjectScaling outen_US
dc.subjectTanzaniaen_US
dc.titleFarmer field schools as a springboard for enhanced uptake of farmer field schools as a springboard for enhanced uptake of new agricultural technologies: lessons for Tanzaniaen_US
dc.typeArticleen_US
dc.urlhttps://www.ajol.info/index.php/tjags/article/view/102020en_US

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