The Empowerment Route to Well-being: An Analysis of Farmer Field Schools in East Africa
The Empowerment Route to Well-being: An Analysis of Farmer Field Schools in East Africa
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DOI：
10.1016/j.worlddev.2011.05.005
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发表时间：
2012-02-01
影响因子：
6.9
通讯作者：
Duveskog, Deborah
中科院分区：
文献类型：
--
作者：
Friis-Hansen, Esbern;Duveskog, Deborah
该研究探讨了农民田间学校（FFS）的赋权和福祉相关成果，这是一种推广方法，在许多非洲国家的农业发展计划中受到欢迎。这是通过研究FFS参与和增加福祉之间的经验关系;以及FFS参与和赋权;最后赋权和增强福祉之间的关系来完成的。对2000个家庭问卷的数据分析表明，尽管所研究的三个国家存在背景差异，但这些方面之间存在关系。因此，有人认为，可以讨论增强权能的途径，以实现福祉。该文件进一步指出，可从建设当地人民作出选择和决定的能力的角度来看待森林论坛的最重要影响，这些选择和决定最终导致更多地采用农业创新、获得服务和市场准入以及集体行动。该研究的一个主要结论是，农业发展计划应更多地关注赋予农民权力的过程，而不是大多数计划所特有的技术解决方案，以便为可持续的发展过程创造适当的技术和社会进步组合。本质上。(C)2011爱思唯尔有限公司保留所有权利。
The study explores empowerment and well-being related outcomes of Farmer Field Schools (FFS), an extension approach that has gained popularity with agriculture development programs in many African countries. This is done by examining the empirical relationships between FFS participation and increased well-being; as well as FFS participation and empowerment; and finally between empowerment and enhanced well-being. Data analysis from the two thousand household questionnaires show a relationship between these aspects, despite contextual differences in the three countries studied. It is thereby argued that there could be scope to talk about an empowerment route to well-being. The paper further suggests that the most significant impact of FFS could be viewed in terms of building the capacity of local people to make choices and make decisions that ultimately lead to increased uptake of agricultural innovations, access to services, and market access as well as collective action. A major conclusion of the study is that agricultural development programs should focus more on processes of empowering farmers as opposed to technical solutions that characterize most programs, in order to create an appropriate mix of technological and social advancement for a development process that is sustainable in nature. (C) 2011 Elsevier Ltd. All rights reserved.