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Prospects of Farmer Field School Extension Approach in Enugu State
Abstract
The study examined the features of farmer field school in Enugu State. Constraints as well as factors for enhancing its performance were studied. Sixty farmer members of farmer field school representing four out of the six established farmer field schools were randomly selected. Data were collected by use of structured interview schedule and analysis conducted using percentage and means. The mean population of the school
was 22 persons, who met monthly (70%) at farmers’ field (91.7%) for learning in areas like production and preservation (100%), integrated pest management (96.7%), agronomic practices (96.7%), ecosystem analysis (95.0%) and others. The respondents perceived that the school was important to them in sharing problems and locally adaptable solutions (M=1.9), acquiring novel farming techniques and skills (M=1.9), enhanced interaction with researchers and extension workers (M=1.6) and improving access to relevant information (M=1.9). However, farmer field school was constrained by factors ranging from poor funding (M=3.0), poor logistic supports (2.2), poor infrastructure (M=2.3), staff mobility (M=2.0) to lack of cooperation and interest of members (M=2.2). The performance of the school could be enhanced through provision of logistic support, adequate funding and access to credits, provision of infrastructure, proper selection and orientation of members, as well as availability and timely access to inputs. The study concludes that agencies should intensify efforts on orientation,
training and support to facilitate effective interaction, capacity building/empowerment and farmer-farmer extension.
was 22 persons, who met monthly (70%) at farmers’ field (91.7%) for learning in areas like production and preservation (100%), integrated pest management (96.7%), agronomic practices (96.7%), ecosystem analysis (95.0%) and others. The respondents perceived that the school was important to them in sharing problems and locally adaptable solutions (M=1.9), acquiring novel farming techniques and skills (M=1.9), enhanced interaction with researchers and extension workers (M=1.6) and improving access to relevant information (M=1.9). However, farmer field school was constrained by factors ranging from poor funding (M=3.0), poor logistic supports (2.2), poor infrastructure (M=2.3), staff mobility (M=2.0) to lack of cooperation and interest of members (M=2.2). The performance of the school could be enhanced through provision of logistic support, adequate funding and access to credits, provision of infrastructure, proper selection and orientation of members, as well as availability and timely access to inputs. The study concludes that agencies should intensify efforts on orientation,
training and support to facilitate effective interaction, capacity building/empowerment and farmer-farmer extension.
