14 pages., via online journal, The study evaluated the potential of 19 radio stations to promote new or improved agricultural technologies to strengthen agricultural extension services. Key informant interviews were conducted with the station and/or program managers of the selected radio stations. Two female respondents i.e. from UBC Radio, and Impact FM and 17 male respondents from the remaining radio stations were interviewed. The survey used semi structured questionnaire to determine broadcasting languages, radio transmitter capacity, geographical coverage and audience, major programs and scheduling, use of modern ICT, staff capacity and feedback mechanism from the audience as well as experience in agricultural programming using participatory radio campaign. The collected data was analyzed using content analysis. 16 of the radio stations are commercial while the remaining three belong to public, community and religious radio stations. The potential audience of the surveyed radio stations varied from one to ten million. Seven broadcasting languages (English, Luganda, Lugisu, Lusoga, Japadhola, Ateso and Samia) were predominant, while English and Luganda cut across all communities. The estimated number of audience for each radio station varies from one to ten million listeners. The results also indicate that agricultural programs are not a major component of radio program with time allocation for agrictural programs comprising only 15 percent of total time allocation. However, ten radio stations had previous collaboration with international, regional or national NGOs to promote specific agricultural technology. Radio broadcasters of these radio stations had some form of agricultural programming including participatory radio campaign. Building on this experience, it is possible to reach more farmers through radio to strengthen adoption of recommended agricultural technologies.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
