Sending Farmers Back to School: The Impact of Farmer Field Schools in Indonesia. World Bank Policy Research Working Paper.

Autor/inn/en	Feder, Gershon; Murgai, Rinku; Quizon, Jaime B.
Institution	World Bank, Washington, DC.
Titel	Sending Farmers Back to School: The Impact of Farmer Field Schools in Indonesia. World Bank Policy Research Working Paper.
Quelle	(2003), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Farmer Education; Agricultural Production; Agriculture; Behavior Change; Curriculum Development; Farmers; Foreign Countries; Information Dissemination; Information Transfer; Information Utilization; Outcomes of Education; Pesticides; Pests; Program Effectiveness; Program Evaluation; Rural Extension; Student Participation; Technology Transfer; Theory Practice Relationship; Transfer of Training; Indonesia + Suchen Sie Ihr Suchwort? Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Farmer; Agriculturist; Landwirt; Landwirtin; Ausland; Informationsverbreitung; Informationsübertragung; Informationsnutzung; Lernleistung; Schulerfolg; Pestizid; Programme evaluation; Programmevaluation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Technologietransfer; Theorie-Praxis-Beziehung; Training; Transfer; Ausbildung; Indonesien
Abstract	A study evaluated the impact of Farmer Field Schools in Indonesia, an intensive participatory training program emphasizing integrated pest management. Focus was on whether program participation improved yields and reduced pesticide use among graduates and neighbors who gained knowledge through informal communications. It used a modified "difference-in-differences" approach to evaluate program impacts with a panel household survey. Data were from 1991-99 on field school graduates and other farmers. Analysis indicated the program did not have significant impacts on performance of graduates and neighbors. Plausible explanations were the following: (1) even if graduates gained knowledge that could over time be reflected in improved performance, change was small and could not be detected; (2) gains that could be achieved through training may have been small to begin with and may have been offset by systemic factors (soil fertility, increased plant diseases, and climate trends) causing yield declines; (3) knowledge gained was complex; and (4) the quality of knowledge achieved may have been affected by untimely transfers of funds. Recommended improvements were to focus training on highest priority topics; simplify presentation to increase the likelihood and speed of diffusion of new knowledge; and shorten training length by narrowing and prioritizing the curriculum. (Appendixes include 38 references, econometrics appendix, and 17 endnotes.) (YLB)
Anmerkungen	For full text: http://econ.worldbank.org/files/25643_wps3022.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC