Impact of Farmer Field Schools on Agricultural Productivity and Poverty in East Africa

By K. Davis, E. Nkonya, E. Kato, Daniel Ayalew Mekonnen, Martins Odendo, R. Miiro, Jackson Nkuba. 2012

1,235 citations recorded by the source corpus.

Subfields: Economics and Econometrics, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/d0c79ae04439217101c80170383c2375976ee1f1

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Citations in the corpus

Maize Revolutions in Sub-Saharan Africa (2011, methodology): “In the pilot districts where the approach has been used in Kenya, Tanzania and Uganda, incomes rose by some 61 percent on average, and women farmers and farmers without formal schooling gained most (Davis et al. 2010).”
Enhancing the role of rural agricultural extension programs in poverty alleviation: A review (2021, methodology): “Moreover, top-down methods were not designed to prompt the receptivity of extension workers to clients, thus, they characteristically have a narrow influence in isolated rural areas, on women folk, and generally on the poor population (Davis et al., 2010; Feder et al., 2010; Ragasa, 2014).”
Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania (2018, background): “…farmers to non-trained farmers as effectively as expected (Feder, Murgai, & Quizon, 2004; Tripp, Wijeratne, & Piyadasa, 2005), while other studies document technology diffusion of the sort, though the extent of technology spillover is not fully assessed (see Davis et al., 2012 for the review).”
Agricultural Extension and Technology Adoption for Food Security: Evidence from Uganda (2018, neutral): “While some existing studies have documented the effect of agricultural training on the adoption of improved cultivation methods (Kondylis, Mueller & Zhu, 2014) or production outcomes (Godtland et al., 2003; Mutandwa & Mpangwa, 2004; Davis et al., 2012), few focus on both at the same time and provide”
Recent Advances in Impact Analysis Methods for Ex-post Impact Assessments of Agricultural Technology: Options for the CGIAR (2010, neutral): “2008) and farmer field schools (Davis et al. 2010).”