Assessment of Agronomy Extension Education on Farmers’ Empowerment Towards Food Production in Rural Uganda

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2023-05-18
Authors
Ikendi, Samuel
Masinde, Dorothy
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AAAE National Conference
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Owusu, Francis
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Bain, Carmen
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Community and Regional Planning

Community and regional planning is a professional field of study aimed at assessing the ever-changing socioeconomic and physical environments of our communities and planning for their future. Planners evaluate and seize opportunities to understand and solve problems. Most planners work at the local level, but they are concerned with issues that affect the world: the preservation and enhancement of the quality of life in a community, the protection of the environment, the promotion of equitable economic opportunity; and the management of growth and change of all kinds.

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The Department of Community and Regional Planning was established in 1978 when it was split from the Department of Landscape Architecture and Community Planning.

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1978–present

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Sociology

The Department of Sociology is co-directed by the College of Agriculture and Life Sciences and the College of Liberal Arts and Sciences. It offers a major in Sociology (giving a liberal-arts education, or a sociological background for work in social-services, law, theology, academia, the government, etc); as well as a major in Public Service and Administration in Agriculture (preparing for work with agricultural agencies or agriculture and natural-resources public services). It also offers the interdepartmental major in Criminology and Criminal Justice.

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The Department of Sociology was formed in 1991 from the division of the Department of Sociology and Anthropology.

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1991 - present

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Abstract
The government of Uganda has over the years adopted different extension approaches to building farmers’ capacities, however, limited extension agents always hampered its progress necessitating partnerships with organizations. This study assessed progress made by the Center for Sustainable Rural Livelihoods as a case study in building farmers’ capacities in agronomy practices. We surveyed 454 households, of whom 48.2% had trained in agronomy between the 2014-2018 assessment period. The majority (58.4%) trained in seven modules considered in this study including soils, composting, land-use planning, agronomical practices, micronutrient gardening, postharvest, and marketing. By frequency of training, 55.7% trained between 1-7 of 21 maximum rounds, we found a higher average score of 84.7% in knowledge comprehension and retention. In application, trainees engaged most in micronutrient gardens (sack, keyhole, and kitchen gardens), used tarpaulins while drying crops, and had harvest reserves for food security. On changes in crop production, we established a general decrease in households’ engagement in production for all seven crops traced in this study including amaranths, soybeans, millet, maize, beans, potatoes, and cassava. Most changes in livelihoods were attributed to food production especially cassava, potatoes, and beans. Income was mostly linked to sales from maize, millet, and beans. We recommend improvements in field monitoring to encourage participation in training and the adoption of agronomical practices.
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This presentation is published as Ikendi, Samuel & Owusu, Francis & Masinde, Dorothy & Bain, Carmen & Oberhauser, Ann. (2023). Assessment of Agronomy Extension Education on Farmers' Empowerment Towards Food Production in Rural Uganda. Posted with permission.
https://aaaeonline.org/page-18451
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