Uplifting Farmers Communities: A Training Needs Assessment
Abstract
Educating farmers through training usually happen outside the formal learning institutions and it aims to contribute towards adult learning and improving their farming performances. This study focused on identifying the training needs and develops capacity training to improve farmers' association communities in their farming practices. A combination of internationally documented qualitative and quantitative research methods was utilized to capture the current knowledge and training needs of farmer’sassociation communities and the importance they place on different agricultural practices, and also to understand the best and most efficient approach in transmitting agricultural knowledge. The study used mixed methods ingathering data such as interview, survey and focus group discussion. Findings indicated that farmers associations still desire to improve their present knowledge and give more importance on the following: crop production in water management, vegetable production in controlling pest and diseases, livestock in chicken production and disease management, and developing small business as their alternative livelihood. It also showed that the government extension services were the main provider and presentation during community meetings is the most preferred methods of farmer’sassociation in receiving trainings. However, training needs and capacity training for the farmers' association communities required participation, cooperation and openness from the farmers towards their upliftment.
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Introduction
Knowledge and training enables farmers to escape from poverty by providing them with the awareness and skills to improve their agricultural produce and income (Ogundele et al., 2012). According to Shibu & George (2013), training is planned activity intended to enhance the knowledge, skill and competencies of the farmers for the refining his/her performance, and this might be useful for reaching the required level of knowledge and skill. In developing effective training it requires a comprehensive knowledge of the training need of the target beneficiary or group. Barbazett (2006) mention that it is essential for the training institution to determine who, what, when, where, why and how of training before any actual training is conducted.
In several situation, at the national level or the organization identified the training needs of the farmers without considering the particular needs and preferences of farmers themselves. That frequently results in a gap between training program and methods and the particular needs of farmers in relations of their knowledge, skills and interest. Ageogun et al., (2013), state that training needs assessment can determine the "gap" between existing performance and required performance, and search the source and details of the gap and methods for terminating or removing it. The individual farmers require training on their skills, knowledge and attitudes to overcome challenges as well as to minimize creating problem circumstances in their farming practices. Meenambigai and Seetharaman (2003) emphasized that training is the utmost singular reason affecting farmers’ attitude, productivity, improvement, minimization of risks. In a need analysis this can recognize more than one training needs that should be a priority and consider to a formal training plan or to make a record for future training. The concept of need assessment is the process used to determine if training is necessary. Problem identification and definition is the start of needs analysis. Determining whether training is needed and to specify what that training should provide is the main step in any training program. A needs assessment that considers the views of farmers is necessary to guarantee that the design and development of training programs meets the needs of the farmers which it aims to serve. A farmer training is an education that customarily takes place outside formal learning institutions and it hopes to lead towards adult learning and improving performances. Training has an crucial role in the advancement of human performance just like the farmers since it provides a systematic advances of knowledge and skill and these developments are useful in working proficiency of learners (Sajeev, 2010).It therefore necessitates an approach that takes the course of the ‘situations’, rather than ‘subjects’. Contrary to conventional education in which the student is required to adjust him or herself to an established curriculum, the curriculum in adult education is built around the students’ needs and interests (Sajeev, M.V. Singha, A.K. and Venkatasubramanian, V., 2012). This highlights the significance of getting it right, ensuring that both the subject matter and approach are suitable and relevant to farmers.
According to Qamar, (2005), most of the training of farmers becomes part of agricultural extension, which can be defined as the provision of need and demand-based agricultural knowledge and skills to rural men, women and young people in a non-formal and participatory manner to help improve their quality of life. Agricultural extension generally consists of three basic tasks: disseminating useful and practical information relating to agriculture and home economics, supporting farmers to practically apply that knowledge to analyze their problems, and assisting farmers to use the technical knowledge to better solve their farming constraints (Zakaria, 2010). However, such initiatives are not capable to discontinue completely the gaps of the dysfunctional community research and extension systems that are mainly intended to help smallholders and other people in deprived areas with the establishment of value agricultural services (World Bank 2012).
Smallholder farmers can take advantage of a tailored training as part of agricultural extension, to achieve sustainable agricultural activities. This extension facilitates farmers to accept firsthand innovations, to advance their production, income, and to care for the environment. However, there is an unlimited variety occurs in farmers’ access to extension services, at the same time the quality of services provided. Likewise, methods used to carryout the extension services and the topics designs are not always suitable to the need of the farmers. Understanding the training needs of farmers allows extension providers just like the agribusiness incubation center to improve, customize extension services to efficiently extent and benefits farmers' communities.
The availability of services for small farmers is mostly attributed from the support of private donors and non-government organizations, since government agricultural services are minimal. Improved coherence and stronger partnerships can advance the worth and influence of capacity development in innovation systems as shown in the practice (The World Bank 2012, Ludemann et al. 2012, Juma 2011, The World Bank 2007).Though, harmonization of services is limited, mainly at the sub-national level, frequently it results in replication of services and ineffective use of resources (Santoyo Rio, 2013). To minimize the duplication of services and inefficient use of resources the training needs assessment in this study is crucial. The training needs assessment is an essential start-up activity of the Agribusiness Incubation center of the Partido State University-Salogon campus towards uplifting farmers' association communities for the sustainability of agriculture and agribusiness for its rural development. The main purpose of this study is to identify the training needs and develop capacity training of the farmer’scommunity in San Jose, Camarines Sur. It also identifies the socio-demographic and farming characteristics of the farmer’scommunity and recognizes its agricultural activities. Similarly, it classifies the extension providers and the preferred methods of farmer’scommunity. Issues affecting delivery of training of farmer’scommunity were also assessed. Furthermore, the findings of the study will be used to develop capacity training on topics in which farmers expressed a need for training and the method of delivery necessary to reach them and this will form part of the services of the agribusiness incubation center. Where training is a fundamental part of any growth activity (Pandey et al., 2015) of the farmers. Likewise, these add knowledge incapacity development training and agricultural extension services.
Conclusion
The results of the study established that the training needs of farmers are generally significant that leads to proposing capacity development training and need for increased agricultural extension services inmost of the agriculture and agribusiness areas. It also revealed that farmers used to qualified most of their agricultural challenges to restricted concerns such as water irrigation/management and pest and disease. It was recognized that during self-assessment of the farmers on their current knowledge it was reflected inmost areas they rate themselves moderate despite decades of experience in farming and in the importance of topic as high. The reasons why farmers have this pattern of responses can be attributed to: first, lack of confidence of farmers when it comes to their farming knowledge. They are aware that their knowledge is not updated and upgraded. Second, they remain humble that despite they have the experience they still rate themself moderate. Lastly, it showed that they are open for new knowledge in farming particularly the use of technology and new method. Likewise, the study indicated that farmers are not aware of the several opportunities that can bring positive impact on their agricultural efficiency and earnings such as improved marketing skills to sell their harvest, using new technology in their farming activities which can increase their effectiveness and adding value to their harvested product, they could sell these products at competitive price. Therefore, it is vastly suggested that farmers be open to new ideas through hands-on methods. Farmers can network with other farmers that have implemented new technologies or practices to assist collaboration. Furthermore, farmers revealed that they do not have the same levels of competence (knowledge) and different needs for future training across agricultural practices. Actual training needs for particular agricultural practices were shown using the Borich Need Assessment Model and the most important training need that was identified was water management/irrigation and control of pest and disease. These two areas was identified as the highest need across several areas – crop production, vegetable production and fruit growing and correlates with the second main agricultural difficulties farmers encounter. Lastly, farmers preferred hands-on learning method than academic lessons, appeals for training that is appropriate for their time and place, and address specific demands at homelike child care.
The following recommendations are suggested based from the findings of the study: In developing capacity training for the farmers the following must be considered: training on water management (irrigation), and pest and disease management should be prioritized across all areas, also training on new technologies for crop production and on fertilizer use for fruit growing must also be given priority. Next, agricultural extension services and training for farmers must highlight hands-on training and reflection than academic training. Then, the best time to provide trainings to the farmers is during summer period (January to May) at early morning. Lastly, training on developing small business and financial management of the farmers must be given emphasize as these becomes the emerging trainings needs of the farmers. However, a frequent field survey to evaluate and monitor changes in the agricultural training needs of the farmers. Collaboration with the department of agriculture and other agriculture extension provider is recommended to avoid duplication and improve capacity development training for the farmers.
