Browsing by Author "Karubanga, G."

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    How Video Attributes influence Farmer Learning about Maize Postharvest Handling Practices and Technologies iIn Kakumiro District, Uganda
    (International Journal of Agricultural Research, Innovation and Technology, 2019) Asasira, G.; Karubanga, G.; Okry, F.; Kibwika, P.; Agea, J.G.
    In Sub-Saharan Africa, video has been earmarked as an important tool to enhance learning among smallholder farmers. The study evaluated how the inherent video attributes influence learning about postharvest handling practices and technologies from the perspective of maize farmers in Kakumiro district of Uganda; using the case of Access Agriculture maize videos. An action-oriented research involving showing of four videos, on-site participant observation, six key informant and 50 exit individual interviews were conducted in February 2019. While thematic-content analysis was applied for qualitative data, quantitative data were analyzed using SPSS 18.0 version. Our results clearly illustrate that the video’s ability to influence farmer learning depends on the complementarity of its positive attributes including: demonstration ability, attractiveness and clarity of images, ability to arouse interest and curiosity; thus, fostering interactions among viewers. The nature of video content in terms of clarity, practicability, relevance, applicability and content sequencing are also perceived to be key attributes of video in enhancing learning among the viewers. However, the effectiveness of video is likely to be compromised by the socio-economic and cultural factors more especially if such factors are not well taken care of during the filming process. If possible, when developing videos for farmer learning, focus should be on creating local content that is context specific, which farmers can enjoy and relate to for easy adaptation and eventual application.
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    Unearthing the potential of participatory, and information and communication technologies’ led extension and learning approaches in agricultural and environmental education in Uganda
    (African Journal of Rural Development, 2018) Karubanga, G.; Agea, J.G.
    Uganda’s public agricultural extension system experienced several reforms since colonial times. However, available literature indicates that a large number of smallholder farmers remain unreached by the extension systems. To address the above problem, there has been a call to unearth the role of participatory and Information and Communication Technologies (ICTs)-led extension and learning approaches for agricultural and environmental education, and development in the country. As such, a review study was conducted on the context and the potential of participatory and ICT-led extension and learning approaches to agricultural and environmental education. The reviews involved thematic and content analysis of variables of interest. From the review, we present a critical review of the historical and current state of agricultural extension reforms in Uganda. We also highlight the challenges and lessons on the status, context and potential of participatory and ICT-led extension and learning in agricultural and environmental education in Uganda. The review elaborates on recurring extension issues and describes the experiences on the role of ICTs to extension and emerging practices that are enhancing the delivery of timely information that suits the needs of farmers. Policy recommendations have been made to tap the potential of participatory, and ICT-led extension and learning approaches in order to enhance performance of agricultural extension systems in Uganda.