A learning domain-based training approach for smallholder irrigated maize farming in Mashonaland Central Province of Zimbabwe

Abstract

The study was carried out to investigate the effectiveness of training approaches for smallholder irrigated maize farmers in Zimbabwe, particularly their crucial role in national food security and rural livelihoods. Despite irrigation's potential to boost productivity of maize, many farmers encountered challenges in adopting improved practices partly due to inadequate training methods. Thus, the study sought to evaluate current training frameworks and propose a comprehensive model integrating Bloom's taxonomy of learning domains to enhance knowledge acquisition and practical skills among farmers. The objectives of the study were 1) to identify the key learning domains for effective use of irrigation technologies in smallholder maize farming in Mashonaland Central Province 2) to propose a training approach that is tailored to the identified learning domains and the specific needs and constraints of smallholder farmers in Mashonaland Central; 3) to evaluate the effectiveness of the developed training approach on the productivity and income of smallholder maize farmers in Mashonaland Central Province; and 4) to assess the effectiveness of the developed training approach in improving the knowledge and skills of smallholder farmers in the use of irrigation technologies for maize farming. Three irrigation schemes that focused on maize production and located in two natural regions, that is, II and IV within Mashonaland Central Province were purposively selected. Proximity to the Harare, the capital city or extent of the scheme’s rurality was considered. The census method of data collection was applied. All the 472 farmers involved in irrigation in the three schemes were earmarked for the questionnaire-based survey. Employing a mixed-methods approach, the study combined quantitative surveys and qualitative interviews with farmers and agricultural extension officers across the three irrigation schemes. Key findings indicated that Farmer Field Schools (FFS) significantly outperformed traditional Master Farmer Training (MFT) in promoting effective learning and adoption of sustainable practices (P < 0.05). The study underscored the importance of participatory training methods, which resonate more effectively with farmers' needs and educational backgrounds. Using the results of the study, a framework that includes the following as the key components was proposed: a) Incorporation of cognitive, affective, and psychomotor learning domains b) Prioritization of hands-on training with visual aids c) Promotion of sustainable farming practices d) Strengthening of farmer-extension linkages e) Investment in teaching materials and monitoring mechanisms This study advocated for a paradigm shift in agricultural training methodologies. Adopting the recommended framework would enable policymakers and practitioners to significantly enhance the productivity and livelihoods of smallholder maize farmers, thereby contributing to improved food security. Furthermore, the study highlighted the need for deploying participatory and practical training, addressing key skills gaps, in addition to developing robust farmer-extension relationships to achieve these goals. Integration of Bloom's learning domains into farmer training curricula is a strategic roadmap for designing more effective and impactful training of smallholder irrigated maize farmers.