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Farmer Field Schools (FFSs): A Tool Empowering Sustainability and Food Security in Peasant Farming Systems in the Nicaraguan Highlands

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  • Esperanza Arnés

    (Dpto. Producción Agraria, Centro de Estudios e Investigación para la Gestión de Riesgos Agrarios y Medioambientales, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Carlos G. H. Díaz-Ambrona

    (Dpto. Producción Agraria, Centro de Estudios e Investigación para la Gestión de Riesgos Agrarios y Medioambientales, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Omar Marín-González

    (Dpto. Producción Agraria, Centro de Estudios e Investigación para la Gestión de Riesgos Agrarios y Medioambientales, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Marta Astier

    (Centro de Investigaciones de Geografía Ambiental, Universidad Nacional Autónoma de México, Campus Morelia, Morelia 581910, Mexico)

Abstract

Farmer field schools (FFSs) emerged in response to the gap left by the worldwide decline in agricultural extension services. With time, this methodology has been adapted to specific rural contexts to solve problems related to the sustainability of peasant-farming systems. In this study we draw upon empirical data regarding the peasant-farming system in the Nicaraguan highlands to evaluate whether FFSs have helped communities improve the sustainability of their systems and the food security of their residents using socioeconomic, environmental, and food and nutrition security (FNS) indicators. In order to appreciate the long-term impact, we studied three communities where FFSs were implemented eight, five, and three years ago, respectively, and we included participants and nonparticipants from each community. We found that FFSs have a gradual impact, as there are significant differences between participants and nonparticipants, and it is the community that first implemented FFSs that scores highest. The impact of FFSs is broad and long lasting for indicators related to participation, access to basic services, and conservation of natural resources. Finally, this paper provides evidence that FFSs have the potential to empower farmers; however, more attention needs to be paid to critical indicators like production costs and the use of external inputs in order to scale up their potential in the future.

Suggested Citation

  • Esperanza Arnés & Carlos G. H. Díaz-Ambrona & Omar Marín-González & Marta Astier, 2018. "Farmer Field Schools (FFSs): A Tool Empowering Sustainability and Food Security in Peasant Farming Systems in the Nicaraguan Highlands," Sustainability, MDPI, vol. 10(9), pages 1-24, August.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:9:p:3020-:d:165719
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    1. Mohammad Mahfuzur Rahman Bhuiyan & Keshav Lall Maharjan, 2022. "Impact of Farmer Field School on Crop Income, Agroecology, and Farmer’s Behavior in Farming: A Case Study on Cumilla District in Bangladesh," Sustainability, MDPI, vol. 14(7), pages 1-20, April.
    2. Bolier Torres & Verónica Andrade & Marco Heredia-R & Theofilos Toulkeridis & Kleber Estupiñán & Marcelo Luna & Carlos Bravo & Antón García, 2022. "Productive Livestock Characterization and Recommendations for Good Practices Focused on the Achievement of the SDGs in the Ecuadorian Amazon," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    3. Chin-Ling Lee & Robert Strong & Kim E. Dooley, 2021. "Analyzing Precision Agriculture Adoption across the Globe: A Systematic Review of Scholarship from 1999–2020," Sustainability, MDPI, vol. 13(18), pages 1-15, September.
    4. Sean McKenzie & Hilary Parkinson & Jane Mangold & Mary Burrows & Selena Ahmed & Fabian Menalled, 2018. "Perceptions, Experiences, and Priorities Supporting Agroecosystem Management Decisions Differ among Agricultural Producers, Consultants, and Researchers," Sustainability, MDPI, vol. 10(11), pages 1-19, November.
    5. Cornelius K. A. Pienaah & Roger Antabe & Godwin Arku & Isaac Luginaah, 2024. "Farmer field schools, climate action plans and climate change resilience among smallholder farmers in Northern Ghana," Climatic Change, Springer, vol. 177(6), pages 1-25, June.

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