Abstract

This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers’ learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers’ critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices.

摘要

本文介绍了农民教育者如何采用支持体验式教育原则的方法，将农民的学习和创新农业实践的成就融入情境中。该研究采用了访谈、观察和文件审查等定性案例研究方法。通过有目的的抽样技术，从布杜达地区选出了十二名农民教育员。研究结果展示了农民教育者如何采用基于地点的教育、基于问题的教育、基于项目的教育和学习历史来增强小规模农民对创新农业实践的体验式学习。然而，通过上述方法进行有效的体验式教育却因缺乏资金、无效的项目设计和专业能力不足而受到阻碍。