| dc.description.abstract | Poor husbandry, low use of improved inputs and limited access to technical advice are
likely to be related to a farmer's education. Forty-six percent of Teso farmers are literate,
but the literacy rate of men (66%) is higher than of women (34%). The study
investigated the role of education in sweet potato production. Using an ex post facto
research design, 24 out of 51 sub-counties were randomly selected based on district county
strata and used to determine the perceptions of sweet potato farmers and their
agricultural advisers. Through interviews, observations and questionnaires, the survey
covered 288 farmers and 33 agricultural advisers, while 329 community leaders and
fanners were engaged in focus group discussions. Qualitative and quantitative data were
collected and analysed qualitatively using open and axial coding; and quantitatively using
means, frequencies, percentages, t-test, ANOVA, and multiple regression at a confidence
level of 0.05 alpha. Six sweet potato productivity indicators (output per ha, output per
person, output per shilling spent, income per ha, income per person, and income per
shilling spent) and their levels were established. Indigenous technical knowledge was the
chief source of the farmers' knowledge and skills used in growing sweet potatoes.
Farmers with 1-4 years of primary schooling excelled in output per person, output per
shilling and income per shilling. Farmers with 13-18 years of formal education and those
who had contact with agricultural extension excelled in output per ha, income per ha and
income per person. Primary schooling, secondary and college training facilitated in crop
production and business management while agricultural extension and university
facilitated better soil management. Farmers without formal education achieved lower
productivity. Therefore, stakeholders should invest more in relevant farmers' education. | en_US |
