Social and cultural factors influencing gender disparity in farmers field schools approach among smallholder farmers in Kilifi North Sub-County, Kilifi County

Abstract

The status of women in agriculture has received extensive attention in literature in the recent decades, however, a research gap persists regarding the state of gender disparity in Farmers Field Schools (FFS) in Kilifi South Sub-County. The study of gender disparity in FFS, an experiential learning approach whose outcome is to empower both men and women farmers with agricultural technologies is fundamental. Five FDGs comprising of a total of 75 participants were drawn from five FFS purposively selected for the study. Data were collected qualitatively through Focus Group Discussion and analyzed using Content Analysis. The results reveal that over 90% group members in FFS are women. Women are the mangers of productive resources and custodians of household food stores. The less than 10% men are due to the socio-cultural norms that dictate that as household heads, they should engage in activities for immediate household monetary needs. Men find FFS approach inclined more to farming, an activity considered to be women's primary obligation and engaging in it will compromise their status as household heads. These findings imply that FFS provides a conducive environment for farmer empowerment through experiential learning on new agricultural technologies for increased agricultural productivity for food security. However, gender disparity caused by social and cultural norms and values impede its achievement. Development agencies should hold education fora to sensitize communities that achieving food security is a mirage without joint synergies from both women and men.