Design, implement and evaluate a farmer-led agricultural education program in community schools

Thesis Abstract

This study investigates how farmer-led agricultural education programs delivered in community schools can enhance agricultural literacy, practical farming skills, and local agrarian resilience in rural regions facing stagnating yields and underutilized school-based learning resources. The problem addressed concerns the disconnect between formal agricultural curricula and context-specific farming practices, limited farmer engagement in school activities, and insufficient transfer of knowledge to junior farmers. The aim is to design, implement, and evaluate a scalable farmer-led educational intervention that integrates experiential learning with school curricula to improve outcomes in knowledge, attitudes, and farming practices. Specific objectives include (1) developing a participatory program framework co-created with farmers, teachers, and extension agents; (2) implementing the program in 12 community schools serving diverse farming households over two academic terms; (3) assessing changes in agricultural knowledge, practical competencies, and adoption of improved farming practices among students and participating farmers; (4) evaluating process fidelity, stakeholder satisfaction, and challenges in implementation; and (5) generating a model for policy-relevant replication in similar rural contexts. Methodologically, a mixed-methods design is employed, combining a quasi-experimental approach with embedded qualitative inquiry. The study is conducted in a rural region with a population of approximately 25,000 individuals across 12 community schools and their surrounding farming households. The sample includes 360 students (30 per school) aged 12–15 years, 60 teachers, 36 practicing farmers (three per school cluster), and 12 school-based coordinators. Data collection instruments comprise structured knowledge and attitude surveys for students and teachers, practical skill checklists, and farmer workshops for measuring practice adoption. Instrument validity and reliability are established through content validation by an expert panel and Cronbach’s alpha assessments exceeding 0.78 for scales. Qualitative data are gathered via semi-structured interviews with farmers, teachers, and coordinators, plus focus group discussions with students, all analyzed using thematic analysis. Analytical procedures include difference-in-differences (DiD) analysis to estimate the program’s impact on knowledge scores, skill competencies, and adoption rates, complemented by multilevel modeling to account for clustering at school level. Regression analyses examine associations between program exposure intensity and outcomes, controlling for baseline covariates such as prior agricultural experience and socio-economic status. Thematic analysis guides interpretation of qualitative data to elucidate mechanisms, contextual factors, and perceived value. Process evaluation uses the Consolidated Framework for Implementation Research (CFIR) to map fidelity, reach, adoption, and sustainability, while a cost-effectiveness analysis estimates incremental cost per improved knowledge point and per additional farmer adopting recommended practices. Expected findings indicate statistically significant improvements in agricultural knowledge (mean gains of 15–20 percentage points), practical skill competency (observable improvement in at least 70% of assessed tasks), and higher adoption rates of climate-smart or resource-efficient practices among students and farmers. Qualitative insights are anticipated to reveal enhanced school–farmer collaboration, increased student motivation, and greater alignment between theoretical content and field realities. The study also expects variation in outcomes across schools influenced by facilitator capacity, community trust, and resource availability, with fidelity moderating effects on impact magnitude. The study contributes to knowledge by operationalizing a participatory, scalable model of farmer-led education within community schools, integrating theoretical perspectives from experiential learning (Kolb) and social learning (Bandura) with implementation science (CFIR). It advances understanding of how co-design between farmers and educators influences curricular relevance, student engagement, and technology- or practice-based adoption in rural environments. The findings will inform curricular reform, extension services, and policy development aimed at strengthening agro-education linkages, improving youth engagement in agriculture, and fostering sustainable farming systems. Conclusions emphasize that farmer-led, school-based agricultural education can produce measurable gains in knowledge and practice when designed with robust stakeholder engagement, clear instructional alignment, and strong implementation support. Recommendations include formalizing multi-stakeholder governance structures, investing in facilitator training, developing scalable materials and tools for teacher support, and establishing monitoring and funding mechanisms to sustain community-based partnerships beyond the project period.