RIPAT Nonformal Farmer Education: Fostering Individual and Social Change in Rural Africa

The article explores the transformative nature of Rockwool funded RIPAT farmer learning groups and the role of instrumental learning in fostering transformative learning within non-formal setting. The study shows that non-formal group based farmer education has the potential to foster transformative learning among the participants. Indicators of perspective transformation used in the study include greater confidence in themselves (individual agency) and in others (sharing decision-making with spouse) and assuming greater responsibilities beyond their family unit (community leadership). The study finds that RIPAT farmer learning groups is a highly structured educational program with an epistemological emphasis on instrumental learning couched within principles of cooperative and experiential learning using the farm field as the primary learning site. At the same time these groups rely on two different approaches to learning, namely a transmission model of teaching and participatory decision-making and discussion (e.g. constructivist model).

Reference to article:
Esbern Friis-Hansen, Deborah Duveskog and Edward Taylor 2013. RIPAT Nonformal Farmer Education: Fostering Individual and Social Change in Rural Africa. Adult Education, No 29, 2013. Athens: Hellenic Adult Education Association.