Abstract:
Currently, pressure to change agricultural extension strategies to increase vegetable
production through farmer technology acceptance is on the rise. Various approaches to
extension service have been explored as a result. However, a secondary school-based
approach to extension service is yet to be tried in Kenya. Using a mixed research design, the study aimed at assessing whether a secondary school-based training approach to agricultural extension could be used to promote off-season diversified vertical vegetable gardening among smallholder farmers in Busia County, Kenya. The study targeted agriculture students and school administrators in four schools, smallholder farmers and field extension officers. A total sample of 271 respondents was purposively selected to participate in the study. Data was collected using one interview schedule, survey, two focus group discussion schedules and observation guide at baseline and endline survey. The instruments were validated by research experts from the Department of Agricultural Education and Extension, Egerton University. A pilot test for the instruments was carried out among 30 respondents in SA Kolanya boy's high school in Teso North Sub County to estimate the reliability. Cronbach alpha coefficient was calculated and accepted at 0.885. Baseline and endline surveys were analyzed using Wilcoxon sign-rank test, descriptive and thematic analysis, using Statistical Package for Social Sciences (SPSS). Results were significant at P <0.05. A baseline survey was conducted before the onset of the study to identify the gap and possible interventions.
Three diversified vertical vegetable gardening technologies; mound bed, second wall and
primary tower, were used in the study as knowledge gap interventions to promote kales, black nightshade, spinach/ Swiss chard, capsicum and carrots. Endline survey was conducted to assess the outcome of the intervention. The results showed that there was increased ease of accessing extension services on vegetable production. The approach boosted smallholder farmer's confidence in diversified vertical vegetable gardening as a vegetable production technology, as a result, the level of technology acceptance improved (1% to 22%), at P= .000. This significantly increased household availability of black nightshade (83%-89%), at P= 000 and kales (50% - 68%), at P=.003. However, there was no guiding policy to sustainably support agricultural extension through schools. Therefore, with suitable policy guidelines, extension service through secondary schools proved to be a potential strategy for promoting agricultural technologies as youths can be both recipients and providers of extension service.
