Reference : Participatory impact assessment of rice parboiling videos with women in Benin
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Life sciences : Agriculture & agronomy
Social & behavioral sciences, psychology : Communication & mass media
Business & economic sciences : Strategy & innovation
http://hdl.handle.net/2268/117375
Participatory impact assessment of rice parboiling videos with women in Benin
English
[fr] Evaluation participative de l'impact de la vidéo sur l'étuvage amélioré riz avec les femmes au Bénin
Zossou, Enangnon mailto [Université de Liège - ULg > > > Form. doct. sc. agro. & ingé. biol.]
Van Mele, Paul mailto [> >]
Wanvoeke, Jonas mailto [> >]
Lebailly, Philippe mailto [Université de Liège - ULg > Sciences agronomiques > Economie et développement rural >]
2012
Experimental agriculture
Cambridge University Press
48
3
438-447
Yes (verified by ORBi)
International
0014-4797
1469-4441
Cambridge
United Kingdom
[en] video ; Sustainable livelihoods ; impact ; Rice parboiling ; Benin
[en] Using the sustainable livelihoods framework to evaluate the impact of a farmer-to-farmer video on the improved rice parboiling technology, women in Benin rated financial, social, human, natural and physical capital stocks for the baseline year (2006) and the impact year (2009) on a 0–5 scale. Women who had watched the video and those who had not, but who lived in the same villages, perceived a significant improvement in four out of five livelihood capitals while processors in control villages did not perceive any significant change. Apart from testing the sustainable livelihoods conceptual framework as a participatory impact assessment tool for video-mediated rural learning, this study shows how farmer-to-farmer training videos helped to improve multiple livelihood assets.
Gembloux Agro-Bio-Tech
CTB ; AfricaRice
Learning local rice processing through video and rural radio and outcomes on practices, rural livelihoods and markets in Benin
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/2268/117375
also: http://hdl.handle.net/2268/124621
10.1017/S0014479712000117
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