need for value addition training
TRANSCRIPT
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Technical Report PK-CRP DS/SSRI-01/2014
GENDER M INSTRE MING IN CRP DRY L ND SYSTEM
TRAINING OF WOMEN ON VALUE ADDITION OF FRUITS AND VEGETABLES AT
CHAKWAL SITE PAKISTAN
September 25-26, 2014 at BARI, Chakwal
ssessment from socioeconomic perspective
H SSN IN SH H
T BIND Q ISER
BOUB KER DHEHIBI
Social Sciences Research Institute
National Agricultural Research Centre
Islamabad
OCTOBER 2014
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Table of Contents
BACKGROUND ............................................................................................................................ 1
Objectives ....................................................................................................................................3
METHODOLOGY ......................................................................................................................... 4
RESULTS AND DISCUSSIONS ................................................................................................... 6
Project Visibility ..........................................................................................................................7
Inaugural Session .........................................................................................................................7
Training Material .........................................................................................................................7
Field Visit.....................................................................................................................................8
Age and education level of Participants .......................................................................................8
Effectiveness of Training .............................................................................................................8
Assessment of Training Process ................................................................................................10
Value Judgment based on Observation ......................................................................................11
TrainingGaps..............................................................................................................................13
Concluding session ....................................................................................................................13
Conclusion and Recommendations ............................................................................................... 14
References ..................................................................................................................................... 14
List of Tables
Table 1.Age and Education of Respondents/participants..11
Table 2.Rating of Ability after Training13
Table 3.Training Feedbacks.. 14
Table 4.Observation Based Analysis.15
List of Figures
Figure 1.Employment Share by Sector and Gender 2010-11..4
Figure 2.Pre-Training Data Collection from Participants..7
Figure 3.Post Training Data Collection through Individual Interview..7
Figure 2.Recording Observations during Practical.....8
Figure 5.In-house Training Session (lecture & Presentation).....9
Figure 6.Practical 9
Figure 7.Hands on Training Session ...9
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Figure 8.Training Banner .....10
Figure 3.Inaugural Session....10
Figure 10.Value Addition Manual10
Figure 11.Field Visit.11
Figure 12.Effectiveness of Training in terms of knowledge improvement regarding value added
products .....12
Figure 13.Sitting Arrangements16
Figure 14.Demonstration Room17
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BACKGROUND
The agriculture is the mainstay of Pakistan not only in terms of its contribution to the GDP (21%)
and share in exports (65% ) but as a source of livelihood for two third of population and provider of
raw material to value adding chains. This sector is expected to significantly contribute towards theimprovement of livelihoods of the population as well as macroeconomic welfare and prosperity in
the country (GoP, 2014). Despite a quantum jump in the population the availability of food grains,
fruits, and vegetables outweighed population growth because of a considerable improvement in the
production and productivity of agricultural commodities. Still there is considerable room to improve
the efficiency through improving post-harvest handling as about 25-40% of fruits and vegetables go
waste mainly because of lack of primary processing, preservation and value addition at local level of
production (Zaldivar1991, Raja and Khokhar1993). Thevalue addition in the form of preservation
and processing of agricultural produce has tremendouspotential for providing employment and
additional income to farm families in rural catchmentsand thus help in checking the migration of
people to urban areas in search of livelihood (Patiland Singh, 2007).
The other important feature of agriculture sector of Pakistan in the face of shrinking employment
opportunities is that it is the major employer engaging nearly 44% of labour force wherein, it is the
largest contributing to the employment share of women particularly as given in the Figure 1.
Figure 1. Employment Share by Sector and Gender 2010-11Source: Pakistan Labour Force Survey 2012
However, the contribution of the women in agriculture sector is underestimated and little recognized
in terms of remuneration, decision making and control over resources/income (Humera 2009).
Pakistan is an agriculture based country where majority of the agricultural activities revolve around
75.4
10.9
0.2 1.6 0.1
11.5
0.3
0
10
20
30
40
50
60
7080
Total
Male
Female
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women, therefore the role of rural women cannot be underestimated or ignored in agriculture rural
development.
CGIAR Research Program (CRP1.1), Integrated Agricultural Production Systems for the Poor and
Vulnerable in Dry Areas targets the poor and highly vulnerable populations of the dry areas. It aims
to develop technology, policy and institutional innovations to improve livelihoods, using an
integrated systems approach. Pakistan is also included in this global program and Chakwal is
declared one of the sites of the program. The project activities are being executed by the NARS
partner institutes including NARC, Islamabad, BARI and SAWCR, Chakwal in collaboration with
ICARDA.
One of the overarching challenges for CRP1.1 is to deliver benefits to the poor and vulnerable,
especially women, who are the de facto household heads in many dry land agro-ecosystems, and
who often, carry most responsibility for high-value fruit and vegetable production. In line with CRP
program focuses and ground realities of high participation level and share of employment of women
in agriculture, their potential contribution to improve household livelihood, and concerns for
household food security, gender targeted activities were included in the plans by NARS partners.
The important aspects for promotion of value addition of fruits and vegetables were high post-
harvest losses due perishable nature, considerable potential to generate employment, diversify
income and improve food security in Pakistan. Increasing production is one approach to improving
farm incomes and food availability, but an additional strategy with considerable promise is that of
adding value to agricultural produce. Improved post-harvest handling, processing and marketing
achieves value added products and is perhaps the most viable means by which to reduce poverty and
improve rural livelihoods (Byanyima, 2004).Many rural areas that are faced with a declining number
of farm jobs consider the food processing sector as a source of potential income and employment
growth (Brown and Petrulis, 1993). By adding value to farm products, this food processing sector is
seen by some analysts as a key element for rural growth, as well as a way to enhance farm income
and provide rural jobs (Barkama and Drabenstott, 1996). Trend is rapidly emerging globally to
include training and other modes of capacity building in technology transfer models (Darkenwald,
1982). Therefore, promotion of value addition and processing through transfer of skills and
knowledge by imparting training to women was considered an important frontier to improve the
livelihood of the rural household at the project site in Pakistan.
In addition to the involvement of communities at local level, getting the feedback for target
stakeholders is considered important to strengthen such mechanisms (Mengal 2012). CRP DS
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activities are designed across Spiral Impact Pathway where Information on technology performance,
user perspectives and livelihood issues feeds back into research. This results in an iterative research
cycle, with continuous improvement in technologies. To make program activities better targeted to
users needs, by looking at the acceptability and compatibility with their resources socioeconomic
assessments are integrated with all the activities in Pakistan. In this context, Social Sciences
Research Institute (SSRI), NARC team is supposed to facilitate and improve the effectiveness of
program activities through providing feedback, identifying concerns of targeted stakeholders and
providing suggestion for further improvement. This would help to improve the future program
activities by considering the feedback from the participants. With this background the current study
is conducted with the following objectives.
Objectives
To assess the effectiveness of the training in terms of knowledge and skill improvement
To document future intentions for adoption and issues perceived by the participants
To suggest recommendation to partners for effecting planning and implementation of
such activities.
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METHODOLOGY
Traditional practices of food preservation were used earlier at household level in the rural areas.
However, overtime with development and introduction of processed products (brands) considerable
dietary changes had occurred. Considerable demand exists for value added products from agriculturecommodities. In addition to the new opportunities for local markets as employment and income
generation, availability of food at household level
increases with value addition and food preservation.
Considering these aspects Barani Research Institute
(BARI), Chakwal organized trainings for women from
rural communities at Chakwal. To facilitate the
technical partners in conducting the project activities
and improve the methodology for future project
activities Social Sciences team comprising of two lady
scientists participated in training for conducting
participatory assessment of the training.
Training evaluation is a continual and systematic
process of assessing the value or potential value of a training program. The assessment of the
training was designed to evaluate training effectiveness and to highlight the impact of training. The
study is based on both quantitative and qualitative data collected through individual interviews,
group discussions and observations. For collecting the
information from the training participants a
comprehensive set of questionnaires were prepared for
both pre and post assessment and a comparative
analysis. These questionnaires helped to investigate
about the opinion and motives of individuals in a
relatively straight forward way (Robson, 1993). In
addition to it observation sheets and checklist were
prepared for recording the observations during different
sessions of the training. Consultations with experts and
discussions with participants helped to develop trust which stimulated the participants to share
Figure 3. Post Training Data Collection through
Individual Interview
Figure 2. Pre-Training Data Collection from
Participants
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insights and feelings with the data collection team. The social scientists participated in the whole
training as observers. These methods effectively supplement each other and help to achieve some
form of methodological triangulation for collecting quality data. Pre-training data were collected
with the objective to look into aspects like involvement
of participant in value addition, participants existing
level of awareness about value addition of fruits and
vegetables. Some basic information about the
participants like age, education, experience, attitude
towards value addition, level of knowledge, expectations
etc., were also included to assess the selection of the
participants with respect to the objective of the training.
For this purpose data and information were collected
through face to face interviews of the 30 participants
present in the training at Barani Agricultural Research Institute (BARI), Chakwal.
Since effectiveness of the training is a qualitative phenomenon and it cannot be measured directly
through documentation of participants views, therefore, Likert scale data were used to analyze it.
Likert scale is a popular instrument to measure constructs such as attitudes, images and opinions
where each response category on the scale is generally assigned successively an integer value
(Javaras 2007). Course contents and methodology was evaluated by ranking the degree of
Low/Medium/High and these ranks were transformed into scores in the following manner.
1= Disagree 2=partially convinced 3= Not clear/No response 4= Agree 5= Strongly agree
Primary data and information were entered and analyzed using SPSS spreadsheet. To measure the
effectiveness before and after comparison of knowledge and skills was made using paired t
statistics.
Figure 4. Recording Observations during
Practical
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RESULTS AND DISCUSSIONS
The results and discussion section provides an insight of the training looking at different aspects
starting from project visibility, some background of the participants, improvement in knowledge in a
pre and post training scenario, participatory evaluation of the training and rating based onobservation worksheets in different session and effectiveness in terms of knowledge, skill and
confidence improvement as judged by the participants.
Overall the training course was designed in a
technical manner. The content of the course were
prepared in such a way that covered the important
fruits and vegetables produced/available in the
target area. Current and potential use of the products
was also considered as the daily use commodities
like garlic, onion, tomato and bitter gourd were
selected for vegetables while fruits included were
peach, olive and grapes. Government is also
promoting the plantation of these fruits in the area
and there are a number of on-going activities on
these lines in the areas. Hence, the value addition
training would support the on-going initiatives
and provide a synergistic effect for developing
value chains for these commodities.
The methodology of the training included both
presentations, where background knowledge and
information on the topics were shared with the
participants followed by practical sessions for skill
development through hands on training.
Figure 5. In-house Training Session (lecture &
Presentation)
Figure 6. Practical
Figure 7. Hands on Training Session
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Project Visibility
The organizing team paid due importance to acknowledge the effects of development partners
including CGIAR, CRP and ICARDA. In addition to the display of banners during the training
course in the campus and traininghall, participants were briefed about
the CRP Dryland Systems activities
and selecting Chakwal as one of the
site for program activities. It is
expected that such information
sharing would develop trust and
ownership among the community
for program activities. The efforts of
teams involved were also acknowledged during the concluding session by the senior persons of the
institute.
Inaugural Session
The event started formally with recitation from Holy Quran
at 9.30 AM. Welcome note and an introductory speech was
given by a researchers from BARI. The possible options for
value addition and its contribution to their household income
and savings were also highlighted. The objectives of training
and its significance was been briefly shared with the
participants.
Training Material
The importance of fruits and vegetables was elaborated to the
participants. A well prepared manual on value addition recipes in
Urdu (national) language was distributed to all the participants in
the beginning. These handouts were localized and simplified.
Figure 10. Value Addition Manual
Figure 9.Inaugural Session
Figure 8.Training Banner
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Field Visit
Before the start of formal training session on the value
addition a field visit of the research farm demonstrations
relevant to the target group was also arranged. Theparticipants were given short briefing along at the demos
sites of tunnel farming, bucket and drip irrigation system,
olive garden etc.
Age and education level of Participants
Majority of the participants in the training were young as about half of them were in the age bracket
of 16-25 years while another 25% were 26-40 years of age. The remaining 20% of the participants
were middle and old age (41-55) years of age. Majority of the participants were having some basiceducation as only 5 out of 30 were illiterate. More than three forth of the participants were having 8
to 10 years of schooling. The results revealed that mostly educated and interested women were
involved in the training on value addition of fruits and vegetables. Involvement of youth was
particularly achieved. Based on these aspects the results imply that the selection/invitation of the
participant for the subject training was rational.
Table 1. Age and Education characteristics of respondents (Frequency)
Education Age Group Total16-25 26-40 41-55
Illiterate 0 2 3 5
Primary 1 1 0 2
Middle 8 2 2 12
High 7 3 1 11
Total 16 8 6 30
Effectiveness of Training
The effectiveness of training was assessed based on the knowledge uptake and understanding about
the value addition and food preservation. The results as presented in Figure 9provide a clear
difference between pre and post training scenario. The awareness level and knowledge of
participants regarding value addition in pre-training scenario was found between average and good.
In the pre-training when participant were asked about their knowledge level, 46.67% expressed as
good in the value addition of fruits and vegetables. Very few, 13.33% had poor level of knowledge.
Same question were asked in the post-training appraisal. The results were found skewed towards
Figure 11. Field Visit
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very good. More than half (53.3%) reported that after training they rated themselves to be expert
with very good knowledge. It was identified that every participant got some additional knowledge
from the training and now they were capable to utilize it at household level. However, during the
discussions it was also identified that very few were willing to use these skills for starting a
commercial level activity in the field of food processing and value addition. However, they were
confident to utilize these skills for household level food production and preservation activities from
their own farm production along with using these commodities during peak supply season when
there are low prices in the market. The participants were also of the view that in future these skills
would be helpful to start some activity to earn money for the sustainable livelihood.
Figure 12. Effectiveness of Training in terms of knowledge improvement regarding value added products
The second process used for the assessment to evaluate effectiveness and short term impact of the
training was more rigorous as number indicators were used. These were also compared on pre and
post scenario. The difference of mean and paired t-test was measured to determine whether there was
a statistically significant mean difference between the level of knowledge/skills before and after the
training course. The results in Table 2 portrays that on all five indicators highly significant
improvement (difference) was found. The participants acquired much knowledge and ability to
prepared value added products from fruits and vegetables as compared to their earlier knowledge and
ability. The hight values resulted for all parameters indicating highly significant (
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results imply that training was conducted successfully. The participants had improved their
knowledge and skills and were confident to prepare products from fruits and vegetables.
Table 2.Rating of ability after training-Paired ttest
Ability/knowledge
rating
Paired Differences
Mean
Mean
Difference
Std.
Deviation
95% Confidence
Interval of the
Difference
tLower Upper
Ability to prepare
the products from
fruits and
vegetables
Before1.70
1.90 0.75 2.18 1.61 13.71***
After3.60
Knowledge to use
equipments,
preservative etc
Before 1.432.10 0.80 2.39 1.80 14.32***
After3.53
Ability to produce
quality products(taste)
Before 1.761.63 0.96 1.99 1.27 9.27***
After 3.40
Ability to produce
quality products(food safety and
health aspects)
Before1.86
1.80 0.71 2.06 1.53 13.80***
After3.66
Overall knowledge
of techniques of
processing and
value addition
Before1.86
1.79 0.81 2.10 1.48 11.79***
After
3.65
***
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participatory for skill development and facilities for hands on training were also towards the lower
end indicating less satisfaction. Lower level of satisfaction on time duration also indicated high
interest of the participant in the training. The knowledge of resource persons and overall way to
conduct the training was ranked high in terms of satisfaction level. The topic was found also relevant
to the interest of the participants. Overall the capacity building through training programmes had a
positive impact for motivating the rural women to adopt the food preservation technologies which
improved the knowledge level significantly (Meena et al. 2006) but mainly for household level
utilization of the skills and knowledge. The detailed results for individual assessment indicators are
given below.
Table 3. Training Feedbacks
The Training was ..
1=
Disagree
2=Partially
convinced
3=Notclear/No
response
4=
Agree
5=Strongly
agree
Relevant to interest of
participants0.0 20.0 3.3 56.7 20.0
Useful to start business 16.7 20.0 13.3 46.7 3.3
Useful for food
preservation/value addition
home consumption
3.3 3.3 3.3 86.7 3.3
Relevant material was
provided0.0 16.7 10.0 66.7 6.7
Time duration was sufficient 13.3 43.3 10.0 33.3 0.0
Participatory on skill
development3.3 36.7 30.0 30.0 0.0
Adequate facilities provided
for practical and hands on
training
10.0 36.7 6.7 46.7 0.0
Resource person were
knowledgeable0.0 0.0 0.0 83.3 16.7
Proper Way of conduct 0.0 10.0 0.0 73.3 16.7
Participants queries were well
addressed 0.0 26.7 16.6 56.7 0.0
Value Judgment based on Observation
The observation sheets were filled for different sessions of the training and judgment was given by
the social sciences team based on their observations, experiences of resource persons interactions
with trainees and interest level of participants attracted by the resource persons during conduct of
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session. The decisions based on each day activities on a number of indicators were made on the same
Likert scale form strongly disagree to strongly agree with neutral indicating a situation close to
satisfactory level. The results are elaborated in Table 4. As per the first indicator the observers
considered that overall learning objectives from the training were met during both days. The
facilitators and resource persons on the first day tried to satisfy the queries of the trainees however,
some gaps were considered. These were mainly due to difference in experience and knowledge
between recipients and resource persons. It is therefore recommended that the language and
terminology should be used as simple as possible. Same case was found with illustrative examples to
satisfy the queries. The resource persons had good grip on the practical things and they very well
facilitated the practical sessions. However, due to time constraints on the first day and more number
of activities hands on training by individual participants could not be made as per expectations of the
participants.
The feedback by the social sciences team on the first day observations was discussed with the
technical team and resource persons. They considered the recommendations of the social sciences
team and that helped to improve the interaction and results of the second day as judged in
perspective of participants satisfaction and interest were better on the second day. The overall
training was well executed but on the day 1 session it was observed that due to time constraint most
of the things cover up quickly which make participants bored. In the comparison, day 2 was quiet
effective and energizing, all the contents were cover smoothly with the practical done by the
participants which helped them to revise the learned techniques of value addition.
Table 4.Observation Based Analysis
Summary Analysis Day 1 Day 2
Learning objectivesof the training were met Agree Agree
Facilitator clearly answered the quires of participants Neutral Agree
Facilitator provided illustrative examples Neutral Agree
Exercise was well facilitated Agree AgreeExercise allowed participants to practice their skills Disagree Strongly Agree
Exercise was an effective way to learn information Neutral Agree
Participants were actively engagedin exercise Neutral Agree
On the whole, exercise was effective Agree Agree
1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
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Training Gaps
The organizers made efforts to conduct the training in a professional manner and tried to satisfy the
participants within the existing facilities available. However, some of the gaps are highlighted to
help the technical partners to further improve these programs. Some of these gaps re indicated asunder:
The training room for practical session had limited sitting facilities for the participants and it
looked hectic for females to stand or long hours. Due to this
after some time participants were looking tired and they
also lost interest.
However, with the feedback this gap was filled on the next
day and some sitting arrangements were made on second
day.
There was limited time on first day for practical session. Time
management and distribution of practical session could be
further improved according to the time availability.
During the practical session all participants were not able to practically look at the value addition
exercise and could not contribute properly in practical session as the stove etc was on one side.
The practical session could be conducted in groups keeping in view the space and facilitiesavailable.
There was limited interaction and question answer during the practical session. Participants
feel shy to communicate with the facilitator and were discussing with each other after the
session. Many English words were being used by the facilitator during lecture which was
difficult for the most of the trainees to understand. The practical session needs to be more
interactive and the local names of ingredients should be used particularly for preservatives
used.
Concluding session
At the end of the training on second day a concluding and certificate distribution session was also
organized. The participants feedback was also taken in this session which is elaborated in above
session. Director, BARI concluded the session with vote of thanks. At the end certificates were
distributed among the participants.
Figure 13. Sitting Arrangements
Figure 14. Practical session
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Conclusion and Recommendations
It is concluded that such trainings are informative and of practical nature for participants of rural
communities. These would be helpful in gender mainstreaming in agriculture and transforming the
agriculture sector towards value addition. The skills would be used at household level and help ruralwomen to contribute for ensuring food security and nutrition in short run while it would help to
create opportunities for small scale commercial activities for rural women in the long run. It was
concluded that this initiative under CRP Dryland Systems by the NARS partners had positively
contributed to enhance the capacity building/skill development towards value addition among
women in Chakwal site. Based on the results of this assessment and feedback exercise following
suggestion are made for improvement of the program activities for livelihood improvement.
More training programs should be planned for transferring skills and training on value
addition to rural women.
The duration of course may be increased or the contents and courses could be made more
specific with more practical orientation and hands on training.
The experts should use more simplified terminology and participants queries could be
addressed in local language wherever it is possible.
Other information regarding potential seasons for food preservation and value addition with
respect to market supply and price could be added.
Some information for packaging and labeling, market linkages, market aspect may be
discussed for creating commercial interests of the participants.
The network of local NGOs could be channelized for identification of potential small scale
women entrepreneurs for creating lead persons in value additions.
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http://www.pakjas.com.pk/http://www.pakjas.com.pk/http://www.pakjas.com.pk/http://www.pakjas.com.pk/