What is SHEP/SHEP UP? NEPAD/CAADP Seminar in Japan September 16, 2014

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1 What is SHEP/SHEP UP? NEPAD/CAADP Seminar in Japan September 16,

2 SHEP and SHEP UP SHEP - Smallholder Horticulture Empowerment Project Country: The Republic of Kenya Implementation period: November November 2009 (for three years) SHEP UP - Smallholder Horticulture Empowerment & Promotion Unit Project Country: The Republic of Kenya Implementation period: March March 2015 (for five years) 2

3 Background for the implementation of SHEP - Current state of agricultural policies and development in Kenya and other African countries - Improvement in market access Economic growth and increase in horticultural production Transformation to marketoriented agriculture Development of value chains Agricultural development and gender 3

4 Output of SHEP Table 1. Average income (Ksh/year) from horticulture of a farmers organization and a (male and female) farmer May and June 2007 Farmers organization Farmer Male farmer Female farmer 536,257 22,794 26,642 18,359 October ,030 47,131 50,221 42,711 The number of the participating farmers was ca The incomes of the farmers organizations and individual farmers increased by 67.8 % and %, respectively. The gender disparity in the income was halved from 31.1 % to 14.9 %. 4

5 Establishment of SHEP Unit (1) With recognition of the successful output of SHEP, the Government of Kenya established the SHEP Unit under the Horticulture Division. The SHEP Unit is to use the experience in the cases of successful implementation of SHEP to support smallholder horticulture farmers nationwide. 5

6 SHEP s Concept 1. Start with the Market and End with the Market Rigorous Implementation of Farming as a Business Mitigating the asymmetry of information between farmers and market actors (such as middlemen) by conducting market surveys by farmers themselves To sell what has been harvested crops To grow crops that will sell 2. Motivating and Cultivating People by Designing Systematic Execution of Interlinked Activities Implementing systematic activities in a timely manner to raise people s motivation and skills Crafting various tips to raise people s motivations, which are based on the self-determination theory Farmers awareness and behavior changed from grow and sell to grow to sell, which led to the increase in their income from horticulture 6

7 Concept (1) Farming as a business [It begins, and ends with the market] The farmers activities in SHEP begin with the market research by them, then go through the cycle of activities shown above and conclude with cooperative sales of crops (at the market). 7

8 Concept (2) Motivating and Cultivating People Approaches based on the motivation theory Leading to voluntary activities By taking advantage of their desire for self-dependence, competence and relationships 1 ) By incorporating the concept of taking action after convincing themselves of the contents in various project activities fulfillment of the desire for self-dependence 2) By giving them a sense of achievement fulfillment of the desire for competence 3) By letting them strengthen relationships with important others fulfillment of the desire for good relationships Constant self-reflection on whether an activity can motivate people 8

9 SHEP s Originality Feature of JICA s Technical Cooperation (Not only SHEP s) Rigorous Implementation of Farming as a Business SHEP s Originality Motivating and Cultivating People Market Oriented Approach (SHEP s and Other Projects Idea) 9 9

10 Method of the activities in SHEP and SHEP UP 10

11 Method of the activities Step 4: Baseline survey (training on farm management) (1) [Outline] Participation of farmers organizations (and individual farmers) in the survey in which various survey tools are used under the guidance of extension workers [Approach] The survey is to be conducted by extension workers (A preparatory workshop for extension workers is to be held prior to the survey.) The District Management Teams are to support the extension workers in the implementation of the baseline survey. Farmers/farmers organizations are to fill in the survey sheets. 11

12 Method of the activities Step 4: Baseline survey (training on farm management) (2) [Participants] Members of the District Management Teams, extension workers, farmers organizations and member farmers of the farmers organizations [Voice of a farmer] I was able to learn the size of my field and the yield from it in numbers for the first time by answering the questions asked by an extension worker. 12

13 Difference from conventional projects Case (1): Baseline survey [Conventional project] An expert is employed from outside for the survey. The employed expert conducts a detailed survey. There is no opportunity for farmers organizations to participate in the survey or the analysis of its results or express their views on the survey or the analysis. The expert or the project team selects crops to be grown in the project. [SHEP] Extension workers and farmers conduct the survey. Simple questions are prepared for the survey so that it can be conducted by extension workers. Extension workers and farmers fill in the survey sheets. Farmers: to learn the state of farm management practically from actual cases and what they do not know Extension workers: to master methods to study the state of farm management 13

14 Method of the activities Step 5: Farm Business Linkage Stakeholder Forum (FABLIST Forum) (1) [Outline] A forum for the meeting between farmers organizations and members of the horticultural industry for the former to expand their knowledge and network of farming as a business. 14

15 Method of the activities Step 5: Farm Business Linkage Stakeholder Forum (FABLIST Forum) (2) [Approach] Farmers are to be made aware of the concept of growing a crop after understanding its market in the beginning. Members of the horticulture industry are to prepare its profile and circulate it among the participants of the forum before the forum is held. Farmers organizations are 1) to have discussion on with whom and on what subject they would have negotiations based on their profiles before the forum. 2) to elect equal numbers of male and female members democratically as their representatives at the forum. 3) to be made to realize the concept that agriculture is a business with information on the high potential of the agriculture sector. 15

16 Method of the activities Step 5: Farm Business Linkage Stakeholder Forum (FABLIST Forum) (3) [Participants] Members of the District Management Teams, extension workers, representatives (both male and female) of farmers organizations and members of the horticulture industry in the project areas available for business with farmers organizations [Voice of a member of a District Management Team] I did not believe that farmers organizations could negotiate over business matters. This project has taught me that they can do it if they are given opportunities to exchange profiles before meeting and to have face-to-face meetings with business 16 partners.

17 Difference from conventional projects Case (2): Farm Business Linkage Stakeholder Forum (FABLIST Forum) [Conventional project] (Stakeholders forum) Forums are held on a regular basis by the Ministry of Agriculture and other organizations. However, they take the form of agriculture shows (exhibitions). Admission to these forums is not restricted. Anyone can participate in any part of them. Without prior knowledge of other participants, it is difficult for a participant to find and establish a new relationship. [SHEP] The participation is restricted to members of farmers organizations and members of the horticulture industry. The members of the horticulture industry available for business with farmers organization are selected as participants of the forum. Provision of a meeting place The members of the horticulture industry are to prepare their profiles and circulate them among the participants before the forum. Farmers organizations can consider with whom they would like to have business relations before the forum. The venue of the forum is to be set up in such a way that farmers organizations can visit various booths of members of the horticulture industry to have 17 business negotiations with them.

18 Method of the activities Step 7: Group activities for market survey/preparation of an action plan [Outline] Implementation of market research by farmers assisted by extension workers Preparation of an action plan on the basis of the results of the market research [Participants] Extension workers concerned and representatives of farmers organizations 18

19 Method of the activities Step 7: Group activities for market survey/preparation of an action plan [Approach] Farmers are 1) to learn market needs by conducting their own market research. 2) to select crops which they are going to grow by themselves. Farmers organizations are to prepare their own action plans. 19

20 Difference from conventional projects Case (3): Market survey [Conventional project] Detailed market research is conducted by an expert employed from outside by the project. There is little participation of farmers in the research. In many cases, research results are analyzed by the expert and the obtained market information is distributed to extension workers and farmers organizations through the mass media. The distributed information is not fully utilized by farmers in many cases, because the information is often not specific to their areas or they do not have time to study it. [SHEP] Extension workers and farmers visit and inspect markets in their neighborhood. They can obtain market information directly and have an opportunity to get to know people in the markets. They are able to learn market needs. They can obtain information required for crop selection. Market survey is to be implemented at an early stage of the project activities. They can recognize the values and potential of horticultural crops and begin to become aware of the concept of crops for sale. 20

21 Impact of SHEP (1) 1. Changes in the level of livelihood I have repaired my house with bricks. I have also begun to grow cabbage on a newlyacquired plot. I have managed to send two children to a private secondary school. Since I have saved enough money from the income from tomato farming, I am planning to use it as a starting capital for my beauty salon. 21

22 Impact of SHEP (2) 2. Change in the living environment I purchased a simple cooking stove with my savings from the farming. It has reduced my work load at home and consumption of firewood. 3. Change in farmers groups All the members of our group are working together on the repair of the road to the market. 22

23 Impact of SHEP (3) 4. Change in human relationships As we have more disposable income than before, I quarrel with my spouse less frequently than before. My spouse and I have begun to farm our field together. 23

24 Impact of SHEP (4) 5. Psychological changes I am now confident with my technical skills in banana farming as I have become able to earn constant income from it. I am even teaching banana farming techniques to farmers in other villages. 24

25 View of a development partner on SHEP/SHEP UP [USAID] The following are the advantages of SHEP: Sustainability has been considered and ensured in the project. It has excellent monitoring and evaluation methodology. Both men and women participate in the training and market research. It has developed a package of user-friendly training tools. Source: Multi-stakeholder Evaluation of Agriculture and Livestock Value Chain Activities in Kenya,

26 View of the Ministry of Agriculture, Kenya SHEP/SHEP UP is a practical marketoriented project. It has drawn attention of farmers to the crop markets and achieved an increase in their income through group activities. The SHEP Unit works as a liaison between farmers and their business partners. Source: Interview with the Director of Agriculture Crop Management 26

27 Future Development - Wider Application of the SHEP in Africa- <Target in TICAD V> Human Resource Development of SHEP in Africa: 1,000 people Farmers Group Development of SHEP in Africa: 50,000 people Wider Application of SHEP in Africa: 10 countries

28 END Thank you very much. 28