An investigation of factors affecting the farmers empowerment in Mazandaran province, Iran

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International Research Journal of Applied and Basic Sciences 2013 Available online at www.irjabs.

1 International Research Journal of Applied and Basic Sciences 2013 Available online at ISSN X / Vol, 4 (4): Science Explorer Publications An investigation of factors affecting the farmers empowerment in Mazandaran province, Iran Mehdi Charmchian Langerodi 1 1. Department of Agricultural Extension and Education, Sari Branch, Islamic Azad University, Sari, Iran. Corresponding Author Mcharmchian2004@yahoo.com ABSTRACT: The overall aim of this study was to investigate factors affecting the empowerment of farmers in Mazandaran province, Iran. To achieve this aim, farmers empowerment indicators, affecting factors on farmers empowerment, solutions and barriers to empowering farmers were identified in Mazandaran province. Mazandaran province has 16 townships and 299 villages. The statistical population included farmers living in the Mazandaran province, Iran. Farmers were selected through stratified random sampling technique. The sample size was determined using Cochran s formula. As sample of 299 farmers were taken randomly. To run the appropriate analyses, SPSS software was employed. In order to investigate the reliability of research questionnaire, 30 farmers were randomly selected and they completed the questionnaire. Also cronbach s alpha and ordinal theta were 0.91 and 0.91 respectively. The mean of farmers age and their farming experiences were respectively and years. Also, 22 percent of farmers empowerment variance was determined through four factors of farmers loan sources, solutions (positive factors), training methods and obstacles. The banks were the most important farmers loan source. Among the solutions (positive factors), providing credits and loans to farmers was the most important in the farmers empowerment in Mazandaran province. Low literacy level serves as the main obstacle in empowering farmers. The most useful method to empower the farmers was take parting in farmer field school. Keywords: Empowerment indicators, farmers, Mazandaran INTRODUCTION During recent years the concept of farmer empowerment has been put on the agenda and is now an integral part of many development organizations and NGOs policies for supporting agricultural and rural development (Danida, 2004). The word empowerment was more prevalent in the 1990s (Ilyes, 2003). Empowerment is a mechanism or process through which individuals, organizations and groups can work on things and have more control over what they are involved in. So that individuals, organizations and groups with a high power could control the resources, build confidence, make capacity and have an active participation in managing their life (Rifkin, 2003). The most important step to empower is the starting position which is located within individuals (Shadlou, 2000). In order to farmers empowerment, we must first move within the intellectual and attitudinal changes in a farmer (Riahi, 2006). Extension is an important tool for establishing voluntary change in individuals (Roling and Engel, 1999). Also, empowerment begins with the most helpless people (the poor and the neglected ones such as women) and causes people to be brought out into the development process (Cheston & Khun, 2002). The farmers must move from being passive recipients of information, services and regulations to a situation where they take full responsibility for their own development and use public and private institutions as resource providers (Danida, 2004). To empower farmers, we must focus on some factors such as knowledge or skill training (Cheston and Khan, 2002 and Albee, 1994, Fleming, 2000), farmers organizations, training methods for obtaining agricultural information (Danida, 2004), membership in one of the grass roots organizations (Alsop et al., 2005), microcredit (World Bank, 2005), farmers confidence (Dover, 1995), farmers education, access to resources and political support (Spreitzer, 1995). In this study, in order to explain and determine the empowerment, the indicators such as selfdetermination, competence, meaning, impact and trust were used. Self- determination signifies people freedom to choose the way they like to carry out their work. Competence designates the fact that people believe they have the skills and abilities necessary to perform their tasks. Moreover, meaning stands for the valuable work done by empowered persons. Impact represents the point that people should be allowed to have effect and on

2 their surroundings and they must be assured that their decision will be taken into account. Finally, trust denotes the verity that people feel confident that they are treated fairly and equally (Bendar and Peterson, 2006, Lee and Koh, 2001, Hancer and Georg, 2005, Rosenberg, 1976, Denison, 1984, Thomas and Velthous, 1990 and Borghei et al., 2010). PURPOSE AND OBJECTIVE The overall aim of this study was to investigate factors affecting the empowerment of farmers in Mazandaran province, Iran. To achieve this aim, farmers empowerment indicators, affecting factors on farmers empowerment, solutions and barriers to empowering farmers were identified in Mazandaran province. METHODOLOGY Research methodology applied in this study was a combination of descriptive-analytical and quantitative methods and statistical method included regression. Ranking has been done through coefficient of variation. The ratio of standard deviation to mean was coefficient of variation. Data collected was analyzed using the Statistical Package for the Social Sciences (SPSS). Mazandaran has 16 townships and 299 villages (Pureskandar et al., 2006). The statistical population included farmers living in the Mazandaran province, Iran (Iran Statistical Center, 2006). Farmers were selected through stratified random sampling technique. The sample size was determined using Cochran s formula. As sample of 299 farmers were taken randomly. The content validity of questionnaires were measured by a group of extension specialists. In order to investigate the reliability of research questionnaire, 30 farmers were randomly selected and they completed the questionnaire. Also cronbach s alpha and ordinal theta were 0.91 and 0.91 respectively. The questionnaire included questions about age, farmers literacy level, family size, the rate of farming experience, the rate of farmers financial problems, farmers loan sources, training methods for obtaining agricultural information, obstacles, solutions (positive factors) and farmers empowerment indicators in Mazandaran province. Exploratory factor analysis of variables related to the empowerment (dependent factor) are shown in Table 1 and exploratory factor analysis of variables related to farmers loan sources, solutions (positive factors), obstacles and training methods for obtaining agricultural information (independent factors) are given in Table 2. DISCUSSION AND CONCLUSION The mean of farmers farming experiences was years which showed a high degree of experience of the farmers in the Mazandaran province. So, it can be concluded that farmers have a lot of indigenous knowledge. Considering the principle of indigenous knowledge is an important factor in agricultural extension and farmers empowerment. Instead of ignoring indigenous knowledge as outdated, the extension agent should try to understand them and their ramifications, before proceeding to recommend something new to be adopted (Singh et al., 2009). Regarding the high percentage of illiteracy or low level literacy among farmers, it is required that training methods used in agricultural be of oral and visual nature rather than the written one. Multiple regression results show that 22 percent of farmers empowerment variance was determined through four factors of farmers loan sources, solutions (positive factors), training methods and obstacles. The farmers loan sources factor was the most important effective factor on the farmers empowerment in Mazandaran province with the path coefficient of The loan resources comprised banks, friends and neighbors, other farmers, relatives, in place lottery and shopkeepers, respectively. Due to farmers having loads of financial problems and their significant impact on the farmers empowerment, it is necessary to provide credits and loans to farmers. Solutions (positive factors) with the path coefficient of 0.25 were effective on empowerment. Solutions variables, based on their ranking order, include providing credits and loans to farmers, take parting in training courses, collective savings funds, membership in one of the local organizations and membership in rural production cooperatives. Findings by The Danish Agricultural Advisory Service (2004) indicate that the farmer s organization was the important mechanism for supporting the empowerment concept and Alsop et al (2005) believe that membership in an organization will indirectly assess the empowerment. Fleming (2000) considers education as a fundamental mainstay in the empowerment process. Department of Agricultural Extension and Education can have a major and indispensable role in the empowerment process (Roling and Engel, 1999). Extension should also be made to help organize farmers groups (Charmchian Langerodi et al., 2010). World Bank (2005), listed the micro-credit as one of the common ways for the economic empowerment all around the world. 948

3 Training methods with the path coefficient of 0.22 were also effective on empowerment. Therefore, it is essential that by using methods such as take parting in farmer field school, contacting with extension agents and agricultural experts, questioning and answering session and discussion, other farmers and workshops we empower farmers. Obstacles with the path coefficient of had effect on empowerment. The Obstacles variables with their ranking order include low literacy levels, capital deficiency, unavailability of appropriate market for selling products, farmers low confidence, lack of government support for farmers, lack of proper roads between villages and cities and having previous unsuccessful experiences. According to the findings, 26.7 percent of farmers were illiterate and 16.9 percent of farmers were educated elementary to read and write. Dover (1995) believes that people s low confidence serves a hindering factor in the farmers empowerment and Spreitzer (1995) introduced the education, availability to the resources and political support as the key factors affecting the empowerment. Competence Variable Table 1. Exploratory factor analysis of variables related to the empowerment Extraction Sums of Squared Loadings loading Rural women s ability to perform their work in applying modern methods 0.77 The rapid adoption of new methods and techniques by farmer 0.76 Taking the lead of the rest of the farmers in the longterm maintenance and development of fertile soil 0.76 The ability to apply animal fertilizers instead of chemical fertilizers 0.75 Consulting with agricultural experts to enhance agricultural productions 0.72 Team working to improve agricultural crops 0.71 Ability to use their skills and potentialities in increasing agricultural crops 0.71 Consenting to establish marketing and sales Union for agricultural products 0.68 Total % of Variance KMO Bartlett's Test P Trust Admitting the experts presence in rural areas 0.78 Consulting with experienced farmers and extension agents 0.73 Presenting constructive and practical comments of farmers on fight against pests and diseases 0.72 Applying on the experts opinions regarding the proper use of new agricultural technologies 0.72 Having a positive attitude towards the government 0.70 Being interested in agricultural work Meaning Having a clear and unambiguous plan for their future 0.76 Being enthusiastic on receiving the new information 0.76 Believing the appropriate situation of farmers 0.72 The importance of the agricultural work for farmer 0.69 Consciously following the traditions and customs 0.67 Accountability towards agricultural work Selfdetermination Farmer s ability in selling and marketing their agricultural products without others help 0.78 Getting help from experienced farmers 0.73 The ability to voluntarily accept of new ideas and techniques 0.73 Helping others in new farming Activities 0.69 Farmer self - training 0.67 Using the indigenous knowledge Impact Attempting to learn the agricultural products maintenance 0.75 Getting information from experts on establish the rural self-help organizations 0.75 Believing the government cooperation in working with villagers to develop agriculture 0.74 Effecting participation in village council elections 0.70 Achieving the beneficial results in training courses

4 RESULTS The mean of farmers age and their farming experiences were respectively and years. The mean family size was 4 person. Besides, 26.7 percent of farmers were illiterate and 16.9 percent of farmers were educated elementary to read and write. The mean financial problems of the farmers were too high, and 33.4 percent expressed to have towering financial problems. According to Table 3, the banks were the most important farmers loan source. Farmers loan sources Table 2. Exploratory factor analysis of variables related to the independent factors Extraction Sums of Squared Loadings KMO Variable loading Other farmers 0.81 Relatives 0.78 Shopkeepers 0.74 In place lottery 0.74 Friends and neighbors 0.71 Banks 0.63 Total % of Variance Bartlett's Test P Solutions (positive factors) Obstacles Training methods for obtaining agricultural information Collective savings funds 0.80 Membership in rural production cooperatives 0.76 Membership in one of the local organizations 0.75 Take parting in training courses 0.73 Providing credits and loans to farmers 0.68 Having previous unsuccessful experiences 0.75 Low literacy levels 0.74 Farmers low confidence 0.73 Lack of government support for farmers 0.73 Capital deficiency 0.72 Unavailability of appropriate market for selling products 0.67 Lack of proper roads between villages and cities 0.65 Workshops 0.74 Other farmers 0.74 Take parting in Farmer Field School 0.73 Questioning and answering session and discussion 0.72 Contacting with extension agents and agricultural experts Table 3. Farmers loan sources ranking in Mazandaran province (Number= 299) Farmers loan sources M 1 SD 2 C.V 3 R 4 Banks Friends and neighbors Other farmers Relatives In place lottery Shopkeepers Based on Table 4, the most useful method from the farmers perspective was take parting in farmer field school. Table 4. Ranking of the training methods for obtaining agricultural information by farmers in Mazandaran province (Number= 299) Training methods M 1 SD 2 C.V 3 R 4 Take parting in Farmer Field School Contacting with extension agents and agricultural experts Questioning and answering session and discussion Other farmers Workshops Table 5 shows that among the solutions (positive factors), providing credits and loans to farmers were the most important in the farmers empowerment in Mazandaran province. 950

5 Table 5. Ranking the solutions (positive factors) in the farmers empowerment in Mazandaran province (Number= 299) Solution (positive factor) M 1 SD 2 C.V 3 R 4 Providing credits and loans to farmers Take parting in training courses Collective savings funds Membership in one of the local organizations Membership in rural production cooperatives Considering Table 6, low literacy level was the main obstacle in the farmers empowerment in Mazandaran province. Table 6. Obstacles ranking in the farmers empowerment in Mazandaran province (Number= 299) Obstacle M 1 SD 2 C.V 3 R 4 Low literacy levels Capital deficiency Unavailability of appropriate market for selling products Farmers low confidence Lack of government support for farmers Lack of proper roads between villages and cities Having previous unsuccessful experiences Multiple regression results in Table 7 shows that 22 percent of farmers empowerment variance was determined through four factors of farmers loan sources, solutions (positive factors), training methods and obstacles. The farmers loan sources factor was the most important effective factor on the farmers empowerment in Mazandaran province with the path coefficient of Table 7. Farmers empowerment multiple regressions in Mazandaran province Unstandardized Coefficients Standardized Coefficients t sig Model B Std. Error Beta 1 (Constant) Farmers loan sources Solutions (positive factors) Training methods Obstacles R= 0.48 R 2 = 0.23 Adjusted R Square= 0.22 F= sig = 0.00 Based on Table 7, the regression line equation of farmers empowerment in Mazandaran province was as follows: Y= (Farmers loan sources) (Solutions (positive factors)) (Training methods) (Obstacles). DISCUSSION AND CONCLUSION The mean of farmers farming experiences was years which showed a high degree of experience of the farmers in the Mazandaran province. So, it can be concluded that farmers have a lot of indigenous knowledge. Considering the principle of indigenous knowledge is an important factor in agricultural extension and farmers empowerment. Instead of ignoring indigenous knowledge as outdated, the extension agent should try to understand them and their ramifications, before proceeding to recommend something new to be adopted (Singh et al., 2009).Regarding the high percentage of illiteracy or low level literacy among farmers, it is required that training methods used in agricultural be of oral and visual nature rather than the written one. Multiple regression results show that 22 percent of farmers empowerment variance was determined through four factors of farmers loan sources, solutions (positive factors), training methods and obstacles. The farmers loan sources factor was the most important effective factor on the farmers empowerment in Mazandaran province with the path coefficient of The loan resources comprised banks, friends and neighbors, other farmers, relatives, in place lottery and shopkeepers, respectively. Due to farmers having loads of financial problems and their significant impact on the farmers empowerment, it is necessary to provide credits and loans to farmers. Solutions (positive factors) with the path coefficient of 0.25 were effective on empowerment. Solutions variables, based on their ranking order, include providing credits and loans to farmers, take parting in training courses, collective savings funds, membership in one of the local organizations and membership in rural production cooperatives. Findings by The Danish 951

6 Agricultural Advisory Service (2004) indicate that the farmer s organization was the important mechanism for supporting the empowerment concept and Alsop et al (2005) believe that membership in an organization will indirectly assess the empowerment. Fleming (2000) considers education as a fundamental mainstay in the empowerment process. Department of Agricultural Extension and Education can have a major and indispensable role in the empowerment process (Roling and Engel, 1999). Extension should also be made to help organize farmers groups (Charmchian Langerodi et al., 2010). World Bank (2005), listed the micro-credit as one of the common ways for the economic empowerment all around the world. Training methods with the path coefficient of 0.22 were also effective on empowerment. Therefore, it is essential that by using methods such as take parting in farmer field school, contacting with extension agents and agricultural experts, questioning and answering session and discussion, other farmers and workshops we empower farmers. Obstacles with the path coefficient of had effect on empowerment. The Obstacles variables with their ranking order include low literacy levels, capital deficiency, unavailability of appropriate market for selling products, farmers low confidence, lack of government support for farmers, lack of proper roads between villages and cities and having previous unsuccessful experiences. According to the findings, 26.7 percent of farmers were illiterate and 16.9 percent of farmers were educated elementary to read and write. Dover (1995) believes that people s low confidence serves a hindering factor in the farmers empowerment and Spreitzer (1995) introduced the education, availability to the resources and political support as the key factors affecting the empowerment. REFERENCES Albee A Support to women s productive and income-generating activities. UNICEF Evaluation and Research Working Paper Series No.1. Alsop R, Frost M, Jeremy B Empowerment in practice from analysis to implementation. South Asia Environment and Social Unit. World Bank, Washington, DC. Bendar RL, Peterson SR Self esteem paradoxes and innovations in clinical theory and practice Washington, AC American Psychological Association. Borghei R, Jandaghi G, Matin HZ, Dastani N An examination of the relationship between empowerment and organizational commitment. International Journal of Human Sciences. 7(2): [On line] available on: Charmchian Langerodi M, Malakmohammadi I, Chizari M, Seidavi A The role of sericulture extension for revitalizing of silkworm cocoon production in Iran. Journal of Food, Agricultur and Environment. 8(3&4): Cheston S, Khun L Empowering women through microfinance. Daley-Harris San (ed). Bloomfield, Connectict. Danida Farmer empowerment: Experiences, lessons learned and ways forward. Danish Institute of International Studies. [On line] Available on: Denison D Bringing corporate culture to the bottom line. Organizational Dynamics. 13(2): 4-6. Dover K Avoiding Empowerment Trap. Management Review Fleming PC Empowerment strengthens the rock. Management Review, PP: Hancer M, Georg T Psychological empowerment of non-supervisory employees working in full-service hospitality. Management. 22. PP: Ilyes P Ambivalents elites and conservative modernizers studying sideways in transnational context. Institute of Cultural Anthropology and European Ethnology. PP50. Iran Statistical Center The overall results of General Population and Housing Census [On line] Available on: Lee M, Koh J Is empowerment really a new concept? International Journal of Human. 12: Pureskandar A, Gholami P, Farahani N, Karimi B, Jafari M Villages, districts and quarters identification of Mazandaran in First edition, Mazandaran Governor Generalship Planning Department. Riahi B Human Empowerment: a task or a necessity. Journal of Development and industry. 27: Rifkin SB A framework linking community empowerment and health equity: It is matter of choice. Journal of Health Population Nutrition. 21: Rosenberg M Society and the adolescent self-image. Princeton University Press. Shadlou S The role of culture in balancing gender attitudes for women s empowerment, with emphasis on international document. The first Conference on women s empowerment. Tehran, Iran. Singh T, Bhat M, Khan MA Sericulture Extension: Principles & management. APH Publishing Corporation. Spreitzer GM Psychological empowerment in work place: dimensions, measurement and validation. The Academy of management Journal. 38(5): Thomas KW, Velthouse BA Cognitive elememts of empowerment: An interpretive model of intrinsic task motivation. Cad manage rev. P666. World Bank Rural women s development and empowerment project, India. Staff Appraisal Report IN. South Asia Environment and Social Unit, World Bank, Washington, DC. 952

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