Understanding the technology characteristics desirable to farmers to increase the adoption of improved technologies remains a high-priority research issue in sub-Saharan Africa (SSA). The study aimed to quantify farmers' demand and assessment of the characteristics of rice threshing technologies to enhance the adoption of innovations in Senegal. A multistage sampling technique was used to collect primary data from 318 rice farmers in the Senegal River Valley. Three indexes (demand, supply and attainment) of technology characteristics were estimated to assess farmers' perceptions of the characteristics of three threshing techniques (traditional, ASI thresher and combine harvesterthresher). The results showed that of the eleven selected characteristics, time savings (0.95), labour savings (0.94) and grain quality (0.93) were farmers' key demand. The ASI thresher and combine harvester-thresher met farmers' needs well in terms of the attributes of grain quality and production capacity. However, users of the traditional technique reported low levels of perceived usefulness, and users of the combine harvester-thresher reported low levels of ease of use. Women labour usefulness is a trade-off for advancement in threshing technologies in pursuance of rice sector improvement, implying that efforts towards developing gender-friendly threshers are required. The variables estimated in this study offer policy considerations for development of the rice production system in Senegal. The originality of this paper is its use of a combination of take-the-best theory, the technology acceptance model and an indexing approach to reveal specific characteristics for the development of best-fit mechanization equipment, mainly improved threshers for rice sector development in SSA.
Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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