The Influence of Access to Training Services on the Performance of Small-Scale Horticultural Farmers A participatory Approch

Abstract

This study examines the influence of access to training services on the performance of small-
scale horticultural farmers (SSHFs) in Tanzania, specifically assessing outcomes when a
participatory approach is used to deliver training. Guided by Indigenous Knowledge Theory, data
were collected from 397 SSHFs through a cross-sectional survey and analysed using descriptive
statistics and partial least squares path modelling with SPSS and Smart PLS.
4.0. The findings confirm a significant positive relationship between access to farmer-specific
training and performance, particularly when training is designed through participatory methods.
Unlike findings from other scholars who propose a top-down approach to the provision of
farmers' training services, the findings underscore the value of inclusive, locally informed
training methods in improving agricultural outcomes. Theoretically, it makes a novel
contribution to Indigenous Theory by empirically validating the impact of participatory training
and reinforcing Indigenous Theory by illustrating how culturally embedded practices shape
farmers’ responses to interventions. In practice, the study urges SSHFs to engage in training
initiatives actively and highlights the need for policymakers and stakeholders to consider local
contexts when designing effective training programs. By presenting an empirically grounded
model, the study contributes new insights into the interplay between access to training and
indigenous knowledge in improving farmer performance.