Types of Research
Studies of improved seed adoption in developing countries almost always draw from household surveys and are premised on the assumption that farmers are able to self-report their use of improved seed varieties. However, recent studies suggest that farmers’ reports of the seed varieties planted, or even whether seed is local or improved, are sometimes inconsistent with the results of DNA fingerprinting of farmers' crops. We use household survey data from Tanzania to test the alignment between farmer-reported and DNA-identified maize seed types planted in fields. In the sample, 70% of maize seed observations are correctly reported as local or improved, while 16% are type I errors (falsely reported as improved) and 14% are type II errors (falsely reported as local). Type I errors are more likely to have been sourced from other farmers, rather than formal channels. An analysis of input use, including seed, fertilizer, and labor allocations, reveals that farmers tend to treat improved maize differently, depending on whether they correctly perceive it as improved. This suggests that errors in farmers' seed type awareness may translate into suboptimal management practices. In econometric analysis, the measured yield benefit of improved seed use is smaller in magnitude with a DNA-derived categorization, as compared with farmer reports. The greatest yield benefit is with correctly identified improved seed. This indicates that investments in farmers' access to information, seed labeling, and seed system oversight are needed to complement investments in seed variety development.
This paper is the third in EPAR’s series on Higher Education in Africa. Our research tasks in this phase build on Phase I, in which we sought to identify measurable rates of return on tertiary agricultural education in Africa and describe the current state of African higher agricultural education (HAE), and Phase II, in which we identified countries’ experiences with national higher education capacity building through partnership building, cross-border opportunities such as ‘twinning,’ and various retention and diaspora engagement strategies. In this phase we discuss successful regional education models, particularly in Sub-Saharan Africa. We have organized our findings and analysis into three sections.The first section organizes the literature under categories of regional higher education models or ‘hubs’ and discusses measurement of the regional impact of higher education. The second section provides bibliometric data identifying academically productive countries and universities in Sub-Saharan Africa.The final section provides a list of regional higher education models identified in the literature and through a web-based review of existing higher education networks and hubs. We also include a list of challenges and responses to regional coordination.