National FSA Training
Module 17
Module 17: Produce user-friendly outputs
Produce user-friendly outputs
Rationale:
Many researchers consider trial reports as the main output of research. However, research will
not have an impact without addressing the dissemination of research results. One zonal director
in Tanzania summarised this as follows: "The investment made in the research activity should
be seen as an imprest: if the results are not presented to the client or not to the client
satisfaction, then the imprest is not settled." Research has a key role in the development of
suitable information packages. The only real justification for agricultural research is the
adoption of research interventions by farmers and other technology users.
Objectives
At the end of this module you will:
1. Understand the need for production of user-friendly materials
2. Be able to determine the best partners and best media for dissemination of research findings
3. Have prepared a fact sheet
4. Understand what makes a good leaflet or poster and you will be able to apply those
guidelines to the dissemination of your own research findings
5. Have reviewed basic extension material
Content
17.1 Determine information needs and research messages
17.2 Choice of dissemination partners
17.3 Choice of dissemination media
17.4 Producing fact sheets
17.5 Development of messages
17.6 Illustrations
17.7 Posters
17.8 Review and testing of extension material
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17.1
Module 17: Produce user-friendly outputs
Determine information needs and research messages
Information that is available from Tanzania suggests that the use of improved agricultural
technology is not a common practice. For example, in the agricultural census of 1994/1995 it
appeared that out of every ten farmers only three use improved seed; two use chemical fertiliser;
six receive advice from extension agents; eight own an axe and one owned a plough (Limbu,
1999). One of the reasons for poor adoption has of course been the lack of relevance of
technologies, e.g. where evaluations focus on yield improvements rather than economic benefits
or early maturity or where results assume external inputs that are too expensive (Kajimbwa,
2002). Extension and farmers cannot use the technologies developed. Another major reason has
been that in many countries technologies remain on the shelves, simply because extension and
farmers are unaware of their existence (Eponou, 1995). For example, the main channels for
dissemination of research results in Tanzania are normally progress reports presented during an
IPR (which do not have sufficient information on the technologies), annual reports (often not
produced at all) and journal articles or workshop papers (which are not accessible to extension
agents). Too often researchers consider links with extension and farmers supplementary to their
normal research workload. Quite a number of researchers still think that it is up to the extension
agent and farmer to come to research, get the technology, transfer it to farmers, and provide
feedback if they have.
Demand-driven research has to show a strong output orientation in order to increase client
appreciation and the impact of research. Research findings need not only to be published (see
Module 16) but also have to be available in a form that clients can easily access. In for example
a survey from Kenya, farmers indicated that their most pressing information requirement which
was not being adequately addressed was information on technical details of farming (e.g.
chemical application rates, how to manage late blight in potatoes, where to get certified seed,
the most appropriate varieties for a given location, housing and management of livestock, etc.)
(Rees et al., 2000)
In the private commercial sector market research pays considerable attention to consumers’
needs for, and perceptions of new products. This information is used to develop products which
are likely to be a commercial success, and to develop effective communication strategies for
marketing these products. This type of research is much less common in agriculture and
extension than in business, partly because government officers will not lose their jobs if they do
not ‘market’ their ideas effectively. Furthermore, there are often insufficient resources for good
market research.
Effective information flows from extension agents to extension managers and researchers, and
from researchers to extension and farmers, can largely make up for this deficiency. Quarterly
workshops as organised in Tanzania could be used for this specific purpose but often remain
focused on a one way transfer of information. Joint workshops of researchers and stakeholders
as organised in the Lake Zone, can also be used to assess client information needs and make an
inventory of technologies available from research. The latter is called a gap analysis between
research and development options, and farmer practices (see Box 17.1).
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Box 17.1
Module 17: Produce user-friendly outputs
Gap analysis in the Lake Zone
In the Lake Zone in Tanzania researchers, change agents (public and private) and farmers
systematically analysed recommendations for different commodities (e.g. maize, coffee) and factors
(e.g. soil fertility management). The recommendation gap analysis workshops focused on the state-ofthe-art in relation to formal (research) and farmer knowledge. The workshops aimed to:
1. Provide a basis for a comprehensive loose-leafed updateable extension manual for different agroecological zones
2. Develop a basis for reorientation and priority setting of research programmes
Fifteen workshops were organised and characterised by:
1. Technology gap between research, extension and farmer practice was analysed and discussed for
each relevant farming system
2. If possible farmer knowledge was used: use of local names, farmers assessment and selection
criteria, and farmer priorities for development
3. A similar format was used for all workshops also to allow the information to fit a loose-leafed
extension manual for each farming system zone.
Extension administrators and researchers are often worried about delays in farmers’ use of the
research findings. They want to know how the adoption of relevant innovations can be
accelerated (Van den Ban, 1996). Studies have clearly demonstrated the extensive delays that
occur between the time farmers first hear about favourable innovations and the time they adopt
them. It often takes years (and sometimes decades) for the majority of farmers to adopt
recommended practices. Researchers have naturally been keen to find out what happens during
this time (Van den Ban, 1996). The latter will not be discussed here but will be dealt with in
Module 18.
17.2
Choice of dissemination partners
It may be necessary to develop different messages to meet the needs and the situation of each
category of adopters. This approach is frequently used in marketing where it is called “market
segmentation’. Table 17.1 gives an example from a workshop in Kenya where target groups
were segmented.
Table 17.1
Example from Kenya: Dissemination partners for crop protection
technologies
Partner
Interest/objective
Strength
Weakness
Farmers
Healthy, productive
crops
Teaching farmers better
crop protection
Help members
Direct beneficiaries
Inadequate information
and resources
Lack knowledge, lack
motivation
Not easily accessed
Extension
Growers associations/
CBO's
NGO's
Practical training
Grass root presence,
group approach
Community contacts
Traders
Community
development
Sell chemicals
Chemical companies
Sell chemicals
Expert knowledge,
global influence
Pesticide board
Effective chemicals,
minimal toxicity
Knowledge, authority,
existing communication
channels
Grass root presence
Source: Scarr et. al. (1999)
3
Other agenda
Lack technical knowhow
Want to sell even when
chemicals are not
needed
Rigid, discourage
innovation
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17.3
Module 17: Produce user-friendly outputs
Choice of dissemination media
Researchers and research institutes play an important role in seeking options for subsequent
increased dissemination of information. Dissemination should (1) target primary partners and
primary stakeholders, or (2) aim to scale up research results to the full mandate area.
For the first, the following options have been tried in various zones in Tanzania:
 Debriefing meetings for farmers and extension staff who participated in on-farm
experiments at the end of each season
 Field days on-station and on-farm
 Permanent exhibitions within research institutes
 Annual meetings with all stakeholders such as the annual stakeholder meetings in the Lake
Zone
In the second approach change agents are being targeted for scaling up the results. The
following options are used:
 Technology markets: A technology market is a meeting where researchers present
technological options through short presentations, and demonstration of implements, posters
and pictures. Farmers who are interested in testing a particular option can register
themselves. Researchers make appointments for follow-up visits to discuss experiments and
options. This is an improvement on the situation where researchers select farmers.
 Farmer Extension Groups (FEG): FEG's are groups of farmers that are working with
extension in the verification of recommended messages developed in the same or a similar
FSZ by an FRG. The number of FRG's is normally limited, while the number of FEG's is
larger than the number of FRG's but smaller than extension contact groups. FEG's remain in
close contact with FRG's through extension staff and farmer visits in order to get technology
feedback. During field days in the FRG's FEG members are invited to assess technological
options for possible testing in the FEG.
 Use of printed and mass media
We will further discuss this last option. The manner in which research messages are packaged
should encourage adoption of improved practices. Researchers and clients have to agree on
message formats and analyse options for effectiveness and efficiency. Media options are many
(see table 5.2) but need to be used carefully, linking them to target group characteristics,
characteristics of the message that needs to be conveyed, and resources that are available.
People in countries like Tanzania become aware of innovations by talking to friends, neighbours
and extension agents. This may be attributed in part to social structures and customs in these
societies, and in part to high levels of illiteracy and few outlets for printed media in rural areas.
In both industrial and less industrialised societies potential users make their decision to try or
adopt innovations following personal discussions with people they know and trust (Van den
Ban, 1996).
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Module 17: Produce user-friendly outputs
Table 17.2
Media analysis
Media
Strength
Weakness
Leaflet/
brochure
Poster
Stores information, can be used
repeatedly
Reaches illiterates, good for raising
awareness
Reaches illiterates
Not accessible for illiterates
Field day
Radio
Filmstrip/
slide series
Video
Reaches many people, raises awareness,
changes attitudes
Reaches illiterates, develops skills, can
be shown in rural areas
Raises awareness, changes attitudes,
develops skills
Raises awareness, changes attitudes
Drama/
songs/
storytelling
Source: adapted from Scarr et. al. (1999)
17.4
Short-term access to information
Only few people reached at any time,
information cannot be stored
Expensive, one-time broadcasts, not suitable
for skill development
Relatively cheap if processing lab is
available
Expensive, limited access in rural areas
One-time performances, not suitable for skill
development, cannot last longer than half an
hour
Producing fact sheets
Every research activity needs to be summarised in a fact sheet be it from on-station of on-farm
research. A fact sheet summarises research results and technical information on a selected topic.
The fact sheet provides an overview of relevant facts and data from the experiment or survey,
and may be supplemented with data from literature. The fact sheet enables reviewers to assess
the reliability of results and recommendations. A fact sheet can serve as a basis for developing
any kind of extension material, be it a leaflet, brochure, poster, radio message, slide series or
song.
In the justification you quantify and qualify the problem or opportunity, for example: quantify
losses and infestation rates due to an insect pest, list disadvantages of a conventional technique,
list causes of a decline in yield or causes of incidence of livestock diseases.
The background gives the reader all the necessary experimental data or survey results needed to
assess if the recommendations have enough scientific justification. The background summarises
all data that the target group may need to compare the new technique with the conventional
technique, e.g. quantification of yield increase, percentage insects killed, extra labour involved,
extra costs, economic gains, possible constraints or conditions for adoption. Who is likely to
benefit from the technique and who could use it. What questions may the target group raise and
ensure that those are answered. Overall the background should encourage the target group to
adopt the technique and preferably offer them multiple choices.
The recommendations should follow from the data given in the background. These
recommendations should be simple, flexible (offering a basket-of-options) and targeted (e.g. for
household classes, AEZs, LUTs, gender or growing seasons) and in a chronological order.
The information given in a fact sheet should enable a reviewer to assess or evaluate the
correctness of the information provided. Hence references have to be given for all information.
and have to be specific, including authors names and the year (see table 5.1).
In your fact sheet you need to make sure that:
(1)
The message is complete. Problems that readers are likely to encounter in the field
concerning the message need to be covered.
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(2)
(3)
Module 17: Produce user-friendly outputs
The message is specific and should cover who can do it, where it can be done, and when
it can be done. The recommendation should be given in such a way that it increases the
readers’ understanding of the technology, and improves their skills.
The advantages of a certain technology as compared to the conventional technique are
mentioned, e.g. line planting may increase labour at planting but reduces amount of
seed used and makes weeding easier.
Table 17.3
Example of a fact sheet: cereals dry season stalk management
Step
Description
Evaluation
Justification

losses on zonal
level not known
Cereal stemborers are the main pest in maize and sorghum
in the Shinyanga Region; average losses of 30% (maize),
abundance of up to 87% infestation rate (maize and
sorghum)
 Main species: Chilo partellus, Busseola fusca
 Stemborers diapause as larvae in the left over cereal stalks
over the dry season
 Main carry over of stemborers from season to season is in
dry stalks
 Stemborer adults are mobile over short distances (up to 15
km radius)
Background
 Number of diapausing stemborers in wild (Hyparrhenia
data
rufa, Typha spp.,etc) and other cultivated hosts (sugarcane,
elephant grass) is negligible
 Maize stalks are used as fodder and the fields are usually
cleared
 Sorghum stalks are left standing and host many diapausing
larvae
 Diapausing stemborers are situated usually in the upper
parts of the stalk, the lower part is often hollow and/or
eaten by termites
 Chopped stalks are to at least 95% free of diapausing
stemborers (after 6 weeks)
 Chopping sorghum stalks takes about 12 person hours per
ha with a handhoe, 18 personhours with a panga
 Farmers and Bwana Shambas are usually not aware of
diapausing stemborers in stalks
Recommen Make farmers aware of stemborer larvae in dry stalks
dation
 Cut dry cereal stalks (mainly sorghum) on the base with a
handhoe
 Leave cut/chopped stalks on the field as mulch (protection
against erosion, organic material)
 Do cutting until approximately 15 September
 Or feed stalks to livestock (maize)
 Invite the whole village to do stalk management
Source: Braun and Kolowa (1996)
17.5
survey data
survey data
survey data
literature
survey data
survey data
survey data
survey data
experimental data
Development of messages
Most researchers have limited capacity to develop extension material. In that case messages
should be developed jointly with extension staff, and research capacity needs to be
strengthened. In Tanzania and Kenya this has been done through e.g. workshops where
researchers work together with technical editors, graphic designers, illustrators, translators, and
extension staff. Some guidelines for message formulation are given in Box 17.2.
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Box 17.2








Module 17: Produce user-friendly outputs
General guidelines for leaflets, brochures or posters
A clear, simple title that motivates and summarises the main point of the message, e.g. "Avoid potato
bacterial wilt!" or "Stop Newcastle disease". A good title has 4-5 words of which 1 is a verb.
Short introduction describing the problem
Focus on one idea only
Include technical details of the message, including illustrations and drawings
Use the Farming Systems Approach, i.e. use a basket-of-options approach rather than blanket
prescriptions
Give sources of additional information
Include acknowledgements/ Published by / Designed by / Printed by /
Keep it very brief and concise: a leaflet has maximum 4 pages, a brochure not more than10 pages
Source: Scarr et. al. (1999)
Fact sheets are the basis for developing any kind of written text, e.g a leaflet or poster. You can
design a variety of extension materials, each of them serving a specific purpose but following
different story lines. The following are some examples:
 The “how-to-do-it” story: here you show how to carry out a technique or method step by
step. The steps have to be shown in chronological order.
 The technical story: here you use one character or more characters (typically a farmer and
extension agent) to show techniques and operations. The reader can identify with the
character who successfully adopts or carries out the new techniques. The story shows how
the characters benefit from the techniques followed.
 The motivational story: this story gives credibility to new ideas. The readers follow
characters like themselves who also seek opportunities. The characters usually take up new
methods for working and improved production techniques. Example: Better chickens, more
profits!
 Cartoons: they present a subject in an entertaining way, and still teach important concepts
and practices. Cartoons can make the information more accessible for farmers but need the
help of an artist for making the illustrations.
Table 17.4
Characteristics of cartoons and text
attracts readers
requires reading skills
can deal with complex issues
more details can be included
interpretation of message unpredictable
easy to read
suitable for flexible recommendations
Cartoons
Text
XXX
XX
X
X
XXXX
XXX
X
X
XXX
XXXX
XXX
X
XX
XXX
It follows from the table that your decision for cartoons or text should be guided by (1) your
target group and (2) the content of your message.
Next, the text should be organised logically. This follows the following order:
1. Problem or opportunity: How can the target group recognise the problem and why does the
problem occur (explain why it happens). When describing an opportunity include what the
conditions for adoption are, e.g. cash, labour availability in a specific time of the year,
inputs, etc.
2. Solutions: This describes a range of options and answers questions such as what should be
done, how it should be done and when it should be done.
3. Possible gains: What are the advantages of the new technique, does it reduce labour or
drudgery, does it increase income?
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4. Necessary inputs: Where can the target group get seeds, chemicals or additional advice.
Example:
A large fertiliser company had been marketing its products for years on the basis of the
chemical contents, with names indicating the ratio of nitrogen, phosphorus and potash. Then
the sales section of the company requested the help of a rural communication specialist who
interviewed farmers. The marketing strategy was changed to stress the end use of fertiliser
rather than its composition. Each type of fertiliser was advertised on the basis of how, when
and where it should be used and what results could be expected.
Box 17.3 gives a range of guidelines as to how to make sure that your text is simple and can be
understood easily by the target group.
Box 17.3
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












How to ensure that your text is simple
address the reader directly as “you”
use active verbs: “Improve your yields” instead of “Yields can be improved by…”
emphasis action, e.g. describe how to recognise a pest rather than a description of its biology
advocate change, e.g. “Keep aphids of your beans”
explain why the recommendation is better than the conventional practice
give options, e.g. one with low cost and one with high cost so that farmers can make their own
choice
use short sentences (i.e. on average 11 words per sentence) and simple, short words
avoid Latin names, jargon or technical terms, instead use local names for diseases, varieties etc.
avoid uncommon or specialist words
give quantitative results including economic data if possible
use farmers’ units, e.g. feet, acres, bags
use locally available measures, e.g. bottle-tops, debe, matchbox
avoid or explain acronyms
avoid repetition
do not ask the reader to refer to earlier or later text
do not use different words to mean the same thing
Source: Scarr et. al. (1999)
17.6
Illustrations
Illustrations make information accessible. A striking illustration is worth countless words.
Illustrations may be drawings or photographs. All illustrations have to be clear. People should
be able to identify with the illustrations and should recognise the symbols that are used. For
example: A house should resemble a house most people live in and not e.g. a town house. A
female farmer should wear a kanga and not dress as if she is on her way to a party. Illustrations
should show clearly what the subject is, and they should not contradict the text. Preferably each
picture should serve to illustrate only one thought and should not show unnecessary details.
Illustrations can be used in four ways:
1. To examine techniques step-by-step from beginning to end.
2. To show the passage of time, for example one illustration where a farmer applies fertiliser
and an illustration next to it that shows the field at the end of the cropping season.
3. To contrast a problem with a solution, for example an illustration of a field that is not
managed well with an illustration of a field that is managed according to the message
content.
4. To visualise numbers, e.g. one farmer harvested 10 bags and another farmer harvested 35
bags.
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17.7
Module 17: Produce user-friendly outputs
Posters
Posters are large and colourful visuals that can only carry short, catchy messages and present
one central idea. The visual content of the poster must reinforce the message. Posters are meant
to be seen by a passing audience. This means that they have to be designed in such a way that
they attract and hold the attention of the audience long enough to convey the message. Posters
are put at places where they can be easily seen from a reasonable distance.
The following is a general guideline to designing a poster:
1. Decide the size of the poster. This should be determined by (1) the card size that is
available, (2) possibilities for multiplication (printing or photocopying) and (3) the intended
places of exhibition. Posters should be at least A3 size.
2. Elaborate a story line or a table of content. This should be guided by the fact sheet and
should focus on the content of the message. At this stage text needs to be structured and
there should be a clear distinction between what information is essential and what
information is of secondary importance. A poster can only cover one or two blocks of
information.
3. Posters use visuals to illustrate and reinforce the message. Bear in mind that the viewers
who will read the poster are passing by and will not give much time to reading text.
4. Make a sketch plan of the poster, drawn to scale, and decide how many illustrations and
how much text can fit into the allotted space. Display the information in such a manner that
it is clear for viewers whether they are to read across the poster or down. The blocks of
information can be numbered to help viewers find their way through the information on the
poster.
5. Viewers should be able to read your poster from a distance. Thus the size of your lettering
and the type of letters (font) is important (See Box 17.4).
Box 17.4
Guidelines for lettering on a poster

To facilitate reading you should choose a simple typeface: Times Roman or Arial.

Use capital letters only for the initial letter of the first word of a sentence, or for words that are
usually written in capitals. Do not use capital lettering elsewhere. Text that consists of capitals alone
is much less legible, even at a distance, than lower-case letters.

People should be able to read the heading of your poster from up to 5 m away. Make capital letters in
the title of your poster 25-40 mm high, with lower case letters of the appropriate size (font size at
least 100 pt.)

Sub-heading capitals should be 10-16 mm high and a lower case ‘x’ should be 6-10 mm high. This
means a font size of 48-72 pt.

The main text of your poster should be readable from a distance of 1 m. This implies that capital
letters should be 6-8 mm high, with a lower-case ‘x’ for example 4-5 mm (font size 26-36 pt.).
A poster has to be attractive in order to motivate people to stop and read the poster. An
attractive lay-out will greatly facilitate the dissemination of the message. This normally results
in:
 Using colour: strongly coloured card makes a good background for text in black and attracts
attention;
 A catchy title that reflects the theme, leaving out any unnecessary words to make the title as
short as possible, e.g. “Kill weevils”;
 Clear illustrations that people can identify with.
Posters should be recognised as coming from one institution and would list the following:
 Acknowledgements [name of institutions or projects that financed the activity]
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Module 17: Produce user-friendly outputs
Published by [authors should not be mentioned by name, instead use the name of the
institution]
Year of poster preparation, publication
Designed by [name of the artist]
17.8
Review and testing of extension material
Once you have drafted a leaflet, brochure or poster the material needs to be reviewed by peers,
extension staff and farmers. A standard review form will guarantee high quality reviews (see
handout distributed). After finalising the review you need to test the material. The objective of
testing is to:
 determine in how far the target group(s) understands the written text and the illustrations;
 identify users’ opinions of the relevance of the message itself and its applicability to their
situation;
 determine if the presentation and lay-out are attractive;
 assess if the message encourages adoption of the improved practices.
Identify the group that you will test the material with (see Box 17.5). The category of people
that you interview should depend on the content of your message. In general you should select a
wide variety of participants e.g. based on age, gender, or tasks with respect to the message.
Select at least ten people.
Box 17.5
Possible stakeholders for pre-testing extension material
Farmers
Extension staff
Government, parastatals
Agri-business
Community Based Organisations
Researchers
men, women, youth
government, non-government, church organisations, farmers
associations, Farmer Training Centres
Coffee Board, Cotton Board, TPRI, Development Authorities,
local administrators
Traders, stockists, seed companies, chemical companies,
general suppliers, vets, millers, processors
women groups, farmer groups, schools
national and international research centres, universities, NGOs
Source: Scarr et. al. (1999)
The general procedure for testing of written material is as follows:
 In the introduction participants are presented to each other, the testing objectives and
procedure are explained, and it is explained why these participants were selected.
 Each participant receives a leaflet, brochure or poster and is asked to read it. Each
participant may add her or his comments with question marks in the margins.
 The team observes the time that is required by participants to read through, and also
observes if there is any specific pages or drawings that seem to take more time for the
participants to understand.
 During an individual or group interview the following are discussed:
1. What is according to you the main message that is described here?
2. What questions did you ask yourself about this message before reading this? What
questions do you think will be asked by others? Does this material answer these
questions satisfactorily? If not, what information be added?
3. Is there anything new in this message that you did not know before? If so, what
elements are new to you?
4. How big is the demand for this information in your area?
5. After reading this, are you convinced that the message as it is presented here is worth
disseminating? If not, why not?
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Is the information practical for you or others?
Are there any words that are difficult to understand / not clear?
Are the measurements and units shown in a way that you or other farmers can easily
understand them and apply them?
9. What group of farmers will be interested in this message and would be able to use the
information (e.g. according to gender, level of education, resources: male/female,
rich/poor)? Who will not be interested, why not?
10. Are the illustrations clear and easy to understand?
11. Are there any elements in the illustrations that you are unfamiliar with (e.g clothing,
activities)?
12. Are the illustrations attractive?
13. If we would charge TShs.150 for this leaflet, brochure or poster, how many people in
this area would buy it? (none/ few/ half/ many/ all)
14. Other comments and suggestions for improving the material?
6.
7.
8.
During testing the team should remember that they are testing the material and not the readers or
audience! The readers or audience are always “right”. If they get a wrong impression or do not
understand, it is the material that needs to be improved. After testing, the results are discussed
and compiled in a short report. This report is the basis for final editing. Text may need to be
added, language corrected and illustrations improved.
Locally generated technologies often require formal approval before messages can be
disseminated. Procedures and regulations need to be reviewed before technologies are released.
The analysis should focus on existing legislation (including by-laws), bio-safety regulations and
national rules within the Ministry of Agriculture and the research organisation. While messages
concerning agronomic practices, use of fertiliser and pesticides, are approved locally, the use of
different inputs is normally approved at the national level. Even though it is important that an
institute formally endorses messages, it is equally important to avoid blanket recommendations
and accept the possibility of several different, overlapping messages for the same commodity or
enterprise for different zones/regions and/or target groups.
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Key terminology
Extension or to extend This means that an innovation, special information or perhaps a
governmental instructions is made known among the farmers.
Innovation An innovation is an idea, method, or object which is regarded as new by an
individual, but which is not always the result of recent research.
Linkages This concept implies the communication and working relationship established
between two or more organisations pursuing commonly shared objectives in order to have
regular contact and improved productivity.
Technology Knowledge and techniques
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References
Ban, A.W. van den, and H.S. Hawkins (1996). Agricultural Extension. Blackwell Science,
Oxford.
Braun, M. and H. Kolowa (1996). Technical notes. IPM project, Shinyanga.
Eponou, T. (1995). Linkages between Research and Technology Users: Some issues from
Africa. Briefing Paper 30. ISNAR, The Hague (Downloadable from ISNAR web-site)
Kajimbwa, M.G.A. (2002). Locally Integrated Extension Services in Tanzania: An effective
organization for service provision in the Local Government Authorities. Paper presented during
the Workshop on the Future Roles of Research and Extension Services in Tanzania, 16-17 May
2002, Dar es Salaam. MAFS, Tanzania.
Limbu, F. (1999). Agricultural technology, economic viability and poverty alleviation in
Tanzania. Paper presented at the Structural Transformation Policy Workshop, 27-30 June 1999,
Nairobi, Kenya. ECAPAPA, Tegemeo Institute and Michigan State University.
Rees, D., M. Momanyi, J. Wekundah, F. Ndungu, J. Odondi, A.O. Oyure, D. Andima, M.
Kamau, J. Ndubi, F. Musembi, L. Mwaura and R. Joldersma (2000). Agricultural knowledge
and information systems in Kenya: Implications for technology dissemination and development.
AgREN Network Paper No. 107. ODI, London. (Downloadable from the ODI web-site)
Scarr, M.J., D.J. Rees, J.N. Chui, R. Joldersma and E.P. Hoare (1999). Packaging and
dissemination of research messages. In: Sutherland, J.A. (ed.) (1999), Towards Increased Use of
Demand Driven Technology. KARI and DFID, Nairobi, Kenya
13
National FSA Training
Module 17: Produce user-friendly outputs
Further reading
Van den Ban, A.W. and H.S. Hawkins (1996). Agricultural Extension. Blackwell Science,
Oxford.
Sutherland, J.A. (ed.) (1999). Towards Increased Use of Demand Driven Technology: Volume
1, pre-conference mini-papers prepared for the KARI/DFID NARP II project, 23rd-26th March
1999. KARI and DFID, Nairobi, Kenya.
Web-site Overseas Development Institute: www.odi.org.uk
Web-site Agricultural Research and Extension Network: www.odi.org.uk/agren
Web-site International Service for National Agricultural Research: www.isnar.org
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National FSA Training
Module 17: Produce user-friendly outputs
Guidelines for trainers
Session 1: Introduction to output production and fact sheets
Time
08.30 - 08.35
08.35 - 08.45
08.45 - 09.05
09.05 - 09.15
Topic
Introduction
Inventory of information
needs and research
messages
Inventory of dissemination
partners
09.15 - 09.25
09.25 - 09.35
Inventory of dissemination
media
Distortion of information
Background of a fact sheet
09.35 - 10.30
Develop a fact sheet
10.30 -11.00
11.15 - 12.45
11.45 - 12.05
Tea/coffee break
Develop a fact sheet
Tomato leaflet
12.05 - 12.25
Develop a message
Description of activity
Present programme and objectives
Present differences with private commercial
businesses
Example gap analysis workshops in LZ
Discuss dissemination partners for different messages
using examples from control of cassava CMD, and
MPT, and their strengths and weaknesses. Divide
group in 2 in big hall and ask them to quickly
inventorise individually. List in plenary after 10 min.
Brainstorm on different extension media, discuss
strengths and weaknesses
Exercise spread one sentence through 40 people
Present the characteristics of a fact sheet, and the do's
and don'ts. Show an example.
Group assignment: 6 groups each develop a fact sheet
for 1 topic in the group
Plenary presentations of group work
Exercise: participants go through the leaflet
individually for 10 min.
Plenary of 10 min. to list the mistakes
Discuss story-lines
Logical structure of text
How to keep your text simple
15
Materials needed
Transparencies
Transparencies
Transparency with question
Compile answers on flipchart
On flipchart in plenary session
One flipchart with the sentence on
Transparencies
45 blank fact sheets
45 copies of tomato leaflet
Flipchart
Transparencies
Example how-to-do: Make soya-products
Example motivational: Better chicken
National FSA Training
12.25 - 12.40
Module 17: Produce user-friendly outputs
Illustrations
Discuss what makes a good illustration
Transparencies
Example clarity: man blackening pole
Example soya
Example problem/solution: milk bottles
Example numbers: cash earned, harvested bags
Materials needed
Transparencies
Examples bad and good titles
Session 2: Poster and leaflet production
Time
14.00 - 14.10
Topic
Titles
Description of activity
Discuss bad and good titles for leaflets and posters
14.10 - 14.30
Posters
Plenary discussion on clonal coffee poster and
processing of banana poster: what is good and what
is bad
Do's and don'ts for posters
14.30 - 15.00
Posters
15.00 - 16.00
Review of extension
material
16.00 - 16.30
16.30 - 17.00
Tea/Coffee break
Review of extension
material
Testing extension material
17.00- 17.30
Assignment: 8 groups (2 receive the same leaflet)
review the leaflet using the review form and the
original fact sheet.
Examples: coffee and banan poster
Transparencies
Example: Capital and lower case
15 copies of leaflets: HH categories, banana
wine, goat management
15 copies of the fact sheets for above leaflets
45 copies of review form
Presentation of review results: 10 min. for 2 groups.
Discuss testing guidelines
16
Transparencies
Examples: testing reports of 3 leaflets (HH
categories, banana wine, goat management)