Knowledge, science, and practice in ecological weed management: farmer–extensionist–scientist interactions - Ecological Management of Agricultural Weeds - page 125

Figure 3.6 Relative time commitments offarmers and scientists in different,but
complementary,learning approaches for improved weed management.(After Van
Huis & Meerman,1997.)
tory learning for action, which proposes that scientists work directly with
farmer groups, contribute to improved decision-making in weed manage-
ment among millions of farm households?
The possibility for widespread impact of participatory learning for action
resides in a three-stage process that begins in pilot areas and expands outward
through organized extension programs and informal farmer and rural house-
hold communication networks.
The first stage, described in the three previous sections, focuses on creating
a nucleus of methods, results, and experienced individuals in pilot groups.
This stage may appear costly in time, although Nelson (1994) found that stan-
dard demonstration plots were only slightly lower cost than farmer experi-
mentation groups. The slightly greater cost pays off because the experienced