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Rural institutions in agricultural and rural development: A case study of the implementation of the Second National Fadama Development Project in Nigeria

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Title: Rural institutions in agricultural and rural development: A case study of the implementation of the Second National Fadama Development Project in Nigeria
Author: Temowo, Olalekan
Department: School of Environmental Design and Rural Development
Advisor: Hambly-Odame, Helen
Abstract: The thesis explores the relevance, strengths, weaknesses, opportunities, results and lessons learned in the involvement rural institutions in the implementation between 2004-2009 of one of Nigeria's major investments in agricultural and rural development, the Second National Fadama Project (NFDPII). The research aims to improve the understanding of agricultural extension delivery services in Nigeria, using the implementation of the NFDPII as a case study. The focus of the case study is Ogun State, one of Nigeria's most agriculturally productive regions. Data was collected using a mixed methods approach including focus group discussions, key informant interviews, a farmer questionnaire and secondary documentation. The research identified the historical involvement of the Nigerian government in agricultural policy and programming. The involvement of rural institutions increased in the late 20th century. The community-driven approach of NFDPII was found to be germane to ensure project ownership by farmer groups. Rural institutions were found to contribute significantly to NFDPII through development of social cohesion and inclusiveness. Consequently, extension interventions enabled mechanisms for farmer ownership and subproject sustainability in Ogun State. Major weaknesses related to lack of sufficient farmer resource mobilization. The conclusions of the study underscore the importance of collaborating with rural institutions before delivering any extension. Members of rural communities may not have substantial resources, but they have capacity that ensures continuity of externally supported interventions.
URI: http://hdl.handle.net/10214/15948
Date: 2018


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