Journal of Natural Sciences Research www.iiste.org ISSN 2224-3186 (Paper) ISSN 2225-0921 (Online) Vol.3, No.1, 2013 42 The Role of Farmer Field School Training in Improving Farmers’ Knowledge of Selected Cocoa Cultivation Practices in Edo state, Nigeria Ebewore, Solomon O Department of Agricultural Economics and Extension Delta State University, Asaba Campus, Delta State, Nigeria Email of corresponding Author: ebeworesolomon@yahoo.com Abstract The study assessed the contribution of farmer field school training to the knowledge of Cocoa farmers on selected farm practices in Edo State. The specific objectives were to: describe the socioeconomic characteristics of the respondents, identify the practices where FFS has enhanced farmers’ knowledge, ascertain the level of contribution of FFS training to their knowledge of cocoa cultivation practices and determine the percentage of farmers who have benefited from FFS training in terms of improved knowledge. A multi-stage sampling procedure was used to compose a sample size of 68 respondents. Various descriptive statistics such as means, percentages and frequency counts were used for data analysis. Respondents were also grouped into different categories based on the effect of FFS training on their knowledge. The results show that FFS has contributed immensely in improving the knowledge of cocoa farmers in the study area. It was therefore recommended that FFS training should be sustained in the area and extended to other states that have not implemented it as well as to other crop enterprises besides cocoa. Keywords: Farmer Field School, Knowledge, Cocoa Cultivation Practices, Edo State 1. Introduction Farmer field school is a participatory training approach that can be considered both as an extension tool and a form of adult education (David et al, 2006). It can be described as a platform and “school without walls” for improving decision-making capacity of farming communities and stimulating local innovation for sustainable agriculture (NAERLS/ABU, 2008; Gallagher,2005). The first field schools were established in 1989 in central Java, Indonesia, during the pilot phase of the integrated pest management (IPM) program. Since then the approach has been replicated in a variety of settings beyond IPM. African countries implementing the approach are among others, Kenya, Uganda, Tanzania, Zimbabwe, Malawi, Ethiopia, Ghana, Nigeria, Egypt, Cameroon, Lesotho, Swaziland and Mozambique.. In cocoa producing countries, institutions specializing in cocoa have typically been responsible for cocoa extension. With the decline of many of these institutions, cocoa extension has been turned over to natural extension systems that are overburdened with providing extension services for a wide range of crops. The result is that cocoa extension is inadequate (David et al 2006). The FFS approach is poised to ameliorate extension problems in cocoa production. A basic assumption of the FFS approach is that farmers need knowledge of biological processes and agro- ecosystem analysis to be able to make sound management decisions. (van de Fliert and Braun, 2005; David et al 2006). In addition to getting practical advice to earn more for their crop, FFS helps farmers to lean about appropriate versus inappropriate tasks for children helping out on the family farm, the importance of sending children to school and responsible labour practices (World Cocoa Foundation, 2007). Thousands of cocoa farmers had participated in farm field schools in Cameroon, Cote d’Ivoire (Ivory Coast), Ghana, Liberia and Nigeria. The following research questions arise: What contribution have FFS made in terms of improving cocoa farmers knowledge on improved cultivation practices? Which areas has FFS contributed in improving cocoa farmers’ knowledge of the crop? What is the percentage of beneficiaries that have gained knowledge from this extension approach? The broad objective of the study is cocoa farmers assessment of contribution of FFS to their knowledge of the crop. Specific objectives were to: (i) identify the practices where FFS has enhanced farmers knowledge. (ii) ascertain the level of contribution of FFS training to respondents knowledge of cocoa cultivation procedure. (iii) determine the percentage of farmers who have benefited from FFS training . 2. Literature review Participatory extension approaches to agricultural development have been advocated as a means of supporting sustainable resource use (Agbamu, 2006; David, 2005). Nigerian cocoa farmers experienced considerable crop loss