English

Can volunteer farmers effectively communicate information about conservation farming and nutrient management to other farmers? Does the social position and gender of these farmers affect their success in disseminating this knowledge?

This evaluation studies the effects of new ways to disseminate knowledge of conservation farming and nutrient management practices via the Ministry of Agriculture and Food Security (MoAFS) extension staff. We observe that volunteer farmers trained by MoAFS extension workers can effectively disseminate knowledge of conservation farming and nutrient management techniques to others in their villages. The largest gains in knowledge and usage took place when these communicators were similar to the average village member and where the communicators were offered moderate, in-kind rewards for good performance.

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Brief
Date:
December 01, 2013
English

In 2013 IPA celebrated ten years of producing high-quality evidence about what works, and what does not work, to improve the lives of the poor. It was a year of celebration for our accomplishments. More so, it was a time to prepare our organization for the next phase as we continue to pursue our vision of a world with More Evidence and Less Poverty.

 

View an online version of the report at annualreport.poverty-action.org/2013annualreport/

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Annual Report
Date:
September 01, 2013
English
Low adoption of productive agricultural technologies is a puzzle. Agricultural extension services rely on external agents to communicate with farmers, although social networks are known to be the most credible source of information about new technologies. We conduct a large-scale field experiment on communication strategies in which extension workers are partnered with different members of social networks. We show that communicator actions and effort are susceptible to small performance incentives, and adoption rates vary by communicator type. Communicators who face conditions most comparable to target farmers are the most persuasive. Incorporating communication dynamics can enrich the literature on social learning. 
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Working Paper
Date:
August 30, 2013
English

Efficient targeting of public programs is difficult when the cost or bene!t to potential recipients is private information. This study illustrates the potential of self-selection to improve allocational outcomes in the context of a program that subsidizes tree planting in Malawi. Landholders who received a tree planting contract as a result of bidding in an auction kept significantly more trees alive over a three year period than did landholders who received the contract through a lottery. The gains from targeting on private information through the auction represent a 30 percent cost savings per surviving tree for the implementing organization.

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Working Paper
Date:
May 03, 2013
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An individual who takes an HIV test can be informed about their own status and risk. Similarly, when friends, family or neighbors learn of a person's HIV status, they may update their beliefs about HIV infection among people they know. Using an experiment conducted in rural Malawi which randomly assigned incentives to learn HIV results, we find that as people in the community learn their HIV results, individuals revise their beliefs downward about deaths attributable to HIV/AIDS. We find corresponding behavioral responses with a significant decrease in condom use and no significant increase in multiple partnerships among those who are HIV-negative.

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Published Paper
Date:
May 01, 2013
English

This paper examines the effects of learning HIV status on economic behavior among rural Malawians. According to economic life-cycle models, if learning HIV results is informative about additional years of life, being diagnosed HIV-positive or negative should predict changes in consumption, investment and savings behavior with important micro and macro-economic implications. Using an experiment that randomly assigned incentives to learn HIV results, I find that while learning HIV results had short term effects on subjective belief of HIV infection, these differences did not persist after two years. Consistent with this, there were relatively few differences two years later in savings, income, expenditures, and employment between those who learned and did not learn their status.

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Published Paper
Date:
November 01, 2012

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