Chapter 3: Barriers to Small-Scale Farming: Institutional and Market Failures
4.2 Methodology
4.2.1. The Case Study: Africa Cooperative Action Trust (ACAT )
ACAT, a non-profit trust receiving local, national, and foreign funding, was established in 1979 as a Christian Development Trust committed to “enabling disadvantaged rural people to improve and sustain their quality of life spiritually, physically, materially, intellectually, socially, and environmentally” (ACAT 2000,1). The overall focus of the organization is to assist rural families who are trapped in poverty to such an extent that they can end up helping themselves (Thembinkosi 2009)4. They target the poorest of the previously disadvantaged rural communities operating in nineteen areas of thirty kilometers each in rural areas of KZN.
They also work with over fifty communities in various parts of Swaziland (Gugu 2008)5.
4 Thembinkosi (Coordinating Trainer based in Nqutu, ACAT) interviewed 16 March 2009, Nqutu.
5 Gugu (Leader of the SAP training based in Howick, ACAT) interviewed 20 November 2008, Howick.
In order to carry out their mission ACAT looks to allow the targeted rural families to
“become self reliant, overcome the causes of poverty within their control, encourage others to do the same, and to become involved in groups, co-operatives, and village bank (ACAT 2000). As of 2007, this has been implemented through the integrated livelihoods approach (Thembinkosi 2009). Under this approach ACAT asks members of the community to do a wealth ranking in order to identify the poorest members. Once this is completed identified members are asked to group themselves in fives. In the study area, Nqutu, twenty groups of five were formed in 2008 (Thembinkosi 2009). From here two are chosen by the group to receive one week of basic training at the center in Howick. This training includes three programs: sustainable agriculture program (SAP), entrepreneurial development, and adult basic education and training. These programs include spiritual development, basic life skills, intervention for those infected and affected by HIV/AIDS along with information on the virus, entrepreneurial skills, and household food security gardens (Thembinkosi 2009).
When the two group members return from training they are required to share the information they learned with their other group members (Gugu 2008). From here members need to apply what they learned and decide on their main interest as a group. This could include farming, block making, owning a spaza shop, sewing, chicken rearing etc. Once decided on each group of five will then eventually come together with other groups of five that share their same interest (Gugu 2008). These interest groups come together to assist each other with overcoming difficulties in their area of specialization. After committing to being part of the group and productively pursuing an interest for over two months ACAT will offer small individual loans to assist them. These groups are to form a solid basis for potential co- operatives (Thembinkosi 2009).
From the original group of five, members who want to be community volunteers identify themselves. These volunteers take two years of advanced courses from ACAT. The volunteers help ensure that what ACAT teaches is left in the communities regardless of whether or not ACAT still exists (Gugu 2008). The community-based volunteers help organize meetings and further specialize in the interest group they are in. They therefore are able to provide further assistance to those particular interest groups. They also serve an important function in reaching out to the community at large. When community members who are not part of ACAT see what their neighbors are doing, such as successfully growing
crops, they also want to learn. The community volunteer will then train them and assist them so that they too can succeed (Thembinkosi 2009).
All the groups of five of one particular area than comes together in order to form a zone. In Nqutu, the study area, there are seven zones which conduct monthly meetings. Zone management committees are formed (Thembinkosi 2009). They are responsible for the community development within their local area and overseas the functioning of the groups in their zone. A final step up is the community management committee (CMC). Here, all the zones within a thirty kilometer radius come together for monthly meetings. The committee is responsible for the community development of this entire area (Thembinkosi 2009). The goal of this process, which starts with groups of five and eventually ends in the setting up of CMCs, is so participants take responsibility of their own development and run the programs themselves training others in their community who have not been exposed to interventions (Gugu 2008).
I met some of the participants who were part of groups of five interested in sustainable agriculture. In general the SAP training, which began in 1999, looks to enable disadvantaged small farmers or those who want to farm to overcome poverty through sustainable agriculture. That is, to develop their farms into models which are “economically sound, environmentally friendly, and enables future generations to meet their needs” (ACAT 2000, 1). This is done through low cost food production. An emphasis is also placed on those who receive training to influence and assist others with the knowledge they learned.
The program includes “promoting and teaching sustainable agriculture practices, and considering the context, needs, and problems facing small rural farmers” (ACAT 2007, 10).
For instance, in 2007 around 750 new farmers had been introduced by ACAT to new agricultural skills. This includes vegetable production, fruit production, poultry, garden layout, soil fertility, plant protection, and food processing (ACAT 2007). Specifically, Thembinkosi explained that members are taught how to make compost, cultivate a garden, eliminate pests, and how to dig deep trenches.
Along with training from the center ACAT members receive assistance through the extension officer and other farmers. In 2007 around 185 visits were made to groups of farmers, and over 400 visits to farmers. Here skills training are reviewed, seedling is distributed, farmers
are assisted with their farming layout, and agribusiness, money management, problem solving, and HIV/AIDS workshops facilitated. Farmers also participate in garden layout demonstrations, soil fertility demonstrations, terracing demonstrations, and seed selection and saving activities. Farmers are also shown how to plant and transplant, create and use compost, mulch, pest control, and shown food processing and preservation demonstrations along with how to harvest water and food (ACAT 2007, 12).
The agricultural extension officer who frequents Nqutu resides in Ladysmith but comes four to five times a month in order to field questions and give advice to interested farmers.
Thembinkosi, the extension officer who lives in Nqutu, also conducts modules on all topics throughout the year where farmers are able to gain further assistance (Thembinkosi 2009).
Interaction with other members is also facilitated through cross visits where farmers visit a successful farmer to discuss issues surrounding the skills learned. In 2007 for instance there were 48 cross visits which involved 696 farmers. The extension officer then monitors how farmers adapt to what they learned and whether other farmers copy it (ACAT 2007).