Evans School Policy Analysis & Research Group (EPAR)

In this brief we analyze patterns of intercropping and differences between intercropped and monocropped plots among smallholder farmers in Tanzania using data from the 2008/2009 wave of the Tanzania National Panel Survey (TZNPS), part of the Living Standards Measurement Study – Integrated Surveys on Agriculture (LSMS-ISA). Intercropping is a planting strategy in which farmers cultivate at least two crops simultaneously on the same plot of land. In this brief we define intercropped plots as those for which respondents answered “yes” to the question “Was cultivation intercropped?” We define “intercropping households” as those households that intercropped at least one plot at any point during the year in comparison to households that did not intercrop any plots. The analysis reveals few significant, consistent productivity benefits to intercropping as currently practiced. Intercropped plots are not systematically more productive (in terms of value produced) than monocropped plots. The most commonly cited reason for intercropping was to provide a substitute crop in the case of crop failure. This suggests that food and income security are primary concerns for smallholder farmers in Tanzania. A separate appendix includes the details for our analyses.

This paper is the third in EPAR’s series on Higher Education in Africa. Our research tasks in this phase build on Phase I, in which we sought to identify measurable rates of return on tertiary agricultural education in Africa and describe the current state of African higher agricultural education (HAE), and Phase II, in which we identified countries’ experiences with national higher education capacity building through partnership building, cross-border opportunities such as ‘twinning,’ and various retention and diaspora engagement strategies. In this phase we discuss successful regional education models, particularly in Sub-Saharan Africa. We have organized our findings and analysis into three sections.The first section organizes the literature under categories of regional higher education models or ‘hubs’ and discusses measurement of the regional impact of higher education. The second section provides bibliometric data identifying academically productive countries and universities in Sub-Saharan Africa.The final section provides a list of regional higher education models identified in the literature and through a web-based review of existing higher education networks and hubs. We also include a list of challenges and responses to regional coordination.

This is "Section C" of a report that presents estimates and summary statistics from the 2008/2009 wave of the Tanzania National Panel Survey (TZNPS), part of the Living Standards Measurement Study – Integrated Surveys on Agriculture (LSMS-ISA). We present our analyses of the basic characteristics of household heads and other household members, as well as our analyses of education for adults, children, and household heads by gender and zone.

Agriculture is a principal source of livelihood for the Tanzanian population. Agriculture provides more than two-thirds of employment and almost half of Tanzania‘s GDP. Women play an essential role in agricultural production. The sector is characterized as female-intensive, meaning that women comprise a majority of the labor force in agriculture (54%). This brief reviews the academic and grey literature on gender and agriculture in Tanzania, providing an overview on the structure of households, the household structure of agricultural production, information on women’s crops, and gender and land rights in Tanzania. We conclude with a summary of challenges to women in agriculture, and of potential implications for women of advancements in production technology and other economic opportunities at the household level.