Résumé
Assessment of agricultural extension and adult education approaches is crucialto improve the quality and effectiveness of interventions. Farmer Field Schools (FFS)have been adapted to meet context specific needs in crop or farm management andintegrative topics. Implementation of FFS varies locally and FFS assessments mostlyreport effects on agricultural performance. We analyse whether a relation exists betwe-en the diversity of FFS interventions and the assessment methods used to evaluatethem, by means of a systematic literature review. Implementation was characterisedthrough farmers’ participation and FFS topic. Assessment methods were analysedin terms of impact pathway using a causal chain of inputs, outputs, outcomes andimpacts from farmers’ point of view. 34 peer-reviewed articles were included. Resultsshow three types of FFS: Transfer of technology at crop management or cropping sy-stem level; consultative participation at crop management or cropping system level;farm level or integrative topic with consultative or collaborative participation. However15/34 studies did not describe the FFS implementation. Only consultative or collabora-tive FFS reached farm management or integrative topics. 23/34 assessments focusedon inputs (knowledge) and outputs (change in practices, agricultural or economic per-formance) for farmers. Only six studies assessed long-term FFS impacts. FFS are notdefined as a standardized extension method or a transfer of technologies approach andyet this was the most common FFS implementation type observed. Assessing FFS asa collective and famer-centered experiential learning approach requires describing theFFS implementation and its underlying objectives. An impact pathway approach cansupport a better understanding of the impacts of FFS.