This monograph examines a training program for smallholder farmers in Papua New Guinea (PNG) that combined technical knowledge on soil improvement and sweet potato production with a gender-transformative household learning approach. Developed by the University of Canberra, the Family Farm Teams workshops aimed to promote equitable and sustainable farming practices while ensuring that women, who traditionally manage sweet potato farming, were not overburdened. The study found that both men and women highly valued the soil improvement techniques, which used locally available materials, and that the new pathogen-tested sweet potato variety was both high-yielding and marketable. Although some shifts in gender roles were observed, women largely retained their existing responsibilities, maintaining control over income from sweet potato sales.

The study highlights how farmers did not simply adopt new techniques but integrated them with their existing knowledge, particularly in composting. Farmers actively observed and assessed improvements in soil quality, demonstrating their role as engaged learners. Knowledge-sharing extended beyond immediate families, with some women distributing sweet potato vine cuttings and training vulnerable women and young couples, seeing this as a pathway out of poverty. This act of care underscores the role of cultural values and family networks in rural learning. The findings suggest that agricultural interventions are more effective when they align with farmers’ contextual knowledge and cultural practices, and that a gender-inclusive, family-focused approach can enhance both equity and efficiency in farming.