Relevant bibliographies by topics / Agricultural extension work Agricultural education

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Academic literature on the topic 'Agricultural extension work Agricultural education'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Agricultural extension work Agricultural education"

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Sinaga, Herty Ramayanti. "PENGARUH PELATIHAN DAN PENDIDIKAN TERHADAP KINERJA PENYULUH PERTANIAN PADA BKP5K KABUPATEN BOGOR." Jurnal E-Bis (Ekonomi-Bisnis) 2, no. 2 (November 20, 2018): 64–70. http://dx.doi.org/10.37339/e-bis.v2i2.85.

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One way to improve the quality of agricultural extension resource through education and training is implemented out in a planned and systematic. In other words, the importance of education and training within the organization is to improve the performance of agricultural extension that include the knowledge and skill that support, as well as the building of the attitude of each of the extension as desired by organization. This study aims to analyze the influence of training and education on the performance of agricultural extension workers in the Food Security and Managing Extension Agriculture, Fisheries and Forestry (BKP5K) Bogor and analyze the indicators that reflect the dominant success of the training and education provided to the agricultural extension. Sampling is based on non-probability sampling technique using purposive sampling method of 79 samples from 99 populations of agricultural extension agricultural extension PNS. These results indicate that 1) the influence of training and education on the performance of agricultural extension, the training negatively affect the performance of agricultural extension and education have positive influence on the performance of agricultural extension; and 2) the dominant indicator of the training variables contained in the first indicator, namely the training suitability of the materials needed with this type of training with the results of 3.28. Dominant indicator of educational variables contained in the second indicator, namely the educational suitability of the current work with the results of 3.28. Dominant indicator of performancel variables contained in the first indicator, namely understand the program with the results of 3.23.
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Suleyman Abdureman Omer and Nuradin Abdi Hassen. "A Seminar Title On the History and Evolution of Agricultural Extension in the Ethiopia Country." International Journal on Integrated Education 3, no. 10 (October 15, 2020): 163–76. http://dx.doi.org/10.31149/ijie.v3i10.710.

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Agricultural extension service began work in Ethiopia since 1931, during the establishment of Ambo Agricultural School. But a formal Agricultural extension started since Alemaya Imperial College of Agriculture and Mechanical Arts (Haramaya) was constructed since 1953.The extension activities of Ethiopia during the last 50 years reveals that a range of extension approaches has been used. The approaches tended differ with each successive political regime. Different extension approaches in different political regimes, during the imperial regime the responsibility for national extension administration to the Ministry of Agriculture, extension service became one of the departments in the Ministry. And during the military regime the land reform proclamation banned the private ownership of rural lands and declared that land would be distributed to the tillers without compensation to former owners. Because of the political instability and major structural changes in the rural areas, including the formation of peasant associations and producers' cooperatives as well as the implementation of the land reform, it was not possible to carry out this plan. There was not much organized and coordinated extension work in the country until the beginning of the 1980. At the current Extension service of Ethiopia in 1991 the T & V extension approach was adopted as a national extension system with major government financing until its replacement by the Participatory Demonstration and Training Extension System in 1995. The latter was adopted from the SaSakawa Global 2000 (SG 2000) extension strategy. Agricultural extension service in Ethiopia can be given by different mandatory level such as at federal level by ministry of Agriculture, At Regional level Bureau of Agriculture, At Woreda level Agricultural and Natural Resource office, and at Farmer Training center level Development agent and different stockholders have responsibility of giving extension especially agriculture related extension to need holders. In Ethiopia there are different extension approaches model such as Chilalo agricultural development model (CADU), minimum package project I and II, Peasant Agricultural Development program, participatory demonstration and training extension system, farmers field school, Farmers training center and Agricultural technical and Vocational Education training (ATVET) these are the different extension approaches in Ethiopia starting from the begging up to current extension service respectively.
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Calixte, Christelle, Grady Roberts, and J. C. Bunch. "Employment Opportunities for Graduates of Agricultural TVET Schools in Haiti." Journal of International Agricultural and Extension Education 26, no. 3 (December 19, 2019): 43–57. http://dx.doi.org/10.5191/jiaee.2019.26303.

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The literature suggests that in Haiti, the extension work is primarily conducted by graduates from agricultural TVET schools. However, Haiti is a country with alarming data for food insecurity and severe hunger index. This situation arises questions about the manner in which TVET contributes to the dissemination of best agricultural practices amongst farmers and the role that extension agents play in bringing the scientific discoveries into the rural communities. Moreover, little research has been made about the current situation of Haitian TVET within the agricultural system. This study used basic qualitative methods with a constructivist approach, and backwards design as theoretical framework to explore the employment of TVET graduates within the Haitian agricultural system. Schools’ directors and teachers were individually interviewed, and focus groups conducted with the students, which revealed the employers of TVET graduates, the types of jobs they realize within the system and the external factors that affect employment opportunities. Employers of technicians were most likely public sector, NGOs and IOs as well as entrepreneurship activities. These TVET graduates’ job profiles are in extension performing versatile work, or as entrepreneurs. Their employment opportunities were affected by the overall unemployment, the existing opportunities in agriculture, and lack of government support. Keywords: Haiti; employment; technical schools; agriculture
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Lawal-Adebowale, O. A., and A. M. Omotayo. "Agro-Research and Extension Personnel’s Knowledge of ICT Applications for Agricultural Development in Southwest-Nigeria." International Journal of ICT Research and Development in Africa 3, no. 1 (January 2012): 46–59. http://dx.doi.org/10.4018/jictrda.2012010104.

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ICT integration in agriculture is changing the tempo of the sector globally. Successful application of ICT for agricultural development however depends on the agricultural workers’ knowledge of the information-driven technologies applications. Assessment of the Nigerian agricultural researchers and extension agents’ knowledge of the ICT applications showed that 92.9% of the researchers and 51.6% of the extension agents had knowledge of the ICT applications. The chi-square analytical test showed that the agricultural researchers’ knowledge of ICT applications was significantly related to their level of education (x<sup>2</sup> = 52.33, p = 0.017), work experience (x<sup>2</sup> = 26.37, p = 0.04), IT training (x<sup>2</sup>= 26.19, p = 0.036) at p &lt; 0.05 level. The extension agents’ knowledge of ICT utilities was significantly related to their education (x<sup>2</sup> = 47.39, p = 0.047) at p &lt; 0.05 levels. T-test of difference between the researchers and extension agents’ knowledge of ICT applications was found significant. It was concluded that the respondents’ knowledge of the ICT applications was influenced by their level of education; and was recommended that the agricultural researchers and extension agents should train anytime the organisational ICT devices are scaled up for new applications in agriculture.
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Baruah, Anushree, and G. Madan Mohan. "Exploring the ICT Preferences of Personnel from Agricultural Extension Organizations in the Northeastern Region of India." Asian Journal of Agriculture and Development 18, no. 1 (June 1, 2021): 106–20. http://dx.doi.org/10.37801/ajad2021.18.1.7.

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Although the public extension system in India is known to be one of the largest in the world, it still lacks coordinated effort in managing the links between research, extension, and farmers, resulting in non-uniform distribution of agricultural knowledge and technology. A vast majority of the population earning their livelihood through agriculture remain small and marginal farmers. Lack of computerized networks in agricultural extension departments, inadequate skilled manpower for disseminating agricultural information, and increasingly diverse needs of farmers across the Indian sub-continent pose hurdles in effective information transfer to the farming community. The use of information and communication technology (ICT) tools exerts a positive impact on agriculture worldwide by aiding speedy and effective dissemination of agricultural information. An increased awareness of modern ICT tools and their usage will contribute substantially to strengthening the extension network and expand its scope. This study explored the ICT preferences of personnel from agricultural extension organizations employed in public extension organizations in the north-eastern region of India. It found that electronic media is ranked below the conventional extension contact modes of print media and personalized contact regarding its use for disseminating agricultural information by the extension personnel. Demographic characteristics of the personnel from agricultural extension organizations such as sex, age, education, specialization, designation, and work experience were significantly associated with the pattern of ICT use specifically experience with ICT, frequency of use, training, and voluntary use.
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Rodriguez, Lulu, and Juan Andrade. "Communicating Agriculture and Nutrition: Opportunities for Agricultural Extension-Communication and Advisory Services in Nepal." Journal of International Agricultural and Extension Education 25, no. 1 (May 15, 2018): 71–88. http://dx.doi.org/10.5191/jiaee.2018.25107.

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Meeting the dual goal of improving income and enhancing the nutrition status of Nepal’s rural residents is the mandate of the Integrating Gender and Nutrition within Agricultural Extension Services (INGENAES) project, which is supported by the United States Agency for International Development’s (USAID) Feed the Future initiative. A landscape study that provided an overview of Nepal’s agriculture and the status of the country’s agricultural extension system (AES) threshed out a primary target audience—rural women. How can they be reached with nutrition information through the existing AES? The landscape study also identified 11 organizations as INGENAES collaborators. What opportunities do they offer to advance INGENAES objectives? Following Rice and Foote’s (2001) systems-theoretical approach, this formative evaluation study drew from the insights of project and program managers and coordinators, communication officers, representatives of non-government organizations (NGOs), extension officers, and editors and journalists of farm publications who work in the intersection of agriculture and nutrition in Nepal. Data were gathered from a survey of the chief communication and/or extension officers of these 11 partner agencies. Additional data were collected from evaluation questionnaires completed by project managers and communication officers of 12 government and non-government agencies who participated in a seminar-workshop on how to improve gender and nutrition communication. These two methods brought to light opportunities that can be used to enhance the communication and/or extension of nutrition-enriched agricultural information, especially to rural women. Recommendations for future communications work are offered.
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Wahyono, Effendi, and Nurul Huda. "Agricultural Extension Education in Indonesia in the Colonial Period 1900-1941." Paramita: Historical Studies Journal 30, no. 1 (April 12, 2020): 83–97. http://dx.doi.org/10.15294/paramita.v30i1.22893.

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This paper examines agricultural extension education during the colonial period in Indonesia and used historical research to investigate it. The agricultural extension was formed in 1911. Agricultural experts in Indonesia at that time were agricultural engineers who graduated from Agricultural College in Wageningen, the Netherlands. They did not understand much about indigenous cultures, languages, and agrarian systems. The task of the agricultural extension was to improve the economy of rural peasant communities. Agricultural education in Indonesia began with the Middlebare Landbouw School for higher education. For lower-level education or the first secondary school, Cultuur School was established. This school prepared graduates to work as forestry officials, agricultural supervisors, and agricultural extension workers. The number of graduates was minimal, so it can not reach the vast territory of Indonesia. For this reason, graduates of agricultural schools who worked in extension offices (Landbouwvoorlichtingsdienst) gave agricultural courses to village school teachers (Vervolksschool). The teachers then taught agriculture to grade five elementary school students, and peasant groups formed in the villages. These peasant groups were led by peasants who have succeeded in the village, which were then used as movers in village economic growth.Tulisan ini membahas pendidikan penyuluhan pertanian selama periode kolonial di Indonesia dan menggunakan menggunakan metode sejarah untuk menelitinya. Penyuluhan pertanian dibentuk pada tahun 1911. Ahli pertanian di Indonesia pada waktu itu adalah insinyur pertanian yang lulus dari Sekolah Tinggi Pertanian di Wageningen, Belanda. Mereka tidak mengerti banyak tentang budaya, bahasa, dan sistem agraria lokal. Tugas penyuluhan pertanian adalah untuk meningkatkan ekonomi masyarakat petani pedesaan. Pendidikan pertanian di Indonesia dimulai dengan Middlebare Landbouw School untuk pendidikan tinggi. Untuk pendidikan tingkat rendah atau sekolah menengah pertama, Cultuur School didirikan. Sekolah ini mempersiapkan lulusan untuk bekerja sebagai pejabat kehutanan, pengawas pertanian, dan penyuluh pertanian. Jumlah lulusannya sangat minim, sehingga tidak bisa menjangkau wilayah Indonesia yang luas. Untuk alasan ini, lulusan sekolah pertanian yang bekerja di kantor penyuluhan (Landbouw voorlichtings dienst) memberikan kursus pertanian kepada guru sekolah desa (Vervolksschool). Para guru kemudian mengajar pertanian ke kelas lima siswa sekolah dasar, dan kelompok tani terbentuk di desa-desa. Kelompok tani ini dipimpin oleh petani yang telah berhasil di desa, yang kemudian digunakan sebagai penggerak dalam pertumbuhan ekonomi desa.
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Calixte, Christelle, Grady Roberts, and J. C. Bunch. "Understanding the Context for Agricultural Technical, Vocational, Education and Training in Haiti." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 36–48. http://dx.doi.org/10.5191/jiaee.2020.27236.

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Agricultural activities in developing countries are critical for the future of the world’s food security. These countries have the lowest agricultural productivity and dissemination of agricultural technologies are often insufficient. Extension has a vital role in improving agricultural productivity. The Caribbean country of Haiti is one such case. In Haiti, agricultural technicians perform much of the extension field work. Agricultural technicians often have a diploma earned at a Technical, Vocational, Education and Training (TVET) school. However, not much is known about Haitian TVET schools, as little research has been conducted. This study explored the context for Haitian agricultural TVET. Individual interviews with four school directors and three teachers per school (12 total), as well as a student focus group in each school allowed to identify the ambiguous cultural value of agricultural TVET in Haiti. Results identified the cultural disregard for TVET through its stakeholders’ contempt for this sector as well as the government’s failure to support it appropriately. However, it was also found that TVET added value to the agricultural system both for its inherent qualities, and because of the reputation, competitiveness it creates for the graduates through the schools’ curricula, INFP recognition, and the networking experiences it facilitates notably with internships. Keywords: TVET, Haitian, agriculture
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Davis, Kristin. "Embedding your work in theoretical frameworks of agricultural education and extension." Journal of Agricultural Education and Extension 26, no. 5 (August 27, 2020): 421–22. http://dx.doi.org/10.1080/1389224x.2020.1806454.

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Zikhali, Zafezeka Mbali, Paramu L. Mafongoya, Maxwell Mudhara, and Obert Jiri. "Climate Change Mainstreaming in Extension Agents Training Curricula: A Case of Mopani and Vhembe District, Limpopo Province, South Africa." Journal of Asian and African Studies 55, no. 1 (July 2, 2019): 44–57. http://dx.doi.org/10.1177/0021909619857098.

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This study assessed the provision of informal training offered by the Limpopo Department of Agriculture, South Africa, to agricultural extension officers (AEOs). The study used surveyed 90 public extension officers purposively sampled. There were statistically significant differences in extension officers’ exposure to climate change between their education levels and in the provision of climate change training between extension officers’ work experience ( P⩽0.05). The study concluded that the majority of AEOs have not been fully exposed to climate information prior to their employment. This suggests that the information gap in Agricultural Extension and Advisory Services (AEAS) stems from the slow mainstreaming and integration of climate change information.
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Dissertations / Theses on the topic "Agricultural extension work Agricultural education"

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Enyong, Laetitia Ako Kima. "Linkages among research, education, extension, and farmers in the Republic of Cameroon." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10022007-144530/.

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Mashamba, Mpho Abigail. "An assessment of the effectiveness of training for extension staff in the Limpopo Department of Agriculture." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/953.

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Thesis (M.Dev.) --University of Limpopo, 2012
Agricultural Extension workers could play a key role in fostering sustainable agriculture production as well as economic growth. The training for extension staff is a step towards sustainable development. Agriculture is an important sector in the South African economy. Its existence impacts directly on job creation, rural development, food security, foreign exchange and poverty reduction. Because the agricultural sector is crucial to rural development and contributes significantly to any initiative to alleviate poverty, it is for this reason that there is a great need for strong extension and advisory services led by governmental operations in partnership with relevant role-players. The study therefore makes use of qualitative data to determine the level and frequency of achievements, challenges, and demographic information of extension officers. Data collection instruments, such as interviews and group discussion, are used to measure the outcomes of the extension training. The results of this study will inform the Department of Agriculture on the achievements, challenges and resolutions into enhancing effectiveness of training for extension staff. The major conclusions and recommendations include: A majority possess national diplomas. In terms of the job requirement, a person must possess a BSc degree in agriculture. It is recommended that bursary must be awarded to extension officers with diplomas so that they upgrade their qualification to a BSc degree. A majority of the extension officers received on the job training, for example, in customer care, HR practices, participatory extension approach and basic computer literacy. It is recommended that training should be accelerated in participatory extension approach, and customer because of the imperative to transmit agricultural skills and knowledge to the farmers in endeavour to promote sustainable agriculture and rural development. According to the study, the training provided to most extension officers was outdated because it was not applicable to current challenges. It is recommended that a study should be undertaken on the situational analysis of the challenges being experienced by the farmers. The study also found out that the infrastructure such as office accommodation, poor technology; insufficient funds disabled the extension officers to transfer the skills to the farmers. It is recommended that there should be sufficient resources to address these challenges.
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Clark, Richard Warner. "Burnout and associated factors among extension administrators/mid-managers of the north central region /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553059673.

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Ewang, Peter N. "Criteria for assessing the cooperative extension program planning process in the West central district of Virginia." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50015.

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The success of cooperative extension depends on the knowledge of how to apply the principles of extension education to situations where the activities are to be performed. The cooperative extension services dynamic localized approach to the solution of the common persons problem has stood the test of time. It is not necessary to establish a new system, but what is needed is to increase accountability and efficiency in the way programs are planned and developed. The overall purpose of this study was to develop criteria for assessing the local cooperative extension program planning process in Virginia. Specific objectives that served as a basis for accomplishing the overall purpose of the study were: 1. To identify principles that are basic for planning an effective local extension program. 2. To verify these principles with a panel of experts. 3. To formulate criteria, based on the verified principles, to assess if on-going local extension programs were developed following the accepted programming principles. 4. To field test the criteria to determine the degree to which the criteria are used as guides during the local extension program planning process. This study was a qualitative study. The principles identified and the criteria developed were reviewed by a panel of eight experts, then field tested in randomly selected extension units in the West Central Extension District of Virginia. Using personal interview methodology, unit directors of the randomly selected units were used for the field testing stage of this study. Six of the seven principles identified as basic for planning/developing effective local extension programs were accepted by the panel of experts. Eighteen criteria were formulated based on the accepted principles. Criteria as used in this study implies an overall description of a set of related actions and/or operations which will be called standards of the planning process. It was found that most of the unit directors in the West-Central Extension District of Virginia interviewed for this study use the criteria as guides during their respective programming process. The panel of experts and unit directors agreed that the criteria were important as guides for local extension programming processes. Based on the findings the author concluded that: (a) there are six essential principles for planning effective social extension programs; (b) that there are 18 criteria that can be used as guides for assessing if local extension programs are planned/developed using the essential extension program planning principles; and (c) that it is possible to assess local program planning activities in extension. A recommendation made from the study that the process of assessing local program planning activities be tested statewide to increase the usability potential of the criteria and give possible directions for statewide in-service needs of unit directors and extension agents.
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Gleason, Jeanne. "Development of an interactive multimedia presentation for use in a public delivery setting." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01052009-132354/.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991.
Vita. Accompanied by videocassette (sd., col. ; 1/2 in.) with title: A vip tour of the Ntural resource extravaganza. Abstract. Includes bibliographical references (leaves 92-108). Also available via the Internet.
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Gwala, Lindokuhle. "Effect of agricultural extension services on beneficiaries of the Nguni cattle project: the case of Ncera and Kwezana villages, Eastern Cape Province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1019814.

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The study was conducted to determine the effect of agricultural extension services on beneficiaries of the Nguni Cattle project in Ncera and Kwezana villages, both in Nkonkobe local Municipality of the Eastern Cape Province. The objectives of this study were to determine the quality of extension services offered to the beneficiaries of the Nguni cattle project, relationship between extension officers and beneficiaries of the project, lastly was to determine communication strategies used by extension officers to communicate with the project beneficiaries. A total of 73 Nguni cattle project beneficiaries were interviewed. Semi- structured questionnaires were administered to the beneficiaries of the project who were willing to participate in the study. Xhosa speaking enumerators assisted in data collection. Focus group discussions were later carried out in both villages to determine effect of agricultural extension services on socio-economic status of the beneficiaries. The focus groups were divided into three groups of different ages and gender. The majority of the beneficiaries in the project were males (62.2 % Ncera and 75% Kwezana). There was an association between gender and extension services. Farmers depended on different sources of income. Old age pension and animal sales being the main contributing sources and also having a significant difference. The results of the study further revealed that the beneficiaries were faced with cattle production challenges, lack of extension support services being the main challenge. The results of the study indicated that the majority of beneficiaries had no access to extension services. Only 37.8% and 32.1 % at Ncera and Kwezana respectively reported that they had access to extension services. Although the latter is the case it was further explained by the beneficiaries that extension services offered to them were of poor quality due to poor communication strategies used to provide these services. Beneficiaries also reported the relationship between them and extension officers’ as poor. It was concluded that extension services had an effect on beneficiaries of the Nguni cattle project, largely based on the constraints they face on the project and limited access to extension services.
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Tanner, Timothy D. "THE INFLUENCE OF TRANSFORMATIONAL MIDDLE LEADERS ON WORK-LIFE BALANCE." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/37.

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Work-life balance is a key indicator of employee satisfaction, retention, and social health as well as organizational creativity and productivity. These dual benefits for employee and employer have generated interest in promoting work-life balance. Supervisors who operate from a transformational leadership framework have been linked to greater work-life balance among employees (Lamm, 2011; (Kutilek, Conklin, & Gunderson, 2002). The role of a supportive organizational culture is also central (Lewis, 2001). In this study, Cooperative Extension Service agents (N = 1390) participated in a nationwide survey exploring the relationship between rated levels of transformational leadership among district directors, work-life balance, and work-life balance organizational culture. The results from confirmatory factor analyses indicate these three separate dimensions. The findings from the structural equation model demonstrate that all paths, except transformational leadership to personal life interference with work, are statistically significant. Work-life balance organizational culture is the largest contributor to the total effect of these associations. This study confirms that the supervisor and organizational culture join together to forge an important alliance of support for work-life balance among subordinates. Findings reveal the need for additional study of specific ways leaders foster positive work-life balance organizational culture.
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Davis, Gregory A. "The relationship between learning style and personality type of extension community development program professionals at The Ohio State University." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092425344.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; containsxiii, 172 p.; also includes graphics Includes bibliographical references (p. 146-151). Available online via OhioLINK's ETD Center
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Harry, Mashiane Papie. "Effectiveness of farmer groups as tools of extension service delivery : The case of Makhuduthamaga-Sekhukhune (Limpopo Province)." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/146.

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Thesis (M. Tech. Agriculture) -- Central University of Technology, Free state, 2012
Small-scale and subsistence farmers in general lack knowledge and information as a result of limited personal contact at grassroots level with extension workers. Therefore, the formation of farmer groups needs to be encouraged in most rural areas as tools of extension delivery. The value of farmer groups for quality decision making and generating of new ideas is well known, and therefore, the use of group contact may accelerate capacity building and empowerment to subsistence farmers. The problem under investigation is the effectiveness of farmer groups as tools of extension delivery in Makhuduthamaga in Sekhukhune District. The investigation seeks to establish the factors that influence the effectiveness of the farmer group in Makhuduthamaga local municipality. This study was conducted in the Makhuduthamaga local municipality in Sekhukhune District. Data was gathered through two questionnaires, one for farmers and one for extension workers. The study applied quantitative methodology, cluster sampling and non-probability sampling methods, and used field interviews with structured questionnaires. The study found that there are many stakeholders involved in the formation of farmer groups, such as NGOs, social welfare and extension workers, and the initiation by the different stakeholders has an influence on the development of the groups. Most of the farmer groups were initiated by NGOs, the reason being the financial support offered. The effectiveness of the selected farmer groups on Makhuduthamaga municipality is influenced by group dynamic factors. These factors include group size and gender composition, updating of the constitution, and the frequency of group meetings. The respondents highlighted the fact that there is a poor relationship within the groups, poor leadership, misuse of funds, lack of knowledge and division in the groups. There is a culture of not believing and/or not trusting the local people, and it is difficult to disclose information. The number of extension workers is still small in relation to the size of the farming population to be served. Stakeholders will learn from the study that the formation of farmer groups should serve the interests of the farmers, not of the institutions. The training institutions should base the training of extension workers on the needs of the farmers. The farmers should strive for self-reliance in order to sustain their farming enterprises. Extension workers should be formally trained on group dynamics, because agriculture in rural areas is about people working together. Government should minimise the top down approach and institutionalise the participatory extension approach methodology.
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Chen, Yueh-Ti. "Relationships Among Emotional Intelligence, Cultural Intelligence, Job Performance, and Leader Effectiveness: A Study of County Extension Directors in Ohio." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374064106.

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Books on the topic "Agricultural extension work Agricultural education"

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Pattanaik, B. K. Extention education and agriculture development: An assessment of human capacity building. Ambala Cantt., India: Associated Publishers, 2006.

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Agriculture, United States Congress House Committee on. Compilation of agricultural research, education, and extension questions for discussion. Washington: U.S. G.P.O., 1995.

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Youmans, David Vance. Extension education impacts of farming systems research in Lesotho. Bloemfontein: Research Institute for Education Planning, University of the Orange Free State, 1986.

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Joint Council on Food and Agricultural Sciences (U.S.). Fiscal year 1993 priorities for research, extension, and higher education: A report to the Secretary of Agriculture. [Washington, D.C.]: The Council, 1991.

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Joint Council on Food and Agricultural Sciences (U.S.). Fiscal year 1991 priorities for research, extension, and higher education: A report to the Secretary of Agriculture. Washington, D.C: The Council, 1989.

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Joint Council on Food and Agricultural Sciences (U.S.). Fiscal year 1992 priorities for research, extension, and higher education: A report to the Secretary of Agriculture. Washington, D.C: The Council, 1990.

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Joint Council on Food and Agricultural Sciences (U.S.). Fiscal year 1992 priorities for research, extension, and higher education: A report to the Secretary of Agriculture, executive summary. Washington, D.C: Joint Council on Food and Agricultural Sciences, 1990.

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Gumucio, José Simón Cortés. Estrategias de investigación, educación y extensión agrícola en la lucha contra la pobreza para mejorar las ventajas competitivas en el sector agropecuario tradicional. [Bolivia]: Facultad de Agronomía, Universidad Mayor de San Andrés, 1998.

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United States. Congress. House. Committee on Agriculture. Subcommittee on Resource Conservation, Research, and Forestry. The evaluation of federal programs in agricultural research, education, and extension: Hearings before the Subcommittee on Resource Conservation, Research, and Forestry of the Committee on Agriculture, House of Representatives, One Hundred Fourth Congress, second session, March 27, May 14, July 17, 1996. Washington: U.S. G.P.O., 1996.

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Lauzon, Allan Craig. Extension education reconsidered: Implications of the idea of sustainability. [Guelph, Ont.]: Dept. of Rural Extension Studies, University of Guelph, 1997.

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Book chapters on the topic "Agricultural extension work Agricultural education"

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Chouichom, Seksak. "Some Socio-Economic Factors Affecting Farmers’ Participation of Agricultural Extension Education Efforts: A Case Study in Northeastern Thailand." In Science, Policy and Politics of Modern Agricultural System, 47–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7957-0_4.

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Samper, Armando. "Background Factors Affecting the Development of Agricultural Research, Extension, and Education in Latin America." In Agronomy in the Americas, 14–19. Madison, WI, USA: American Society of Agronomy, 2015. http://dx.doi.org/10.2134/asaspecpub2.c3.

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Baig, Mirza B., and Gary S. Straquadine. "Sustainable Agriculture and Rural Development in the Kingdom of Saudi Arabia: Implications for Agricultural Extension and Education." In Vulnerability of Agriculture, Water and Fisheries to Climate Change, 101–16. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8962-2_7.

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Paltaki, Aikaterini, and Anastasios Michailidis. "Social Leadership: Community management online/offline, Dissemination of the manager concept, Rules for pitching and public speaking how to approach farmers." In Manuali – Scienze Tecnologiche, 42. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-044-3.42.

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Agricultural extension is the application of scientific knowledge to agricultural practices through farmer education including rules for pitching and public speaking how to approach farmers. In this course three main objectives will be presented: a) communication with farmers, b) social leadership in rural areas and c) cooperative actions and leading agricultural units. In the first objective will be included the communication theory, model, channels & extension methods. In the second objective will be included the typology of opinion leaders, who to define them and how to take advantage of their leadership. Finally, in the third objective will be included the importance of cooperative actions and units and a study case on how to lead an agricultural association /cooperation.
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Zamasiya, Byron, Kefasi Nyikahadzoi, and Billy Billiard Mukamuri. "Drivers of Level of Adaptation to Climate Change in Smallholder Farming Systems in Southern Africa: A Multilevel Modeling Approach." In African Handbook of Climate Change Adaptation, 213–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_52.

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AbstractClimate change is a major development challenge affecting developing countries that rely on rain-fed agricultural production for food and income. Smallholder farmers in these countries are using multiple adaptation practices to manage the effects of climate change. This chapter examines household and community-level factors that influence smallholder farmers’ level of adaptation to climate change in the Hwedza District in Zimbabwe. Data for this study were collected from 400 randomly selected smallholder farmers, using a structured questionnaire, focus group discussions, and key informant interviews. The study used a multilevel modeling approach to examine the factors that influence smallholder farmers’ level of adaptation to climate change. Results from the study show that smallholder farmers’ level of adaptation to climate change is conditioned by access to extension services, access to remittances, family labor, household education (household level factors), and linking capital (community-level factor). This chapter therefore concludes that smallholder farmers that have higher levels of adaptation to climate change are those that are well linked to external organizations and have access to agricultural extension services. The chapter recommends that adaptation to climate change can be enhanced by improving access to agricultural extension services and promoting linkages with external organizations that provide information on agricultural adaptation practices.
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Asare-Nuamah, Peter, and Athanasius Fonteh Amungwa. "Climate Change Adaptation Among Smallholder Farmers in Rural Ghana." In African Handbook of Climate Change Adaptation, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-42091-8_279-1.

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AbstractClimate change has the potential to disrupt sustainable development initiatives, particularly in developing economies. A substantial body of literature reveals that developing economies are vulnerable to climate change, due to high dependency on climate-sensitive sectors, such as agriculture. In Ghana, a growing body of literature has revealed multiple adaptation strategies adopted by smallholder farmers to respond to and reduce climate change impacts. However, there is a dearth of literature on the effectiveness of adaptation strategies. This chapter explores the adaptation strategies of smallholder farmers and analyzed the predictors of effective adaptation. Through the technique of simple random sampling, 378 smallholder farmers were selected, and data was collected using a questionnaire survey. Descriptive and inferential statistics were performed using the SPSS software. The findings indicate that smallholder farmers adopt multiple adaptation strategies to reduce the impact of climate change. In addition, it is revealed that marital status, years of farming experience, knowledge of climate change, and education are significant predictors of adaptation. Moreover, the chapter found that marital status, weedicide application, change in staple food consumption, and planting of early-maturing crops are good predictors of effective adaptation. The chapter recommends the need to intensify adaptation strategies through agricultural extension programs and interventions that improve rural food security and livelihood. In addition, the chapter recommends strengthening the capacity of farmer organizations and rural institutions, particularly agricultural extension and advisory services.
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Asare-Nuamah, Peter, and Athanasius Fonteh Amungwa. "Climate Change Adaptation Among Smallholder Farmers in Rural Ghana." In African Handbook of Climate Change Adaptation, 1497–513. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_279.

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AbstractClimate change has the potential to disrupt sustainable development initiatives, particularly in developing economies. A substantial body of literature reveals that developing economies are vulnerable to climate change, due to high dependency on climate-sensitive sectors, such as agriculture. In Ghana, a growing body of literature has revealed multiple adaptation strategies adopted by smallholder farmers to respond to and reduce climate change impacts. However, there is a dearth of literature on the effectiveness of adaptation strategies. This chapter explores the adaptation strategies of smallholder farmers and analyzed the predictors of effective adaptation. Through the technique of simple random sampling, 378 smallholder farmers were selected, and data was collected using a questionnaire survey. Descriptive and inferential statistics were performed using the SPSS software. The findings indicate that smallholder farmers adopt multiple adaptation strategies to reduce the impact of climate change. In addition, it is revealed that marital status, years of farming experience, knowledge of climate change, and education are significant predictors of adaptation. Moreover, the chapter found that marital status, weedicide application, change in staple food consumption, and planting of early-maturing crops are good predictors of effective adaptation. The chapter recommends the need to intensify adaptation strategies through agricultural extension programs and interventions that improve rural food security and livelihood. In addition, the chapter recommends strengthening the capacity of farmer organizations and rural institutions, particularly agricultural extension and advisory services.
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Bello, Julia, Anne Namatsi Lutomia, Eric Abbott, Robert Mazur, Sostino Mocumbe, and Barry R. Pittendrigh. "Making Agricultural Learning Accessible." In Environmental and Agricultural Informatics, 716–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch032.

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Worldwide women play an important role in agriculture but they still are marginalized in extension education programs. Traditionally, male-dominated extension services may contribute to gender bias in terms of access to information, participation, implementation and innovation. Limitations women face in accessing extension programs are related to social and cultural constructions. Recently, mobile phone technology has facilitated the work of extension agents and has provided participants new resources to improve their yields; nevertheless, farmer productivity in Mozambique varies between genders. This paper illustrates how agricultural messages designed as animations, and delivered via smartphones result in learning for farmers better than traditional extension presentations. This chapter focuses on the creation of educational materials by Scientific Animations Without Borders (SAWBO), and then illuminates the gaps and solutions related to gender agricultural learning. Lastly, a case study of Mozambican gender agricultural learning using animations is presented.
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Bello-Bravo, Julia, Anne Namatsi Lutomia, Eric Abbott, Robert Mazur, Sostino Mocumbe, and Barry R. Pittendrigh. "Making Agricultural Learning Accessible." In Empowering Learners With Mobile Open-Access Learning Initiatives, 47–73. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2122-8.ch005.

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Worldwide women play an important role in agriculture but they still are marginalized in extension education programs. Traditionally, male-dominated extension services may contribute to gender bias in terms of access to information, participation, implementation and innovation. Limitations women face in accessing extension programs are related to social and cultural constructions. Recently, mobile phone technology has facilitated the work of extension agents and has provided participants new resources to improve their yields; nevertheless, farmer productivity in Mozambique varies between genders. This paper illustrates how agricultural messages designed as animations, and delivered via smartphones result in learning for farmers better than traditional extension presentations. This chapter focuses on the creation of educational materials by Scientific Animations Without Borders (SAWBO), and then illuminates the gaps and solutions related to gender agricultural learning. Lastly, a case study of Mozambican gender agricultural learning using animations is presented.
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Mugwisi, Tinashe. "Applying Indigenous Knowledge in Agricultural Extension in Zimbabwe." In Environmental and Agricultural Informatics, 1106–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch049.

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Indigenous knowledge (IK) has been viewed as local knowledge that has been developed and accumulated, over time, by a community and has been passed down over generations. Such knowledge is represented in most spheres of human activity, such as in agriculture, traditional and alternative medicine, human and animal health, forestry and botany, among others. The purpose of this chapter is to discuss how IK is accessed and used by agricultural extension workers in Zimbabwe. The study reviews the relevant literature and focuses largely on Indigenous Agricultural Knowledge (IAK). The study utilises both quantitative and qualitative methods; a questionnaire was distributed and extension workers drawn from eight provinces of Zimbabwe. Mashonaland Central Province produced the highest number of respondents because the population for the province included ward and village extension workers in addition to the district and provincial extension officers and supervisors targeted in each province. From the projected sixty (60), forty four (44) districts participated. The study observed that indigenous knowledge is relevant in modern day agriculture and should be given sufficient attention in extension work. The study recommends that IK be documented and integrated into research, education and training for posterity.
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Conference papers on the topic "Agricultural extension work Agricultural education"

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Dangnga, Muhammad Siri, Andi Nuddin, Irninthya Nanda Pratami Irwan, and Mr Buhaerah. "Influence of Motivation, Communication and Work Culture on the Performance of Agricultural Extension in Parepare." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.192.

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Sholihah, Walidatush, and Sascorio Ade Akbar. "Agricultural Extension, Plant Breeder, and Plant Researcher Animation Video." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.140.

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Nikolić, Marija, Tamara Paunović, and Milena B. Stevović. "AGRICULTURAL EXTENSION SERVICE IN SERBIA – ATTITUDES OF FARMERS." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.2020.389.

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In modern agriculture, farmers face certain problems in obtaining necessary information and improving agricultural production. This paper aimed to reveal the standpoints of farmers related to the role of agricultural extension services (AES) as a source of information and farmers’ opinion on the quality of work of extension officers. In order to examine this goal, two municipalities were selected, Alibunar and Kruševac. A total of 65 farmers were included in the research and a survey of their attitudes was conducted. The analysis of farmers’ attitudes indicates that some of them are still not sufficiently familiar with the work of extension service. In the municipality of Alibunar, the most important source of information is other farmers, although half of them regularly use services of AES. Farmers in Kruševac are more focused on using the services of extension officers, which they value as the most important source of information related to agricultural production. Farmers from both municipalities think that the work of extension officers, both in terms of transparency and quality of information, can be improved.
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Jordaan, Johan. "WORK-INTEGRATED LEARNING IN AGRICULTURAL MANAGEMENT EDUCATION IN SOUTH AFRICA: AN ESSENTIAL COMPONENT FOR WORK-READINESS AND EMPLOYABILITY IN THE AGRICULTURAL VALUE CHAIN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2590.

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Haharap, Nurliana, Ameilia Zuliyanti Siregar, and Kennedy. "Factors Affecting the Increasing of Agricultural Extension Professionalism in Batubara Regency, Indonesia." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009495303550361.

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"Determinants of Adoption of Agricultural Extension Services in the Centre Region of Cameroon." In 2019 2nd International Conference on Contemporary Education and Economic Development. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/ceed.2019.034.

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Budiharseno, Rianmahardika Sahid, and Achmad Faqih. "The Influence of the Guidance from Agricultural Extension Agents on the Dynamics of Farmer Groups." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.044.

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Luan, RuPeng, Qian Zhang, JunFeng Zhang, Feng Yu, and Xin Liu. "Application Research of Information Recommendation Based on Association Rules in Agricultural Information Net-work." In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.66.

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Shao, Hailong, and Dongju Du. "On the Work of Class Advisors in Higher Agricultural Universities under Information-based Background." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.3.

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Chen, Ji, Ke Xu, and Yuexin Dou. "The Study on Group Work Involved in Practical Death Education for Students in Yunnan Agricultural University." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.058.

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Reports on the topic "Agricultural extension work Agricultural education"

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Eckert, Elizabeth, Eleanor Turner, and Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, August 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.
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