Jasim Mohammed Saleh

Bio: Jasim Mohammed Saleh is an academic researcher from University of Fallujah. The author has contributed to research in topics: Agricultural extension & Agriculture. The author has an hindex of 5, co-authored 8 publications receiving 45 citations. Previous affiliations of Jasim Mohammed Saleh include University of Alabama.

A review: training requirement of agriculture extension officers in Iraq

Abstract: The training of agricultural extension workers is an integral part of the overall agricultural production process. It is the duty of agricultural extension agents to reach farmers scattered around the country with useful and practical information for increased agricultural production. In-service training of the extension agents is the call of the time. Training needs were assessed using the Borich Needs Assessment Model. This Model is designed around the skills individuals and groups need to be effective in the future and are used for making human resources decisions. Through trained agricultural extension agents new agricultural technology can easily and favorably be transferred to clientele. Training should not be conducted at the time of sowing and harvesting time and lectures should be carried out during the training sessions and choose time suitable for agricultural extension workers. Thus, necessary steps should be taken to identify the unfelt needs of the agricultural extension workers and strengthen their knowledge, skills and attitudes required for performing their job efficiently.

Training Requirements of Agricultural Extension Officers Using Borich Needs Assessment Model

Abstract: This study is based on the opinions of selected Iraqi extension workers, regarding the type and amount of training they need, given their experience in the field. The Borich Needs Assessment Model was used for measuring training needs. The data were collected through questionnaires given to 300 respondents (agricultural workers) from January 15, 2016 to March 20, 2016. The results show that crop-planting courses have the greatest benefit. The greatest training need is skill and knowledge of teaching methods, while a moderately needed skill is the use of computer and information and communication technologies (ICT); management skills are the least needed training.

Training needs of agricultural extension agents using Borich needs assessment model

Abstract: The objective of this study is to examine the training needs of agricultural extension workers in various provinces of Iraq. Validate them and develop a method of identification of training needs for agricultural extension agents. The data collected were analyzed by determination of the mean of the responses from the respondents and one-way of Variance (ANOVA). Using Borich need Assessment model for training needs, the questionnaire survey was adopted for a population of 300 professionals in clients, consultants, and contracting organizations. The majority of respondents were in all kinds of training needs were above the value of 3 meaning that all of them were strongly needed, the highest needed training was on the name of method with mean value 3.74, the moderate needed training was on use computer and ICT with mean = 3.26 and the lowest needed training was on the management with mean =3.15. The study revealed that the majority of respondents in the first categories in the age from 31 to 40 years 37.32%, experience from one to five years 40.94%, the number of training courses from 1 to 5 courses 39.86%, for the education level had a bachelor degree 71.74%, origin from the urban 80.80%, and attended training 81.16%, marital status 73.19%, the gender a male 63.77%, and specialization from agriculture department 71.38%. The results shows significant relationship with provinces, marital status, location of work, training, and the number of training courses. The Extension Agents agreed that they needed training in studies areas of their agriculture.

Training needs of agriculture extension officers in Iraq

Abstract: This paper examines the training needs of extension agents in Iraq agriculture, specifically, the practice of different extension approaches, activities, methods and principal problems of extension agents in their fieldwork. Training in any form is intrinsic to organizational effectiveness and efficiency training. The type of training given to an individual who is gainfully employed but requires certain knowledge and skills to improve his efficiency. The purposes of this paper are 1) investigating the training needs for extension agents to perform their work effectively, 2) suggesting the suitable extension method for the present agricultural extension service in Iraq, and 3) identifying the primary functions and major problems of extension agents in Iraq 4) identifying the training needs in these study according to the areas of studies. In-service training of the Extension Agents is the call of the time. Training needs were assessed using the Borich Needs Assessment Model, This Model is designed around the skills individuals and groups need to be effective in the future and are used for making human resources decisions. Through trained Agricultural Extension Agents new agricultural technology can easily and favorably be transferred to clientele. According to the centralized administration, the extension workers have being practicing mostly the training and visit system in a top-down Iraq. Due to the non-involvement of local people in the extension program planning, implementation, and decision-making process, the extension service developed inefficiently. Therefore, the extension workers, researchers, and local farmers should cooperate in the extension work, especially in the planning, implementation, and evaluation of the extension program to develop the extension service in Iraq Agriculture. The local farmers should be involved in the decision-making process because they are really facing the problems in their field. All extension workers and subject matter specialists are now interested in implementing PEA in the future in the agricultural extension service.

The Learning Experience of Iraq Middle-Aged Adult Learner in Online Undergraduate Degree

Abstract: This paper has based an interview with an Iraq Middle-aged adult female to gain her experience at how she completed an online course in Iraq. The paper presents findings from a case study which explored insights of her experience in online English programme in Iraq. The research questions focused on why Middle-aged adult learners could carry on and complete the programme, what factors supported her completion of the programme, and which conditions seemed to slow down the process. Findings from the interviews suggest that interaction in the learning, accessibility of the programme and encouragement from others were some of the factors that facilitated the completion of the programme. However, multiple roles for female students, technology related problems and disappointment were some of the major challenges for completion of the programme. Keywords : online course; Middle-aged; adult learning; interviews .

Student retention in online, open and distance learning

Abstract: Reviews the book "Student Retention in Online, Open and Distance Learning," by Ormond Simpson.

Enhancing the role of rural agricultural extension programs in poverty alleviation: A review

Abstract: Extension programs in rural communities play a critical role in linking farmers and other actors in rural developmental agenda. The relevance of these programs in agriculture is largely dependent o...

Training Requirements of Agricultural Extension Officers Using Borich Needs Assessment Model

Abstract: This study is based on the opinions of selected Iraqi extension workers, regarding the type and amount of training they need, given their experience in the field. The Borich Needs Assessment Model was used for measuring training needs. The data were collected through questionnaires given to 300 respondents (agricultural workers) from January 15, 2016 to March 20, 2016. The results show that crop-planting courses have the greatest benefit. The greatest training need is skill and knowledge of teaching methods, while a moderately needed skill is the use of computer and information and communication technologies (ICT); management skills are the least needed training.