Showing papers in "Journal of International Agricultural and Extension Education in 2008"

The Farmer Field School in Senegal: Does Training Intensity Affect Diffusion of Information?

Abstract: Recent research on the Farmer Field School (FFS) approach in agriculture in developing countries has shown that FFS training has increased the knowledge (and in some cases) performance of trained farmers. However, several researchers found that the economic impacts of this concept and especially the knowledge diffusion effects from trained to non-trained farmers might not justify the high costs of this approach. Based on a study in Senegal in 2004, the authors hypothesized that training intensity is vital when analyzing knowledge-diffusion effects of FFS in Africa. OLS and logistic models are applied in order to identify the impact of training intensity on diffusion of information from FFS participants to non-participants. Results showed that the share or percentage of trained farmers in a community is a decisive factor for diffusion of information. The results of this study have implications for defining a critical mass of trained farmers per village to attain effective dissemination of information and to generate positive stimuli for adoption and learning among non-participants of FFS. The methodology developed for this paper is believed to be innovative and sound and the results can contribute much to a better understanding of Farmer Field Schools as an extension tool in developing countries.

General Perceived Self-Efficacy of Iranian College of Agriculture Students

Abstract: This exploratory descriptive study examined the utility of the social cognitive theory in assessing generalized perceived self-efficacy of agricultural students at Razi University. Two hundred college students majoring in agricultural extension, plant science, animal science, water engineering, and crop science participated in the descriptive survey. Agricultural students were efficacious in handling challenging tasks in diverse situations. Male students were more efficacious than the female students. There were no significant differences in general self-efficacy scores across student classifications and majors. Implications of gender differences are discussed.

The 'Business' of the Public Sector: Extension in Transition and the Balance of Powers

Abstract: The paper addresses the public sector’s role in agricultural extension. The first part of the paper subtitled ‘Extension in Transition’ reviews the ideological and technological changes that have occurred since the 1980s and stresses the importance of educating producers and establishing a climate where they begin to organize themselves for profitable purposes. The second part of the paper subtitled ‘the Extension System as National Commitment’ examines the current reform measures affecting public sector extension and differentiates two distinct reform pathways, commercialization and democratization. Highlighted is the tension between the privatization of public sector extension systems and the call for institutional pluralism. The third part of the paper subtitled ‘Enhancing Capacities for What’ raises the question of the purpose of modern (public) extension services.

Comparative Analysis of Use of Videos versus Traditional Extension Agent and Techniques in Dissemination of Rice Cultivation Practices in Ogun State, Nigeria

Abstract: A comparative analysis of the use of videos versus traditional extension agent techniques (in dissemination of rice cultivation practices in Ogun State, Nigeria) was conducted during the growing season of 2006. A multi-stage sampling procedure, a quasi-experimental pre and post test, and control design was applied. The first group was exposed to training on rice cultivation practices on a one hour video presented in the local language. The second group was taught by an extension agent. Primary data were generated between March and June 2006 through an interview with individual farmers based on a four-page structured questionnaire. The data were analyzed using frequency counts, percentages, t-test and one-way analysis of variance. The results showed that video was preferred to the traditional extension agent. A significant difference existed in the knowledge gained after training between video and agent-taught groups (t = 1.95, df71 p < 0.05). One-way analysis of variance showed that there was a significant difference in the knowledge gained after the three exposures to video training (F = 5.78, p < 0.05). The author recommends that video be used to disseminate agricultural information as a supplement to agent contact, in order to alleviate the problems of low extension agent-farmers’ ratios and to promote beneficiary funding of extension services as farmers buy the videotapes.

Internationalizing Extension: A Case Study Involving Faculty, Students and Stakeholders

Abstract: A summative evaluation was conducted to determine the benefit and change resulting from a unique Internationalizing Extension Training Program (IETP). The program consisted of two introductory sessions, a ten-day onsite learning experience in Costa Rica and a follow-up reflection and planning session. Program participants included four extension agents, four county commissioners, four graduate students, one state extension specialist, and two program coordinators. The purpose of this evaluation was to determine how participants have changed behavior in their professional life, and; to determine change in attitudes toward international issues and internationalizing extension. In general, participants found the experience to enhance their world-view and influenced many of them to stay internationally engaged at some level. Commissioners also commented that by participating in the IETP, they realized the impact that Cooperative Extension has in Florida and the United States. As a result, they have supported increased funding for local extension and its services. Graduate students gained an understanding of ways to implement international components into their future careers and the importance of international professional involvement. Participants felt strongly that the IETP was very valuable as extension continues to change and adapt to the needs of local citizens, respond to the changing state demographics, and be a part of the national participation in international affairs.

Lessons Learned From Conducting Workshops with University Agricultural Faculty and Secondary School Agricultural Teachers in Egypt

Abstract: In July of 2007, a three–member team from the U.S. conducted a series of workshops in the Arab Republic of Egypt as part of the Capacity Building component of the AERI Linkage Project, conducted by MUCIA and the University of Illinois, and funded by USAID. The purpose of the workshops was to provide secondary agricultural teachers with the skills to implement internship experiences with their students. For the workshops, a train–the–trainer approach was taken. The purpose of this paper was to document the experiences of that team of faculty. This inquiry can provide guidance for future activities that include: (1) delivering workshops in a foreign country and/or (2) working with people from Egypt. It was concluded that the international activities conducted during this project were rewarding for all team members. We strongly encourage all faculty to consider engaging in international development activities and programs. Based on the observations and experiences, two primary recommendations are offered: (1) know the potential audience, learn the culture, and understand the local situation and (2) plan well, and be prepared to alter plans as the activity or program progresses.

Armenian Agrarian Students’ Perceptions and Educational Aspirations During Curriculum Reforms: Bologna to Yerevan

Abstract: The 1999 Bologna Declaration signaled change for Europe’s higher education institutions. Armenia joined the movement in 2004. By the London conference in 2007, 46 ministers of education had signed a commitment to the European Higher Education Area framework with a goal of common educational currency by 2010. During the London conference, ministers voiced a need to include more student views in policy issues. Thus, Armenian State Agrarian University (ASAU) students were asked about curriculum reform issues that influence their education plans. Nine of ten students reported aspirations to study abroad and wrote the USA, France, Russia, the Netherlands, and Germany as top choices—along with 32 other countries. Half of the sample of 801 indicated advancing professional careers as a highly motivating factor for planning study abroad experiences; four in ten were motivated to learn English or another language. Pragmatically, 46% of students noted subject matter specialty as an important factor when selecting study abroad programs. Students perceived the top three challenges were economic—funding their living expenses and studies, affordable housing, and other financial constraints. These findings led to three recommendations around a central theme of engagement and dialogue. One may expect considerable interest when students are involved in meaningful ways to engage in educational policy development. Actions to facilitate student scholarships and loans and to simplify international travel, university admission, and mobility would increase students study abroad participation. ASAU students are natural allies to assist with the university’s emerging transformation into an era of knowledge exchange.

Education for Rural People: What have we learned?

Abstract: This article presents a synthesis of lessons learned since the launch of Education for Rural People (ERP) in 2002 under the leadership of the Food and Agriculture Organization (FAO) of the United Nations as part of the implementation process for the Millennium Development Goals (MDGs). The ERP program originated from the global consensus on the importance of education in reducing poverty and concern over the development challenges presented by approximately 880 million illiterate youth and adults and approximately 130 million out-of-school children, many of whom are rural and female. The most important products of ERP to date have been the knowledge generated and disseminated, innovations identified, and lessons learned by ERP partners related to policy and practice in areas such as education quality and access, gender responsive learning environments, parent and community engagement, and accommodation of non-traditional learners, to name just a few. Tools to strengthen national capacities to advance ERP have been developed. A global repository of the knowledge base on ERP has been established at FAO and is accessible worldwide via the Internet. Partnerships have been forged to expedite and facilitate implementation. ERP is now widely acknowledged as a top priority in the international education agenda. But educating all rural people is a huge challenge, and much is still to be done considering the number of out–ofschool children living in rural areas. During this next phase, new investments will be needed at the national level. Preparing rural citizens to engage successfully in knowledge-based economies is central to the achievement of the MDGs.

Georgian Educators' Perceptions and Outlooks on Education, Agriculture, and Agricultural Education

Abstract: Recent interest in establishing a formal agricultural education system in Georgia has resulted in assistance from the United States. Several American universities have worked in cooperation with the Georgian Institute of Public Affairs and the United States Department of Agriculture toward achieving that goal. The multi-fold purpose of this study was to describe selected characteristics of selected educators in the country of Georgia, their perceptions concerning the “importance of” and their “ability to” perform instructional practices and activities, and to assess their views about trends and the future of education, agricultural education, and agriculture in Georgia. Both qualitative and quantitative methods were used to collect data. The participants attended a four-day professional development seminar in October 2006. Participating educators perceived that the “Rose Revolution” had a positive impact on the quality of education, the quality of life for teachers, and the economic status of farmers in Georgia. Seminar topics that participants indicated held the greatest importance included “brain-based learning,” “experiential learning,” “student evaluation,” and “effective teaching.” Participants also believed they held the highest ability to implement principles related to “effective teaching,” “instructional objectives,” “day-to-day [learning] strategies,” and “measuring student and program success.” Analysis of data revealed that the educators were eager about opportunities to further expand agricultural education course offerings and programs in their schools.

Farmers' Perceptions of Quality of Groundnut: Vis-à-vis Farmers' Characteristics

Abstract: Groundnut is an important oil seed crop of India. In spite of its high nutritive value, 80% of the total production is utilized for oil extraction. It has great potential for diversification to food uses. Maintenance of quality is one of the major concerns for diversification. Apart from visual characters, such as pod shape, size, color, cleanliness, etc., aflatoxin contamination in kernels is considered as an important criterion for judging the quality of groundnut. Aflatoxins are the toxic substances produced by strains of fungi belonging to Aspergillus flavus and A. parasiticus. Aflatoxin contamination has led to human and cattle health concerns, significantly influencing groundnut trade worldwide. Aflatoxin contamination in groundnut pods has been reported to be more prevalent in Junagadh district compared to other groundnut growing districts of India. Hence, the study was undertaken to assess the perceptions of farmers on quality of groundnut in Junagadh district of Gujarat State, India. The results indicated that majority of farmers had low perception of quality and there were significant differences between the perceptions of big farmers and small farmers. The characteristics of farmers: knowledge of aflatoxin management practices, innovativeness, and market orientation significantly influenced the perceptions. Based on the results suggestions are made to formulate strategies to increase the knowledge level of farmers on aflatoxin management practices of groundnut through appropriate extension approaches. Mass awareness campaigns to educate farmers and consumers on the ill effects of consumption of aflatoxin contaminated produce, providing incentive price to farmers, building of consumer demands for aflatoxin free and good quality groundnuts are needed.

Developing Active Teaching and Learning Materials for Egyptian Agricultural Technical Secondary Schools

Abstract: This paper summarizes activities undertaken by teacher-educators from several U.S. Land Grant Universities to introduce active teaching-learning methods and materials into 53 agricultural technical (secondary) schools (ATSs) in Upper Egypt. The goal of the project was to transform the cognitive and psychomotor skills being taught in these schools from knowledge recall and comprehension to practical skill training utilizing problem solving skills combined with critical thinking and decision making. Each of the seven steps taken to implement this pilot project is summarized and discussed. This project is educationally significant because vocational agriculture education programs have been neglected in most developing countries; also, most international donor agencies allocate the majority of their educational resources to strengthening basic education. As a result, this effort to pilot-test and validate how vocational agricultural education programs in these ATSs can be strengthened has considerable educational significance, not only in outlining a methodology for strengthening the remaining 77 ATSs in Egypt, but also in outlining a strategy and approach that could be used to strengthen vocational agricultural education programs in other developing countries.

A Study of Organic Farming in Ohio with Lessons for Developing Countries

Abstract: Agricultural extension workers worldwide should not view the pioneering efforts of organic farming in the United States and Europe as a spectator sport but rather for its potential for achieving food security in developing countries. The advantages of organic agriculture, such as the ability to make a profit on a small acreage without chemical fertilizers, offers promise for improving subsistence agriculture. This study of organic farmers in Ohio, U.S.A. found that not only is organic farming environmental sustainable but it is also economically viable. However, the farmers were concerned that Extension workers had limited knowledge of and support for organic agriculture. The lack of knowledge and support of Extension for organic agriculture should be addressed so that organic agriculture can enrich subsistence farming and food security. The study concludes that rather than being apprehensive of organic agriculture, Extension workers should be proactive in embracing organic farming as an innovation for the 21 st century.