Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya
Process skills and core competencies are basic sets of knowledge, skills, abilities, and behaviors that agricultural extension professionals require to perform their tasks effectively. Periodic review of undergraduate (UG) agricultural extension curricula is necessary to train graduates with core pr...
| Autores principales: | , , , , , , , , , , , , , |
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| Formato: | Informe técnico |
| Lenguaje: | Inglés |
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Michigan State University Press
2023
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/140054 |
| _version_ | 1855528959939182592 |
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| author | Ukamaka, Mabel Dimelu von Maltitz, Lindie Mangheni, Margaret Najjingo Suvedi, Murari Agwu, Ekwe Agwu Chanza, Charity Sasidhar, P. V. K. Oywaya-Nkurumwa, Anges Ifeonu, Chidimma Frances Davis, Kristin E. Anugwa, Ifeoma Quinette Liverpool-Tasie, Lenis Saweda Tchuwa, Frank Elapata, Maheshwari S. |
| author_browse | Agwu, Ekwe Agwu Anugwa, Ifeoma Quinette Chanza, Charity Davis, Kristin E. Elapata, Maheshwari S. Ifeonu, Chidimma Frances Liverpool-Tasie, Lenis Saweda Mangheni, Margaret Najjingo Oywaya-Nkurumwa, Anges Sasidhar, P. V. K. Suvedi, Murari Tchuwa, Frank Ukamaka, Mabel Dimelu von Maltitz, Lindie |
| author_facet | Ukamaka, Mabel Dimelu von Maltitz, Lindie Mangheni, Margaret Najjingo Suvedi, Murari Agwu, Ekwe Agwu Chanza, Charity Sasidhar, P. V. K. Oywaya-Nkurumwa, Anges Ifeonu, Chidimma Frances Davis, Kristin E. Anugwa, Ifeoma Quinette Liverpool-Tasie, Lenis Saweda Tchuwa, Frank Elapata, Maheshwari S. |
| author_sort | Ukamaka, Mabel Dimelu |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | Process skills and core competencies are basic sets of knowledge, skills, abilities, and behaviors that agricultural extension professionals require to perform their tasks effectively. Periodic review of undergraduate (UG) agricultural extension curricula is necessary to train graduates with core process skills and competencies that will enable sustainable food security, improved livelihoods, and natural resource conservation. The study reviewed the UG agricultural extension curriculum used in fi ve MSU-AAP Consortium member universities covering Nigeria, Malawi, South Africa, Uganda, and Kenya with the following research questions: 1. What are the curriculum development processes in MSU-AAP universities? 2. What are the structure and contents of the UG agricultural extension curriculum? 3. What instructional methods are used for the transaction of the UG curriculum? 4. What core process skills and competencies are covered in the curriculum? 5. What are the strengths and gaps in the UG agricultural extension curriculum in Africa? Data were collected through a desktop review of curriculum documents for agricultural extension training programs offered at the universities and literature on the competency needs of extension professionals. The courses in agricultural extension approved by the countries’ national regulatory bodies / institutions and taught in universities were reviewed. The contents were evaluated against the available literature on current and emerging functions of agricultural extension professionals and expected competencies, and reviewed scholarly work on capacity needs analysis of extension advisory services (EASs) to develop a framework for assessing the UG agricultural extension curricula at the universities. Eleven competencies domains were identifi ed and operationalized: program planning; program implementation; communication; ICTs; program monitoring and evaluation; personal and professional development; diversity and gender; marketing, brokering, and value chain development; extension soft skills; nutrition; and technical subject matter expertise. The number of courses in the UG agricultural extension curriculum that addressed each competence domain was identified and evaluated. |
| format | Informe técnico |
| id | CGSpace140054 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Michigan State University Press |
| publisherStr | Michigan State University Press |
| record_format | dspace |
| spelling | CGSpace1400542025-02-24T06:45:12Z Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya Ukamaka, Mabel Dimelu von Maltitz, Lindie Mangheni, Margaret Najjingo Suvedi, Murari Agwu, Ekwe Agwu Chanza, Charity Sasidhar, P. V. K. Oywaya-Nkurumwa, Anges Ifeonu, Chidimma Frances Davis, Kristin E. Anugwa, Ifeoma Quinette Liverpool-Tasie, Lenis Saweda Tchuwa, Frank Elapata, Maheshwari S. education data gender natural resources agricultural extension training curriculum resource conservation data collection sustainability agriculture livelihoods food security information and communication technologies knowledge Process skills and core competencies are basic sets of knowledge, skills, abilities, and behaviors that agricultural extension professionals require to perform their tasks effectively. Periodic review of undergraduate (UG) agricultural extension curricula is necessary to train graduates with core process skills and competencies that will enable sustainable food security, improved livelihoods, and natural resource conservation. The study reviewed the UG agricultural extension curriculum used in fi ve MSU-AAP Consortium member universities covering Nigeria, Malawi, South Africa, Uganda, and Kenya with the following research questions: 1. What are the curriculum development processes in MSU-AAP universities? 2. What are the structure and contents of the UG agricultural extension curriculum? 3. What instructional methods are used for the transaction of the UG curriculum? 4. What core process skills and competencies are covered in the curriculum? 5. What are the strengths and gaps in the UG agricultural extension curriculum in Africa? Data were collected through a desktop review of curriculum documents for agricultural extension training programs offered at the universities and literature on the competency needs of extension professionals. The courses in agricultural extension approved by the countries’ national regulatory bodies / institutions and taught in universities were reviewed. The contents were evaluated against the available literature on current and emerging functions of agricultural extension professionals and expected competencies, and reviewed scholarly work on capacity needs analysis of extension advisory services (EASs) to develop a framework for assessing the UG agricultural extension curricula at the universities. Eleven competencies domains were identifi ed and operationalized: program planning; program implementation; communication; ICTs; program monitoring and evaluation; personal and professional development; diversity and gender; marketing, brokering, and value chain development; extension soft skills; nutrition; and technical subject matter expertise. The number of courses in the UG agricultural extension curriculum that addressed each competence domain was identified and evaluated. 2023-04-01 2024-03-14T12:08:51Z 2024-03-14T12:08:51Z Report https://hdl.handle.net/10568/140054 en https://hdl.handle.net/10568/138281 https://hdl.handle.net/10568/140047 https://hdl.handle.net/10568/140055 Open Access Michigan State University Press Ukamaka, Dimelu, Mabel; von Maltitz, Lindie; Mangheni, Margaret Najjingo; Suvedi, Murari; Davis, Kristin; et al. 2023. Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya. Partnerships for Innovative Research in Africa (PIRA) Research Report April 2023. East Lansing, MI: Alliance for African Partnership, Michigan State University. https://www.canr.msu.edu/csus/uploads/4.%20Agricultural%20Extension%20Curriculum%20in%20Sub-Saharan%20Africa.pdf |
| spellingShingle | education data gender natural resources agricultural extension training curriculum resource conservation data collection sustainability agriculture livelihoods food security information and communication technologies knowledge Ukamaka, Mabel Dimelu von Maltitz, Lindie Mangheni, Margaret Najjingo Suvedi, Murari Agwu, Ekwe Agwu Chanza, Charity Sasidhar, P. V. K. Oywaya-Nkurumwa, Anges Ifeonu, Chidimma Frances Davis, Kristin E. Anugwa, Ifeoma Quinette Liverpool-Tasie, Lenis Saweda Tchuwa, Frank Elapata, Maheshwari S. Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title | Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title_full | Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title_fullStr | Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title_full_unstemmed | Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title_short | Process skills and competency gaps in undergraduate agricultural extension curriculum in Nigeria, Malawi, South Africa, Uganda, and Kenya |
| title_sort | process skills and competency gaps in undergraduate agricultural extension curriculum in nigeria malawi south africa uganda and kenya |
| topic | education data gender natural resources agricultural extension training curriculum resource conservation data collection sustainability agriculture livelihoods food security information and communication technologies knowledge |
| url | https://hdl.handle.net/10568/140054 |
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