Call number: LD2668 .T4 1963 S71 / Master of Science

Call number: LD2668 .T4 1964 P298 / Master of Science

Digitized by Kansas State University Libraries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Despite the abundance of horticultural crops, farmers in the Nusa Tenggara Timur province of Indonesia (NTT) are still living under poverty level. The Indonesian government has identified agricultural extension workers as a 'point of spear' of agricultural development and given them 12 roles. Horticultural agribusiness would certainty be able to increase farmers' standard of living if agricultural extension workers can perform their roles effectively. However, in 1997, the average production of fruits was only 3.8 tonnes per hectare and 1.9 tonnes per hectare of vegetables. Ashraf (1993) has suggested that inefficiency of agricultural extension workers is one of the reasons why agricultural production does not improve to its full capacity. A study investigating the roles of Agricultural extension workers in horticultural agribusiness in Nusa Tenggara Timur (NTT) Indonesia was conducted. Interviews were conducted of 223 farmers, 46 agricultural extension workers and 32 government officers. A literature search suggests this is the first study ever done in Indonesia particularly in NTT which involved farmers, agricultural extension workers and government officers to investigate: 1) what roles were expected of agricultural extension workers by farmers, government officers and agricultural extension workers, 2) the perceptions of these groups about the effectiveness of agricultural extension workers in performing their roles, and 3) factors that impede agricultural extension workers' ability to perform their roles effectively. While the views of the three groups did not coincide, all three expected agricultural extension workers to use examples and demonstrations. All farmers expected agricultural extension workers to deliver extension in the right time. / Both farmers and government officers expected agricultural extension workers to increase farmers' knowledge and skills, empower farmers and their group, and to be a part of farmers' community. Meanwhile, the roles of running activities that only deal with the agricultural activities, to support research recommendation, and to be the bridge between farmers and government were expected by government officers and agricultural extension workers. Farmers and agricultural extension workers have the same expectation for agricultural extension workers to transfer programs that suit. farmers' needs and problems, and to bring the programs as promised. The respondents perceptions about the effectiveness of agricultural extension workers in fulfilling their 12 roles were as follows: 1) farmers were dissatisfied with the roles for running plot demonstrations, program planning, using a brochure and running a field school; 2) agricultural extension workers were dissatisfied with the roles of making a brochure, running a field school, and delivering government projects; and 3) government officers were dissatisfied with the roles to encourage farmers' participation, finding and solving farmers' problems, agricultural extension workers as trainers, and running field schools. A Chi-square test found a significant difference between the groups in their perceptions of agricultural extension workers performance of their roles. The eight main constraints that impede agricultural extension workers' ability to perform their roles were the repeated restructuring of the Agricultural Department, low award or salary, lack of training, lack of transport, unclear job direction geographical conditions, lack of authority , and bureaucratic complexity. / In conclusion, while the results of this study support the hypothesis that agricultural extension workers are not performing their roles effectively there are a number of reasons for this, many of them beyond the responsibility of agricultural extension workers. A key reason appears to be system failure. While the NTT province is supposedly following the Training and Visit model, very little effective training appears to be taking place and agricultural extension workers lack transport and other facilities to conduct effective visits and demonstrations. Another key deficiency is locally relevant research findings.

This study posits a model of 'rural extension' which begins from humans, not from technology or information. The model has been used to facilitate community development at the village level. The research illustrates the potential of drama and participative forms of theatre as empowering 'action' learning/researching tools to reach people in rural communities, and as a means of involving those communities in creativity and learning about themselves and their environment collaboratively. The writer seeks to integrate participatory approaches with community development and human inquiry, humanistic approaches to education, experiential learning theories, and drama education theories and methods. The central questions which this research addresses are : 1/. What are the functions and the methods of participative theatre (as systemic communication) in the process of social change and development? and 2/. How can these participative forms of theatre elicit whole aspects of local knowledge, that is, tacit/explicit knowledge, facilitate learning and foster critical thinking through grass-roots participation? The ideas were formulated and tested through intensive field experiences with Iranian nomads, Iranian farmers, immigrant farmers in NSW, Australia, and within a number of workshops with different groups of students at Hawkesbury. This includes a critique of rural development in Iran, examinations of rural extension from a critical perspective, drama and theatre as process, learning and conscientization, personal construct psychology, systems thinking, learning through metaphor, action theory, Boal's participative forum theatre theory, and action research. Finally, the study explores drama as a form of systemic communication (that is, dialogue through a number of group activity techniques) / Doctor of Philosophy (PhD)

Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Sally Wallace, committee chair; James R. Alm, Jorge L. Martinez-Vazquez, Ragan Petrie, Yongsheng Xu, Stephen D. Younger, committee members. Electronic text (186 p. : ill., col. map)) : digital, PDF file. Description based on contents viewed Dec. 11, 2007. Includes bibliographical references (p. 131-144).

Thesis (Ph. D.)--Ohio State University, 1984. / Includes vita. Includes bibliographical references (leaves 174-180). Available online via OhioLINK's ETD Center.

This research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture. / February 2009