This thesis is about agricultural extension education. The context is agricultural extension in South Africa. It addresses the following questions: To what extent does current agricultural extension education in South Africa adequately reflect the current and changing educational and developmental imperatives? To what extent does it adequately equip extension officers and other agricultural development practitioners to deliver relevant support to farmers and farming communities? In short, how relevant is the training received by South African Agricultural Extension practitioners? The South African government has made significant changes in the policy environment governing agriculture. While the majority of the policy changes fall outside the scope of this research, it can be safely argued, as noted in the current Strategy for South African Agriculture, that the changes are fundamental. The changes redirect agriculture to the majority population which has hitherto been marginalised and generally denied meaningful access to the agricultural sector of the South African economy. To implement these changes, the agricultural sector will need appropriate skills – skills which, it is submitted – are largely lacking within the agricultural extension service and, more relevantly to this study, in Agricultural Extension curricula. In addition to the foregoing, assumptions about farmers and their roles in technology and information creation and consumption, assumptions about the roles of tertiary institutions in the triad of teaching, extension and research and indeed about the triad itself need to be challenged. A system of education which has its origins in the 1800s (before even the industrial revolution, much less the digital revolution) needs, per force, to be interrogated regularly to ensure that it delivers according to the demands of the exigencies of the time. Similarly, assumptions about the aim of development and in particular agricultural development have been questioned in many parts of the world. And yet it is submitted that in South Africa, the basic extension methodologies have not changed in any fundamental way; rather they have adopted some of the outer trappings of new approaches, without assessing the fundamentals of the core extension approach. It is believed that extension is in need of a serious review and that it is timely to do so. Recent research in Africa and elsewhere in the world indicates that extension needs be reconstructed on a different set of operational objectives led by a different vision. The extension strategy herein presented is built around a vision which places the focus on the farmer (and other land users) in the context not of technology, but of creating prosperity. The vision implies that the purpose of agricultural extension is to facilitate the establishment of self-reliant farmers who are contributing to widespread prosperity. The dual outcomes of self-reliant farmers and widespread prosperity are meant to be realised through a new set of =rules of engagement‘. Prosperity is derived out of farmers working together, sharing information, and learning together. Self-reliant farmers are an outcome of a learning partnership between farmers and extension practitioners. This study was conducted in a series of stages. The first thrust examined the nature of Agricultural Extension and the assumptions on which it is predicated. The result of this interrogation was to propose a new concept for Agricultural Extension – Agriflection – which is a learning-based concept aimed at improving the sustainability of the livelihoods of farmers through iterative development processes fostered through a learning agenda that is facilitated by an appropriately trained Agricultural Extension practitioner. To realise such a vision, it is essential that the mission of the extension service be recast to reflect the dynamics of the implications of the vision. The key elements of the mission are, therefore, client-responsiveness and partnerships. The power to realise the vision rests in three critical aspects. First is the capacity of the extension service to engage with its clients as genuine partners in a shared learning agenda. The second is the capacity of the extension service to engage with the many other agencies and organisations which supply goods and services to farmers and land users. The third is ensuring that engagements with farmers support sustainable development, that is, that production of food, fibre and fuel is socially just, economically sustainable and environmentally sustainable. This new vision and mission lay the foundation for a fundamental shift in the way agricultural extension is positioned, resourced, implemented and evaluated. The strategic goals, principles and values presented in this strategy are built on this foundation, and they, in turn, create the framework for constructing the operational plans of the extension service as well as for management and measurement of the service. The second thrust of the study was to filter the Agriflection concept through South African educational and agricultural policy. Given that the agricultural frontier is subject to change in focus and priorities, it was reasoned that the training and education of would-be extension practitioners needs to be able to respond to changes in methods and in the field. The National Government has adopted the outcomes-based model as the general structure for curriculum development. Further sustainable development/livelihoods has been adopted as the general framework for development. Outcomes-based education and sustainable development/livelihoods provide a framework for studying and developing curricula. A tool that enables curriculum analysis and development which allows for adjustment to changing imperatives while maintaining integrity in terms of education and development, would be valuable for tertiary institutions training extension officers. The result of this second thrust was the development of curriculum markers that encapsulated what non-technical knowledge and skills (i.e. Agricultural Extension knowledge and skills) were needed to be able to deliver on the imperatives of the transformation agenda of current agricultural policy. Thirty-four markers were identified. The third thrust of the study was to create a credible method to evaluate Agricultural Extension curricula and to capture and analyse data. A detailed review of methods and approaches was made resulting in fashioning the Theory-led Instructional-Design Curriculum Evaluation (TICE) method. One of the primary facets of this six-process method is questioning of the assumptions on which the discipline of Agricultural Extension is based. Such a questioning would lead to a new theory to govern the evaluation of curriculum. Ancillary to the TICE method were the methods of data collection and analysis. The study consolidated these in presence and efficacy factors. These factors measured the presence of the 34 markers in Agricultural Extension curricula and the extent to which they were addressed, if present. The fourth thrust of the study was the detailed evaluation of curricula of qualifications most commonly held by public sector Agricultural Extension practitioners. The study examined the curricula of agricultural diplomas, of three- and four-year agricultural degrees and of one-year postgraduate qualifications offered by Colleges of Agriculture and selected Universities and Universities of Technology. The fifth thrust was to conduct corroborative investigations in the public sector. This was done by surveying Agricultural Extension practitioners asking them to evaluate the extent to which they believed they have knowledge and/or skill represented by the 34 curricula markers. In addition, a brief analysis was made of Agricultural Extension practitioner job descriptions used in the public sector. This was done to determine what knowledge and skills were expected of Agricultural Extension practitioners and comparing this to the 34 markers. The study revealed that there is very limited Agricultural Extension training offered in the curricula of qualifications held by the majority of public sector Agricultural Extension practitioners. Further, using the 34 markers as the touchstone, it was determined that the current curricula do not adequately equip public sector Agricultural Extension practitioners to deliver on the agenda of current South African agricultural policy. Without extensive revision of curricula in terms of both the quantity and content of extension training, the South African public sector Agricultural Extension service will not be able to realise the intended transformation of agriculture. Its key operatives will not have the knowledge and skills needed to do so. This is a unique study. No study of its kind has ever been conducted in South Africa. Numerous studies have been conducted into the training needs of Agricultural Extension practitioners. None have gone to the extent of questioning the assumptions on which Agricultural Extension is based. None have made a critical examination of curricula in the light of current educational and agricultural policy. This study found that there is an urgent need for serious attention to be given the purpose, scope, outcomes of Agricultural Extension higher education in South Africa to ensure that it can contribute to the positive and sustainable transformation of agriculture. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Food insecurity can contribute to the advancement of diseases such as growth stunting and HIV/AIDS. A holistic approach to addressing food insecurity includes reviewing local resources; including indigenous food stuffs. Six studies investigate the potential of insect nutrition to meet dietary needs in rural South Africa. A novel trapping method for Trinervitermes sp. is examined by parameters of time, sustainability and bait used. Local grass (Themeda triandra Forssk.) seemed to be the most effective bait, being significantly more attractive than loose mound soil (p=0.01), wet maize stalks (p=0.01) or cardboard (p=0.05). The trapping device was demonstrated as an effective tool in assessing the feeding preferences of Trinervitermes sp., which compete directly with cattle for grazing food resources. The chemical composition of Macrotermes natalensis alates (winged, wingless and fried), soldiers, and Odontotermes sp. alates (wingless) was determined. Alates were rich in fat, ranging between 49.2-60.6% (dry matter basis). The protein content ofM natalensis and Odontotermes sp. alates compared favourably to pork and chicken. Alates were high in glutamic, aspartic and alanine amino acids and low in methionine, serine and threonine. Amino acid digestion for broiler chickens was high, ranging between 87.6-96.1%. In an era where rural and urban cultures are rapidly merging, entomophagy may be discarded as an embarrassment or nonsensical practice. The high nutritional content of M natalensis and Odontotermes sp. should be publicised both to increase the awareness of their high quality as a food source for both poultry and human consumption and to avoid the abandonment of cultural practices that make sense. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The training of agricultural extension graduates is an important contributor to agricultural / The training of agricultural extension graduates is an important contributor to agricultural development in both developed and developing countries. Extension workers help small holder farmers uplift their food production. In most African countries, the curriculum of agricultural extension institutions has been adopted from other countries. This causes higher education institutions to produce graduates with inadequate skills to meet the needs of African countries. With the transformation in South Africa, and the resultant unification of the extension system, the curriculum needs to be reviewed to meet the current needs of the employers. This research explores the potential of including structured experiential learning into the curriculum with the aim of bridging the gap that exists within the extension training systems in South Africa. The alumni from two institutions, one with an unstructured experiential learning programme and the other with a structured experiential learning programme were interviewed to find out the skills that they feel are needed and whether those skills can be effectively taught during the academic training of students. A convenience sampling method was used. The employer’s perceptions regarding the skills for effective extension work were also solicited. Both the alumni and the employers indicated that well planned and supervised experiential learning would help students acquire practical agriculture skills, and also orientate them to the new work environment. The educators indicated that the curriculum structure at times impedes the effective implementation of an experiential learning programme due to semester system and demands from other courses The research revealed that for effective experiential learning, it is important that universities work with communities in development programmes and to forge links with the industry. Although service providers may be willing to offer experiential learning to students, they are also limited in terms of resources. They cannot always accommodate students from tertiary institutions as there are number of them requiring experiential learning opportunities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

The agricultural extension package program is initiated by the government of Ethiopia. It is initiated to reduce poverty and bring development in the country. The basic underpinning principle of this program is that, if the productivity of the farmer is increased, on the one hand it is possible to bring sustainable development in Ethiopia and on the other hand it will help to get the raw material for the industry and reduce the migration of the work force from rural to urban areas. Agriculture is the source of livelihood for over 80% of the population and the majority of the poor live in rural areas. About 59.5% of the population is illiterate. The government gives overriding primacy to the welfare of rural populace. Agriculture is also believed to be a potential source to generate primary surplus to fuel the growth of other sectors ofthe economy. The main feature of the target group is that majority of them are illiterate and their mode of production is subsistence. Of the many kinds of intervention to bring development; educating the society is the major one. Indeed the government offers training to the subsistence farmers with the intention of enhancing their productivity via development agents. DAs are there to facilitate empowerment of the farmers, lead the process of technology transfer and change the attitude of farmers. DAs work with subsistence farmers to introduce the modern system of farm and farm related activities. To do so a series ofteaching - learning processes are evident in the program. The purpose of the study is to see the kind of teaching - learning processes that are evident in the program and to see how the principles and theories of adult education relate to the program. Thus, the research tries to explore the learning approaches and practices evident in the extension package program, the perception of DAs and farmers about the training and the actual and potential role of literacy in an agricultural extension program. The research adopts an interpretivist paradigm and some aspects of critical paradigm to understand the data and the context. It is qualitative in nature. The study is conducted on a sample of 18 participants (15 farmers and 3 extension package workers). Semi structured interviews were conducted with three DAs, focus group discussions with twelve farmers, observation while the training was taking place in the field and document analysis to get factual information. The research results are reported in the form of discussion and findings. Indeed it is revealed that farmers are divided into two as the leader and follower farmers. Accordingly the types of trainings are divided into two as general and special training. Literacy ability ofthe farmers is one ofthe criteria to be eligible for special training. That resulted in the exclusion ofthe majority of farmers from the special training program. ERIC Keywords: Extension package program, Development agents, Literacy, Adult education, Follower farmers, Leader farmers / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

The purpose of this creative project was to develop a program on video tape that would briefly explain the local Cooperative Extension Office, the programs and the assistance available. Audio-visual material available prior to this consisted of one slide tape set approximately 10 years old. In the new video tape a short history of Extension, and an overview of each area of the local Extension Office are explained, using examples of how the local Extension Agents provide assistance to the community. The disciplines include 4-H, Agriculture, Family and Consumer Sciences and Community Development.Development of the video tape included planning, script writing, filming, editing and documentation of the project. The major task was to present the best, most informative material explaining the role of Extension with-out being long and boring. By showing preliminary tapes to control groups and making changes as suggested. A final format was established that should most effectively explain the Extension Office and its services.

Thesis (M.S.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 8, 2008) Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Agricultural Information Science and Education. / Title from title screen. Includes bibliographical references.

Thesis (D.(Agricultural Economics))--University of Pretoria, 2009. / Includes summary. Includes bibliographical references.

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

Thesis (M.S.)--University of Wisconsin, 1966. / Extension Repository Collection. Typescript (carbon copy). Includes autobiographical sketch. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 92).