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.

South Africa as other African countries has not been spared from the rural poverty. The South African government is trying to address this problem through various government departments. One such ministry trying to address rural poverty is the Ministry of Agriculture, working together with the provincial Ministries of Agriculture in different provinces. The provision of appropriate agricultural extension services is regarded as a tool that may be used to address rural poverty and development in South Africa’s rural areas. Appropriate extension services will depend on the knowledge management system applied by the organisation making it innovative and responsive to the needs of the farmers. The objective of this research was therefore to identify knowledge management systems applied by extension workers to support community garden farmers in the uMgungundlovu District Municipality in KwaZulu-Natal. To address the objective, qualitative research methods, namely focus group discussion and semi-structured interviews, were used. In this research, it was evident that the extension workers were not efficiently managing knowledge within their department, among themselves as well as among the farmers. The extension workers have potential knowledge management methods in place, such as departmental meetings. However, the extension workers’ practices do not capture the true essence of knowledge management. There is no evidence that knowledge gained by extension workers during meetings and informal discussions in the organisation is translated into learning, which could lead to the development of new knowledge by the extension workers. The extension workers claimed that they are using appropriate methods to learn from the farmers and to share knowledge with them. However, the farmers do not believe that the extension workers make use of any methods to encourage knowledge sharing and learning. It is thus evident that extension workers do not integrate knowledge gained from the farmers into the improvement of their own agricultural extension practices. Agricultural extension organisations therefore need to adopt methods that encourage learning, reflection and engagement with the knowledge gained from the organisation and the farmers for real knowledge management to take place. This, in essence, will lead to the creation, sharing, utilization, absorption and transformation of knowledge. / Thesis (M.Agric.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Historically, South Africans, particularly small-scale farmers have had little support and hence lack tools and information when faced with production decisions. Information plays an important role in enlightening people, raising their level of knowledge and in turn improving their standard of living and participation in decision making process. Research shows that Information Communication Technology (ICT) like Decision support tools (DSTs) plays an important role in systematic dissemination of information in agriculture, thus improving the quality of farmers’ decisions. Decision support tools provide up-to-date data, procedures and analytical capacity leading to better-informed decisions, especially in rural areas. A body of research is emerging around issues of effectiveness of DSTs for farmers in the developed world. However, few studies have focused on issues around effectiveness of these tools for farmers in the developing world, particularly for resource-limited farmers. This study set out to evaluate the effectiveness of a new DST for organic and small-scale farmers with a group of extension officers and researchers in KwaZulu-Natal. As an extension to the DST, a crop disease management component linked to the DST was developed. The study also set to evaluate the effectiveness of the crop disease management component. Extension officers and researchers were purposively selected for this study because both groups play a major role as far as organising and disseminating information to organic and small-scale farmers is concerned. This study identified key measures for effectiveness of DSTs and crop disease management guides using literature from the study. Two frameworks for measuring effectiveness were developed to evaluate the effectiveness of the new DST and its crop disease management component with the extension officers and researchers. Focus group discussions were used for data collection. The frameworks were used as a base for the focus group discussions. Focus groups were conducted to explore and establish whether in the light the groups (extension officers and researchers), the new DST and its crop disease management component are effective. Results from the study revealed that extension officers and researchers felt that the DST and its crop disease management component are effective since they meet key measures for effectiveness identified in the framework. The groups agreed that the DST and its crop disease management component are relevant to small-scale farmers. They also agreed that the DST has the ability to improve access to information for small-scale farmers. Lastly, they also agreed that the DST and its crop disease management component are transparent (meaning flexible and user friendly) for small-scale farmers. Some of the areas for improvement identified by the groups included a need for information on pests and more diseases for the DST and the crop disease management component. Although the groups felt that both the DST and crop disease management were effective, they strongly recommended a need for another study that will aim at developing a pest management component of the DST as this was clearly requested by groups in this study. Results of this study showed that half the respondents felt that the DST was easy enough to be used by small-scale farmers without help from extension officers, while the other half believed that small-scale farmers will still need the help of extension officers to show them how to use the DST. Government and other relevant institutions need to provide appropriate training for these farmers, making the DST useful to them. / Thesis (M.Agric)-University of KwaZulu-Natal, Pietermaritzburg, 2011.