加强农业推广培训：南非本科农业推广课程中的工艺技能和能力差距（英）-2023-120页_1mb

Process Skills and Competency Gaps in Undergraduate Agricultural Extension Curriculum in South Africa

1. Introduction

The study assessed the undergraduate agricultural extension curriculum in South Africa to identify competency gaps and recommend improvements. It aimed to determine critical job skills, core competencies required for effective extension work, and barriers to training these competencies.

2. Methodology

The research used qualitative and quantitative approaches:

• Focus group discussions (FGDs) involving extension professionals, educators, and practitioners.
• Online surveys with Likert scales to gauge importance and coverage of competencies.

3. Findings

3.1 Significant Gaps

There's a notable discrepancy between the perceived importance of core competencies and their coverage in curricula. Respondents rated all 11 process skills and core competencies as important, but coverage was only considered moderately well in most cases.

3.2 Identified Process Skills and Core Competencies

The study identified 11 key process skills and core competencies, supported by 97 sub-competencies. These include:

• Program planning
• Program implementation
• Communication skills
• Information and communication technologies (ICTs)
• Program monitoring and evaluation
• Personal and professional development
• Diversity and gender skills
• Marketing, brokering and value chain development
• Soft skills
• Nutrition skills
• Technical subject matter expertise

3.3 Major Barriers

Key obstacles identified include:

• Budget constraints for practical learning
• Student and teacher motivation issues
• Lack of facilities such as demonstration farms
• Inadequate faculty and textbooks
• Time constraints in curriculum implementation

4. Recommendations

• Revise curricula to include core competencies identified in the study
• Enhance practical training through mentorship, internships, and field exposure
• Foster collaboration between training institutions, government, private sector, and farmers
• Regularly update curricula to address evolving agricultural needs

5. Stakeholders

Lead Researchers:

• Murari Suvedi (USA), Michigan State University, suvedi@msu.edu
• Charity Chanza (Malawi), Lilongwe University, cchanza@luanar.ac.mw
• Agwu Ekwe Agwu (Nigeria), University of Nigeria, ekwe.agwu@unn.edu.ng
• P.V.K. Sasidhar (India), Indira Gandhi National Open University
• Dimelu Mabel Ukamaka (Nigeria), University of Nigeria
• Saweda Liverpool-Tasie (USA), Michigan State University
• Ifeoma Quinette Anugwa (Nigeria), University of Nigeria
• Frank Tchuwa (Malawi), Lilongwe University

Country-Based Researchers:

• Lindie von Maltitz (South Africa), University of Free State
• Kristin Davis (South Africa), International Food Policy Research Institute & University of Pretoria