12 pages, This study evaluated socioeconomic factors influencing the uptake of regenerative agriculture technologies in the dry lands of Embu County. Semi-structured questionnaires were administered to 400 farm households. Multivariate Probit model (MVP) and percentage were used to analyse the data. The findings of the study indicate that several socioeconomic factors including farming experience, farm size, main occupation, off-farm activities, age, gender, marital status and education level influenced the uptake of various regenerative agriculture technologies. Government and other inventors should take these factors into consideration while making decisions and formulating policies to support the dissemination and uptake of agricultural innovations.
14 pages, This study explored impact of agricultural extension services on cereal production. Data were collected through a semi-structured questionnaire from a random sample of 262 farmers from four regions (east, west, north, and south) in Bhutan. Farmers assessed the impact of extension services on five aspects of cereal production (cereal seed, social, environmental, production, and marketing aspects). Percentages and an ordered logistic model were used to analyze the data. The study found a low level of farmers’ participation in extension services. The social aspect of cereal production was the most impacted by the extension programmes, while the marketing aspect was the least impacted. The farmers’ cultivated dry land (Coeff. = 0.21) and wetland (Coeff. = 0.72), their participation in extension services (Coeff. = 0.61), and the extra labour (Coeff. = 0.24) significantly contributed to cereal production. The provision of effective and high-quality extension programs by extension agents is critical for smallholder farmers to enhance their agricultural production.
18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
