10 pages., via online journal., Uncertainty, insufficient information or information of poor quality, limited cognitive capacity and time, along with value conflicts and ethical considerations, are all aspects that make risk management and risk communication difficult. This paper provides a review of different risk concepts and describes how these influence risk management, communication and planning in relation to forest ecosystem services. Based on the review and results of empirical studies, we suggest that personal assessment of risk is decisive in the management of forest ecosystem services. The results are used together with a review of different principles of the distribution of risk to propose an approach to risk communication that is effective as well as ethically sound. Knowledge of heuristics and mutual information on both beliefs and desires are important in the proposed risk communication approach. Such knowledge provides an opportunity for relevant information exchange, so that gaps in personal knowledge maps can be filled in and effective risk communication can be promoted.
9 pages., ISSN 2415-2838, via online journal., Uganda’s public agricultural extension system has experienced several reforms since colonial times. However, available literature indicates that a large number of smallholder farmers remain unreached by the extension systems. To address the above problem, there has been a call to unearth the role of participatory and Information and Communication Technologies (ICTs)-led extension and learning approaches for agricultural and environmental education, and development in the country. As such, a review study was conducted on the context and the potential of participatory, and ICT-led extension and learning approaches to agricultural and environmental education. The reviews involved thematic and content analysis of variables of interest. The review findings presented a critical review of the historical and current state of agricultural extension reforms in Uganda. It also highlighted the challenges and lessons on the status, context, and potential of participatory, and ICT-led extension and learning in agricultural and environmental education in Uganda. It elaborated on recurring extension issues and described the experiences on the role of ICTs to extension and emerging practices that are enhancing the delivery of timely information that suits the needs of farmers. Policy recommendations were henceforth made to tap the potential of participatory, and ICT-led extension and learning approaches in order to enhance the performance of agricultural extension systems in Uganda.
12 pages., via online journal., Present world belongs to the era of information explosion. With the information edge on hand, the world is getting much competitive. Students are required to develop rigorous digital skills to suit themselves to the multi-faceted world. It is no coincidence that Information and Communication Technology (ICT) tools form the bulwark of this new age digital literacy. ICTs have been establishing themselves for so long as the futuristic tools of teaching and learning. In addition, ICT has become a polynary and systematic concept in the field of education. Thankfully, agricultural education is not left behind and it is getting more and more realized that agricultural information professionals must support agriculture by managing and improving access to a proliferating and increasingly complex array of information. This paper is limited to the usage and effects of ICT tools in the classroom teaching-cum-learning setup of agricultural education. Research studies show that for massive deployment of ICTs, the student community needs to be exposed to various courses of computer usage and application software. Besides, bottlenecks that hinder widespread ICT deployment have also been identified amongst agricultural community. Apart from the poor or inadequate availability of interactive multimedia, self-learning modules and online class courses in agricultural domain, it has been ascertained that poor signal strength of wifi also pose as barrier in inhibiting the adaptability of ICT tools in countries like India. The study suggests that the students should foster information awareness, build their knowledge about ICT, develop competence in ICT, and the teaching faculty should determine methods for how to use ICT to achieve information literacy in agriculture.
16 pages., via online journal., The study assessed the use of ICTs among public and private extension officers in Lesotho. A structured questionnaire was used to collect data from 86 public and 19 private extension officers. Data collected were analysed, using percentages, mean, and standard deviation, multiple regressions and t-test. Extension officers use ICT tools to obtain information on new technology (79.1%), preservation of farm produce (79.1%); time of planting crops (75.6%), call attention of extension officers (75.6%) and cultural practices (75.6%). Serious constraints to the use of ICTs, as perceived by extension officers were: high cost of ICT (83.7%); poor basic infrastructure (79.1%); non-availability of technical personnel (72.1%), failure of service (73.7%) and non-availability of genuine parts. There is a strong relationship between access to information, residing within place of work, constraints, age awareness, type of extension and use of ICTs. There is also a significance differences in the use of ICTs between public and private extension officers. Policy makers should improve national e-readiness and make more ICT tools available and accessible to extension officers. Constraints of high cost, lack of ICT infrastructure and training of technical personnel should be dealt with.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
10 pages., Article # 5TOT4, via online journal., This article describes visual-based minimal-text food safety tools developed in Mandarin Chinese to educate Chinese-speaking food service workers about safe food handling practices. Ten posters and one PowerPoint presentation were developed, and their efficacy in conveying critical food safety messages was tested with Chinese-speaking food service workers in Iowa. Extension educators can use these tools for formal and informal food safety education, thereby contributing to protecting public health.
